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  • 1.
    Aagaard, Kirsten
    et al.
    VIA University College, Denmark.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Halttunen, Timo
    University of Turku, Finland.
    Hansen, Brian Benjamin
    VIA University College, Denmark.
    Nistrup, Ulla
    VIA University College, Denmark.
    Quality in Validation of Prior Learning: Experiences in researching the practice of the Nordic Model for Quality in Validation of Prior Learning2017In: The Learner at the Centre: Validation of Prior Learning strengthens lifelong learning for all / [ed] Ruud Duvekot, Dermot Coughlan and Kirsten Aagaard, Houten/Aarhus: European Centre Valuation of Prior Learning/ VIA University College , 2017, p. 89-102Chapter in book (Other academic)
    Abstract [en]

    This chapter presents findings from a study of quality work in validation (recognition of prior learning) in three cases in Denmark, Finland, and Sweden. The quality work is based on a Nordic model for quality in validation and the study has an interactive approach.

  • 2.
    Aeppli, Christoph
    et al.
    Stockholm University, Sweden .
    Bastviken, David
    Linköping University, The Tema Institute, Department of Water and Environmental Studies. Linköping University, Faculty of Arts and Sciences.
    Andersson, Per
    Swedish Museum Nat Hist, Sweden .
    Gustafsson, Orjan
    Stockholm University, Sweden .
    Chlorine Isotope Effects and Composition of Naturally Produced Organochlorines from Chloroperoxidases, Flavin-Dependent Halogenases, and in Forest Soil2013In: Environmental Science and Technology, ISSN 0013-936X, E-ISSN 1520-5851, Vol. 47, no 13, p. 6864-6871Article in journal (Refereed)
    Abstract [en]

    The use of stable chlorine isotopic signatures (delta Cl-37) of organochlorine compounds has been suggested as a tool to determine both their origins and transformations in the environment. Here we investigated the delta Cl-37 fractionation of two important pathways for enzymatic natural halogenation: chlorination by chloroperoxidase (CPO) and flavin-dependent halogenases (FDH). Phenolic products of CPO were highly Cl-37 depleted (delta Cl-37 = -12.6 +/- 0.9 parts per thousand); significantly more depleted than all known industrially produced organochlorine compounds (delta Cl-37 = -7 to +6 parts per thousand). In contrast, four FDH products did not exhibit any observable isotopic shifts (delta Cl-37 = -0.3 +/- 0.6 parts per thousand). We attributed the different isotopic effect to the distinctly different chlorination mechanisms employed by the two enzymes. Furthermore, the delta Cl-37 in bulk organochlorines extracted from boreal forest soils were only slightly depleted in Cl-37 relative to inorganic Cl. In contrast to previous suggestions that CPO plays a key role in production of soil organochlorines, this observation points to the additional involvement of either other chlorination pathways, or that dechlorination of naturally produced organochlorines can neutralize delta Cl-37 shifts caused by CPO chlorination. Overall, this study demonstrates that chlorine isotopic signatures are highly useful to understand sources and cycling of organochlorines in nature. Furthermore, this study presents delta Cl-37 values of FDH products as well of bulk organochlorines extracted from pristine forest soil for the first time.

  • 3.
    Ahmed, Ali M.
    et al.
    Linköping University, Department of Management and Engineering, Economics. Linköping University, Faculty of Arts and Sciences.
    Andersson, Per A
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Granberg, Mark
    Linköping University, Department of Management and Engineering, Economics. Linköping University, Faculty of Arts and Sciences.
    Transpersoner diskrimineras i rekryteringsprocessen2021In: Ekonomisk Debatt, ISSN 0345-2646, Vol. 49, no 1, p. 19-27Article in journal (Refereed)
  • 4.
    Ahmed, Ali M.
    et al.
    Linköping University, Department of Management and Engineering, Economics. Linköping University, Faculty of Arts and Sciences.
    Granberg, Mark
    Linköping University, Department of Management and Engineering, Economics. Linköping University, Faculty of Arts and Sciences.
    Andersson, Per A
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Transpersoner väljs bort av arbetsgivarna2020In: Dagens Nyheter, ISSN 1101-2447Article in journal (Other (popular science, discussion, etc.))
  • 5.
    Ahn, Song-ee
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Flogell, Eva
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Arts and Sciences.
    Karlsson, Georg
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Kunskap – synlig, standardiserad och jämförbar?2009In: Lärande på vuxnas vis: Vetenskap och beprövad erfarenhet, Lund: Studentlitteratur , 2009, 1, p. 123-142Chapter in book (Other academic)
    Abstract [sv]

    Denna bok belyser och jämför flera gemensamma brännpunkter i kommunal vuxenutbildning, folkhögskola och högskola: till vilka utbildningarna riktas, hur de utformas didaktiskt, hur de studerande betygssätts och bedöms. Författarna använder konkreta exempel när de diskuterar bland annat utbildares och studerandes perspektiv på dessa områden. Boken riktar sig till blivande och verksamma personalvetare, yrkes- och studievägledare samt pedagoger.

  • 6.
    Andersson, Per
    Linköping University, Department of Electrical Engineering. Linköping University, The Institute of Technology.
    Air charge estimation in turbocharged spark ignition engines2005Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Turbocharged (TC) spark-ignited (SI) engines are popular as they combine high power output with good fuel economy. Furthermore, their emissions can be successfully reduced using a three way catalyst (TWC) provided that the air-fuel ratio is precisely controlled. As the air-fuel ratio depends on the precision of the air charge estimate, this the;;is is devoted to the systematic improvement of the cylinder air charge (CAC) estimation on TC S[ engines. A second objective is to provide the design engineer with a flexible framework for CAC estimation that easily can be adapted to various, engines.

    The CAC is not measurable and it is therefore estimated using a model. Part I concentrates on stationary conditions and examines existing air charge estimation methods using engine experiments where the wastegate is opened and closed. Measurements show that the existing methods are insufficient for TC SI engines since the CAC depends on exhaust backpressure and charge cooling from evaporating fuel. A new 2-pararneter CAC model which accounts for these effects is developed and the validation shows that the error is reduced from 10% to 3%.

    Part II deals with transient conditions and a dynamical component-based model is developed for the gas flow systems of TC SI engines. The physical structure of different TC SI engines is similar and these similarities are exploited in the developed model. The division into components provides the basis for a flexible framework that enables a straightforward adaption to various engines. It is described how the model parameters are systematically fitted using an engine map and maps from the turbocharger manufacturer. The accuracy of the model is good and the stationary error is less than 103/c on the intake side.

    An observer that estimates the CAC, given available measurements, is suggested. It is shown that the system is locally structurally observable from arbitrarily measured model states. Further, a specific combination of signals that is most suitable for CAC estimation is pointed out. The developed observer is based on the constant gain extended Kalman filter (CGEKF) and a systematic method for selecting the design parameters in CGEKF filters is proposed. The method only requires an engine map and the variance of the signals considered for observer feedback. Several different combinations of observer feedback signals are studied and it is shown that the observer is capable of estimating the model states. The design method is successfully tested on two different engines.

    Finally, the developed model and observer is used for model-based air-fuel ratio control. A TC SI engine is controlled by the proposed controller in real-time and the transient

    deviations from λ = 1 are less than 7% in very rapid throttle transients.

  • 7.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Att bli och vara folkhögskollärare2014In: Årsbok om folkbildning: Forskning & utveckling 2013 / [ed] Stellan Boozon, Krister Hansson, Maj-Britt Imnander, Tove Bergquist, Stockholm: Föreningen för folkbildningsforskning , 2014, p. 73-89Chapter in book (Other academic)
    Abstract [sv]

    Artikeln sammanfattar resultat från två olika studier om att bli vuxenlärare och om att vara folkhögskollärare.

  • 8.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Att studera och bli bedömd: Empiriska och teoretiska perspektiv på gymnasie- och vuxenstuderandes sätt att erfara studier och bedömningar2000Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This dissertation is focussing on students’ experiences of assessments, which means that the assessments are related to studying. The assessments particularly investigated are the main types of assessments used in the application and selection for higher education in Sweden – the grading in schools on secondary level, and the Swedish Scholastic Aptitude Test (SweSAT).

    The literature review is an analysis of previous knowledge, resulting in a model of orientations to studying.

    The empirical investigation consists of interviews with 100 students in upper secondary school, municipal adult education and folk high schools. The interviews are analysed with a phenomenographic approach, and the analysis results in categories describing ways of experiencing what it means to study, ways of experiencing the grades, and the SweSAT. In addition to this, the analysis gives a description of relations between components within categories, relations between categories, and relations between phenomena.

    The main patterns in the students’ experiences of the assessments are the following: The different categories, describing the experiences of the assessments per se, are focussing on assessment of performance, assessment of personal qualities (including developed knowledge), or uncertainty in relation to the assessment. There are four main aspects of the students’ experiences of the value of assessments, i.e., the relation to future plans, the relation to the student’s personal context, the possibility to influence your result, and the relation to other assessments used in the selection.

    The final result of the empirical investigation is a reconstructed model of five orientations to studying, where the empirical results are integrated with previous knowledge. The five categories are the knowledge orientation, the duty orientation, the participation orientation, the qualification orientation, and the resistance orientation. These orientations are also described as adaptive and/or non-adaptive in relation to the demands of the education.

    A further analysis in relation to three social science perspectives shows how assessments can contribute to the colonization of the educational lifeworld, how assessments can be seen as instruments of discipline, and how assessments can be seen as disembedding mechanisms.

     

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  • 9.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Att utbilda nästa generation i yrket: En kunskapsöversikt om och för yrkeslärare2019 (ed. 1)Book (Other academic)
    Abstract [sv]

    Yrkeslärare representerar både läraryrket och sitt grundyrke. Det är inom grundyrket som dessa lärare har sitt ämneskunnande, som de undervisar i, om och för. Kunskapsöversiktens fokus är främst att belysa yrkeslärares dubbla roller.

    Yrkeslärare har en komplex roll eftersom de behöver balansera dubbla identiteter – som lärare och som branscharbetare. De ska representera både skolan och det tidigare yrkets kulturer. Vilken identitet som dominerar påverkar hur undervisningen realiseras. Forskningen, tillsammans med rektorers, lärares och elevers erfarenheter, ger nödvändig kunskap för att utveckla yrkesutbildningen så att den kan möta morgondagens arbetsmarknad som allt mer kommer att lämna den industriella eran och kliva in i den digitala. Denna kunskapsöversikt ger, genom nationell och internationell forskning, underlag för att på vetenskaplig grund diskutera yrkeslärares arbete och deras dubbla identiteter.

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    Att utbilda nästa generation i yrket: En kunskapsöversikt om och för yrkeslärare
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  • 10.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Att vara folkhögskollärare2013Conference paper (Other academic)
    Abstract [sv]

    I detta paper presenteras en studie av folkhögskollärares arbete, med fokus på lärarnas tidsanvändning och deras inställning till arbetets förutsättningar, kompetensbehov, idégrund och huvudmän samt professionell utveckling. Studien visar att de heltidsarbetande lärare som deltog i tidsanvändningsundersökningen i snitt arbetade drygt 49 timmar under en vecka. Ungefär en fjärdedel av arbetstiden var förlagd till kvällstid och helger, och nästan var fjärde lärare arbetar på kvälls- eller helgtid varje dag i veckan måndag–söndag. Lärarna uppskattar den professionella friheten i arbetet, men samtidigt är arbetsbördan en belastning. Det mest tydligt uttryckta behovet av kompetensutveckling gäller att kunna upptäcka och stödja deltagare i behov av särskilt stöd, men även kunskap om folkhögskola och folkbildning beskrivs som viktigt, speciellt för lärare som saknar lärarutbildning för skolformen. Lärarnas engagemang för deltagarna kommer även till uttryck i hur man relaterar sig till idégrunden, där lärarnas fokus främst ligger på deltagarnas utveckling. Folkhögskollärare kan inte betraktas som en profession, men vissa tecken på professionell utveckling har identifierats.

  • 11.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Basic eligibility: Threshold or fork in the road to higher education?2013In: Journal of Adult and Continuing Education, ISSN 1477-9714, E-ISSN 1479-7194, Vol. 19, no 2, p. 24-44Article in journal (Other academic)
    Abstract [en]

    Sweden has a two-step selection process for admission to higher education. Eligibility is assessed to ensure that the candidates have the ability to take the course/programme. Selections are made based in part on other measures. The focus here is eligibility, particularly the 25:4 scheme, a measure introduced to widen access to higher education in the 1970s but since abandoned. An age of 25 and 4 years of work experience were the main criteria of basic eligibility under this scheme. This exploratory study identifies the characteristics of 25:4 applicants and compares them to applicants with other types of eligibility and comparable groups in the population. What were the characteristics of 25:4 applicants? In what ways did they differ from other applicants and from the population in general? Results illustrate the scheme's influence, which was stronger on application patterns and weaker on the admission patterns of traditional and nontraditional applicants/students.

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  • 12.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Bedömning av vuxnas kunskap och kompetens2015In: KOM. Kommunikation mellan vuxenutbildare, Vol. 43, no 2, p. 34-34Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Denna artikel är en krönika kring bedömning och validering av vuxnas lärande.

  • 13.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Bedömning och betygssättning av yrkeskunskaper2014In: Lära till yrkeslärare / [ed] Susanne Köpsén, Lund: Studentlitteratur AB, 2014, 1, p. 195-216Chapter in book (Other academic)
    Abstract [sv]

    Detta kapitel ger en översikt över centrala begrepp och företeelser inom området bedömning och betygsättning, med fokus på det som är centralt inom yrkesutbildning på gymnasienivå.

  • 14.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Bedömning och betygssättning av yrkeskunskaper2019In: Lära till yrkeslärare / [ed] Susanne Köpsén, Lund: Studentlitteratur AB, 2019, 2, p. 217-242Chapter in book (Other academic)
    Abstract [sv]

    Detta kapitel handlar om bedömning som en del av arbetet som yrkeslärare. Det tar upp centrala begrepp kopplade till bedömning, aktuella formella riktlinjer kring bedömning och främst betygssättning, samt frågor kring återkoppling, validering och etik.

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  • 15.
    Andersson, Per
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Caretakers' experiences of RPL2006In: Journal of Vocational Education and Training, ISSN 1363-6820, E-ISSN 1747-5090, Vol. 58, no 2, p. 115-133Article in journal (Refereed)
    Abstract [en]

    En fenomenografisk studie av hur en grupp fastighetsskötare uppfattar fenomenet validering, och vad en valideringsprocess ger dem i termer av lärande och annat utfall. Recognition of prior learning (RPL) involves an idea of -making learning visible--of valuing knowledge irrespective of how, when and where it is learnt. This is a phenomenographic analysis of how a group of caretakers from a Swedish property management company experience participation in an RPL initiative focusing on their vocational competence. The results show how RPL is experienced in various ways by the caretakers-as an opportunity for personal development, as a matter of assessment and control, or as -only scratching the surface-. The process is also experienced in different ways in terms of learning-with a focus on prior learning or new learning, or even no learning. Other benefits of RPL are described in terms of exchange value or personal development. The results are integrated in a model where the relationship between the individual and the RPL process is a developmental, a credit-exchange or a critical relation.

  • 16.
    Andersson, Per
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Caretakers' experiences of validation2005In: NERA Congress,2005, 2005Conference paper (Other academic)
    Abstract [en]

    Validation (recognition of prior learning) means an idea of -making learning visible- - of valuing knowledge irrespective of how, when and where it is learnt. This is a phenomenographic analysis of how a group of caretakers from a Swedish property managing company experience participation in a validation initiative focusing on their vocational competence. The results show how validation is experienced as an opportunity for personal development, a matter of assessment and control, or -only scratching the surface-. The process is also experienced in different ways in terms of learning - with a focus on prior learning or new learning, or even no learning. Other benefits of validation are described in terms of exchange value or personal development. The results are integrated in a model where the relation between the individual and the validation process is a developmental, a credit-exchange or a critical relation.

  • 17.
    Andersson, Per
    Linköping University, Department of Electrical Engineering, Vehicular Systems. Linköping University, Faculty of Science & Engineering.
    Comparison of two Exhaust Manifold Pressure Estimation Methods2001Conference paper (Refereed)
    Abstract [en]

    In turbocharged engines with wastegate the exhaust pressure can change rapidly. Two methods to estimate the exhaust manifold pressure are compared for diagnosis of wastegate and turbocharger of a spark-ignited engine. One relies on the first law of thermodynamics and produces changes in exhaust manifold pressure. The second uses a model of the mass of remaining exhaust gases in the cylinder and results in absolute estimations of the exhaust manifold pressure. They does not require any extra sensors in the exhaust system after the calibration. Estimates of the exhaust manifold pressure relies on information from an air-to-cylinder observer and a static map. The exhaust manifold pressure estimators are compared using a series of wastegate steps on a turbocharged SAAB 2.3 dm^3 SI-engine. The comparison showed that the method based on the first law of thermodynamics was best suited for diagnosis purposes since it was least sensitive to model errors.

  • 18.
    Andersson, Per
    Linköping University, Department of Computer and Information Science.
    Design och utvärdering av en självbetjänings-terminal för mammografiundersökningar – en fallstudie2010Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Självbetjäningsterminaler tar över efter traditionella kassor och receptioner på allt fler platser i dagens samhälle. Vare sig du ska handla möbler på IKEA, låna böcker från biblioteket eller besiktiga bilen är sannolikheten stor att du stöter på en terminal. Dess användare anser många gånger att självbetjäningen är snabbare än och effektivare än dess traditionella motsvarighet, medan motståndarna anser att en maskin aldrig kan ersätta den personliga service en människa ger.

    Den här rapporten försöker dels besvara frågan om en självbetjäningsterminal tillför något positivt för personal respektive patienter på en mammografiklinik, och dels redogör den för de problem patienterna upplevde medan de använde terminalen.

    De patienter som rör sig på en mammografiklinik är i allmänhet äldre kvinnor med väldigt varierande förutsättningar vad det gäller datorvana. För att få så stort antal testpatienter som möjligt under utvärderingsperioden, stängdes klinikens ordinarie reception ner och samtliga patienter blev istället hänvisade till en av två självbetjäningsterminaler. Totalt användes terminalerna av 425 kvinnor i åldrarna 21 – 83 år, där medelåldern låg på knappt 54 år.

    Utvärderingen visar att patienternas största problem i allmänhet var att först och främst hitta terminalen, och därefter att förstå att de skulle trycka på terminalens pekskärm för att interagera med den. När patienterna väl har klarat sig över den tröskeln går resten av processen smidigt för de flesta, även om det förekommer undantag från den regeln.

    Personalen som arbetar på kliniken var till en början väldigt skeptiska till terminalernas intåg, men under utvärderingsperioderna upptäcktes flera fördelar jämfört med en traditionell reception. En del av uppgifterna som utförs i receptionen kan i dagsläget inte utföras av en terminal. Terminalerna kan därför inte ersätta receptionen, utan snarare fungera som ett komplement och en avlastning.

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  • 19.
    Andersson, Per
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Different faces and functions of RPL: an assessment perspective2006In: Re-theorising the Recognition of Prior Learning / [ed] Per Andersson and Judy Harris, Leicester: NIACE , 2006, p. 31-50Chapter in book (Other academic)
    Abstract [en]

    The recognition of prior learning is an educational response to the need to widen participation in education and training for economic advancement and social inclusion. The social meanings of RPL have different configurations depending on historical, cultural, economic and political forces in different places. One constant is the reliance on the widely pervasive educational philosophies of experiential learning: constructivism and progressivism. This book challenges the orthodoxy of experiential learning and the particular readings of knowledge, pedagogy, learning, identity and power which it privileges. It does this by introducing different theoretical resources to RPL and drawing on experiences of RPL in the UK, South Africa, Australia, Sweden, Canada and the USA. The book provides a range of re-conceptualisations of the relational terrain between adult experience and learning on the one hand, and specialist or academic knowledge on the other.

  • 20.
    Andersson, Per
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Disciplinerande bedömningar2000In: Mimers forskarkonferens,2000, 2000Conference paper (Other academic)
  • 21.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Editorial: A developing journal2016In: Nordic Journal of Vocational Education and Training, E-ISSN 2242-458X, Vol. 6, no 2, p. 3-4Article in journal (Other academic)
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    Editorial: A developing journal
  • 22.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    El reconeixement de l'aprenentatge anterior com una tècnica de govern2010In: Foucault i l'aprenentatge permanent: Governant el subjecte / [ed] Andreas Fejes, Katherine Nicoll, Xàtiva (València): Edicions del Crec i Denes Editorial , 2010, 1, p. 195-209Chapter in book (Other academic)
    Abstract [ca]

    Durant els últims vint anys ha hagut un interès creixent en el treball de Michel Foucault en sociologia i en particular el relacionat amb l'educació. Aquest és el primer llibre que utilitza el seu treball per a considerar l'educació permanent por sí mateix, explora la importància de les polítiques i les pràctiques de l'educació permanent (...) aquest llibre ofereix visions en qüestions com:

    ¿Quines són els efectes de les polítiques de l'educació permanent dins dels sistemes socio-polítics de govern?

    ¿Què fa l'educació permanent per la nostra comprensió de nosaltres mateixos com a ciutadans?

    ¿Com actua l'educació permanent en la regulació i la reordenació d'allò que les persones fan?

    Suggereix que la interpretació de l'educació permanent com a contribució a l'economia del coneixement, la globalització o el nou ordre del treball pot necessitar ser revisada si hem d'entendre el seu impacte de manera més completa.

  • 23.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    El reconocimiento del aprendizaje anterior como una técnica de gobierno2010In: Foucault y el aprendizaje permanente: Gobernando el sujeto / [ed] Andreas Fejes, Katherine Nicoll, València: Ediciones del CREC , 2010, 1, p. 197-211Chapter in book (Other academic)
    Abstract [es]

    Los Gedge viven en un pueblecito idílico, y en una mansión no me­nos maravillosa. Lo que no saben es que dos ladrones de guante muy blanco codician sus diamantes. La señora Gedge, por su parte, ambi­ciona para su marido la embajada de los Estados Unidos en Francia, y para conseguirla está dispuesta a utilizar incluso el chantaje. Y su pre­sunta víctima es el influyente senador Opal, padre de Jane, una ena­moradiza jovencita... Y con estos ingredientes y algunos más típicos del irresistible humor de Wodehouse como por ejemplo uno de los muy ingleses ladrones de guante blanco, disfrazado de impecable aris­tócrata francés, el lector ya tiene la diversión asegurada. «Sin ningún género de dudas es una de las novelas más desopilantes de su autor» (Daily Telegraph).

  • 24.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Endword: Research into practice?2014In: Handbook of the recognition of prior learning: research into practice / [ed] Judy Harris, Christine Wihak & Joy Van Kleef, Leicester: NIACE - National Institute of Adult Continuing Education, 2014, 1, p. 407-412Chapter in book (Other academic)
    Abstract [en]

    This endword discusses the relation between research and practice in RPL.

  • 25.
    Andersson, Per
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Examinationens betydelse för studierna. Vad tidigare forskning kan lära oss om hur studerande förhåller sig till sin utbildning1998In: I Teori och Praktik, Linköping: Linköpings universitet, Centrum för universitetspedagogik , 1998Chapter in book (Other academic)
  • 26.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Experience as the basis of eligibility for higher education2014In: The Power of VPL: Validation of Prior Learning as a multi-targeted approach for access to learning opportunities for all / [ed] R. Duvekot, B. Halba, K. Aagaard, S. Gabrscek & J. Murray, Vught, the Netherlands: Inholland University AS & European Centre Valuation Prior Learning , 2014, p. 39-55Chapter in book (Other academic)
    Abstract [en]

    This chapter presents results from a study of non-traditional applicants experiences of applying for higher education, namely applicants employing the Swedish 25:4 scheme, which granted eligibility for applicants who were at least 25 years old and had 4 years of work experience. 

  • 27.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fastighetsskötares erfarenheter av validering2020In: Nordic Journal of Vocational Education and Training, E-ISSN 2242-458X, Vol. 10, no 3, p. 29-44Article in journal (Refereed)
    Abstract [en]

    Validation, or recognition of prior learning, involves an idea of ‘making learning visible’ – of valuing knowledge irrespective of how, when and where it is learnt. This chapter presents a phenomenographic analysis of how a group of caretakers from a Swedish property management company experience participation in a validation initiative focusing on their vocational competence.

    The findings show how validation is experienced in various ways by the caretakers – as an opportunity for personal development, as a matter of assessment and control, or as ‘only scratching the surface’. The process is also experienced in different ways in terms of learning – with a focus on prior learning or new learning, or even no learning. Other benefits of validation are described in terms of exchange value or personal development. Through a contextual analysis, the findings are integrated in a model where the relationship between the individual and the validation process is described as a developmental, a credit-exchange or a critical relation.

    The conclusions put focus on the relevance of validation for groups like caretakers. This is a group where the vocational learning to a high extent is informal, which means a potential for recognition of their prior learning in terms of formal credentials.

    Download full text (pdf)
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  • 28.
    Andersson, Per
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Folkbildningen och det flexibla lärandet2002In: Forskning om folkbildning : medlemsblad för Föreningen för folkbildningsforskning, ISSN 1103-1670, no 1 / 2002, p. 15-18Article in journal (Other academic)
    Abstract [sv]

    Recension av boken folkbildning.net (första upplagan).

  • 29.
    Andersson, Per
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Folkhögskola för behörighet? Högskoleprov för urval?1995In: Mimers forskarkonferens,1995, 1995Conference paper (Other academic)
  • 30.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Folkhögskollärare som folkbildare2013In: VenueArticle in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Denna artikel tar upp folkhögskollärarens arbete och hur folkhögskolans lärare förhåller sig till folkbildningens idégrund, så som den formulerats av våra folkvalda politiker i statens syften med bidragen till folkbildningen, samt den enskilda skolans idégrund.

  • 31.
    Andersson, Per
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Formell bedömning av flexibelt lärande i folkbildningen2001In: Mimers forskarkonferens,2001, 2001Conference paper (Other academic)
  • 32.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Forskning om vuxnas lärande2011In: KOM. Kommunikation mellan vuxenutbildare, ISSN 0347-4445, Vol. 39, no 1, p. 23-24Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Denna artikel ger en kortfattad introduktion till och översikt över aktuell vuxenpedagogisk forskning.

  • 33.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    From working life into higher education2013Conference paper (Other academic)
    Abstract [en]

    In Sweden, a relatively high number of students have a background in working life before entering higher education. Measures have also been taken to widen admission among adults with working-life experience. The admission to Swedish higher education is governed through a two-step selection system. Firstly eligibility is assessed through varying measures, to secure that students have the ability to take the course or program in question. Secondly, if there are more eligible applicants than study places, a selection process is undertaken based on partly other measures. The focus of this paper is the first step, eligibility, and particularly applicants who were employing the 25:4 scheme, a measure for eligibility that was introduced to widen access to higher education in the 1970s, and which is now abandoned. The scheme meant that an age of 25 and 4 years work experience were the main criteria in an alternative track for basic eligibility. The aim of this study is to describe choices and trajectories in relation to higher education among 25:4 applicants, and their experiences of factors that could influence their choices.

     

    The analysis is based on a follow-up survey distributed to a sample of 25:4 applicants from the autumn admission round of 2008, the last admission round when the decision to abandon the 25:4 scheme still had not had any influence on applicants’ opportunities. The results identify patterns of application, admittance, completion of studies, and drop-out, in this group. Particularly, applicants’ experiences of choice and drop-out are focused upon. For example, it is shown that almost 90 % were admitted to their first-hand choice, which means that the selection process was not that decisive in this group, but the eligibility was central to be able to be admitted. Further, it is shown how the importance of a course is influenced by its value in terms of working-life opportunities, but also how individual knowledge interests and family situations influence the choices of the applicants.

  • 34.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Från slöjdseminariet på Nääs till samtida gerillaslöjd2015In: Mimer. Nationellt program för folkbildningsforskning, ISSN 1102-5913, no 1, p. 1-2Article, book review (Other (popular science, discussion, etc.))
    Abstract [sv]

    Detta är en recension av boken Slöjd, bildning, kultur - Om pedagogisk slöjd i historia och nutid (Sven Hartman, red., 2014). Recensionen fokuserar på slöjd i relation till folkbildning.

  • 35.
    Andersson, Per
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Högskoleprov för gymnasie- och vuxenstuderande1996In: NFPF:s kongress; samt Nordiska vuxenutbildningskonferensen Forskning i Norden,1996, 1996Conference paper (Other academic)
  • 36.
    Andersson, Per
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Högskoleprovets betydelse för studerandestrategier i gymnasieskola och vuxenutbildning - resultat och erfarenheter från en pilotstudie1995In: NFPF:s kongress,1995, 1995Conference paper (Other academic)
  • 37.
    Andersson, Per
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Högskoleprovets roll i gymnasieskola och vuxenutbildning1995In: Skolverkets forskarsymposium I klassrummet,1995, 1995Conference paper (Other academic)
  • 38.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    IKT, pedagogik och demokrati i folkbildningen.2004In: Folkbildning och lärande med IKT-stöd. En antologi om flexibelt lärande i folkhögskolor och studieförbund, Stockholm: Regeringskansliet, Utredningen för statens utvärdering av folkbildningen 2004 , 2004, p. 41-51Chapter in book (Other (popular science, discussion, etc.))
  • 39.
    Andersson, Per
    Linköping University, Department of Electrical Engineering, Vehicular Systems. Linköping University, The Institute of Technology.
    Intake air dynamics on a turbocharged SI-engine with wastegate2002Licentiate thesis, monograph (Other academic)
    Abstract [en]

    On turbocharged spark-ignited (SI) engines with wastegate the position of the wastegate changes the exhaust manifold pressure. A secondary effect of this is that the residual gas mass trapped inside the cylinder at exhaust valve closing changes and causes the volumetric efficiency to change. The volumetricefficiency is used to estimate air-mass-to-cylinder which is important for good air/fuel ratio control.

    Air-mass to-cylinder is not directly measurable so observers for air-mass flow to the cylinder are therefore often proposed. For observers with one state for intake manifold pressure and proportional feed-back from measured state, there is a tradeoff whether to estimate intake manifold pressure or air-mass-to-cylinder. A new nonlinear air-mass-to-cylinder observer is suggested with two states: one for intake manifold pressure and one for the in-cylinder air-mass offset compared to expected using the volumetric efficiency.

    The exhaust manifold pressure can change rapidly in an engine with wastegate. A method to estimate the exhaust manifold pressure is presented for diagnosis of wastegate and turbocharger on SI-engines. It does not use any extra sensors in the exhaust system after the calibration. The exhaust manifold pressure estimator is validated using a series of wastegate steps. The exhaust pressure estimation is designed for steady-state conditions and the validation shows that it works well and converges within 1 to 4 seconds.

    Finally a method to detect leakages in the exhaust manifold is suggested. Leakage detection before the three way catalyst is important since untreated emissions leak out and since, due to standing waves in the exhaust system, air can leak in and disturb the air/fuel ratio controller. To extend the operating region for the detection, the proposed method utilizes both information on leaks out of the manifold and information on presence of oxygen in the exhaust manifold.

  • 40.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Introduktion2024In: Poängen med lärande utomhus: pedagogiska perspektiv / [ed] Per Andersson, Linköping: Linköping University Electronic Press, 2024, , p. 57p. 5-6Chapter in book (Other academic)
    Abstract [sv]

    Den här skriften handlar om utomhuspedagogik ur olika pedagogiska perspektiv. Poänger och möjligheter med utomhuslärande lyfts upp, men även utmaningar som kan finnas i att genomföra pedagogiska verksamheter utomhus diskuteras. Kapitlen representerar också olika perspektiv på utomhuspedagogik. Författarna är pedagoger som tar sin utgångspunkt i varierande erfarenheter som deltagare, ledare, lärare och forskare i utomhuspedagogiska sammanhang i allt från ideella organisationer och naturskolor till förskola, grundskola, gymnasieskola, folkhögskola och universitet. Det finns likaså en bredd när det gäller bakgrund och utbildning inom såväl natur-, samhälls- och beteendevetenskap som humaniora och estetiska ämnen.

  • 41.
    Andersson, Per
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    IT-stött lärande - folkbildning i tiden?2005In: Folkbildning - samtidig eller tidlös?: om innebörder över tid / [ed] Ann-Marie Laginder och Inger Landström, Linköping: Mimer och Skapande vetande , 2005, p. 101-113Chapter in book (Other academic)
    Abstract [sv]

    Ulrich Becks bild av ett framväxande risksamhälle används som underlag för att illustrera hur valet av en viss framtidsbild påverkar tolkningen av samband mellan samhällelig förändring och folkbildning med fokus på studieförbundens studiecirkelverksamhet

  • 42.
    Andersson, Per
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    IT-stött lärande - folkbildning i tiden?2002In: Mimers forskarkonferens,2002, 2002Conference paper (Other academic)
  • 43.
    Andersson, Per
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    IT-stött lärande i folkbildningen. En utvärdering av utvecklingssatsningar 1999-20012002Report (Other academic)
    Abstract [sv]

    Rapporten utvärderar huvuddelen av de satsningar på IT-stött lärande som Folkbildningsrådet gjorde med stöd från KK-stiftelsen under åren 1999-2001.

  • 44.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Kompetensutveckling för folkhögskollärare: Med fokus på och exempel från yrkesutbildning2019Conference paper (Other academic)
    Abstract [sv]

    Detta paper tar upp olika sätt för yrkeslärare att upprätthålla och utveckla sin kompetens i det yrke de undervisar i och för. De empiriska exemplen kommer från en studie av yrkeslärare i gymnasieskola och komvux, vilka används för att diskutera förutsättningarna för motsvarande typ av kompetensutveckling för lärare på folkhögskolans yrkesutbildningar.

  • 45.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Kompletterande utbildning efter validering2023Other (Other (popular science, discussion, etc.))
    Abstract [sv]

    Denna artikel ger en överblick över samt diskuterar möjligheter till kompletterande utbildning efter validering som genomförts inom ramen för kurser och kurspaket i den kommunala vuxenutbildningen.

  • 46.
    Andersson, Per
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education.
    Kunskapens värde - en studie av validering2007In: Resultatdialog 2007. Forskning inom utbildningsvetenskap, Stockholm: Vetenskapsrådet , 2007, p. 14-18Chapter in book (Other (popular science, discussion, etc.))
    Abstract [sv]

     Denna text ger en sammanfattning och överblick över den kunskap som utvecklats genom den forskning om validering av vuxnas kunskap och kompetens som bedrivits inom ramen för en anställning som forskarassistent, finansierad via bidrag från Vetenskapsrådet. 

  • 47.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Kunskapsbedömning genom validering: Att ge erkännande åt vuxnas lärande2020In: Venue, ISSN 2001-788X, no 18Article in journal (Other academic)
    Abstract [sv]

    Validering är en form av kunskapsbedömning som i första hand riktar sig till vuxna. Den erbjuder möjligheten att få erkännande för sina kunskaper även om de har utvecklats på andra sätt än genom utbildning. Vad är validering? Varifrån kommer intresset för denna företeelse? Hur kan utvecklingen komma att se ut när det gäller validering? Dessa frågor behandlas i denna artikel.

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  • 48.
    Andersson, Per
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Learning by doing - praktik och teori. En pedagogisk metod i Svenska Scoutförbundet1993Report (Other academic)
  • 49.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Livslångt lärande utomhus2024In: Poängen med lärande utomhus: pedagogiska perspektiv / [ed] Per Andersson, Linköping: Linköping University Electronic Press, 2024, , p. 57p. 11-12Chapter in book (Other academic)
    Abstract [sv]

    Lärandet är livslångt. Det betyder inte att alla ska gå i skolan hela livet. Skolan och hela det formella utbildningssystemet är bara en del av de möjligheter till lärande som livet erbjuder. I Sverige finns också omfattande möjligheter till lärande i icke-formella sammanhang, det vill säga organiserade verksamheter som är inriktade på att de som deltar ska lära sig och utvecklas, men där verksamheter och aktiviteter inte är styrda av läroplaner eller lagar och förordningar. Livslångt lärande innefattar dessutom det informella lärandet, som kan ske på eget initiativ och på egen hand, och som inte alltid är avsiktligt utan även kan vara en ”bieffekt” av att vi arbetar för att försörja oss eller ägnar oss åt fritidsaktiviteter för nöjes skull. Att lärandet sker i många olika sammanhang brukar beskrivas som att det inte bara är livslångt utan även ”livsvitt”.

  • 50.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    National Policy and the Implementation of Recognition of Prior Learning in a Swedish Municipality2013In: Social Theory and Education Research. Volume four / [ed] Mark Murphy, London: Sage Publications, 2013, 1, p. 515-531Chapter in book (Other academic)
    Abstract [en]

    Although education researchers have drawn on the work of a wide diversity of theorists, a number of these have been of particular significance to education. While the likes of Karl Marx, Antonio Gramsci, John Dewey and Paulo Freire influenced previous generations of educational theorists, much of the more contemporary theory building has revolved around a quartet of well-known and much-debated thinkers – Michel Foucault, Jürgen Habermas, Pierre Bourdieu and Jacques Derrida. However, while the influence of these thinkers has grown considerably over the last number of years, both their original work and its application to education can prove challenging to the educational practitioner. The challenges they pose to educators are exacerbated by a lack of suitable reading material that can appeal to the advanced practitioner market, while also providing a sufficiently in-depth overview of the various theories and their applications in educational research.

    This edited book expertly rectifies this omission in the educational literature, and delivers a text that is both advanced and accessible, offering the education practitioner/researcher a suitable guide to assist their acquisition and application of social theory. The chapters included in this collection are designed to illustrate the diverse ways in which continental theory of whatever stripe can be applied to educational issues. From school surveillance to curriculum, social theory is used to shed light on ‘practical’ issues facing the sector, helping to widen and deepen discussion around these areas when they are in danger of being over-simplified.

    This book will be incredibly useful to post-graduate student teachers who wish to develop their capacity to engage with these debates at an advanced level. It will also prove of great interest to anyone involved in education policy and theory.

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