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  • 1.
    Bengtsson Malmeblad, Lena
    et al.
    Linköping University, Department of Medicine and Health Sciences, Work and Rehabilitation. Linköping University, Faculty of Health Sciences.
    Edvardsson Stiwne, Elinor
    Linköping University, Department of Behavioural Sciences and Learning, Centre for Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Ekberg, Kerstin
    Linköping University, Department of Medicine and Health Sciences, Work and Rehabilitation. Linköping University, Faculty of Health Sciences.
    Avstämningsmötet. En utredningsmetod?2007Report (Other academic)
    Abstract [sv]

    Avstämningsmötet är en metod inom Försäkringskassan som syftar till att ge bättre beslutsunderlag för deras bedömningar av sjukskrivnas arbetsförmåga och rehabiliteringsbehov. Målet är att förkorta sjukskrivningstider och snabbare få människor tillbaka i arbete.

    I och med den kraftigt ökade sjukfrånvaron i slutet av 1990-talet uppmärksammades att Försäkringskassans tillämpning av sjukförsäkringens regelverk varierar mellan olika delar av landet och även mellan olika lokalkontor. Som en konsekvens påbörjades ett omfattande arbete med att professionalisera handläggningen genom att utveckla gemensamma metoder och arbetssätt. År 2005 gjordes en skärpning av lagstiftningen genom att starkare reglera de tidsgränser inom vilka ett avstämningsmöte skall hållas och man etablerade produktionsmål inom Försäkringskassan i termer av antal avstämningsmöten inom 90 dagar i sjukskrivningen.

    I denna studie har 11 handläggare inom Försäkringskassan intervjuats om sin syn på avstämningsmötet som utredningsmetod och på vilket sätt den påverkar den sjukskrivnes återgång i arbete. Studien fokuserar på det första avstämningsmötet i sjukskrivningen, sex av dessa genomfördes före 90-dagars gränsen och fem genomfördes senare i sjukskrivningsprocessen.

    Analyserna av intervjuerna resulterade i fem huvudområden som berör upplevelser av produktionskraven, förberedelser respektive genomförande av avstämningsmötet, läkarens roll vid avstämningsmötet samt mötets betydelse för återgång i arbete.

    Handläggarna upplever en konflikt mellan kravet på att hålla produktionsmålet på avstämningsmöte inom 90 dagar och sin professionella bedömning av när ett avstämningsmöte passar in i rehabiliteringsprocessen. Ur handläggarnas perspektiv har det skett en värderingsförskjutning från en helhetssyn på rehabiliteringsprocessen med individen i centrum, till mer kortsiktiga produktionsmål som fragmenterar processen. Produktionskraven leder också till att vissa sjukskrivningsärenden som bedöms vara lämpade för ett avstämningsmöte måste prioriteras bort då de passerat tidsgränsen, medan man genomför andra möten, där både handläggaren och läkaren anser att det kommer för tidigt i rehabiliteringsprocessen. Avstämningsmötena riskerar att bli formaliserade och rutindrivna aktiviteter, snarare än allsidiga bedömningar.

    Den formaliserade agendan vid avstämningsmötet tycks kunna leda till att deltagarna upplever en osäkerhet om mötets syfte, eller tolkar syftet annorlunda än handläggaren. Handläggaren uppfattar sig tappa kontrollen över mötet.

    Av tidsskäl gör man ofta avkall på att kalla läkaren till mötet, trots att mötet syftar till att diskutera arbetsförmåga och sjukskrivningens omfattning. Såväl strukturen, den reglering som styr avstämningsmötet, som handläggarnas egna erfarenheter av hur kontakter med läkare fungerar, bidrar till att handläggarna utvecklar olika strategier för att undvika att bli beroende av läkarnas fysiska deltagande i mötet.

    Det medicinska underlaget är centralt i bedömningen av individens arbetsförmåga, den ofta förekommande frånvaron av läkare, liksom den stora variationen i hur de fördjupade Sassam-utredningarna genomförs, skapar därför dilemman, som dock även kan innebära en handlingsfrihet för handläggaren i prioriteringar av ärenden.

    Rapporten visar sammanfattningsvis handläggares dilemman i sin roll att översätta politiska beslut och mål till vardagens praktik. Resultaten visar också deras möjligheter att prioritera och hantera dessa dilemman inom ramen för en ökad administrativ kontroll.

  • 2.
    Edvardson Stiwne, Elinor
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, Clinical and Social Psychology.
    Att se sig själv i andra2004Report (Other academic)
  • 3.
    Edvardson Stiwne, Elinor
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, Clinical and Social Psychology.
    Biographical research methods in psychology- narrating lives2005In: 4th Nordic Conference on Group and Social psycholgy,2004, Skövde: Skövde Högskola , 2005, p. 15-Conference paper (Refereed)
  • 4.
    Edvardson Stiwne, Elinor
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, Clinical and Social Psychology.
    Idébärarna- tre år efter ett utvecklingsprojekt inom barnomsorgen1997Report (Other academic)
  • 5.
    Edvardson Stiwne, Elinor
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning.
    Situated conceptions of learning and the reforming of an engineering programme2006In: World transactions on engineering and technology education, ISSN 1446-2257, Vol. 5, no 2, p. 353-360Article in journal (Refereed)
    Abstract [en]

       

  • 6.
    Edvardson Stiwne, Elinor
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, Clinical and Social Psychology.
    The first year in Higher Education- a search for relevance and meaning2005In: ECER European conference on Educational Research,2005, 2005Conference paper (Refereed)
  • 7.
    Edvardson Stiwne, Elinor
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, Clinical and Social Psychology.
    Vad betyder gruppen i ett föränderligt nätverkssamhälle2001In: 2nd Nordic conference on Group and Social Psychology,2000, Lund: Lunds universitet , 2001, p. 48-Conference paper (Refereed)
  • 8.
    Edvardsson Stiwne, Elinor
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Att se sig själv i andra- erfarenheter av att börja på högskolan och att arbeta i grupp2004In: Högskoleverkets Kvalitetskonferens i Jönköping  27-28 oktober. , 2004Conference paper (Other (popular science, discussion, etc.))
    Abstract [en]

    n/a

  • 9.
    Edvardsson Stiwne, Elinor
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Biographical research methods in psychology- narrating lives.  2005In: Proceedings of the 4th Nordic conference on group and social psychology , 2005Conference paper (Refereed)
    Abstract [en]

    n/a

  • 10.
    Edvardsson Stiwne, Elinor
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Can you learn to be employable? Engineering students´reflections on the meaning of becoming an engineer 2008In: 1)     ECER conference in Gothenburg, September 10-12, 2008. Network 22. , 2008Conference paper (Refereed)
    Abstract [en]

    n/a

  • 11.
    Edvardsson Stiwne, Elinor
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Change, ideology and sensemaking 1998In: Third International Conference on Organizational Discourse i London, 1998Conference paper (Refereed)
    Abstract [en]

    n/a

  • 12.
    Edvardsson Stiwne, Elinor
    Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology. Linköping University, Faculty of Arts and Sciences.
    Förändringsprocesser i kommunal organisation1998In: Kommunal ekonomi och politik, ISSN 1402-8700, no 4Article in journal (Refereed)
    Abstract [en]

    n/a

  • 13.
    Edvardsson Stiwne, Elinor
    Linköping University, Department of Behavioural Sciences. Linköping University, Faculty of Arts and Sciences.
    Förändringsprocesser i kommunal organisation: En studie av organisering och meningsskapande i två förvaltningar1997Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Planned change is exercised at different stages; planning, implementation and evaluation. The point of departure for this study is the planning stage of an organisational change in a local government. The planning stage is divided into three theoretical stages; anticipation, culmination and the aftermath. The aim of the study is to inquire into how sense making processes and anticipation of the future were constructed and put into play by two groups, in two different departments during the time that the authorities were planning, communicating and deciding on a new organisation. The groups were selected on such differentiating criteria as tasks, group size, composition and localisation. One group consisted of eight councillors at a local authority housing department. The participants were located at the town hall. The other group consisted of 25 supervisors and administrators in the department for the care of the elderly and the handicapped. The participants in the group were located in local districts. Using an interpretative approach, the data is constantly analysed and interpreted within the theoretical frame of reference of structuration theory, theories of social identity, inter group relations and organisational communication. The results indicate that at the planning stage ideological structures are salient as they are put into play in communication and action. The conclusions made point to the fact that sense making processes are contextual, grounded identity creation and that these processes lie at the heart of how changes are anticipated and how organising strategies are being negotiated.

  • 14.
    Edvardsson Stiwne, Elinor
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Idébärarna.  Tre år efter ett utvecklingsprojekt inom barnomsorgen1997Report (Other academic)
    Abstract [en]

    n/a

  • 15.
    Edvardsson Stiwne, Elinor
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Is learning just about conceiving, designing, implementing and operating2006In: 2nd International CDIO-conference at Linköpig University, Linkoping, Sweden June 13-14, 2006. , 2006Conference paper (Refereed)
    Abstract [en]

    n/a

  • 16.
    Edvardsson Stiwne, Elinor
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Studentens första år: En jämförelse mellan 4 årskullar teknologstudenter2005Report (Other academic)
    Abstract [sv]

    Det har länge varit känt att studenter när de påbörjar sina studier vid universitet och högskolor ofta får problem både med att anpassa sig till den nya studiemiljön och att klara av sina studier. Det är mycket som sker i livet t.ex. att flytta hemifrån. Vid civilingenjörsutbildningarna har man observerat tilltagande svårigheter med att klara matematikkurserna vilket skulle kunna ha att göra med de förändringar som skett i gymnasiets matematikutbildning. Bland annat har antalet timmar på gymnasiet skurits ned. Se Högskoleverkets rapport "Räcker kunskaperna i matematik", 1999.

    I januari 1998 beslutade därför Utbildningsnämnden för teknisk fysik och elektroteknik (Y) att genomföra en studie av hur Y-studenterna upplever sitt första år som i huvudsak innebär matematikstudier. Uppdraget gavs till Elinor Edvardsson-Stiwne, Dan Stiwne och medarbetare vid Institutionen för Beteendevetenskap. Vi tycker det är värdefullt att på detta sätt få ta del av denna institutions erfarenhet och värderingar.

    Denna studie har använts för det fortsatta arbetet att förbättra introduktionen för Ystudenterna. Vi tror inte att materialet är unikt för Y. Det återspeglar den svåra övergången från gymnasiet till akademiska studier och bör därför vara värdefullt även för andra utbildningar.

    Resultatet av den första studien var så intressant att utbildningsnämnden beslöt att fortsätta att följa 3 årskurser Y-studenter genom hela utbildningen samt ett år efter utbildningen dels för att få en bättre kunskap om hur studierna upplevs i praktiken, hur attityder och förväntningar påverkar dessa och dels vilka resultat som genomförda åtgärder medför.

    Studien har också utvecklats till en värdefull del av CDIO-projektet (Conceive Design Implement Operate) som är ett samarbetsprojekt mellan MIT i Boston, Chalmers tekniska högskola, CTH, Kungliga tekniska högskolan, KTH och Linköpings tekniska högskola, LiTH. CDIO-projektet stödjs av Knut och Alice Wallenbergs stiftelse.

  • 17.
    Edvardsson Stiwne, Elinor
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Students´expectations and experiences related to their conceptualizations of prevailing curriculum- allignment or dissonance2008In: 4th Interantional CDIO conference in University College Ghent (Hogeschool Gent)
Ghent, Belgium, June 16-19, 2008. , 2008Conference paper (Refereed)
    Abstract [en]

    n/a

  • 18.
    Edvardsson Stiwne, Elinor
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Study histories in Higher Education2003In: ECER conference in Hamburg September 17-20, 2003. Network 22. , 2003Conference paper (Refereed)
    Abstract [en]

    n/a

  • 19.
    Edvardsson Stiwne, Elinor
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    The ethos of a atudy program- a barrier or a springboard for change?2009In: 5th International CDIO conference in Singapore June 7-10 2009, 2009Conference paper (Refereed)
    Abstract [en]

    n/a

  • 20.
    Edvardsson Stiwne, Elinor
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    The first year as Engineering Students - the experiences of four cohorts of engineering students  in Applied Physics and Electrical Engineering in Linkoping University. 2005In: 1st Annual CDIO Conference Queen’s University, Kingston, Ontario, Canada  June 7-8, 2005 , 2005Conference paper (Refereed)
    Abstract [en]

    n/a

  • 21.
    Edvardsson Stiwne, Elinor
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    The first year in Higher Educaiton - a search for relevance and meaning. 2005In: Nya villkor for larande och undervisning. Proceedings of 9e universitetspedagogiska konferensen vid LiU 2005 , 2005Conference paper (Refereed)
    Abstract [en]

    n/a

  • 22.
    Edvardsson Stiwne, Elinor
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Arts and Sciences.
    Utbildning – Undervisning – Utmaning – Utveckling: En rapport från LiU:s utvecklingskonferens 10 mars 20112012Report (Other academic)
    Abstract [sv]

    LiU har en tradition av att lärare framgångsrikt har sökt och även erhållit, resurser för pedagogiska utvecklingsprojekt på den tiden när sådana medel fördelades i konkurrens på nationell nivå av t.ex. Rådet för grundutbildning, NSHU etc. Sedan 2008, när NSHU lades ner, finns inget sådan nationellt organ utan varje lärosäte har i uppdrag att själva arbeta med sitt interna kvalitetsarbete när det gäller utbildning. Under 2010 utlyste CUL medel för att stimulera sådana utvecklingsprojekt vid LiU, och tio projekt beviljades medel. I denna rapport finns bidrag från Laura Alvarez et.al; Madelaine Johansson et.al och Gunnel Östlund som är resultat av denna satsning. Under samma tid utlystes pedagogiska utvecklingsmedel inom LiTH, och bidragen från Ingrid Andersson och Johan Hedbrant, Henrik Brandén, Johan Renner och Björn Oskarsson är resultat av denna satsning. Utöver dessa personer bidrar också ett antal lärare med arbeten som grundar sig på deras kunskaper och insikter från deltagande i högskolepedagogiska kurser, undervisning och arbete med studenter, t.ex. på biblioteket. Bidrag från Chun-Xia Du, Ann-Sofie Bergeling, Christina Brage et.al och Magnus Dahlstedt är exempel på detta.

    Bidragen är skrivna på både svenska och engelska och varje författare är ensam ansvarig för innehållet. Vid redigeringen av bidragen har en ambition varit att de skall kunna läsas av icke ämneskunniga personer, men ibland är det svårt att förklara det konkreta genomförandet av kurser utan att använda fackuttryck. Vad gäller sättet att skriva referenser så har riktlinjerna varit att detta skall göras konsekvent, utifrån ett givet system, inom respektive bidrag. Bidragen är organiserade i tre delar:

    1. Lärandeideal och utformning av lärmiljöer
    2. Betydelsen av hur utbildning och kurser designas – för lärande och undervisning
    3. Utveckling och förändring av läraktiviteter och lärares förhållningssätt
  • 23.
    Edvardsson Stiwne, Elinor
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Vad betyder gruppen i ett föränderligt nätverkssamhälle2000In: Studies of groups and change, 2000Conference paper (Refereed)
    Abstract [en]

    n/a

  • 24.
    Edvardsson Stiwne, Elinor
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    We live in our own small world.  The first year in a Study program in Engineering 2004In: ECER konferens i Crete 20-24 september 2004. , 2004Conference paper (Refereed)
    Abstract [en]

    n/a

  • 25.
    Edvardsson Stiwne, Elinor
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Working in projects - project work from a relational perspective1998Conference paper (Refereed)
    Abstract [en]

    n/a

  • 26.
    Edvardsson Stiwne, Elinor
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Jungert, Tomas
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Engineering students erxperieces of the transition from study to work. 2007In: 3rd International CDIO Conference in Massachusetts Institute of Technology, Cambridge, Massachusetts, June 11 – 14, 2007, 2007Conference paper (Refereed)
    Abstract [en]

    n/a

  • 27.
    Edvardsson Stiwne, Elinor
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Centre for Teaching and Learning. Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology. Linköping University, Faculty of Arts and Sciences.
    Jungert, Tomas
    Linköping University, Department of Behavioural Sciences, Clinical and Social Psychology. Linköping University, Faculty of Arts and Sciences.
    Engineering students experiences of becoming an engineer2010Article in journal (Other academic)
    Abstract [en]

    The focus is on how students construct, deconstruct and reconstruct the meaning of being an engineering student and of becoming an engineer in relation to the concept of employability. Four cohorts of students in a Masters program in Engineering were monitored annually with a “follow up” one year after graduation. Results show that there were differences in the way students talked about their curricular design, career plans, job search, becoming an employee and employable, and job satisfaction. Throughout the interviews certain turning points were identified, where the students had to make various decisions. Many students argued that generic skills and cultural values are best learned in extra-curricular activities and in work contexts, and that doing a thesis project in a firm was the best learning experience . During this thesis process students became conscious of their valuable employability skills, which in the job search process were a good thesis project; a diploma from the program, self-efficacy, problem-solving skills and a broad knowledge base.  On the job, the most valuable acquired key skills were considered to be mathematics and subject specific knowledge; problem solving skills; time management skills; learning skills; and, an ability to manage stress and heavy workloads.

  • 28.
    Edvardsson Stiwne, Elinor
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Jungert, Tomas
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Engineering students' experiences of transition from study to work2010In: Journal of Education and Work, ISSN 1363-9080, E-ISSN 1469-9435, Vol. 23, no 5, p. 417-437Article in journal (Refereed)
    Abstract [en]

    The focus in this paper is on how students experience their transition from their education to being employed as engineers in relation to the concept of employability. Four cohorts of students in a master’s programme in engineering were monitored annually with a ‘follow-up’ one year after graduation. Results show that there were differences in the way students talked about their curricular design, career plans, job search, becoming an employee and employable, and job satisfaction. Throughout the interviews certain turning points were identified, where the students had to make various decisions. Many students argued that generic skills and cultural values are best learned in extracurricular activities and in work contexts, and that doing a thesis project in a firm was the best learning experience. During this thesis process, students became conscious of their valuable employability skills, which in the job search process were a good thesis project, a diploma from the programme, self-efficacy, problem-solving skills and a broad knowledge base. On the job, the most valuable acquired key skills were considered to be mathematics and subject-specific knowledge, problem-solving skills, time management skills, learning skills, and an ability to manage stress and heavy workloads.

  • 29.
    Edvardsson Stiwne, Elinor (red.)
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Ett år med Bologna: Vad har hänt vid LiU?2009Report (Other academic)
    Abstract [en]

    Ett år med Bologna – Vad har hänt vid LiU? var rubriken på CUL-dagen 2008. Vi bjöd in lärare och övrig LiUpersonal att komma och presentera sina erfarenheter och tankar omkring detta tema för att därigenom stimulera till samtal och debatt om hur Bologniseringen av utbildningarna vid LiU gestaltat sig sedan den formella starten med arbetet att införa en ny examensstruktur, den 1 juli 2007.

  • 30.
    Edvardsson Stiwne, Elinor
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology. Linköping University, Faculty of Arts and Sciences.
    Stiwne, Dan
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Förväntningar och verklighet - Teknologers förväntningar på och erfarenhet av sina studier vid LiTH:s Y-program 2002Report (Other academic)
  • 31.
    Edvardsson Stiwne, Elinor
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology.
    Stiwne, Dan
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    On becoming a student of engineering.2001In: ECER konferens i Lille 5-8 september, 2001Conference paper (Refereed)
    Abstract [en]

    n/a

  • 32.
    Edvardsson Stiwne, Elinor
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Stiwne, Dan
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Organisationer i kris1996In: Den svårfångade organisationen / [ed] Siv Boalt Boëthius & Stefan Jern, Stockholm: Natur & Kultur , 1996Chapter in book (Other academic)
    Abstract [en]

    n/a

  • 33.
    Edvardsson Stiwne, Elinor
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Stiwne, Dan
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology. Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology.
    Bierberg, Ulrika
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Hagman, Karin
    unknown.
    Att börja på Y-programmet- förväntningar och verklighet. Teknologers förväntningar på och erfarenhet av första årets studier vid LiTH:s Y-program läsåret 1999-20002002Report (Other academic)
    Abstract [en]

    n/a

  • 34.
    Edvardsson Stiwne, Elinor
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Stiwne, Dan
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology.
    Bierberg, Ulrika
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Hagman, Karin
    unknown.
    Förväntningar och verklighet- teknologers förväntningar på och erfarenhet av första årets studier vid LiTH:s Y-program läsåret 1998-992002Report (Other academic)
    Abstract [en]

    n/a

  • 35.
    Hård af Segerstad, Helene
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Edvardson Stiwne, Elinor
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning.
    The first year in Higher Education - a search for relevance and meaning2005In: Nya villkor för lärande och undervisning. 9e universitetspedagogiska konferensen vid LiU,2005, Linköping: Linköping University Electronic press , 2005, p. 203-Conference paper (Refereed)
  • 36.
    Liljegren, Mats
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology. Linköping University, Department of Medical and Health Sciences. Linköping University, Faculty of Health Sciences.
    Edvardsson Stiwne, Elinor
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Ekberg, Kerstin
    Linköping University, Department of Medical and Health Sciences. Linköping University, Faculty of Health Sciences.
    Upplevelser av rättvisa och individuella handlingsmönster i samband med organisationsförändringar.2003In: Nordisk Psykologi, ISSN 0029-1463, Vol. 55, no 4, p. 309-322Article in journal (Other academic)
    Abstract [en]

    The aim of the present study was to examine the interaction between individual perceptions of justice and behavioural actions during an organisational change process. The empirical material consisted of semi-structured interviews with 9 middle managers, working in a Swedish local government organisation. This organisation had recently accomplished a major organisational change. One result showed that individuals that experienced the change as procedural and distributive unfair tended to act in many different ways: they were loyal to the organisation but they also protested or tried to reduce the management's control over their work. The individuals that perceived the organisational change as procedural unfair but distributive fair tended to act either with loyalty or with withdrawal. The individuals that perceived the process as procedural and distributive fair acted more homogeneous: with loyalty to their organisation and management. In organisational change processes it is of particular importance to pay attention to procedural aspects.

  • 37.
    Rasoal, Chato
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Jungert, Tomas
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Edvardsson Stiwne, Elinor
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Andersson, Gerhard
    Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology. Linköping University, Faculty of Arts and Sciences.
    Ethnocultural Empathy Among Students in Health Care Education2009In: Evaluation & the Health Professions, ISSN 0163-2787, E-ISSN 1552-3918, Vol. 32, no 3, p. 300-313Article in journal (Refereed)
    Abstract [en]

    In a multicultural society, ethnocultural empathy has become an important element in most health settings and development of this capacity has become a central component for health care professionals in their interactions with patients and clients. In this study, differences in basic empathy and ethnocultural empathy were explored in a sample of 365 undergraduate students at the beginning and end of four masters programs in health care ( medicine, psychology, nursing, and social work). Results showed that it was mainly psychology students in the first semester who had significantly higher general empathic skills and ethnocultural empathic skills compared to students in the other study programs. Few signs of differences between students in their first and in later semesters were obtained. The observed differences may be explained by ( a) levels of admission grades and applications requirements or (b) different cultures and expectations from the surrounding milieus in the investigated study programs.

  • 38.
    Stiwne, Dan
    et al.
    Linköping University, Department of Behavioural Sciences.
    Edvardson Stiwne, Elinor
    Linköping University, Department of Behavioural Sciences, Clinical and Social Psychology. Linköping University, Faculty of Arts and Sciences.
    Organisationer i kris1996In: Den svårfångade organisationen / [ed] Siv Boalt Boëthius & Stefan Jern, Stockholm: Natur och Kultur , 1996, p. 287-314Chapter in book (Other (popular science, discussion, etc.))
  • 39.
    Ståhl, Christian
    et al.
    Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Health Sciences.
    Edvardsson Stiwne, Elinor
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Arts and Sciences.
    Narratives of Sick Leave, Return to Work and Job Mobility for People with Common Mental Disorders in Sweden2014In: Journal of occupational rehabilitation, ISSN 1053-0487, E-ISSN 1573-3688, Vol. 24, no 3, p. 543-554Article in journal (Refereed)
    Abstract [en]

    Purpose The aim of this study was to analyze how different types of sick leave narratives were related to return to work (RTW), job mobility or continued sick leave for people sick-listed with common mental disorders. Special attention was paid to how the respondents described their contacts with employers and rehabilitation professionals.

    Methods Eight persons sick-listed with common mental disorders were interviewed at two occasions (2005–2006 and 2008–2009) about their self-perceptions, their sick leave, and their contacts with their employers and rehabilitation professionals, first during their first months as sick-listed, and a follow-up after approximately 4 years.

    Results Two types of narratives were identified: restitutive (with focus on recovery and RTW), and contingent (focusing on managing the present). A common theme was that mental problems were not recognized and talked about in the same way as physical problems. This had consequences for peoples’ acceptance of their diagnoses and for the RTW processes. In restitutive narratives, RTW was essential for returning to life as it was, where support from managers and colleagues facilitated a successful return. In contingent narratives, the experience of sick leave was part of a broader story of change where work relations were of less importance.

    Conclusions A narrative understanding of rehabilitation involves sensitivity toward the stories people are caught up in, and what role professionals may play in them. Promotion of job mobility may be difficult to accept for persons with restitutive narratives, while persons caught up in contingent narratives may be more open—and benefit more—from such solutions.

  • 40.
    Tjulin, Åsa
    et al.
    Linköping University, Department of Medicine and Health Sciences, Work and Rehabilitation . Linköping University, Faculty of Health Sciences.
    Edvardsson Stiwne, Elinor
    Linköping University, Department of Behavioural Sciences and Learning, Centre for Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Ekberg, Kerstin
    Linköping University, Department of Medicine and Health Sciences, Work and Rehabilitation . Linköping University, Faculty of Health Sciences.
    Experience of the Implementation of a Multi-Stakeholder Return-to-Work Programme2009In: Journal of occupational rehabilitation, ISSN 1053-0487, E-ISSN 1573-3688, Vol. 19, no 4, p. 409-418Article in journal (Refereed)
    Abstract [en]

    Introduction Employers can use several strategies to facilitate return-to-work for workers on sick leave, but there seems to be limited knowledge of how workplace-based interventions are actually implemented in organisations. One public Swedish employer initiated a return-to-work programme which incorporated interventions suggested by earlier research, e.g. multi-professional health assessment, case management, educational peer-support groups and adapted workplace training. The overall purpose of the study is to analyse how the programme was implemented and experienced in the organisation, from the perspective of involved stakeholders, i.e. supervisors, occupational health consultants and a project coordinator. The objective of this paper is to identify and analyse how these stakeholders perceived that the programme had been implemented in relation to its intentions. Methods A qualitative method was used, consisting of individual interviews with eight supervisors and the project leader. Two group interviews with five occupational health service consultants were also conducted. Results The study revealed barriers to the implementation of return-to-work interventions. Not all of the intended interventions had been implemented as expected in policy. One explanation is that the key stakeholders expressed a more biomedical, individual view of work ability, while the programme was based on a more holistic, biopsychosocial view. Conclusion Implementation of a return-to-work programme is an ongoing, long-term multi-level strategy, requiring time for reflection, stakeholder participation, openness to change of intervention activities, and continuous communication.

  • 41.
    Tjulin, Åsa
    et al.
    Linköping University, Department of Medicine and Health Sciences, Work and Rehabilitation. Linköping University, Faculty of Health Sciences.
    Edvardsson Stiwne, Elinor
    Linköping University, Department of Behavioural Sciences and Learning, Centre for Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Ekberg, Kerstin
    Linköping University, Department of Medicine and Health Sciences, Work and Rehabilitation. Linköping University, Faculty of Health Sciences.
    Rehabilitering i Kommunen. En utvärdering av ReKom-projektet i Norrköpings kommun2007Report (Other academic)
  • 42.
    Tjulin, Åsa
    et al.
    Linköping University, Department of Medical and Health Sciences, Work and Rehabilitation. Linköping University, Faculty of Health Sciences. Linköping University, HELIX Vinn Excellence Centre.
    Ekberg, Kerstin
    Linköping University, Department of Medical and Health Sciences, Work and Rehabilitation. Linköping University, HELIX Vinn Excellence Centre. Linköping University, Faculty of Health Sciences.
    Edvardsson Stiwne, Elinor
    Linköping University, Department of Behavioural Sciences and Learning, Centre for Teaching and Learning. Linköping University, Faculty of Arts and Sciences.
    Process Evaluation of a Swedish Workplace-based Return-to-Work Program.2008Conference paper (Refereed)
  • 43.
    Tjulin, Åsa
    et al.
    Linköping University, Department of Medical and Health Sciences, Work and Rehabilitation. Linköping University, HELIX Vinn Excellence Centre. Linköping University, Faculty of Health Sciences.
    MacEachen, Ellen
    The Institute for Work & Health, Toronto, Canada.
    Edvardsson Stiwne, Elinor
    Linköping University, Department of Behavioural Sciences and Learning, Centre for Teaching and Learning. Linköping University, Faculty of Arts and Sciences.
    Ekberg, Kerstin
    Linköping University, Department of Medical and Health Sciences, Work and Rehabilitation. Linköping University, HELIX Vinn Excellence Centre. Linköping University, Faculty of Health Sciences.
    The social interaction of return-to-work explored from co-workers experinces.2011In: Disability and Rehabilitation, ISSN 0963-8288, E-ISSN 1464-5165, Vol. 33, no 21-22, p. 1979-1989Article in journal (Refereed)
    Abstract [en]

    Purpose The objective was to explore the role and contribution of co-workers in the return-to-work process. The social interaction of co-workers and supervisors are analysed within the framework of the Swedish national and local employer organisational return-to-work policies.

    Methods An exploratory qualitative method was used, consisting of open-ended interviews with 33 workplace actors across seven work units. Organisational return-towork policies were collected from the three public sector employers.

    Results Three key themes about the return-to-work process emerged during analysis: (1) policies and organizational structure for return to work do not take co-workers into account; (2) return-to-work social demands and expectations interact with broader social interaction and attitudes in the workgroup; (3) supervisory management of return to workis linked to workgroup communication and management.

    Conclusion An examination of the role of co-workers suggests that the social location matters, and highlights how different return-to-work actors interpret the return-to-work situation differently. Employers and workplaces should consider re-integration of sicklisted workers in the light of workgroup social relations and acknowledge social interaction and the heterogeneous experiences of returning workers, supervisors and coworkers.

  • 44.
    Åsberg, Cecilia
    et al.
    Linköping University, The Tema Institute, The Department of Gender Studies. Linköping University, Faculty of Arts and Sciences.
    Edvardson Stiwne, Elinor
    Linköping University, Department of Behavioural Sciences, Clinical and Social Psychology. Linköping University, Faculty of Arts and Sciences.
    Hensing, Gunnel
    Gothemburg University, Sweden.
    Studenter, forskarutbildning och genus: En studie av övergången från grundutbildning till forskarutbildning vid Linköpings universitet.1999Report (Other academic)
    Abstract [sv]

      Det är många kvinnor i den akademiska pyramidens bas men få i dess topp. Rapporten undersöker studenters övergång från grundutbildning till forskarutbildning. Finns det något i övergången som påverkar kvinnors och mäns val? Rapporten bygger på enkätsvar från och intervjuer med studenter.

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