Change search
Link to record
Permanent link

Direct link
BETA
Angervall, Petra, ProfessorORCID iD iconorcid.org/0000-0003-2425-2088
Alternative names
Publications (8 of 8) Show all publications
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
Open this publication in new window or tab >>Another higher education journal - Really?
Show others...
2019 (English)In: Journal of Praxis in Higher Education, ISSN 2003-3605, Vol. 1, no 1, p. 1-9Article in journal, Editorial material (Other academic) Published
Place, publisher, year, edition, pages
Boras: , 2019
Keywords
praxis, higher education, university tensions, JPHE
National Category
Pedagogical Work
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-22082 (URN)
Note

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

Open access onlne journal

Available from: 2019-11-21 Created: 2019-11-21 Last updated: 2019-12-19Bibliographically approved
Angervall, P. & Simonsson, A. (2019). Assembling Gender Equality? Potentials and borders for gender equality work in Higher Education. In: Sekretariatet för genusforskning (Ed.), Rethinking Knowledge Regimes: . Paper presented at g19, Göteborg 7-9 oktober, 2019.. Göteborg
Open this publication in new window or tab >>Assembling Gender Equality? Potentials and borders for gender equality work in Higher Education
2019 (English)In: Rethinking Knowledge Regimes / [ed] Sekretariatet för genusforskning, Göteborg, 2019Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The policy changes of higher education in Sweden have resulted in a more individualized, specialized and measured academic work force (Ball, 2012; 2013). Through policy governance measures of performance, costs and time effectiveness, teaching quality, of work environment as well as of aspects of equality and justice, the intention has been to create a more effective and high performing academicinstitution (Blackmore, 2017). Leaving aside sparks of resistance, within the academe there is a strong consensus about the necessity, effectiveness and “neutrality” of standards through measurement. Previous studies (Alnebratt and Rönnblom, 2016) indicate that gender equality work in Sweden tends to express standards related to “objectivity”, but simultaneously involves activities that are political and transgressive. Therefore, there is a continuous need to investigate what kind of actions that are part of the realization of gender equality in the academe today. This study concerns the institutionalization of gender equality work within this context. How is gender equality work carried out in this academic landscape, and what does this work produce in terms of equality and the understanding thereof? By interviewing influential representatives and by observing how gender equality is realized in different contexts in the academe, we want to identify and deconstruct what we understand as gender equality assemblages (Liinason, 2017) and how they form, but also perform, gender equality in higher education (McPherson, 2015)Thus, in light of recent decades of policy changes, we are interested in what clusters of actions, interests, values or challenges that are involved in and directed to influence gender equality work, as well as their conceptual, practical and political implications for gender equality in higher education.

Place, publisher, year, edition, pages
Göteborg: , 2019
Keywords
Higher education, gender, gender equality work.
National Category
Educational Sciences
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-15855 (URN)
Conference
g19, Göteborg 7-9 oktober, 2019.
Available from: 2019-03-04 Created: 2019-03-04 Last updated: 2019-03-04Bibliographically approved
Angervall, P. & Silfver, E. (2019). Assembling lines in research education: Challenges, choices and resistance among Swedish doctoral students. Studies in Graduate and Postdoctoral Education
Open this publication in new window or tab >>Assembling lines in research education: Challenges, choices and resistance among Swedish doctoral students
2019 (English)In: Studies in Graduate and Postdoctoral Education, ISSN 2398-4686Article in journal (Refereed) Published
Abstract [en]

Purpose:The higher education sector in Sweden has, over decades, faced increasing demands in terms of efficiency rates in research, as well as increasing demands in the international competition for external revenue. These demands have influenced academic career trajectories and post-doctoral tracks as well as the everyday work of doctoral students. The aim of this article is to investigate how doctoral students express and challenge subjectivity in the present context of research education. Design/methodology/approach: We depart from the overall understanding that doctoral students lines of actions in research education depend on and form assemblages, and thus define an academic institution. By re-analysing eight in-depth interviews we illustrate how doctoral students from different milieus comply but also challenge, use border-crossings and change directions in research education. Findings: The results show that some of these doctoral students try to act as loyal and satisfied, especially in regard to their supervisors, whereas others use coping strategies and resistance. It is illustrated that when some of the students use ‘unsecure’ molecular lines they appear more open to redefining possibilities and change, in comparison with those on more stable molar lines. Those acting on molar lines sometimes express a lack of emotional (productive) engagement, even though this particular group tend to more often get access to rewarded assemblages. These patterns are partly gender related. Research limitations/implications: The tension between finding more stable lines and spaces for change is apparent in doctoral students’ subjectivity, but also how this tension is related to gender. The women doctoral students appear more mobile but also in a sense more alert than their men peers. This offers insights in how actions define and redefine academic institutions, but also different subjectivities. Originality/value: In the present, given the manifold demands on academic institutions, new insights just as and methodological approaches are necessary to illustrate how contemporary changes affects research education and the everyday life of doctoral students.

Keywords
Research education, Doctoral subjectivity
National Category
Social Sciences
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-16064 (URN)10.1108/SGPE-03-2019-0028 (DOI)000484277600004 ()
Available from: 2019-04-29 Created: 2019-04-29 Last updated: 2020-01-29
Mellén, J. & Angervall, P. (2019). Gender and choice: Differentiating options in Upper secondary STEM programmes.. Journal of education policy
Open this publication in new window or tab >>Gender and choice: Differentiating options in Upper secondary STEM programmes.
2019 (English)In: Journal of education policy, ISSN 0268-0939, E-ISSN 1464-5106Article in journal (Refereed) Published
Abstract [en]

The extensive reforms of Sweden’s education system during the last few decades have resulted in deregulation and individualization of schools. In upper secondary education, a distinct flexible course structure with multiple options was introduced in order to enhance school effectiveness and equity. This study departs in some of the previously outlined tensions in educational research between market interests and a ‘free choice discourse’ in relation to processes of differentiation. The purpose of this article is to investigate the ways gender patterns may be reproduced in relation to the emergence of multiple options and the re-organization of subject matters within Swedish upper secondary science, technology, engineering and mathematics (STEM) education. Our case addresses relations between discourses of choice and gender articulated in policy incentives, and large-scale enrolment patterns. Our results show how multiple options reproduce gender orders by 1) changing the system in accordance with a general market logic emphasizing ‘freedom of choice’, and 2) distinguishing predominantly gendered subject matters. Also, our results point to the importance of studying the STEM domain at a non-aggregated level to further understand the mechanisms behind gender gaps in STEM education.

National Category
Social Sciences
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-22382 (URN)10.1080/02680939.2019.1709130 (DOI)
Projects
CHANCE
Available from: 2020-01-07 Created: 2020-01-07 Last updated: 2020-01-14Bibliographically approved
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
Open this publication in new window or tab >>Journal of Praxis in Higher Education (JPHE)
Show others...
2019 (English)Conference proceedings (editor) (Refereed)
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

Place, publisher, year, edition, pages
Borås: Högskolan i Borås, Petra Angervall, 2019. p. 112
Series
Journal of Praxis in Higher Education, ISSN 2003-3605 ; 1
Keywords
Higher Education, researching, learning, teaching, praxis
National Category
Social Sciences
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-22649 (URN)
Available from: 2020-01-23 Created: 2020-01-23 Last updated: 2020-01-27Bibliographically approved
Angervall, P., Gustafsson, J. & Silfver, E. (2018). Academic Career: On institutions, social capital and gender. Higher Education Research and Development, 37(6), 1095-1108
Open this publication in new window or tab >>Academic Career: On institutions, social capital and gender
2018 (English)In: Higher Education Research and Development, ISSN 0729-4360, E-ISSN 1469-8366, Vol. 37, no 6, p. 1095-1108Article in journal (Refereed) Published
Abstract [en]

During decades of change in the Western higher education sector, new ways of understanding academic work have reinforced notions of the impact of social capital. The present study investigates researchers’ experiences of their own career making within two areas of Education Sciences in Swedish higher education: Childhood Studies (CS) and Science Education (SE). The structure at the CS departments is collaborative and integrated; teaching and research are seen as an entity. This structure creates a coherent career path where members of the collective group jointly produce and accumulate social capital; it also appears to be related to discourses of femininity. In the SE departments, the career structure is strategic and differentiated; the two career paths work in parallel through a differentiation between teaching and research. This appears to be related to discourses of masculinity. In conclusion, our analysis shows how social capital and gender mutually create different ways of doing an academic career.

Keywords
Academic career, higher education, social capital, gender
National Category
Educational Sciences
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-15437 (URN)10.1080/07294360.2018.1477743 (DOI)
Available from: 2018-12-11 Created: 2018-12-11 Last updated: 2019-01-09Bibliographically approved
Angervall, P. (2018). Doctoral supervision for career competition? Negotiating Social Capital in Research education.. In: Research Institute for Higher Education, Hiroshima University (Ed.), The Peaceful University: aspirations for academic futures, compassion, generosity, imagination and creation. Paper presented at International Academic Identities Conference, Hiroshima, 19-21 September, 2018.
Open this publication in new window or tab >>Doctoral supervision for career competition? Negotiating Social Capital in Research education.
2018 (English)In: The Peaceful University: aspirations for academic futures, compassion, generosity, imagination and creation / [ed] Research Institute for Higher Education, Hiroshima University, 2018Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Academic policy in Europe currently emphasizes efficiency and high performance along with ‘flexible entrepreneurialism’ and creativity in ways that can appear to be both contradictive and double edged on several levels in academic institutions (Ball, 2012; Bendix Petersen, 2009). The present paper relates to this aspect of higher education policy. It is based on a study with 52 research students on different doctoral programs in Education Sciences at six Swedish universities and asks questions about how these doctoral students understand, cope with and challenge different demands in their research education and what kind of relationship they have with their research supervisors. Supervisors constitute institutional and relational social capital in a double sense and are vital for how the research students' bond and link resources in research education (Putnam, 2001). As the data and analysis shows, in fact the students create directions and legitimacy in different practises (Nahapiet and Ghoshal, 1998) depending on the kind of social capital they have or gain access to: institutional or relational, individual-competitive or collective-horizontal and their social capital is thus related to what they can share collectively, such as in conferences, seminars and teaching. These activities help them to develop exchange and bonding value and form bridges between interests and networks; either horizontal or more vertical ones (e.g. influential contacts). Depending on the ‘academic value’ of the social capital of a research supervisor we see that these research students get access to specific and more or less ‘advantageous’ paths. Also, it appears as if social capital is unevenly shared and distributed between groups and individuals and is specifically related to gender (Moren Cross and Lin, 2008). This creates unequal conditions for men and women research students in research education.

Keywords
Research education, doctoral supervisor, social capital, academic identity
National Category
Social Sciences
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-15122 (URN)
Conference
International Academic Identities Conference, Hiroshima, 19-21 September, 2018
Available from: 2018-09-25 Created: 2018-09-25 Last updated: 2018-09-26Bibliographically approved
Morely, L., Angervall, P., Dodillet, S. & Berggren, C. (2018). Re-purposing fika: rest, recreation or regulation in the neoliberalized Swedish University?. European Journal of Higher Education, 1-15
Open this publication in new window or tab >>Re-purposing fika: rest, recreation or regulation in the neoliberalized Swedish University?
2018 (English)In: European Journal of Higher Education, ISSN 2156-8235, E-ISSN 2156-8243, ISSN 2156-8235, p. 1-15Article in journal (Refereed) Published
Abstract [en]

Fika is the Swedish practice of assembling for a coffee break at work or home. This paper investigates the material, social and temporal investments in fika in accelerated and accountable organizational cultures, and asks what purpose it serves in neoliberalised academic employment regimes today. Analysis of our thirteen interviews with administrators and academics in a Faculty of Education in a large research-intensive Swedish university suggests that there are multiple interpretations of fika. Traditionally, fika has been used as a site for team-building, democratization, and well-being at work, but might have been re- purposed and incorporated in neoliberal surveillance and normalization technologies in which one’s corporate loyalty and interpersonal skills are made visible for assessment. We noted an affective and gendered economy with fika eliciting feelings of pleasure in the social and recreational aspects, but shame and anger at what was perceived as coercion to perform a particular type of sociable subjectivity.

Keywords
Sweden; fika; neoliberalism; universities; affect
National Category
Educational Sciences
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-15520 (URN)10.1080/21568235.2018.1458637 (DOI)2-s2.0-85048144457 (Scopus ID)
Available from: 2018-12-19 Created: 2018-12-19 Last updated: 2019-01-03Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-2425-2088

Search in DiVA

Show all publications