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  • 1.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Castensson, Reinhold
    Linköping University, The Tema Institute.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Problem based learning in environmental sciences - an evaluation1995In: International Conference on Problem-based Learning in Higher Education: Interfaculty, Program-oriented and General Experiences,1995, 1995Conference paper (Other academic)
  • 2.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Castensson, Reinhold
    Linköping University, The Tema Institute.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Problembaserad inlärning - PBI - i miljövetenskaplig grundutbildning. Utvärdering av resultat och erfarenheter.1995Report (Other academic)
  • 3.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Castensson, Reinhold
    Linköping University, Department of Thematic Studies, Department of Water and Environmental Studies. Linköping University, Faculty of Arts and Sciences.
    Dahlgren, Lars-Ove
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Problembaserad inlärning - PBI - i miljövetenskaplig grundutbildning: Utvärdering av resultat och erfarenheter1994Report (Other academic)
  • 4.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Department of Medical and Health Sciences, Medical Pedagogics. Linköping University, Faculty of Health Sciences.
    Dahlgren, Lars Owe
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Dahlberg, Johanna
    Linköping University, Department of Clinical and Experimental Medicine. Linköping University, Faculty of Health Sciences.
    Learning professional practice through education2012In: Practice, Learning and Change: Practice-theory perspectives on professional learning. / [ed] Paul Hager, Ann Reich & Alison Lee, Dordrecht: Springer Publishing Company, 2012, 1Chapter in book (Other academic)
    Abstract [en]

    The three concepts central to this volume--practice, learning and change--have received very different treatments in the educational literature, an oversight directly confronted here. While learning and change have been extensively theorised, their various contexts articulated and analysed, practice is notably underrepresented. Where much of the literature on learning and change takes the notion of 'practice' as an unexamined given, its co-location as a term with various classifiers, as in 'legal practice' and 'teaching practice', render it curiously devoid of semantic force. In this book, 'practice' is the super-ordinate organising idea. Drawing on what has been termed the 'practice turn in contemporary theory', the work develops a conceptual framework for researching learning in, and on, practice. It challenges received notions of practice, questioning the assumptions, elisions, conflations and silences on the subject. In so doing, it offers fresh insights into learning and change, and how they relate to practice. In tandem with this conceptual work, the book details site-ontological studies of practice and learning in diverse professional and workplace contexts, examining the work of occupations as various as doctors, chefs and orchestral musicians. It demonstrates the value of theorising practice, learning and change, as well as exploring the connections between them amid our evolving social and institutional structures.

  • 5.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Dahlgren, Lars Owe
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Laginder, Ann-Marie
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    I takt och otakt: om teori och praktik2009In: Lärande på vuxnas vis: vetenskap och beprövad erfarenhet, Lund: Studentlitteratur , 2009, 1, p. 43-59Chapter 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.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Between legitimacy and scepticism. Students' conceptions of science.1997In: Research and Development in Problem-based learning. Integrity, Innovation, Integration.,1997, Brisbane: Australian Problem Based Learning Network , 1997Conference paper (Refereed)
  • 7.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Portraits of PBL: Students' perspectives of PBL in three academic settings1999In: 5th International Conference on PBL,1999, 1999Conference paper (Other academic)
  • 8.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Department of Behavioural Sciences. Linköping University, Faculty of Educational Sciences.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Portraits of PBL: Students' experiences of the characteristics of problem-based learning in physiotherapy, computer engineering and psychology2002In: Instructional science, ISSN 0020-4277, E-ISSN 1573-1952, Vol. 30, no 2, p. 111-127Article in journal (Refereed)
    Abstract [en]

    The present study is part of a comprehensive research project with the general aims of comparing how problem-based learning is realised in three different professional educational programmes. The specific aims of this study are to describe and analyse how students in the three different programmes conceive of the meaning of problem-based learning and how they experience their studies within a problem-based learning programme. The PBL programmes are a Bachelor's programme in Physiotherapy, a Master's programme in Psychology, and a Master's programme in Computer Engineering. Data were analysed qualitatively. The results reveal differences in how the students in the three programmes conceive of their autonomy as learners, co-operation with their counterparts and the authenticity of the learning task. The findings possibly also reflect the taken-for-granted perspectives of knowledge, embedded in the cultures of the professional practices and the scientific disciplines to which the programmes pertain.

  • 9.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Hult, Håkan
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Hård af Segerstad, Helene
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Johansson, K.
    Students as Journeymen between Cultures of Higher Education and Work2003In: NFPF,2003, 2003Conference paper (Refereed)
  • 10.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Hult, Håkan
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences.
    Hård af Segerstad, Helene
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Transition from higher education to work life2005In: AARE,2005, 2005Conference paper (Other academic)
  • 11.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Hult, Håkan
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences.
    Hård af Segerstad, Helene
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Johansson, K.
    The transition from higher education to work life: a comparison between a problem-based learning programme and conventional programmes in higher education2005In: NEERA conference,2005, 2005Conference paper (Other academic)
  • 12.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Hult, Håkan
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Dahlgren, Lars-Ove
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Hård af Segerstad, Helene
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Johansson, Kristina
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    From senior student to novice worker: Learning trajectories in political science, psychology and mechanical engineering2006In: Studies in Higher Education, ISSN 0307-5079, Vol. 31, no 5, p. 569-586Article in journal (Refereed)
    Abstract [en]

    This longitudinal study focuses on the transition from higher education to working life. Research has hitherto described the transition in rather general terms, and there is still only limited knowledge about how graduates construe themselves as professionals, or how they experience the transition to the sociocultural contexts of working life. In this study, the transition is viewed as a trajectory between different communities of practice. Three different Master's programmes at Linkping University are focused on and compared: political science, psychology and mechanical engineering. The specific aims are to: (i) identify aspects of identity and knowledge formation as reported by informants, both as senior students and later as novice workers with 18 months of work experience; (ii) identify features of discourses of knowledge and competence operating in the programmes and working life; and (iii) to relate the results to differences in the way the programmes are designed. The results indicate that the psychology programme prepares for working life in a rational way, that is, the generic skills and substantive knowledge acquired seem to correspond to the demands of professional work. The other programmes stand out as preparing for working life either by providing generic skills that need to be transformed in professional work, or by containing elements that mainly play a ritual role rather than corresponding to the demands of working life.

  • 13.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Hult, Håkan
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Hård af Segerstad, Helene
    Linköping University, Department of Behavioural Sciences. Linköping University, Faculty of Educational Sciences.
    Johansson, Kristina
    Linköping University, Department of Behavioural Sciences. Linköping University, Faculty of Arts and Sciences.
    The transition from higher education to worklife: The outcomes of a PBL programme and a conventional programme2005In: PBL in Context. Bridging Work and Education,2005, Tampere: Tampere University Press , 2005, p. 23-Conference paper (Refereed)
    Abstract [en]

    PBL IN CONTEXT - BRIDGING WORK AND EDUCATION The aim of the conference is to provide an innovative international forum for discussion and for generating and sharing new ideas for the pedagogical development of working life and education. We welcome teachers from different disciplines, researchers, developers and trainers of working life to come together to the land of the midnight sun. The main themes of the conference are Problem-based learning in context: * Epistemology and Praxis * Curriculum and learning environments * Professional Development and Learning management * Evaluation and Assessment The conference is also a continuation for PBL conferences organized 1995 and 2000 by University of Linköping, Sweden.

  • 14.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Petocz, Peter
    Macquarie University, Sydney.
    Reid, Anna
    Macquarie University, Sydney.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Preparation for professional work? A meta-analysis of two international research projects on the transition from higher education to work life2007In: 5th International Conference on Researching Work and Learning,2007, Cape Town: University Press , 2007Conference paper (Refereed)
    Abstract [en]

     How do students experience their formal studies in preparation for professional work? This common research interest was the incentive to explore the intersections between two large international research projects that both build on a large number of interviews with students about their conceptions of learning and work in different disciplines and professional areas. Analysis of the Swedish and Australian data sets showed the important interplay between students' individual ideas about learning and future work within their workplace. Through the use of techniques of qualitative meta-analysis, we have linked the results from both projects and constructed a model of significant features of professional learning. In this paper, we apply the model to one case study from each of the research projects, and in turn use these case studies to illuminate the model. The model shows how students may be inclined towards the development of professional identities and engagement with their studies and profession, depending on the relationships between the students- perceptions of learning for work and their views of professional knowledge. We suggest that the model can be used to investigate the nature of professionally oriented knowledge, but also as a means to analyse the impact of higher education, curriculum planning and teaching for professional formation.  

  • 15.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education.
    Reid, Anna
    Macquarie University, Sydney.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education.
    Petocz, Peter
    Macquarie University, Sydney.
    Learning for the professions: Lessons from linking international research projects2008In: Higher Education, ISSN 0018-1560, E-ISSN 1573-174X, Vol. 56, no 2, p. 129-148Article in journal (Refereed)
    Abstract [en]

    At the core of higher education is the experience of students whose focus for learning is often directed towards their future employability. In this paper, we explore the intersections between two large international research projects involving over 500 students. Interviews with students yielded their conceptions of learning and work in specific discipline and professional areas. Analysis of the Swedish and Australian data sets showed the important interplay between students' individual ideas about learning and future work with their workplace. A meta-analysis of the two projects highlights the utility of higher education for students' future working life and suggests ways in which institutions and policy makers can critique current practice in a way that will incline curriculum and teaching development towards professional formation. © 2007 Springer Science + Business Media B.V.

  • 16.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Reid, Anna
    Faculty of Education Macquarie University, Sydney.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    petocz, Peter
    Macquarie University, Sydney.
    Identity and Engagement for professional formation2007In: Meaning, Relevance and Variation. The second nordic conference on adult learning,2007, 2007Conference paper (Other academic)
    Abstract [en]

     Students entering university have notions surrounding their future professions. In someinstances the profession has a high social status and the work in that area is well known, inother areas the nature of professional work is opaque. In this paper we discuss the ways inwhich students develop a sense of identity with their profession, how the nature of the profession impacts on identity formation, how students engage with learning based on their professional expectations, and how their pedagogic experience as a whole leads towards their professional formation. We suggest that Wenger-s community of practice models that highlight integrated or distributed forms of engagement may be enhanced through a consideration of dimensions of learning, identity formation and engagement with professionally encountered content. To explore these issues we combine the research outcomes of two international projects, the Journeymen and Professional Entity projects, involving over 500 students in a variety of discipline areas. Students in these projects participated in semi-structured interviews that focused their attention on their understanding and experience of professional work, and the way in which their learning contributed to the development of their professional identities.Identity formation and engagement can be seen to be a relation with the students- learning experience - which in themselves build up an expectation of the intending profession - and the manner in which they anticipate or practice in professional working life. We postulate that students- views of their profession and their pedagogic experiences combine to incline themtowards a clear or diffuse sense of professional engagement. 

  • 17. Abrandt, M.
    et al.
    Castensson, R.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    PBL from the teacher's perspective. Conceptions of the tutor's role within problem based learning.1998In: Higher Education, ISSN 0018-1560, E-ISSN 1573-174X, Vol. 36, p. 437-447Article in journal (Refereed)
  • 18.
    Ahldén, Ingegerd
    et al.
    Linköping University, Department of Medical and Health Sciences, Nursing Science. Linköping University, Faculty of Health Sciences.
    Alehagen, Siw
    Linköping University, Department of Medical and Health Sciences, Nursing Science. Linköping University, Faculty of Health Sciences.
    Dahlgren, Lars Owe
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Josefsson, Ann
    Linköping University, Department of Clinical and Experimental Medicine, Obstetrics and gynecology. Linköping University, Faculty of Health Sciences. Östergötlands Läns Landsting, Centre of Paediatrics and Gynecology and Obstetrics, Department of Gynecology and Obstetrics in Linköping.
    Parents' Expectations About Participating in Antenatal Parenthood Education Classes2012In: The Journal of Perinatal Education, ISSN 1058-1243, Vol. 21, no 1, p. 11-17Article in journal (Refereed)
    Abstract [en]

    Our objective was to assess parents' expectations about participating in antenatal parenthood education classes and to determine whether their expectations might be related to gender, age, and educational level. Data from 1,117 women and 1,019 partners residing in three cities in Sweden were collected with a questionnaire in a cross-sectional study. Participants believed that antenatal education classes would help them to feel more secure as parents and to be better oriented toward childbirth. Men had more positive expectations about the childbirth than the women. The participants mostly wanted help in preparing for parenthood and in learning infant care skills, followed by help in preparing for childbirth. The participants' expectations were affected by gender, age, and educational level. The expectant parents appeared to want more focus on preparation for parenthood than on childbirth.

  • 19. Alexandersson, C.
    et al.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Säljö, R.
    Skattesystemet i medborgarperspektiv1984In: Att uppfatta sin omvärld / [ed] Ference Marton & Claes-Göran Wenestam, Stockholm: Almqvist & Wiksell , 1984Chapter in book (Other academic)
    Abstract [sv]

    En rad forskare inom olika områden behandlar frågor som skattesystemet, naturen och naturresurserna, lagtexter och datorsystem samt visar hur människor tänker i frågor som dessa, hur de kommer fram till sina slutsatser samt vilka faktorer som kan påverka deras tänkande

  • 20.
    Alexandersson, Claes
    et al.
    Göteborgs universitet.
    Dahlgren, Lars-Ove
    Linköping University, Department of Behavioural Sciences. Linköping University, Faculty of Arts and Sciences.
    Larsson, Staffan
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Säljö, Roger
    Göteborgs universitet.
    Vuxen att lära?1984Book (Other academic)
    Abstract [sv]

    En analys och diskussion kring främst frågor om undervisning, inte minst föreställningen om att vuxna skall undervisas med utgångspunkt av deras erfarenheter.

  • 21.
    Andersson, S.-O.
    et al.
    Swedish Armed Forces, Centre for Defence Medicine, Box 5155, S-426 05 V Frölunda, Göteborg, Sweden.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education.
    Lundberg, L.
    Swedish Armed Forces, Centre for Defence Medicine, Box 5155, S-426 05 V Frölunda, Göteborg, Sweden.
    Sjostrom, B.
    Sjöström, B., School of Life Sciences, University of Skövde, Sweden.
    The criteria nurses use in assessing acute trauma in military emergency care2007In: Accident and Emergency Nursing, ISSN 0965-2302, E-ISSN 1532-9267, Vol. 15, no 3, p. 148-156Article in journal (Refereed)
    Abstract [en]

    Emergency medical care for seriously injured patients in war or warlike situations is highly important when it comes to soldiers' survival and morale. The Swedish Armed Forces sends nurses, who have limited experience of caring for injured personnel in the field, on a variety of international missions. The aim of this investigation was to identify the kind of criteria nurses rely on when assessing acute trauma and what factors are affecting the emergency care of injured soldiers. A phenomenographic research approach based on interviews was used. The database for the study consists of twelve nurses who served in Bosnia in 1994-1996. The criteria nurses rely on, when assessing acute trauma in emergency care, could be described in terms of domain-specific criteria such as a physiological, an anatomical, a causal and a holistic approach as well as contextual criteria such as being able to communicate, having a sense of belonging, the military environment, the conscript medical orderly and familiarity with health-caring activity. The present study shows that the specific contextual factors affecting emergency care in the field must also be practised before the nurse faces military emergency care situations. This calls for realistic exercises and training programs, where experience from civilian emergency care is interwoven with the knowledge specific to military medical care. © 2007 Elsevier Ltd. All rights reserved.

  • 22.
    Axelsson, Rose-Marie
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Work and Working Life. Linköping University, Department of Behavioural Sciences and Learning, Learning in Working Life and Educational Settings. Linköping University, Faculty of Arts and Sciences.
    Abrandt Dahlgren, Madeleine
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Dahlgren, Lars-Owe
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Conceptualising Professional Identification as Flexibility, Stability and Ambivalence2010In: Learning through Practice: Models, Traditions, Orientations and Approaches / [ed] Stephen Billett, Dordrecht: Springer , 2010, p. 120-138Chapter in book (Other academic)
    Abstract [en]

    This chapter discusses physicians’ and engineers’ professional identity formation through engagement in practice. First, the concept of professional identification as the enactment of life politics is advanced. Professional identification is here viewed as an ongoing process in the context of lifelong learning, where learners’ subjectivities and life trajectories are significant. Second, the concepts flexibility, stability and ambivalence are introduced and used dialectically as analytical tools for understanding physicians’ and engineers’ experiences of learning through their different practices. In discussing these concepts, we illustrate the conception of life-politics by means of empirical examples of how subjectivity, everyday life expe­ri­ences, and conditions in different practices interplay in the process of professional identification. Third, we show how the processes of becoming an engineer or a physician stand as substantially different processes, seemingly more or less articulated and determined. Moreover, being an engineer or physician reflects additional aspects of learning through the process of identification with the professional role, including the impact of the work itself and of the personal self. In all, our findings suggest that the engineers identify with the content and nature of the work itself as a flexible strategy, thereby making the identification with the profession ambivalent. The physicians, on the other hand, seem to build a character as a doctor with which they identify permanently, thereby shaping a fragile boundary between their selves and the profession.  Finally, an interpretive model is proposed, where the life-politics of the individuals is expressed through flexi­bi­li­ty, sta­bility, and ambivalence.

  • 23.
    Bolander Laksov, K
    et al.
    LIME KI.
    Mann, K.S.
    University of Glasgow.
    Dahlgren, Lars-Ove
    Karolinska Institutet.
    Developing a Community of Practice around Teaching: a Case Study.2008In: Higher Education Research and Development, ISSN 0729-4360, E-ISSN 1469-8366, Vol. 27, no 2, p. 121-132Article in journal (Refereed)
    Abstract [en]

       It is neither easy to change teacher thinking, nor is it easy to influence teaching practice by handing teachers the tools to do this in a course. It is suggested in this paper that it is not enough to let teachers who teach take a course on teaching in higher education. The process of influencing teachers' thinking should include working with the communities within which they practise. One way of doing this is to apply the theory of communities of practice to the academic department. Drawing from quantitative, as well as qualitative, data during one year, this case study describes the process of a collaborative project aimed at increasing the educational quality at a research-intensive department, and how what happened in the project seemed to contribute to the development of a community of practice to include teaching and learning.

  • 24.
    Boud, David
    et al.
    University of Technology, Sydney.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Abrandt Dahlgren, Madeleine
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Larsson, Staffan
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Rubenson, Kjell
    University of British Columbia, Vancouver.
    Grosjean, Garnet
    Sork, Tom
    University of British Columbia, Vancouver.
    Groener, Zelda
    University of Western Cape, Cape Town, South Africa.
    Walters, Shirley
    Making sense of new forms of practice: multiple perspectives in researching an intercultural programme across continents.2006In: Standing Conference on University Teaching and Research in the Education of Adults,2006, 2006Conference paper (Other academic)
    Abstract [en]

    The focus of the symposium is on researching a programme with multiple sites of practice (in four conutries on four continents), learners distributed across the world and an emphasis on a pedagogy that embeds intercultural understanding. Studies from different perspectives are used to explore research issues in intercultural courses.

  • 25.
    Boud, David
    et al.
    Faculty of Education University of Technology, Sydney.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Abrandt Dahlgren, Madeleine
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Larsson, Staffan
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Sork, Tom
    University of British Columbia, Vancouver.
    Walters, Shirley
    University of Western Cape, Cape Town, South Africa.
    Creating a world class program: Reciprocity and constraints in global study.2006In: International Journal of Lifelong Education, ISSN 0260-1370, E-ISSN 1464-519X, Vol. 25, no 6, p. 609-622Article in journal (Refereed)
    Abstract [en]

    The article reflects on the construction of a common Master's programme across four universities located on four continents, in order to explore the role of networks in international educational collaboration. The study draws on the documented processes of the principal members of the programme team. It is presented as a case study of the development of the programme that uses ideas drawn from actor-network theory to draw attention to the conjunction of human and non-human actors that shaped the resulting web-based courses. Constraints arising from major institutional and systemic obstacles were addressed through the effects of the actor-network. The reciprocity of action and de-centring of individual activity made possible through the collaboration enabled the human actors to sustain a level of innovation within their own institutions that would not have been possible through them acting alone.

  • 26.
    Boud, David
    et al.
    University of Technology, Sydney.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Abrandt Dahlgren, Madeleine
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Larsson, Staffan
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Sork, Tom
    University of British Columbia, Vancouver.
    Walters, Shirley
    University of Western Cape, Cape Town, South Africa.
    Understanding global course development as a networked cross-cultural collaboration2006In: Standing Conference on University Teaching and Research in the Education of Adults,2006, 2006Conference paper (Refereed)
  • 27.
    Dahlgren , Lars Owe
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Abrandt-Dahlgren, Madeleine
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Trowald, Nils
    Swedish University of Agriculture.
    Grading systems, features of assessment and students' approaches to learning2009In: Teaching in Higher Education, ISSN 1356-2517, E-ISSN 1470-1294, Vol. 14, no 2, p. 185-194Article in journal (Refereed)
    Abstract [en]

    The Bologna process aims at harmonising the higher education systems in the Europe. One of the most important tools proposed for such a purpose is the European Credit Transfer System. A significant element of this system is a common seven-step grading scale. It has previously been shown that assessment characteristics impact on students' approaches to learning. Furthermore, there is also empirical evidence that judgement criteria have an effect on students' learning. The focus of this article is on the relationships between grading systems, assessment characteristics and students' learning. Empirical evidence from a Swedish survey study indicates that multi-step grading scales may have detrimental repercussions on the nature of the assessment tasks and thereby indirectly on the students' approaches to learning. We suggest that the effects of grading systems need to be considered in the current discussion in order to support quality in learning.

  • 28.
    Dahlgren, Lars Owe
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Abrandt Dahlgren, Madeleine
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Trowald, Nils
    Lantbruksuniversitetet.
    Promoting mobility or prohibiting learning?: The illusion of comparability through a common grading scale2009In: Learning in academia: Socio-cultural and political perspectives / [ed] Małgorzata Cackowska, Gdansk: Wydawnictwo Uniwesytetu Gdanski , 2009, p. 39-51Chapter in book (Other academic)
  • 29.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Att lära sig ekonomi1979Other (Other (popular science, discussion, etc.))
  • 30.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Att utvärdera system genom att utvärdera individer1980Other (Other (popular science, discussion, etc.))
  • 31.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Begreppsbildning och kunskapstillägnande i några universitetsämnen: rapport från ett symposium i Kungälv 2-3 juni 19761977Report (Other academic)
  • 32.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Beskrivning och förklaring ur ett studerande-perspektiv1979In: NFPF:s kongress,1979, 1979Conference paper (Other academic)
  • 33.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education.
    Boklig bildning och sinnlig erfarenhet2007In: Utomhuspedagogikens kunskapskälla. Närmiljö blir lärmiljö / [ed] Lars Owe Dahlgren,Sverre Sjölander,Jan Paul Strid,Anders Szczepanski, Lund: Studentlitteratur , 2007, 1, p. 21-37Chapter in book (Other academic)
    Abstract [sv]

       Boken presenterar och beskriver de rika möjligheter till lärande som finns i den ömsesidiga relationen mellan oss människor och de miljöer och landskap vi lever i. Författarna är samtliga besjälade av tron på att ett rikt och harmoniskt förhållande till landskapet starkt bidrar till vårt fysiska och psykiska välbefinnande. Bokens centrala teman, som bygger på estetik och känsla, är kopplingen mellan bl.a.- rumslig tillhörighet och ekologisk medvetenhet- sinnlig erfarenhet och boklig bildning- barns lekytor och motorisk utveckling- språk och landskap. I boken pläderar författarna för att det finns betydande vinster för lärande, både inom och utanför utbildningssystemet, om barn och unga tillbringar mer tid ute i landskapet. Slutsatsen är att den samhörighet med landskapet som utgör grunden för ett medvetet ekologiskt handlande, skapas genom en djup förtrogenhet med vår omgivning.

  • 34.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Children's conception of price as a function of questions asked1979In: the Annual Meeting of the NFPF,1978, 1979Conference paper (Other academic)
  • 35.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Didaktiska och ämnespedagogiska aspekter på instuderingsmaterialets utformning vid universitetsstudier i arbetsgrupp1975In: Universitetsstudier i arbetsgrupp, UHÄrapport , 1975Chapter in book (Other academic)
  • 36.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Effects of university education on the conception of reality1978In: the Fourth International Conference on Improving University Teaching,1978, 1978Conference paper (Other academic)
  • 37.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Effekter av utbildning på individnivå1986Other (Other (popular science, discussion, etc.))
  • 38.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Ett ämnespedagogiskt perspektiv på nationalekonomi1980In: UHÄ:s konferens Kunskapssyn och val av innehåll i några högskoleutbildningar,1979, 1980Conference paper (Other academic)
  • 39.
    Dahlgren, Lars-Ove
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Eucational Psychology and Drug information1992In: Essential Drug Information / [ed] David Finer and Göran Tomson, Stockholm: WHO/Karolinska Institutet , 1992Chapter in book (Other academic)
  • 40.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Fragments of an Economic Habitus1989In: European Journal of Psychology of Education, ISSN 0256-2928, E-ISSN 1878-5174, Vol. IV, no 4Article in journal (Refereed)
  • 41.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Freshmen on education and work2002Other (Other (popular science, discussion, etc.))
  • 42.
    Dahlgren, Lars-Ove
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Higher education - Impact on students.1985In: International Encyclopedia of Education / [ed] Torsten Husén and T. Neville Postlethwaite, Oxford: Pergamon Press , 1985Chapter in book (Other academic)
  • 43.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Higher Education and Work Life A state of the art report2002Other (Other (popular science, discussion, etc.))
  • 44.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Higher Education through the looking-glass of working life1983In: the EARDHE congress,1983, 1983Conference paper (Other academic)
  • 45.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Högskolestudier och omvärldsuppfattning. Struktur och innehåll i nybörjarstudenters uppfattning av kunskap, inlärning och högre studier samt kvalifikationer och problemområden av ekonomisk, teknisk, psykologisk och medicinsk natur1981Report (Other academic)
  • 46.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Individuals, differences and learning in research on individual differences in learning1981In: 5th International Conference on Higher Education,1981, 1981Conference paper (Other academic)
  • 47.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences.
    Inlärning och studiefärdighet - Än en gång1980In: UHÄ:s konferens Kunskapssyn och val av innehåll i några högskoleutbildningar,1979, 1980Conference paper (Other academic)
  • 48.
    Dahlgren, Lars-Ove
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Inlärningens utfall1996In: Hur vi lär / [ed] Ference Marton, Dai Hounsell, Noel Entwistle, Stockholm: Rabén Prisma , 1996, p. 21-37Chapter in book (Other academic)
  • 49.
    Dahlgren, Lars-Ove
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Interprofessional and problem-based learning: A marriage made in heaven?2009In: JOURNAL OF INTERPROFESSIONAL CARE, ISSN 1356-1820, Vol. 23, no 5, p. 448-454Article in journal (Refereed)
    Abstract [en]

    This paper explores interprofessional learning (IPL) and whether it would profit from a more systematic merger with problem-based learning (PBL). IPL is based on the idea of bringing together knowledge from the different health professions as they interact with each other for better health care. PBL springs from the idea of bringing learning closer to the application of knowledge in every day life. It has been widely adopted as an interprofessional learning method, for example at Linkoping in Sweden.

  • 50.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Kommentarmaterial till gymnasieskolans studieplan i samhällskunskap1989Other (Other (popular science, discussion, etc.))
1234 1 - 50 of 180
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