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Publikasjoner (10 av 17) Visa alla publikasjoner
Aarnikoivu, M., Mahon, K., Agnafors, M., Hoffman, D. & Angervall, P. (2019). Another higher education journal - Really?. Journal of Praxis in Higher Education, 1(1), 1-9
Åpne denne publikasjonen i ny fane eller vindu >>Another higher education journal - Really?
Vise andre…
2019 (engelsk)Inngår i: Journal of Praxis in Higher Education, ISSN 2003-3605, Vol. 1, nr 1, s. 1-9Artikkel i tidsskrift, Editorial material (Annet vitenskapelig) Published
sted, utgiver, år, opplag, sider
Boras: , 2019
Emneord
praxis, higher education, university tensions, JPHE
HSV kategori
Forskningsprogram
Lärarutbildning och pedagogisk yrkesverksamhet
Identifikatorer
urn:nbn:se:hb:diva-22082 (URN)
Merknad

Editorial for first issue of new journal established 2019 at University of Boras in collaboration with Jyvaskyla University in Finland.

Open access onlne journal

Tilgjengelig fra: 2019-11-21 Laget: 2019-11-21 Sist oppdatert: 2019-12-19bibliografisk kontrollert
Angervall, P., Mahon, K., Agnafors, M., Hoffman, D. M. & Aarnikoivu, M. (Eds.). (2019). Journal of Praxis in Higher Education (JPHE). Borås: Högskolan i Borås, Petra Angervall
Åpne denne publikasjonen i ny fane eller vindu >>Journal of Praxis in Higher Education (JPHE)
Vise andre…
2019 (engelsk)Konferanseproceedings (Fagfellevurdert)
Abstract [en]

This journal is dedicated to praxis in higher education. A key assumption underpinning the journal is that education is a moral and political activity and that higher education and its practitioners cannot free themselves from moral nor political considerations. However, this assumption comes with several commitments. Rather than standing only from the outside looking in, as in positioning science or research as more valuable or important, this journal calls for the importance of a reflexive inside perspective (cf. Kemmis 2012; Walzer 1987). This implies taking the present structures, conditions, traditions and values – both internal and external – seriously, but also in situ when researching higher education (cf. Bendix Petersen, 2014). The journal is committed to research aimed at the transformation of existing practices and conditions in higher education. In particular, it is promoting research that has a transformative potential including both practical and theoretical dimensions of educational work and higher education research. It is also committed to the idea that through education research, one can seek to both promote justice as well as the capacity of people to express agency, and increase the possibilities provided by society at large to its members (cf. Fraser 2009). 

Research concerning praxis in higher education is thus both a theoretical position on a particular practice and itself an active engagement.  This journal welcomes contributions that are directly concerned with praxis in higher education or with research that is manifestly relevant to praxis in higher education.

First issue 1(1) 2019:

Editorial: ‘Another higher education journal—Really?’ By Melina Aarnikoivu, Kathleen Mahon, Marcus Agnafors, David M. Hoffman, and Petra Angervall

Research articles:

1. ‘A conceptual enquiry into communities of practice as praxis in international doctoral education’By Liexu Cai, Dangeni, Dely L. Elliot, Rui He, Jianshu Liu, Kara A. Makara, Emily-Marie Pacheco, Hsin-Yi Shih, Wenting Wang, and Jie Zhang

2. ‘Organising the ‘industrialisation of instruction’: Pedagogical discourses in the Swedish Primary Teacher Education programme’By Lena Sjöberg

3. ‘The work of university research administrators: Praxis and professionalization’By Sandra Acker, Michelle K. McGinn, and Caitlin Campisi

4. ‘Teacher educators’ perceptions of their profession in relation to the digitalization of society’By Anna Roumbanis Viberg, Karin Forslund Frykedal, and Sylvana Sofkova Hashemi

sted, utgiver, år, opplag, sider
Borås: Högskolan i Borås, Petra Angervall, 2019. s. 112
Serie
Journal of Praxis in Higher Education, ISSN 2003-3605 ; 1
Emneord
Higher Education, researching, learning, teaching, praxis
HSV kategori
Forskningsprogram
Lärarutbildning och pedagogisk yrkesverksamhet
Identifikatorer
urn:nbn:se:hb:diva-22649 (URN)
Tilgjengelig fra: 2020-01-23 Laget: 2020-01-23 Sist oppdatert: 2020-01-27bibliografisk kontrollert
Mahon, K. & Smith, H. (2019). Moving beyond methodising theory in preparing for the profession. Journal of Adventure Education and Outdoor Learning
Åpne denne publikasjonen i ny fane eller vindu >>Moving beyond methodising theory in preparing for the profession
2019 (engelsk)Inngår i: Journal of Adventure Education and Outdoor Learning, ISSN 1472-9679, E-ISSN 1754-0402Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

For those preparing for outdoor education and related professions, formal theory has an important role to play in terms of informing professional practice and understandings of teaching-learning dynamics. Despite this, surprisingly little is understood about how pre-service outdoor educators (POEs) view and engage with it in their preparation courses. Drawing on findings of a case study in an Australian outdoor education teacher education (OETE) course, this article explores POE theory engagement focussing on a problematic tendency to methodise formal theory, that is, to treat theories as formula for action. The authors argue that this tendency is concerning because it ignores the complexity and problematic nature of both theory-practice relationships and outdoor education pedagogy. The discussion highlights contributing factors and implications for OETE, especially with respect to enabling aspiring outdoor educators in tertiary courses to move beyond methodising theory as they enter the outdoor profession.

sted, utgiver, år, opplag, sider
Taylor & Francis Group, 2019
Emneord
outdoor education, theory-practice relationships, teacher education, praxis, preservice teachers
HSV kategori
Forskningsprogram
Lärarutbildning och pedagogisk yrkesverksamhet; Lärarutbildning och pedagogisk yrkesverksamhet
Identifikatorer
urn:nbn:se:hb:diva-21972 (URN)10.1080/14729679.2019.1686039 (DOI)2-s2.0-85074823819 (Scopus ID)
Tilgjengelig fra: 2019-11-20 Laget: 2019-11-20 Sist oppdatert: 2020-01-29bibliografisk kontrollert
Mahon, K., Dentler, S. & Seipel, S. (2019). Nurturing professional growth among new academics. Teaching in Higher Education, 1-16
Åpne denne publikasjonen i ny fane eller vindu >>Nurturing professional growth among new academics
2019 (engelsk)Inngår i: Teaching in Higher Education, ISSN 1356-2517, E-ISSN 1470-1294, s. 1-16Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The complexity and challenges of higher education (HE) in recent times have been widely discussed in HE literature, as have concomitant demands on university teachers and their professional learning needs. Much attention has been paid to new academics in these conversations, but less so to international PhD and post-doctoral researchers, who are often asked to teach, yet can be precluded from attending foundational pedagogical courses. This paper discusses an interpretive-hermeneutic study based on a pedagogical course developed for new academics in this very situation. Our discussion focuses on professional growth experienced by the course participants in terms of pedagogical understanding and self-confidence, and what enabled that growth from the participants’ perspectives. On the basis of analysis of interviews, questionnaires and qualitative course evaluations, we consider the value of such purpose-built courses and offer insights into what may need to be considered by course developers to ensure that their impact is optimal.

Emneord
Professional learning, higher education pedagogy, self-confidence, doctoral education, university teaching courses
HSV kategori
Forskningsprogram
Lärarutbildning och pedagogisk yrkesverksamhet
Identifikatorer
urn:nbn:se:hb:diva-22327 (URN)10.1080/13562517.2019.1704725 (DOI)000503899400001 ()
Tilgjengelig fra: 2019-12-23 Laget: 2019-12-23 Sist oppdatert: 2020-01-28bibliografisk kontrollert
Langelotz, L., Rönnerman, K. & Mahon, K. (2019). Praktikteorier i allmänhet och teorin om praktikarkitekturer i synnerhet. (1ed.). In: Ingrid Henning Loeb, Lill Langelotz & Karin Rönnerman (Ed.), Att utveckla utbildningspraktiker: Analys, förståels och förändring genom teorin om praktikarkitekturer (pp. 27-43). Lund: Studentlitteratur AB
Åpne denne publikasjonen i ny fane eller vindu >>Praktikteorier i allmänhet och teorin om praktikarkitekturer i synnerhet.
2019 (svensk)Inngår i: Att utveckla utbildningspraktiker: Analys, förståels och förändring genom teorin om praktikarkitekturer / [ed] Ingrid Henning Loeb, Lill Langelotz & Karin Rönnerman, Lund: Studentlitteratur AB, 2019, 1, s. 27-43Kapittel i bok, del av antologi (Fagfellevurdert)
sted, utgiver, år, opplag, sider
Lund: Studentlitteratur AB, 2019 Opplag: 1
Emneord
praktikteori, teorin om praktikarkitekturer
HSV kategori
Forskningsprogram
Lärarutbildning och pedagogisk yrkesverksamhet
Identifikatorer
urn:nbn:se:hb:diva-21715 (URN)
Tilgjengelig fra: 2019-09-10 Laget: 2019-09-10 Sist oppdatert: 2019-09-17bibliografisk kontrollert
Francisco, S., Mahon, K., Kaukko, M. & Sjølie, E. (2019). Professional learning for critical praxis in higher education. In: : . Paper presented at Praxis symposium II - Praxis in Higher Education: With a Focus on the Nordic Context, University of Borås, May 22-24, 2019..
Åpne denne publikasjonen i ny fane eller vindu >>Professional learning for critical praxis in higher education
2019 (engelsk)Konferansepaper, Oral presentation only (Fagfellevurdert)
Abstract [en]

The paper discusses the initial stages of a research project being undertaken across 5 countries (3 of which are Nordic Countries) and 7 universities by a group within the international Pedagogy, Education and Praxis-network. The project explores critical praxis in higher education, focusing on the influences on critical praxis in different national contexts. In this presentation, we ask: What enables and constrains professional learning for critical praxis in higher education? Data collection for this research consists of interviews with academics. Using the theory of practice architectures (Kemmis et al. 2014) as a conceptual and analytical lens, this paper presents initial findings on the following themes:

●       How  professional learning opportunities provided by the universities support (or not) the development of critical praxis,

●        How the development of critical praxis can happen through voluntary, organic networks (such as Pedagogy, Education and Praxis), and

●        The role of country-specific conditions in how professional learning for critical praxis is enabled and constrained.

HSV kategori
Forskningsprogram
Lärarutbildning och pedagogisk yrkesverksamhet
Identifikatorer
urn:nbn:se:hb:diva-22683 (URN)
Konferanse
Praxis symposium II - Praxis in Higher Education: With a Focus on the Nordic Context, University of Borås, May 22-24, 2019.
Tilgjengelig fra: 2020-01-24 Laget: 2020-01-24 Sist oppdatert: 2020-01-27bibliografisk kontrollert
Langelotz, L. & Mahon, K. (2018). Academic Leading with a Focus on Student Learning. In: : . Paper presented at Forskning om Högre Utbildning, Lund 2018.
Åpne denne publikasjonen i ny fane eller vindu >>Academic Leading with a Focus on Student Learning
2018 (engelsk)Konferansepaper, Oral presentation only (Fagfellevurdert)
Abstract [en]

Academic Leading with a Focus on Student Learning

Few people would deny that universities are becoming increasingly complex educational environments due to significant changes in the nature of academic work (e.g., digitalisation of work and learning, educational administration, changing faculty values[1]) and to changing societal expectations. Those in university leadership roles face challenges and opportunities amidst this complexity, especially regarding responsibilities associated with student learning. The capacity of leaders and managers to respond is arguably affected by the arrangements and practices embedded within their own universities. Understanding these challenges and opportunities, and how current arrangements and practices contribute to or limit them, is central for finding sustainable ways of meeting educational responsibilities and supporting leading for student learning.

This paper explores one university’s efforts to enhance academic leading with a focus on student learning, and to understand the site-based arrangements and practices affecting the practices of leading. These goals underpinned a series of four seminars on ‘Academic leading – with a focus on student learning’ developed for staff in management positions. The seminars were inquiry-focused, generating participant artefacts (e.g., diagrams, PowerPoint presentations, notes) that were used to inform seminar discussions. This material was also analysed to form the basis of this paper. Both the seminars and analysis were theoretically framed by the ‘theory of practice architectures’ and ‘ecologies of practices’[2]. According to the theory, practices are shaped by three kinds of overlapping arrangements: Cultural-discursive arrangements such as discourses and languages affect what is possible to say in and about practice (e.g., deficit discourses, critical discourses, discipline-specific discourses, languages). Material economic-arrangements – material, technological, financial, organisational, and other resources – affect what it is possible to do in practice (e.g., buildings, schedules, workload calculators, funding). Social-political arrangements are arrangements that affect the ways in which it is possible for people to relate to others (and things and places) in practice (e.g., organisational rules, mandates, solidarities, hierarchies). These arrangements form the practice architectures of practices like leading, teaching, and learning. 

The analysis highlighted, from a cultural-discursive perspective, the need for explicitly focussing on the learning environment in everyday activities, and for clear articulation of goals and visions on both institutional and departmental levels. These are important for the emergence of shared understandings needed for growth in the area of student learning. From a material-economic perspective, analysis also pointed to the need for opportunities (i.e., time) for staff to reflect in organised ways on their practice and engage in professional learning activities, and for managers to engage in strategic development. This means looking closely at minimising activities and reorienting arrangements that take up time that could otherwise be spent on developing good pedagogical work (e.g., administrative tasks). From a social-political perspective, the analysis emphasised the need for building trusting, productive staff relations within and between departments, academies, and administration.

The paper invites discussion of the issues raised and consideration of how these issues resonate with educational environments in other universities and how they are being, or might be, addressed. It raises the question of how we can more effectively and sustainably support leading for student learning given the challenges and complexities of academic environments, by creating new practice architectures or by reorienting existing ones that constrain leading and professional learning in unhelpful ways.

[1] Slaughter, S., and Leslie, L., L.  (1997). Academic Capitalism. Politics, Policies and the Entrepreneurial University. Baltimore, Maryland USA: John Hopkins University Press.

[2] Kemmis, S., Wilkinson, J., Edwards-Groves, C., Hardy, I., Grootenboer, P., & Bristol, L. (2014). Changing practices, changing education. Singapore: Springer.

Emneord
academic leading, student learning, practice architectures
HSV kategori
Forskningsprogram
Lärarutbildning och pedagogisk yrkesverksamhet
Identifikatorer
urn:nbn:se:hb:diva-15163 (URN)
Konferanse
Forskning om Högre Utbildning, Lund 2018
Tilgjengelig fra: 2018-10-05 Laget: 2018-10-05 Sist oppdatert: 2018-10-17bibliografisk kontrollert
Mahon, K., Heikkinen, H. L. .. & Huttunen, R. (2018). Critical educational praxis in university ecosystems: Enablers and constraints.. Pedagogy, Culture & Society
Åpne denne publikasjonen i ny fane eller vindu >>Critical educational praxis in university ecosystems: Enablers and constraints.
2018 (engelsk)Inngår i: Pedagogy, Culture & Society, ISSN 1468-1366, E-ISSN 1747-5104Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Universities serve several important functions in society today through research, education, and community engagement, not least helping people to live meaningfully in society, and helping to create a world worth living in. A kind of practice that seems particularly important in fulfilling such responsibilities is critical educational praxis, a social-justice oriented, educational practice/praxis, with a focus on asking critical questions and creating conditions for positive change. Yet, the contemporary university is not exactly a niche for critical educational praxis. There are many practices and arrangements within higher education that make the enactment of critical educational praxis very challenging. This paper explores this concern by explicating the notion of critical educational praxis and examining enablers and constraints for critical educational praxis drawing on an empirical study conducted in one university setting. Our aim in doing so is to prompt consideration of the kind of university ecosystems currently being created, and the implications of this for academic communities and society. 

Emneord
praxis, higher education, critical educational praxis, university conditions, ecologies of practices
HSV kategori
Forskningsprogram
Lärarutbildning och pedagogisk yrkesverksamhet
Identifikatorer
urn:nbn:se:hb:diva-15690 (URN)10.1080/14681366.2018.1522663 (DOI)000482258600009 ()2-s2.0-850539262252-s2.0-85053926225 (Scopus ID)
Tilgjengelig fra: 2019-01-17 Laget: 2019-01-17 Sist oppdatert: 2020-01-31bibliografisk kontrollert
Langelotz, L. & Mahon, K. (2018). Leading for learning in higher education - challenges and possibilities. In: Professor Annette Woods AARE President (Ed.), AUSTRALIAN ASSOCIATION FOR RESEARCH IN EDUCATION (AARE) CONFERENCE 2018: Education Research Matters: Impact and Engagement. Paper presented at Australian Association for Research in Education (AARE) Conference 2018, Sydney, December 2-6, 2018.
Åpne denne publikasjonen i ny fane eller vindu >>Leading for learning in higher education - challenges and possibilities
2018 (engelsk)Inngår i: AUSTRALIAN ASSOCIATION FOR RESEARCH IN EDUCATION (AARE) CONFERENCE 2018: Education Research Matters: Impact and Engagement / [ed] Professor Annette Woods AARE President, 2018Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

Leading for learning in higher education – challenges and possibilities

Lill Langelotz and Kathleen Mahon, University of Borås, Sweden

Few people would deny that universities are becoming increasingly complex educational environments due to significant changes in the nature of academic work and to changing societal expectations. University leaders face challenges and opportunities amidst this complexity, especially regarding responsibilities associated with student learning. The capacity of leaders and managers to respond is arguably affected by the arrangements and practices embedded within their own universities. Understanding these challenges and opportunities, and how current arrangements and practices contribute to or limit them, is central for finding sustainable ways of meeting educational responsibilities and supporting leading for student learning.

This paper explores one Swedish university’s effort to enhance academic leading, and to understand the salient site-based arrangements and practices affecting leading for learning. These goals underpinned a series of four seminars on ‘Academic leading – with a focus on student learning’ developed for all staff in management positions (including administration). The seminars were inquiry-focused, generating participant artefacts (e.g., diagrams, PowerPoint presentations) that were used to inform seminar discussions. This material was also analysed as part of an ongoing practitioner inquiry aimed at understanding and addressing site-based challenges for academic leading. Both the seminars and analysis were theoretically framed by the ‘theory of practice architectures’[1].

Initial results show a need for explicitly focussing on the learning environment in everyday activities, and for clear articulation of goals and visions on both institutional and departmental levels. They also point to the importance of opportunities (i.e., time) for staff to reflect in organised ways on their practice and engage in professional learning activities and strategic development, as well as the need for further interrogation of activities that take up time that could otherwise be spent on developing good pedagogical work (e.g., administrative tasks). From a social-political perspective, the results emphasise the need for building trusting, productive staff relations within and between departments, faculties, and administration teams.

The paper raises the question, on the basis of the analysis, of how we can more effectively and sustainably support leading for learning given the challenges and complexities of academic environments, by creating new practice architectures and/or by reorienting existing ones that constrain leading and professional learning in unhelpful ways.

[1] Kemmis, S., Wilkinson, J., Edwards-Groves, C., Hardy, I., Grootenboer, P., & Bristol, L. (2014). Changing practices, changing education. Singapore: Springer.

Emneord
leading practices in higher education, theory of practice architectures
HSV kategori
Forskningsprogram
Lärarutbildning och pedagogisk yrkesverksamhet
Identifikatorer
urn:nbn:se:hb:diva-15599 (URN)
Konferanse
Australian Association for Research in Education (AARE) Conference 2018, Sydney, December 2-6, 2018
Tilgjengelig fra: 2019-01-04 Laget: 2019-01-04 Sist oppdatert: 2019-01-07bibliografisk kontrollert
Mahon, K., Francisco, S. & Lloyd, A. (2018). Practice Architectures and Being Stirred into Academic Practices of a Research Group (1sted.). In: Christine Edwards-Groves, Peter Grootenboer, Jane Wilkinson (Ed.), Education in an era of schooling: Critical perspectives of Educational Practice and Action Research. A Festschrift for Stephen Kemmis (pp. 167-181). Singapore: Springer
Åpne denne publikasjonen i ny fane eller vindu >>Practice Architectures and Being Stirred into Academic Practices of a Research Group
2018 (engelsk)Inngår i: Education in an era of schooling: Critical perspectives of Educational Practice and Action Research. A Festschrift for Stephen Kemmis / [ed] Christine Edwards-Groves, Peter Grootenboer, Jane Wilkinson, Singapore: Springer, 2018, 1st, s. 167-181-Kapittel i bok, del av antologi (Fagfellevurdert)
Abstract [en]

This chapter uses the theory of practice architectures to show how particular kinds of arrangements can make particular kinds of academic practices possible. It does this by exploring the authors’ experiences of being stirred in to practices of academia within a particular practice landscape as part of a research group, and the arrangements that enabled and constrained that stirring in. Employing an auto-ethnographic approach, the authors draw on their individual and collective experiences of research and collaboration with Stephen Kemmis and encounters with the theory of practice architectures. Individual narratives are analysed to identify key cultural-discursive, material-economic and social-political arrangements that prefigured our being stirred in, a process which has led to deep and long-lasting research collaborations and commitments that have strong and enduring local and international ties. In sharing our analysis and narratives, we provide a glimpse of how these collaborations and commitments, and the theory of practice architectures (itself a prefiguring arrangement of our practices) have influenced our research into practice in our respective fields. Our discussion offers insights not only into the kinds of practice architectures that make up a university landscape, but also how conditions of possibility can be created for academic practices that resist the de-professionalising effects of troubling university conditions.

sted, utgiver, år, opplag, sider
Singapore: Springer, 2018 Opplag: 1st
Emneord
research groups, practice architectures, practice theory, research communities, academic practices
HSV kategori
Forskningsprogram
Lärarutbildning och pedagogisk yrkesverksamhet
Identifikatorer
urn:nbn:se:hb:diva-15114 (URN)10.1007/978-981-13-2053-8_12 (DOI)978-981-13-2052-1 (ISBN)978-981-13-2053-8 (ISBN)
Tilgjengelig fra: 2018-09-22 Laget: 2018-09-22 Sist oppdatert: 2018-09-26bibliografisk kontrollert
Organisasjoner
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0002-8945-2235