Change search
Refine search result
12 1 - 50 of 79
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Benner, Mats
    et al.
    Philosophy and History, KTH, School of Architecture and the Built Environment (ABE), Philosophy and History of Technology, History of Science, Technology and Environment.
    Geschwind, Lars
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Conflicting Rationalities: Mergers and Consolidations in Swedish Higher Education Policy2016In: 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)
  • 2. Berg Nordstrand, Laila
    et al.
    Pinheiro, Rómulo
    Geschwind, Lars
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Vrangbæk, Karsten
    Responses to the Global Financial Crisis: Lessons From the Public Sector in the Nordic Countries2017In: Scandinavian Journal of Public Administration, ISSN 2001-7405, E-ISSN 2001-7413, Vol. 21, no 1, p. 3-8Article in journal (Refereed)
  • 3. Berg Nordstrand, Laila
    et al.
    Puusa, Anu
    Pulkkinen, Kirsi
    Geschwind, Lars
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Managers’ identities: Solid or affected by changes in institutional logics and organisational amendments?2017In: Offentlig Förvaltning. Scandinavian Journal of Public Administration, ISSN 2000-8058, E-ISSN 2001-3310, Vol. 21, no 1, p. 81-101Article in journal (Refereed)
    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.

  • 4.
    Cai, Yuzhuo
    et al.
    University of Tampere.
    Pinheiro, Romulo
    University of Agder.
    Geschwind, Lars
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Aarrevaara, Timo
    University of Lapland.
    Towards a novel conceptual framework for understanding mergers in higher education2016In: European Journal of Higher Education, ISSN 2156-8235, E-ISSN 2156-8243, Vol. 6, no 1, p. 7-24Article in journal (Refereed)
    Abstract [en]

    This paper tries to develop a conceptual framework for a comprehensive understanding of the merger process, which is regarded as a matter of institutionalization of organizational innovation. In the framework, a number of factors affecting merger process or institutionalization of merger are identified, such as those related to environmental issues, economic benefits, institutional compatibility and human agency. The framework hopefully narrows our knowledge gap on theorizing innovation process, in general, and university merger, in particular. It also has a potential to better assist decision-makers and managers in planning and implementing university mergers.

  • 5.
    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. 

  • 6. Deiaco, Enrico
    et al.
    Broström, Anders
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Entrepreneurship and innovation.
    Geschwind, Lars
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Högskola och region - ett trevande förhållande: reflektioner över exemplet Västra Götalandsregionen2007Book (Other academic)
  • 7. Elmgren, Maja
    et al.
    Forsberg, Eva
    Geschwind, Lars
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Life and work in academia2016In: Nordic Journal of Studies in Educational Policy, ISSN 2002-0317, Vol. 2, no 34001Article in journal (Refereed)
  • 8.
    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.
    Jörnesten, A.
    KTH.
    Industrial adjunct professors as a potential resource for developing engineering curricula - A pilot study2014In: SEFI Annual Conference 2014, European Society for Engineering Education (SEFI) , 2014Conference paper (Refereed)
  • 9.
    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.
    Jörnesten, Anders
    Vinnova.
    Industrial adjunct professors in Sweden: meeting many goals despite unexpressed expectations2016In: Nordic Journal of Studies in Educational Policy, ISSN 2002-0317, Vol. 2016, article id 31947Article in journal (Refereed)
    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.

  • 10.
    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)
  • 11.
    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.

  • 12. Forsberg, Eva
    et al.
    Geschwind, Lars
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    The Academic Home of Higher Education Research: The Case of Doctoral Theses in Sweden2016In: Theory and Method in Higher Education Research, Volume 2 / [ed] Jeroen Huisman , Malcolm Tight, Bingley: Emerald Group Publishing Limited, 2016, p. 69-93Chapter in book (Refereed)
    Abstract [en]

    Drawing on data from 399 Swedish doctoral theses, this chapter explores the epistemological foundations of higher education research. Using an analytical framework whose elements are the institutional organization of researchers and knowledge, the object of study, and the object of knowledge, we found that higher education research is mainly a concern for the older universities and for research subjects within the educational sciences and, secondarily, the social sciences. The prime objects of study are topics related to teaching, followed by issues of system policy, institutional management, and knowledge work. Studies of academic work and quality are almost non-existent, and comparative studies and international perspectives are rare. Regarding the object of knowledge, doctoral students’ choices of research approaches, theories, and methods point to a diversified analytical toolbox, although dominated by text-based analyses and qualitative methods, especially interviews and documentary studies, and a range of learning and institutional theories.

  • 13. Fröberg, Johan
    et al.
    Geschwind, Lars
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Sundström, Carl
    Att utvärdera tvärvetenskap: reflektioner utifrån Högskoleverkets utvärderingar 2001-20052007Report (Other academic)
  • 14.
    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)
  • 15. Geschwind, Lars
    Att utmana ordningsmakten: stadsvakt och studenter under 1600-talet1999In: När studenten blev modern. : Uppsalas studenter 1600-1850 / [ed] Henrik Ågren, Uppsala: Uppsala universitet, 1999, Vol. S. 35-65Chapter in book (Refereed)
  • 16.
    Geschwind, Lars
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    En andra chans till högskolan2016Other (Other (popular science, discussion, etc.))
  • 17.
    Geschwind, Lars
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Forskningsanknytning: högskolans sine qua non?2015In: Tänka vidare: Forskning, finansering, framtid. RJ:s årsbok 2015/2016 / [ed] Jenny Björkman & Björn Fjaestad, Göteborg/Stockholm: Makadam förlag , 2015Chapter in book (Other academic)
  • 18. Geschwind, Lars
    För kvalitetens skull: en studie av sambandet mellan forskning och utbildning2008Report (Other academic)
  • 19.
    Geschwind, Lars
    Faugert and Co Utvärdering/Technopolis Group, Sweden.
    Getting Pole Position: Research Strategies in the Humanities in Sweden2010In: Tertiary Education and Management, ISSN 1358-3883, E-ISSN 1573-1936, Vol. 16, no 2, p. 115-127Article in journal (Refereed)
    Abstract [en]

    The aim of this paper is to study research strategies in the Humanities in Sweden. The Swedish higher education sector is under transformation and a new funding system has been proposed. The study investigates the university strategy processes, mainly at the dean's level. The results show that most institutions are active in order to be well prepared when a new funding system is launched. There are, however, big differences between universities in attitudes towards the proposed changes as well as the level of activity.

  • 20.
    Geschwind, Lars
    KTH, School of Education and Communication in Engineering Science (ECE).
    Identity and integration: student unrest in early modern Uppsala2001In: Guises of Power. : Integration of Society and Legitimation of Power in Sweden and the Southern Low Countries ca 1500-1900 / [ed] Maria Ågren, Åsa Karlsson, Xavier Rousseaux, Uppsala: Uppsala universitet , 2001, Vol. S. 33-43Chapter in book (Refereed)
  • 21. Geschwind, Lars
    Policyprojekt och kunskapsområde: utvärdering av Centrum för lärande i hållbar utveckling vid Lärarhögskolan i Stockholm2007Report (Other academic)
  • 22.
    Geschwind, Lars
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Policyprojekt och kunskapsområde: utvärdering av Centrum för lärande i hållbar utveckling vid Lärarhögskolan i Stockholm2007Book (Other academic)
  • 23. Geschwind, Lars
    Recension av Konnander, Benkt: Rapport från Edenmans dpartement2004In: Historisk Tidskrift (S), ISSN 0345-469X, Vol. 2004(124):2, s. 359-360Article in journal (Other academic)
  • 24.
    Geschwind, Lars
    KTH, School of Education and Communication in Engineering Science (ECE).
    [Recension av: Stat - kyrka - samhälle : den stormaktstida samhällsordningen i Sverige och Östersjö...2003In: Karolinska förbundets årsbok, Vol. 2001, s. 180-181Article in journal (Refereed)
  • 25.
    Geschwind, Lars
    KTH, School of Education and Communication in Engineering Science (ECE).
    Recension av: Stormaktstid / redaktör: Magnus Bergsten2001In: Karolinska förbundets årsbok, Vol. 2000, s. 263-264Article in journal (Refereed)
  • 26. Geschwind, Lars
    Stökiga studenter: social kontroll och identifikation vid universiteten i Uppsala, Dorpat och Åbo under 1600-talet2001Book (Refereed)
  • 27.
    Geschwind, Lars
    KTH, School of Education and Communication in Engineering Science (ECE).
    Unruly students: identity and social control in the Swedish seventeenth century universities of Uppsala, Dorpat and Å...2003In: Baltic towns and their inhabitants : aspects on early modern towns in the baltic area, Vol. S. 43-55Article in journal (Refereed)
  • 28.
    Geschwind, Lars
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    UR Samtiden - Forskning och utbildning i relationskris [Elektronisk resurs]: Undervisa eller göra karriär?2011Other (Other academic)
  • 29.
    Geschwind, Lars
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    UR Samtiden - Humanisterna och framtidssamhället [Elektronisk resurs]: Vilka var humanisterna?2011Other (Other academic)
  • 30.
    Geschwind, Lars
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Utvärdering av ämnet idé- och lärdomshistoria vid svenska universitet och högskolor2005Book (Other academic)
  • 31. Geschwind, Lars
    Ärlig eller oärlig: identitet och utanförskap i det tidigmoderna Uppsala1998In: Främlingar: Ett historiskt perspektiv / [ed] Åsa Karlsson, Uppsala: Uppsala universitet , 1998, Vol. S. 45-58Chapter in book (Refereed)
  • 32.
    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)
  • 33.
    Geschwind, Lars
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Broström, Anders
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Entrepreneurship and innovation.
    Managing the teaching-research nexus: ideals and practice in research-oriented universities2015In: Higher Education Research and Development, ISSN 0729-4360, E-ISSN 1469-8366, Vol. 34, no 1, p. 60-73Article in journal (Refereed)
    Abstract [en]

    This paper demonstrates that while ideals of close linkages between research and teaching are widely embraced in research-oriented universities, a practice of division of labour between teaching-oriented and research-oriented staff persists. In an investigation of how the research–teaching nexus is managed at three Swedish universities, we identify a perceived misalignment between institutional incentives for individual academic staff and the needs of teaching. Under pressure from such tensions, managers are forced to deploy pragmatic strategies for the staffing of undergraduate education tasks. This includes allowing research needs and agendas to take priority over teaching needs. While managers seek to secure the participation of senior researchers in education, they often actively prefer to delegate the bulk of teaching activities to less research-active staff. Such strategies seem to reinforce existing patterns of division of labour among academic staff.

  • 34.
    Geschwind, Lars
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Eva, Forsberg
    Uppsala universitet.
    FORSKNING OM HÖGRE UTBILDNING: AKTÖRER, MILJÖER OCH TEMAN2015Report (Refereed)
    Abstract [sv]

    Syftet med denna kunskapsöversikt är att kartlägga forskning om högre utbildning i Sverige som bedrivits sedan millennieskiftet samt ge förslag på framtida forskningssatsningar och prioriteringar. Översikten ger en samlad bild av initierad, pågående och avslutad forskning samt beskriver förutsättningarna för att bedriva och sprida forskning inom området högre utbildning.

    En inventering har gjorts av sökta och beviljade anslag från forskningsråd utifrån en genomgång av samtliga projektansökningar de senaste fem åren (2009-2013) till Vetenskapsrådets utbildningsvetenskapliga kommitté respektive ämnesråd för humaniora och samhällsvetenskap, samt till Riksbankens Jubileumsfond. Dessutom redovisas nationella och internationella publikationer inom området från forskare vid svenska lärosäten. Studien tar även upp centrala nätverk och konferenser samt aktörer i form av forskningsmiljöer och organisationer av relevans för svensk forskning om högre utbildning. Det konstateras att forskning om högre utbildning är ett mångfacetterat fält som tar form i skärningspunkten mellan policy, praktik och kunskapen om dessa.

    Utbildningsvetenskaplig forskning rymmer en mångfald av forskning om lärande och om kunskapsbildning inom utbildning och undervisning. Översikten av forskning om högre utbildning har genomförts genomförs på uppdrag av Vetenskapsrådet, Utbildningsvetenskapliga kommittén.

    De slutsatser och reflektioner som presenteras är författarnas egna. Kunskapsöversikten har sakgranskats genom peer-review.

  • 35.
    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)
  • 36.
    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)
  • 37.
    Geschwind, Lars
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Jörnesten, Anders
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Tenure Track Tensions: Academic Career Paths in a Deregulated Sector2013Conference paper (Refereed)
    Abstract [en]

    In this paper we are investigating how career tracks are being developed at Swedish higher education institutions in the aftermath of a new autonomy reform, launched in 2011. The study is based on semi-structured interviews and documentary studies from three Swedish universities of which one is a business private, one is a technical university and one is a comprehensive university. All three universities have introduced tenure track systems based on promotion criteria. The paper revolves around some of the tensions/key issues we have identified in relation to tenure track systems. These include the scope of the tenure track in relation to other academic posts, the use of hard (metrics) or soft (peer review) promotion criteria, the division of academic tasks, and mobility (international and across industries). The results show big differences between the universities, e.g. regarding the scope of the tenure track and the use of promotion criteria.

  • 38.
    Geschwind, Lars
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Karlsson, Sara
    Why change? The rationale for major organisational change in higher education institutions2014Conference paper (Other academic)
  • 39.
    Geschwind, Lars
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Kolmos, A.
    Higher education research and engineering education research: Comparative perspectives2014In: SEFI Annual Conference 2014, European Society for Engineering Education (SEFI) , 2014Conference paper (Refereed)
  • 40.
    Geschwind, Lars
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Larsson, Karin
    Om humanistisk forskning [Elektronisk resurs]: nutida villkor och framtida förutsättningar2008Report (Other academic)
  • 41. Geschwind, Lars
    et al.
    Larsson, Karin
    Uppföljning av studenter efter avslutade studier: ett verktyg för att utveckla utbildningen2008Book (Other academic)
  • 42.
    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)
  • 43.
    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.

  • 44.
    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)
  • 45.
    Geschwind, Lars
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Melin, G.
    Wedlin, L.
    Mergers as Opportunities for Branding: The Making of the Linnaeus University2016In: Mergers in Higher Education: The Experience from Northern Europe / [ed] Pinheiro, Rómulo; Geschwind, Lars; Aarrevaara, Timo, Springer, 2016, p. 129-143Chapter in book (Other academic)
  • 46.
    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)
  • 47.
    Geschwind, Lars
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Melin, Göran
    Stronger Disciplinary Identities in Multidisciplinary Research Schools2016In: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126X, Vol. 38, no 1, p. 16-28Article in journal (Refereed)
    Abstract [en]

    In this study, two multidisciplinary Social Sciences and Humanities research schools in Sweden have been investigated regarding disciplinary identity-making. This study investigates the meetings between different disciplines around a common thematic area of study for Ph.D. students. The Ph.D. students navigate through a complex social and organisational landscape with obligations and loyalties towards the discipline and the research school, which may be in conflict with each other. The main finding is that a multidisciplinary environment in fact creates strong disciplinary identities, partly in contrast to the purpose with the multidisciplinary research school. Encounters with Ph.D. students from other disciplines give the Ph.D. student something to relate to and to discuss e.g. with the supervisor. Another finding is that multidisciplinary research schools extend the perspectives of students. For some, new methods and theories from neighbouring disciplines were integrated and used, while for others the empirical scope of research was affected.

  • 48.
    Geschwind, Lars
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Pinheiro, R. M.
    Raising the summit or flattening the agora?: The elitist turn in science policy in Northern Europe2017In: Journal of Baltic Studies, ISSN 0162-9778, E-ISSN 1751-7877, Vol. 48, no 4, p. 513-528Article in journal (Refereed)
    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.

  • 49.
    Geschwind, Lars
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Pinheiro, Rómulo
    Aarrevaara, Timo
    The Many Guises of Nordic Higher Education Mergers2016In: Mergers in Higher Education: The Experience from Northern Europe / [ed] Pinheiro, Rómulo; Geschwind, Lars; Aarrevaara, Timo, Springer, 2016, p. 227-236Chapter in book (Other academic)
  • 50.
    Geschwind, Lars
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Pinheiro, Rómulo
    Stensaker, Bjørn
    To be or not to be: Institutional complexity and identity formation in the organizational field of higher education2016Conference paper (Other academic)
12 1 - 50 of 79
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf