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  • 151.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning, VUFo.
    Castensson, Reinhold
    Linköpings universitet, Institutionen för tema.
    Dahlgren, Lars-Ove
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning, VUFo.
    Problembaserad inlärning - PBI - i miljövetenskaplig grundutbildning. Utvärdering av resultat och erfarenheter.1995Rapport (Övrigt vetenskapligt)
  • 152.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Dahlberg, Johanna
    Linköpings universitet, Institutionen för klinisk och experimentell medicin. Linköpings universitet, Hälsouniversitetet.
    Foreman, Dawn
    Curtin University, Perth, Australia.
    Emerging criteria for assessment of interprofessional conference. Straddling the contexts of professional education and clinical practice2011Konferensbidrag (Övrigt vetenskapligt)
  • 153.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköpings universitet, Institutionen för medicin och hälsa, Medicinsk pedagogik. Linköpings universitet, Hälsouniversitetet.
    Dahlgren, Lars Owe
    Linköpings universitet, Institutionen för beteendevetenskap och lärande. Linköpings universitet, Utbildningsvetenskap.
    Dahlberg, Johanna
    Linköpings universitet, Institutionen för klinisk och experimentell medicin. Linköpings universitet, Hälsouniversitetet.
    Learning professional practice through education2012Ingår i: Practice, Learning and Change: Practice-theory perspectives on professional learning. / [ed] Paul Hager, Ann Reich & Alison Lee, Dordrecht: Springer Publishing Company, 2012, 1, s. 183-197Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [en]

    In this chapter we discuss a case of professional learning in higher education with a particular focus on health care. We focus in particular on what aspects of professional education become visible if we shift our viewpoint from a cognitive learning perspective on professional education, to a practice theory perspective, viewing this case of professional education as a practice, or a set of practices, in itself. Introducing a practice theory perspective on pedagogy on professional health care education might allow a new gaze on a field that for a long time been has been dominated by cognitive discourses about how to improve students’ learning. We focus on how the socio-materiality of professional practice is realised within the curriculum of the professional programs through three cycles, the courses Health, Ethics and Learning, part 1 and 2, and the Student Training Ward. We show how the relations between different sets of actors are connected, both as important mediating conditions through broader societal discourses, national legislation, local institution and organisation, as well as in terms of how every day educational practice is enacted. The chapter highlights the need for serious consideration of how to use the material arrangements in the educational setting to enable a collaborative practice to unfold.

  • 154.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning, VUFo. Linköpings universitet, Utbildningsvetenskap.
    Dahlgren, Lars Owe
    Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning, VUFo. Linköpings universitet, Utbildningsvetenskap.
    Laginder, Ann-Marie
    Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning, VUFo. Linköpings universitet, Utbildningsvetenskap.
    I takt och otakt: om teori och praktik2009Ingår i: Lärande på vuxnas vis: vetenskap och beprövad erfarenhet, Lund: Studentlitteratur , 2009, 1, s. 43-59Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [sv]

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

  • 155.
    Abrandt Dahlgren, Madeleine
    et al.
    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.
    Between legitimacy and scepticism. Students' conceptions of science.1997Ingår i: Research and Development in Problem-based learning. Integrity, Innovation, Integration.,1997, Brisbane: Australian Problem Based Learning Network , 1997Konferensbidrag (Refereegranskat)
  • 156.
    Abrandt Dahlgren, Madeleine
    et al.
    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.
    Portraits of PBL: Students' perspectives of PBL in three academic settings1999Ingår i: 5th International Conference on PBL,1999, 1999Konferensbidrag (Övrigt vetenskapligt)
  • 157.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap. Linköpings universitet, Utbildningsvetenskap.
    Dahlgren, Lars-Ove
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning, VUFo.
    Portraits of PBL: Students' experiences of the characteristics of problem-based learning in physiotherapy, computer engineering and psychology2002Ingår i: Instructional science, ISSN 0020-4277, E-ISSN 1573-1952, Vol. 30, nr 2, s. 111-127Artikel i tidskrift (Refereegranskat)
    Abstract [en]

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

    Ladda ner fulltext (pdf)
    FULLTEXT01
  • 158.
    Abrandt Dahlgren, Madeleine
    et al.
    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.
    Hult, Håkan
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning, VUFo.
    Hård af Segerstad, Helene
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning, VUFo.
    Johansson, K.
    Students as Journeymen between Cultures of Higher Education and Work2003Ingår i: NFPF,2003, 2003Konferensbidrag (Refereegranskat)
  • 159.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköpings universitet, Institutionen för medicin och hälsa, Avdelningen för samhällsmedicin. Linköpings universitet, Hälsouniversitetet.
    Dyrdal Solbrekke, Tone
    Oslo universitet, Norway.
    Karseth, Berit
    Oslo Universitet, Norway.
    Nyström, Sofia
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    From university to professional practice: students as journeymen between cultures of education and work2014Ingår i: International handbook of research in professional and practice-based learning / [ed] Stephen Billett, Christian Harteis, Hans Gruber, Dordrecht: Springer Netherlands, 2014, 1, s. 461-484Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    The overarching research problem addressed in this chapter is the relationship between professional/higher education and professional work. The chapter will discuss the relevance of university education for professional practice with a particular focus on professional identity formation and formation of professional responsibility. We deiscuss how different professional programs and their traditions and culturs shape different curricula structures that have an impact on students professional identity formation and transition to work. We will also discuss ecperiences with and learning of professional responsibility in the web of commitments within educational settings and how new multiple expectations emerge and lead to new learning experiencies when entering work life. The argument of the chapter is based on the rationale and findings from an extensive international research program, conducted between 2001-2008.

  • 160.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköpings universitet, Institutionen för medicin och hälsa, Avdelningen för samhällsmedicin. Linköpings universitet, Medicinska fakulteten.
    Fenwick, Tara
    University of Stirling, Scotland.
    Hopwood, Nick
    University of Technology Sydney, Australia.
    Theorising simulation in higher education: difficulty for learners as an emergent phenomenon2016Ingår i: Teaching in Higher Education, ISSN 1356-2517, E-ISSN 1470-1294, Vol. 21, nr 6, s. 613-627Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Despite the widespread interest in using and researching simulation in higher education, little discussion has yet to address a key pedagogical concern: difficulty. A sociomaterial view of learning, explained in this paper, goes beyond cognitive considerations to highlight dimensions of material, situational, representational and relational difficulty confronted by students in experiential learning activities such as simulation. In this paper we explore these dimensions of difficulty through three contrasting scenarios of simulation education. The scenarios are drawn from studies conducted in three international contexts: Australia, Sweden and the UK, which illustrate diverse approaches to simulation and associated differences in the forms of difficulty being produced. For educators using simulation, the key implications are the importance of noting and understanding (1) the effects on students of interaction among multiple forms of difficulty; (2) the emergent and unpredictable nature of difficulty; and (3) the need to teach students strategies for managing emergent difficulty.

  • 161.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande.
    Grosjean, Garnet
    University of British Columbia, Vancouver, Canada.
    Lee, Alison
    University of Technology, Sydney, Australia.
    Nyström, Sofia
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo). Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande.
    The graduate school in the sky: emerging pedagogies for an international network for doctoral education and research2011Ingår i: Reshaping doctoral education: international approaches and pedagogies / [ed] Alison Lee, Susan Danby, London: Routledge , 2011, 1, s. 173-186Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    A brief narrative description of the journal article, document, or resource.The number of doctorates being awarded around the world has almost doubled over the last ten years, propelling it from a small elite enterprise into a large and ever growing international market. Within the context of increasing numbers of doctoral students this book examines the new doctorate environment and the challenges it is starting to face. Drawing on research from around the world the individual authors contribute to a previously under-represented focus of theorising the emerging practices of doctoral education and the shape of change in this arena. Key aspects, expertly discussed by contributors from the UK, USA, Australia, New Zealand, China, South Africa, Sweden and Denmark include: (1) the changing nature of doctoral education; (2) the need for systematic and principled accounts of doctoral pedagogies; (3) the importance of disciplinary specificity; (4) the relationship between pedagogy and knowledge generation; and (5) issues of transdisciplinarity. "Reshaping Doctoral Education" provides rich accounts of traditional and more innovative pedagogical practices within a range of doctoral systems in different disciplines, professional fields and geographical locations, providing the reader with a trustworthy and scholarly platform from which to design the doctoral experience. It will prove an essential resource for anyone involved in doctorate studies, whether as students, supervisors, researchers, administrators, teachers or mentors. After an introduction, this book is divided into three parts. Part I, Old Basics/New Basics?, contains the following: (2) Framing Doctoral Pedagogy As Design and Action, Susan Danby and Alison Lee; (3) Writing as Craft and Practice in the Doctoral Curriculum (Claire Aitchison and Anthony Pare); (4) Learning from the Literature: Some Pedagogies (David Boote); (5) "Team" Supervision: New Positionings in Doctoral Education Pedagogies (Catherine Manathunga); (6) The Seminar as Enacted Doctoral Pedagogy (Madeleine Abrandt Dahlgren and Anna Bjuremark); (7) Taking a Break: Doctoral Summer Schools as Transformative Pedagogies (Miriam Zukas and Linda Lundgaard Andersen); and (8) "What's Going on Here?" The Pedagogy of a Data Analysis Session (Harris, J., Theobald, M., Danby, S., Reynolds, E., Rintel, E.S., and Members The Transcript Analysis Group (Tag)). Part II, Disciplinary and Transdisciplinary Pedagogies, contains the following: (9) Designing (In) the PhD in Architecture: Knowledge, Discipline, Pedagogy (Charles Rice and Linda Matthews); (10) Pedagogies for Creativity in Science Doctorates (Liezel Frick); (11) Creative Tensions: Negotiating the Multiple Dimensions of a Transdisciplinary Doctorate (Juliet Willetts, Cynthia Mitchell, Ku mi Absurdity and Dena Fame; (12) Cognitive Apprenticeship: The Making of a Scientist (Barbara J. Gabey's and Alina Bletch); and (13) Pedagogies of Industry Partnership (Barbara Adkins, Jennifer Summer ville, Susan Dan by and Judy Matthews). Part III, Inter-National and Intercultural Pedagogical Spaces, contains the following: (14) The Graduate School in the Sky: Emerging Pedagogies for An International Network for Doctoral Education and Research (Madeleine Brandt-Walgreen, Sofia Nostrum, Garnet Grossman and Alison Lee); (15) Ignorance and Pedagogies of Generative Equality: Internationalizing Australian Doctoral Education Programs and Pedagogies through Engaging Chinese Theoretical Tools (Michael Sing and Fang Chen); and (16) Expanding Pedagogical Boundaries: Indigenous Students Undertaking Doctoral Education (Liz McKinley and Barbara Grant). [Foreword by Erica McWilliam.]

  • 162.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköpings universitet, Institutionen för medicin och hälsa, Avdelningen för samhällsmedicin. Linköpings universitet, Medicinska fakulteten.
    Gustavsson, MariaLinköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och sociologi. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, HELIX Competence Centre.Fejes, AndreasLinköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Book of Abstracts: 3rd International ProPEL Conference 2017, 14-16 June 2017, Hosted by Linköping University, Sweden2017Proceedings (redaktörskap) (Övrigt vetenskapligt)
    Ladda ner fulltext (pdf)
    Book of Abstracts: 3rd International ProPEL Conference 2017, 14-16 June 2017, Hosted by Linköping University, Sweden
  • 163.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköpings universitet, Institutionen för medicin och hälsa, Avdelningen för samhällsmedicin. Linköpings universitet, Medicinska fakulteten.
    Gustavsson, Maria
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och sociologi. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, HELIX Competence Centre.
    Fejes, Andreas
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Professional practice, education and learning: A sociomaterial perspective2018Ingår i: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126X, Vol. 40, nr 3, s. 239-241Artikel i tidskrift (Övrigt vetenskapligt)
    Ladda ner fulltext (pdf)
    fulltext
  • 164.
    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 collaboration2009Ingår i: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 25, nr 8, s. 991-999Artikel i tidskrift (Refereegranskat)
    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.

    Ladda ner fulltext (pdf)
    FULLTEXT01
  • 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).
    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 work2008Ingår i: AARE 2008 International Education Conference,2008, 2008Konferensbidrag (Övrigt vetenskapligt)
  • 166.
    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'?2012Ingår 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. 11-11Konferensbidrag (Övrigt vetenskapligt)
    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.

  • 167.
    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 life2005Ingår i: AARE,2005, 2005Konferensbidrag (Övrigt vetenskapligt)
  • 168.
    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 education2005Ingår i: NEERA conference,2005, 2005Konferensbidrag (Övrigt vetenskapligt)
  • 169.
    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 engineering2006Ingår i: Studies in Higher Education, ISSN 0307-5079, Vol. 31, nr 5, s. 569-586Artikel i tidskrift (Refereegranskat)
    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.

  • 170.
    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 programme2005Ingår i: PBL in Context. Bridging Work and Education,2005, Tampere: Tampere University Press , 2005, s. 23-Konferensbidrag (Refereegranskat)
    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.

  • 171.
    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 (Övrigt vetenskapligt)
  • 172.
    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 programme2006Ingår i: Higher Education, ISSN 0018-1560, E-ISSN 1573-174X, Vol. 52, nr 1, s. 69-93Artikel i tidskrift (Refereegranskat)
    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.

    Ladda ner fulltext (pdf)
    FULLTEXT01
  • 173.
    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 environment2006Ingår i: Standing Conference on University Teaching and Research in the Education of Adults,2006, 2006Konferensbidrag (Övrigt vetenskapligt)
  • 174.
    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?2011Ingår i: 'Urban Education'.  European Conference for Educational Research, 2011Konferensbidrag (Övrigt vetenskapligt)
    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.

  • 175.
    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 education2010Ingår 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, 2010Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    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.

  • 176.
    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 Practices2019Ingår 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. 31-55Kapitel i bok, del av antologi (Refereegranskat)
    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.

  • 177.
    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 life2007Ingår i: 5th International Conference on Researching Work and Learning,2007, Cape Town: University Press , 2007Konferensbidrag (Refereegranskat)
    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.  

  • 178.
    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 projects2008Ingår i: Higher Education, ISSN 0018-1560, E-ISSN 1573-174X, Vol. 56, nr 2, s. 129-148Artikel i tidskrift (Refereegranskat)
    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.

  • 179.
    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 formation2007Ingår i: Meaning, Relevance and Variation. The second nordic conference on adult learning,2007, 2007Konferensbidrag (Övrigt vetenskapligt)
    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. 

  • 180.
    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 practitioner2004Ingår i: Developing Practice Knowledge for Health Professionals / [ed] Joy Higgs, Barbara Richardson, Madeleine Abrandt Dahlgren, Oxford: Butterworth & Heineman , 2004, s. 15-34Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    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.

  • 181.
    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 practice2004Ingår i: Developing Practice Knowledge for Health Professionals / [ed] Joy Higgs, Barbara Richardson, Madeleine Abrandt Dahlgren Higgs, Joy, Oxford: Butterworth & Heineman , 2004, s. 71-88Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    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.

  • 182.
    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.
    Simulation in Health Care: Materiality, Embodiment, Interaction2019Samlingsverk (redaktörskap) (Refereegranskat)
    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.

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    presentationsbild
  • 183.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköpings universitet, Institutionen för hälsa, medicin och vård, Avdelningen för samhälle och hälsa. Linköpings universitet, Medicinska fakulteten.
    Valeskog, Karin
    Linköpings universitet, Institutionen för hälsa, medicin och vård, Avdelningen för prevention, rehabilitering och nära vård. Linköpings universitet, Medicinska fakulteten.
    Johansson, Kajsa
    Linköpings universitet, Institutionen för hälsa, medicin och vård, Avdelningen för prevention, rehabilitering och nära vård. Linköpings universitet, Medicinska fakulteten. Region Östergötland, Närsjukvården i östra Östergötland, Rehab Öst.
    Edelbring, Samuel
    Orebro Univ, Sweden.
    Understanding clinical reasoning: A phenomenographic study with entry-level physiotherapy students2022Ingår i: Physiotherapy Theory and Practice, ISSN 0959-3985, E-ISSN 1532-5040, Vol. 38, nr 13, s. 2817-2826Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Introduction Entry-level students conceptualizations of clinical reasoning can provide a starting point for program planning related to clinical reasoning development with a focus on patient-centered care Objective The aim of the study is to explore how physiotherapy students understand clinical reasoning midway through their education. Nine physiotherapy students were interviewed at the end of their third semester Methods Semi-structured individual interviews were conducted, recorded and transcribed verbatim. A phenomenographic approach to qualitative data analysis, seeking to explore variations in students conceptions was applied Results The students ways of understanding clinical reasoning could be described as: 1) the cognitive process of the physiotherapist; and 2) the relational process of the collaborative partnership between the physiotherapist and the patient. A contrastive analysis shows how the cognitive and relational perspectives are developed through the relationships among three dimensions of clinical reasoning: 1) problem-solving; 2) context of working; and 3) own learning Conclusion By identifying the critical variation in students conceptions of clinical reasoning, focus can be placed on pedagogical arrangements to facilitate students progression toward a person-centered approach.

    Ladda ner fulltext (pdf)
    fulltext
  • 184.
    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 education2001Ingår i: Higher Education, ISSN 0018-1560, E-ISSN 1573-174X, Vol. 41, nr 3, s. 263-282Artikel i tidskrift (Refereegranskat)
    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.

  • 185.
    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.2000Ingår i: Second International Conference on Problem-Based Learning in Higher Education,2000, 2000Konferensbidrag (Övrigt vetenskapligt)
    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.

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  • 186.
    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 process1999Ingår i: 5th auDes international conference in environmental sciences,1999, 1999Konferensbidrag (Övrigt vetenskapligt)
  • 187.
    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.1999Ingår i: Universitetspedagogisk konferens: CUL-dagen 1999,1999, Linköping: Linköpings universitet , 1999, s. 109-116Konferensbidrag (Övrigt vetenskapligt)
  • 188. 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.1998Ingår i: Higher Education, ISSN 0018-1560, E-ISSN 1573-174X, Vol. 36, s. 437-447Artikel i tidskrift (Refereegranskat)
  • 189.
    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 livet2011Studentarbete andra termin, 10 poäng / 15 hpStudentuppsats (Examensarbete)
    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.

    Ladda ner fulltext (pdf)
    fulltext
  • 190.
    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 flyktingmottagande2012Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    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.

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    fulltext
  • 191.
    Abrashi, Getoar
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier.
    En ny arbetsmarknadspolitik2007Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats
    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.

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    FULLTEXT01
  • 192.
    Abrashi, Getoar
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier.
    Unga och arbetslösa: Upplevelser av ungdomsarbetslöshet i en bruksort2008Självständigt arbete på avancerad nivå (magisterexamen), 20 poäng / 30 hpStudentuppsats
    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.

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    FULLTEXT01
  • 193.
    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 kassaflöden2015Självständigt arbete på avancerad nivå (magisterexamen), 20 poäng / 30 hpStudentuppsats (Examensarbete)
    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.

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  • 194.
    Abu Sa'a, Ehab
    et al.
    Linköpings universitet, Institutionen för ekonomisk och industriell utveckling, Projekt, innovationer och entreprenörskap. Linköpings universitet, Tekniska fakulteten.
    Asplund, Fredrik
    KTH, Sweden.
    University-industry collaboration enabling cross-industry knowledge sharing2023Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Cross-industry knowledge sharing is a dynamic phenomenon that can thrive at the intersection of academia and industry. Through a qualitative case study of research-centric and network-focused university-industry collaboration (UIC), this study delves into the intricate interplay of structural social capital within UIC and its role in enabling cross-industry knowledge sharing. Data collection was done through interviews and observations over a period of 24 months. Our findings underscore the multifaceted nature of cross-industry knowledge sharing, revealing that it is influenced by the specific focus of UIC structures. In UIC with a research-centric orientation, formal and structured coordination activities prevail. Here, academia leads the way, cultivating shared norms based on academic logic. Cognitive social capital, built through knowledge abstraction, is coopted to facilitate cross-industry knowledge sharing. These collaborations are driven by the imperative for publishable results and align with academia's research agenda. Conversely, UICs emphasizing networking and relationships foster informal structural social capital. Academic involvement is less pronounced, and knowledge sharing occurs through unstructured, informal interactions. Cross-industry knowledge sharing in these settings is more context-specific, potentially requiring less effort for application but following a less structured knowledge transfer process. Research-oriented UIC face challenges regarding long-term relationships due to the finite nature of public funding, while networking-focused UIC grapple with academic disengagement tied to research funding. Nonetheless, they find innovative ways to endure, such as realizing the importance to engage industrial representatives. This study advances our understanding of cross-industry knowledge sharing by elucidating how the structural social capital within UICs shapes the dynamics of knowledge transfer. It highlights the importance of considering the orientation and focus of UICs when harnessing their potential for cross-industry knowledge sharing, offering valuable insights for policymakers and strategists in the public-private interface.

  • 195.
    Abu Sa'a, Ehab
    et al.
    Linköpings universitet, Institutionen för ekonomisk och industriell utveckling, Projekt, innovationer och entreprenörskap. Linköpings universitet, Tekniska fakulteten.
    Gunnarsson, Arnthor
    Aalborg University, Denmark.
    Mitigating the Need of Prior Experience for Firms to Engage in University-Industry Collaborations2023Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    In the modern business environment, University-Industry Collaboration (UIC) has emerged as a dynamic mechanism for knowledge co-creation and a way for firms to reach and sustain a competitive advantage. Collaborative university-industry (CUI) PhD projects offer a way to translate academic research into practical industry applications. Prior research emphasises the importance of prior UIC experience for firms to achieve successful knowledge related outcomes in UIC. This study explores how firms with limited UIC experience can effectively navigate the challenges and harness the benefits of such collaborations. In the context of Manufacturing Academy of Denmark (MADE) program, we investigate CUI PhD projects as pathways for fostering learning environments and generating valuable knowledge outcomes. Examining multiple cases, we identify themes that could help less experienced firms to navigate their success in UIC. Our findings underscore that careful project planning and design, strategic use of intermediaries, and fostering a firm-wide attitude of commitment play pivotal roles in enabling successful collaborations. This paper offers actionable insights that bridge the experience gap, providing practical guidance for firms aiming to unlock the full potential of UIC collaborations. By strategically embracing these approaches, less experienced firms can effectively navigate the intricacies of collaborative projects, enhancing their ability to thrive in the dynamic intersection of academia and industry. 

  • 196.
    Abu Sa'a, Ehab
    et al.
    Linköpings universitet, Tekniska fakulteten. Linköpings universitet, Institutionen för ekonomisk och industriell utveckling, Projekt, innovationer och entreprenörskap.
    Yström, Anna
    Linköpings universitet, Institutionen för ekonomisk och industriell utveckling, Projekt, innovationer och entreprenörskap. Linköpings universitet, Tekniska fakulteten.
    Exploring enablers of internal knowledge dissemination for boundary-spanning industrial PhD students2024Ingår i: Creativity and Innovation Management, ISSN 0963-1690, E-ISSN 1467-8691Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Industrial PhD students, affiliating to industrial firms and academic institutions, hold unique boundary-spanning positions as they engage in knowledge co-creation through university–industry collaboration (UIC). Despite much research on knowledge transfer processes and boundary spanners in inter-organizational contexts, firms who engage in UIC remain uncertain about how to reap the benefits of co-creating knowledge through industrial PhD projects. This paper investigates the enablers of knowledge dissemination for PhD students in industrial firms. Based on a qualitative case study in Sweden, our study identifies enablers and mechanisms related to individual and organizational actions in the internal knowledge dissemination process. Based on the findings, the paper presents a model that distinguishes between surface and deep knowledge dissemination and elaborates on the symbiotic nature of enablers, with middle management mediating between the individual and organizational levels. The paper enhances research on knowledge dissemination in UIC by specifically addressing industrial PhD students' dissemination of co-created knowledge. The findings inform organizations in managing their expectations, making more informed decisions and improving dissemination conditions for boundary-spanning industrial PhD students in UIC.

  • 197.
    Abu Sa'a, Ehab
    et al.
    Linköpings universitet, Institutionen för ekonomisk och industriell utveckling, Projekt, innovationer och entreprenörskap. Linköpings universitet, Tekniska fakulteten.
    Yström, Anna
    Linköpings universitet, Institutionen för ekonomisk och industriell utveckling, Projekt, innovationer och entreprenörskap. Linköpings universitet, Tekniska fakulteten.
    Laying the ground: Shaping Knowledge Ecosystems through Industry-University Collaboration.2021Konferensbidrag (Övrigt vetenskapligt)
  • 198.
    Abukaf, Ward
    et al.
    Linköpings universitet, Institutionen för ekonomisk och industriell utveckling. Linköpings universitet, Filosofiska fakulteten.
    Gustafsson, Johan
    Linköpings universitet, Institutionen för ekonomisk och industriell utveckling. Linköpings universitet, Filosofiska fakulteten.
    Finns det direkta kopplingar?: En kvalitativ studie om mål och dess påverkan på inkubationsprocessen hos svenska inkubatorer2021Självständigt arbete på avancerad nivå (magisterexamen), 20 poäng / 30 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Bakgrund: Inkubatorer är organisationer som syftar till att hjälpa nystartade företag att växa och överleva sina tidiga år. Det finns tydligt beskrivet hur inkubatorernas stödprocesserär utformade, men beskrivningar om hur och varför de utformats på detta sätt lyser med sin frånvaro. Ett fåtal forskare har antagit eller beskrivit kopplingar mellan processutformning och organisationers målsättning, men ingen tydlig koppling verkar ha identifierats. Genom att sammankoppla målsättning och process syftar denna studie till att illustrera hur processer utformas, både inom inkubatorer och hos andra organisationstyper.

    Syfte: Syftet med denna uppsats är att beskriva hur målsättningen hos icke-vinstdrivande svenska inkubatorer påverkar utformningen av inkubatorernas inkubationsprocesser.

    Metod: Uppsatsen utgår ifrån ett konstruktionistiskt perspektiv med en abduktiv ansats, som i sin tur inneburit ett iterativt arbetssätt. Studien har en kvalitativ forskningsdesign, och undersöker 11 svenska inkubatorer i en fenomenbaserad små-N-studie. Uppsatsens respondenter valdes ut genom ett i huvudsak målstyrt urval, och data från respondenterna har samlats in genom semistrukturerade intervjuer. En tematisk analys har utförts baserat på den empiriska data för att finna kopplingar till uppsatsens frågeställningar.

    Slutsats: Studien drar tydliga kopplingar mellan målsättning hos svenska icke vinstdrivande inkubatorer och deras inkubationsprocesser. Dessa kopplingar kan dras både mellan övergripande mål och specifika mål inom organisationerna. Urvalet till en inkubator påverkas mycket av inkubatorns olika mål. Vissa delar av handledningsprocessen, främst nätverksaktiviteter och rådgivning, påverkas också tydligt av inkubatorns mål. Denna studie har dessutom påvisat att de specifika målen som formulerats hos inkubatorerna ofta baseras på de övergripande målen.

    Ladda ner fulltext (pdf)
    FinnsDirektaKopplingar
  • 199.
    Abukar, Dirie
    Linköpings universitet, Institutionen för tema.
    Place branding stigmatised residential areas: A study of narratives in Swedish medium-sized municipalities.2022Självständigt arbete på avancerad nivå (masterexamen), 20 poäng / 30 hpStudentuppsats (Examensarbete)
    Abstract [en]

    Stigma has for a long time been an issue in residential areas that have social and economic impediments, which has a detrimental impact on the local population. The thesis examines how institutions such as the police, municipalities and real-estate companies has shaped the area image through their selected initiatives. According to previous research, this is a gap that has not been filled yet; there are some. To gain insight into the challenges and efforts that exist, this study has been based on three perspectives of three actors, (1) the police, (2) the municipalities and (3) the real estate companies as these actors who are mainly the ones who influence the image of residential areas. Through semi-structured interviews and policy documents collected the material, which I in turn analysed through the concept of place branding. The concept of place branding has been used by municipalities and regions that have previously had a negative reputation. To change their image, actors have chosen to marketing places to attract investments, projects, and skilful people. The results based on this study show that some actors have put plans in place to market the brand that the residential areas have, and interesting initiatives taken. Similarly, there are indications that classification which leads to stigmatization of residential areas benefits certain actors.

    Ladda ner fulltext (pdf)
    fulltext
  • 200.
    Abusagr, Sophia
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier.
    Den svenska integrationen: ett politiskt dilemma2007Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats
    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.

    Ladda ner fulltext (pdf)
    FULLTEXT01
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