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Jerbrant, Anna, Associate Professor
Publications (4 of 4) Show all publications
Högfeldt, A.-K., Malmi, L., Kinnunen, P., Jerbrant, A., Strömberg, E., Berglund, A. & Villadsen, J. (2018). Leading the teacher team - balancing between formal and informal power in program leadership. Tertiary Education and Management, 24(1), 49-65
Open this publication in new window or tab >>Leading the teacher team - balancing between formal and informal power in program leadership
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2018 (English)In: Tertiary Education and Management, ISSN 1358-3883, E-ISSN 1573-1936, Vol. 24, no 1, p. 49-65Article in journal (Refereed) Published
Abstract [en]

This continuous research within Nordic engineering institutions targets the contexts and possibilities for leadership among engineering education program directors. The IFP-model, developed based on analysis of interviews with program leaders in these institutions, visualizes the program director's informal and formal power. The model is presented as a tool for starting a shared discussion on the complexities of the leadership of engineering program development. The authors liken program development to hunting in teams. Each individual expert in the program is needed, and all experts will need to work and collaborate for the same target. This calls for strategic and long-term thinking of engineering education development. Institutions should support the development of both formal structures as well as informal leadership skills among their program directors, but never fall for the temptation to see the program director as the only actor on the stage.

Place, publisher, year, edition, pages
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2018
Keywords
academic leadership, program director, engineering education, education development
National Category
Learning
Identifiers
urn:nbn:se:kth:diva-226238 (URN)10.1080/13583883.2017.1384052 (DOI)000428754300004 ()
Note

QC 20180530

Available from: 2018-05-30 Created: 2018-05-30 Last updated: 2018-05-30Bibliographically approved
Flening, E. & Jerbrant, A. (2018). Worlds Apart and Close Together: Relating mechatronics and project management research. In: Proceedings of International Design Conference, DESIGN: . Paper presented at 15th International Design Conference, DESIGN 2018; Dubrovnik; Croatia; 21 May 2018 through 24 May 2018 (pp. 2867-2878).
Open this publication in new window or tab >>Worlds Apart and Close Together: Relating mechatronics and project management research
2018 (English)In: Proceedings of International Design Conference, DESIGN, 2018, p. 2867-2878Conference paper, Published paper (Refereed)
Abstract [en]

While they originate from different contexts and values, the Mechatronic and Project Management research communities are both committed to the study of the process of complex engineering systems design. These two fields have generally been engaged in their research separated from each other. Recently, calls have been heard from both to end such disciplinary separation. This paper seeks to conceptually relate the two research communities, seeking to understand how they can be seen as different, related and inclusive of each other through offering three conceptual models of their relationships. 

Keywords
design methodology, mechatronics, project management, conceptual models, multi-/cross-/trans-disciplinary approaches
National Category
Information Systems, Social aspects
Research subject
Machine Design
Identifiers
urn:nbn:se:kth:diva-247389 (URN)10.21278/idc.2018.0372 (DOI)2-s2.0-85054915166 (Scopus ID)9789537738594 (ISBN)
Conference
15th International Design Conference, DESIGN 2018; Dubrovnik; Croatia; 21 May 2018 through 24 May 2018
Note

QC 20190322

Available from: 2019-03-22 Created: 2019-03-22 Last updated: 2019-06-24Bibliographically approved
Ulfvengren, P. & Jerbrant, A. (2017). FLIPPED EDUCATION - SUPPORTING SYSTEMS THINKING AND CDIO. In: Chova, LG Martinez, AL Torres, IC (Ed.), INTED2017: 11TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE. Paper presented at 11th International Conference on Technology, Education and Development (INTED), MAR 06-08, 2017, Valencia, SPAIN (pp. 9988-9996). IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT
Open this publication in new window or tab >>FLIPPED EDUCATION - SUPPORTING SYSTEMS THINKING AND CDIO
2017 (English)In: INTED2017: 11TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE / [ed] Chova, LG Martinez, AL Torres, IC, IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT , 2017, p. 9988-9996Conference paper, Published paper (Refereed)
Abstract [en]

Developing an engineering education program is much like systems engineering. Programs have a lifecycle and will be responding differently depending on how early in the life cycle or how mature the program is. This is shown in this study in which two programs at vastly different lifecycle stages are compared, one new and one mature. The new one is still under development and implementation and is verified in terms of CDIO (Conceive, Design, Implement and Operate) and how it supports system thinking with a flipped education approach in combination with extended "flipped" aspects like gamification and close industry collaboration. The purpose is mainly to verify the concept of the new program and assess progress of a mature program. In this study, the development and continuous improvement of CDIO is compared for two programs in different life cycle stages. For comparison a self-assessment is performed using the CDIO standard 2.1.

Place, publisher, year, edition, pages
IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT, 2017
Series
INTED Proceedings, ISSN 2340-1079
Keywords
CDIO, engineering, sustainability, systems, flipped education, industry collaboration
National Category
Embedded Systems
Identifiers
urn:nbn:se:kth:diva-226281 (URN)000427401305002 ()978-84-617-8491-2 (ISBN)
Conference
11th International Conference on Technology, Education and Development (INTED), MAR 06-08, 2017, Valencia, SPAIN
Note

QC 20180419

Available from: 2018-04-19 Created: 2018-04-19 Last updated: 2019-08-20Bibliographically approved
Berglund, A., Havtun, H., Jerbrant, A., Wingård, L., Andersson, M., Hedin, B. & Kjellgren, B. (2017). THE PEDAGOGICAL DEVELOPERS INITIATIVE: SYSTEMATIC SHIFTS, SERENDIPITIES, AND SETBACKS. In: 13th International CDIO Conference in Calgary, Canada, June 18-22, 2017: . Paper presented at 13th International CDIO Conference.
Open this publication in new window or tab >>THE PEDAGOGICAL DEVELOPERS INITIATIVE: SYSTEMATIC SHIFTS, SERENDIPITIES, AND SETBACKS
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2017 (English)In: 13th International CDIO Conference in Calgary, Canada, June 18-22, 2017, 2017Conference paper, Published paper (Refereed)
Abstract [en]

Pedagogical projects have often, at KTH Royal Institute of Technology, as well as elsewhere, been initiated and managed by individual enthusiasts rather than dedicated teams. This generally decreases the possibility of successful implementation of more ambitious ideas, e.g., changing educational programs, implementing the CDIO syllabus, or strengthening the pedagogical development of larger parts of the faculty. To enable wider and more effective change, KTH top management therefore launched a universityencompassing three-year project in 2014, in which a group of highly motivated teachers from all schools at KTH were appointed part-time pedagogical developers (PDs). The PDs were given the task of promoting pedagogical development and facilitate cooperation and knowledge exchange among faculty members, as described in two previous papers at CDIO conferences. From 2017, the outcomes of this project are supposed to be integrated parts of the KTH line organization. The project has led to numerous actions, which would have been difficult to set in motion unless given the freedom in time to explore and to develop into a collective effort rather than a myriad of individual “stand-alone” examples. By addressing key areas for pedagogical development, our group of dedicated faculty have tried to surpass the suboptimal "lock-in" of strict individual reasoning and to deal with surfaced questions and relevant issues in a broader collective manner. A major insight confirmed by the project and its many sub-projects has indeed been the fundamental importance of collegial discussions and the creation of processes that facilitate and support teacher cooperation. We have also, through discussions with faculty at KTH, confirmed the need for clearly defined, tangible incentives for teachers, motivating them to participate in pedagogical development activities, even if this means less time left for the traditional pathway to rewards within academia, i.e. research. In this paper, we chart changes that have occurred in the educational practices at KTH by describing and discussing the project’s focus on pedagogical development of faculty, actual execution of changes in the engineering educations, lessons learned along the way, and visions yet to be realised.

Keywords
pedagogical developers, educational change, change agents, faculty development, CDIO standards
National Category
Pedagogical Work
Identifiers
urn:nbn:se:kth:diva-213962 (URN)
Conference
13th International CDIO Conference
Note

QC 20170919

Available from: 2017-09-07 Created: 2017-09-07 Last updated: 2017-11-10Bibliographically approved
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