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Bjursell, C. & Engström, A. (2019). A Lewinian approach to managing barriers to university–industry collaboration. Higher Education Policy, 32(1), 129-148
Open this publication in new window or tab >>A Lewinian approach to managing barriers to university–industry collaboration
2019 (English)In: Higher Education Policy, ISSN 0952-8733, E-ISSN 1740-3863, Vol. 32, no 1, p. 129-148Article in journal (Refereed) Published
Abstract [en]

Calls are made by governments, university management and industry to increase university–industry (U–I) collaboration to find solutions for societal and economic problems that are too complex to be tackled within one sector alone. Researchers are often expected to realise these ideas, but when it comes to everyday research and knowledge development, individuals may encounter barriers to accomplishing this. The paper presents an empirical study of researchers’ view on U–I collaboration. Our focus in the analysis, inspired by the Lewinian field theory, is on the hindering forces that might create barriers to collaboration from a researcher’s perspective. Contrary to the previously used approaches taken in force field analysis, we perform a qualitative study, which might be better suited for this framework. In the literature on U–I collaboration, ‘orientation-related’ and ‘transaction-related’ barriers have been identified. In our analysis, we discuss hindering forces on the individual, intra- and interorganisational levels. In total, we find 18 key areas to identify possible hinders for collaboration and based on a Lewinian perspective, we suggest that removing hindering forces can benefit U–I collaboration. The paper recognises the need to regard universities as equal partners in U–I collaboration for sustainable knowledge production.

Place, publisher, year, edition, pages
Springer, 2019
Keywords
U–I collaboration; hindering forces; barriers; Lewin field theory
National Category
Learning
Identifiers
urn:nbn:se:hj:diva-37896 (URN)10.1057/s41307-017-0074-4 (DOI)000464887500008 ()2-s2.0-85034626907 (Scopus ID)KOA HLK 2019 (Local ID)KOA HLK 2019 (Archive number)KOA HLK 2019 (OAI)
Available from: 2017-11-22 Created: 2017-11-22 Last updated: 2019-05-08Bibliographically approved
Bjursell, C. & Björklund Carlstedt, A. (2019). Bridge jobs. In: D. Gu & M. E. Dupre (Ed.), Encyclopedia of Gerontology and Population Aging: (pp. 1-6). Cham: Springer
Open this publication in new window or tab >>Bridge jobs
2019 (English)In: Encyclopedia of Gerontology and Population Aging / [ed] D. Gu & M. E. Dupre, Cham: Springer, 2019, p. 1-6Chapter in book (Other academic)
Place, publisher, year, edition, pages
Cham: Springer, 2019
National Category
Learning
Identifiers
urn:nbn:se:hj:diva-45495 (URN)10.1007/978-3-319-69892-2_180-1 (DOI)978-3-319-69892-2 (ISBN)
Available from: 2019-08-08 Created: 2019-08-08 Last updated: 2019-08-08Bibliographically approved
Bjursell, C. (2019). E-mentorship for lifelong learning. In: INTED 2019 Proceedings: . Paper presented at INTED 2019, 13th International Technology, Education and Development Conference, 11th - 13th of March, 2019, Valencia, Spain (pp. 9750-9759).
Open this publication in new window or tab >>E-mentorship for lifelong learning
2019 (English)In: INTED 2019 Proceedings, 2019, p. 9750-9759Conference paper, Published paper (Refereed)
Abstract [en]

It has long been known that mentorship programs can provide both vocational and psycho-social support and development opportunities for program participants. Mentorship has proven itself to be a superior way to learn ‘on the job’, as this education and training are based on problem-oriented learning relevant for the specific work setting. It has been reported that traditional educational approaches with a fixed curriculum are not efficient when it comes to meeting an organizations’ needs and that it might be difficult, or even impossible, to apply what one has learned when one returns to one’s workplace. Problem-oriented learning that takes place at the workplace, as an alternative to traditional courses, has many advantages; for example, such learning can be linked to everyday tasks. The digitalization of mentorship can benefit from knowledge that has been developed within traditional mentorship programs, and in particular the structure of a program. At the same time, technological development can allow for the introduction of new and innovative ways of working with lifelong learning in organizations. This paper addresses the potential benefits from e-mentorship for workplace learning. E-mentorship and mentorship systems have been studied before but not to a large extent. Based on the continuous development of digital tools and the digitalization of work practices, there is a need to understand if and when these tools can contribute to strengthening mentorship aimed at workplace learning. A model for strategic mentorship that was developed to assist mentorship in the foundry industry is presented: Strategic Mentorship for Inclusion, Learning, and Equality (SMILE). The model is discussed in relation to three advantages with e-mentorship: (i) flexibility in time and space, (ii) variety of learning formats and, (iii) access to global expertise. The general conclusion is that since the model covers several aspects of inclusion in working life, with respect to the individual’s whole life-situation, e-mentorship may not be the most functional approach. Since psycho-social support is central in the model, in-person mentorship is preferred since this kind of mentorship tends to be more interactive. When it comes to online learning and e-mentorship, there are several tools that support interactivity, but they still have limitations compared to the physical meeting. The model also comprises several different areas which makes the mentorship more complex than just discussing a single task or problem. E-mentorship can however be a very good complement when there is need for flexibility in time and space, variety of learning formats and, access to global expertise. Finally, the organizational support from managers, in terms of structure and resources, determines what can be done. The provision of education to build competencies in mentorship as well as ICT skills are other aspects to include if there is a need to work strategically with mentorship and e-mentorship.

Series
INTED Proceedings, ISSN 2340-1079
Keywords
Mentorship, e-mentorship, mentorship program, online learning.
National Category
Learning
Identifiers
urn:nbn:se:hj:diva-43401 (URN)10.21125/inted.2019.2425 (DOI)978-84-09-08619-1 (ISBN)
Conference
INTED 2019, 13th International Technology, Education and Development Conference, 11th - 13th of March, 2019, Valencia, Spain
Available from: 2019-04-01 Created: 2019-04-01 Last updated: 2019-04-10Bibliographically approved
Hugo, M., Hedegaard, J. & Bjursell, C. (2019). Folkhögskolan som inkluderande miljö för deltagare med neuropsykiatriska funktionsnedsättningar. Jönköping: Encell - Nationellt centrum för livslångt lärande, Högskolan för lärande och kommunikation
Open this publication in new window or tab >>Folkhögskolan som inkluderande miljö för deltagare med neuropsykiatriska funktionsnedsättningar
2019 (Swedish)Report (Other academic)
Abstract [sv]

Folkhögskolan lyfts ofta fram som ett gott exempel då det gäller utbildning riktadtill personer med olika former av funktionsnedsättningar. Det här har väcktintresset för vad det är som gör att folkhögskolan lyckas med dessa deltagare.Hedegaard och Hugo har i tidigare studier funnit att personer med högfungerandeautism är en grupp i behov av anpassning av utbildningssammanhangetför att det ska fungera och i den här rapporten fördjupar vi oss i hur deltagare,lärare och rektorer ser på verksamhet riktad till personer med neuropsykiatriskafunktionsnedsättningar, främst de med diagnosen högfungerande autism. Syftetmed rapporten är att beskriva hur folkhögskolan fungerar som stödjande miljöför deltagare i denna målgrupp utifrån tre perspektiv: ett deltagarperspektiv, ettlärarperspektiv och ett rektorsperspektiv. Det insamlade materialet består av: 1)21 forskningsintervjuer med deltagare som går kurser och linjer anpassade förunga vuxna med högfungerande autism. 2) Tre fokusgruppintervjuer med lärareoch övrig pedagogisk personal som arbetar med deltagare med högfungerandeautism. 3) 19 telefonintervjuer med rektorer på folkhögskolor som har kurser ochlinjer för deltagare med neuropsykiatriska funktionsnedsättningar. Slutsatserna irapporten kan sammanfattas i följande punkter:

Deltagarna beskriver att ...

– de trivs och känner sig trygga på folkhögskolan

– de upplever sig sedda, bekräftade och förstådda

– undervisningen är anpassad för dem och att de kan lyckas i sina studier,framträdande är upplevelsen av tydliga strukturer i undervisningen ochförutsägbarhet

– folkhögskolan har förmågan att möta varje individ individuellt, vilketinnebär mindre stress än i tidigare skolformer

– de genomgår en personlig utveckling under sin tid på folkhögskolan.

Lärare och övrig pedagogisk personal beskriver att ...

– kommunikativa och praktiska stödfunktioner är centrala för att stödjafokus på utbildning

– en mycket strukturerad undervisning med förutsägbarhet möjliggör att dessa deltagare kan ta till sig innehållet

– det egna boendet är en viktig del i den personliga utvecklingen

– det ofta krävs en omställningstid för att vänja sig vid att bo själv innandet blir fart på studierna på folkhögskolan.

Rektorerna beskriver att ...

– struktur och stabilitet är nödvändigt för att utbildningen ska fungera fördeltagare med neuropsykiatriska funktionsnedsättningar

– bemötandet av varje individ är en central del av att få utbildningen attfungera

– utveckling av både lärares och deltagares förmågor är centralt

– ett förhållningssätt som betonar ett kontinuerligt lärande i organisationenmöjliggör anpassning och förändring

Sammanfattningsvis kan sägas att deltagare, lärare och rektorer på olika sätt betonaratt det handlar om att förstå individens hela sammanhang för att kunna få tillett lärande som bidrar till att individen växer. Ett avgränsat fokus på klassrummetoch kursinnehållet är alltså för snävt för gruppen deltagare med neuropsykiatriskafunktionsnedsättningar och högfungerande autism. Deltagare, lärare och rektorerär också eniga om vikten av tydliga och styrande men individanpassade strukturer.Genom att det är vanligt med inackordering under studierna på folkhögskolaär det möjligt att ta ett helhetsgrepp kring individernas utveckling och där bidrarall personal på folkhögskolan på olika sätt. Att ge tydlig styrning av studierna kandock krocka med lärare och rektorers idéer om eget ansvar och självständighet ilinje med folkbildningens grundprincip att det ska vara ”fritt och frivilligt”. Vi harockså noterat en viss skillnad mellan att deltagarna ser socialpedagogerna somcentrala och viktiga för att ta tag i studierna medan lärare och rektorer har en idéom att det behövs fler specialpedagoger. Slutligen kan vi konstatera att ett individfokusoch en ansats som ser till hela människan är i linje med det som brukarbeskrivas som folkbildningens unika kultur.

Place, publisher, year, edition, pages
Jönköping: Encell - Nationellt centrum för livslångt lärande, Högskolan för lärande och kommunikation, 2019. p. 56
Series
Encell rapport ; 2019:1
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-43181 (URN)
Available from: 2019-02-21 Created: 2019-02-21 Last updated: 2019-02-21Bibliographically approved
Bjursell, C. (2019). Growth through education: the narratives of older adults. Frontiers in Sociology, 4, Article ID 11.
Open this publication in new window or tab >>Growth through education: the narratives of older adults
2019 (English)In: Frontiers in Sociology, ISSN 2297-7775, Vol. 4, article id 11Article in journal (Refereed) Published
Abstract [en]

The focus of Narrative Gerontology is placed on stories about the aging process. In the present paper, the learning of older adults in a Senior University context is captured by means of stories written by the participants themselves. The examination of older adults' stories, as they look back on life or any narrative that connected to a specific area of life, can contribute to our understanding of growth later in life. The aim of the study is to examine how growth manifests itself later in life. Participants at Senior University were asked to share their experiences of education later in life. Participation was voluntary and the identity of each participant was kept anonymous for the purpose of the research project. Fifty-three stories written by Senior University participants (n = 38 women and 15 men) were analyzed according to: (i) an inductive analysis of the stories that resulted in a description of the main topics addressed in the stories, and (ii) a deductive analysis that invoked a theoretical framework concerning the existential aspects of older adults' learning, including “corporeality,” “relationality,” “spatiality,” “temporality,” and “materiality.” The two analyses were compared, and it was noted that “relationality” and “spatiality” corresponded to the educational experiences in the stories. “Relationality” was observed to be concerned with the social dimensions of life; but in the context of Senior University, “relationality” was strongly intertwined with the learning process. “Spatiality” addressed how older adults relate to physical- and mental space. Participation at Senior University entailed an expansion of both physical- and mental space for the participants. A number of tensions were identified in the stories. One the one hand, the stories can be interpreted as illustrations of moving forward and embracing continued growth and development. On the other hand, the stories can be interpreted as illustrations of resistance toward aging and decline. Since life is complex and contradictory, multiple, and even contradictory plots, co-exist in life stories.

Place, publisher, year, edition, pages
Frontiers Media S.A., 2019
Keywords
narrative gerontology, narrative, story, older adults, older adults’ learning, the aging process, Senior University, university studies
National Category
Sociology Gerontology, specialising in Medical and Health Sciences
Identifiers
urn:nbn:se:hj:diva-43231 (URN)10.3389/fsoc.2019.00011 (DOI)GOA HLK 2019 (Local ID)GOA HLK 2019 (Archive number)GOA HLK 2019 (OAI)
Available from: 2019-03-04 Created: 2019-03-04 Last updated: 2019-03-04Bibliographically approved
Bjursell, C. (2019). Inclusion in education later in life: Why older adults engage in education activities. European Journal for Research on the Education and Learning of Adults, 10(3), 215-230
Open this publication in new window or tab >>Inclusion in education later in life: Why older adults engage in education activities
2019 (English)In: European Journal for Research on the Education and Learning of Adults, ISSN 2000-7426, E-ISSN 2000-7426, Vol. 10, no 3, p. 215-230Article in journal (Refereed) Published
Abstract [en]

The connection between education and wellbeing is presented as a general argument for the participation of older adults in education, but is this reason why older adults themselves choose to engage in education activities? This paper combines the results from two previous empirical studies and addresses how older adults account for their participation in education activities. The first empirical data set comprises a survey completed by 232 Swedish pensioners. The second empirical data set comprises stories by 53 Swedish pensioners about their participation at Senior University. The same dominant arguments for their participation in education emerged in both studies; namely (i) staying active and (ii) socialising. However, this observation can be understood in terms of motives and benefits, something which indicates a possible fusion of extrinsic- and intrinsic motivation. A closer reading of the narratives reveals that many participants enrolled in Senior University because other family members, friends, and former work-colleagues had enrolled. This suggests that what on the surface may appear as an individual’s choice could, in fact, be explained by social factors.

Keywords
Health and wellbeing; learning late in life; motivation and inclusion; older adults’ learning
National Category
Pedagogy
Identifiers
urn:nbn:se:hj:diva-46543 (URN)10.3384/rela.2000-7426.rela20192 (DOI)
Available from: 2019-10-13 Created: 2019-10-13 Last updated: 2019-10-14Bibliographically approved
Hedegaard, J., Bjursell, C. & Hugo, M. (2019). Inclusion of people diagnosed with high-functioning autism at Swedish folk high schools. In: : . Paper presented at 8th Nordic Conference on Adult Education and Learning, Sustainable adult education and learning in organisational settings, 13-15 May 2019, Aarhus University, Copenhagen, Denmark.
Open this publication in new window or tab >>Inclusion of people diagnosed with high-functioning autism at Swedish folk high schools
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-43736 (URN)
Conference
8th Nordic Conference on Adult Education and Learning, Sustainable adult education and learning in organisational settings, 13-15 May 2019, Aarhus University, Copenhagen, Denmark
Available from: 2019-05-22 Created: 2019-05-22 Last updated: 2019-05-22Bibliographically approved
Bjursell, C. (2019). Sweden’s Senior University: Bildung and fellowship. In: M. Formosa (Ed.), The university of the third age and active ageing: European and Asian-Pacific perspectives (pp. 131-142). Cham: Springer
Open this publication in new window or tab >>Sweden’s Senior University: Bildung and fellowship
2019 (English)In: The university of the third age and active ageing: European and Asian-Pacific perspectives / [ed] M. Formosa, Cham: Springer, 2019, p. 131-142Chapter in book (Refereed)
Abstract [en]

The chapter provides an overview of the Swedish Senior University movement and explores why individuals choose to participate in the organised learning activities. Currently, there are 34 Senior Universities across the country and they have a total of 25,000 members. They are organised as independent associations but linked to the Swedish Folkuniversitet system, one of ten educational associations that exist in the Swedish Folkbildning organisation (a ‘general level’ education structure for adults). When one asks participants in Senior Universities why they are involved in the association’s activities, two main points are generally raised. First, that they wish to further their education by acquiring new knowledge, and secondly, that they aspire to be part of a social community with other, like-minded and same-aged peers. Senior Universities are self-organised associations, and they mainly attract people with academic backgrounds. Hence, Senior Universities should only be regarded as one of several possibilities for people at a later stage of the life course to engage in learning activities. The Senior University is seen as something positive for those who are active in the movement, but there are several different reasons why people attend.

Place, publisher, year, edition, pages
Cham: Springer, 2019
Series
International Perspectives on Aging, ISSN 2197-5841, E-ISSN 2197-585X ; 23
Keywords
University of the third age; Senior university; Folkbildning movement; Educational gerontology; Active ageing; Third age; Sweden
National Category
Learning
Identifiers
urn:nbn:se:hj:diva-45491 (URN)10.1007/978-3-030-21515-6_11 (DOI)978-3-030-21514-9 (ISBN)978-3-030-21515-6 (ISBN)
Available from: 2019-08-08 Created: 2019-08-08 Last updated: 2019-08-08Bibliographically approved
Björklund Carlstedt, A., Brushammar, G., Bjursell, C., Nystedt, P. & Nilsson, G. (2018). A scoping review of the incentives for a prolonged work life after pensionable age and the importance of “bridge employment”. Work: A journal of Prevention, Assessment and rehabilitation, 60(2), 175-189
Open this publication in new window or tab >>A scoping review of the incentives for a prolonged work life after pensionable age and the importance of “bridge employment”
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2018 (English)In: Work: A journal of Prevention, Assessment and rehabilitation, ISSN 1051-9815, E-ISSN 1875-9270, Vol. 60, no 2, p. 175-189Article, review/survey (Refereed) Published
Abstract [en]

Background: With a growing share of older people in almost every population, discussions are being held worldwide about how to guarantee welfare in the immediate future. Different solutions are suggested, but in this article the focus is on the need to keep older employees active in the labor market for a prolonged time.

Objective: The aim was to find out and describe the incentives at three system levels for older people 1) wanting, 2) being able, and 3) being allowed to work.

Material: The literature search embraced articles from the databases Scopus, PsycInfo, Cinahl, AgeLine and Business Source Premier, from May 2004 until May 2016. After the removal of 507 duplicates, the selection and analysis started with the 1331 articles that met the search criteria. Of these, 58 articles corresponded with the research questions.

Method: The design was a ‘scoping review’ of the research area bridge employment and prolonged work life.

Results: The results show that most investigations are conducted on individual-level predictors, research on organizational-level predictors is more scattered, and societal-level predictor information is scarce.

Conclusions: Attitudes and behavior according to a prolonged work life could be summarized as dependent on good health, a financial gain in combination with flexible alternative working conditions.

Place, publisher, year, edition, pages
IOS Press, 2018
Keywords
Career jobs, Organizational levels, old workforce, older employees, self-employed
National Category
Occupational Therapy
Identifiers
urn:nbn:se:hj:diva-38106 (URN)10.3233/WOR-182728 (DOI)000436889900003 ()29966215 (PubMedID)2-s2.0-85049508752 (Scopus ID)
Available from: 2017-12-07 Created: 2017-12-07 Last updated: 2019-01-22Bibliographically approved
Bjursell, C. (2018). A virtual study in higher education. In: L. Gómez Chova, A. López Martínez, I. Candel Torres (Ed.), INTED 2018 Proceedings: . Paper presented at INTED 2018, 12th International Technology, Education and Development Conference, March 5th-7th, 2018 — Valencia, Spain.
Open this publication in new window or tab >>A virtual study in higher education
2018 (English)In: INTED 2018 Proceedings / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, 2018Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

A study visit is when an individual or a group visits a site to learn about the context and to exchange knowledge with the people at the site. Study visits are often connected to efforts to create intercultural understanding within a course. Traditionally, study visits are connected to geographical sites: students travel to other countries or visit organisations relevant to their education and training. With the development of online environments, virtual study visits are emerging as an alternative to traditional study visits. This paper explores a virtual study visit. The purpose of the virtual study visit was for students to prepare for a laboratory exercise by getting familiar with the context where the exercise would take place. The virtual environment where the study visit took place was a model of the Foundry School they would visit later in the course. There were nine students in the course, and the results of their evaluation of the virtual study visit are presented in the paper. The discussion centres on the students’ perception of the virtual study visit in the course as well as a general consideration of how a virtual study visit can provide additional value in a higher education course. Some unique features of an educational virtual environment, which cannot be achieved in traditional classroom education, are discussed in the paper. The conclusion is that a virtual study visit can provide flexibility in time and space and the possibility to zoom between micro and macro levels in the model of the building. To achieve educational goals, both teachers and students need to engage in the preparation as well as in the virtual study visit itself.

Series
INTED Proceedings, ISSN 2340-1079
Keywords
virtual study visit, adult education, educational virtual environments, virtual reality, melting and casting
National Category
Learning
Identifiers
urn:nbn:se:hj:diva-39003 (URN)000447408804007 ()978-84-697-9480-7 (ISBN)
Conference
INTED 2018, 12th International Technology, Education and Development Conference, March 5th-7th, 2018 — Valencia, Spain
Available from: 2018-03-16 Created: 2018-03-16 Last updated: 2018-11-19Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-4248-0634

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