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Publications (10 of 173) Show all publications
Bjursell, C. (2024). Lifelong learning and higher education. In: Sara Santesson & Sara Andersson (Ed.), Lifelong learning and Higher Education: New (and Old) Perspectives: Proceedings from the 2022 Lund University Conference on Teaching and Learning (pp. 11-26). Lund: Joint Faculties of Humanities and Theology, Lund University
Open this publication in new window or tab >>Lifelong learning and higher education
2024 (English)In: Lifelong learning and Higher Education: New (and Old) Perspectives: Proceedings from the 2022 Lund University Conference on Teaching and Learning / [ed] Sara Santesson & Sara Andersson, Lund: Joint Faculties of Humanities and Theology, Lund University , 2024, p. 11-26Chapter in book (Refereed)
Abstract [en]

First paragraphs: Those of us who work in higher education have an important task to fulfil, namely, to promote lifelong learning. Consequently, it can be of benefit to understand the concept of ‘lifelong learning’ and the various dimensions it encompasses. Lifelong learning does not merely entail that we can or should engage in learning throughout our lives – it also involves continuously learning new knowledge and skills whether we actively choose to do so or not. As a result, those of us who work in the field of education and learning are tasked with an additional responsibility: to ensure that such learning is rewarding for the individual and contributes to the long-term development of society.

When lifelong learning is demanded in the context of higher education, this signifies a shift from viewing oneself as a post-secondary institution catering to young adults to acting as a partner in the individual’s lifelong learning journey. Establishing a lifelong relationship with an individual who is constantly evolving naturally entails increased complexity but also additional opportunities. As early as twenty years ago, the Swedish National Agency for Higher Education noted that lifelong learning was politically, organizationally, and attitudinally embedded in the Swedish higher education system. Notwithstanding this, the agency also noted that it was perhaps time for a deeper understanding of what lifelong learning truly entails. The difference now compared to then is the increase in the proportion of the population who hold higher education degrees, the increased demand in the job market for skilled labour, and changes in work methods based on technological advancements. While we can learn from past events, we must also be prepared to observe what is happening in society right now.

This essay introduces the concept of ‘lifelong learning’ and highlights different ways how the concept can be considered. To this end, I pose the following questions: What has lifelong learning entailed in different time periods? What ideologies guide the direction of learning? and How do different perspectives regarding learning relate to each other? Taken together, answers to these questions can contribute to deepening our understanding of lifelong learning in higher education and thereby enhancing our work with lifelong learning.

Place, publisher, year, edition, pages
Lund: Joint Faculties of Humanities and Theology, Lund University, 2024
National Category
Learning
Identifiers
urn:nbn:se:hj:diva-63951 (URN)10.37852/oblu.254 (DOI)978-91-7267-484-4 (ISBN)978-91-7267-485-1 (ISBN)
Available from: 2024-04-08 Created: 2024-04-08 Last updated: 2024-04-08Bibliographically approved
Bjursell, C., Boström, A.-K. & Dybelius, A. (2023). Intergenerational learning in a changing world: Knitting generations together. Ricerche di Pedagogia e Didattica, 18(2), 51-65
Open this publication in new window or tab >>Intergenerational learning in a changing world: Knitting generations together
2023 (English)In: Ricerche di Pedagogia e Didattica, ISSN 1970-2221, E-ISSN 1970-2221, Vol. 18, no 2, p. 51-65Article in journal (Refereed) Published
Abstract [en]

In intergenerational projects, learning a craft is an activity that may be of interest to people of different ages. This paper focuses on knitting as a craft. In most Western societies, knitting is often considered a craft for women, but on Taquile Island, Peru, it is the men who knit. This paper discusses knitting from an intergenerational perspective whilst focusing on gender and culture. To this aim, we introduce an intrinsic case study to examine the role of gender and culture in intergenerational learning. The data used in this study was collected during a visit to Taquile Island. In summary, the study’s findings reveal that (i) on Taquile, members of the community invest in maintaining cultural traditions in opposition to being swept along by (con)temporary social changes; (ii) knitting on Taquile is approached as a practical technique in contrast to Western culture where knitting is connected to the concept of ‘well-being’; and (iii) whilst gender structures may set frames for performance, the Taquile case demonstrates that what is typically considered ‘male’ or ‘female’ may vary.

Place, publisher, year, edition, pages
University of Bologna, 2023
Keywords
knitting, intergenerational learning, lifelong learning, culture, gender, case study
National Category
Learning
Identifiers
urn:nbn:se:hj:diva-62562 (URN)10.6092/issn.1970-2221/15942 (DOI)2-s2.0-85172869470 (Scopus ID)POA;;907174 (Local ID)POA;;907174 (Archive number)POA;;907174 (OAI)
Available from: 2023-10-02 Created: 2023-10-02 Last updated: 2023-10-10Bibliographically approved
Bjursell, C. (2023). Lärande i arbetslivet: motivation, digitalisering och effekter [video].
Open this publication in new window or tab >>Lärande i arbetslivet: motivation, digitalisering och effekter [video]
2023 (Swedish)Other (Other (popular science, discussion, etc.))
Abstract [sv]

Den här rapporten är en tvärvetenskaplig forskningsöversikt som tagits fram inom ramen för projektet Digital pedagogik och kompetensutveckling för industrin. Projektet leds i sin helhet av RISE – Research Institutes of Sweden, tillsammans med Teknikföretagen och IF Metall som partners i gemensam styrgrupp. Encell – Nationellt centrum för livslångt lärande fick uppdraget att gå igenom tidigare forskning utifrån den gemensamt formulerade frågan: ”Hur behöver lärinsatser i arbetslivet designas - för att skapa lust till ökat och digitalt skalbart lärande som engagerar många och ger påvisbar effekt?"

National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-59526 (URN)
Note

Sara Bref samtalar med Cecilia Bjursell om hennes rapport "Lärande i arbetslivet: motivation, digitalisering och effekter" (Encell Rapport 2:2022). Publicerad 27 januari 2023 på YouTube. 

Available from: 2023-01-27 Created: 2023-01-27 Last updated: 2023-01-27Bibliographically approved
Bjursell, C., Sjödahl, C. & Hedegaard, J. (2023). School Superintendents as Translators of Policy from the National to the Municipal Level: Emerging Discourse About an Evidence-Based Practice. Scandinavian Journal of Public Administration, 27(3), 24-36
Open this publication in new window or tab >>School Superintendents as Translators of Policy from the National to the Municipal Level: Emerging Discourse About an Evidence-Based Practice
2023 (English)In: Scandinavian Journal of Public Administration, ISSN 2001-7405, E-ISSN 2001-7413, Vol. 27, no 3, p. 24-36Article in journal (Refereed) Published
Abstract [en]

Policy discourses focus on (and set limits to) what is considered acceptable to say and to do. Within a discourse, a dominant idea can influence how the discourse unfolds. The present study examines the dominant idea that education should be an evidence-based practice. We explore how this dominant idea at the national level is translated into local practice by school superintendents at municipal education departments in a Swedish context. Sixty-five of Sweden’s 290 municipalities were chosen for this study based on their geographical location and size. We found 16 documents from nine authorities that explicitly mentioned evidence-based practice. A discourse analysis of these documents identified six themes that may indicate how school superintendents interpret and translate the dominant idea. The discourses are evidence-based practice in terms of (i) ‘mirroring’, (ii) ‘professional competence’, (iii) ‘collaboration’, (iv) ‘literature review’, (v) ‘method’, and (vi) ‘quality work’. Thus, there are a number of different ways in which the national policy is translated at the municipal level. What we observe in the discourses, however, expresses provisional attempts at defining <em>evidence-based practice</em>, thereby suggesting that, at the local level, education management teams are prepared to accommodate ideas from alternative areas instead of relying on and developing methods and ways of working that (historically) have been used in education. A critical insight for practice is that we should examine the grey areas between research and policy; specifically, where policy materials imitate research in an attempt to influence practice under the disguise of ‘evidence’.

Place, publisher, year, edition, pages
University of Gothenburg, 2023
Keywords
school superintendent, policy discourse, dominant idea, evidence-based practice
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-62506 (URN)10.58235/sjpa.v27i3.14173 (DOI)2-s2.0-85173825146 (Scopus ID)POA;;905643 (Local ID)POA;;905643 (Archive number)POA;;905643 (OAI)
Available from: 2023-09-20 Created: 2023-09-20 Last updated: 2023-10-23Bibliographically approved
Engström, A. & Bjursell, C. (2022). Att leda utbildningsorganisationer genom att integrera befintligt och nytt. In: Lene Foss & Joakim Krantz (Ed.), Skolchefers arbete: att leda ansvarsfullt i en föränderlig tid (pp. 91-108). Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Att leda utbildningsorganisationer genom att integrera befintligt och nytt
2022 (Swedish)In: Skolchefers arbete: att leda ansvarsfullt i en föränderlig tid / [ed] Lene Foss & Joakim Krantz, Malmö: Gleerups Utbildning AB, 2022, p. 91-108Chapter in book (Other academic)
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2022
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-55993 (URN)9789151105567 (ISBN)
Available from: 2022-03-05 Created: 2022-03-05 Last updated: 2022-03-05Bibliographically approved
Bjursell, C., Hedegaard, J. & Hugo, M. (2022). Att lära sig graffiti som pensionär. In: C. Bjursell & M. Malec Rawiński (Ed.), Äldres lärande: utblickar och insikter (pp. 105-126). Stockholm: Natur och kultur
Open this publication in new window or tab >>Att lära sig graffiti som pensionär
2022 (Swedish)In: Äldres lärande: utblickar och insikter / [ed] C. Bjursell & M. Malec Rawiński, Stockholm: Natur och kultur, 2022, p. 105-126Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Natur och kultur, 2022
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-55705 (URN)9789127460256 (ISBN)
Available from: 2022-01-26 Created: 2022-01-26 Last updated: 2024-02-26Bibliographically approved
Bjursell, C. (2022). Existentiella perspektiv på lärande senare i livet. In: C. Bjursell & M. Malec Rawiński (Ed.), Äldres lärande: utblickar och insikter (pp. 65-78). Stockholm: Natur och kultur
Open this publication in new window or tab >>Existentiella perspektiv på lärande senare i livet
2022 (Swedish)In: Äldres lärande: utblickar och insikter / [ed] C. Bjursell & M. Malec Rawiński, Stockholm: Natur och kultur, 2022, p. 65-78Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Natur och kultur, 2022
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-55695 (URN)9789127460256 (ISBN)
Available from: 2022-01-25 Created: 2022-01-25 Last updated: 2022-01-25Bibliographically approved
Bjursell, C. & Schoultz, M. (2022). Forskning som etisk och moralisk handling. In: C. Bjursell & M. Malec Rawiński (Ed.), Äldres lärande: utblickar och insikter (pp. 345-362). Stockholm: Natur och kultur
Open this publication in new window or tab >>Forskning som etisk och moralisk handling
2022 (Swedish)In: Äldres lärande: utblickar och insikter / [ed] C. Bjursell & M. Malec Rawiński, Stockholm: Natur och kultur, 2022, p. 345-362Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Natur och kultur, 2022
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-55716 (URN)9789127460256 (ISBN)
Available from: 2022-01-26 Created: 2022-01-26 Last updated: 2022-01-26Bibliographically approved
Bjursell, C., Johansson, A., Bergmo-Prvulovic, I. & Engström, A. (2022). Higher education as learning organizations – An empirical study of education managers perception of their work situation. In: NFF 2022 Conference Papers: . Paper presented at The 26th Biennial Nordic Academy of Management Conference, Örebro, Sweden, August 24 – 26, 2022.
Open this publication in new window or tab >>Higher education as learning organizations – An empirical study of education managers perception of their work situation
2022 (English)In: NFF 2022 Conference Papers, 2022Conference paper, Published paper (Refereed)
Abstract [en]

The paper presents a study of Swedish academic leaders’ perception of their work situation. The aim was to explore the conditions which can enable creativity and learning in higher education institutions. The KEYS survey was sent to a sample of 64 university managers from social sciences, humanities and technical departments at Swedish universities. The response rate was 39 % (n25). The result indicates that education managers perceive a lack of feedback from upper management, but at the same time, they claim to have a high level of trust from upper management.

Keywords
Higher education; lifelong learning; creativity; university management
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-58341 (URN)
Conference
The 26th Biennial Nordic Academy of Management Conference, Örebro, Sweden, August 24 – 26, 2022
Available from: 2022-08-26 Created: 2022-08-26 Last updated: 2022-08-26Bibliographically approved
Bjursell, C. (2022). How can higher education contribute to lifelong learning?. In: : . Paper presented at The 2022 Lund University Conference on Teaching and Learning, 17 november 2022.
Open this publication in new window or tab >>How can higher education contribute to lifelong learning?
2022 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

Lifelong learning is a concept which is used in many different contexts and in many different ways. Three perspectives of ‘lifelong learning’ will be introduced: (i) lifelong learning as policy; (ii) lifelong learning as theory; and (iii) lifelong learning as an education system. What all three perspectives have in common is the assumption that learning takes place throughout the duration of a person’s life. The three perspectives also assume that learning takes place in various contexts in a person’s everyday life. The meanings which have been associated with the concept of lifelong learning can be differentiated via the three perspectives mentioned above, but there is also an interrelation between political intentions (as expressed in policy), philosophy of pedagogy (as expressed in theoretical frameworks), and practical arrangements (in the form of an education system). While the lifelong learning concept is most pronounced in policy work, it is primarily lifelong learning as a philosophy of pedagogy which can provide us with important insight into the development of lifelong learning in a professional context and in society. What does this mean for higher education? The difference between working with full programs and individual courses will be addressed, and concrete examples of how actors in the surrounding society have found innovative solutions based on collaboration with higher education to meet their competence development needs will be highlighted.

National Category
Learning
Identifiers
urn:nbn:se:hj:diva-59116 (URN)
Conference
The 2022 Lund University Conference on Teaching and Learning, 17 november 2022
Note

Keynote speech.

Available from: 2022-12-12 Created: 2022-12-12 Last updated: 2022-12-12Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-4248-0634

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