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Almén, L., Bagga-Gupta, S. & Bjursell, C. (2020). Access to and accounts of using digital tools in Swedish secondary grades: An exploratory study. Journal of Information Technology Education: Research, 19, 287-314
Open this publication in new window or tab >>Access to and accounts of using digital tools in Swedish secondary grades: An exploratory study
2020 (English)In: Journal of Information Technology Education: Research, ISSN 1547-9714, Vol. 19, p. 287-314Article in journal (Refereed) Published
Abstract [en]

Aim/Purpose

The aim of the study is to explore students’ encounters with digital tools and how they account for their experiences of using digital tools within formal education.

Background

While computers have a long history in educational settings, research indicates that digital tools function both as affordances and constraints, and that the role of digital tools in schools continues to be debated. Taking into consideration student perspectives can broaden the understanding of knowledge formation practices.

Methodology

The study is part of a larger ethnographic project, focusing on agency at all levels with respect to digitalization in schools. The present exploratory study is built primarily on interviews with 31 secondary school students at five different schools (15 girls and 16 boys). The analytical framework was a Nexus Analysis, focusing on discourses in place.

Contribution

The paper shows how digital tools are conceptualized as being formed by and fitted into the traditions and habits of the institution, rather than acting as a transformative force to change knowledge formation practices in schools.

Findings

From the students’ narrative accounts, the following key themes emerge: (1) Action in contexts, (2) Agency in contexts, and (3) Equality in contexts. The first deals with the use of digital tools in school and the interaction order as it is accounted for in the use of digital tools in schools. The second frames human agency with regards to usage of digital tools and how agency fluctuates in interaction. The third deals with the compensating role digital tools are supposed to play for students who are identified with special needs and for students with divergent backgrounds, especially socioeconomic standards.

Recommendations for Practitioners

For teachers, the recommendation is to engage in dialogue with the stu-dents on how and when to use digital tools and the affordances and con-straints involved from a student’s point of view.For school leaders, the recommendation is to review how organizational structures, culture, and processes hinder or support the development of new practices in digitalization processes.

Recommendation for Researchers

The three key themes that emerged in this study emphasize the need to reflect upon how a panopticon view of contemporary classrooms can be challenged. Involving students in this work is recommended as a means to anchor ideas and results.

Impact on Society

This study is part of a larger project at Jönköping University, focusing on agency at all levels with respect to digitalization in schools. The overall goal is to increase our understanding of how to improve digitalization and implementation processes in schools.

Future Research

Future studies that address digital technologies in schools need to pay special attention to the interaction between students, teachers, and various kinds of tools to map the nature of the education process, with the aim of challenging the panopticon view of the classroom. Future studies need to focus upon processes themselves, rather than accounts of processes.

Place, publisher, year, edition, pages
Informing Science Institute, 2020
Keywords
digital tools, nexus analysis, secondary school, digitalization, Sweden
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-48731 (URN)10.28945/4550 (DOI)KOA HLK 2020 (Local ID)KOA HLK 2020 (Archive number)KOA HLK 2020 (OAI)
Note

This study is a part of Digitalization Initiatives, and Practices (DIP) research project. Project DIP, a part of Communication, Culture and Diversity (CCD) research platform at the University of Jönköping, is an ethnographic project, focusing on agency at all levels with respect to digitalization in schools.

Available from: 2020-06-03 Created: 2020-06-03 Last updated: 2020-06-03Bibliographically approved
Bjursell, C. (2020). Tractor Dad: From story to a scientific text, and back. In: A. Pullen, J. Helin & N. Harding (Ed.), Writing differently: (pp. 53-66). Bingley: Emerald Group Publishing Limited
Open this publication in new window or tab >>Tractor Dad: From story to a scientific text, and back
2020 (English)In: Writing differently / [ed] A. Pullen, J. Helin & N. Harding, Bingley: Emerald Group Publishing Limited, 2020, p. 53-66Chapter in book (Other academic)
Place, publisher, year, edition, pages
Bingley: Emerald Group Publishing Limited, 2020
Series
Dialogues in Critical Management Studies, ISSN 2046-6072 ; 4
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-48238 (URN)9781838673383 (ISBN)9781838673376 (ISBN)9781838673390 (ISBN)
Available from: 2020-05-04 Created: 2020-05-04 Last updated: 2020-05-04Bibliographically approved
Bjursell, C. (2020). Tre perspektiv på livslångt lärande. Jönköping: Encell - Nationellt centrum för livslångt lärande, Högskolan för lärande och kommunikation
Open this publication in new window or tab >>Tre perspektiv på livslångt lärande
2020 (Swedish)Report (Other academic)
Abstract [sv]

Den här rapporten visar att livslångt lärande är ett begrepp som används i många sammanhang och på många olika sätt. Tre perspektiv på livslångt lärande lyfts fram: livslångt lärande som policy, teori och utbildningssystem. Gemensamt för alla tre perspektiv är antagandet att lärande pågår under hela livet. De tre perspektiven utgår också från att lärande sker i många olika sammanhang, samt förekommer i både organiserad form och löpande i vardagen. I avsnittet om policy behandlas hur politiska intentioner har uttryckts och hur betydelser har ändrats över tid. I avsnittet om teorier presenteras en pedagogisk filosofi som kommer till uttryck i tre väl etablerade, holistiska teorier om livslångt lärande. I avsnittet om livslångt lärande som utbildningssystem presenteras det svenska nationella systemet för vuxnas utbildning som ett praktiskt arrangemang där olika institutioner tillhandahåller innehåll på olika nivåer. De betydelser som läggs i begreppet livslångt lärande kan särskiljas genom de tre perspektiven, men det finns också ett tydligt samspel mellan politiska intentioner (uttryckta i policy), pedagogisk filosofi (uttrycka i teoretiska ramverk) och praktiska arrangemang (uttrycka som ett utbildningssystem). Av dessa tre är det framför allt livslångt lärande som pedagogisk filosofi som kan ge viktiga insikter för hur vi kan stödja ett livslångt lärande.

Place, publisher, year, edition, pages
Jönköping: Encell - Nationellt centrum för livslångt lärande, Högskolan för lärande och kommunikation, 2020. p. 46
Series
Encell rapport ; 2020:1
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-47599 (URN)
Funder
Vinnova
Available from: 2020-01-30 Created: 2020-01-30 Last updated: 2020-01-30Bibliographically approved
Bjursell, C. & Ramsten, A. (2020). University-industry collaboration to support lifelong education. In: INTED2020 Proceedings: . Paper presented at INTED2019, 14th annual International Technology, Education and Development Conference, Valencia, 2 - 4th of March, 2020. IATED Academy
Open this publication in new window or tab >>University-industry collaboration to support lifelong education
2020 (English)In: INTED2020 Proceedings, IATED Academy , 2020Conference paper, Published paper (Refereed)
Abstract [en]

Collaboration between the university and industry can contribute to generating a rich and relevant educational content. Furthermore, it can create a network of contacts with the surrounding community and future employers. Collaborating with an educational institute can also be a way of engaging in lifelong education and learning. This includes developing specific knowledge while training generic abilities, not least the ability of working collaboratively. There has come a movement in university-industry collaboration that involves a shift from (A) simple knowledge exchange to (B) the creation of shared frames of reference. This does not entail that problem-solving and knowledge dissemination should be set aside, but we observe that new dimensions have been added to the working methods that are already in play. Additionally, there is an increasing demand on higher education to provide lifelong learning, but how can this be done? The objective of this study is to explore innovative models of collaboration in continuous higher education. The paper is based on a qualitative case study method. Case study can be a way to explore unique cases, and in this particular paper, to explore new forms of collaboration as part of lifelong education. Considering the ongoing changes in university - industry collaboration, the question arose whether there are initiatives to collaborate in new ways in education to support lifelong education in working life. We started to search for new forms of education collaboration (in the national context of study). Since we looked for new forms, they were not to be found in data bases or previous literature. and we found that the most efficient method was to simply ask around in our networks. The criteria to include a case was: 1) that is was based on collaboration between university and working life, 2) the collaboration was aimed at higher education for professionals, 3) that the case exhibited a form of collaboration not identified elsewhere. When the cases were identified, we contacted the organizations for interviews with key informants. Based on the interviews, we constructed cases that described what they had done, what was unique and what we can learn from these cases. The interviewees got to approve the cases and make sure that the facts were correct. The main result from these cases is that it is industry and working life, not universities, that initiate collaboration to develop new models for lifelong education. Such collaborative efforts also hold a potential for the integration of research, education, and innovation. However, we need to:(i) develop robust models outlining how this can be achieved and(ii) clarify how the development of skills takes place. In our paper we draw the following conclusions:- Proximity facilitates collaboration and regional initiatives are the appropriate level to reach a critical mass while remaining geographically close to collaborating businesses.- Collaboration in higher education can be said to have undergone a cultural shift towards approaches that support active learning and a sense of responsibility in society.- The educational innovation that we have identified through the case descriptions has taken place on the initiative of external actors who contacted the university institutions based on specific needs.

Place, publisher, year, edition, pages
IATED Academy, 2020
Series
INTED Proceedings, ISSN 2340-1079
Keywords
Collaboration, higher education, lifelong learning, lifelong education, continuous education, innovation.
National Category
Pedagogy
Identifiers
urn:nbn:se:hj:diva-47962 (URN)978-84-09-17939-8 (ISBN)
Conference
INTED2019, 14th annual International Technology, Education and Development Conference, Valencia, 2 - 4th of March, 2020
Available from: 2020-03-11 Created: 2020-03-11 Last updated: 2020-03-11
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,KOA JTH 2019 (Local ID)KOA HLK 2019,KOA JTH 2019 (Archive number)KOA HLK 2019,KOA JTH 2019 (OAI)
Available from: 2017-11-22 Created: 2017-11-22 Last updated: 2020-01-21Bibliographically approved
Björklund Carlstedt, A., Bjursell, C., Nystedt, P. & Sternäng, O. (2019). Bridge employment – att arbeta efter 67. In: : . Paper presented at Arbetsterapiforum, Stockholm, 2-3 april, 2019.
Open this publication in new window or tab >>Bridge employment – att arbeta efter 67
2019 (Swedish)Conference paper, Oral presentation only (Other academic)
National Category
Occupational Therapy
Identifiers
urn:nbn:se:hj:diva-47782 (URN)
Conference
Arbetsterapiforum, Stockholm, 2-3 april, 2019
Available from: 2020-02-14 Created: 2020-02-14 Last updated: 2020-02-14Bibliographically 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)
Note

Research Topic: Perspectives and Theories of Social Innovation for Ageing Population.

Available from: 2019-03-04 Created: 2019-03-04 Last updated: 2020-03-26Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-4248-0634

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