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  • 101.
    Edström, Kristina
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    The tension between academic and professional values in engineering education - comparing the work of Carl Richard Söderberg and the CDIO approach2017Conference paper (Refereed)
  • 102.
    Edström, Kristina
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Utvärdering av Akademiskt lärarskap: högskolepedagogisk verksamhet vid Malmö högskola2010Report (Other academic)
  • 103.
    Edström, Kristina
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Lärande.
    El Gaidi, Khalid
    KTH, School of Education and Communication in Engineering Science (ECE), Lärande.
    Hallström, Stefan
    KTH, School of Engineering Sciences (SCI), Aeronautical and Vehicle Engineering, Lightweight Structures.
    Kuttenkeuler, Jakob
    KTH, School of Engineering Sciences (SCI), Aeronautical and Vehicle Engineering, Naval Systems.
    Integrated assessment of diciplinary and interpersonal skills - student perceptions of a novel learning experience2005In: 13th International Symposium at the Oxford Centre for Staff and Learning Development - Improved Student Learning Through Assessment, 2005Conference paper (Other academic)
  • 104.
    Edström, Kristina
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Lärande.
    El Gaidi, Khalid
    KTH, School of Education and Communication in Engineering Science (ECE), Lärande.
    Hallström, Stefan
    KTH, School of Engineering Sciences (SCI), Aeronautical and Vehicle Engineering, Lightweight Structures.
    Kuttenkeuler, Jakob
    KTH, School of Engineering Sciences (SCI), Aeronautical and Vehicle Engineering, Naval Systems.
    Integrated Assessment of Diciplinary, Personal and Interpersonal Skills in a Design-Build Course2005In: 1st CDIO Conference, 2005Conference paper (Other academic)
  • 105.
    Edström, Kristina
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Lärande.
    Hallström, Stefan
    KTH, School of Engineering Sciences (SCI), Aeronautical and Vehicle Engineering, Lightweight Structures.
    Kuttenkeuler, Jakob
    KTH, School of Engineering Sciences (SCI), Aeronautical and Vehicle Engineering, Naval Systems.
    Mini Workshop - Designing Project-Based Courses for Learning and Cost-Effective Teaching2011In: 2011 Frontiers In Education Conference (FIE), 2011Conference paper (Refereed)
    Abstract [en]

    This workshop draws on experience in the international collaboration for engineering education reform, called the CDIO Initiative, where project-based learning is a key part of the concept. The purpose of project-based courses in engineering education is to provide environments where students can develop a deeper working knowledge of technical fundamentals together with the complex skills necessary for engineering practice, or in short: where students can become engineers. In this workshop, the learning perspective is emphasized, by identifying trade-offs where there are inherent tensions between learning outcomes and other factors in project-based courses (such as project goal, product performance, technical sophistication, teacher popularity, student satisfaction). A set of principles are derived for enhancing learning and teaching in project-based courses, using concrete examples to illustrate thought-provoking implications. Each principle aims to improve both student learning outcomes and cost-effectiveness of teaching. Together the principles constitute a framework for learning-driven course design. The aim is to challenge assumptions and common practices in project-based courses, and provoke fruitful discussion among participants.

  • 106.
    Edström, Kristina
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Hellström, Per-Erik
    KTH, School of Information and Communication Technology (ICT).
    Improving student learning in STEM education: Promoting a deep approach to problem-solvingManuscript (preprint) (Other academic)
    Abstract [en]

    This paper addresses educational practice related to problem-solving within STEM education. A conceptual framework is shaped by conceptualising problem-solving first as an educational aim, then as a learning activity. Five principles for purposeful active learning are derived. Through this theoretical lens we investigate an active learning method called student-led recitations. In this activity students are randomly selected to present solutions to given problems, requiring them to solve the problems in advance and prepare for presenting their solutions. Drawing on the conceptual framework and informed by course results and qualitative data in the form of student interviews and teacher experiences, we analyse the teaching method. One conclusion is to challenge recitations based on teacher demonstrations of problem-solving. We suggest that student-led recitations are a cost-effective intervention, improving learning while affording more stimulating roles to both students and teachers. 

  • 107.
    Edström, Kristina
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Kolmos, Anette
    Aalborg University, Denmark.
    COMPARING TWO APPROACHES FOR ENGINEERING EDUCATION DEVELOPMENT: PBL AND CDIO2012In: Proceedings of the 8th International CDIO Conference, Queensland University of Technology, Brisbane, July 1 - 4, 2012, 2012Conference paper (Other academic)
  • 108.
    Edström, Kristina
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Kolmos, Anette
    KTH, School of Education and Communication in Engineering Science (ECE), Learning. Aalborg University, Denmark.
    PBL and CDIO: Complementary models for engineering education development2014In: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898, Vol. 39, no 5, p. 539-555Article in journal (Refereed)
    Abstract [en]

    This paper compares two models for reforming engineering education, problem/project-based learning (PBL), and conceive–design–implement–operate (CDIO), identifying and explaining similarities and differences. PBL and CDIO are defined and contrasted in terms of their history, community, definitions, curriculum design, relation to disciplines, engineering projects, and change strategy. The structured comparison is intended as an introduction for learning about any of these models. It also invites reflection to support the understanding and evolution of PBL and CDIO, and indicates specifically what the communities can learn from each other. It is noted that while the two approaches share many underlying values, they only partially overlap as strategies for educational reform. The conclusions are that practitioners have much to learn from each other’s experiences through a dialogue between the communities, and that PBL and CDIO can play compatible and mutually reinforcing roles, and thus can be fruitfully combined to reform engineering education.

  • 109.
    Edström, Kristina
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Learning in Engineering Sciences. KTH, School of Industrial Engineering and Management (ITM), Learning.
    Kolmos, Anette
    Aalborg University, Denmark.
    Malmi, L.
    Aalto University.
    Bernhard, J.
    Linköping University.
    Andersson, P.
    DTU.
    A bottom-up strategy for establishment of EER in three Nordic countries – the role of networks2018In: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898, Vol. 43, no 2, p. 219-234Article in journal (Refereed)
    Abstract [en]

    This paper investigates the emergence of an engineering education research (EER) community in three Nordic countries: Denmark, Finland and Sweden. First, an overview of the current state of Nordic EER authorship is produced through statistics on international publication. Then, the history of EER and its precursor activities is described in three national narratives. These national storylines are tied together in a description of recent networking activities, aiming to strengthen the EER communities on the Nordic level. Taking these three perspectives together, and drawing on concepts from community of practice theory, network theory and learning network theory, we discuss factors behind the differences in the countries, and draw some conclusions about implications for networking activities in a heterogeneous community. Further, we discuss the role of networks for affording a joint identity.

  • 110.
    El Gaidi, Khalid
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Ekholm, Tomas
    KTH, School of Engineering Sciences (SCI), Mathematics (Dept.), Mathematics (Div.).
    Contextualizing calculus with everyday examples to enhance conceptual learning2015In: ASEE Annual Conference and Exposition, Conference Proceedings, 2015, Vol. 122, no 122nd ASEE Annual Conference and Exposition: Making Value for SocietyConference paper (Refereed)
    Abstract [en]

    Many engineering students in Sweden have difficulty passing the initial mathematics courses. Teachers complain that students are ill-prepared in pre-calculus and even the best students can only solve standard problems using standard procedures. The aim of teaching in mathematics at university is to develop deep understanding of the subject and to produce conceptually trained students who can then creatively solve unforeseen problems. But how should we educate such students’ We hypothesize that the root of the problem lies in decontextualized abstract teaching. The approach adopted in this study is to introduce contextualized teaching of mathematics through concrete examples and to focus students’ attention on the role of definitions in mathematics in order to scaffold their development of conceptual understanding. The general idea is to start from the most concrete, everyday examples and work towards more abstract mathematics. By everyday examples, we mean those that can instantly be understood by the students with reference solely to their life experience. Each new concept in the course is introduced verbally, numerically, graphically, and algebraically when applicable. Everyday examples are introduced in the verbal phase of the sequence. Application examples are also used to boost the students’ motivation. Quantitative data were gathered from both a diagnostic test and the exam, and qualitative data come from a student questionnaire. The exam results show that the students in the intervention group succeeded better than the control groups. They also became more motivated and had a better grasp of abstract thinking in mathematics.

  • 111. 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)
  • 112.
    Engström, Susanne
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Differences and similarities between female students and male students that succeed within higher technical education: profiles emerge through the use of cluster analysis.2018In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 28, no 1, p. 239-261Article in journal (Refereed)
    Abstract [en]

    This study focuses on female and male students who succeed in engineering programmes in Sweden, and why they have success. Data were collected through a questionnaire sent to all engineering students in Sweden registered for their seventh semester during year 2012 and about 30 % of the students in the cohort responded on several questions. The answers were then analysed and interpreted using Pierre Bourdieu’s theory and the concept of capital. The female-students as well as the male-students emerged as homogeneous groups, but SPSS-clustering shows differences and similarities between four female student-profiles and five male students-profiles. The female students who come to graduate as engineers have experiences and resources that seem to be fruitful: well-educated parents, positive attitudes to the engineer students’ traditions, and a positive view of the engineering profession. In addition, they value the traditional teaching with lectures and self-studies. They seem not to have been inspired by compulsory school teaching or teachers there. The male students have the same experiences and resources but there are differences. Among female students, a profile emerges which is absent among the male students and which emphasises the importance of doing good for society, people, and the environment in their future professional roles. Among male students, the student profiles which emerge include one with a primarily practical and technical capital despite the lack of a high degree of educational or scientific capital.

  • 113.
    Engström, Susanne
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Andersson, Kristina
    Uppsala universitet.
    Danielsson, Anna
    Uppsala universitet.
    Norström, Per
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Gullberg, Annica
    Örebro universitet.
    Husseinus, Anita
    Uppsala universitet.
    Elmgren, Maja
    Uppsalla universitet.
    Lärarutbildares naturvetenskap under lupp – en studie av gränslandet mellan ämnesdiscipliner och skolämnen2016Conference paper (Refereed)
  • 114.
    Engström, Susanne
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Björkholm, Eva
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Learning in Engineering Sciences.
    DISCOURSES OF PROGRAMMING TEACHING WITHIN COMPULSORY EDUCATION – FIXED OR CHANGEABLE?2017Conference paper (Refereed)
    Abstract [en]

    Knowledge linked to programming has recently been extensively strengthened in curricula and syllabi in the Swedish compulsory school. The introduction of this new content requires that teachers have to be trained in programming and programming teaching. The aim of this study is to investigate what content and values that emerge as important in a professional development course and in the participating teachers’ teaching in their classrooms. Data was collected by observation of the teaching sessions within the course as well as in three of the teachers´ teaching, where notes were made continuously. By using a discourse analytical perspective, content and values that emerged as important within the teaching were identified. The findings show that the content knowledge in the teacher training course is taken for granted within the school context, as well as in itself. In addition, normative values and steering strategies have been identified within the teacher training course. In the classroom studies, similar values were identified among the teachers. A potential problem within the teaching practice was found in terms of a lack of progression of the content related to programming, as well as difficulties in relating the use of programming to relevant contexts.

  • 115.
    Engström, Susanne
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Björkholm, Eva
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    En diskursanalytisk studie av programmering som innehåll i grundskolans teknikämne2016Conference paper (Refereed)
  • 116.
    Engström, Susanne
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Björkholm, Eva
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Norström, Per
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    A project about materials as subject content within technology education.2016Conference paper (Refereed)
  • 117.
    Engström, Susanne
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Björkholm, Eva
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Learning in Engineering Sciences.
    Norström, Per
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Learning in Engineering Sciences.
    A project about materials as subject content within technology education2017In: The proceedings of the XVII IOSTE Symposium released in journal ‘Conexão Ciência’. Conexão Ci. | Formiga/MG, E-ISSN 1980-7058, Vol. 12, no 2, p. 8-14Article in journal (Refereed)
    Abstract [en]

    Within technology education in compulsory school in Sweden, materials are part of the core contents. What kinds of materials, and which characteristics that should be highlighted is open to interpretation. The study includes three sub-studies: 1/ An analysis of classroom activities during two lessons about materials in primary school, 2/ A Delphi study (Osborne et al. 2003) with experts on materials to gather their thoughts about materials in elementary technology education, and 3/ A review of text books. The purpose of this study is to put light on the field of materials as a content area by investigating what aspects of materials are highlighted in the three contexts. Two teaching sessions were video recorded. The data analysis focused on the content highlighted by teachers and students. Results suggest that the teachers and students highlight different aspects of materials. Nine experts participated in the first round of the Delphi study. All data were coded reflexively and iteratively. Results indicate the following major categories of material-related subject content: materials’ usage, groups of materials, properties, creation and refinement, environmental aspects, and modern materials. The themes identified in the study could be seen as limited and concretized set of content, and thereby a guiding tool for technology teachers.

  • 118.
    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)
  • 119.
    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.

  • 120.
    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)
  • 121.
    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
    KTH.
    The unspent resource industrial adjunct professors as a potential source for developing engineering curricula2015In: Proceedings of the 43rd SEFI Annual Conference 2015 - Diversity in Engineering Education: An Opportunity to Face the New Trends of Engineering, SEFI 2015, European Society for Engineering Education (SEFI) , 2015Conference paper (Refereed)
    Abstract [en]

    Mobility in the form of people moving between academia and surrounding society is one of the most direct and supposedly effective forms of knowledge transfer. Mobility in terms of adjunct faculty from industry is often used by higher education institutions (HEIs) as a means to strengthen research and research education. More seldom are adjunct faculty members used in the development of the curricula of bachelor and master level programmes even though companies collaborating with universities claim that one of the main reasons to collaborate is the connection with education and thus the competence of the future. The main reason to introduce adjunct professors in the higher education system in Sweden in the mid 70?s was to increase resources in research education. This new resource was, and still is, funded by the company where the adjunct professor has his employment. However, the expectations from key stakeholders; the university, the company and the adjunct professor have never been under scope. Furthermore, the actual balance between research and education and the overall work-load situation for adjunct professors has never before been investigated. In this paper, the situation for adjunct professors has been studied at two HEIs with the purpose to investigate their balance of work, their interests and their possible intention to change the balance to more education at bachelor and master level. In addition, the stakeholders, i.e. the ?parent? companies and the two HEIs were asked the same questions. Data from 31 interviews have been used in the study. The analysis is building on previous research in e.g. knowledge transfer [e.g.1], entrepreneurial universities [e.g. 3], collaboration in higher education [4], academic drift [5] and from policy reports. The results show that both industry and adjunct professors have an interest in education at bachelor and master levels. The bottleneck is, as always, lack of time as the adjunct professors normally only spend one day a week at the university. Furthermore, the HEIs have other expectations, such as research and even research funding from the adjunct professor and his/her company. The adjunct professors represent a resource which is expended but perhaps not expediently spent due to stakeholders? different expectations.

  • 122.
    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.

  • 123.
    Fahrman, Birgit
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Teknikdidaktik.
    Gumaelius, Lena
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Teknikdidaktik.
    Norström, Per
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Teknikdidaktik.
    Technology education in primary school in Sweden: A study of teachers views on teaching strategies and subject content2015In: ASEE Annual Conference and Exposition, Conference Proceedings, 2015, Vol. 122, no 122nd ASEE Annual Conference and Exposition: Making Value for SocietyConference paper (Refereed)
  • 124.
    Fahrman, Birgit
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Norström, Per
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Learning in Engineering Sciences.
    Gumaelius, Lena
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Skogh, Inga-Britt
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Experienced technology teachers' teaching practices2019In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804Article in journal (Refereed)
    Abstract [en]

    Teachers' teaching practice plays a key role in the learning process of pupils, and for teaching to be successful, teachers must have knowledge in many different fields. This obviously also applies to teaching the subject technology. However, lower secondary school technology education in Sweden has reportedly been described in terms of teaching not following the curriculum along with widespread uncertainty among teachers regarding how to design their teaching practices. To address this national challenge, we need to understand the existing technology teaching practice. The purpose of this study is therefore to explore the considerations experienced technology teachers make. The study is based on interviews with technology teachers who work in lower secondary school (13--15-year-old pupils). The collected data consist of teacher's statements regarding their own expertise and teaching practice. To visualize the described teaching practice we have analysed collected data through the lens of pedagogical content knowledge (PCK). The results show both similarities and differences in the teachers' descriptions. Speaking in terms of PCK, the purpose and teaching focus expressed by the respondents, framed within the category `Orientations to teach technology', vary considerably. However, regarding `instructional strategies', the consensus among those experienced teachers is striking. Experienced technology teachers' teaching practices are proven to provide valuable information about the subject's potential, and the findings offer a basis for the future development of the subject of technology as well as future teacher education and professional development courses.

  • 125. 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.

  • 126. 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)
  • 127.
    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)
  • 128.
    Geschwind, Lars
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    En andra chans till högskolan2016Other (Other (popular science, discussion, etc.))
  • 129.
    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)
  • 130.
    Geschwind, Lars
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Organisation and leadership. KTH, School of Industrial Engineering and Management (ITM), Learning.
    Legitimizing Change in Higher Education: Exploring the Rationales Behind Major Organizational Restructuring2018In: Higher Education Policy, ISSN 0952-8733, E-ISSN 1740-3863, Vol. 32, no 3, p. 381-395Article in journal (Refereed)
    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.

  • 131.
    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)
  • 132.
    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)
  • 133.
    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)
  • 134.
    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)
  • 135.
    Geschwind, Lars
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning. KTH, School of Education and Communication in Engineering Science (ECE), Learning, Organisation and leadership.
    Aarrevaara, Timo
    Faculty of Social Sciences, University of Lapland, Rovaniemi, Finland.
    Berg, Laila Nordstrand
    Department of Social Science, Western Norway University of Applied Sciences, Sogndal, Norway.
    Lind, Jonas K.
    Department of Political Science, University of Copenhagen, Copenhagen, Denmark.
    The Changing Roles of Academic Leaders: Decision-Making, Power, and Performance2019In: 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)
  • 136.
    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)
  • 137.
    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.

  • 138.
    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.

  • 139.
    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)
  • 140.
    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)
  • 141.
    Geschwind, Lars
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning. KTH, School of Education and Communication in Engineering Science (ECE), Learning, Organisation and leadership.
    Hansen, Hanne Foss
    Department of Political Science, University of Copenhagen, Copenhagen, Denmark.
    Pinheiro, Romulo
    Department of Political Science & Management, University of Agder, Kristiansand, Norway.
    Pulkkinen, Kirsi
    Faculty of Social Sciences, University of Lapland, Rovaniemi, Finland.
    Governing Performance in the Nordic Universities: Where Are We Heading and What Have We Learned?2019In: 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)
  • 142.
    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.

  • 143.
    Geschwind, Lars
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Karlsson, Sara
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Legitimate action: Exploring the rationale behind major change initiatives in higher educationManuscript (preprint) (Other academic)
  • 144.
    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)
  • 145.
    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)
  • 146.
    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)
  • 147.
    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)
  • 148.
    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.

  • 149.
    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)
  • 150.
    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)
1234567 101 - 150 of 336
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