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Publications (10 of 71) Show all publications
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
Berg Nordstrand, L., Pinheiro, R., Geschwind, L. & Vrangbæk, K. (2017). Responses to the Global Financial Crisis: Lessons From the Public Sector in the Nordic Countries. Scandinavian Journal of Public Administration, 21(1), 3-8
Open this publication in new window or tab >>Responses to the Global Financial Crisis: Lessons From the Public Sector in the Nordic Countries
2017 (English)In: Scandinavian Journal of Public Administration, ISSN 2001-7405, E-ISSN 2001-7413, Vol. 21, no 1, p. 3-8Article in journal (Refereed) Published
National Category
Educational Sciences
Identifiers
urn:nbn:se:kth:diva-206504 (URN)
Note

QC 20170515

Available from: 2017-05-04 Created: 2017-05-04 Last updated: 2017-05-15Bibliographically approved
Pinheiro, R., Aarrevaara, T., Berg, L., Geschwind, L. & Torjesen, D. O. (2017). Strategic Mergers in the Public Sector: Comparing Universities and Hospitals. In: Tarba, S. Y.; Cooper, C. L.; Sarala, R. M.; Ahammad, M. F. (Ed.), Mergers and Acquisitions in Practice: (pp. 44-68). Routledge
Open this publication in new window or tab >>Strategic Mergers in the Public Sector: Comparing Universities and Hospitals
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2017 (English)In: Mergers and Acquisitions in Practice / [ed] Tarba, S. Y.; Cooper, C. L.; Sarala, R. M.; Ahammad, M. F., Routledge, 2017, p. 44-68Chapter in book (Other academic)
Place, publisher, year, edition, pages
Routledge, 2017
National Category
Educational Sciences
Identifiers
urn:nbn:se:kth:diva-206501 (URN)978-1-138-78778-0 (ISBN)
Note

QC 20170504

Available from: 2017-05-04 Created: 2017-05-04 Last updated: 2017-05-04Bibliographically approved
Henningsson, M., Jörnesten, A. & Geschwind, L. (2017). Translating tenure track into Swedish: tensions when implementing an academic career system. Studies in Higher Education
Open this publication in new window or tab >>Translating tenure track into Swedish: tensions when implementing an academic career system
2017 (English)In: Studies in Higher Education, ISSN 0307-5079, E-ISSN 1470-174XArticle in journal (Refereed) Published
Abstract [en]

Academic career systems have been in focus lately as a means to attract talented researchers and teachers. In this paper, we compare tenure tracks at three Swedish universities. The analysis relies on qualitative data, including interviews and policy documents, and revolves around three questions: How is the tenure track designed? What were the drivers behind the new tenure track? How is the tenure track designed to handle emerging tensions? We identify three common drivers and rationales: transparency, recruitment of early career researchers and long-term retention of staff. The article ends with a discussion of important considerations that were made when introducing the tenure track. The considerations derive from the tensions between research and teaching, between scope and funding and between the needs of the institution and the rights of the individual. The results are important in an increasingly competitive higher education sector aiming to construct and implement attractive career systems.

Place, publisher, year, edition, pages
Routledge, 2017
Keywords
Higher education; tenure track; management; institutionalism; isomorphism
National Category
Learning Social Sciences Interdisciplinary
Research subject
Education and Communication in the Technological Sciences
Identifiers
urn:nbn:se:kth:diva-200664 (URN)10.1080/03075079.2016.1239704 (DOI)000435708200009 ()2-s2.0-85010961031 (Scopus ID)
Funder
Knowledge Foundation
Note

QC 20170201

Available from: 2017-01-31 Created: 2017-01-31 Last updated: 2018-12-18Bibliographically approved
Geschwind, L. (2016). Academic core values and quality: the case of teaching-research links. In: Elmgren, M., Folke-Fichtelius, M., Hallsén, S., Román, H. and Wermke, W (Ed.), Att ta utbildningens komplexitet på allvar: En vänskrift till Eva Forsberg. Uppsala: ACTA UNIVERSITATIS UPSALIENSIS
Open this publication in new window or tab >>Academic core values and quality: the case of teaching-research links
2016 (English)In: Att ta utbildningens komplexitet på allvar: En vänskrift till Eva Forsberg / [ed] Elmgren, M., Folke-Fichtelius, M., Hallsén, S., Román, H. and Wermke, W, Uppsala: ACTA UNIVERSITATIS UPSALIENSIS , 2016Chapter in book (Refereed)
Place, publisher, year, edition, pages
Uppsala: ACTA UNIVERSITATIS UPSALIENSIS, 2016
Series
Uppsala Studies in Education, ISSN 0347-1314 ; 138
National Category
Educational Sciences
Research subject
Education and Communication in the Technological Sciences
Identifiers
urn:nbn:se:kth:diva-190167 (URN)978-91-554-9475-9 (ISBN)
Note

QC 20160811

Available from: 2016-08-10 Created: 2016-08-10 Last updated: 2016-08-11Bibliographically approved
Benner, M. & Geschwind, L. (2016). Conflicting Rationalities: Mergers and Consolidations in Swedish Higher Education Policy. In: Romulo Pinheiro, Lars Geschwind, Timo Aarrevaara (Ed.), Mergers in Higher Education: The Experience from Northern Europe (pp. 43-58). Berlin: Springer
Open this publication in new window or tab >>Conflicting Rationalities: Mergers and Consolidations in Swedish Higher Education Policy
2016 (English)In: Mergers in Higher Education: The Experience from Northern Europe / [ed] Romulo Pinheiro, Lars Geschwind, Timo Aarrevaara, Berlin: Springer, 2016, p. 43-58Chapter in book (Refereed)
Place, publisher, year, edition, pages
Berlin: Springer, 2016
National Category
Educational Sciences
Identifiers
urn:nbn:se:kth:diva-204637 (URN)978-3-319-21918-9 (ISBN)
Note

QC 20170412

Available from: 2017-03-30 Created: 2017-03-30 Last updated: 2017-05-04Bibliographically approved
Fagrell, P., Geschwind, L. & Jörnesten, A. (2016). Industrial adjunct professors in Sweden: meeting many goals despite unexpressed expectations. Nordic Journal of Studies in Educational Policy, 2016, Article ID 31947.
Open this publication in new window or tab >>Industrial adjunct professors in Sweden: meeting many goals despite unexpressed expectations
2016 (English)In: Nordic Journal of Studies in Educational Policy, ISSN 2002-0317, Vol. 2016, article id 31947Article in journal (Refereed) Published
Abstract [en]

This paper presents the findings from a study of industrial adjunct professors at two higher education institutions in Sweden. The aim of the study is to investigate the rationales and expectations for companies to invest time and money in the collaboration that adjunct professors represent. The study also explores the tasks adjunct professors are involved in. The study is a two-case study comprising 31 semi-structured interviews with university management, adjunct professors and their employers, the companies.

The results from the study show that the stakeholders have different expectations for the adjunct professors. While the companies are oriented towards education and students as future employees, the universities’ expectations are more related to research and research training. Notably, the different expectations are rarely explicit or known to the stakeholders or the adjunct professors. The adjunct professor has to interpret the often unspoken expectations.

As regards tasks, adjunct professors are involved in research, research training, advisory services and engineering education, although the latter in a limited way. They are involved in the employability agenda and educational collaboration, but except in one single case they do not develop existing, or create new, engineering curricula. The study concludes that adjunct professors could be used as a strategic resource for developing engineering curricula, provided that the expectations are expressed from all stakeholders from the beginning of the collaboration.

Place, publisher, year, edition, pages
Taylor & Francis, 2016
Keywords
adjunct professors, educational collaboration, engineering education curricula, knowledge transfer, university–business collaboration
National Category
Educational Sciences
Research subject
Education and Communication in the Technological Sciences
Identifiers
urn:nbn:se:kth:diva-205893 (URN)10.3402/nstep.v2.31947 (DOI)
Note

QC 20170427

Available from: 2017-04-25 Created: 2017-04-25 Last updated: 2017-11-29Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-2983-5573

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