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  • 1.
    Aarnikoivu, Melina
    et al.
    University of Jyväskylä, Finland.
    Mahon, Kathleen
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Agnafors, Marcus
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Hoffman, David
    Finnish Institute for Educational Research, University of Jyväskylä, Finland.
    Angervall, Petra
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Another higher education journal - Really?2019Inngår i: Journal of Praxis in Higher Education, E-ISSN 2003-3605, Vol. 1, nr 1, s. 1-9Artikkel i tidsskrift (Annet vitenskapelig)
  • 2.
    Abraham, Getahun Yacob
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Angervall, Petra
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Pitfalls and possibilities with international partnerships:: An interview with Gun-Britt Wärvik, the Swedish coordinator of an international partnership program2023Inngår i: Journal of Praxis in Higher Education, ISSN ISSN 2003-3605, Vol. 5, nr 1, s. 28-44Artikkel i tidsskrift (Annet vitenskapelig)
    Abstract [en]

    This paper is based on an interview with one of the principal leaders of an international partnership program between Ethiopia and Sweden, 2018–2022. The purpose of this interview was to deepen the understanding of these kinds of partnerships and to learn more about the possibilities and pitfalls of working in a joint program between national and cultural contexts. We interviewed Professor Gun-Britt Wärvik, the Swedish coordinator of the doctoral program between Addis Ababa University (AAU) and the University of Gothenburg (GU). The interview results suggest that doctoral supervisory challenges were present as students often used concepts produced in cultural contexts foreign to their assigned supervisors. Additionally, the administrative burden was particularly challenging for the Ethiopian counterpart that coordinated the program. Overall, the program created many positive work opportunities for students, provided possibilities for the staff of both universities to exercise supervision and examination of doctoral students, and enriched international experiences for all involved. 

    Fulltekst (pdf)
    fulltext
  • 3.
    Angervall, Petra
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Challenges in developing professional knowledge, education, and practices in Swedish higher education2023Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The formation of professionals and professions is, simultaneously, a core function of contemporary universities and a field of contestation where different worldviews, rationalities and aspirations meet. In this symposium, we will present an interdisciplinary research collaboration, called PHE (Professional knowledge in Higher Education), between four academic institutions in Sweden. These institutions regularly collaborate on research activities concerning professional knowledge, professional education and learning addressing core issues for the welfare state, for social justice, sustainable development, and higher education pedagogy. We will present the main motivations for this collaboration, its goals, and examples of its ongoing interdisciplinary research.

    The symposium will situate our collaboration in current public and academic debates on the growing societal demand for strong, flexible, and pluralistic professional programs in higher education and in doing so, also address pressing issues related to welfare, the knowledge economy, and the labour market. Such demands pose new challenges for universities today in regard to, for example, the need for expertise and pedagogy. Central to this collaborative project is a new interdisciplinary research school, SPETS (Studies in Professional Education and Training for Society), with doctoral students from all four institutions and inter-institutional supervision. In the symposium, five ongoing doctoral projects that represent current challenges and tensions in Swedish professional education and development will be presented. In Matilda B Svensson’s research, she highlights the policy turns of teacher education in Sweden and how they affect understandings of professional knowledge. Per Holmgren and Yihua Zhang examine how digitalization impacts what is seen as valuable knowledge and pedagogy in HE today and how digitalization is used to address some of the key issues in professional programs. Reghan Borer’s study concerns how public engagement is addressed in Swedish doctoral education, and Sara Svensson discusses the use of arts-based pedagogies to facilitate personal and professional development across a range of professional education programs. In Amoni Kitooke’s work, he explores community-oriented aspects of professional education, particularly praxis and knowledge issues in teacher education.These doctoral projects, in parallel with other joint activities and meeting points in this collaborative endeavour, address issues that include highly relevant intersections between digitalization, internationalisation, equity, policy and quality assurance, economic disparities, migration, and community welfare, which point to some of the challenges of developing professional knowledge, education and practices in higher education today.

  • 4.
    Angervall, Petra
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Doctoral supervision for career competition? Negotiating Social Capital in Research education.2018Inngår i: The Peaceful University: aspirations for academic futures, compassion, generosity, imagination and creation / [ed] Research Institute for Higher Education, Hiroshima University, 2018Konferansepaper (Fagfellevurdert)
    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.

  • 5.
    Angervall, Petra
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    "Making" an academic supervisor2023Inngår i: Journal of Praxis in Higher Education, E-ISSN 2003-3605, Vol. 5, nr 2, s. 12-26Artikkel, forskningsoversikt (Annet vitenskapelig)
    Abstract [en]

    This paper is based on my reflections on a series of lectures given by me over a period of three years in a course called Supervising doctoral students. The lectures are, to a large extent, based on my own research on higher education policy, academic career, and gender, and highlight various topics concerning gender, power, and supervision. Through Hacking’s (2007) ideas on how research not only contributes to, describes, and analyses different aspects of the world, but also plays a role in how we make up institutions and people, I elaborate on what studies on gender, academic work, and supervision tell us and how we use the stories we tell as researchers. Researchers like me within the field of higher education research know a lot about gender divisions in academic career, but we seldom discuss how we are participating in normalising specific patterns. Can we present these results without also emphasising “gender difference” or gender divisions? The paper discusses how I handle this risk, but also raises issues about what it means to lecture on gender in higher education and includes reflections about my own position and competence as a lecturer.

    Fulltekst (pdf)
    fulltext
  • 6.
    Angervall, Petra
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Baldwin, Richard
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Adjunkter i motvind. Välfärdens villkor i svensklärarutbildning.2021Inngår i: Framtidens välfärd: hållbar styrning, organisation och ledning. / [ed] Wolmesjö, M. och Solli, R., Lund: Studentlitteratur AB, 2021, 1, s. 145-164Kapittel i bok, del av antologi (Fagfellevurdert)
  • 7.
    Angervall, Petra
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Baldwin, Richard
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Beach, Dennis
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Research or teaching? Contradictory demands on Swedish teacher educators and the consequences for the quality of teacher education2020Inngår i: Journal of Praxis in Higher Education, Vol. 2, nr 1, s. 63-84Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Based on a policy analysis and interviews with assistant lecturers and lecturers (with a PhD) who are heavily involved in teacher education, the present article addresses contemporary tensions and challenges in Swedish teacher education. The point of departure is the theoretical framework of mission stretch and the third space professional in teacher education with the aim of investigating how teacher educators experience and navigate their daily work. The findings of the study illustrate the tensions teacher educators experience between research and teaching tasks, between a constant flow of tasks, large student groups, and demands of high-quality teaching. The findings also show a gap between the practical anchoring of some research in teacher education and feelings of tension between teaching practices and the value of research. In conclusion, teacher education would seem to be developing into a cluster of tasks, challenges, expectations, and skills. This indicates that teaching and research are not the only missions and cannot be taken for granted in light of how teachers struggle to define their professional knowledge and value with respect to increasingly strong competitive demands for research performance.

    Fulltekst (pdf)
    fulltext
  • 8.
    Angervall, Petra
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT. University of Gothenburg.
    Beach, Dennis
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT. University of Gothenburg.
    Dividing academic work: gender and academic career at Swedish universities2017Inngår i: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 32, nr 3, s. 347-362Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Recent changes within the higher education system have affected the balance of academic labour. This article is based on interviews with 25 women lecturers in Education Faculties at Swedish Universities. It specifically addresses the shifting balance in terms of the increased separation between teaching and research in relation to gender, and the relationship between career advancement and gender this promotes. Distinctions concerning gender and academic labour and an enhancement of these power structures are identified, as well as how these affect possibilities of academic advancement. In conclusion, this study illustrates how women academics understand and navigate their academic career in relation to gendered attributes of academic work such as competitiveness, caretaking and responsibility are discussed. 

  • 9.
    Angervall, Petra
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Gustafsson, Jan
    Högskolan Väst.
    Silfver, Eva
    Umeå Universitet.
    Academic Career: On institutions, social capital and gender2018Inngår i: Higher Education Research and Development, ISSN 0729-4360, E-ISSN 1469-8366, Vol. 37, nr 6, s. 1095-1108Artikkel i tidsskrift (Fagfellevurdert)
    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.

    Fulltekst (pdf)
    fulltext
  • 10.
    Angervall, Petra
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Hammarfelt, Björn
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Academic Career Mobility: Career Advancement, Transnational Mobility and Gender Equity2023Inngår i: Higher Education Policy, ISSN 0952-8733, E-ISSN 1740-3863Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study explores how policy discourses on academic career are articulated in Swedish higher education. Discourses on academic career are often expressing meritocracy and the necessity of competition, but also include demands for flexibil-ity and global participation. Recent decades of higher education policy have also stressed the importance of gender equity, which is particularly evident in the Nordic countries. Yet, how these discourses interact and impact on contemporary ideas on academic career remains unclear. We analyse a selection of Swedish government bills to explore present policy discourses on academic career mobility, and how these discourses express and create tensions for different staff groups. The findings shows that the notion, and promotion of career mobility in Swedish higher education features tensions between career advancement, transnational mobility and work life stability. It is also clear that some scholars are defined as more career mobile and successful than others. Hence, discourses on career mobility tend to give legitimacy to already existing work divisions and hierarchies partly undermining gender equity. In conclusion, our findings show tensions and contradictions in these policies, which give base for further nuanced and critical discussions on the current conditions and possibilities in Swedish higher education and academic career.

    Fulltekst (pdf)
    fulltext
  • 11.
    Angervall, Petra
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Hoffman, DavidJyväskylä University, Finland.Aarnikoivu, MelinaJyväskylä University, Finland.Mahon, KathleenHögskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.Player-Koro, CatarinaUniversity of Gothenburg.
    Journal of Praxis in Higher Education (JPHE) Volume 2 Issue 1 20202020Collection/Antologi (Fagfellevurdert)
  • 12.
    Angervall, Petra
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Kassie, Kitaw
    Defense University, Ethiopia.
    Double Agendas in International Partnership Programs: A case study from an Ethiopian University2021Inngår i: Education Inquiry, E-ISSN 2000-4508Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper explores the policy discourses underpinning an inter-national higher education partnership involving a large Ethiopian university. Particular attention is given to a partnership pro-gramme established between an Ethiopian (EU) and a Norwegian (NU) university, and the main ideas and practices expressed and negotiated from an Ethiopian perspective. This study employs a theoretical framework based on critical policy analysis and a qualitative case study design using interviews and document analysis. The results illustrate how a loosely defined policy for international partnership in higher education frames the condi-tions and possibilities for this programme. Partnership in EU is based on policies that emphasise flexibility in various possibilities, but also with ambitions, foremost, to partner with a Northern university. In the EU, this partnership is viewed, mainly, as a means of academic growth and development while also con-voluted with concerns about resource dilemmas and dependency. This partnership programme, therefore, appears to be based on contradictions from which a double agenda emerges: striving for mutuality versus avoiding dependency, and local needs versus global achievements.

    Fulltekst (pdf)
    fulltext
  • 13.
    Angervall, Petra
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Langelotz, LillHögskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.Player-Koro, CatarinaUniversity of Gothenburg.Hoffman, DavidUniversity of Jyväskylä.Aarnikoivu, MelinaUniversity of Jyväskylä, Finland.Kh. Soltani, SaraShahid Beheshti University, Iran.Mahon, KathleenHögskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Journal of Praxis in Higher Education 2(2)2020Collection/Antologi (Fagfellevurdert)
  • 14.
    Angervall, Petra
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Mahon, KathleenHögskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.Agnafors, MarcusHögskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.Hoffman, David, M.Finnish Institute for Educational Research, University of Jyväskylä, Finland.Aarnikoivu, MelinaUniversity of Jyväskylä, Finland.
    Journal of Praxis in Higher Education (JPHE)2019Konferanseproceedings (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

  • 15.
    Angervall, Petra
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Mahon, KathleenHögskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.Player-Koro, CatarinaHögskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Journal of praxis in higher education2021Collection/Antologi (Annet vitenskapelig)
  • 16.
    Angervall, Petra
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Mellén, JohannaHögskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.Yngvesson, TinaHögskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.Mahon, KathleenHögskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Journal of praxis in higher education2022Collection/Antologi (Fagfellevurdert)
    Abstract [en]

    In the opening line of the first issue of JPHE in 2019, the editorial team posed the following pertinent and critically reflective question: ‘Does the higher education research community really need another research journal?’ (The Editorial Team, 2019, p. 1). In their editorial, they provide a well-argued case for answering this question in the affirmative. The journal’s policy statement also makes a good case as to why JPHE is distinctive defining education as ‘a moral and political activity’ and emphasising the way in which ‘the journal is committed to research aimed at the transformation of existing practices and conditions in higher education.’ (JPHE, 2022, para. 1).

  • 17.
    Angervall, Petra
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Silfver, Eva
    Umeå Universitet.
    Assembling lines in research education: Challenges, choices and resistance among Swedish doctoral students2019Inngår i: Studies in Graduate and Postdoctoral Education, ISSN 2398-4686, E-ISSN 2398-4694Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 18.
    Angervall, Petra
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Simonsson, Angelica
    Göteborgs universitet.
    Assembling Gender Equality? Potentials and borders for gender equality work in Higher Education2019Inngår i: Rethinking Knowledge Regimes / [ed] Sekretariatet för genusforskning, Göteborg, 2019Konferansepaper (Fagfellevurdert)
    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.

  • 19.
    Hoffman, David
    et al.
    University of Jyväskylä, Finland.
    Aarnikoivu, Melina
    University of Jyväskylä, Finland.
    Angervall, Petra
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Player-Koro, Catarina
    Gothenburg University.
    Mahon, Kathleen
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    The historical potential of flux in this unique moment: Conceptually highlighting an opportunity for praxis-driven change2020Inngår i: Journal of Praxis in Higher Education, E-ISSN 2003-3605, Vol. 2, nr 1, s. 10s. 1-10Artikkel i tidsskrift (Annet vitenskapelig)
  • 20.
    Ideland, Malin
    et al.
    Malmö universitet.
    Hultén, Magnus
    Linköpings universitet.
    Angervall, Petra
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Axelsson, Thom
    Malmö universitet.
    Beach, Dennis
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Dahlstedt, Magnus
    Linköpings universitet.
    Dovemark, Marianne
    Göteborgs universitet.
    Erlandsson, Magnus
    Malmö universitet.
    Harling, Martin
    Göteborgs universitet.
    Jobér, Anna
    Malmö universitet.
    Lundberg, Janna
    Malmö universitet.
    Player-Koro, Catarina
    Göteborgs universitet.
    Reimers, Eva
    Göteborgs universitet.
    Sjögren, Hanna
    Malmö universitet.
    Strandler, Ola
    Göteborgs universitet.
    Urban, Susanne
    Uppsala universitet.
    En hemlig skola röjer det orimliga2020Inngår i: Svenska DagbladetArtikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
    Abstract [en]

    2020-08-30

  • 21.
    Ideland, Malin
    et al.
    Malmö universitet.
    Hultén, Magnus
    Linköpings universitet.
    Angervall, Petra
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Axelsson, Thom
    Malmö universitet.
    Beach, Dennis
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Dahlstedt, Magnus
    Linköpings universitet.
    Dovemark, Marianne
    Göteborgs universitet.
    Erlandsson, Magnus
    Malmö universitet.
    Harling, Martin
    Göteborgs universitet.
    Jobér, Anna
    Malmö universitet.
    Lundberg, Janna
    Malmö universitet.
    Player-Koro, Catarina
    Göteborgs universitet.
    Reimers, Eva
    Göteborgs universitet.
    Sjögren, Hanna
    Malmö universitet.
    Strandler, Ola
    Göteborgs universitet.
    Urban, Susanne
    Uppsala universitet.
    Hemlig statistik en del av systemfelet2020Inngår i: Svenska DagbladetArtikkel i tidsskrift (Annet vitenskapelig)
    Abstract [en]

    2020-09-05

  • 22.
    Mahon, Kathleen
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Angervall, Petra
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Kh. Soltani, Sara
    Shahid Beheshti University, Iran.
    Hoffman, David
    University of Jyväskylä, Finland.
    Aarnikoivu, Melina
    University of Jyväskylä, Finland.
    Langelotz, Lill
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Player Koro, Catarina
    University of Gothenburg, Sweden.
    Maybe-ing and must be-ing in higher education2020Inngår i: Journal of Praxis in Higher Education, E-ISSN 2003-3605, nr 2, s. 1-10Artikkel i tidsskrift (Annet vitenskapelig)
    Abstract [en]

    In developing anewacademic journal,ourcoreintention, asmentionedin previouseditorials,has beentogenerate,disseminate, andpromote the interrogation ofknowledgeandscientific and/or philosophical investigationofhigher education.Thisis our way ofpromoting the important andcritical taskof sustaininghighereducation,and indeed higher education research,asmaybe-ingarenas’1. By this,we meansustainingspacesof possibility; of pushing at the boundaries notonly ofwhatIS, butalsoof what is thinkable, knowable, and doable; of imagining howthings can be otherwise.

    Fulltekst (pdf)
    fulltext
  • 23.
    Mellén, Johanna
    et al.
    Göteborgs universitet.
    Angervall, Petra
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Exploring the Other: Analysing Programme Formations, Recruitment Patterns, and Gender in Swedish Upper Secondary School2021Inngår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The aim for this study is to investigate the role of large-scale data in the formation of Swedish upper secondary programme structures, in relation to gender. In the analysis we draw from theories of hegemonic power relations and the concept of assemblage. The results suggest that large-scale evaluations have taken part in forming a two-by two recruitment matrix, where the science and technology areas are valued over “other” areas. By our policy analysis together with our analysis of Swedish registry data, we suggest that the continuous re-organisation of Swedish upper secondary programmes as either “science or social” contributes to the persistent gender biases in student recruitment, and that this should be accounted for in future reforms.

    Fulltekst (pdf)
    fulltext
  • 24.
    Mellén, Johanna
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Angervall, Petra
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    From inside and out: Reviewing journal work2023Inngår i: Journal of Praxis in Higher Education, E-ISSN 2003-3605, Vol. 5, nr 1, s. 1-6Artikkel i tidsskrift (Annet vitenskapelig)
    Fulltekst (pdf)
    fulltext
  • 25.
    Mellén, Johanna
    et al.
    Göteborgs universitet.
    Angervall, Petra
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Gender and choice: Differentiating options in Upper secondary STEM programmes.2020Inngår i: Journal of education policy, ISSN 0268-0939, E-ISSN 1464-5106Artikkel i tidsskrift (Fagfellevurdert)
    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.

    Fulltekst (pdf)
    fulltext
  • 26.
    Mellén, Johanna
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Angervall, Petra
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Strömberg Jämsvi, Susanne
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Player-Koro, Catarina
    Göteborgs universitet.
    Nu brister bubblan i den svenska lärarutbildningen2023Annet (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

    DN DEBATT 9/10.

    Antalet studenter som vill bli lärare sjunker. Alla tycks vara överens om att det beror på dålig kvalitet på lärarutbildningarna. Men då missar man ett grundläggande faktum: det finns färre unga vuxna än för tio år sedan. De studenter vi så förtvivlat söker existerar inte, och nu hotas lärarutbildningarnas kvalitet på riktigt, skriver fyra experter på pedagogik.

  • 27.
    Morely, Louise
    et al.
    Centre for Higher Education and Equity Research (CHEER), University of Sussex, Brighton, UK.
    Angervall, Petra
    University of Gothenburg.
    Dodillet, Susanne
    Institutionen för pedagogik och specialpedagogik, Göteborgs universitet.
    Berggren, Caroline
    Institutionen för pedagogik och specialpedagogik.
    Re-purposing fika: rest, recreation or regulation in the neoliberalized Swedish University?2018Inngår i: European Journal of Higher Education, ISSN 2156-8235, E-ISSN 2156-8243, ISSN 2156-8235, s. 1-15Artikkel i tidsskrift (Fagfellevurdert)
    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.

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