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Magnell, M. & Geschwind, L. (2019). A seamless blend of research and professional practice: dual coupling in engineering education. Higher Education Research and Development
Open this publication in new window or tab >>A seamless blend of research and professional practice: dual coupling in engineering education
2019 (English)In: Higher Education Research and Development, ISSN 0729-4360, E-ISSN 1469-8366Article in journal (Refereed) Published
Abstract [en]

The purpose of this paper is to challenge the idea of incompatibility between links to research and links to professional practice in engineering education. The concept of ‘academic drift’ is introduced, both related to drift towards theory and towards research links in the curriculum.  Empirical data were collected through a case study conducted at a department in a research-intensive technical university, including semi-structured interviews with academic staff and an analysis of course syllabuses. The results show that the respondents perceive no incompatibility between including links to research and including links to professional practice in engineering education. Indeed, they state that the two aspects are mutually reinforcing and overlapping. Their rationales for incorporating such coupled links to research and professional practice include increased motivation among students and preparing them for employment. In conclusion, including research in the curriculum does not necessarily lead to academic drift; conversely, the curriculum in engineering education can consist of a seamless blend of research and professional practice.

Keywords
teaching–research links, academic drift, professional practice, work-related learning, engineering education
National Category
Learning
Research subject
Technology and Learning
Identifiers
urn:nbn:se:kth:diva-249703 (URN)10.1080/07294360.2019.1581141 (DOI)000467839100010 ()2-s2.0-85062370176 (Scopus ID)
Note

QC 20190611

Available from: 2019-04-17 Created: 2019-04-17 Last updated: 2019-06-11Bibliographically approved
Hansen, H. F., Geschwind, L., Kivistö, J., Pekkola, E., Pinheiro, R. & Pulkkinen, K. (2019). Balancing accountability and trust: university reforms in the Nordic countries. Higher Education
Open this publication in new window or tab >>Balancing accountability and trust: university reforms in the Nordic countries
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2019 (English)In: Higher Education, ISSN 0018-1560, E-ISSN 1573-174XArticle in journal (Refereed) Published
Abstract [en]

This paper investigates the accountability mechanisms introduced in the universities in the Nordic countries by building on a typology of accountability types. By utilising survey data, it analyses how academics experience the changes in accountability mechanisms and how they perceive the impact of these changes on their performance. The analysis shows that especially political/bureaucratic and managerial accountability demands have been strengthened. This development has fostered debates on how to measure academic performance. Some academics, more in Denmark than in the other countries, have experienced the development as a sign of mistrust.

Place, publisher, year, edition, pages
Stockholm: , 2019
Keywords
Accountability; Trust; Universities; Nordic countries; Performance management; Policy reforms; Academic perceptions
National Category
Educational Sciences
Research subject
Technology and Learning; Education and Communication in the Technological Sciences
Identifiers
urn:nbn:se:kth:diva-249957 (URN)10.1007/s10734-019-0358-2 (DOI)2-s2.0-85060456501 (Scopus ID)
Note

QC 20190617

Available from: 2019-04-23 Created: 2019-04-23 Last updated: 2019-06-17Bibliographically approved
Hansen, H. F., Aarrevaara, T., Geschwind, L. & Stensaker, B. (2019). Evaluation Practices and Impact: Overload?. In: Rómulo Pinheiro Lars Geschwind Hanne Foss Hansen Kirsi Pulkkinen (Ed.), Reforms, Organizational Change and Performance in Higher Education: A Comparative Account from the Nordic Countries (pp. 235-266). Cham: Palgrave Macmillan
Open this publication in new window or tab >>Evaluation Practices and Impact: Overload?
2019 (English)In: Reforms, Organizational Change and Performance in Higher Education: A Comparative Account from the Nordic Countries / [ed] Rómulo Pinheiro Lars Geschwind Hanne Foss Hansen Kirsi Pulkkinen, Cham: Palgrave Macmillan, 2019, p. 235-266Chapter in book (Refereed)
Place, publisher, year, edition, pages
Cham: Palgrave Macmillan, 2019
National Category
Learning
Research subject
Technology and Learning; Education and Communication in the Technological Sciences
Identifiers
urn:nbn:se:kth:diva-250585 (URN)10.1007/978-3-030-11738-2_8 (DOI)978-3-030-11738-2 (ISBN)978-3-030-11737-5 (ISBN)
Note

QC 20190502

Available from: 2019-04-30 Created: 2019-04-30 Last updated: 2019-05-02Bibliographically approved
Geschwind, L., Hansen, H. F., Pinheiro, R. & Pulkkinen, K. (2019). Governing Performance in the Nordic Universities: Where Are We Heading and What Have We Learned? (1ed.). In: Rómulo Pinheiro Lars Geschwind Hanne Foss Hansen Kirsi Pulkkinen (Ed.), Reforms, Organizational Change and Performance in Higher Education: A Comparative Account from the Nordic Countries (pp. 269-299). Cham: Palgrave Macmillan
Open this publication in new window or tab >>Governing Performance in the Nordic Universities: Where Are We Heading and What Have We Learned?
2019 (English)In: Reforms, Organizational Change and Performance in Higher Education: A Comparative Account from the Nordic Countries / [ed] Rómulo Pinheiro Lars Geschwind Hanne Foss Hansen Kirsi Pulkkinen, Cham: Palgrave Macmillan, 2019, 1, p. 269-299Chapter in book (Refereed)
Place, publisher, year, edition, pages
Cham: Palgrave Macmillan, 2019 Edition: 1
National Category
Learning
Research subject
Technology and Learning; Education and Communication in the Technological Sciences
Identifiers
urn:nbn:se:kth:diva-250586 (URN)10.1007/978-3-030-11738-2_9 (DOI)978-3-030-11737-5 (ISBN)978-3-030-11738-2 (ISBN)
Note

QC 20190502

Available from: 2019-04-30 Created: 2019-04-30 Last updated: 2019-05-02Bibliographically approved
Kivistö, J., Pekkola, E., Berg, L. N., Hansen, H. F., Geschwind, L. & Lyytinen, A. (2019). Performance in Higher Education Institutions and Its Variations in Nordic Policy. In: Pinheiro, R., Geschwind, L., Foss Hansen, H., Pulkkinen, K. (Eds.) (Ed.), Reforms, Organizational Change and Performance in Higher Education: A Comparative Account from the Nordic Countries (pp. 37-67). Cham: Palgrave Macmillan
Open this publication in new window or tab >>Performance in Higher Education Institutions and Its Variations in Nordic Policy
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2019 (English)In: Reforms, Organizational Change and Performance in Higher Education: A Comparative Account from the Nordic Countries / [ed] Pinheiro, R., Geschwind, L., Foss Hansen, H., Pulkkinen, K. (Eds.), Cham: Palgrave Macmillan, 2019, p. 37-67Chapter in book (Refereed)
Abstract [en]

The need for greater efficiency, productivity and quality in the higher education sector has triggered increased governmental interest towards different mechanisms of accountability, especially evaluation and performance measurement. This interest has developed over a relatively long period of time, but it has now reached its culmination point in many ways. For instance, advances in citation tracking, performance data collection and databases and the professionalisation of evaluative practices and methods have opened new avenues for verifying accountability. This chapter offers definitions for the key concepts used throughout the book, as follows: accountability, evaluation, and performance measurement and management. Each section is followed by a short contextualisation of the concept in Denmark, Finland, Norway and Sweden. The chapter ends with a short discussion about the policy convergence between Nordic countries and the reasons for it.

Place, publisher, year, edition, pages
Cham: Palgrave Macmillan, 2019
National Category
Learning
Research subject
Technology and Learning; Education and Communication in the Technological Sciences
Identifiers
urn:nbn:se:kth:diva-250583 (URN)10.1007/978-3-030-11738-2_2 (DOI)978-3-030-11737-5 (ISBN)978-3-030-11738-2 (ISBN)
Note

QC 20190507

Available from: 2019-04-30 Created: 2019-04-30 Last updated: 2019-05-07Bibliographically approved
Geschwind, L., Aarrevaara, T., Berg, L. N. & Lind, J. K. (2019). The Changing Roles of Academic Leaders: Decision-Making, Power, and Performance (1ed.). In: Pinheiro, R., Geschwind, L., Foss Hansen, H., Pulkkinen, K. (Eds.) (Ed.), Reforms, Organizational Change and Performance in Higher Education: A Comparative Account from the Nordic Countries (pp. 181-210). Cham: Palgrave Macmillan
Open this publication in new window or tab >>The Changing Roles of Academic Leaders: Decision-Making, Power, and Performance
2019 (English)In: Reforms, Organizational Change and Performance in Higher Education: A Comparative Account from the Nordic Countries / [ed] Pinheiro, R., Geschwind, L., Foss Hansen, H., Pulkkinen, K. (Eds.), Cham: Palgrave Macmillan, 2019, 1, p. 181-210Chapter in book (Refereed)
Place, publisher, year, edition, pages
Cham: Palgrave Macmillan, 2019 Edition: 1
National Category
Learning
Research subject
Technology and Learning; Education and Communication in the Technological Sciences
Identifiers
urn:nbn:se:kth:diva-250584 (URN)10.1007/978-3-030-11738-2_6 (DOI)978-3-030-11738-2 (ISBN)978-3-030-11737-5 (ISBN)
Note

QC 20190502

Available from: 2019-04-30 Created: 2019-04-30 Last updated: 2019-05-02Bibliographically approved
Couturier, C., Geschwind, L. & Hartell, E. (2018). Interdisciplinary teaching in Swedish primary schools: teachers’ perspectives of subject-matter integration in technology and history. In: Niall Seery, JeffreyBuckley, Donal Canty and Joseph Phelan (Ed.), 2018 PATT36 International conferenceResearch and Practice in Technology Education:: Perspectives on Human Capacity and Development. Paper presented at 2018 PATT36 International conference (pp. 288-294).
Open this publication in new window or tab >>Interdisciplinary teaching in Swedish primary schools: teachers’ perspectives of subject-matter integration in technology and history
2018 (English)In: 2018 PATT36 International conferenceResearch and Practice in Technology Education:: Perspectives on Human Capacity and Development / [ed] Niall Seery, JeffreyBuckley, Donal Canty and Joseph Phelan, 2018, p. 288-294Conference paper, Published paper (Refereed)
Abstract [en]

Technology is a compulsory subject for all school years in Sweden. The curriculum states that teaching should contribute to the students' understanding of technological development (LGr11, syllabus in technology). Interdisciplinary teaching is encouraged in the curriculum, however, the relationship between subject-matter in technology and history is not well documented. It this study, five primary school teachers’ experiences and attitudes of interdisciplinary teaching are investigated through open-ended interviews. A thematic analysis of the data identified three preliminary themes. The first theme confirms that interdisciplinary teaching occurs. The teachers say that through interdisciplinary teaching, they build meaningfulness and coherence for students. In the second theme, teaching on technological development often emerges as spontaneous and unplanned. Here, teachers became aware in the interview that their teaching may also be described as technological. The third theme suggested that teachers used artefacts as an entrance to the past, for student’s immersion and understanding. The interdisciplinary teaching between technology and history is largely unexplored, especially for the younger ages. Through identifying that in teaching practice technology is integrated with history, although not always planned or consciously, the technology subject can gain more awareness and a stronger position in the curriculum and wider contexts. 

Keywords
Interdisciplinary teaching, Technology Education, Technology and History, Teachers’ perspectives, Swedish primary schools.
National Category
Social Sciences Pedagogical Work
Research subject
Technology and Learning
Identifiers
urn:nbn:se:kth:diva-231459 (URN)978-1-5272-2507-7 (ISBN)978-1-5272-2508-4 (ISBN)
Conference
2018 PATT36 International conference
Projects
Licentiatstudier
Funder
Swedish Research Council, L 6101
Note

QC 20180628

Available from: 2018-06-28 Created: 2018-06-28 Last updated: 2018-06-28Bibliographically approved
Magnell, M., Geschwind, L. & Kolmos, A. (2017). Faculty perspectives on the inclusion of work-related learning in engineering curricula. European Journal of Engineering Education, 42(6), 1038-1047
Open this publication in new window or tab >>Faculty perspectives on the inclusion of work-related learning in engineering curricula
2017 (English)In: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898, Vol. 42, no 6, p. 1038-1047Article in journal (Refereed) Published
Abstract [en]

The purpose of this paper is to identify faculty perspectives on the integration of work-related issues in engineering education. A mixed methods approach was used to explore faculty attitudes towards work-related learning, to describe activities related to working life that have been introduced into the curriculum and to identify factors that faculty see as important if the amount of work-related learning is to increase. The results show that faculty members are positive about integrating work-related issues into the curriculum. Programmes with more extensive connections to industry offer more integrated activities, such as projects with external actors, and use professional contacts established through research in their teaching. In order to increase work-related learning in engineering curricula, faculty request clear goals and pedagogical tools. Other options to increase work-related learning include offering faculty the opportunity to work outside academia.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2017
Keywords
Work-related learning, faculty attitudes, engineering curricula, integration of teaching and learning activities
National Category
Learning
Research subject
Education and Communication in the Technological Sciences
Identifiers
urn:nbn:se:kth:diva-194514 (URN)10.1080/03043797.2016.1250067 (DOI)000423957600031 ()2-s2.0-84992482348 (Scopus ID)
Note

QC 20161101

Available from: 2016-10-30 Created: 2016-10-30 Last updated: 2018-02-16Bibliographically approved
Berg Nordstrand, L., Puusa, A., Pulkkinen, K. & Geschwind, L. (2017). Managers’ identities: Solid or affected by changes in institutional logics and organisational amendments?. Offentlig Förvaltning. Scandinavian Journal of Public Administration, 21(1), 81-101
Open this publication in new window or tab >>Managers’ identities: Solid or affected by changes in institutional logics and organisational amendments?
2017 (English)In: Offentlig Förvaltning. Scandinavian Journal of Public Administration, ISSN 2000-8058, E-ISSN 2001-3310, Vol. 21, no 1, p. 81-101Article in journal (Refereed) Published
Abstract [en]

This paper studies doctors in Norway and Finland to compare how identities among professionals in managerial positions were expressed after changes in management in the aftermath of ‘New Public Management’ (NPM) reforms. Studying shifting identities provides a basis for investigating how institutions have changed and illuminates how agents within an organisation have implemented NPM-inspired reforms. Data from both countries revealed three groups: the majority of doctors/managers, who had a strong managerial identity; a smaller group who mainly identified as doctors; and a few doctors who displayed hybrid identities. Work experiences have a strong effect on how identity is perceived. Doctors who hold on to their professional identities seemed uneasy with their skills and ability to perform the tasks related to their new position. Many of the doctors were found to have altered their identities due to organisational amendments and the expanded focus on management-related issues. Hence, this paper concludes that a strong intervention in the sector from central government, as seen in Norway, has resulted in implementing general management to a larger degree than in Finland, but in a more hybrid manner. This is expressed through a focus on management, the institutional logics at stake and doctors’ identity formation.

National Category
Educational Sciences
Identifiers
urn:nbn:se:kth:diva-206505 (URN)
Note

QC 20170515

Available from: 2017-05-04 Created: 2017-05-04 Last updated: 2017-11-29Bibliographically approved
Geschwind, L. & Pinheiro, R. M. (2017). Raising the summit or flattening the agora?: The elitist turn in science policy in Northern Europe. Journal of Baltic Studies, 48(4), 513-528
Open this publication in new window or tab >>Raising the summit or flattening the agora?: The elitist turn in science policy in Northern Europe
2017 (English)In: Journal of Baltic Studies, ISSN 0162-9778, E-ISSN 1751-7877, Vol. 48, no 4, p. 513-528Article in journal (Refereed) Published
Abstract [en]

This contribution focuses on how one hegemonic idea – excellence – which has significant impact on science and higher education policy was translated in two Nordic countries: Norway and Sweden. Building on key concepts emanating from political science and organizational sociology, the article assesses how excellence was locally translated by policy makers, leading to the rise of a series of policy measures aimed at fostering excellence in science across the board. In doing this, we investigate a key empirical dimension: the policy mechanisms or instruments launched at national levels (two Nordic countries) in the form of centers of excellence.

Place, publisher, year, edition, pages
Routledge, 2017
Keywords
centers of excellence, Excellence, multilevel governance (MLG), Nordic countries, science policy, translation, travel of ideas
National Category
Educational Sciences
Identifiers
urn:nbn:se:kth:diva-206503 (URN)10.1080/01629778.2017.1305178 (DOI)000423100000009 ()2-s2.0-85017440099 (Scopus ID)
Note

QC 20170504

Available from: 2017-05-04 Created: 2017-05-04 Last updated: 2018-02-09Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-2983-5573

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