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  • 5801. Forsström, Katarina
    Företagsservice på Malmö stadsbibliotek2004Conference paper (Other academic)
  • 5802.
    Forssén, Maria
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Flerspråkighet i förskolan2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Nästan all personal inom förskolan möter barn och vårdnadshavare med ett annat modersmål, en annan kultur och andra traditioner. Denna studie handlar om hur förskollärare arbetar med flerspråkiga barn i förskolan. Den grundar sig på tidigare forskning om flerspråkighet och språkutveckling.

    Syfte

    Syftet är att undersöka hur förskollärare beskriver sitt arbete med språkutveckling i grupper med flerspråkiga barn i förskolan. Frågeställningarna handlar om på vilket sätt förskollärarna arbetar med språkutveckling och hur arbetet skiljer sig när man arbetar med barn med olika modersmål.

    Metod

    Metoden som används är kvalitativa intervjuer. Intervjuerna görs med fem förskollärare vid fyra olika förskolor i västra Sverige.

    Resultat

    Resultatet av undersökningen visar att förskollärarna inte gör så stor skillnad på om det är många eller få flerspråkiga barn i barngruppen. Undersökningen visar att det är viktigt med ett gott bemötande mot både barn och vårdnadshavare.

  • 5803. Fortes Lähdet, E.
    et al.
    Suserud, Björn-Ove
    University of Borås, School of Health Science.
    Jonsson, Anders
    University of Borås, School of Health Science.
    Lundberg, Lars
    University of Borås, School of Health Science.
    Analysis of Triage Worldwide2009In: Emergency Nurse, ISSN 1354-5752, E-ISSN 2047-8984, Vol. 17, no 4, p. 16-19Article in journal (Refereed)
    Abstract [en]

    Several triage methods have been developed and adopted around the world but none has been devised for specific patient populations such as older people or those with special needs. This literature review outlines the development of triage since the 1950s, briefly discusses some of the models in use around the world, including one that is used in the care of older people, and outlines the issues that should be taken into account when deciding which method to adopt.

  • 5804.
    Foss, Emma
    et al.
    University of Borås, Faculty of Textiles, Engineering and Business.
    Mikkelä, Johanna
    University of Borås, Faculty of Textiles, Engineering and Business.
    Marknadsföring och reklam på Facebook: påtvingad marknadsföring vs tillståndsmarknadsföring2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    As the use of social networks increases so does the use of marketing and advertising on these networks. The largest social network today is Facebook, which has about 1.5 billion users. Companies have begun to understand the importance of using Facebook, but they must learn how they should use Facebook as a marketing channel and which form of marketing that is most suitable to use on the platform.The purpose of this study is to try to clarify how Facebook users are affected by the different forms of marketing, forced marketing and permission marketing, and how they react to advertising on Facebook and if there is a difference between men and women. The purpose has been answered by putting together two focus groups consisting of both men and women. The results from these groups shows that permission marketing is the most suitable method for companies to use, but it also shows that there is an understanding that both forms of marketing exists. Based on this study, we have found 3 important things that companies should keep in mind when they use Facebook for marketing. 1) Companies must consider which form of marketing they should use and why, 2) segmentation of users to reach out to the right audience, to make the effect of advertising as high as possible, and 3) to capture users’ attention, it is important that the advertisement contains interesting text with suitable images. It’s not possible to generalize the results of the study and therefore further studies on the phenomenon are needed to provide a more accurate picture. This essay is written in Swedish.

  • 5805.
    Foss Lindblad, R.
    et al.
    University of Borås, School of Education and Behavioural Science.
    Lindblad, S.
    University of Borås, School of Education and Behavioural Science.
    Middle-Man Theorizing: Biesta on Rancière and Mouffe into Citizenship Education2011In: IJHE Bildungsgeschichte, ISSN 2192-4295, Vol. 2011, no 1, p. 74-76Article in journal (Refereed)
    Abstract [en]

    IGert Biesta is in Citizenship and Education putting forwards is based on a strategy which we are titling Middle Man Theorizing, by which we mean a strategy of mobilizing theoretical insights from another domain into your own and thereby create an alternative pathway for possible conceptual renewals. The man in the middle” is the author in personal (here Gert Biesta) - the one who is giving voice of others (here Jacques Rancière and Chantal Mouffe) by stating their thoughts and ideas in order to re-conceptualizing a certain problematic (here citizenship education). This kind of middle man theorizing is very frequent in the educational field (as noted by e.g. Foss Lindblad & Lindblad, 2009 concerning the framing of educational restructuring and teaching in relation to professionalization theorizing) and has its own dynamic in terms of conceptual travelling and knowledge organization. It is our ambition to discuss this strategy, its strengths as well as its weaknesses, in relation to the Biesta text. Middle-man theorizing has a double agenda. On the one hand the stating of a problem, on the other hand the presentation of conceptual imports by means of which the problem is going to be fruitfully handled (solved, re-stated, re-conceptualised etc.). In the text by Biesta the very possibilities of education to contribute to what is called “the desire for democracy” both sets and solves the problem of citizenship education. “The “desire for democracy” could be seen as a condensed conceptual result of Biestas reading of the writings of Chantal Mouffe and Jacques Rancière. It is based on distinctions such as those between police/politics, antagonism/agonism, subject/subjectification etc., and is seen as the possible solution to the problems of democracy generally, an alternative both to “the logic of positive identity”, which is said to dominate the conceptions of citizenship, and to “the logic of socialization”, which is said to dominate the conception of education.

  • 5806.
    Foss Lindblad, Rita
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Feministiska studier av vetenskap2016In: En introduktion till genusvetenskapliga begrepp / [ed] Anna Lundberg & Ann Werner, Göteborg: Nationella sekretariatet för genusfoskning , 2016Chapter in book (Refereed)
  • 5807.
    Foss Lindblad, Rita
    University of Borås, School of Education and Behavioural Science.
    Konstruktiv forskningskritik: om förändrade villkor och grunder för kritik och forsk-ning i det pedagogiska fältet.2014Conference paper (Other academic)
    Abstract [sv]

    Att forskningskritik utgör en viktig och på många sätt ofrånkomlig del av vetenskaplig kun-skapsproduktion tas ofta för givet och forskningskritiken är också på olika sätt en institution-aliserad del i det högre utbildningssystemet. I mitt inlägg kommer jag att argumentera för att just forskningskritiken – och speciellt möjligheterna av en konstruktiv sådan – är något som vi emellertid idag behöver ta upp tll diskussion och ställa oss undrande inför. Som en vital och viktig del av forskningsverksamheter överlag finns fog för antagandet att forskningskriti-kens villkor och grunder har förändrats liksom det högre utbildningssystemet i övrigt. Mitt inlägg syftar till att lyfta frågor kring dessa förändringar och stimulera en diskussion kring frågan om vad en ”konstruktiv” forskningskritik skulle kunna tänkas vara i sammanhanget. I sin introduktion till den idag välciterade och kända boken Educational Research on Trial från 2009 skriver redaktörerna Pamela Walters, Annete Lareau och Shiri Ranis: When the smoke and dust had settled, it became clear that the field of education research had been hit by a major earthquake. Roughly between 1995 and 2002, numeroous reorts citing scientific de-ficiencies in education research or suggesting that it was a field in need of rehablitation were isued. Critics of education research charged that the designs on which much of the research is ba-sed are inferior, the quality of the data typically collected is shoddy, and the results of most studies are not to be belived or trusted. To make matters worse, critics charged, the poor quality of educat-ion research rendered it useless as a scientific guide to policymakers’ and practioners’ decisions about how to improve education in the United States. (sid. 1). Situationen i Sverige är kanske inte så extrem eller så tydligt uttalad som denna, men nog känns den igen. Kritik mot forskningen har också här kommit från flera håll och har oavsett om den kommit från professionens, politikens eller akademins företrädare varit likartat inrik-tat på att ifrågasätta både forskningens kvalitet och dess användbarhet och har i vissa fall, som i Sundell (2009), kunnat konstaterats vara bristfällig endast på grund av att forskningspublice-ring etc. inte följer utvärderingens standarder för kvalitetsmätning. Kritikens huvudpunkter är i sig inte nya. I ett ämnesområde vars konstitutionella kärna består i att forskningen ska svara upp på behov utanför sig själv kan det tyckas självklart att frågor kring kvalitet kopplas till frågor om nytta och användbarhet. Samhällsvetenskaperna i gemen har förväntats ”serva” olika samhällssektorer, vilket för den pedagogiska forskningens del traditionellt har bestått av lärarutbildningar, lärarprofession och (något senare) utbildningspo-litik. Historiskt har konstitutionen visat sig fruktbar och de spänningar som funnits mellan ämnes-området och lärarutbildning, lärarprofession och utbildningspolitik har gett upphov till kritik som varit konstruktiv och kunnat utnyttjas i differentierings- och specialiseringssträvanden. Mycket tyder emellertid på att sådana utvecklingslinjer kommer att bli allt svårare i framtiden och att kritiken, området – liksom dess sammanhang - förändrats mycket kraftfullt. Förra århundradets sista decennier innebar kraftfulla och tillsynes globala förändringar för vetenskaplig kunskapsproduktion inom samtliga ämnesområden (se t ex. Gibbons, et.al, 1994; Ziman, 1994). I de globala kunskapsekonomier som råder har visserligen forskning med rele-vans för utbildning fortsatt att hamna högt på de politiska agendorna, men den institutionella grunden både för att bedriva och styra universitets- och högskolebaserad forskning är sig inte lik. Uttrycken ”University in Ruin” och ”Academic Capitalism”, myntat av Readings (1997) respektive Slaugher och Lesley (1997), ger på ett så slagfullt sätt gestalt åt igenkännbara sammanhang. Lägger vi därtill till de också i Sverige allt mer hörbara kraven på evidensbase-rade praktiker och evidensbaserad forskning framträder konturerna av vad Pamela Walters (2009) kallat för en ”educational research movement” där vetenskaplig legitimitet och veten-skaplig auktoritet ställts på spel inför kraftfulla förändringar och utmaningar i utbildningssek-torn. PISA men också neo-liberala strömningar och marknadisering tillhör samma scenarie där också nya villkor och former för att hantera allt ifrån tjänstetillsättningar till forskningsfi-nansiering gjort sig gällande. Om både de institutionella, politiska och kunskapsmässiga grunderna är under så radikal för-ändring som ovanstående antyder menar jag att vi också står inför en hittills ny situation där inte bara den pedagogiska forskningens villkor utan också innebörderna och möjligheterna av att vara forskare inom området har omvandlats. Självklart utmanas också kritikens roll i sammanhanget och våra mer traditionella uttryck för forskningskritik har, kan vi förmoda, inte stått opåverkad av den senare ”rörelsen” (Educational Research Movements) och de kon-stitutionella förändringar denna bär vittne om. Som jag kommer att argumentera för ställer ett antagande om konstitutionella förändringar oss inför strategiskt svårbemästrade frågor där vi får allt svårare att förstå oss själva isolerade eller immuna från närvaro av neo-liberala strömningar och omvandlingar av universitets- och högskolesystemet i stort. Med några exemplifieringar från omvandlingen av den pedagogiska forskningens organisering och villkor i Sverige kommer jag att i mitt inlägg peka på vissa av de konstitutionella paradoxer vi fortfarande lever under där ”gammalt” i vissa fall lever sida vid sida med ”nytt” och där det ”gamla” i andra sammanhang så uppenbart omformats genom det ”nya”. Utan att tro på att svar i vanlig mening är möjliga är den fråga jag menar är viktigt för oss att ha rådslag om är: Vad är eller skulle en konstruktiv forskningskritik kunna vara i sammanhanget och åt vad (ska) den riktas? Referenslitteratur: Biesta, G. (2007). Why »what works» won’t work: evidence-based practice and the democra-tic deficit in educational research. Educational Theory, 57(1), 1–22. Bohlin, Ingemar (2010): Systematiska översikter, vetenskaplig kumulativitet och evidensba-serad pedagogik. I Pedagogisk Forskning i Sverige 2010 årg 15 nr 2/3 s 164–186. Gibbons, M. C., Limoges, C., Nowotny, H., Schwartzman, S., Scott, P., & Trow, M. (1994). The new production of knowledge. Beverly Hills, CA: Sage. Hammersly, M. (2001): ’On ”systematic” reviews of research litteratures: A ”narrative re-sponse to Evans and Benefield.’ British Educational Reserch Journal, 27, p. 543 – 554. Nihlholm, Claes & Evaldsson, Ann-Carita, (2010). Var finns evidensen för evidensrörelsens anspråk? Debatt. I Pedagogisk Forskning i Sverige 2010 årg 15 nr 2/3 sid. 321. Nowotny, H., Scott, P., & Gibbons, M. (2001). Rethinking science: Knowledge and the public in an age of uncertainty. Cambridge, UK: Polity Press. Oanecea, A and Pring, R. (2008). ’The importance of being thorough: On systematic accumu-lation of ”what workds” in Educational Research. Journal of Philosophy of Education 42: 4 – 15. Ranis, Sheri H. (2009): Blending Quality and Utiliity: Lessons Learned from the Education Research Debate. Sid. 125 – 143. I Walters, Lareau, and Ranis (Eds.) Education Research on Trial. Policy Refrom and the Call for Scientific Rigour. Routledge. Slaughter, S., & Leslie, L. (1997). Academic capitalism, politics, policies, and the entrepre-neurial university. Baltimore & London: Johns Hopkins University Press. Sundell, K. (2010). Internationella publikationer och citeringar under perioden 2000–2009 hos svenska professorer och docenter inom folkhälsovetenskap, omvårdnadsvetenskap, pedagogik, psykologi, socialt arbete och sociologi. Socialstyrelsen november 2010.

  • 5808.
    Foss Lindblad, Rita
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    The Imagined Real of Sweden: Utopias with/out hopes2016Conference paper (Refereed)
  • 5809.
    Foss Lindblad, Rita
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Bergviken Rensfeldt, Annika
    Dodillet, Susanne
    Kategorier och positioner i pedagogisk genusforskning.2015In: Utbildning, Makt och Politik. / [ed] Sverker Lindblad & Lisbeth Lundahl, Lund: Studentlitteratur AB, 2015Chapter in book (Refereed)
  • 5810.
    Foss Lindblad, Rita
    et al.
    University of Borås, School of Education and Behavioural Science.
    Bergviken Rensfeldt, Annika
    Dodillet, Susanne
    Meta-narratives and Self-identities in Gender Education Research in Sweden and Germany2013Conference paper (Refereed)
    Abstract [en]

    This paper deals with differences and changes of self-understandings, scientific ideals and research practices in gender education research in Sweden, with comparisons made to Germany. In the paper we highlight differences in the ways in which gender education research has come to construct its history, its disputes as well as its present and future challenges. The identification and analyses of such differences have the purpose of exposing epistemic and social dynamics involved in the methodological specificities of educational gender research itself. Our focus is the meta-narratives on research identities and methodological innovations. Our research show significant differences in meta-narratives of gender education research in Sweden and Germany, and also important differences between these and the Anglo-American metanarratives that so strongly have dominated the gender and feminist research discourses. Whereas some of these differences can be explained in political terms (as differences in feminism and feminist impact), some can only by explained by differences in the constitution of the discipline (Education/pedagogik) and the ways in which educational research has been institutionalised within it.

  • 5811.
    Foss Lindblad, Rita
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Jonsson, Anna-Carin
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Pre-service teacher student's preference of publil's developmental competences: A critical examination of educational restructuring and OECEs impact on "the learner".2016Conference paper (Refereed)
  • 5812.
    Foss Lindblad, Rita
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Lindblad, Sverker
    A World Wide Panopticon: on Large Scale International Assessments and Progress in Education.2015Conference paper (Refereed)
  • 5813.
    Foss Lindblad, Rita
    et al.
    University of Borås, School of Education and Behavioural Science.
    Lindblad, Sverker
    University of Borås, School of Education and Behavioural Science.
    Constructing Teacher Professionalism between Organizational Decision-making and Work-life Autonomy2011Conference paper (Refereed)
  • 5814.
    Foss Lindblad, Rita
    et al.
    University of Borås, School of Education and Behavioural Science.
    Lindblad, Sverker
    Educational Restructuring and Educational Research in Tandem?2014Conference paper (Refereed)
    Abstract [en]

    The starting point for this study is that educational reform and educational research is moving in tandem, as could be expected from theoretical insights of the co-production of science and society in Science and Technology Studies. The ideas of relevance in educational research plays a vital role here and will be in focus when the interplay between the restructuring of educational systems and the reforming of educational research are analyzed.
Our focuses on prevalent ideas of relevance in educational research aims to show ways in which these ideas has been important in the restructuring of educational systems and research and what consequences it has had on the expertise of teachers and researchers. The study is based on the case of educational reform in Sweden in relation to changing demands on educational expertise and research over a period of twenty years. The case is of special interest for understanding interrelations between educational restructuring and educational expertise. Swedish education is a radical example of (global) trends in restructuring since the early 1990s, but the transition of Swedish educational research follows only recently, and still with some exceptions, the very same trends. Our analyses are based on two different kinds of sources – a selection of policy documents from the Swedish government and documentation of strategic instruments developed and used by Swedish Research Councils for the renewal of educational research, as well as an analysis of the concrete outcome of its uses in terms of approved research applications.
 Our results are presenting large changes in educational research policy, which has moved educational research from (a) a disciplinary organization in terms of “pedagogic” towards a multidisciplinary “educational research field”, and (b) which in tandem with Higher Education reforms has led to increased dependences and competition of external research funds, where (c) productivity in terms of international scientific publications is becoming the most important indicator for scientific quality. This dependency is combined with increasing demands for quantitative studies of school performances and international comparative studies of different kinds, all supposed to function in the control and surveillance of educational systems. However, these findings are complemented by another finding, where the relevancy of educational research for the teaching professions is emphasized, underlining the needs for praxis-relevant research either to be carried out in teacher education departments or otherwise expected to serve the needs of the teaching professions. Similar patterns are identified in Norwegian educational research policy and will be compared to the Swedish case. In sum, and taken together, our research findings shows a new and more subtle governing of the ways in which educational research now is engaging with educational practices on systems and school levels congenial to restructured education. It should alarm us for the prevalent dangers of creating an incapacity for more “radical” (reflexive and critical) forms of research practices to supersede current educational regimes.

  • 5815.
    Foss Lindblad, Rita
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Lindblad, Sverker
    Higher Education and Research in a Steady State: Changing premises and practices for educational research in Sweden2016In: Att ta utbildningens komplexitet på allvar: En vänbok för Eva Forsberg / [ed] Maja Elmgren, Maria Folke Fichtelius, Stina Hallsén, Henrik Román, Wieland Wermke, Uppsala: Uppsala University , 2016Chapter in book (Other academic)
  • 5816.
    Foss Lindblad, Rita
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Lindblad, Sverker
    Institutionen för pedagogik och specialpedagogik, Göteborgs Universitet.
    Higher Education and Research in a Steady State: Changing premises and practices for educational research in Sweden.2016In: Nordic Journal of Educational Policy, NordSTEP, E-ISSN 2002-0317, Vol. 1, no 1Article in journal (Refereed)
    Abstract [en]

    This chapter addresses changing premises and practices for and in educational research in the case of Sweden. The ambition is to analyse changing preconditions for educational research and potential implications of this for research practices and knowledge production in the field of education. The text is organised in three inquiries: First, we present a general framework of transitions in the system of higher education and research as a combination of expansion and contraction. Second, we analyse educational research in Sweden, its trajectory, playground and play performances, indicating possible changes in the rules of the game. Here we apply an international perspective. Thirdly, based on this, we discuss the current situation - the condition we are in for educational research, and where to go?

  • 5817.
    Foss Lindblad, Rita
    et al.
    University of Borås, School of Education and Behavioural Science.
    Lindblad, Sverker
    University of Borås, School of Education and Behavioural Science.
    Higher Education Policy and Changing Transnational Expertise in Sweden A contribution to the symposium Globalization and The Nordic model: conflicting, resisting and converting tendencies in policy of education2014Conference paper (Refereed)
    Abstract [en]

    This paper aims to analyze current impact of transnational organizations and multinational corporations in governance of higher education in Sweden. We put this in context of welfare state restructuring and performative governing by means of indicators and ranking and related to changing policy demands on research and expertise. Are these changes in higher education policy and research policy working in tandem as could be suggested by science - technology studies (Nowotny et al, 2003)? Our study will be based on policy network analysis and identification and analyses of expertise in education policy discourses. We analyze current policy discourses (since 2006 and onwards) giving special attention to what expertise that are referred to in these discourses, as well as the meanings and objects of the expertise concept in use. In relation to our aim of analyzing the impact of transnational organizations and multinational corporations in educational policy making, we refer to the studies on transnational governance by Djelic Sahlin-Anderson (2006) and the increasing use of incomplete organizing (Ahrne & Brunsson, 2010) in higher education. Concepts of "thin descriptions" (Porter, 2012) and potential "looping" (Hacking, 2004) are used here. As a result important changes in higher education governance and expertise are identified. Our analyses lead to a discussion of couplings between governance and research policy in higher education. This paper is attached to the symposium "Globalization and The Nordic model - conflicting, resisting and converting tendencies in policy of education" in Network 21, "Politics of Education and Education Policy Studies". References: Ahrne, G. & Brunsson, N. (2009). Complete and incomplete organisation (Scores Reports 2009:2). Stockholm: University Djelic, M. L., & Sahlin-Andersson, K. (Eds.). (2006). Transnational governance: Institutional dynamics of regulation. Cambridge University Press. Hacking, I. (1995). The looping effects of human kinds. Causal cognition: A multidisciplinary debate. D. Sperber, D. Premack and A. J. Premack. Oxford: Clarendon Press: 351-94. Nowotny, H.; Scott, P.; Gibbons, M. (2003): Introduction: Mode 2'Revisited: The New Production of Knowledge. Minerva, 2003, 41.3: 179-194. Porter, T. M. (2012). Thin Description: Surface and Depth in Science and Science Studies. Osiris, 27(1), 209-226.

  • 5818.
    Foss Lindblad, Rita
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Lindblad, Sverker
    Institutionen för pedagogik och specialpedagogik, Göteborgs Universitet.
    International Comparisons and Dynamics at the Education Policy Agora2017In: Program for the EERA meeting in Copenhagen, August 2017, 2017Conference paper (Refereed)
    Abstract [en]

    The seminars working hypothesis has a lot in common with the well-known hypothesis of Lyotard (1984) saying that when society alters so does the status of knowledge. Knowledge can as such be described in terms of a discourse where legitimation of different kinds of knowledge is put in the fore. This discourse of legitimating knowledge is taking place in societal systems (cf. Luhmann, 1996) where knowledge legitimates itself as well as the systems which harboring legitimacy. In this, the society-science interaction is especially important due to that it acknowledges important relations and settings of power. In the seminar, we are elaborating on how a society-science connection is portrayed in the domain of education where we note how educational knowledge and educational policy is constructed and functioning in tandem in ways similar to the Lyotard hypothesis – when educational knowledge alters so does educational policy, and vice versa. This connection is analyzed based on an analytical use of the conceptual space description of agora (Nowotny et al., 2003), where various activities takes place in which educational knowledge and policy is constructed, framed and disseminated in tandem. Based on historical and empirical investigations we state that one prevailing reasoning (Hacking, 1992, Lindblad, Pettersson & Popkewitz, 2015) necessary for educational knowledge and policy in the contemporary is the notion on comparativism where comparisons such as rankings and hierarchizations between educational systems are in focus and not the qualities of education as such. Comparativism implies a reduction of complexity which is required to maintain a system’s power capability. During the last decades, the dissemination and growth of international large-scale assessments (ILSA) represents a reduction of such complexity. The power of new algorithms and technologies for classifying educational systems at the intersection of international actors and national policy and science, is repeatedly expressed in education policy debates. The emergence of this approach to education has been noted in research (Carvalho, 2012; Grek, 2009), mostly with a focus on relations between different actors at work in different layers and in transnational governance (Ozga, 2012; Djelic & Sahlin-Andersson, 2006). However, few studies have investigated the educational activities for providing educational knowledge and how they together provide major contributions of educational knowledge. Based on such notions, the purpose is to describe and analyze comparativism in education in order to critically examine and clarify what claims and educational reasoning that are put forwards as well as implications for educational design and action. We search for answers to the following set of questions: - how to capture and analyze the emergence of a comparativistic turn in educational research and policy; - how to describe the dynamics of an agora in the making of educational knowledge staged in tandem processes in research and policy; - how do international and national settings and agents interact in educational discourses? These problematics will be elaborated on in the seminar with a specific focus on Nordic contexts (Sweden and Norway) in international perspectives. We approach the problematics by especially observe the function of ILSA in the society-science relations and how these are discussed on the agora leading to tandem processes of policy and research. With the contributions in the seminar we are in a position to highlight some of the relations on how educational knowledge is constructed, framed and disseminated as tandem processes in a situation dissolving the dichotomy of society-science by reducing some of its complexity. When doing so we have the opportunity to analyze the intersection between science and society as an important field of education. We will also raise questions on how these kind of knowledge is perceived by media and public. 

  • 5819.
    Foss Lindblad, Rita
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Lindblad, Sverker
    On Relevance and Norms of Science in Times of Restructuring.: Educational Research in Sweden2016In: Political Pressures on Eucational and Social Research.: International Perspectives / [ed] Trimmer, K., Routledge, 2016Chapter in book (Refereed)
  • 5820.
    Foss Lindblad, Rita
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Lindblad, Sverker
    Post-political governing of wellfare state education in Sweden2016In: Education and Political Subjectivities in Neoliberal Times and Places: Emerging practices and possibilities / [ed] Lena Martinsson & Eva Reimers, Routledge, 2016Chapter in book (Refereed)
  • 5821.
    Foss Lindblad, Rita
    et al.
    University of Borås, School of Education and Behavioural Science.
    Lindblad, Sverker
    Quality and Relevance in educational research assessments: Some reflections on the role of research in processes of expertizing educational change.2014Conference paper (Refereed)
    Abstract [en]

    In accordance with the scientific enterprise at large, educational research is considered to be of increased importance - for the improvement of education and for the possibilities of social and economical developments. But as funding has its limits (Ziman,1994) this has also meant increases in demands and pressures on educational research to conduct according to what is needed and asked for – e.g. to be relevant (Besley, 2009). But how are decision over needs taken and how are the balance between research relevance and research quality handled, and with what consequences? These are questions addressed in this paper whose main aim is to reflect on the role of research in processes of expertizing educational change. Reflection means here to rethink (to reconceptualise) what already has been altered in a period of time where educational research and educational research policy are increasingly run by global agendas (Rizvi & Lingard, 2010) and where changes in epistemologies could be expected to follow changes in research assessments and research practices. The study addresses questions of research quality and research relevance from a perspective where images of differences between “external” and “internal” quality standards play a vital, but different, role in different forms of assessment of educational research (see Boaz & Ashby, 2003). This external/internal divide are here seen from a perspective of social epistemology (Fuller, 2002), and the paper analyse and exemplify the performativity and translations of these divides and its conceptual specificities as they are performed. Our analyses are based on different sources - selections of policy documents as well as selections of research assessment procedures from selected Research Councils. The paper is to be seen as an extension – and a conceptual rethinking - of our previous studies on the politics of assessments of educational research in Sweden (Foss Lindblad, Lindblad & Popkewitz, 2009), Norway (Lindblad, 2013) and Australia (Lindblad & Foss Lindblad, 2013). Our findings indicate, firstly, that the conceptual ambiguities of quality and relevance in educational research assessments are founded in epistemological terrains that mirror differences in the roles given to research in the processes of expertizing educational changes. While our empirical cases (Sweden, Norway and Australia) gives clear evidence for the fact that, secondly, such differences makes a difference also for the agenda setting of research priorities and the actual funding of research, the situation could also be seen as one where, thirdly, the external/internal divides conceptually hidden in ideas about scientific quality and scientific relevance demonstrates that struggles over different kinds of research has other dimensions than those addressed in the discussions on evidence-based research (Hammersley, 2007) and/or questions on qualitative vs. quantitative research (Denzin, Lincoln & Giardina, 2006). Disciplinary differences are important here – as are questions of the future of educational research (see Furlon & Lawn, 2011) and we will here take a clear stance for the importance of disciplines, and disciplinary crossings, in processes of expertizing educational change. References Boaz, A. & Ashby, D. (2003). Fit for purpose? Assessing research quality for evidence based policy and practice. Retrieved 2014, from ESRC UK Centre for Evidence Based Policy. Besley, T. (2009). Assessing the Quality of educational research in higher education: International perspectives. Sense Publishers. Denzin, N: Lincoln, Y & M Giardina,. (2006). Disciplining qualitative research. International Journal of Qualitative Studies in Education. Vol. 19, No 6. Pp. 769 – 782. Fuller, Steven (2002). Social Epistemology. Indiana University Press. Furlong, J. & Lawn, M. (2011). Disciplines of Education. The role in the future of educational research. London & New York: Routledge. Hammersley, M (Ed.) (2007). Educational evidence-based practices. London:Sage. Lindblad, S. ; Bergviken Rensfeldt, A. ; Jensen, B. et al. (2013). Evaluering av forskningsprogrammene PRAKSISFOU og UTDANNING 2020. Oslo: Norges Forskningsråd. Foss Lindblad, R. ; Lindblad, S. ; Popkewitz, T. S. (2009). Narratives on Educational Research Evaluation in Sweden. Besley, A.C (Ed): Asessing the Quality of Educational Research in Higher Education. s. 279-292. Rotterdam: Sense Publications Lindblad, S. & Foss Lindblad, R. (2013). Educational Research: the State of Sweden and the Australian 2.2 world. The Australian Educational Researcher. 40 (4) s. 527-534. Rizvi F. & Lingard, B. (2010). Globalizing Education Policy. New York: Routledge. Ziman, J.M. (1994). Prometheus Bound: Science in a Dynamic Steady State. Cambridge: University Press.

  • 5822.
    Foss Lindblad, Rita
    et al.
    University of Borås, School of Education and Behavioural Science.
    Lindblad, Sverker
    University of Borås, School of Education and Behavioural Science.
    The governance of peers.2013Conference paper (Refereed)
    Abstract [en]

    The Swedish case in a globalized context; This paper address governance by performances in Higher Education Institutions by discussing two strategies for assessing research quality, PeerReview systems and systems of performance indicators. While systems of performance indicators are of later date and has its origin in newer forms of governance, it has nevertheless usually been discussed as a system that operates on the same rationalities as the Peer-review system. Research excellence is for example still considered based on principles and norms such as those of originality and rigour, only translated into quantified figures. However, the translation of values between the two system is, we will argue, far from neutral and its significance has more to do with governance than with values per se, and, as we will argue, changes in governance includes the governance of peers. This will be the radical difference. We will here refer to the history of reviews of educational research in Sweden and to a context of changing research policies in a higher education and research system (Parliament bill 2012/13:30) that is based on increased competition of research funds. This we will put into the context of higher education and research as a system of different higher education institutions, such as university colleges and universities with large research funds.

  • 5823.
    Foss Lindblad, Rita
    et al.
    University of Borås, School of Education and Behavioural Science.
    Lindblad, Sverker
    University of Borås, School of Education and Behavioural Science.
    The Making of the European Higher Education Area; Politics of Knowledge, Research Assessments and University Ranking2011Conference paper (Refereed)
    Abstract [en]

    The making of the “European Higher Education Area” (EHEA) is based on a number of initiatives from a number of actors and networks. We will here put forwards these initiatives and the actions at work. Firstly, we will deal with the making of the “Knowledge Triangle” (KT), where education, research and innovation are assumed to be the interdependent drivers in the making of a Knowledge Society. How is this configured and what tools are at work – e.g. Erasmus and instruments such as U-multirank? Secondly, we go into research assessment exercises and how these construct higher education and research, and their mutual relations. Our study is based on notions of governing and dynamic nominalism. We have analysed documents that are strategic in the construction of EHEA and KT plus analyses of RAE technologies and constructions. This is combined with analyses of ranking instruments as navigation tools and standardization of EHEA. Here, we will focus on Sweden as a case scrutinising three larger universities and their recent use of Research Assessment Exercises and put this in an national and international context. The study is resulting in presenting critical research issues concerning transnational governance in the Europeanization of higher education and research.

  • 5824.
    Foss Lindblad, Rita
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Lindblad, Sverker
    Institutionen för pedagogik och specialpedagogik, Göteborgs Universitet.
    THE PUBLIC OPINION: ON THE MAKINGS ON MODERN EDUCATION2017Conference paper (Refereed)
    Abstract [en]

    Research topic/Aim: Our case is Sweden with its comprehensive welfare state education. This case have been in rapid change in education during the last decades, including worldwide restructuring measures such as deregulation, privatization and governing by school performances. Our aim is to analyze education as part of a modernization project based on the development of science as well as on democracy. Our approach to this is analyses of the public opinion in the Swedish welfare state in relation to the current context of Sweden and what its educational system offers. In order to realize these ambitions, we put forwards the following research questions: • What confidence and discontent in education is presented by the public opinion? How is this related to educational levels and political preferences among individuals? • To what extent is there confidence or mistrust in research in different fields – including educational research – and to what extent is this connected with educational levels and social positions among the individuals? Given our interest in modernization of education we have a special interest in how individuals in in teaching professions assess educational research. In order to sharpen the analysis of current trends in education modernization and educational research we made special analyses of the public opinion on the uses of large scale assessments of educational performances. Theoretical frameworks: Trust has become an important factor for understanding operations of governance and educational reforms and variances of success over countries. Given the present context of rapid social and political transformations and ongoing restructuring of higher education and research, the level and objects of trust thus becomes an important indicator of possibilities and readiness of change. Methodology/research design: We have chosen to analyze the views of the public opinion considering trust in science as such and for the eventual betterment of society, with a special focus on educational science. Data are obtained from the SOM-Institute survey 2014 sent to a national sample of 3 400 individuals, out of which 54 percent answered the questions – in sum 1 634 persons. Findings: In the public opinion the confidence in the school is not very high, and most individuals take very critical stances to current developments in schooling. Regarded as indicators of perceptions of education in a modernizing welfare state, the results present somewhat of a crisis in trust of schooling. This is further underlined by the finding that individuals with lower levels of education are more discontent with recent developments in education. Of special interest is the finding that the right wing populists – often in low paid jobs – are most dissatisfied with what education can offer them. Trust in educational research – especially among those in teaching professions – is also indicating that the modernization processes in education is at work. Stated otherwise, modernization of education and schooling seems to correspond to predominant distribution of resources in society, and universalistic claims about modernization seem to be contradicted by its premises and practices. Relevance for Nordic Educational Research: There is a large need for analyzing the current political situation and its politics of knowledge and educational policies in the Swedish welfare state and in similar welfare state contexts, such as the Nordic countries. 

  • 5825.
    Foss, Maria
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    ”Jag behöver inte gå in för djupt för det ligger ändå inte på mig personligen”: En kvalitativ studie om yrkesrollen i emotionellt arbete2017Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Sammanfattning

    Inom vård- och omsorgssektorn är människor beroende av hur de bemöter varandra där servicen blir en del av vårdgivarens vardag. För att individen ska agera professionellt i en serviceinriktad verksamhet behöver individen i sin yrkesroll som vårdgivaren tillsammans med sin privata roll utgöra grunden för det som kan anses vara professionellt. Men Hochschild (2003) menar att människor som har svårt att skilja på sin yrkesroll och den personliga rollen tenderar att drabbas av utbrändhet. Är det därför möjligt för individer att skilja på yrkesrollen och den privata rollen för att individen ska agera professionellt? Hochschild’s (2003) teori avseende emotionellt ar- bete samt Goffmans (2006) teorier kring roller ligger till grund för den aktuella studien. Dessa teorier behandlar arbetet i sin helhet och kopplas till empirin samt diskussion.

    Syfte

    Syftet men denna studie är att få en förståelse av hur vårdgivaren upplever sin yrkesroll i relat- ion till emotionellt arbete. Syftet är också att lyfta fram individens beskrivning av sin yrkesroll i mötet med vårdtagaren.

    Huvudresultat

    Resultatet visar hur ett flertal respondenter upplever att det finns klara direktiv och önskemål inom vård- och omsorgssektorn om hur en vårdgivare ska förhålla sig till sin vårdtagare. Men att kunna förhålla sig professionellt i sin yrkesroll avseende emotionellt arbete upplevs många gånger som svårdefinierat. Empirin visar hur ett distanserat förhållningssätt till vårdtagaren kan skapa förutsättningar till ett välmående för vårdgivaren samtidigt som känslor och egenskaper hos vårdgivaren kan skapa ett välmående för vårdtagaren. Det handlar om att se till varje indi- vids behov där det blir en balansgång för vårdgivaren att kunna avgöra när och hur denne ska uppvisa känslor i sitt arbete.

    Metod

    Studien utgår från en kvalitativ metod där semi-strukturerade intervjuer har använts för in- samling av det empiriska materialet. Urvalet består av nio respondenter som arbetar inom den offentliga sektorn. Samtliga respondenter benämns som vårdgivare då en interaktion med en vårdtagare är ett krav för den aktuella undersökningen.

  • 5826.
    Foss, Maria
    et al.
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Nordström, Ida
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Vi är varandras arbetsmiljö: Sociala relationer på arbetsplatsen2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to bring clarity to what impact social relations have on the working climate at the workplace. Here the focus is on the employees and their experiences as well as definitions of working environment, working climate and social relations. Since there is a problem with sick leave in society, where mostly women who work closely with people belong to the most affected occupational group, there are reasonable grounds for letting assistant nurses and preschool teachers be part in this study. Previous research and theoretical perspectives show the importance of highlighting the significance of social relations for the psychosocial working environment at the workplaces. Levi's interpretation of how employees relate to and interact with each other, as well as research on social relations in working life, have been contributing towards an increased understanding of the interpersonal relationships in working life. The synergy of the factors of enjoyment, trust, communication and community, forms the individual's experience of the working environment. A qualitative method has been applied, based on a constructivist perspective in order to capture the respondent’s experiences of social relations at the workplace. The data collection was done through semi-structured interviews with four assistant nurses and four preschool teachers. 

    The empirical material shows that social relations have an impact on the perceived working climate and working environment and thus also the well being at the workplace. In the result, factors concerning enjoyment, trust, communication and community were highlighted. That is factors within the theoretical concept of social relations and contributes in fostering well being at the workplace.

  • 5827.
    Foster, Jonathan
    et al.
    University of Sheffield.
    McLeod, Julie
    Northumbria University.
    Nolin, Jan
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Greifeneder, Elke
    Humboldt University Berlin.
    Data work in context: value, risks, and governance2018In: Journal of the Association for Information Science and Technology, ISSN 2330-1635, E-ISSN 2330-1643, Vol. 69, no 12, p. 1414-1427Article in journal (Refereed)
    Abstract [en]

    While always integral to scientific activity, data work has recently emerged as a key set of processes within societal activities of all kinds. While data work presents new opportunities for discovery, value creation, and decision making, its emergence also raises significant ethical issues, including those of ownership, privacy, and trust. This article presents a review of data work, and how negotiating a trade‐off between its value and risks requires locating its processes within the contexts of its conditions and consequences. These include international, national, and sectoral conditions of law, policy, and regulation at a macro level; organizational conditions of information and data governance that aim to address the value and risks of data work at a meso level; along with attention to the everyday contexts of data and information handling by data information and other professionals at a micro level. In conclusion, a conceptual framework is presented that locates the processes of data work within the matrix of its macro meso and micro conditions, its consequences for individuals, organizations, and society, and the relations between them. Suggestions are given for how research into the study of data work—its value risks and governance— can be advanced by using this framework.

  • 5828.
    Foughman, Linnéa
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Lärares bokval ur teorin genussystemet: Fyra lärare resonerar om hur de väljer högläsningsböcker ur ett genusperspektiv2019Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Inledning

    Lärare bör fundera över vilken typ av samtal som hen vill att högläsningsboken ska uppmuntra och leda till. Det handlar om att hitta texter som väcker diskussioner och som fångar eleverna, om högläsningen ska få positiva effekter på det kritiska tänkandet. I studien undersöks lärares genusmedvetenhet vid val av högläsningsböcker. En av skolans uppgifter är att den aktivt och medvetet ska främja elevernas lika rättigheter och möjligheter oberoende av könstillhörighet. Skolan har ett ansvar att motverka könsmönster som begränsar elevernas lärande, val och utveckling. Lärare behöver ha en medvetenhet om genus för att undvika att undervisa utifrån könsstereotypa föreställningar. En undervisning som bedrivs ur ett genusperspektiv, innebär att en undersökning och problematisering sker av hur den sociala konstruktionen av kön framställs. En undervisning som utgår från detta, bryter traditionella könsmönster.

    Syfte

    Syftet med studien är att undersöka lärares genusmedvetenhet vid val av högläsningsböcker. Det är således lärarnas syn, så som den kommer till uttryck i deras tal om val av högläsningsböcker.

    Frågeställningar

    • Vilken roll spelar ett genusperspektiv för lärarna vid val av högläsningsböcker?
    • Vad innebär ett genusperspektiv för lärarna vid val av högläsningsböcker?
    • Vad vill lärarna uppnå med ett genusperspektiv vid val av högläsningsböcker?
    • Hur kan lärarnas genusmedvetenhet vid val av högläsningsböcker beskrivas i termer av hierarki och dikotomi?

    Metod

    I studien användes en kvalitativ metod med semistrukturerade intervjuer. Fyra verksamma lärare i årskurserna F-2 deltog.

    Resultat

    Flertalet lärare väljer ibland högläsningsböcker ur ett genusperspektiv. Två av lärarna angav läroplanen som en anledning till varför böcker väljs ur ett genusperspektiv, samma lärare angav också de konstruerade föreställningarna om könsroller som en anledning till varför böcker väljs ur ett genusperspektiv. Sammantaget visade resultatet att genusperspektivet spelade en viss roll vid val av litteratur, eftersom att flertalet av lärarna beskrev att de tidvis väljer högläsningsböcker ur ett genusperspektiv. Endast en lärare svarade att hon väljer böcker ur ett genusperspektiv, på frågan vad lärare utgår från när de väljer litteratur. Ett mönster kunde urskiljas ur respondenternas utsagor, att det till en viss del finns en genusmedvetenhet i lärarnas val av högläsningsbok. Lärarna belyste också hur de vill att eleverna tar emot böckernas budskap, här beskrev samtliga att eleverna ska få möjlighet att inta ett normbrytande perspektiv. Två av lärarna angav de konstruerade föreställningarna om könsroller och att de bör brytas, som en anledning till varför böcker väljs ur ett genusperspektiv. Samtliga lärare ansåg att ett genusperspektiv i litteraturen för dem innebär att ha ett normbrytande förhållningssätt och att de genom att högläsa en bok ur ett genusperspektiv vill uppnå att eleverna ska få en förståelse för människors lika värde. Resultatet visade att lärarnas resonemang och det de uttryckte, kunde härledas till båda termerna dikotomi och hierarki. Det återfanns nio yttranden kring hierarki och sex yttranden kring dikotomi. Resonemangen kring principen hierarki var alltså något mer överrepresenterad. Sammantaget visade resultatet att det diskuterades enbart i termer kring dessa principer, förutom i ett yttrande. I det yttrandet upprätthålls snarare Hirdmans (2007) teori om genussystemet.

  • 5829.
    Foughman, Linnéa
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Wikström, Cathrine
    Att lära in ute: Pedagogers syn på användandet av utomhuspedagogik i de naturorienterande ämnena, årskurs F-3.2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Introduction: Outdoor education is in various ways an interesting and relevant topic toanalyze. Outdoor education is based on learning, where sensual experiences are in focus andwhere learning is moved outdoors.Purpose: The purpose of the study is to examine the teachers view on the use of outdooreducation in science in primary school. What obstacles limit teachers to practice outdooreducation and what opportunities do teachers see to practice outdoor education?Method: We have chosen to use a web survey, a quantitative method, aiming towardsteachers who are working in primary school. Answers from 135 respondents have beenanalyzed.Results: The majority of the respondents see opportunities to practice outdoor education.However, there are a few respondents who see outdoor education as a limit. The majority ofthe respondents practice outdoor education in science at the school they work at. Almost halfof the respondents practice outdoor education 1 time a week as a basis in science. About halfof the respondents perceive that colleagues and principals, to a lesser degree or not at allencourage outdoor education.

  • 5830. Fox, A
    et al.
    Allan, J
    University of Borås, Swedish School of Library and Information Science. [external].
    Doing reflexivity: Moments of unbecoming and becoming2013In: International Journal of Research and Method in Education, ISSN 1743-727X, E-ISSN 1743-7288, Vol. 37, no 1Article in journal (Refereed)
    Abstract [en]

    This paper offers an account of a reflexive ‘trip’ undertaken by a professional doctoral student and her supervisor. It presents a series of vignettes which offer an account of unbecomings and becomings encountered by the student. Making use of a dialogic approach in which the supervisor responds to the student, we suggest this method of data collection might offer an innovative approach which goes beyond simple recollection to enable a deeper level of reflexive action. In so doing, we have identified three lines along which reflexivity appears to have been practised: conceptual, ethical and performative. These expose reflexivity as partial, fragmented and dynamic.

  • 5831.
    Francis Chinweuba, Eboh
    University of Borås, Faculty of Textiles, Engineering and Business.
    Efficiency Improvements in Waste-to-Energy Combustion Processes: Method Development and Evaluation2019Doctoral thesis, monograph (Other academic)
    Abstract [en]

    is the energy recovery method. The electrical efficiency of this technology, however, is generally low when compared with other solid fuel-fired combustion plants as a result of low steam properties. Furthermore, there is lack of efficient methods to evaluate the performance of this system. The energy method, normally used, does not account for exergy destruction due to entropy generated within the system.In this thesis, an exergy model for estimating the maximum available energy in a municipal solid waste and a modified exergy-based method for calculating the improvement potential in a waste-to-energy plant are developed. The exergy model was obtained from estimations of the higher heating value and standard entropy of municipal solid waste from the elemental compositions of the waste using statistical analysis. The improvement potential was derived by comparing the exergy destruction of the real process with its corresponding theoretical process. It was applied in a solid-waste fired heat and power plant to investigate possible improvements in the system as well as the cost of the improvements. The different improvement modifications considered include the re-arrangement of air heaters, the introduction of a reheater, flue gas condensation and an integrated gasification-combustion process. Modelling, simulation and cost estimations were performed with the Aspen Plus software.

    The results showed that the present proposed exergy model was more accurate than the previous models for estimating the maximum available energy in waste material, as the proposed model incorporates all the major elemental constituents as well as the physical composition of the solid waste. Moreover, the results obtained from the higher heating value model show a good correlation with the values measured, and are comparable with other recent and previous models. Furthermore, it was found that 64 % of the total exergy destruction in the process plant investigated can be reduced, while the boiler was identified as a component with the greatest potential for making improvements to the plant. Although the integrated gasification-combustion technology with flue gas condensation has the highest exergy efficiency, its higher capital cost exceeds all other alternatives. The improvement modifications with flue gas condensation not only provide the highest heat production but also the highest net present value. This indicates that flue gas condensation has a significant impact on the overall income generated by waste-to-energy combined heat and power industries.

  • 5832.
    Francisco, Susanne
    et al.
    Charles Sturt University, Australia.
    Mahon, Kathleen
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Kaukko, Mervi
    University of Tempere, Finland.
    Sjølie, Ela
    Norwegian University of Science & Technology, Norway.
    Professional learning for critical praxis in higher education2019Conference paper (Refereed)
    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.

  • 5833.
    Francisco, Susanne
    et al.
    Charles Sturt University.
    Mahon, Kathleen
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Kemmis, Stephen
    Charles Sturt University.
    Transforming education and professional practice2017In: Exploring education and professional practice: Through the lens of practice architectures / [ed] Kathleen Mahon, Susanne Francisco, Stephen Kemmis, Singapore: Springer, 2017, p. 257-264Chapter in book (Other academic)
    Abstract [en]

    In this chapter, we return to the notion of exploring education and professional practices, the key focus of this volume. In the opening chapter, we argued that the theory of practice architectures is simultaneously a theoretical, an analytical, and a transformative resource. Here we highlight some of the ways the chapters in this book have capitalised on the affordances of the theory of practice architectures as their authors have explored education and professional practices. We comment on how, individually and collectively, the chapters contribute to ongoing conversations about particular practices, and our understanding of practices in general.

  • 5834.
    Francke, Helena
    University of Borås, Swedish School of Library and Information Science.
    Book review: Björn Hammarfelt, Following the Footnotes. A Bibliometric Analysis of Citation Patterns in Literary Studies2012In: Tidskrift för litteraturvetenskap, ISSN 1104-0556, E-ISSN 2001-094X, Vol. 42, no 4, p. 70-72Article, book review (Other academic)
    Abstract [sv]

    Få humanistiska forskare har vid det här laget undgått att höra talas om forskningsområdet bibliometri. Ofta betraktas bibliometri som endast ett redskap för att utvärdera forskningskvalitet, och i förlängningen som underlag för beslut om medelstilldelning. Däremot är det färre som känner till områdets hela bredd och vad det kan tillföra förståelsen av andra forskningsområden. En nydanande avhandling som studerar litteraturvetenskapen ur ett bibliometriskt perspektiv – bland annat utifrån referenser i artiklar publicerade i Tidskrift för litteraturvetenskap under en tioårsperiod – ger en bild av ämnet som borde intressera alla verksamma litteraturvetare. Den diskuterar också förtjänstfullt svårigheterna med att utnyttja bibliometri som enda utvärderingsinstrument för ett ämne som litteraturvetenskapen.

  • 5835.
    Francke, Helena
    University of Borås, Swedish School of Library and Information Science.
    Credibility, materiality, and mediated interaction2010Conference paper (Other academic)
  • 5836.
    Francke, Helena
    University of Borås, Swedish School of Library and Information Science.
    Digitala tjänster: kultur, information & kommunikation2009In: InfoTrend: Nordisk tidskrift för informationsspecialister, ISSN 1653-0225, Vol. 64, no 2-3, p. 74-78Article in journal (Other (popular science, discussion, etc.))
    Abstract [en]

    In the autumn of 2009, the Swedish School of Library and Information Science at the University of Borås will launch a new master’s programme: Digital Services – Culture, Information & Communication. The programme is focused on services and tools in digital environments. This article describes the aims and direction of the programme as well as how it has been developed.

  • 5837.
    Francke, Helena
    University of Borås, Swedish School of Library and Information Science.
    Dimensions of Credibility: Review as a Documentary Practice2014Conference paper (Other academic)
    Abstract [en]

    The poster explores documentary practices in web environments where credibility is constructed and agreed upon. Based on studies of open peer review processes in scholarly journals and of discussions of credibility in comments to a climate change blog, four dimensions of credibility assessment activities are identified: gatekeepers/open participation; formal credibility assessment/intrinsic plausibility; individual credibility assessment/collective credibility assessment; and experts/laymen. Within each dimension, various positions and tensions with regard to credibility are exemplified. It is concluded that whether or not participation in credibility assessments, or review, becomes a collective activity within a documentary practice depends on the interaction between the affordances of the inscription technologies, social affordances and institutional practices.

  • 5838.
    Francke, Helena
    University of Borås, Swedish School of Library and Information Science.
    Economics and Quality Estimation of Open Access E-journals2005In: Svensk biblioteksforskning, ISSN 0284-4354, E-ISSN 1653-5235, Vol. 15, no 1, p. 32-45Article in journal (Other academic)
    Abstract [en]

    In university libraries and the scholarly community, there is growing concern with the high costs ofscholarly journal publishing and a rising movement in favour of Open Access publishing. There aremany factors that will influence the success of non-profit and Open Access journals; economicpower, economic survival, political values, and status changes are only a few of these. This articleprovides a critical introduction to two of these areas – economic survival and status – in order toillustrate two important factors of Open Access survival. In particular focus is the idea of the valueof information and the Journal Impact Factor (JIF) as a potential measurement of journal quality. Itis argued that an institutional approach may add a broader perspective that may serve to contextualiseboth these ideas.

  • 5839.
    Francke, Helena
    University of Borås, Swedish School of Library and Information Science.
    E-tidskrifter: mer av samma sak?2008In: InfoTrend, ISSN 1653-0225, Vol. 63, no 2, p. 39-44Article in journal (Other (popular science, discussion, etc.))
  • 5840.
    Francke, Helena
    University of Borås, Swedish School of Library and Information Science.
    Incredible Resources? The Role of User-generated Web Sites in a High School Setting2009Conference paper (Refereed)
  • 5841.
    Francke, Helena
    University of Borås, Swedish School of Library and Information Science.
    Negotiating Cognitive Authority: The Case of Scholarly Electronic Journals2007In: A Document (Re)turn: Contributions from a Research Field in Transition. / [ed] Roswitha N. W. L. A. V. Skare, Peter Lang Publishing Group, 2007, p. 117-133Chapter in book (Other academic)
  • 5842.
    Francke, Helena
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Nurturing academic literacy through a journal publishing assignment2016Conference paper (Other academic)
    Abstract [en]

    Academic literacy is often portrayed in terms of students’ writing and relates to issues concerning genre knowledge (Russell et al., 2009). However, academic literacy can also include an understanding of the social organization, power relations, and technology associated with how knowledge is produced and disseminated in various academic genres and disciplines (see Andersen, 2006; Lea & Street, 2006). Academic literacy is important not only for higher education but also for many professionals who produce, mediate or use these genres, such as researchers, librarians, teachers, journalists, and publishers.

    This contribution describes a post-graduate level course designed to aid students master the cultural tools (Wertsch, 1998; Säljö, 2005) of scholarly publishing by focusing on the social organization of publishing, on the technology used, and on writing in a social science journal article genre. The work methods were informed by a socio-cultural approach to learning, which emphasizes the importance of situating learning activities in the practices in which what is learnt will be used (e.g. Lave & Wenger, 1991).

    The students were given the task of setting up a scholarly (student) journal and to write and peer review articles for publication in the journal. The contribution considers some of the challenges met in the course, such as getting the students to align the constraints of the assignment with the real-life simulation of a scholarly journal. Furthermore, some of the benefits of the course are discussed, for instance the possibility of designing education that students perceive as being academic and at the same time relevant to professional fields.

    References:

    Andersen, J. (2006). The public sphere and discursive activities: Information literacy as sociopolitical skills. Journal of Documentation, 62(2), 213-228.

    Lea, M. R. & Street, B. V. (2006). The “Academic Literacies” model: Theory and applications. Theory into Practice, 45(4), 368-377.

    Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.

    Russell, D. R., Lea, M., Parker, J., Street, B. & Donahue, T. (2009). Exploring notions of genre in “academicliteracies” and “writing across the curriculum”: Approaches across countries and contexts. In: Bazerman, C., Bonini, A. & Figueiredo, D. (Eds.). Genre in a changing world: Perspectives on writing (pp. 395-423). Fort Collins, CO: The WAC Clearinghouse and Parlor Press. Available at: http://wac.colostate.edu/books/genre/

    Säljö, R. (2005). Lärande och kulturella redskap: Om lärprocesser och det kollektiva minnet [Learning andcultural tools: On learning processes and the collective memory]. Stockholm: Norstedts akademiska förlag.

    Wertsch, J.V. (1998). Mind as action. New York, NY: Oxford University Press.

  • 5843.
    Francke, Helena
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Open Access Made Easy2018Conference paper (Other (popular science, discussion, etc.))
    Abstract [en]

    Studies have shown a steady but slow uptake of open access to the scholarly literature over the past decade, with estimations that roughly 25 to 30 per cent of journal articles are available open access on publication. Funders and governments, especially in Europe, have taken various steps to support open access and to increase access to publications, including the recently announced cOAlition S, which is intended to significantly speed up the move towards full gold open access. As an interim solution, some consortia have signed offset agreements with publishers, for instance the Read & Publish agreement Springer Compact between Swedish Bibsam and Springer Nature (2016-2018). This talk will present findings from a survey with authors whose publications were covered through Springer Compact. What are their reactions to publishing open access in this way? What kind of support do they wish from their universities and libraries? What implications may their experiences, views and suggestions have for future initiatives and for library services?

  • 5844.
    Francke, Helena
    University of Borås, Swedish School of Library and Information Science.
    Publicera! Svenska forskningsbiblioteks arbete med publiceringsfrågor2013Report (Other academic)
    Abstract [sv]

    Under senare år har forskningspublikationer blivit allt viktigare för lärosätena. Detta är delvis en konsekvens av att aktörerna på den svenska marknaden för forskning och högre utbildning alltmer verkar i konkurrens med varandra. Då blir det extra viktigt att synliggöra den egna forskningen, både inom och utom forskarsamhället. Lärosätena har också anledning att utvärdera det egna lärosätets forskning och att försöka påverka hur forskningen kommuniceras för att publikationerna ska ge positivt utslag i nationella och internationella utvär - deringar av verksamheten. Intresset för synlighet kan kopplas till minst tre olika företeelser som har fått genomslag inom det svenska forskningslandskapet under det senaste dryga decenniet: tillgänglig- och synliggörande av forskningspub - likationer och kulturarvsmaterial genom open access-publicering; forsknings- utvärderingar, ranking och ökad konkurrensutsättning av forskningsmedel; samt de praktiker som har utvecklats kring kommunikation och publicering i digitala nätverk.

  • 5845.
    Francke, Helena
    University of Borås, Swedish School of Library and Information Science.
    (Re)creations of scholarly journals: document and information architecture in open access journals2008Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This dissertation contributes to the research-based understanding of the scholarly journal as an artefact by studying the document structures of open access e-journals published by editors or small, independent publishers. The study focuses on the properties of the documents, taking its point of departure in a sociotechnical document perspective. This perspective is ope rationalised through a number of aspects from document architecture and information architecture: logical structures, layout structures, content structures, fi le structures, organisation systems, navigation, and labelling. The data collection took the form of a survey of 265 journal web sites, randomly selected, and qualitative readings of four journal web sites. The results of the study are presented based on choice of format and modes of representation; visual design; markup; metadata and paratexts; and document organisation and navigation. Two approaches were used to analyse the study fi ndings. To begin with, the remediation strategies of the scholarly journals were discussed; how does this document type, which has a long tradition in the print medium, take possession of the web medium? The ties to the print journal are still strong, and a majority of the journals treat the web medium mainly as a way to distribute journal articles to be printed and read as hard-copies. Many journals do, however, take advantage of such features as hypertext and full-text searching, and some use the fl exibility of the web medium to provide their users with alternative views. A small number of e-journals also refashion the print journal by including modes of representation not possible in print, such as audio or video, to illustrate and support the arguments made in their articles. Furthermore, interactive features are used to increase communication between different groups, but this type of communicative situation has not yet become an integral part of the scholarly journal. An electronic document is often viewed as more fl exible, but also less constant, than documents on paper. This sometimes means that the e-only journal is seen as a less dependable source for scholarly publishing than print. A second analytical approach showed how the architectures are used to indicate aspects that can enhance a journal’s chances of being regard ed as a credible source: a cognitive authority. Four strategies have been identifi ed as used by the journals: they employ architectural features to draw on the cognitive authority of people or organisations associated with the journal, on the cognitive authority of other documents, and on the professional use of the conventions of print journals and web sites respectively. By considering how document properties are used to indicate cognitive authority potential, a better understanding of how texts function as cognitive authorities is achieved.

  • 5846.
    Francke, Helena
    University of Borås, Swedish School of Library and Information Science.
    Remediating Scholarly Journals: Changing Materiality, Changing Practices2008Conference paper (Refereed)
  • 5847.
    Francke, Helena
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Researcher attitudes to offset agreements for OA publishing2018In: The 13th Munin Conference on Scholarly Publishing 2018, 2018Conference paper (Refereed)
    Abstract [en]

    The Swedish government has expressed an intention to move towards open access (OA) to publications based on publicly funded research in Sweden. As part of fulfilling this intention, the Bibsam Consortium, working on behalf of a number of Swedish universities, government agencies, and research institutes, has started to include OA in their negotiations with publishers. One consequence is that Bibsam has followed other international actors and entered into a number of offset agreements. The first of these agreements was Springer Compact, which runs from July 2016 to December 2018. The implementation and consequences of this agreement are being investigated at the request of Bibsam, and this presentation builds on findings from this investigation.

    Offset agreements are presented as one possible road ahead, a temporary one, in the transition towards OA to scholarly publications. A number of factors, including costs and the speed of flipping hybrid journals to full OA, will determine the success of such agreements. The attitudes of the researchers – the authors of the publications – are also key in determining the outcome. This presentation reports on findings from a questionnaire submitted by 375 first authors of articles covered by the Swedish Springer Compact agreement. It will present the authors’ attitudes to OA, to the Springer Compact agreement, and to future similar agreements.

    The study shows that only about one quarter of respondents knew about the agreement before submitting their work. A majority would not have paid article processing charges (APC) for their article had APCs not been covered by the agreement. Many are generally positive to OA publishing, however. When asked what they think about agreements such as Springer Compact, three quarters wrote in free-text answers that it is “good”, “very good” or “excellent”. Respondents express both appreciation of the easy process and a relief over not having to find funding for OA.

    Some respondents were more tentative, saying that they appreciate OA, but that their opinion about the agreement depends on the cost. Non-profit solutions to academic publishing or alternative methods to achieving OA were also mentioned as desirable. A small number of respondents would prefer the traditional subscription model. Yet, the vast majority of respondents say they would like to see similar agreements with other publishers.

    The answers to the questionnaire show that these researchers are very positive to having their work published OA if it is not associated with costs, limitations, or other hassles for the researcher. That is, if publishing remains no more problematic than in the subscription system, researchers see many benefits with OA. However, there is a minority which expresses ideological hesitation. From this, universities and funders can learn the value of facilitating OA publishing for the individual researcher, but also that many researchers will expect agreements to be economically feasible and that there is a potential to engaging researchers even more in the discussion of future solutions.

  • 5848.
    Francke, Helena
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Review: Eve, Martin Paul. Open access in the humanities: contexts, controversies and the future. Cambridge, UK: Cambridge University Press, 20142015In: Information research, ISSN 1368-1613, E-ISSN 1368-1613, Vol. 20, no 3, article id R545Article, book review (Other academic)
  • 5849.
    Francke, Helena
    University of Borås, Swedish School of Library and Information Science.
    Telling a Different Story in Open Access Journals?2008In: ScieCom Info, E-ISSN 1652-3202, Vol. 4, no 2Article in journal (Other (popular science, discussion, etc.))
  • 5850.
    Francke, Helena
    University of Borås, Swedish School of Library and Information Science.
    Textures and Structures in E-journals2005Conference paper (Other academic)
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