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  • 251.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nordvall, Henrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Vad händer med vuxenutbildningens medborgerliga och demokratiska funktion i marknadiseringens tidevarv?2016In: Folkbildningens framtidsfrågor / [ed] Folkuniversitetet, Stockholm: Folkuniversitetet , 2016, p. 19-31Chapter in book (Other academic)
    Abstract [sv]

    Det mediala landskapet målar upp skolans kris med utgångspunkt i internationella mätningar som PISA-undersökningen (Skolverket, 2013). Mot bakgrund av denna kris finns det tre förhållandevis uppenbara skäl att fästa uppmärksamhet vid politikområdet vuxnas utbildning och lärande. För det första, oavsett vad man väljer att se som huvudskälen till skolans kris och de bristande kunskaperna hos många av de elever som idag lämnar ungdomsskolan, kommer det finnas behov av ytterligare möjligheter för lärande och utbildning för dessa personer i vuxen ålder. För det andra kan vi se att det svenska systemet för vuxnas lärande inte tycks ha präglats av samma direkta krissymptom som barn- och ungdomsskolan. Enligt PIAAC (SCB, 2013), en jämförande internationell undersökning som förenklat kan beskrivas som en PISA-motsvarighet inom vuxnas lärande, har Sverige en mycket stark ställning. En tredje observation är att om skolan länge varit ett av de hetaste politikområdena, präglat av en uppsjö konfliktytor, ändringsförlag och reformer, menar vi att folkbildningen (i mycket stor utsträckning) och vuxenutbildningen (i betydande utsträckning) präglats av konsensus och avsaknad av större politiska skiljelinjer.

    I ljuset av detta vill vi lyfta fram utvecklingstendenser inom vuxnas lärande de senaste decennierna, som utgångpunkt för reflektioner om framtiden. En avgränsning görs till politiken för folkbildning och den kommunala vuxenutbildning en. Mer konkret bygger analysen på läsning av ett antal propositioner och offentliga utredningar inom området fr.o.m. 1990, vilka relateras till aktuell forskning. Förutom att övergripande visa på infrastrukturförändringen inom området avser vi särskilt fokusera hur marknadiseringstendenser, som pekats ut som ett karaktäristiskt drag i svensk skolutveckling de senaste decennierna, varit skönjbara inom kommunal vuxenbildning och folkbildning.

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  • 252.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Adult education and learning: a pluralistic research field?2019In: Mapping out the research field of adult education and learning / [ed] Andeas Fejes, Erik Nylander, Cham: Springer, 2019, 1, p. 119-137Chapter in book (Refereed)
    Abstract [en]

    What the field of adult education research is and how it can be described has been a debated issue over the decades. Several scholars argue that the field today is heterogeneous, borrowing theories and methods from a range of disciplines. In this chapter, we take such statements as a starting point for empirical analysis. In what ways could it be argued that the field is pluralistic rather than monolithic; heterogeneous rather than homogenous? Drawing on bibliographic data of the top cited articles in three main adult education journals between 2005 and 2012, we illustrate how the citation patterns have tendencies of homogeneity when it comes to the geographical country of authorship, since the USA, UK, Australia and Canada dominate, as well as the research methods adopted, since qualitative approaches have near total dominance. Furthermore, there is a tendency to adopt similar theoretical approaches, since sociocultural perspectives, critical pedagogy and post-structuralism represent more than half of the articles in our sample. At the same time, the results of our analysis indicate signs of scholarly pluralism, for instance, in terms of authorship, since both early career researchers and established researchers are represented among the top cited publications. We conclude the chapter by arguing that empirical analysis of publication and citation patterns is important to further the development of reflexivity within the field, not least for early career researchers, who might benefit from knowledge about what has been recognized among peers as worth citing in recent times.

  • 253.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Adult Education Research: Publication Strategies and Collegial Recognition2018In: The Palgrave International Handbook on Adult and Lifelong Education and Learning / [ed] Marcella Milana, Sue Webb, John Holford, Richard Waller, Peter Jarvis, Palgrave Macmillan, 2018, 1, p. 761-777Chapter in book (Refereed)
    Abstract [en]

    In recent years, researchers throughout the world have come under increased pressure to publish in English, direct their scholarly work to internationally acclaimed journals indexed in the dominating databases (i.e. Scopus and Web of Science) and render their work citable among peers in other countries. In this chapter, we summarize some recent bibliometric studies that have mapped out what kind of research that have been published and cited in three leading journals related to adult––lifelong education and learning––and which researchers that has been given recognition. We argue that the strong political waves of managerial reform have made academic career trajectories and promotions more dependent upon publications and citations, thus necessitating a discussion about the most effective publication strategies for submission. At the same time, we acknowledge the multiple professional demands of adult educational scholars and highlight the ways different definitions of scholarly impact might stand in conflict with one another.

  • 254.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Characterizing the field of research on the education and learning of adults: A content analysis of three adult education journals2014Conference paper (Other academic)
  • 255.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Defining the field of research on the education and learning of adults: A bibliometric and content analysis of three adult education journals 2005-20122013In: 7th triennial conference of ESREA, 2013Conference paper (Refereed)
    Abstract [en]

    This paper is an attempt to characterize the field of research on the education and learning of adults. Characterizing a research field includes the (re)construction of scientific borders, processes that is based on inclusion and exclusions including research themes, objects methodologies and theories. Our intention here is to “objectify” this field of research through a content analysis of three key research journals active within the field, Adult Education Quarterly (AEQ), International Journal of Lifelong Education (IJLE), and Studies in Continuing Education (SICE). By gathering aggregated statistics based on publications between the years 2005-2012 focusing on aspects such as authorship in terms of geography and gender, distribution of citations, the most popular research objects, methodologies and theories, we hope to characterize some of the reoccurring themes and approaches, as well as encourage debate and discussions about what research on the education and learning might be about. In the paper, we treat the different approaches and contributions as productive forces in order for a field to come into existence, be legitimised, and acknowledged as a field in which one would like to engage in (cf. Foucault, 1980, Bourdieu, 1988). Ultimately, different characterizations and descriptions of the field need to be made available in order to open up possibilities for the field to become something different than what it is.

  • 256.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Folkbildningsforskning på engelska: En bibliometrisk analys av det vuxenpedagogiska forskningsfältet2013Conference paper (Other academic)
  • 257.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    How pluralistic is the research field on adult education?: Dominating bibliometrical trends, 2005-20122015In: European Journal for Research on the Education and Learning of Adults, ISSN 2000-7426, E-ISSN 2000-7426, Vol. 6, no 2, p. 103-123Article in journal (Refereed)
    Abstract [en]

    What the field of adult education research is and how it can be described has been a debated issue over the decades. Several scholars argue that the field today is heterogeneous, borrowing theories and methods from a range of disciplines. In this article, we take such statements as a starting point for empirical analysis. In what ways could it be argued that the field is pluralistic rather than monolithic; heterogeneous rather than homogenous? Drawing on bibliographic data of the top cited articles in three main adult education journals between 2005 and 2012, we illustrate how the citation patterns have tendencies of homogeneity when it comes to the geographical country of authorship, since the USA, UK, Australia and Canada dominate, as well as the research methods adopted, since qualitative approaches have near total dominance. Furthermore, there is a tendency to adopt similar theoretical approaches, since sociocultural perspectives, critical pedagogy and post-structuralism represent more than half of the articles in our sample. At the same time, the results of our analysis indicate signs of scholarly pluralism, for instance, in terms of authorship, since both early career researchers and established researchers are represented among the top cited publications. We conclude the article by arguing that empirical analysis of publication and citation patterns is important to further the development of reflexivity within the field, not least for early career researchers, who might benefit from knowledge about what has been recognized among peers as worth citing in recent times.

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  • 258.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Introduction: Mapping the Research Field on Adult Education and Learning2019In: Mapping out the Research Field on Adult Education and Learning / [ed] Andreas Fejes & Erik Nylander, Springer, 2019, 1, p. 3-13Chapter in book (Refereed)
    Abstract [en]

    If the framing and composition of research fields are never fully fixed or saturated (Abbott 1995; Gieryn 1983), this is a particularly salient feature of the research field that deals with the education and learning of adults. Not only is the research question of adult education and learning approached from a multitude of academic disciplines – such as sociology, psychology and education – the very concepts that are used to denote this field have also undergone important changes. Such conceptual changes are visible, for instance, in the recent development whereby the model of adult education and Bildung came to be partly replaced by the notion of lifelong learning. In Europe, lifelong learning gained prominence in the policy area with the year of Lifelong Learning in 1996 and then the Memorandum on Lifelong Learning, published by the European Commission (2001), which positions lifelong learning as a central policy concept in the realisation of the Commission’s strategies. As a policy preoccupation, lifelong learning supersedes concepts of adult education (Lindeman 1926) and lifelong education (Faure 1972). The shift from focusing on education to speaking about learning is important to address in research, because it marks out a new way of conceptualising the education and learning of adults in terms of the why, the how, the what, the when and the where questions. These policy changes can also be identified within research and, particularly, in how the research field on the education and learning of adults is defined and delimited (see Chaps.  2 and  3). Thus, while it is clear that the research field of adult education and learning undergoes changes over time and is quite diverse in terms of the current choice of theories, research objects, methodologies and so on, little is known empirically about its current “state of affairs” and how it can be mapped out and characterised scientifically.

  • 259.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylander, ErikLinköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Mapping out the research field of adult education and learning2019Collection (editor) (Refereed)
    Abstract [en]

    This book discusses the current state of the art in research on the education and learning of adults, and how such research has been transformed through contemporary policy and research practices. Gathering contributions from leading experts in the field, the book draws on previous research, as well as new findings in order to provide a map of this research field and its contemporary history. 

    The chapters address a number of questions, including: What constitutes this research field? What theories and methodologies dominate within the field? What “invisible colleges” are active in shaping this academic field, in marking out its contours and in transforming its contemporary battle zones? Who is publishing in the field and who is deemed worth citing? What is the relationship between the shift in state policy on adult education and the research that is conducted on the education and learning of adults? How has the research field changed over time in various western countries? What do these meta-reflections of the field tell us about possible future research endeavours? 

    Rather than speaking from within the field, this is a book about the research field. The diversity of the chapters provide a fascinating resource for anyone interested in research on the education and learning of adults.  

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  • 260.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Some dominating methodological and theoretical trends in adult education research2015In: Lifelong Learning in Europe, ISSN 1239-6826, no 1Article in journal (Other academic)
  • 261.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    The Anglophone International(e): A bibliometric analysis of three adult education journals 2005-20122013Conference paper (Refereed)
    Abstract [en]

    Research funding, promotions, and career trajectories are currently increasingly dependent on the emerging economy of publications and citations across the globe. Such an economy encourages scholars to publish in international journals that are indexed in databases such as Scopus and Web of Science. These developments place an increased emphasis on the question of who is allowed to publish in the journals listed there and whose research counts as valuable. Based on bibliographic data from articles submitted to three main journals in the field of adult education research between 2005 and 2012, we scrutinize the extent to which the emerging economy of publications and citations is dependent on national and regional boundaries. Our results show how four Anglophone countries dominate the field in relation to both published articles and the share of most cited articles and where the publication pattern of these authors are national and regional rather than international.

  • 262.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    The Anglophone International(e): A Bibliometrical Analysis of three Adult Education Journals, 2005-20122014In: Adult Education Quarterly, ISSN 0741-7136, E-ISSN 1552-3047, Vol. 64, no 3, p. 222-239Article in journal (Refereed)
    Abstract [en]

    Research funding, promotions, and career trajectories are currently increasingly dependent on the emerging economy of publications and citations across the globe. Such an economy encourages scholars to publish in international journals that are indexed in databases such as Scopus and Web of Science. These developments place an increased emphasis on the question of who is allowed to publish in the journals listed there and whose research counts as valuable. Based on bibliographic data from articles submitted to three main journals in the field of adult education research between 2005 and 2012, we scrutinize the extent to which the emerging economy of publications and citations is dependent on national and regional boundaries. Our results show how four Anglophone countries dominate the field in relation to both published articles and the share of most cited articles and where the publication pattern of these authors are national and regional rather than international.

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  • 263.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    The Anglophone International(e): How the emergent economy of publications and citations governs research2014Conference paper (Other academic)
  • 264.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    The economy of publications and citations and the anglophication of educational research2014In: European Educational Research Conference (ECER), University of Porto, Porto, Portugal, September 2-5, 2014, 2014Conference paper (Refereed)
  • 265.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    The economy of publications and citations in educational research: What about the ‘Anglophone bias’?2017In: Research in education (Manchester), ISSN 0034-5237, E-ISSN 2050-4608, Vol. 99, no 1, p. 19-30Article in journal (Refereed)
    Abstract [en]

    In this piece, we argue that an economy of publication and citations has emerged that not only changes the notion of what is deemed quality in educational research but also changes the incentives of us as researchers. With pressure on publishing in ’international’ journals, education researchers are increasingly pushed to publish their research in the article format, and for many, in their second or third language (English). Additionally, we are to direct the research to an audience who might not at all be interested or knowledgeable about the context under scrutiny. With such pressure to publish in English-language journals, the question of who is allowed to publish and who is cited is of paramount significance. Based on our own empirical research on the adult educational research field as well as other bibliometric research, we propose that there is an ‘Anglophone’ bias in educational research. We end with a discussion on the implications of the current trend to publish in indexed English-language journals and suggest that ‘Anglophone’ as well as non-Anglophone scholars need to start citing other scholars than those from the dominating ‘Anglophone’ countries in order to further enhance knowledge and debate within education. The ultimate irony of the develop- ments described in this piece is that the researchers from non-Anglophone countries actively engage in a publication game that underscores their own subordination. 

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  • 266.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    The politics of publications and citations: a cross country comparison2019In: Mapping out the research field of adult education and learning / [ed] Andreas Fejes, Erik Nylander, Springer, 2019, 1, p. 99-115Chapter in book (Refereed)
    Abstract [en]

    Research funding, promotions, and career trajectories are currently increasingly dependent on the emerging economy of publications and citations across the globe. Such an economy encourages scholars to publish in international journals that are indexed in databases such as Scopus and Web of Science. These developments place an increased emphasis on the question of who is allowed to publish in the journals listed there and whose research counts as valuable. Based on bibliographic data this chapter firstly focus on the politics of indexation, i.e. what is being indexed in the main database Web of Science in terms of country of origin of journals and in terms of publication language. Secondly, we focus on the politics of scholars gatekeeping, i.e. what is the institutional affiliation of the editors and editorial board members in some key adult education journals, and thirdly, who is publishing in these adult education journals and who is being picked up and cited. Our results show, e.g., how four Anglophone countries dominate the field in relation to both published articles and the share of most cited articles and where the publication pattern of these authors are national and regional rather than international. Anglophone countries also dominate in terms of indexation, as well as scholars gatekeeping.

  • 267.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylund, Mattias
    Göteborgs universitet.
    Djupt oroande förslag från de borgerliga2018In: Svenska Dagbladet, ISSN 1101-2412Article in journal (Other (popular science, discussion, etc.))
  • 268.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylund, Mattias
    Göteborgs Universitet.
    Klasskillnaderna ökar2013In: Lärarnas tidning, ISSN 1101-2633, Vol. 13 december 2013Article in journal (Other (popular science, discussion, etc.))
  • 269.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylund, Mattias
    Göteborgs Universitet.
    Kunskap och klass har glömts bort2013In: Norrköpings Tidningar, Vol. 29 novemberArticle in journal (Other (popular science, discussion, etc.))
  • 270.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylund, Mattias
    Göteborgs Universitet.
    Kunskapsfrågan och klassfrågan bortglömd2013In: Jnytt, Vol. 25 novemberArticle in journal (Other (popular science, discussion, etc.))
  • 271.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylund, Mattias
    Göteborgs Universitet.
    Kunskapsfrågan och klassfrågan är bortglömd i de nya yrkesprogrammen2013In: Arbetarbladet, Vol. 22 novemberArticle in journal (Other (popular science, discussion, etc.))
  • 272.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylund, Mattias
    Göteborgs Universitet.
    Nya gymnasiet missar klassfrågan2013In: Östgöta Correspondenten, Vol. 25 novemberArticle in journal (Other (popular science, discussion, etc.))
  • 273.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylund, Mattias
    Göteborgs Universitet.
    Yrkesprogrammen förstärker klassmönstren i samhället2013In: Eskilstuna Kuriren, Vol. 30 novemberArticle in journal (Other (popular science, discussion, etc.))
  • 274.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylund, Mattias
    Göteborgs Universitet.
    Yrkesprogrammen ger för smal kunskap2013In: ETC, ISSN 0348-6567, Vol. 12 decemberArticle in journal (Other (popular science, discussion, etc.))
  • 275.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylund, Mattias
    Göteborgs Universitet.
    Yrkesprogrammen leder till ökade klasskillnader2013In: Göteborgs-Posten, Vol. 21 novemberArticle in journal (Other (popular science, discussion, etc.))
  • 276.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylund, Mattias
    Department of Education and Special Education, University of Gothenburg, Gothenburg, Sweden.
    Wallin, Jessica
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    How do teachers interpret and transform entrepreneurship education?2019In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 51, no 4, p. 554-566Article in journal (Refereed)
    Abstract [en]

    During the last decade, entrepreneurship education has become a central curricular topic in many locations in the world. In Sweden, entrepreneurship education was implemented in the curriculum for the first time in 2011, as something that should be included in all upper secondary school pro- grammes. In this article, we focus on one of these programmes, the handicraft programme, investigating how entrepreneurship education is formulated in the latest curriculum and how teachers understand and transform such content in their teaching. Drawing on Bernstein’s concepts of classification and framing, we illustrate how entrepreneurship education in the Swedish curriculum has a ‘dual definition’, representing very different framing and classification, but still clearly belongs in a ‘market relevance’ discourse. This is expressed through the way in which the concept is transformed by teachers in their teaching. We also find that entrepreneurship education has low legitimacy among teachers, particularly when it is classified weakly. The weak framing and classification, taken together with the low legitimacy among teachers, are likely to lead to very different transformations of entre- preneurship education in different educational contexts. In the long run, this could have a negative effect on the equivalence of teaching at upper secondary school.

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    How do teachers interpret and transform entrepreneurship education? [Final published version]
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    How do teachers interpret and transform entrepreneurship education? [Epub ahead of print]
  • 277.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Olson, Maria
    Pedagogiska institutionen, Stockholms universitet.
    Nicoll, Katherine
    University of Stirling.
    Dahlstedt, Magnus
    Linköping University, REMESO - Institute for Research on Migration, Ethnicity and Society. Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Arts and Sciences.
    European Citizenship: Activities beyond Educational Practice and Policy2010Conference paper (Other academic)
  • 278.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Olson, Maria
    Högskolan Dalarna, Sweden.
    Rahm, Lina
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Dahlstedt, Magnus
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Sandberg, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Individualisation in Swedish adult education and the shaping of neo-liberal subjectivities2018In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 62, no 3, p. 461-473Article in journal (Refereed)
    Abstract [en]

    In this article we have analysed the ways a discourse on individualisation is taking shape within adult education in Sweden, how it operates, and what effects it has in terms of shaping student subjectivity. Drawing on a poststructural theorisation we analyse interviews with teachers and students in municipal adult education and folk high schools (FHS). The analysis illustrates how both institutions contribute to the shaping of individualised subjectivities, although differently. At the end, a general question is raised about what happens with the democratic function of adult education in general when a discourse on individualisation operates in the ways described and, more specifically, asks what is happening to FHS as an educational practice that upholds its self-image as a last bastion of a collective notion of learning and subjectivity and nurturing an educational practice of learning democracy?

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  • 279.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Olson, Maria
    Stockholm University, Skövde University, Dalarna University.
    Rahm, Lina
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Dahlstedt, Magnus
    Linköping University, REMESO - Institute for Research on Migration, Ethnicity and Society. Linköping University, Faculty of Arts and Sciences.
    Sandberg, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Individualisering genom det kollektiva i svensk folkhögskola2015Conference paper (Other academic)
  • 280.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Runesdotter, Caroline
    Göteborgs universitet, Sweden.
    Wärvik, Gun-Britt
    Göteborgs universitet, Sweden.
    Marketisation of adult education: Principals as business leaders, standardised teachers and responsibilised students2016In: International Journal of Lifelong Education, ISSN 0260-1370, E-ISSN 1464-519X, Vol. 35, no 6, p. 664-681Article in journal (Refereed)
    Abstract [en]

    The marketisation of education is a global phenomenon and has attracted increased interest during the last three decades, not least in terms of research on school choice and its consequences. However, while much research has been conducted on the marketisation of schooling, less attention has been directed at adult education. In this paper, focus is directed at institutional logics and institutional responses to the process of marketisation of adult education. More specifically, we focus on how a procurement system, implemented in order to create competition and to increase quality in adult education, influences how students construe themselves, as well as the way principals and teachers work. Our results indicate that teachers emerge as the main source of resistance towards an institutional logic emerging in the wake of marketisation, while principals and students to a large extent conform to the emerging institutional demands.

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  • 281.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Runesdotter, Caroline
    Göteborgs universitet.
    Wärvik, Gun-Britt
    Göteborgs universitet.
    Marketization od adult education: Principals as business leaders, standardised teachers and responsibilised students2015Conference paper (Refereed)
  • 282.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Salling Olesen, Henning
    Roskilde University.
    Marketization and Commodification of Adult Education2016In: European Journal for Research on the Education and Learning of Adults, ISSN 2000-7426, E-ISSN 2000-7426, Vol. 7, no 2, p. 146-150Article in journal (Other academic)
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  • 283.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Sandberg, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Adult education as a heterotopia of deviation: Ruptures and stability in young adults and migrants lives2015Conference paper (Other academic)
  • 284.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Sparrhoff, Gun
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Anställningsbarhetens olika innebörder2016In: Anställningsbarhet: perspektiv från utbildning och arbetsliv / [ed] Gun Sparrhoff, Andreas Fejes, Lund: Studentlitteratur AB, 2016, 2, p. 11-21Chapter in book (Other academic)
  • 285.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Thornberg, RobertLinköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Handbok i kvalitativ analys2019Collection (editor) (Other academic)
    Abstract [sv]

    Handbok i kvalitativ analys är en oumbärlig handbok för dig som ska skriva en akademisk uppsats baserad på kvalitativ datainsamling som exempelvis kvalitativa intervjuer, detaljerade observationer av samtal, textdokument eller fältstudier. Här får du konkreta råd och en gedigen genomgång av grundläggande aspekter av kvalitativ forskning samt redskap för att analysera data.Läs merBoken redogör för olika former av kvalitativ analys och går därutöver även igenom forskarens roll, forskningsprocessen, metoder för datainsamling samt vilken metodansats som kan vara lämplig att välja. Elva olika metodansatser presenteras ingående:

    • grundad teori- hermeneutik
    • diskursanalys- diskursiv psykologi
    • aktör-nätverksteori
    • fenomenologi
    • fenomenografi
    • interpretativ fenomenologisk analys
    • textanalys
    • konversationsanalys
    • fältforskning
    • livsberättelser

    I denna uppdaterade tredje upplaga finns bl.a. ett nyskrivet kapitel om diskursiv psykologi och tips om litteratur för vidare läsning.

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  • 286.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Kvalitativ forskning och kvalitativ analys2015In: Handbok i kvalitativ analys / [ed] Andreas Fejes & Robert Thornberg, Stockholm: Liber , 2015, 2, p. 13-43Chapter in book (Other academic)
    Abstract [sv]

    Detta är en oumbärlig handbok för dig som ska skriva en akademisk uppsats baserad på kvalitativ datainsamling som exempelvis kvalitativa intervjuer, detaljerade observationer av samtal, textdokument eller fältstudier. Här får du konkreta råd och en gedigen genomgång av grundläggande aspekter av kvalitativ forskning samt redskap för att analysera data. Boken redogör för olika former av kvalitativ analys och går därutöver även igenom forskarens roll, forskningsprocessen, metoder för datainsamling samt vilken metodansats som kan vara lämplig att välja.

    Författarna presenterar ett flertal betydelsefulla och etablerade ansatser inom kvalitativ forskning, där varje ansats beskrivs på ett sådant sätt att läsaren direkt ska kunna finna vägledning i hur han eller hon kan analysera sina data. Kapitlen tydliggör också vilka typer av forskningsfrågor som kan vara av intresse inom ramen för de specifika metoderna eller ansatserna. Därmed ger boken studenterna hjälp att både bättre förstå logiken bakom olika kvalitativa forskningsansatser och finna den eller de metoder som passar för just de frågor som de är intresserade av. Nio olika metodansatser presenteras ingående:grundad teori, hermeneutik, diskursanalys, fenomenologi, fenomenografi, textanalys, konversationsanalys, fältforskning, livsberättelser.

  • 287.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Kvalitativ forskning och kvalitativ analys2019In: handbok i kvalitativ analys / [ed] Andreas Fejes, Robert Thornberg, Stockholm: Liber, 2019, 3, Vol. Sidorna 16-43, p. 16-43Chapter in book (Other academic)
  • 288.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Wildemeersch, Danny
    Leuven University, Belgium.
    Editorial: Cartographies of research on adult education and learning2015In: European Journal for Research on the Education and Learning of Adults, ISSN 2000-7426, E-ISSN 2000-7426, Vol. 6, no 2, p. 97-101Article in journal (Other academic)
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  • 289.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Zetterberg, Ingela
    Nilsson, Thomas
    Nordvall, Henrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Satsning på folkhögskolan ett sätt att möta skolkrisen2015In: Dagens NyheterArticle in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Behov av lärarlyft. Skolans kunskapskris innebär att andelen ungdomar som har behov av en andra chans ökar. För att möta utmaningen efterlyser vi en satsning på folkhögskollärare motsvarande de satsningar som gjorts för lärare inom ungdomsskolan. Det skriver representanter för folkhögskolor och pedagogisk forskning.

  • 290.
    Flogell, Eva
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Att gå i lära hos lärare: Om mentorskap i Folkhögskollärarprogrammet2013Book (Other academic)
    Abstract [sv]

    Denna skrift har initierats av Folkhögskollärarprogrammet vid Linköpings universitet. I utbildningen till folkhögskollärare ingår en verksamhetsförlagd del i folkhögskolemiljön med yrkesverksamma lärare som handledare, eller som de kallas, mentorer. Hur mötet mellan lärarstudenten och den professionella läraren ska gestalta sig, är inte givet och kan se mycket olika ut när var och en tolkar sitt uppdrag och sin roll på sitt eget sätt. Denna skrift ska framförallt ses som en inspirationskälla för mentorer och lärarstuderande i deras arbete under den verksamhetsförlagda delen av Folkhögskollärarprogrammet. Mentorskapets didaktik speglas i utifrån beprövad erfarenhet. Eva Flogell har en omfattande yrkeserfarenhet som handledande lärare i olika utbildningsmiljöer.

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    Att gå i lära hos lärare: Om mentorskap i Folkhögskollärarprogrammet
  • 291.
    Forsell, Johan
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Rahm, Lina
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Tenglet, Elisabeth
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Wessbo, Simon
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Educational Sciences.
    The “Bashing” of Education Research2018In: Confero: Essays on Education, Philosophy and Politics, ISSN 2001-4562, Vol. 6, no 1, p. 5-12Article in journal (Other academic)
    Abstract [en]

    This special issue of Confero presents six essays with different aims and scope, which relate to the criticism or “bashing” of educational research. Starting with Martin Malmström’s essay How do you think it feels? On Being the Epitome of Pseudoscience that clearly connects to the bashing theme, the other essays elucidate and question related aspects of the universities, of pedagogy, teacher education and educational research. Together the essays form a dialogue on the underpinning perspectives on science and learning, not only in the field on education but academia at large. To clarify, the intention of this issue is not to constrain the critics, but an ambition to deepen the conversation and open up for different perspectives and voices.

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    Confero 6-1 The "Bashing" of Educational Research
  • 292.
    Fridolfsson, Charlotte
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Arts and Sciences.
    Elander, Ingemar
    University of Örebro, Sweden .
    Faith-based Organizations and Welfare State Retrenchment in Sweden: Substitute or Complement?2012In: Politics and Religion, ISSN 1755-0483, E-ISSN 1755-0491, Vol. 5, no 3, p. 634-654Article in journal (Refereed)
    Abstract [en]

    Local governments in Europe are facing difficulties in meeting citizens demands for welfare provision. This opens new opportunities for profit as well as non-profit providers of social welfare. Faith-based organizations (FBOs) are one type of non-governmental organizations addressed by governments to complement or replace parts of public welfare provision. This article gives some examples of FBOs in action as providers of welfare in a European context, with a particular focus on Sweden. Following the introduction, the second part locates the phenomenon of FBOs within the scholarly debate about secularism/post-secularism as related to multi-level governance. The third part gives an overview of potential roles of FBOs in welfare provision combating poverty and social exclusion, illustrated by a few examples from European contexts. Focus in the fourth part is upon the role of FBO engagement in Sweden as developing after World War II. It is concluded that no system is all encompassing in catering to those who suffer from poverty and social exclusion. There will always be a need for the competence and avant-garde role potentially provided by FBOs. However, due to historical circumstances FBOs in Sweden have been, and still are, complementary rather than an outright alternative to public welfare provision.

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  • 293.
    Fürst, Henrik
    et al.
    Sociologiska institutionen, Lärare och forskare, Uppsala Universitet.
    Levelius, Sanna
    Nordiska Folkhögskolan .
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Kulturell bildning i folkhögskolans regi: Deltagare och lärare på estetiska profilkurser2018Report (Other academic)
    Abstract [en]

    Some of the most prominent educational institutions within art and culture in Sweden are the folk high schools. Of the 154 folk high schools across the country, most offer aesthetic programs at the post-compulsory educational level, specializing in music, fine art, handicrafts, performing arts or creative writing. The number of students engaged in aesthetic programs has almost doubled over the last twenty years, from approximately 4 000 individuals in autumn 1997, to more than 7 000 autumn 2016. Despite the increasing popularity, nation-wide reach and great variety of courses, there are few systematic studies and evaluations of the role of these programs within the ”cultural ecosystem” in Sweden.

    In this evaluation report, we outline the ways in which the courses at the folk high schools relate to the overall educational system and labour market, how they are active in cultivating artistic abilities and talent and provide employment possibilities for hundreds of teachers who themselves also may act as cultural workers. Through qualitative and quantitative research methods, we study the social composition and vocational orientation of the aesthetic teachers as well as the educational trajectories of the participants and their transitions from education to work.

    The first part of the report provides an in-depth account of the participants’ backgrounds, school choices as well as the recruitment and selection processes of the schools. We find that the participants originate from families with relatively high educational merits. This pattern is particularly salient for the participants who specialize in music, creative writing, and the performing arts. The inherited educational resources tend to be more concentrated among the participants’ mothers rather than their fathers, a development that has been accentuated over the last two decades.

    The participants report three main reasons for their choice of studying at folk high schools. They cite making a break from their previous lives (orienta-tion to the past), being in a specific situation or particular place (orientation to the present), or as a means of getting somewhere else (orientation towards the future).

    During the period 2005–2010, over 30 percent of the participants came to these programs after completing an upper secondary school program specialized in aesthetics. Approximately 30 percent of these cohorts had studied social sciences or natural sciences and 20 percent had studied more vocationally oriented programs at upper secondary school. One surprising finding was that as many as 27 percent of the folk high school participants, within this time period, had studied courses and programs at university level before embarking on folk high school studies, primarily in the fields of the arts and humanities. The institutional links between folk high schools and enrolment in higher education was generally very strong. For example, after graduating from a folk high school aesthetic program, 60 percent of the participants enrolled in higher education within a twelve-year period, primarily to study the arts and humanities, but also social sciences, education and various teachertraining programs.

    The second part of the report examines the experiences of the participants of studying at the schools and the experiences of the teachers of these programs. By means of a large-scale questionnaire, we analysed the social and demographic characteristics of the teachers in the aesthetic profile courses. Among the teachers who responded to the questionnaire, we found that an overwhelming majority grew up in Sweden (94 percent), or other European countries (5 percent), while teachers with backgrounds from non-European countries were extremely few (< 1 percent). From an urban-rural perspective, the survey results showed that half of the teachers grew up in smaller villages and towns, a quarter in rural areas, and a quarter from what they classified as larger towns or cities. The teacher collective, that was engaged in the aesthetic subjects, frequently had extensive educational merits, primarily within their respective subject areas within the arts, but also from various educational courses and didactics. Part-time work as adult education teachers enabled many of them to combine being teachers with doing their own artistic projects. This double vocational positioning, as artist and teacher, is investigated and explored further in the report. The dual vocational position and commitment is perceived by the teachers as a means to maintaining their aesthetic competence and the stylistic skills and forms of expression required to teach at this level.

    The final part of the report focuses on the participants’ anticipated and actual trajectories after their time at the folk high schools. The anticipated educational routes are primarily portrayed through interviews about participants’ plans for the future. The actual trajectories are outlined through descriptive statistics on the former participants’ subsequent educational enrolments and establishment in the labour market. Given the extent to which they continue within higher education (59 percent of participants), it is not surprising that the time it takes for them to secure employment and to become fully established in the labour market is extensive. However, if their establishment status in the labour market is measured 5 to 10 years following the completion of their folk high school studies in the arts and humanities, their position in the labour market is similar to comparable groups in the population at large. Based on the main source of income ten years after examination, very few participants receive unemployment benefits or are living on social welfare.

    In summary, the report shows that the folk high school could be perceived as an important art college at the post-compulsory educational level. It is argued that these folk high schools are a crucial resource for accomplishing the goals outlined in Sweden’s national cultural policy. A large proportion of the teachers in these aesthetic profiles are themselves working as artists. As such, the folk high schools also help sustain a labour market for Swedish cultural workers. When enrolled at these folk high schools, the participants learn to both create and appreciate cultural work, enabling them to understand, value and contribute to artistic and cultural life. Accordingly, we propose that policies on adult education and culture ought to relate to each other in a clearer way, since these two policy areas are shown to overlap. Based on current policy goals, we suggest ways in which to shape a more inclusive recruitment structure to the aesthetic courses.

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    Kulturell bildning i folkhögskolans regi: Deltagare och lärare på estetiska profilkurser
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  • 294.
    Gustavsson, Maria
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences. Linköping University, HELIX Competence Centre.
    Köpsén, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Arts and Sciences.
    Inledning2018In: Yrkesutbildning – mellan skola och arbetsliv / [ed] Maria Gustavsson och Susanne Köpsén, Lund: Studentlitteratur AB, 2018, 1, p. 13-22Chapter in book (Other academic)
  • 295.
    Gustavsson, Maria
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences. Linköping University, HELIX Competence Centre.
    Köpsén, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Yrkesutbildning – mellan skola och arbetsliv2018 (ed. 1)Book (Other academic)
    Abstract [sv]

    Gymnasial yrkesutbildning utgör en viktig del av det svenska utbildningssystemet och har ett komplext samhälls- och utbildningsuppdrag. Arbetslivet och skolan kan ha skilda förväntningar och målsättningar som ibland är svårförenliga. Yrkesutbildningarna ska å ena sidan svara mot arbetsmarknadens behov av yrkeskunskaper och leda till arbete. De ska å andra sidan även ge en bred allmänutbildning för att främja ett livslångt lärande. Boken belyser balansakten mellan skola och arbetsliv: hur yrkeslärare, elever och handledare på arbetsplatser anpassar och balanserar de politiska kraven och det mångsidiga samhällsuppdraget på lokal nivå. Boken ger ett helhetsperspektiv på gymnasial yrkesutbildning och beskriver bland annat

    • yrkeslärares och handledares pedagogiska och didaktiska utmaningar
    • elevers strategier för lärande på arbetsplatsen
    • behovet av samverkan mellan olika kategorier lärare för ämnesintegrerad och yrkesrelaterad undervisning
    • yrkeslärares behov av kompetensutveckling i sitt yrkesämne.

    Boken bidrar till praktiknära kunskap om gymnasial yrkesutbildning och hur balansakten mellan utbildning och arbetsliv kan förstås och utvecklas. Den är skriven för blivande och redan aktiva yrkeslärare, men vänder sig också till rektorer och skolledare som har ansvar för att samverkan mellan skola och arbetsliv fungerar i yrkesutbildningen.

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  • 296.
    Hallqvist, Anders
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences. Linköping University, HELIX Vinn Excellence Centre. Linköping University, Faculty of Arts and Sciences.
    Nya karriärval mitt i livet: omställningsprocesser och biografiska brott2015In: Karriärvägledning: en forskningsöversikt / [ed] Anders Lovén, Lund: Studentlitteratur AB, 2015, p. 293-314Chapter in book (Other academic)
  • 297.
    Hallqvist, Anders
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences. Linköping University, HELIX Vinn Excellence Centre. Linköping University, Faculty of Arts and Sciences.
    Hydén, Lars-Christer
    Linköping University, Department of Social and Welfare Studies, NISAL - National Institute for the Study of Ageing and Later Life. Linköping University, Faculty of Arts and Sciences.
    End of journey, end of story? A longitudinal study of involuntary work transitions among laid-off workers2014In: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126X, Vol. 36, no 2, p. 201-217Article in journal (Refereed)
    Abstract [en]

    The purpose of this study is to increase knowledge regarding involuntary work transitions among laid-off workers. It is part of an ongoing cooperation with two outplacement agencies enrolling white-collar workers. The particular arrangements, which are based on collective agreements, include relatively generous support, both economically and regarding the educational and counselling arrangements offered. A narrative research approach is used and the analysis is based on interviews with 15 people, conducted on two occasions with about a year in between. Conceptualizing the transition as a biographical learning process, the findings point out a great variety within and between cases. While the basic distinction is drawn between people who have changed their status and those who have not, a number of rhetorical varieties are identified, pointing to different modes of biographical learning. The originality of the paper lies in its narrative approach and the particular conceptual framework showing that biographical learning is a vital part of enforced work transitions.

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  • 298.
    Hallqvist, Anders
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences. Linköping University, HELIX Vinn Excellence Centre. Linköping University, Faculty of Arts and Sciences.
    Tillmar, Malin
    Linköping University, Department of Management and Engineering, Business Administration. Linköping University, Faculty of Arts and Sciences.
    Tillit i intersektoriell organisering?: en interaktiv longitudinell studie2014In: Lärande i arbetslivet: möjligheter och utmaningar : en vänbok till Per-Erik Ellström / [ed] Henrik Kock, Linköping: Linköpings universitet , 2014, p. 119-137Chapter in book (Other academic)
    Abstract [sv]

    I det här kapitlet vill vi diskutera hur intersektoriell samverkan mellan offentlig, privat och ideell sektor etableras och utvecklas. Mer specifikt vill vi utforska villkoren för och betydelsen av förtroende och misstroende mellan individer och organisationer över tid, i dylika projekt. Detta gör vi genom att närmare utforska och granska ett lokalt arbetsmarknadsprojekt drivet bland annat av ett arbetsintegrerande socialt företag. Projektet har följts över tre år i en höggradigt interaktiv process. På basis av resultaten diskuteras även intersektoriell rörlighet som en av den interaktive forskarens utmaningar och möjligheter.

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    Tillit i intersektoriell organisering?: en interaktiv longitudinell studie
  • 299.
    Harangi, Márta
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Arts and Sciences.
    PBL UR ETT HANDLEDARPERSPEKTIV: En kartläggningsstudie med fokus på basgruppsarbete vid Hälsouniversitetets läkarprogram i Linköping2013Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Undersökningens syfte har varit att kartlägga hur basgruppsarbetet och studenternas lärande upplevs ur ett handledarperspektiv på läkarprogrammet vid Hälsouniversitetet i Linköping. Studien är grundad på kvantitativ ansats baserad på en enkät vilken delades ut till samtliga aktiva basgruppshandledare vid undersökningens tidpunkt och efterföljdes av statistiska bearbetningar. Resultatet baseras på faktoranalys, kombinerat med deskriptiv statistik samt på en öppen fråga av kvalitativ art. Resultatet redogör för studenternas lärande samt vilka aspekter anses främja respektive hindra lärande utifrån ett basgruppshandledarperspektiv. Dessutom redogörs för basgruppshandledarnas förslag på förbättringar av verksamheten.

    Studiens slutsatser är följande: Basgruppshandledarnas arbetssätt överensstämmer med beskrivningar av PBLmetoden. Enligt basgruppshandledarna anses PBL vara ett bra verktyg för läkarstudenternas inlärning och basgruppsarbetet utgörs av lärandets sociala dimension vilket anses främja lärandet. Däremot kan det även förekomma vissa negativa element vilka betraktas hindra lärandet. Handledarna har olika syn gällande förbättringsarbetet. Utifrån resultatet behövs modifieringar eftersom studenterna är i centrum vid PBL.

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  • 300.
    Harlin, Eva-Marie
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Adult Educators’ Professional Development: Perceived consequences of watching oneself teach on videoManuscript (preprint) (Other academic)
    Abstract [en]

    The aim of this paper is to contribute to the question about teachers’ professional development and to explore in what ways this development can be supported by using video. Eight folk high school teachers have, with two years apart, videorecorded their own teaching. When the teachers watched the videos, they interpreted their performance in the classroom. Data from the interviews have been analysed using concepts from pragmatism and symbolic interactionism. The results show that the video tool has contributed to the teachers’ professional development by offering them a concrete and distanced picture of themselves that supports their reflection. The video work helps them to develop on their own terms in relation to the local context. The results contribute to the discussion about whether adult educators’ professionalisation can be seen as uniform or locally situated.

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