liu.seSearch for publications in DiVA
Endre søk
Begrens søket
1234567 151 - 200 of 27612
RefereraExporteraLink til resultatlisten
Permanent link
Referera
Referensformat
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Treff pr side
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sortering
  • Standard (Relevans)
  • Forfatter A-Ø
  • Forfatter Ø-A
  • Tittel A-Ø
  • Tittel Ø-A
  • Type publikasjon A-Ø
  • Type publikasjon Ø-A
  • Eldste først
  • Nyeste først
  • Skapad (Eldste først)
  • Skapad (Nyeste først)
  • Senast uppdaterad (Eldste først)
  • Senast uppdaterad (Nyeste først)
  • Disputationsdatum (tidligste først)
  • Disputationsdatum (siste først)
  • Standard (Relevans)
  • Forfatter A-Ø
  • Forfatter Ø-A
  • Tittel A-Ø
  • Tittel Ø-A
  • Type publikasjon A-Ø
  • Type publikasjon Ø-A
  • Eldste først
  • Nyeste først
  • Skapad (Eldste først)
  • Skapad (Nyeste først)
  • Senast uppdaterad (Eldste først)
  • Senast uppdaterad (Nyeste først)
  • Disputationsdatum (tidligste først)
  • Disputationsdatum (siste først)
Merk
Maxantalet träffar du kan exportera från sökgränssnittet är 250. Vid större uttag använd dig av utsökningar.
  • 151.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo). Linköpings universitet, Utbildningsvetenskap.
    Hammar Chiriac, Eva
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för klinisk och socialpsykologi (CS). Linköpings universitet, Filosofiska fakulteten.
    Learning for professional life: Student teachers’ and graduated teachers’views of learning, responsibility and collaboration2009Inngår i: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 25, nr 8, s. 991-999Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The focus of this study is on how final-semester students and newly-graduated teachers experience theformal objectives of teacher education, with a particular view of the concepts of learning, responsibilityand collaboration. The ways of experiencing these concepts varied from conceptions in which only onedimension is discerned from in the student teachers group to conceptions in which several dimensions ofthe phenomena are discerned in the graduate teachers group.

  • 152.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo).
    Hammar Chiriac, Eva
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för klinisk och socialpsykologi (CS).
    Prepared for the social dimension of teaching for sustainable development? - Student teachers' and teachers' views on learning, responsibility and collaboration in relation to education and professional work2008Inngår i: AARE 2008 International Education Conference,2008, 2008Konferansepaper (Annet vitenskapelig)
  • 153.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköpings universitet, Institutionen för medicin och hälsa, Medicinsk pedagogik. Linköpings universitet, Utbildningsvetenskap.
    Hopwood, Nick
    University of Technology, Sydney.
    Lee, Alison
    University of Technology, Sydney.
    Researching Professional Learning and Practice: What does it mean to 'be there'?2012Inngår i: “Professions and Professional Learning in Troubling Times:Emerging Practices and Transgressive Knowledges. UNIVERSITY OF STIRLING, UK Wednesday 9thMay – Friday 11th May 2012, 2012, s. 11-11Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    If we aim to understand professional learning and practice in material, embodied and discursive terms,then one obvious place to turn methodologically is to ethnography and observation. Ethnographicmethods normally presuppose the physical presence of the researcher in the research setting. In thispaper we explore what it might mean to observe, document and represent practices throughethnographic work in contexts of (i) interdisciplinary collaboration; (ii) economic and time pressures,making extended periods of observation difficult; and (iii)multi-sited, including international, collaboration.As we conduct and plan projects that involve scholars from different national and disciplinarybackgrounds, and imagine the temporal and spatial opportunities and constraints within which ourresearch unfolds, we are forced to think through what it means to ‘be there’, observing, in the field, aspractices and learning unfold. The material contexts in which we now work challenge the notion of thesingle ethnographer whose embodied presence in the field underpins an embodied understanding of theworld. We have to rely on others’ experiences, read field notes we didn’t write ourselves, engage withsituations where we don’t share a common language with participants, and make sense of the differentways data, analysis and theory have meaning for us as collaborators from health, geography andeducation backgrounds, drawing on a range of theoretical frames in our research.In order to grapple more fully and tangibly with these issues, we undertook a piece of observational workin a health professional education setting in Linköping, Sweden. An experienced gynaecologist andeducator, ‘Birgit’, runs evening sessions for small groups of medical students. Central to these are the‘professional patients’ – women who make themselves, their bodies, available so that students can learnand practise pelvic examination. Two of us, Madeleine and Nick, were present at one evening’s session;Alison was not. In the paper we will present excerpts from Nick’s and then Madeleine’s account of thesame ‘moment’ during the session. These will be followed by reflections from Alison as a remote‘participant’, on the sorts of understandings and questions that arise for her in this different position. Wewill then develop a collective response to the ‘data’, foregrounding ways in which our personal,professional, and disciplinary backgrounds or ways of being shape our engagement with the world, thedifferent accounts, and our responses to each other. We complicate notions of ‘being there’ to exploremultiple ‘beings there’ and ‘beings apart’, highlighting important theoretical and methodological issuesaround observation, representation, and analysis, and reflecting on these in terms of theoreticalgroundings of our substantive analysis in practice theory.

  • 154.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning, VUFo.
    Hult, Håkan
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning, VUFo.
    Dahlgren, Lars-Ove
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap.
    Hård af Segerstad, Helene
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning, VUFo.
    Transition from higher education to work life2005Inngår i: AARE,2005, 2005Konferansepaper (Annet vitenskapelig)
  • 155.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning, VUFo.
    Hult, Håkan
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning, VUFo.
    Dahlgren, Lars-Ove
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap.
    Hård af Segerstad, Helene
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning, VUFo.
    Johansson, K.
    The transition from higher education to work life: a comparison between a problem-based learning programme and conventional programmes in higher education2005Inngår i: NEERA conference,2005, 2005Konferansepaper (Annet vitenskapelig)
  • 156.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo). Linköpings universitet, Utbildningsvetenskap.
    Hult, Håkan
    Linköpings universitet, Institutionen för beteendevetenskap och lärande. Linköpings universitet, Utbildningsvetenskap.
    Dahlgren, Lars-Ove
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo). Linköpings universitet, Utbildningsvetenskap.
    Hård af Segerstad, Helene
    Linköpings universitet, Institutionen för beteendevetenskap och lärande. Linköpings universitet, Utbildningsvetenskap.
    Johansson, Kristina
    Linköpings universitet, Institutionen för beteendevetenskap och lärande. Linköpings universitet, Utbildningsvetenskap.
    From senior student to novice worker: Learning trajectories in political science, psychology and mechanical engineering2006Inngår i: Studies in Higher Education, ISSN 0307-5079, Vol. 31, nr 5, s. 569-586Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 157.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning, VUFo.
    Hult, Håkan
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning, VUFo.
    Dahlgren, Lars-Ove
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning, VUFo.
    Hård af Segerstad, Helene
    Linköpings universitet, Institutionen för beteendevetenskap. Linköpings universitet, Utbildningsvetenskap.
    Johansson, Kristina
    Linköpings universitet, Institutionen för beteendevetenskap. Linköpings universitet, Filosofiska fakulteten.
    The transition from higher education to worklife: The outcomes of a PBL programme and a conventional programme2005Inngår i: PBL in Context. Bridging Work and Education,2005, Tampere: Tampere University Press , 2005, s. 23-Konferansepaper (Fagfellevurdert)
    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.

  • 158.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning, VUFo.
    Karseth, B.
    Lababidi, T.
    Cackowska, M.
    Hård af Segerstad, Helene
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning, VUFo.
    Freshmen Students on Education and Work2002Rapport (Annet vitenskapelig)
  • 159.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning, VUFo.
    Larsson, Staffan
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning, VUFo.
    Walters, Shirley
    University of Western Cape.
    Making the invisible visible. On participation and communication in a global, web-based master's programme2006Inngår i: Higher Education, ISSN 0018-1560, E-ISSN 1573-174X, Vol. 52, nr 1, s. 69-93Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study focuses on the discourse of an intercontinental on-line Master's programme in adult learning, using English as the lingua franca of the programme and involving four collaborating universities in Sweden, South Africa, Canada and Australia. The programme is highly interactive, emphasising communication between students. Taking the variation in participation as the point of departure, a discourse analysis aiming at analysing the contingencies contributing to the pattern of communication in the programme was undertaken. Data consist of a variety of texts on-line web-documents, written notes, and narratives that participants wrote about their lives related to participation in the programme. The use of English as the lingua franca contributed to a mistake anxiety, which for some students was hampering their communication in the programme. Aspects of the material world such as the vast differences in the efforts and costs for participating in the programme were also highly interrelated to the shaping of socio-culturally situated identities among the students and thereby contributing to the variation in frequency in participation. The results show that the official discourse of the programme as a text, with its emphasis on equity, change and development, gets subordinated to the discourses produced and reproduced by the students in the programme as a discursive practice and social practice. The students' accounts reveal that there are fragments of an alternative discourse emerging, based on mutual concern and friendship, which might suggest a potential for changing the communicative patterns in the programme.

  • 160.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning, VUFo.
    Larsson, Staffan
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning, VUFo.
    Walters, Shirley
    University of Western Cape, Cape Town, South Africa.
    Understanding voices as text: Discerning discourses in an intercultural learning environment2006Inngår i: Standing Conference on University Teaching and Research in the Education of Adults,2006, 2006Konferansepaper (Annet vitenskapelig)
  • 161.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköpings universitet, Institutionen för medicin och hälsa, Medicinsk pedagogik. Linköpings universitet, Utbildningsvetenskap.
    Lee, Alison
    University of Technology, Sydney.
    Materialities of Professional Learning: Troubling the Urban/Rural Divide in Sites of Professional Knowledge Enactments: Professional learning within the frames of higher education. How is this possible?2011Inngår i: 'Urban Education'.  European Conference for Educational Research, 2011Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    This symposium presents studies of different professional groups – educators, nurses, police and social workers in Italy, Norway, Scotland and Sweden - to address two main themes in professional learning and knowledge construction. First, it outlines ways of understanding professional learning as material enactments of knowledge. Second, it troubles the category of ‘urban’ spaces of professional knowledge, exploring the ways that professionals enact different forms of knowledge work and objectual relationships at different sites. These sites of practice may be more urban or more rural, but together form the machinery of professionals’ knowledge production.

     

    To the first theme, all four papers draw from theoretical perspectives that step aside from subject-centred, reflectivist orientations of professional learning to focus on the socio-material webs of practice. They explore the ways that professional knowledge is distributed and constructed or performed differently in different local sites. The paper authors, drawing from actor-network theory, science and technology studies, complexity science, Knorr-Cetina’s object-relations, and practice-based theory are all conceptualising professional learning as a matter of negotiating different knowledge resources to assemble and order strategies, objects, texts, technologies and values in moments of activity.

     

    To the second theme, the papers each show how professional knowledge seems intended to flow outwardly from urban-based centres of research and practice, where resources are concentrated to develop ‘evidence-based’ universalised best practices that are then incorporated into regulatory codes and professional development for all practitioners, including those operating in very different settings such as remote ‘rural’ and community-based sites. For example, paper one examines police work and knowledge in Scotland, showing how models of best practice for police work are often derived from large urban environments, but then become reconfigured and recoded in non-urban environments where professionals must draw from other knowledge strategies such as community relationships and local resources. In paper two, hospital nurses in Norway engage in validating and explicating knowledge-based procedures in some working sites, while other sites are dominated by application of these in the interaction with patients/clients. If we are to understand the knowledge production and knowledge relations comprising professional learning, we need to take into account these different sites.

     

    Furthermore, the papers show how professional practice and knowledge is difficult to conceive as bordered in particular static spaces designated as ‘urban’ or ‘rural’. The Scottish police case study shows that communities which some may describe as rural are in fact considered to be urban by many inhabitants, and also that certain ‘urban’ characteristics are enacted in more remote spaces. Professionals themselves can be highly mobile, transporting objects and texts embedding particular practices and knowledge across more rural or more urban sites of practice. The social workers case shows how professionals move across sites that encapsulate elements of both rurality and urbanity. All four cases show, in different ways, how professional knowledge is produced as professionals learn through combining very different, even conflicting, resources in everyday enactments of knowledge: local practices and values, organisational traditions and policies, disciplinary knowledge bases and commitments of their particular professions, regulatory standards for practice, transnational and web-based knowledge, improvised work-arounds, and so forth.

     

    These two themes – the materiality of professionals’ learning and the diverse but connected enactments of professional knowledge at different sites – have important implications for continuing professional development. Each paper shows why and how to reconceptualise notions of ‘developing’ professionals to focus instead on professionals’ attunement to the different knowledge resources available, the knowledge strategies that can be most productive for them, and the ways that knowledge is enacted differently across different sites of practice.

  • 162.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo). Linköpings universitet, Utbildningsvetenskap.
    Mendel, Maria
    Dyrdal Solbrekke, Tone
    Cackowska, Malgorszata
    Struzunska, Ania
    Structural and cultural conditions of higher education2010Inngår i: Students as Journeymen Between Cultures of Higher Education and Work: A longitudinal European Study of the Transition from Higher Education to Work Life / [ed] Lars Owe Dahlgren, Saarbrücken, Germany: Lambert Academic Publishing, 2010Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    The book reports on a longitudinal European resesrch project aiming at understanding how the transition between higher education and work life is experienced by the students. Informants are selected from a variety of study programs such as Psychology, Political science, Engineering and Law. The students are interviewed at the end of their studies and later after about one and a half year of work life experience. The aim is to describe and understand in what ways the studies have prepared the students for work life. The results indicate great differences between programs and also between the participating universities located in Sweden, Norway, Poland and Germany.

  • 163.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköpings universitet, Institutionen för medicin och hälsa, Avdelningen för samhällsmedicin. Linköpings universitet, Medicinska fakulteten.
    Nordenström, Elin
    University of Gothenburg, Gothenburg, Sweden.
    Rooney, Donna
    University of TechnologySydneyAustralia.
    Rystedt, Hans
    University of Gothenburg, Gothenburg, Sweden.
    Video as a Tool for Researching Simulation Practices2019Inngår i: Video as a Tool for Researching Simulation Practices: Materiality, Embodiment, Interaction / [ed] Madeleine Abrandt Dahlgren, Hans Rystedt, Li Felländer-Tsai and Sofia Nyström, Cham: Springer Publishing Company, 2019, s. 31-55Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    This chapter provides examples of how arrangements for collection and analyses of video data were organized across different sites. The common approach to data collection builds on established methods for recording of audiovisual materials in the social sciences with a focus on interaction and learning. The chapter describes how arrangements for data collection across different sites were organised, and how video analysis can be used as a method for collaborative analysis of practices. One approach is entitled purposeful approach to collaborative data analysis. A second approach draws on video-based studies of situated action, and a third approach of analysis is the use of qualitatively different readings of the same data. One does not replace the other, but rather draws out different features.

  • 164.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning, VUFo.
    Petocz, Peter
    Macquarie University, Sydney.
    Reid, Anna
    Macquarie University, Sydney.
    Dahlgren, Lars-Ove
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning, VUFo.
    Preparation for professional work? A meta-analysis of two international research projects on the transition from higher education to work life2007Inngår i: 5th International Conference on Researching Work and Learning,2007, Cape Town: University Press , 2007Konferansepaper (Fagfellevurdert)
    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.  

  • 165.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo).
    Reid, Anna
    Macquarie University, Sydney.
    Dahlgren, Lars-Ove
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo).
    Petocz, Peter
    Macquarie University, Sydney.
    Learning for the professions: Lessons from linking international research projects2008Inngår i: Higher Education, ISSN 0018-1560, E-ISSN 1573-174X, Vol. 56, nr 2, s. 129-148Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 166.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning, VUFo.
    Reid, Anna
    Faculty of Education Macquarie University, Sydney.
    Dahlgren, Lars-Ove
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning, VUFo.
    petocz, Peter
    Macquarie University, Sydney.
    Identity and Engagement for professional formation2007Inngår i: Meaning, Relevance and Variation. The second nordic conference on adult learning,2007, 2007Konferansepaper (Annet vitenskapelig)
    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. 

  • 167.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning, VUFo.
    Richardson, Barbara
    Kalman, Hildur
    Re-defining the reflective practitioner2004Inngår i: Developing Practice Knowledge for Health Professionals / [ed] Joy Higgs, Barbara Richardson, Madeleine Abrandt Dahlgren, Oxford: Butterworth & Heineman , 2004, s. 15-34Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    The current climate of accountability and public scrutiny in the health and social care professions demands a high level of responsibility by health professionals in terms of understanding, updating and credibly using their professional knowledge. To achieve this, health professionals need to acknowledge the wide variety of sources from which their knowledge is generated: they need a sound working knowledge of practice epistemology which investigates the nature of knowledge and knowledge generation which underlies practice. The call from community, governments and employers is for evidence-based practice with the expectation that health professionals fully understand the knowledge which underpins their practice and can therefore justify their practice. This book examines the nature, generation and development of professional knowledge in the health professions, with particular emphasis on physiotherapy, occupational therapy, medicine and nursing. It is a user-friendly resource book accessible for practitioners, clinical educators, tertiary educators, research students and researchers. What constitutes practice knowledge? How is this knowledge created and developed?What roles do health professionals play in understanding and developing their practice knowledge? Readers, whether from a practice, education or research background, are invited to consider the implications of these questions for their practice. More than ever, the rapidly changing worlds of work and society are providing many challenges to the adequacy of the knowledge bases of the health professions and the capacity of health professionals to critique and develop their knowledge to meet community needs. These issues are explored in this book.

  • 168.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning, VUFo.
    Richardson, Barbara
    Sjöström, Björn
    Professions as communities of practice2004Inngår i: Developing Practice Knowledge for Health Professionals / [ed] Joy Higgs, Barbara Richardson, Madeleine Abrandt Dahlgren Higgs, Joy, Oxford: Butterworth & Heineman , 2004, s. 71-88Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    The current climate of accountability and public scrutiny in the health and social care professions demands a high level of responsibility by health professionals in terms of understanding, updating and credibly using their professional knowledge.To achieve this health professionals need to acknowledge the wide variety of sources from which their knowledge is generated: they need a sound working knowledge of practice epistemology which investigates the nature of knowledge and knowledge generation which underlies practice. The call from community, governments and employers is for evidence-based practice with the expectation that health professionals fully understand the knowledge which underpins their practice and can therefore justify their practice.This book examines the nature, generation and development of professional knowledge in the health professions with particular emphasis on physiotherapy, occupational therapy, medicine and nursing. It is a user-friendly resource book accessible for practitioners, clinical educators, tertiary educators, research students and researchers.What constitutes practice knowledge? How is this knowledge created and developed? What roles do health professionals play in understanding and developing their practice knowledge?Readers, whether from a practice, education or research background, are invited to consider the implications of these questions for their practice. More than ever the rapidly changing worlds of work and society are providing many challenges to the adequacy of the knowledge bases of the health professions and the capacity of health professionals to critique and develop their knowledge to meet community needs. These issues are explored in this book.

  • 169.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköpings universitet, Institutionen för medicin och hälsa, Avdelningen för samhällsmedicin. Linköpings universitet, Medicinska fakulteten.
    Rystedt, HansDepartment of Education, Communication and Learning, University of Gothenburg, Gothenburg, Sweden.Felländer-Tsai, LiDepartment of Clinical Science, Intervention and Technology (CLINTEC) Division of Orthopedics and Biotechnology, Karolinska Institutet, Stockholm, Sweden.Nyström, SofiaLinköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap. Region Östergötland, Diagnostikcentrum, Klinisk immunologi och transfusionsmedicin.
    Simulation in Health Care: Materiality, Embodiment, Interaction2019Collection/Antologi (Fagfellevurdert)
    Abstract [en]

    Series editors abstract:

    A key goal of this book series is to contribute to discussions about and processes for improving the enactment of occupational capacities through professional practice- based experiences. A related goal is associated with understanding and enhancing the contributions that different kinds of experiences can make to the formation and continuity of those occupational practices. The volumes in this series have contrib- uted a range of perspectives, approaches and outcomes to these discussions. This volume continues that tradition through considerations of how simulation-based activities can contribute to enhancing occupational practices in which working and learning progresses inter- and intra-professionally within healthcare settings. The procedural concern here is to enhance patient safety through improving the quality of collaborative working and learning by healthcare workers. The conceptual concern here is to understand how such working and learning can be understood more fully as a process of interdependence amongst practitioners, and how such co- working and learning progresses, in what ways and for what outcomes. Added here are the ways in which technology comes to mediate and support that process. Perhaps only through such considerations, focused empirical work and detailed analysis will our understanding of human capacities, their enactment and evaluation transcend from either wholly individualised or wholly socialised accounts.

    The sections comprising this book are drawn from a large collaborative study hosted by three institutions that have longer and solid traditions of making contribu- tions to understanding the development of professional capacities through interpro- fessional practices (i.e. Linkoping), dedicated focuses on improving healthcare practices (Karolinska) and the use of technology in working and learning (Gothenburg). These collaborations have been informed and enriched by contribu- tors from other institutions who bring explanatory concepts. The attempt to utilise, accommodate and optimise these different contributions is exercised within the organisation of the sections of the book and chapters within it, highlighted by a process of dual considerations and separate commentaries. Each of these sections provides an overview, statements about procedural matters (e.g. how to conduct inquiries or how to analyse data), proposing and advancing particular explanatory accounts, and also offering perspectives on how educational or work practice might be enhanced. This structuring is particularly helpful as it provides focused consid- erations of particular phenomena (e.g. team-based approaches to simulation, use of video recordings, doing simulations) through description, analysis and commentary.

    In these ways, this volume offers contributions to discussions about the goals for, processes of and outcomes of professional and practice-based learning in a manner that is highly consistent with the ambitions of this book series.

  • 170.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap.
    Öberg, Gunilla
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för tematisk utbildning och forskning, Miljövetenskap.
    Questioning to learn and learning to question: Structure and function of problem-based learning scenarios in environmental science education2001Inngår i: Higher Education, ISSN 0018-1560, E-ISSN 1573-174X, Vol. 41, nr 3, s. 263-282Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In problem-based learning, scenarios relating to real life are used as a point of departure for the learning process. Even though the importance of suitable cases or scenarios in bringing about a fruitful learning process is emphasised in the literature, few studies focus on how they actually function in the learning process. This study focuses on how the scenarios used in a ten-week introductory course of a new four-year undergraduate programme in environmental science functioned in terms of the structure and content of the questions they evoked. Data were gathered through diary notes from nine groups of students, comprising 5-8 students per group. The data were subjected to a qualitative analysis aimed at describing the structure and content of the questions generated by the groups. Five different kinds of questions were identified and labelled, encyclopaedic, meaning-oriented, relational, value-oriented and solution-oriented. All scenarios generated questions pertaining to all five categories in all groups, but the emphasis varied. The results are discussed in relation to the design of scenarios, and in relation to students' approaches to learning.

  • 171.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning, VUFo.
    Öberg, Gunilla
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för tematisk utbildning och forskning, Miljövetenskap.
    Questioning to learn and learning to question: Structure and function of PBL scenarios in environmental science education.2000Inngår i: Second International Conference on Problem-Based Learning in Higher Education,2000, 2000Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    In problem-based learning, scenarios relating to real life are used as a point of departure for the learning process. Even though the importance of suitable cases or scenarios to bring about a fruitful learning process is emphasised in the literature, few studies focus on how they actually function in the learning process. This study focuses on how the scenarios used in a ten-week introductory course of a new four-year, undergraduate programme in environmental science functioned in terms of the structure and content of the questions they evoked. Data were gathered through diary notes from nine groups of students, comprising 5-8 students per group. The data were subjected to a qualitative analysis aimed at describing the structure and content of the questions generated by the groups. Five different kinds of questions were identified and labelled; A. Encyclopaedic, B. Meaning-oriented, C. Relational, D. Value-oriented and E. Solution-oriented.  All scenarios generated questions pertaining to all five categories in all groups, but the emphasis varied. The results are discussed in relation to the design of scenarios, and in relation to students’ approaches to learning.

  • 172.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning, VUFo.
    Öberg, Gunilla
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för tematisk utbildning och forskning, Miljövetenskap.
    Real-life situations as a promotor of the learning process1999Inngår i: 5th auDes international conference in environmental sciences,1999, 1999Konferansepaper (Annet vitenskapelig)
  • 173.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning, VUFo.
    Öberg, Gunilla
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för tematisk utbildning och forskning, Miljövetenskap.
    Structure and function of PBL scenarios in environmental science education.1999Inngår i: Universitetspedagogisk konferens: CUL-dagen 1999,1999, Linköping: Linköpings universitet , 1999, s. 109-116Konferansepaper (Annet vitenskapelig)
  • 174. Abrandt, M.
    et al.
    Castensson, R.
    Dahlgren, Lars-Ove
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning, VUFo.
    PBL from the teacher's perspective. Conceptions of the tutor's role within problem based learning.1998Inngår i: Higher Education, ISSN 0018-1560, E-ISSN 1573-174X, Vol. 36, s. 437-447Artikkel i tidsskrift (Fagfellevurdert)
  • 175.
    Abrashi, Agnesa
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier. Linköpings universitet, Filosofiska fakulteten.
    Sternlund, Annika
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier. Linköpings universitet, Filosofiska fakulteten.
    Sundberg, Amanda
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier. Linköpings universitet, Filosofiska fakulteten.
    Valentinson, Helena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier. Linköpings universitet, Filosofiska fakulteten.
    ”Och så händer det något som förändrar ens liv”: En antologi om omställningar i livet2011Student paper second term, 10 poäng / 15 hpOppgave
    Abstract [sv]

    Ur ett symbolisk interaktionistiskt perspektiv är människan en social varelse som lever i ett samhälle som är under ständigt skapande. I det samhälle där individen genom interaktion både formas och skapas är samhälle och individ tätt förenade vilket är den utgångspunkt vi genomgående valt att förhålla oss till i denna antologi. Antologin belyser omställningar i livet genom fyra olika bidrag. Agnesa Abrashis bidrag heter ”Ett nytt skede i livet – en studie om identitet och moderskap” och behandlar hur mammor ser på sitt identitetsskapande. Annika Sternlund tar upp adopterades syn på sitt identitetsskapande och sina livsvillkor i bidraget ”Rötterna är där hjärtat rotar sig”. Amanda Sundberg belyser i sitt bidrag ”Som barn var man ju förväntansfull – en studie om individer som immigrerat vid unga år” fem immigranters brott i livet i och med flytten till ett nytt land. Helenas Valentinsons bidrag "Man känner ju i benen och det att man inte är 17 år längre" handlar om de förändringar som sker när en individ blir pensionär. Gemensamt för antologin är även att vi relaterar identitetsskapandet i förhållande till tillhörighet och utanförskap. Slutsatsen för denna studie är att individens livsvillkor påverkas av faser i livet vilket inverkar på identitetsskapandet. På så sätt ses identiteten som något föränderligt.

  • 176.
    Abrashi, Agnesa
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier. Linköpings universitet, Filosofiska fakulteten.
    Sundberg, Amanda
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier. Linköpings universitet, Filosofiska fakulteten.
    Kvotflyktingar i Sverige: En kvalitativ studie om arbete och samverkan inom flyktingmottagande2012Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Studien belyser uttagningsprocessen och mottagandet av kvotflyktingar ur de arbetandes perspektiv samt studerar samverkan mellan olika aktörer som arbetar med frågan. Studien är uppdelad i fyra delar där första delen tar upp processen och samverkan mellan aktörer. Andra delen belyser problematik och konsekvenser kring samverkan samt olika aktörers synsätt. Granskning av likheter och skillnader mellan kvotflyktingar och andra flyktinggrupper belyses i tredje delen och sista delen tar upp hur lagstiftning och kriterier inverkar i processen.

  • 177.
    Abrashi, Getoar
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier.
    En ny arbetsmarknadspolitik2007Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Då Moderaterna, tillsammans med de övriga Allianspartierna, vann riksdagsvalet 2006 blev det också klart att en ny arbetsmarknadspolitik skulle komma att drivas i Sverige. Ändringar i bland annat arbetslöshetsförsäkringen har genomförts för att öka incitamenten för arbetssökande att acceptera ett jobberbjudande. Arbetslöshetsersättningen ska inte längre vara ett sätt att försörja sig på utan det ska löna sig att arbeta. Men vad betyder ändringarna i arbetslöshetsförsäkringen för de individer som drabbas av dem? Och hur konstrueras bilden av dessa individer i det empiriska materialet? Syftet med studien är således att undersöka hur Moderaterna konstruerar bilder av grupper som befinner sig utanför arbetsmarknaden, till exempel arbetslösa och förtidspensionärer. Syftet är också att analysera vilka lösningar Moderaterna presenterar på denna problematik samt vilka konsekvenser dessa åtgärder får för individer som står utanför arbetsmarknaden.

  • 178.
    Abrashi, Getoar
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier.
    Unga och arbetslösa: Upplevelser av ungdomsarbetslöshet i en bruksort2008Independent thesis Advanced level (degree of Magister), 20 poäng / 30 hpOppgave
    Abstract [en]

    This thesis focuses on youth unemployment in Finspång, often referred as an industrial community. The theoretical framework of the thesis is based on social constructionism and covers theoretical discourse analysis, intersectionality and social capital. The study is based on qualitative interviews with 7 unemployed individuals between the ages of 19-24 and an interview with an employee at the employment office in the community. The main subject in this thesis is the youngsters experience with unemployment, labour, the employment office, the impacts of social capital and the labour market in the community. The analysis focuses in how the respondents discuss their experienced problems with their unemployment. My analysis shows that unemployed youngsters are willing to work but feels that they’re restrained by their age, sex and lack of adequate social network. The analysis also shows that the youngster’s expectations on the employment office possibilities to help them get a job are unfulfilled which creates a general negative view. It seems that the high expectations of help often are based on communication and/or information problems between the youngsters and the employment office.

  • 179.
    Abring, Cecilia
    et al.
    Linköpings universitet, Institutionen för ekonomisk och industriell utveckling, Företagsekonomi. Linköpings universitet, Filosofiska fakulteten.
    Eriksson, Madeleine
    Linköpings universitet, Institutionen för ekonomisk och industriell utveckling, Företagsekonomi. Linköpings universitet, Filosofiska fakulteten.
    Transaktionsexponerade kassaflöden: En kvalitativ studie om hur styrdokument reglerar den praktiska hanteringen av transaktionsexponerade kassaflöden2015Independent thesis Advanced level (degree of Master (One Year)), 20 poäng / 30 hpOppgave
    Abstract [sv]

    Bakgrund: I och med en ökad internationell handel har det blivit allt viktigare med en adekvat hantering av transaktionsexponering. Valutor är förknippade med olika risker och ger således upphov till skild transaktionsexponering, vid handel med utlandet. Tidigare forskning förordar att hantering av trasaktionsexponering regleras via styrdokument, och vi har identifierat en avsaknad av forskning kring hur svenska företags styrdokument är utformade.

    Problemformulering: I vilken utsträckning kongruerar tidigare forskning med hur svenska företag har utformat styrdokument för hantering av transaktionsexponering i olika valutor?

    Syfte: Syftet med studien är att, i relation till vad tidigare forskning förespråkar, undersöka och analysera hur styrdokument för hantering av transaktionsexponering är utformat i företag. Studien syftar även till att analysera skiljaktigheter i styrdokumentet för transaktionsexponering i olika valutor, samt vilka faktorer som ger upphov till eventuella avvikelser.

    Slutsatser: Studiens resultat tyder på en tydlig kongruens mellan tidigare forskning och etablerade tillvägagångssätt för hur styrdokument för hantering av transaktions-exponering är utformat i svenska företag. Styrdokumentet är övergripande i sin utformning; reglerar strategin för riskhantering men inte tillvägagångssättet för hanteringen. Styrdokumentet reglerar inga skillnader för hur transaktionsexponering i olika valutor ska hanteras, trots att den faktiska hanteringen uppvisar markanta skillnader. Upphov till olik hantering ger: faktorer relaterade till valutamarknadens egenskaper, företagsspecifika faktorer och andra påverkande omvärldsfaktorer.

    Kunskapsbidrag: Studien bidrar till en ökad förståelse och tydligare nyansering av hur svenska företag styr hantering av transaktionsexponering, utifrån ett företagsperspektiv. Vidare ämnar studien föranleda intresse för hur företag reglerar hantering av transaktions-exponering i olika valutor, och av vilken bevekelsegrund.

  • 180.
    Abusagr, Sophia
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier.
    Den svenska integrationen: ett politiskt dilemma2007Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [sv]

    I dagens svenska samhälle har vi blivit allt mer mångkulturella och integration har därmed blivit en viktig fråga. Vi präglas av en mängd olika nationaliteter, etniska minoriteter samt olika kulturella bakgrunder. Därför är det viktigt för ett land som Sverige som anses vara demokratiskt att ha förståelse och respektera alla människor, oavsett vilken etnicitet och kulturell bakgrund en person har. Förståelse för varandra är oerhört viktigt eftersom alla som är en del av samhället inte skall känna ett utanförskap eller bli diskriminerade. Detta förekommer dock enligt en rad olika (författare och forskare) som har hävdat att den integrationspolitik som har förts i Sverige de senaste trettio åren har misslyckats. Därmed behöver det ske en förändring inom integrationspolitiken, ansvaret ligger på både den nuvarande borgerliga regeringen men lika väl invånarna i samhället. I detta projektarbete har jag analyserat olika rapporter utifrån Statens offentliga utredningar (SOU) för att på så sätt få en mer övergripande bild av hur integration förts i Sverige. Därtill belyser jag hur regeringspropositionerna ser ut gällande de mål och visioner, som den föregående regeringen, socialdemokraterna, hade för att skapa en god integrationspolitik.

  • 181.
    Abusagr, Sophia
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier.
    Synen på mångfald och jämställdhet vid vägverket2008Independent thesis Advanced level (degree of Master (One Year)), 20 poäng / 30 hpOppgave
    Abstract [en]

    Research has shown that still today mostly men inhibit the managing director positions and jobs such as electricians, engineers, and road workers, which makes the work situation unequal among those work places. Another issue is that studies show that minority groups have fewer possibilities in comparison with majority inhabitants on the labour market. One reason can be that many companies and organizations lack when it comes to the recruitment process due to prejudices and the applicants for a job who has names such as Ahmed, Carlos and Ali are taken out of the process at first stage.

    The purpose of this research is to study how civil servants at Vägverket (Swedish Road Administration) discuss about diversity and equality. Whereas subjects such as ethnicity and gender will be illuminated.

  • 182.
    Acar, Sandra
    Linköpings universitet, Institutionen för studier av samhällsutveckling och kultur, Kultur, samhälle, mediegestaltning.
    Dödshjälp: En undersökning om hur argumentationen om dödshjälp ser ut i artiklar2010Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Mitt syfte är att undersöka hur dödshjälpsdebatten lyfts fram i tidningsartiklar för att därefter beskriva hur de olika argumenten diskuteras. Syftet med denna uppsats är också att undersöka tankar ifrån olika perspektiv i samhället och beskriva personers upplevelser i tidningsartiklarna.

    • Hur ser argumentationen om dödshjälp ut i artiklar, återkommer argument och hurlyfts de fram?
    • Hur sammanbinds perspektiven i artiklarna med olika tanketraditioner?
  • 183.
    Achen, Thomas
    Linköpings universitet, Institutionen för tema, Tema teknik och social förändring. Linköpings universitet, Filosofiska fakulteten.
    Den bioetiske udfordring: Et retspolitisk studie om forholdet mellem etik, politik og ret i det lovforberedende arbejde vedrørende bio- og genteknologi i Danmark, Norge og Sverige1997Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    Biotechnology and genetic engineering raise a number of new ethical problems. Consequently, over the past 15 years, several European countries, including the Nordic countries, have passed new laws in an attempt to deal with the ethical problems posed by biotechnology. These developments raise the question of how to formulate legislation to regulate both the technical and ethical aspects of biotechnology and genetic engineering. Is it indeed possible to formulate a valid ethical framework in a thoroughly secularised society? How has this been coped with politically? And what is the nature of the relationship between ethics, politics and the law, that emerges from this process? The regulation of biotechnology is very often carried out by legal means in modern society. The thesis shows that the distinction between ethics, politics and the law - inherent in the Scandinavian tradition of legal realism - is not sustained in the law preparatory Process in the fields of biotechnology and genetic engineering in Denmark, Norway and Sweden. The analysis reveals that the tendency for ethics, politics and the law to merge is expressed in the new normative reflexivity which characterizes legislation in this area. The thesis defines this process in terms of four elements: a proceduralisation of ethics, a democratisation of ethics; negotiated development of norms, and a moralisation of politics and the law. These new tendencies suggest a need for a new analytical framework. The thesis argues that reflexive law theory and discourse ethics theory can provide a more adequate understanding of the new normative reflexivity inherent in the legislation examined. In a society characterised by moral, social, cultural and political pluralism it is of profound importance to contemplate how legal and political norms are developed. Furthermore, it is highly pertinent to consider how we can conceive these processes in theoretical terms.

  • 184.
    Achen, Thomas
    Linköpings universitet, Institutionen för tema, Tema teknik och social förändring. Linköpings universitet, Filosofiska fakulteten.
    Nedslag i svensk biopolitik: Gentekniknævnet 1994-20032005Rapport (Annet vitenskapelig)
    Abstract [no]

    Hvad er beipolitk? Hvordan kan den svenske biopolitik beskrives? Hvilken rolle har Gentekniknænet i den svenske biopolitik? Og hvad er egentlig Gentekniknænet for et nævn? Hvorfor oprettede man det? Og hvordan arbejder Gentekniknænet? Det er nogle af de spøsmål som diskuteres i denne bog.

  • 185.
    Achtenhagen, Leona
    et al.
    Jönköping International Business School, Jönköping, Sweden.
    Tillmar, Malin
    Linköpings universitet, Institutionen för ekonomisk och industriell utveckling, Företagsekonomi. Linköpings universitet, Filosofiska fakulteten.
    With a focus on context - studies on women's entrepreneurship from Nordic countries and beyond: Guest Editorial2012Inngår i: International Journal of Gender and Entrepreneurship, ISSN 1756-6266, E-ISSN 1756-6274, Vol. 5, nr 1, s. 4-16Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Purpose– The purpose of this paper is to direct attention to recent research on women's entrepreneurship, focusing on Nordic countries.Design/methodology/approach– The paper encourages research that investigates how context, at the micro, meso and macro level, is related to women's entrepreneurship, and acknowledges that gender is socially constructed.Findings– This paper finds evidence that recent calls for new directions in women's entrepreneurship research are being followed, specifically with regard to how gender is done and how context is related to women's entrepreneurial activities.Originality/value– This paper assesses trends in research on women's entrepreneurship, mainly from the Nordic countries.

  • 186.
    Ackerholm, Nils
    Linköpings universitet, Institutionen för datavetenskap.
    Att stödja utan att styra eller störa: Användbarhetsstudie av personlig anpassning på webbsidor2005Independent thesis Advanced level (degree of Magister)Oppgave
    Abstract [sv]

    Ett överflöd av information gör att den information vi verkligen vill ha blir svårare att hitta. För att råda bot på detta har det gjorts försök att hjälpa användaren att hitta genom personlig anpassning av webbsidor. Meningen är att personlig anpassning ska göra det enkelt för användaren, och att systemet därmed har hög användbarhet. Att se om det verkligen är så är syftet med denna studie.

    Inom ett projekt som avser ge familjer med tonåriga diabetiker IT-stöd gjordes en heuristisk utvärdering och intervjuer för att undersöka ett antal funktioner för personlig anpassning ur användbarhetsperspektiv.

    På det hela taget går det inte att säga att personlig anpassning vare sig är bra eller dåligt användbarhetsmässigt utan det avgörs av funktionernas utformning och kontexten. Det viktiga är att ge användaren stöd i sitt användande utan att för den skull styra eller störa hennes användning.

  • 187.
    Ackerholt, Per
    et al.
    Linköpings universitet, Ekonomiska institutionen.
    Hartford, Henrik
    Linköpings universitet, Ekonomiska institutionen.
    Identifiering av det logistiska förpackningssystemet En studie av teleutrustningsindustrin2001Independent thesis Advanced level (degree of Magister)Oppgave
    Abstract [en]

    Background: Due to outsourcing, the material flows in the telecom equipment industry have undergone major changes, which in turn has imposed new challenges for packaging supplier Nefab who delivers to the industry. In order to achieve market intelligence, Nefab wants to map the material flows, and investigate possibilities of further reusable logistical packaging systems.

    Purpose: The purpose of this thesis is to describe the typical features of the logistical material flows in a technically based, rapidly growing industry, and analyze the driving forces and obstacles, which influence the selection of logistical packaging system.

    Procedure: After developing a theoretical framework consisting of general logistical theories and theories related to logistical packaging, we have interviewed companies in the logistics channel of Ericsson Radio Systems.

    Results: We have found the main characteristics of material flows in our investigated industry to be Variations in Demand, Focus on Time-to-Customer, and Globalization of Logistics Channels. Regarding driving forces and obstacles in the selection of logistical packaging systems, we have identified Transportation Characteristics, Customer Demands, Quality, Handling & Administration, and Current Packaging System as important factors.

  • 188.
    Ackerstierna, Joel
    et al.
    Linköpings universitet, Institutionen för ekonomisk och industriell utveckling.
    Gullbrandsson, Marcus
    Linköpings universitet, Institutionen för ekonomisk och industriell utveckling.
    Framtidens fastighetsbransch: PropTech och co-workings påverkan på kundvärdet i kontorslokaler: Identifikationen av de faktorer som möjliggör kundvärde och dess påverkan på tjänsteerbjudandet2018Independent thesis Advanced level (degree of Master (Two Years)), 20 poäng / 30 hpOppgave
    Abstract [en]

    Problem definition: Digital innovation affects the world's economies and markets, where business-independent industry changes its way of working. The commercial real estate industry faces a change, where the two concepts of smart home and mobility change the appearance of the future market. On the market, there is an exponential increase in the number of companies utilizing the two concepts, companies collectively called PropTech companies, which act as catalysts for the transformation. Another trend is co-working, a new flexible office solution that utilizes the mobility change and disrupts the current value chain. These trends affect existing property managers, who should review their business model in view of the new technology to remain competitive. A major challenge with PropTech is the lack of understanding of the benefits it brings and what customer value it actually creates, making it difficult to create value offers that actually meet customer needs. The different types of PropTech and co-working provide a potential for new types of services that benefit the tenants in their business and can provide an easier work life balance.

    Purpose of the study: The purpose of this master thesis is to identify the impact PropTech and co-working has on commercial real estate tenants in Stockholm.

    Methodology: The study is of an exploratory character and aimed to explore what contributes to customer value for commercial tenants in Stockholm today and the impact PropTech and co-working has on it. The performance of the study was a combination of a cross-sectional approach, a qualitative, deductive and partly an inductive approach. A total of 16 semi-structured interviews were conducted, consisting of 11 property managers with internal management and five tenants working in the consulting industry. By interviewing tenants simultaneously with the property manager, it was established that the property managers' insight into the tenants' needs were in line with reality. The collected empirical data was analyzed on the basis of the applied reference framework and its factors that drive the customer value of tenants in office premises in Stockholm.

    Conclusions: The impact of digitization is of a complex nature and ranges from negative to positive aspects and everything in-between. The study identified four PropTech-services that can benefit company tenants in various ways and their impacts on customer value: property management, quantification & efficiency, office services and search platforms for working places. Co-working was also included as a service that affects customer value in office spaces.Identified factors creating customer value for company tenants were quality, adaptability, cost reduction and price. Each factor was further dissected to describe more accurately how it impacts tenants, these under factors consisted of tangibles, reliability, assurance, customer focus, co-creation, mass customization, flexibility, monetary costs, non-monetary costs, low cost and premium price.The study found that the most important aspect of property management, in order to have a positive impact on the tenants, is assurance. There also exists a potential positive impact for the service via non-monetary cost reductions. Furthermore, property management has a negative impact on customer focus and assurance. 

    The most important aspects of quantification & efficiency, in order to have a positive impact on the tenants, are tangibles, non-monetary cost reductions and flexibility. There also exists both a potential positive impact as well as a negligible impact for the service via monetary cost reductions.The most important aspect of office services, in order to have a positive impact on the tenants, is low price. There also exists a negligible impact for the service via non-monetary cost reductions.The most important aspects of search platforms for working places, in order to have a positive impact on the tenants, are flexibility and monetary cost reductions.The most important aspects of co-working, in order to have a positive impact on the tenants, are mass customization, flexibility and monetary cost reductions. There also exists a negative impact for the service via tangibles.The authors of this study encourage for further quantitative research regarding the subject.

  • 189.
    Acosta, Lilibeth
    et al.
    Potsdam Institute Climate Impact Research PIK, Germany .
    Klein, Richard J T
    Linköpings universitet, Institutionen för tema, Tema vatten i natur och samhälle. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för tema, Centrum för klimatpolitisk forskning. Stockholm Environment Institute, Sweden .
    Reidsma, Pytrik
    Wageningen University, Netherlands .
    Metzger, Marc J
    University of Edinburgh, Scotland .
    Rounsevell, Mark D A
    University of Edinburgh, Scotland .
    Leemans, Rik
    Wageningen University, Netherlands .
    Schroeter, Dagmar
    Int Institute Appl Syst Anal, Austria .
    A spatially explicit scenario-driven model of adaptive capacity to global change in Europe2013Inngår i: Global Environmental Change, ISSN 0959-3780, E-ISSN 1872-9495, Vol. 23, nr 5, s. 1211-1224Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Traditional impact models combine exposure in the form of scenarios and sensitivity in the form of parameters, providing potential impacts of global change as model outputs. However, adaptive capacity is rarely addressed in these models. This paper presents the first spatially explicit scenario-driven model of adaptive capacity, which can be combined with impact models to support quantitative vulnerability assessment. The adaptive capacity model is based on twelve socio-economic indicators, each of which is projected into the future using four global environmental change scenarios, and then aggregated into an adaptive capacity index in a stepwise approach using fuzzy set theory. The adaptive capacity model provides insight into broad patterns of adaptive capacity across Europe, the relative importance of the various determinants of adaptive capacity, and how adaptive capacity changes over time under different social and economic assumptions. As such it provides a context for the implementation of specific adaptation measures. This could improve integrated assessment models and could be extended to other regions. However, there is a clear need for a better theoretical understanding of the adaptive capacity concept, and its relationship to the actual implementation of adaptation measures. This requires more empirical research and coordinated meta-analyses across regions and economic sectors, and the development of bottom-up modelling techniques that can incorporate human decision making.

  • 190.
    Adamovic, Dragan
    Linköpings universitet, Institutionen för beteendevetenskap och lärande. Linköpings universitet, Utbildningsvetenskap.
    Lärarkontroll eller elevers självkontroll: En studie om vilken ledarstil gymnasieelever föredrar i klassrummet2015Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Ledarstilar i klassrummet kan rangordnas på ett kontrollkontinuum med hög grad av lärarkontroll i den ena ändenoch hög grad av elevers självkontroll i den andra änden. Syftet med studien var att undersöka vilken ledarstil gymnasieelever på ett naturvetenskapsprogram föredrar i klassrummet. En enkätundersökning har genomförts med 31 elever i årskurs 1 och 24 elever i årskurs 3. Undersökningen visar att en majoritet av gymnasieleverna föredrar ledarstilar som präglas av lärarkontroll. Undersökningen visar också att eleverna överlag vill vara delaktiga i planeringen av undervisningen och bedömningen av kunskaper. Dock är de flesta av eleverna överens om att läraren är den som skapar och bibehåller ordningen i klassrummet. En möjlig förklaring till iakttagelsen är att eleverna vill utöva ett inflytande i klassrummet men saknar de färdigheter som krävs. En annan förklaring är att de är skeptiska till ett inflytande eftersom de inte vill riskera att bli dömda av klasskompisar eller läraren för sina åsikter och värderingar.I jämförelsen mellan elever i årskurs 1 och årskurs 3, föredrar de äldre eleverna i större utsträckning lärarkontroll i klassrummet. I jämförelsen mellan meritvärdesgrupper, föredrar de högpresterande eleverna i större utsträckning lärarkontroll i klassrummet än de låg och mellanpresterande. En trolig förklaring är att de äldre eleverna och de högpresterande eleverna inte vill ta det inflytande och ansvar som erbjuds eftersom det är både energikrävande och tar för mycket tid av den viktiga ämnesundervisningen.

  • 191. Adamson, L.
    et al.
    Lyxell, Björn
    Linköpings universitet, Institutionen för beteendevetenskap.
    Identity during late adolescence: Personal future images1999Inngår i: Society for Research on Identity Formation 6th Annual Conference,1999, 1999Konferansepaper (Fagfellevurdert)
  • 192.
    Adamson, Lena
    Linköpings universitet, Institutionen för Pedagogik och Psykologi. Linköpings universitet, Utbildningsvetenskap. Univ.,.
    Like circles on the water: a study of adolescent identity1999Doktoravhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    This thesis explores the subject of identity development during late adolescence (16-20 years). Three questions were asked, each related to one domain of interest; a) how do adolescents perceive and describe themselves (adolescents' self-concept), b) what do they consider important in their lives (adolescents' existential questions), and, c) how do they describe their contacts with adult people (adolescents' contacts with adults)? The thesis includes three studies and uses a multimethodological approach, comprising interviews, a personality inventory, sentence-completion tasks and questionnaires.

    The results can be summarized as follows. The majority of the respondents had a positive view of themselves. An inconsistent self-concept was related to a number of negative factors. Existential questions mainly concerned one's personal future. Most respondents felt the need of adults in their lives, primarily due to adults' experience and knowledge.

    The main conclusions can be summarized in four points. First, identity development during late adolescence needs to be discussed in terms of processes of integration. This term emphasizes continuity and interaction, rather than autonomy and separation, terms that have dominated this field for a long time. Second, identity development during late adolescence can be illustrated by means of expanding circles. The centre is constituted by the adolescent's picture of her/himself (i.e., personal integration), whereas the periphery consists of the adolescent's picture of her /himself in relation to other people and society at large (i.e., social integration). Third, lack of personal integration at this age level signals an undesirable developmental process. Fourth, adolescent - adult interaction is one important factor in relation to social integration. Here the adolescent learns to develop her /his interactional skills in order to regulate and balance her /his own life space in relation to others'. However, the results also suggest that opportunities for social interaction between adolescents and adults outside their families are insufficient and need to be improved.

  • 193.
    Adamson, Lena
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för beteendevetenskap.
    Teachers' knowledge about adolescents - an interview study2000Inngår i: International Journal of Psychology, ISSN 0020-7594, E-ISSN 1464-066X, Vol. 35, nr 3-4, s. 427-427Konferansepaper (Annet vitenskapelig)
  • 194.
    Adamsson, Eric
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för ekonomisk och industriell utveckling, Affärsrätt.
    Produkters funktionsskador ur ett skadestånds- och försäkringsrättsligt perspektiv: Om säljares skadeståndsskyldighet när levererade produkter är behäftade med funktionsfel, samt om ansvarsförsäkringens betydelse för funktionsfel2018Independent thesis Advanced level (degree of Master (Two Years)), 20 poäng / 30 hpOppgave
    Abstract [sv]

    I denna uppsats behandlas kommersiella säljares skadeståndsansvar när levererade produkter är behäftade med funktionsfel. Funktionsfel i produkter kännetecknas av att felaktiga detaljer från tillverkningen av en beståndsdel orsakar en minskad funktion i slutprodukten. I uppsatsen klarläggs även vilken betydelse ansvarsförsäkringen har för köparens möjligheter att erhålla ersättning när denna drabbats av funktionsskador härledda av köpt felaktig egendom.

    I uppsatsen undersöks ingrediens- och komponentskador ur främst ett skadestånds- och försäkringsrättsligt perspektiv, med avsikten att klargöra säljarens skadeståndsskyldighet i inomobligatoriska förhållanden samt vilka ansvarsgrunder som är aktuella i utomobligatoriska relationer. Även det försäkringsrättsliga skyddet för ingrediens- och komponentskador utreds, samt betydelsen för försäkringsskyddet huruvida den inträffade skadan är en skadeståndsrättslig sakskada eller en skada som ryms inom säljarens köprättsliga felansvar undersöks.

    Uppsatsen innehåller därutöver ett empiriskt avsnitt, vars avsikt är att klarlägga hur de svenska ledande försäkringsbolagens relevanta försäkringsvillkor är utformade samt vilken syn försäkringsbolagen har på begreppet sakskada och funktionsskadeprincipen.

  • 195.
    Adelmann, Kent
    Lärarutbildningen, Malmö högskola.
    Sjunde nationella konferensen i Svenska med didaktisk inriktning, Malmö 18-20 november 2009: Att bygga broar –kulturella, språkliga och mediala möten2010Konferanseproceedings (Annet vitenskapelig)
    Abstract [sv]

    Den här konferensen pekar på en enastående utveckling och utvecklingspotential för SMDI. Svenska med didaktisk inriktning kan numera betraktas som ett etablerat forskningsområde och har ett nära samarbete med motsvarande systerorganisationer i Danmark (Netværk for forskning i dansk-fagenes didaktik, DaDi) och Norge (Nettverk for norskdidaktisk forskning, NNDF). Konferensen i Malmö samlade 174 deltagare från de nordiska länderna och innehöll fyra plenarföredrag samt 49 sektionsföredrag, vilket visar både styrka och bredd.

    De 15 bidrag som presenteras i den här forskningsrapporten omfattar de fyra plenarföreläsningarna (av Jens Elmelund Kjeldsen, Caroline Liberg, Kathleen McCormick och Jon Smidt) samt elva av sektionsföredragen. Texterna handlar om många olika slags möten. Det kan gälla kulturella möten i det heterogena klassrummet (McCormick) eller i de nordiska kursplanernas språk- och litteraturundervisning (Hägerfelth & Skarstein). Och det kan gälla språkliga möten med lyssningens ABC (Adelmann) eller med postmoderna läromedel mellan tradition och fönyelse (Dahl). Eller mediala möten med de mediekulturella förändringarnas konsekvenser för läsreceptionen (Elmfeldt & Persson). Men även krockar, mellan mediering via PowerPoint eller retorik (Kjeldsen).

    Här finns svenskämnets territoriella utbredning i mötet med den moderna ungdomsskolan (Martinsson). Och här finns de lärarstuderandes möte med skolverkligheten (Östlundh) och elevernas möte med nationella prov i årskurs 3 (Borgström & Yassin). Eller lärarens möte med olika  skrivutvecklingsperspektiv på yrkesinrikade gymnasieprogram (Westman), seriernas potential i svenskundervisningen (Mehrstam) eller olika didaktiska läsarter (Bringéus). Och här byggs det broar mellan modersmålsskrivande och skrivande i alla andra ämnen (Smidt), och mellan en språkbaserad ämnesundervisning och en ämnesbaserad språkundervisning (Liberg). Men det varnas också för faran med bro-metaforen, som kan konstruera kulturella olikheter istället för att konstruera mening som bygger på våra likheter (Penne).

  • 196.
    Adelsvärd, Viveka
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för tema, Tema Kommunikation.
    Att lära barn berätta2004Inngår i: Saga och Sanning. Berättandets konst och berättelsens budskap, Uppsala: Uppsala universitet , 2004, s. 11-17Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
  • 197.
    Adelsvärd, Viveka
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för tema, Tema Kommunikation.
    Handen, huvudet, ögat.2005Inngår i: Det öppna rummet, Pieksämäki, Finland: Söderströms/Atlantis , 2005, s. 299-308Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

    Om språkets förhållande till kroppen

  • 198.
    Adelsvärd, Viveka
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för tema, Tema Kommunikation.
    Måltiden - inte bara mat utan också prat.2004Inngår i: Text i arbete: festskrift till Britt-Louise Gunnarsson den 12 januari 2005 = Text at work : essays in honour of Britt-Louise Gunnarsson 12 january 2005 / [ed] Ingegerd Bäcklund, Uppsala: Institutionen för nordiska språk , 2004, s. 19-27Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    En litteraturstudie av betydelsen av måltidssamtal.

  • 199.
    Adelsvärd, Viveka
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för tema, Tema Kommunikation.
    Nordenstam, Kerstin: Skvaller (1998)2000Inngår i: Språk & Stil, ISSN 1101-1165, Vol. 9, s. 195-199Artikkel i tidsskrift (Annet vitenskapelig)
  • 200.
    Adelsvärd, Viveka
    Linköpings universitet, Institutionen för tema, Tema Kommunikation. Linköpings universitet, Filosofiska fakulteten.
    Varför ger vi röst åt de frånvarande?2003Inngår i: Grammatik och samtal: studier till minne av Mats Eriksson / [ed] Bengt Nordberg; Mats Eriksson;, Uppsala: Institutionen för nordiska språk, Uppsala universitet , 2003, s. 125-134Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [sv]

    Analys av vilka funktioner som virtuella deltagare har i samtal.

1234567 151 - 200 of 27612
RefereraExporteraLink til resultatlisten
Permanent link
Referera
Referensformat
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf