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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.
    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)
  • 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.
    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)
  • 3.
    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)
  • 4.
    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.

  • 5.
    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.

  • 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.
    Karseth, B.
    Lababidi, T.
    Cackowska, M.
    Hård af Segerstad, Helene
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Freshmen Students on Education and Work2002Report (Other academic)
  • 7. Arvidsson, L.
    et al.
    Hård af Segerstad, Helene
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Nya möjligheter för studieförbunden? Analyser av mpl och regelsystem1986Report (Other academic)
  • 8. Bergström, L.
    et al.
    Hård af Segerstad, Helene
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Development of Job Skills - Slutrapport från ett ADAPT-projekt2000Report (Other academic)
  • 9.
    Dahle, L. O.
    et al.
    Linköping University, Department of Molecular and Clinical Medicine, Obstetrics and gynecology. Linköping University, Faculty of Health Sciences.
    Forsberg, Pia
    Linköping University, Department of Molecular and Clinical Medicine, Infectious Diseases. Linköping University, Faculty of Health Sciences.
    Hård af Segerstad, Helene
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Wyon, Yvonne
    Linköping University, Department of Molecular and Clinical Medicine, Obstetrics and gynecology. Linköping University, Faculty of Health Sciences.
    Hammar, Mats
    Linköping University, Department of Molecular and Clinical Medicine, Obstetrics and gynecology. Linköping University, Faculty of Health Sciences.
    Problem-based medical education: development of a theoretical foundation and a science-based professional attitude1997In: Medical Education, ISSN 0308-0110, E-ISSN 1365-2923, Vol. 31, no 6, p. 416-424Article in journal (Refereed)
    Abstract [en]

    Problem-based learning, combined with early patient contact, integration between different subject areas, elements of multiprofessional education, and special emphasis on the development of communications skills has become the basis for the medical curriculum at the Faculty of Health Sciences in Linköping. Critics have questioned the depth of the scientific and theoretical aspects of the curriculum. Through a series of specific measures in the organization of the curriculum and examinations, and due to the pedagogical principles involved per se, our claim is that students graduating at Linköping do possess the required theoretical knowledge and a scientific attitude to the practice of medicine, at least equivalent to that obtained in a more conventional medical curriculum. One such specific measure is that all students perform one field study and two scientific studies during the course of the curriculum. An investigation of student opinions regarding the value of performing scientific projects of their own have shown that these projects have had a positive impact on the students' general scientific attitude and their willingness to engage in future scientific work. The specific skills acquired, as confirmed by oral examinations, were largely determined by the scientific nature of the chosen field of study. Our graduates have not yet progressed far enough in their careers for comparisons to be made on the basis of the Swedish Licensing Board Internship Examinations, but continuing evaluations of students, graduates and licensed doctors emerging from the curriculum will provide future evi-dence as to whether our present evaluation is correct.

  • 10.
    Dahlgren, Lars-Ove
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences.
    Abrandt Dahlgren, Madeleine
    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.
    Discourse Analysis of Liberal and Professional Programmes at the University2003Report (Other academic)
  • 11.
    Dahlgren, Lars-Ove
    et al.
    Linköping University, Department of Behavioural Sciences. Linköping University, Faculty of Educational Sciences.
    Abrandt Dahlgren, Madeleine
    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.
    National Comparison Freshmen and Senior Students2003Other (Other (popular science, discussion, etc.))
  • 12.
    Dahlgren, Lars-Ove
    et al.
    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.
    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, Department of Behavioural Sciences. Linköping University, Faculty of Educational Sciences.
    Szkudlarek, Tomasz
    Institute of Education University of Gdansk.
    Conceptions of learning among teachers and students in higher education. A Swedish-Polish comparative study2005In: Anthology of Social and Behavioural Sciences: 20 years of co-operation between the universities in Linköping and Gdańsk / [ed] Tomasz Maliszewski, Wit J. Wojtowicz, Józef Zerko, Linköping: Linköpings universitet , 2005, p. 89-115Chapter in book (Other academic)
    Abstract [en]

    The article presents conceptions of learning among students and teachers at two European universities, in Linköping (Sweden) and Gdansk (Poland). The research was conducted along the principles of phenomenography by two teams working simultaneously on their respective samples. The strategy of sampling and interviewing, as well as the rules of interpretation, were discussed and kept as similar as possible by both teams. In some cases a procedure of cross-interpretation was applied, another tested i.e. the categories identified by one team as possibly applicable to their own empirical material. The analysis of the Swedish material yielded three different categories describing the conceptions of learning among teachers and students: Learning as change, as completion, and as contextualisation. There is a potential conflict between teachers’ and students’ perspectives in that the students emphasise the relevance for the coming profession, while teachers hold a more academic conception of the nature of learning and the driving forces for learning. In the Polish sample, four categories of learning were discerned: learning as an instrument, as change, as acquisition of knowledge, and as a natural (biological) disposition. In the Polish material a clear distinction between two different milieus for learning, those of institutions and of “real life situations’, has been spotted as critical to the understanding of the nature of learning.

    The comparative analysis of the outcome of the phenomenographic analyses aims at identifying hypothetical factors of cultural difference that could have influenced both outcome spaces. However, this part merely sketches the issue. The present report is part of a broader project aiming at analysing the conceptions of learning, knowledge, teaching and assessment, and a more complete comparative analysis will only be possible after all the parts are presented.

  • 13.
    Dahlgren, Lars-Ove
    et al.
    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.
    Hult, Håkan
    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.
    Johansson, K.
    How does Higher Education prepare or qualify for Work life?2003In: ECER,2003, 2003Conference paper (Refereed)
  • 14. Dahlström, U.
    et al.
    Hård af Segerstad, Helene
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Öhman, L.
    Advantages with unmodified real patients assessing quality in knowledge, skills and attitude in Objective Structured Clinical Examination (OSCE)1993In: Makin Teaching and Learning more effective - Towards Quality in Medical Education AMEE Association for Medical Education in Europe,1993, 1993Conference paper (Refereed)
  • 15.
    Hammar Chiriac, Eva
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology.
    Hård af Segerstad, Helene
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Fusk och plagiat inom akademin2006In: Nya villkor för lärande och undervisning, 9:e universitetspedagogiska konferensen vid Linköpings universitet 17 oktober 2005,2005, Linköping: Linköpings universitet , 2006, p. 186-Conference paper (Refereed)
  • 16. Hammar, M.
    et al.
    Forsberg, P.
    Hård af Segerstad, Helene
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Wyon, Y.
    Problembaserad läkarutbildning i Linköping - Studierna stimulerar vetenskapligt tänkande1995In: Svenska läkartidningen, ISSN 0371-439X, Vol. 92, no 1-2Article in journal (Other academic)
  • 17.
    Hult, Håkan
    et al.
    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.
    Dahlgren, Lars-Ove
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Hård af Segerstad, Helene
    Linköping University, Department of Behavioural Sciences.
    Freshmen's and Seniors' thougts about education, professional identity and work2003In: Educational Research, Risks and Dilemmas NZARE/AARE,2003, Auckland: Auckland College of Education , 2003Conference paper (Refereed)
  • 18.
    Hult, Håkan
    et al.
    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.
    Abrandt Dahlgren, Madeleine
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Hård af Segerstad, Helene
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Freshmen's and Seniors' thoughts about Education, Professional identity and Work2004In: Educational Research, Risks, and Dilemmas, 2004Conference paper (Refereed)
  • 19.
    Hult, Håkan
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Dyrdal Solbrekke, T.
    Lababidi, T.
    Meczkowska, A.
    Hård af Segerstad, Helene
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Senior students on Higher Education and Work Life2003Report (Other academic)
  • 20.
    Hult, Håkan
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Handal, G.
    Lababidi, T.
    Cackowska, M.
    Hård af Segerstad, Helene
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Understanding the transition from Higher education to Work life2004Report (Other academic)
  • 21.
    Hård af Segerstad, Helene
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Gruppedynamik og gruppeprosesser2002Book (Other (popular science, discussion, etc.))
  • 22.
    Hård af Segerstad, Helene
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Här och Nu!: 3:e universitetspedagogiska konferensen vid Linköpings universitet1999Report (Other academic)
  • 23.
    Hård af Segerstad, Helene
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    I Teori och Praktik: 2:a universitetspedagogiska konferensen vid Linköpings universitet1998Report (Other academic)
  • 24.
    Hård af Segerstad, Helene
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Kollegavägledning - en väg till kunskap om den egna handledarrollen i problembaserat lärande1996Report (Other academic)
  • 25.
    Hård af Segerstad, Helene
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Nya villkor för lärande och undervisning: 9:e Universitetspedagogiska konferensenvid Linköpings universitet 17 oktober 20052006Report (Other academic)
    Abstract [en]

    Den 17 oktober 2005 anordnades den nionde universitetspedagogiska konferensen vid Linköpings universitet. Konferensens tema Nya villkor för lärande och undervisning anspelar på Bolognaprocessen och de förändringar av högskolans inre arbete det kan medföra.

    Bolognaprocessen är ett mellanstatligt samarbete där fyrtiofem europeiska länder deltar som syftar till att främja anställningsbarhet, rörlighet och Europas konkurrenskraft som utbildningskontinent. För att nå dessa mål har en gemensam struktur för högre utbildning föreslagits, som innebär att utbildningen ska delas upp i tre nivåer; grundnivå, avancerad nivå och forskarnivå. Ett av de främsta argumenten för denna struktur är att den ska främja ökad rörlighet samt öka studenternas anställningsbarhet både internationellt och nationellt. Vidare föreslås att de nya examensbeskrivningarna ska fokusera på förväntade studieresultat (learning outcomes) och att det europeiska systemet för överföring av studiemeriter (ECTS) och den sjugradiga ECTS- betygsskalan införs.

    Att utveckla utbildning i denna riktning innebär utmaningar för Linköpings universitet och dess lärare och studenter. På vilket sätt kommer försla-gen att påverka det vardagliga pedagogiska arbetet? Vilka förändringar av kurser och utbildningar kommer det att innebära? Många menar att Bolognaprocessen innebär en radikal förändring för högskolan. Det kan ur det per-spektivet betraktas som något förvånande att det inte till vardags diskuteras mer. Årets CUL:dag visar dock att det finns ett antal lärare som tolkat konsekvenserna när det gäller det vardagliga pedagogiska arbetet och utbildningarnas struktur (relationen mellan grundnivå och avancerad nivå), samt hur målen för utbildning kan formuleras i förhållande till förväntade studieresultat, och hur den sjugradiga betygsskalan kan implementeras. Inom den svenska högskolan är det dessa tre områden som innebär de största utmaningarna, medan införandet av studiemeriter mer kan ses som en förändring av sättet att räkna poäng.

    Två inbjudna föreläsare utmanade och gav intressanta aspekter genom att bidra med sina bilder av hur den pågående Bolognaprocessen kan tolkas och förstås. Marcia Sá Cavalcante Schuback, docent i filosofi, Södertörns högskola pratade under rubriken Uppmärksamhetens vetande. Berit Karseth, as-sociated professor, Universitetet i Oslo talade under rubriken Bolognaprocessen: Nye Rammer för undervisning. Båda föreläsningarna har filmats och finns tillgängliga på CUL:s hemsida (www.liu.se/cul).

    Kärnan i 2005 års CUL:dag var som tidigare alla de bidrag som kommit från engagerade universitetslärare och deras tankar som på olika sätt utvecklar undervisningen vid LiU. Sammanlagt presenterades tjugosex bidrag som organiserats under sex rubriker. Det är glädjande att det vid LiU finns så många som vill vara med och bidra till den interna pedagogiska utvecklingen genom att dokumentera och presentera idéer och på så sätt inspirera andra. Ett stort tack till er alla som bidragit till den intressanta och givande dagen. Min förhoppning är att läsningen av rapporten ytterligare ska ge inspiration till pedagogisk utveckling. Slutligen ett stort tack till Monika Samuelsson som på ett engagerat och outtröttligt sätt arbetat både med organisation av konferensen samt redigeringen av rapporten.

  • 26.
    Hård af Segerstad, Helene
    Linköping University, Department of Behavioural Sciences. Linköping University, Faculty of Arts and Sciences.
    Pedagogiska utmaningar i tiden: 10:e Universitetspedagogiska konferensen vid Linköpings universitet 8-9 november 20062007Report (Other academic)
    Abstract [en]

    I november 2006 anordnade CUL den tionde interna universitetspedagogiska konferensen. Syftet med dessa är sedan starten att erbjuda en mötesplats för att stimulera till nytänkande i pedagogiska frågor och dokumentation av erfarenheter av utbildning, undervisning och studier. Konferenserna har förutom parallella sessioner innehållit en eller ett par föreläsningar som ytterligare stimulans till pedagogisk utveckling. Varje år har mellan 20 och 30 bidrag presenterats av universitetets anställda och studenter och drygt 225 personer har deltagit med presentationer genom åren. Tidigare bidragsgivare har svarat på frågor om konferensens värde. De framträdande dragen i svaren är att konferensen innebär intressanta möten, tillfälle till reflektion, inspiration och idéer till nya pedagogiska grepp samt inblick i aktuella pedagogisk forskning. De flesta ansåg sig även haft nytta av att själva publicera ett bidrag. Bidraget hade kunnat användas som merithandling, som underlag för internationell publicering samt varit anledning till inbjudan till andra lärosäten nationellt och internationellt.

    Inom universitetet anses det självklart att skriftligt dokumentera forskningsarbete samtidigt som detta inte lika självklart gäller det pedagogiska arbetet. Redan på konferensen 1998 talade professor Gunnar Handal om att använda sina kollegor som ”kritiska vänner”. Han argumenterade för att vi i högre grad ska öppna det som sker i utbildning och undervisning för kollegial kritik ungefär på ett likartat sätt som gäller för det vetenskapliga arbetet. En internationell diskussion där bl.a. Kreber (2002) säger att ”…the scholarship of teaching entails a public account of some or all of the following aspects of teaching - vision, design, interaction, outcomes and analysis - in a manner that can be peer-reviewed and used by members of one´s community.” Det framstår som behovet av att i högre grad betrakta det pedagogiska arbetet på ett vetenskapligt sätt har stärkts betydligt de senaste tio åren.

    Kraven på lärare att visa sin pedagogiska skicklighet i ansökningar till tjänster har skärpts under tioårsperioden. Vilket gör att dokumentationen av det pedagogiska arbetet fått en ny betydelse. Kriterier på vad som kännetecknar pedagogisk skicklighet har utarbetats. Den sökande behöver visa och ha dokument som stärker den pedagogiska skickligheten och lärosätena har i allt högre grad formulerat lokala kriterier som finns tillgängliga för sökande till tjänster. På några lärosäten pågår projekt för att utveckla kompetens hos anställningsnämnder och sakkunniga när det gäller bedömning av pedagogisk skicklighet.

    Ett beslut som fattades av SUHF (Sveriges Universitets- och högskoleförbund i november 2005) kan antas vara en ytterligare drivkraft. Beslutet innebär att den behörighetsgivande högskolepedagogiska utbildningen ska omfatta minst 10 veckors heltidsstudier. Detta har inneburit att omfattningen av kurser för lärare har ökat. För närvarande finns det ett kursutbud inom Centrum för undervisning och lärande som sammanlagt uppgår till 10 poäng, där varje kurssteg är relaterat till funktioner i lärares arbete. Idag deltar under ett läsår mellan 200-250 lärare i dessa kurser. I varje kurs (antingen om 2 eller 4 poäng) skriver deltagarna ett kortare fördjupningsarbete. Dessa kan även ses som ett led i att stimulera universitetets lärare att kritiskt granska den pedagogiska vardagen och att skriva om den så att det blir möjligt för kollegor och andra att granska arbetet i relation till forskning om undervisning och lärande. Det är många intressanta utvecklingstankar som föds i fördjupningsarbetena och ett antal av dem har utvecklats till bidrag på den interna konferensen och i vissa fall på internationella konferenser. Detta sammantaget har lett till att fler lärare har börjat dokumentera det pedagogiska arbetet och vi kan se exempel på att det i sig leder till att idéer sprids snabbare.

    Pedagogiska utmaningar i tiden var temat för 2006 års konferens. Av alla tänkbara utmaningar fokuserade på Bolognaprocessen och lärares handledande uppgifter. Den första halvdagen inleddes av rektor Mille Millnert och dekanerna Helen Dannetun, Bo Hellgren, Jan Anward och Mats Hammar med tankar om Bolognaprocessen. Den andra halvdagen inleddes av professor Olga Dysthe som pratade om Kollegial handledning av studenters uppsatser samt professor Mats Hammar som reflekterade kring klinisk handledning. Tack för att ni bidrog till diskussionen om de pedagogiska utmaningarna. Tack också till alla er som genom bidragen har stimulerat den pedagogiska diskussionen. Min förhoppning är att läsningen av rapporten ytterligare ska ge inspiration till pedagogisk utveckling.

    Slutligen, ett stort tack till Monika Samuelsson som har organiserat konferensen och redigerat rapporten på ett fantastiskt sätt.

    Helene Hård af SegerstadCentrum för undervisning och lärande

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    Abstract [en]

    The article reports on an empirical small scaled interview study among junior and senior students in the political science programme in a Swedish University. The aim is to describe how students at various stages of their studies conceive of their education as well as their future professional life. Questions about their identity as students have also been posed. The results indicate that a programme with a major emphasis on political science appears to have two different faces as experienced by the students. The first half of the programme is experienced as traditional liberal arts studies, i.e., the students enrol in a ‘personal bildung project’ and conceive of political scientists as a kind of watchdog for democracy. Students in the latter part of their studies report an emerging identity as investigators and civil servants and an appreciation of the parts of the studies that enhance their generic skills.

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