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  • 1.
    Couturier, Catherine
    et al.
    KTH, School of Industrial Engineering and Management (ITM).
    Geschwind, Lars
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Organisation and leadership.
    Hartell, Eva
    KTH, School of Industrial Engineering and Management (ITM).
    Interdisciplinary teaching in Swedish primary schools: teachers’ perspectives of subject-matter integration in technology and history2018In: 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 (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. 

  • 2.
    Fagrell, Per
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Geschwind, Lars
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Organisation and leadership.
    Jörnesten, Anders
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Strategisk programutveckling med hjälp av personrörlighet2013Conference paper (Other academic)
  • 3.
    Fagrell, Per
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Henningsson, Malin
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Organisation and leadership.
    Jörnesten, Anders
    KTH.
    Geschwind, Lars
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Affiliated Faculty as a strategic resource: Industry and university expectations2015Conference paper (Refereed)
    Abstract [en]

    Introduction

    The entire system of higher education has changed radically during the last decades. This includes for example both changes in the structure of funding as well as increased demands from the labour market. One strategy to adopt to the new conditions is to develop close ties to external organizations such as industry (Clark 1998; Slaughter and Leslie 1997). This paper investigates expectations on, and roles of, researchers from industry, affiliated part time at Higher Education Institutions (HEIs). In this paper we call these researchers “affiliated faculty”. The questions are, what are the expectations from HEIs as well as from industry on the affiliated faculty? And how does this correspond to the role taken by these affiliated researchers?

    Methodology

    The paper is based on the results of documentary studies and interviews at KTH Royal Institute of Technology and Mälardalen University. In total 27 interviews, including affiliated professors and management from industry and HEI, are undertaken. From this material, a pattern has been distinguished through content analysis (Patton 2002).

    Preliminary Results

    The interviews reveal that high but divergent expectations are placed on the affiliated faculty. Affiliated faculty are expected to bring in new experiences and contacts from industry to enrich the university environment. However the process of affiliating a professor is described as very dependent on personal contacts. The affiliated faculty are also a way of promoting the university, making its research and its brand more visible outside academia. By contrast, industry has its primary focus on educational aspects. Industrial partners are, for example, interested in bringing concrete industrial problems that can be used as examples in teaching and learning. Affiliated professors themselves express that one of their missions is to identify the best students for future recruitment. From a personal perspective, the affiliated professors appreciate the possibility of having the time to go deeper into questions that they do not find time for in their ordinary jobs.

  • 4.
    Geschwind, Lars
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Organisation and leadership.
    Academic core values and quality: the case of teaching-research links2016In: 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)
  • 5.
    Geschwind, Lars
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Organisation and leadership.
    Arnold, Erik
    Terrell, Miriam
    Sadiqui, Sabeen
    Allinson, Rebecca
    Zuijdam, Frank
    Vem ska göra vad? En studie av kopplingen mellan utbildning och forskning2011Report (Other academic)
  • 6.
    Geschwind, Lars
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Organisation and leadership.
    Fagrell, P.
    Henningsson, M.
    Intressentanalys av de strategiska partnerskapen: Underlag till KTH Näringslivssamverkans självvärdering till Administrative Assessment Exercise2014Report (Other academic)
  • 7.
    Geschwind, Lars
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Organisation and leadership.
    Fagrell, P.
    Henningsson, M.
    Utvärdering av Forum för adjungerad fakultet vid KTH2014Report (Other academic)
  • 8.
    Geschwind, Lars
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Organisation and leadership.
    Magnell, Marie
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Söderlind, J.
    Utvärdering av pilotkurser vid OpenLab2014Report (Other academic)
  • 9.
    Geschwind, Lars
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Organisation and leadership.
    Magnell, Marie
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Organisation and leadership.
    Söderlind, Johan
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Organisation and leadership.
    Kopplingen mellan forskning och utbildning på KTH2016Report (Other academic)
    Abstract [sv]

    Ämnet för föreliggande rapport är kopplingen mellan forskning och utbildning i policy och praktik vid KTH. Studien består av en litteraturgenomgång, enkätstudie, fallstudier vid två av KTH:s skolor samt en utblick mot TU Delft i Nederländerna. Teman som behandlats är ledarskap och styrning, finansiering, karriärvägar och högskolepedagogik. Resultaten visar att idén om en stark koppling mellan forskning och utbildning är högst levande på KTH. Intervjuerna visar också att det är en tanke som ständigt behöver såväl bevaras och bevakas, som en omistlig del av högre utbildning, som utmanas och diskuteras, i en föränderlig högskolesektor med allt högre krav. Kopplingen mellan forskning och utbildning behöver också beaktas i utvärderingar, finansiering och befordringskriterier, som uttryck för styrning och incitament. I enkätresultaten framgår också att en majoritet av biträdande lektorer och lektorer är missnöjda med fördelningen av sin arbetstid på olika arbetsuppgifter. Resultaten visar också att det anses avsevärt lättare att ha en stark koppling till forskning på avancerad nivå än på grundläggande nivå. Ett flertal goda exempel har dykt i utredningen när det gäller hur man praktiskt kan arbeta med forskningsanknytning i utbildningen: det bör på ett systematiskt sätt spridas över hela KTH.

  • 10.
    Geschwind, Lars
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Organisation and leadership.
    Melin, G.
    Responding to external pressure: Organisational Change in HEIs2011Conference paper (Other academic)
  • 11.
    Geschwind, Lars
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Organisation and leadership.
    Melin, Göran
    Linnéuniversitetets tillkomst: En studie av fusionsprocessen2011Report (Other academic)
  • 12.
    Geschwind, Lars
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Organisation and leadership.
    Swenning, A.K.
    Håkansson, A.
    Utvärdering av programmet IT i lärarutbildningen2012Report (Other academic)
  • 13.
    Geschwind, Lars
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Organisation and leadership.
    Söderlind, J.
    Utvärdering av matematik- och fysikprovet vid KTH2014Report (Other academic)
  • 14.
    Geschwind, Lars
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Organisation and leadership.
    Terrell, M.
    Melin, G.
    Metautvärdering av EAE2012Report (Other academic)
  • 15.
    Geschwind, Lars
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Organisation and leadership.
    Terrell, Miriam
    Vilka var humanisterna?: Miljöer och verksamhet 1900, 1950 och 20002011Report (Other academic)
  • 16.
    Henningsson, Malin
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Organisation and leadership.
    Roles of Affiliated Faculty at HEIs2014Conference paper (Refereed)
    Abstract [en]

    This is a part of a lager study investigating the strategy on researchers from industry affiliated part time as professors at Higher Education Institutions (HEIs). These researchers are here called “affiliated faculty”. The question to be answered in this presentation is: what are the roles of affiliated faculty at a HEIs?

  • 17.
    Henningsson, Malin
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Organisation and leadership.
    Geschwind, Lars
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Organisation and leadership.
    Jörnesten, Anders
    KTH.
    University Strategies on Affiliated Faculty2014Conference paper (Refereed)
    Abstract [en]

    The question raised in this paper is: what are the strategies and expectations on affiliated faculty from HEI management? The paper presents a comparative study between two Swedish HEIs both operating in the field of technology. 23 interviews, of which 11 with HEI management and 12 with affiliated professors, have been undertaken. Results show that the faculty is growing organically and less strategic than expected considering it being a high profile issue at both HEIs. Tensions are found, concerning for example mobility and the relation between affiliated and regular faculty. As well as on whether it is the company or the individual that is in focus. Results reveal that high but divergent expectations from different levels of management are placed on the affiliated faculty. The study has also shown how affiliated faculty can be used as a strategic tool in different phases of the development of a HEI.

  • 18.
    Henningsson, Malin
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Organisation and leadership. Knowledge Foundation, Sweden.
    Jörnesten, Anders
    KTH, School of Education and Communication in Engineering Science (ECE), Learning. Knowledge Foundation, Sweden.
    Geschwind, Lars
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Organisation and leadership.
    Translating tenure track into Swedish: tensions when implementing an academic career system2017In: Studies in Higher Education, ISSN 0307-5079, E-ISSN 1470-174XArticle in journal (Refereed)
    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.

  • 19. Kallerud, Egil
    et al.
    Finnbjornsson, Thorvald
    Geschwind, Lars
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Organisation and leadership.
    Häyrinen-Alestalo, Marja
    Ramberg, Inge
    Siune, Karen
    Tuominen, Terhi
    The Public Debate on Research Policy in the Nordic Countries: A Comparative Analysis of Actors and Issues (1998 – 2007)2011Report (Other academic)
  • 20. Karlsson, S.
    et al.
    Geschwind, Lars
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Organisation and leadership.
    Metautvärdering av Research Assessment Exercise (RAE)2013Report (Other academic)
  • 21.
    Magnell, Marie
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Organisation and leadership.
    Geschwind, Lars
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Organisation and leadership.
    Kolmos, Anette
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Faculty perspectives on the inclusion of work-related learning in engineering curricula2017In: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898, Vol. 42, no 6, p. 1038-1047Article in journal (Refereed)
    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.

  • 22.
    Rosén, Anders
    et al.
    KTH, School of Engineering Sciences (SCI), Aeronautical and Vehicle Engineering.
    Edström, Kristina
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Borglund, Dan
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Organisation and leadership.
    Kuttenkeuler, Jakob
    KTH, School of Engineering Sciences (SCI), Aeronautical and Vehicle Engineering.
    Hallström, Stefan
    KTH, School of Engineering Sciences (SCI), Aeronautical and Vehicle Engineering.
    Garme, Karl
    KTH, School of Engineering Sciences (SCI), Aeronautical and Vehicle Engineering.
    Programmål inom den nya utbildningsstrukturen på KTH2010Report (Other academic)
  • 23.
    Weurlander, Maria
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Organisation and leadership.
    Cronhjort, Mikael
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Filipsson, Lars
    KTH, School of Engineering Sciences (SCI), Mathematics (Dept.).
    Engineering students’ experiences of interactive teaching in calculus2017In: Higher Education Research and Development, ISSN 0729-4360, E-ISSN 1469-8366, Vol. 36, no 4, p. 852-865Article in journal (Refereed)
    Abstract [en]

    This study reports on an educational development initiative where peer instruction was used instead of traditional lectures in a calculus course for first-year engineering students. The aim of the study was to explore students’ experiences of this method. Data were collected by means of an open-ended questionnaire on two occasions: early and late in the course. The data were analyzed with an inductive content analysis. The findings comprise three qualitatively different ways to experience the interactive teaching method in calculus: (1) enthusiasm, (2) nuanced skepticism and (3) aversion. The categories differed regarding emotional reactions to the teaching, experiences of learning, conceptions of teaching and learning, and experiences of meaningfulness. Many students expressed enthusiasm for learning with peer instruction and noted that the method gave both teachers and students feedback on what students have difficulties with. These students perceived that they were responsible for their own learning. Other students experienced that peer instruction had some advantages and disadvantages, and preferred a mix between traditional lectures and peer instruction sessions. They seemed to believe that teachers and students share responsibility for learning. Some students expressed an aversion for peer instruction and the method seemed to challenge their beliefs of how teaching and learning is best conducted. Our study illustrates that educational development initiatives, even though based on research on student learning, do not benefit all students. One of the major obstacles seems to be that students’ underlying beliefs regarding teaching and learning may be counterproductive to the ideas behind the educational initiative. We suggest that beliefs regarding teaching and learning need to be addressed when introducing new teaching and learning methods.

1 - 23 of 23
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