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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)000481784000010 ()2-s2.0-85060456501 (Scopus ID)
Note

QC 20190617

Available from: 2019-04-23 Created: 2019-04-23 Last updated: 2019-09-05Bibliographically 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
Broström, A., Ekman Rising, M., Geschwind, L., Lindgren, M. & Packendorff, J. (2019). Instrumentalisation of academic work: Creeping, myopic and individualising processes and their consequences. In: : . Paper presented at Annual programme conference on Long term provision of knowledge. Stockholm
Open this publication in new window or tab >>Instrumentalisation of academic work: Creeping, myopic and individualising processes and their consequences
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2019 (English)Conference paper, Oral presentation with published abstract (Other academic)
Place, publisher, year, edition, pages
Stockholm: , 2019
National Category
Business Administration Economics
Research subject
Industrial Economics and Management
Identifiers
urn:nbn:se:kth:diva-252689 (URN)
Conference
Annual programme conference on Long term provision of knowledge
Funder
Riksbankens Jubileumsfond
Note

QCR 20190819

Available from: 2019-06-03 Created: 2019-06-03 Last updated: 2019-08-19Bibliographically approved
Edström, K., Levander, S., Engström, J. & Geschwind, L. (2019). Peer review of teaching merits in academic career systems: a comparative study. In: Proceedings of the 8th Research in Engineering Education Symposium (REES 2019): . Paper presented at Research in Engineering Education Symposium.
Open this publication in new window or tab >>Peer review of teaching merits in academic career systems: a comparative study
2019 (English)In: Proceedings of the 8th Research in Engineering Education Symposium (REES 2019), 2019Conference paper, Published paper (Refereed)
Abstract [en]

This paper investigates peer review of teaching merits in promotion processes at two Swedish technical universities. At KTH, two external experts evaluate both scientific and teaching merits, while Chalmers invites three experts for scientific and one for pedagogical evaluation. 50 successful promotion cases, containing 126 expert statements, are investigated quantitatively and qualitatively. The analysis shows that neither university devotes the same attention to assessing teaching as scientific merits. In 2/3 of the cases, less than 1/3 of the text is devoted to evaluating teaching merits. Half the KTH cases are settled based on less than one page evaluating teaching. In pedagogical evaluations at Chalmers, teaching qualifications are broadly conceptualised including collegial and scholarly aspects. At KTH, the experts with Swedish affiliations demonstrate broader conceptualisations of teaching than the international experts do. This is interpreted as expressions of two different evaluation cultures, one scientific-international and one pedagogical-national. The legitimacy of these practices is considered.

National Category
Other Engineering and Technologies not elsewhere specified
Research subject
Technology and Learning
Identifiers
urn:nbn:se:kth:diva-257873 (URN)
Conference
Research in Engineering Education Symposium
Note

QC 20190917

Available from: 2019-09-06 Created: 2019-09-06 Last updated: 2019-09-17Bibliographically 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
Geschwind, L. (2018). Legitimizing Change in Higher Education: Exploring the Rationales Behind Major Organizational Restructuring. Higher Education Policy, 32(3), 381-395
Open this publication in new window or tab >>Legitimizing Change in Higher Education: Exploring the Rationales Behind Major Organizational Restructuring
2018 (English)In: Higher Education Policy, ISSN 0952-8733, E-ISSN 1740-3863, Vol. 32, no 3, p. 381-395Article in journal (Refereed) Published
Abstract [en]

This paper explores the complex mix of rationales behind major change initiatives in the Swedish higher education sector. In three case studies, the paper investigates how changes are motivated, communicated and made sense of by higher education institutions. The cases show that the external drivers, related to the need for quality improvement, resource accumulation and reputation-building, are highlighted in the official communication by the institutional management. Interviews with various internal and external stakeholders reveal additional, internal rationales such as economic rationalization opportunities and the personal motives of individuals. It is argued that the notion of legitimacy is fundamental to the understanding of this mix of rationales. References to the state and the EU are frequent and so are similar comparable universities and the need to adapt to globally circulated ideas. Furthermore, administrative rationales are not enough to make a change process legitimate in these cases. A grander, structural rationale related to quality and reputation is also perceived to be required.

Place, publisher, year, edition, pages
PALGRAVE MACMILLAN LTD, 2018
Keywords
change, organization, rhetoric, legitimacy, sensemaking, rationale
National Category
Educational Sciences
Identifiers
urn:nbn:se:kth:diva-256297 (URN)10.1057/s41307-018-0088-6 (DOI)000478660100004 ()2-s2.0-85043705910 (Scopus ID)
Note

QC 20190917

Available from: 2019-09-17 Created: 2019-09-17 Last updated: 2019-09-17Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-2983-5573

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