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  • 1.
    Almén, Lars
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Bjursell, Cecilia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    High school students access to digital tools in education2017In: EDULEARN17 Proceedings, IATED Publications , 2017, p. 365-373Conference paper (Refereed)
  • 2.
    Bjursell, Cecilia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    A virtual study in higher education2018In: INTED 2018 Proceedings / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, 2018Conference paper (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.

  • 3.
    Bjursell, Cecilia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Active ageing through work and learning2014Conference paper (Refereed)
    Abstract [en]

    The demographic changes, with an ageing population in many countries, are usually seen as a financial problem and the solution is to discuss a higher retirement age. In Sweden, the government is working with changes on several levels to make it possible to continue working later in life. This discussion is however paradoxical. People who are sick or worn-out are afraid of being forced to prolong their work life. People, who want to continue working, cannot stay because of employers’ negative attitude towards older employees. To work longer can be a way for individuals to stay active which promotes good health and well-being, but the discussion needs to include alternative solutions and a broader perspective, not just prolonging working life. Work is often equal to fulltime employment and the role of learning throughout (work)life is seldom addressed. In addition, one often forgets to ask the older adults themselves about their experience and opinion in this matter. We talk about them and not with them.

    The purpose of this paper is to study the role of work and learning in older adults lives. A survey was distributed in four pensioner's associations in one of Sweden’s county’s. 232 individuals replied and out of these, 83 (35,8%) have worked in some form after retirement. Only four of these had worked fulltime. About half had worked for payment and the rest had worked for non-profit organizations. The primary context for learning activities was to be involved in a study circle.

    Based on the results of this study, there was an expressed need for individual flexibility and adjustment so that pensioners could stay active and productive on their own terms. In today’s working life, flexibility is usually a demand on the workforce but rarely expected from employers. There is also a lack of the systematic integration of education in a lifelong perspective.

  • 4.
    Bjursell, Cecilia
    Jönköping University, Jönköping International Business School, JIBS, EMM (Entrepreneurship, Marketing, Management). Jönköping University, Jönköping International Business School, JIBS, Center for Family Enterprise and Ownership.
    An innovative organization or organi­zing innovatively after a merger?2007Conference paper (Other academic)
    Abstract [en]

    In the middle of the post-merger integration process voices expressing a need for innova­tion was heard. What was the reason for this change of focus in the organization and why did they use the concept innovation? This paper is based on a study of a merger between a Finnish and a Swedish company. Both companies had historically been family com­panies but one of them was listed on the Stockholm Stock Exchange in 1993 which had changed the business logic in the organization. When talking to the managers after the merger they referred to cultures to explain problematic issues. In this paper, the frame concept is used to analyze organizational cultures, and to compare them with the notion of an innovative organization. It turned out that the two pre-merger organizational cultures had stronger innovative features, compared to the culture in the new, merged company. This is followed by a suggestion that innovation should be seen as a method for integration, rather than a goal for the new organization.

  • 5.
    Bjursell, Cecilia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Berättelser från Norsjöbygden2014Collection (editor) (Other (popular science, discussion, etc.))
  • 6.
    Bjursell, Cecilia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Book Review: Mary Barrett and Ken Moores, Women in Family Business Leadership Roles. Daughters on the Stage2012In: International Small Business Journal, ISSN 0266-2426, E-ISSN 1741-2870, Vol. 30, no 1, p. 101-103Article, book review (Other academic)
  • 7.
    Bjursell, Cecilia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Collaborative authorship to engage in organizational knowledge sharing2015Conference paper (Refereed)
  • 8.
    Bjursell, Cecilia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Cultural divergence in merging family businesses2011In: The Journal of Family Business Strategy, ISSN 1877-8585, E-ISSN 1877-8593, Vol. 2, no 2, p. 69-77Article in journal (Refereed)
    Abstract [en]

    Mergers and acquisitions (M&A) is one of the strategic options available for business growth, and there is an increased research interest in the topic and its relevance to family firms. In this article, post-merger integration is discussed by looking at ownership, family and management as three separate value systems at work in the process. The interplay between these aspects influences what people perceive as organizational culture in terms of norms and values in a specific setting. The paper builds on a field study of two family businesses in a Nordic setting, including over 200 interviews and 40 h of video. The paper contributes to the emerging knowledge about M&A in family business. Furthermore, it contributes to the field of M&A by highlighting that ownership could be included as an aspect in cultural studies to better understand post-merger integration.

  • 9.
    Bjursell, Cecilia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    EMIL’s EY 2012 Programme of Events: Report from Encell – National centre for lifelong learning in Sweden2012Other (Other (popular science, discussion, etc.))
  • 10.
    Bjursell, Cecilia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Forskning och vuxenutbildning i samverkan2012In: KOM : kommunikation mellan vuxenutbildare, ISSN 0347-4445, Vol. 38, no 2, p. 4-6Article in journal (Other (popular science, discussion, etc.))
  • 11.
    Bjursell, Cecilia
    Jönköping University, Jönköping International Business School, JIBS, Center for Family Enterprise and Ownership. Jönköping University, Jönköping International Business School, JIBS, EMM (Entrepreneurship, Marketing, Management).
    Heterogeneous frames and homogenizing activity: Dualistic tensions in a merger discourse2009Conference paper (Refereed)
    Abstract [en]

    This paper conceptualizes a post-merger integration process as a quest for semantic fit in the process of changing meaning in international business; a study of how meaning is constructed in the creation of a new social setting after a merger. The analysis showed how the integra­tion discourse consisted of dualistic tensions in several dimensions, and how management worked towards homogenization to deal with these tensions, which in itself created a tension in the dimension heterogeneity – homogeneity. The paper is based on a longitudinal field study of post-merger integration meetings in a mangement group.

  • 12.
    Bjursell, Cecilia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Hon har tid för lärande2012In: Leva hela livet / [ed] Cecilia Bjursell och Svante Hultman, Hestra: Isaberg Förlag , 2012, p. 69-73Chapter in book (Other (popular science, discussion, etc.))
  • 13.
    Bjursell, Cecilia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Humboldt är död, länge leve Humboldt: Bokrecension av Bildningens praktiker2017In: Organisation & Samhälle, ISSN 2001-9114, E-ISSN 2002-0287Article, book review (Other (popular science, discussion, etc.))
  • 14.
    Bjursell, Cecilia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Ingen konst att jobba med konst2012In: Leva hela livet / [ed] Cecilia Bjursell och Svante Hultman, Hestra: Isaberg Förlag , 2012, p. 75-78Chapter in book (Other (popular science, discussion, etc.))
  • 15.
    Bjursell, Cecilia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Karriärtopp vid 96 går som en dans2012In: Leva hela livet / [ed] Cecilia Bjursell och Svante Hultman, Hestra: Isaberg Förlag , 2012, p. 63-66Chapter in book (Other (popular science, discussion, etc.))
  • 16.
    Bjursell, Cecilia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Kartläggning av lärande mellan generationer och utvärdering av utbildningsaktiviteter i projektet Affärsnytta och sociala medier2013Other (Other academic)
  • 17.
    Bjursell, Cecilia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Keynote speech: Images of women in family business2016Conference paper (Other academic)
  • 18.
    Bjursell, Cecilia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Knowledge management technology supporting individual learning preferences2013Conference paper (Refereed)
    Abstract [en]

    This conceptual paper focuses on variations in the preferred learning spaces of knowledge workers and resulting implications for the construction of an effective knowledge management technology system. The discussion in the paper is based on the cross-reference of ideas from literature on Knowledge Management (KM) and Experiential Learning Theory (ELT). When developing a Knowledge Management Technology (KMT) system, the technological possibilities are often the point of departure. Based on the discussion in this paper, I propose that the knowledge workers’ learning styles should be the proper point of departure. The paper presents a conceptual model based on the concept of learning spaces. An important finding is that data base technology is over-emphasized. Instead, more attention should be given to the role of ICT and social media in managing knowledge. This paper answers to calls for a focus on the knowledge worker in KM.

  • 19.
    Bjursell, Cecilia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Kvalitetsarbete i folkbildning2016In: Folkbildningens framtidsfrågor / [ed] Folkuniversitetet, Stockholm: Folkuniversitetet , 2016, p. 41-50Chapter in book (Other (popular science, discussion, etc.))
  • 20.
    Bjursell, Cecilia
    Jönköping University, Jönköping International Business School, JIBS, EMM (Entrepreneurship, Marketing, Management).
    Managers understanding themselves as artifacts: A possibility for identity development during organizational change?2006Conference paper (Other academic)
    Abstract [en]

    The merger process is often described as a turbulent situation where cultures collide. For the people involved, this can be a time of crisis, but in this crisis there is also an opportunity for growth. This paper describes how a management group worked in a project to develop a new corporate identity during the integration process after the decision to merge. The first step in this process was to describe the characteristics of the previous cultures using words and images. After this, a shared corporate identity was developed, together with a vision, mission and core values.

     

    The idea of this paper is to discuss a further use of the descriptions of culture made in the identity project. By using the conception of managers in the two organizations, the stereo­types, I will take a look at possible strategies for socially identity-based impression manage­­ment when working in a merged company. To further enhance the interactive aspect of management, I will use the term artefact, instead of stereotype. In the empirical illustration I will show how the management group worked with identity construction after the merger, and what the charac­ter­istics for corporate identity were before and after the merger. Furthermore, I will use the managers’ description of the other and see how this is related to corporate identity (social identity), and how this can be used when thinking about oneself as an artefact. Could managers improve the understanding of their professional identity, when working with a corporate identity? If so, what aspects of corporate identity are used when relating to professions within the company? And can the change of corporate identity be a way to improve management during a post-merger integration process?

  • 21.
    Bjursell, Cecilia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Metaphors in Communication of Scholarly Work2015In: Handbook of Qualitative Research Techniques and Analysis in Entrepreneurship / [ed] Helle Neergaard & Claire Leitch, Edward Elgar Publishing, 2015, p. 170-184Chapter in book (Refereed)
    Abstract [en]

    Metaphors can be helpful in storying your research findings. Considering the amount of work that goes into collecting and analysing material in a study, it makes sense to spend some time reflecting on how to communicate effectively. Taking a pedagogical approach to communication by using metaphors can be an effective way to illustrate and contextualize what you have to say. People learn by metaphor because it allows them to apply familiar knowledge structures to new settings (Walsh 1995; Cardon et al. 2005). Metaphors facilitate understanding while they trigger new questions to be explored. What do metaphors such as villain and hero do for our understanding of a phenomenon? How do they shape our understanding of entrepreneurship in this case? What venues for research might appear in the wake of these metaphors, and what falls outside the spotlight of a metaphor? Questions like these send chills down the spine of many researchers. They appear to go against everything we were taught about significance, generalization and precision in method classes. Yet, in the same classes, there were few discussions about academic authorship and communication of research. This chapter is an attempt to provide input for those discussions by looking at metaphors in communication of scholarly work.

  • 22.
    Bjursell, Cecilia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Metaphors in research and a note on academic authorship2011In: Reassembling Organizations, 2011Conference paper (Refereed)
  • 23.
    Bjursell, Cecilia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    New challenges late in life – advanced studies for pensioners2018Conference paper (Refereed)
  • 24.
    Bjursell, Cecilia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Older adults and the stories they tell2016Conference paper (Refereed)
  • 25.
    Bjursell, Cecilia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Older adults’ motivation for continued participation in work and learning2015Conference paper (Refereed)
    Abstract [en]

    Many countries face aging populations, and this is accompanied by discussions of how people can stayemployed later in life. This raises the question of how organizations can attract, retain, and develop olderworkers for productive working lives. This paper presents a study in Sweden of pensioners’ motives forparticipating in work and learning activities. Of 232 individuals, 83 (35.8 %) had worked after retirement,but only four had worked full time. The main motives for continuing to work and learn were (1) stayingactive, (2) social contact, and (3) the content of the activity. The motive of staying active, which reflects adesire to stay healthy, might be enhanced with age and is rarely included in discussions about workmotivation. Using self-determination theory to interpret the results, a suggestion is that organizationsshould use separate strategies for organizing work and learning for younger and older workers.

  • 26.
    Bjursell, Cecilia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Organizing for Intergenerational Learning and Knowledge Sharing2015In: Journal of Intergenerational Relationships, ISSN 1535-0770, E-ISSN 1535-0932, Vol. 13, no 4, p. 285-301Article in journal (Refereed)
    Abstract [en]

    The increased age diversity in society challenges organizations to rethink the purpose and structuring of learning. This article proposes that an intergenerational learning (IL) approach can be useful for addressing the emergent needs, since IL implies a reciprocal process of learning and knowledge development. Taking an IL approach involves a shift from “succession of knowledge” to “co-creation of knowledge” in knowledge-sharing efforts. This shift becomes crucial as the digital generation enters the workforce. This paper presents insights from a case where students and entrepreneurs were engaged in an IL project to learn about business advantages and social media.

  • 27.
    Bjursell, Cecilia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Professional development for older colleagues2018In: Human resource management: A Nordic perspective / [ed] H. Ahl, I. Bergmo Prvulovic & K. Kilhammar, London, UK: Routledge, 2018, p. 140-152Chapter in book (Refereed)
    Abstract [en]

    Demographic changes have raised the issue of a prolonged working life. Research has shown that older employees are reliable, service- and customer-orientated, knowledgeable, productive, demonstrate good work ethics, and are able to learn new skills. Employers thus show wisdom and foresight when they provide competence development programmes for their older employees. Another relevant dimension is the need for the transfer of knowledge from older to younger employees. The chapter discusses learning at the workplace and suggests that HR supports 'study circles', in which participants search for, and develop knowledge themselves, and they subsequently share this knowledge between themselves.

    The full text will be freely available from 2020-04-10 00:00
  • 28.
    Bjursell, Cecilia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Prolonged working life - increased inequality?2016Conference paper (Other academic)
    Abstract [en]

    Many countries face aging populations, and this is accompanied by discussions of how people can stay employed later in life. To stay in working life can be a way to support a healthy and active lifestyle. Late life learning is an important part of a prolonged working life and in an earlier study, it was suggested that the main motives for continuing to work and learn were (1) staying active, (2) social contact, and (3) the content of the activity. The motive of staying active, which reflects a desire to stay healthy, might be enhanced with age and is rarely included in discussions about work motivation. In this paper, continued participation in working life will, however, be problematized. People have different opportunities to continue working and learning and the result might be that a prolonged working life will dramatically increase inequality within the older age groups.

  • 29.
    Bjursell, Cecilia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Sagor om mormor2014Book (Other (popular science, discussion, etc.))
  • 30.
    Bjursell, Cecilia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Samverkanszoner: Om forskningsledares syn på samverkan2015Report (Other academic)
    Abstract [sv]

    Om samverkan är svaret – vad är då egentligen frågan? Begreppet samverkan används ofta i positiv betydelse men ett stort fokus på samverkan kan också ses som en indikation på att det finns ett underliggande problem. Samverkan är det magiska ordet som ska öppna ett lärosätes dörr till samhället och släppa ut den rikedom som gömmer sig där i. Men vem var det som låste dörren i första hand? Den kanske är öppen om du känner på handtaget.

    Ett problem handlar om att samverkan är ett paraplybegrepp där det ingår en hel del olika aktiviteter och processer. Ett annat problem är att vi vet ganska lite om samverkan ur forskare och lärares perspektiv. Tidigare studier har inriktat sig på enskilda samverkansaktiviteter och ofta utgått enbart från befintlig statistik som underlag. En stor studie som vände sig direkt till forskare och lärare genomfördes för snart tio år men sedan dess har den ökade styrningen med prestationsbaserade fördelningsmodeller ökat konkurrensen inom akademin. Det pågår en förändring av det akademiska landskapet där värden som likvärdighet, mångfald och innovation är hotade. Nuvarande belöningssystem sägs till och med motverka samverkan, bland annat eftersom populärvetenskap inte är meritgrundande.

    Det behövs mer kunskap kring lärosätets syn på samverkan och den här rapporten är ett bidrag på detta område. Materialet som behandlas i texten är resultatet av en intervjustudie med 16 forskningsledare från olika vetenskapliga områden vid Högskolan i Jönköping. Det finns framför allt två centrala bidrag: en empirinära beskrivning av synen på samverkan och en modell för samverkanszoner.

    1. EN EMPIRINÄRA BESKRIVNING AV SYNEN PÅ SAMVERKAN. Beskrivningen av samverkan utifrån intervjumaterialet skapar en exposé över olika betydelser av samverkan. Intervjustudien med forskningsledare presenteras i en omfattande empirisk redogörelse över anställdas uppfattningar, aktiviteter och erfarenheter inom området samverkan. Här blir det tydligt att samverkan är kontextuellt och socialt bestämt.
    2. EN MODELL FÖR SAMVERKANSZONER. Modellen illustrerar tre huvudsakliga zoner där möten för samverkan kan ske: inomvetenskaplig zon, flervetenskaplig zon och tvärsektoriell zon. Dessa zoner kan ha en intra- eller interorganisatorisk karaktär, det vill säga att det kan röra sig om möten inom den egna organisationen eller mellan olika organisationer. Denna modell ger en ökad förståelse för forskares och lärares samverkan för kunskapsutveckling och lärande.

    En slutsats i den här rapporten är att samverkan, som den beskrivs i det omgivande samhället, har ett mycket snävare fokus än samverkan som den beskrivs av forskare och lärare. Anledningen kan vara att det krävs en bredare ansats vid lärosätet för att kunna möta det omgivande samhällets olika krav. En diskussion om högskolemässighet (scholarship of teaching and learning), det vill säga att integrera undervisning, praktisk kunskap, tillämpning och forskning som en helhet, kan öka förståelsen kring varför forskare och lärare har denna bredare bild och samtidigt ge vägledning för lärosätets interna förbättringsarbete.

  • 31.
    Bjursell, Cecilia
    Jönköping University, Jönköping International Business School, JIBS, EMM (Entrepreneurship, Marketing, Management). Jönköping University, Jönköping International Business School, JIBS, Center for Family Enterprise and Ownership.
    Standing at the crossroads: Four ways to the metaphor2008Conference paper (Other (popular science, discussion, etc.))
    Abstract [en]

    In ethnography there is much focus on fieldwork and the process of writing it down, but less attention have been directed to the techniques of writing it up (Van Maanen, 2006a). In this paper I would like to leave the romantic (?) image of the lonely writer and instead notice the writer as a participant in context. This text is based on the assumption that the best way of working is to engage in presenting and interpreting our social reality based on pluralistic rather than homogeneous ideals. Van Maanen (1995) has been had a leading voice arguing against the homogenization towards an objectivistic approach in social sciences. In the classic book Tales of the Field, Van Maanen (1988) made the reader aware of how reality can be constructed in a variety of ways. The first step was to separate the fieldworker from fieldwork representa¬tions. This means that the researcher moves from being an objective observer of social reality to an active producer of how social reality is represented. The book also gave suggestions on how the writer could make choices in the construction of a text, as well as how the reader could approach a text considering the style. Fine and Martin (1995) demonstrated possibilities of humorous writing in ethnography by displaying how forms like sarcasm, satire and irony was used in Goffman’s texts. Within this style metaphors were used to transform the meaning of what was presented: “Goffman takes the mental hospital and turns it into a university, referring to the “campus” (p. 269) and “campus wheels” (p. 217).” (Fine and Martin, 1995, p. 181-182).

    To this conference I would like to further explore metaphors as a means to build a research text. I will conceptualize four ways to use metaphors: metaphorical creation, metaphorical inspiration, metaphorical reproduction and metaphorical expression. Firstly, metaphorical creation is about highlighting how metaphors appear in theories or how theories are meta¬phors for what they are trying to explain. In this form, the metaphor has gained pseudo-literal status over time. Secondly, metaphorical inspiration is found when the metaphor is consciously used in the creative process to inspire to new insights during the research process. Since one of the basic characteristics of metaphor is that it can change the way we see things, it provides great opportunities to develop ideas and challenge existing beliefs. To talk about metaphorical reproduction is a third way to put focus on how metaphors appear in the empirical setting and how these metaphors can be interpreted and reproduced in a scientific setting. Finally, metaphorical expression, involves the process of writing up research in relation to a reader. Then the metaphor is returned from being a research tool to its original purpose: to be an illustrative device in a text. I end the paper with a summary of the pros and cons of the use of metaphors in social science.

  • 32.
    Bjursell, Cecilia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Tales from the organization: Stories about quality work2016Conference paper (Refereed)
    Abstract [en]

    Quality in education is a highly topical subject. In this paper, quality is understood as language in use: speech acts with a focus on the role of language in sensemaking. In a study of quality work in adult education, school leaders were asked how they work with quality. In the analysis of their narratives, three stories emerged: (1) The story of democratic participation, (2) The story of the administrative system, and (3) The story of the professional individual.

    As the concept quality comprise all three stories, making sense of different aspects of quality work when managing education, quality is defined as an ‘elastic word’. An elastic word is seemingly distinct but carries different meanings within different contexts. This can become problematic if one idea is put forward as dominant in relation to the others (power) or if different interpretations are taken for granted (conflict). But the elasticity of the concept also has positive effects. Elastic words can give individuals (managers) in an organization a sense of direction, focus and a feeling of unity. Elastic words should thus be regarded as visions, shared images, rather than as rigorous action plans.

  • 33.
    Bjursell, Cecilia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    The Critical Role of Language in Changing Culture: Cross-Border Mergers and Acquisitions2015In: Lessons in Changing Cultures: Learning from Real World Cases / [ed] D.D. Warrick & Jens Mueller, Oxford: Rossi Smith Academic Publishing, 2015, p. 163-171Chapter in book (Refereed)
  • 34.
    Bjursell, Cecilia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    The social contract: Between the generations By Bjarne Hastrup2014In: Journal of Intergenerational Relationships, ISSN 1535-0770, E-ISSN 1535-0932, Vol. 12, no 1, p. 81-84Article, book review (Other academic)
  • 35.
    Bjursell, Cecilia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    The voice of the village2017Conference paper (Refereed)
  • 36.
    Bjursell, Cecilia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Transformative leadership: A Swedish case2017In: Leadership and Change Management: A Cross-Cultural Perspective / [ed] Daphne Halkias, Joseph C. Santora, Nicholas Harkiolakis, Paul W. Thurman, Routledge, 2017, p. 114-119Chapter in book (Refereed)
  • 37.
    Bjursell, Cecilia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    When theories become practice—a metaphorical analysis of adult-education school-leaders’ talk2016In: European Journal for Research on the Education and Learning of Adults, ISSN 2000-7426, E-ISSN 2000-7426, Vol. 7, no 2, p. 191-205Article in journal (Refereed)
    Abstract [en]

    Marketization has changed the education system. If we say that education is a market, this transforms the understanding of education and influences how people act. In this paper, adult-education school-leaders’ talk is analysed and seven metaphors for education are found: education as administration, market, matching, democracy, policy work, integration and learning. Exploring empirical metaphors provides a rich illustration of coinciding meanings. In line with studies on policy texts, economic metaphors are found to dominate. This should be understood not only as representing liberal ideology, as is often discussed in analyses of policy papers, but also as representing economic theory. In other words, contemporary adult education can be understood as driven by economic theories. The difference and relation between ideology and theory should be further examined since they have an impact on our society and on our everyday lives.

  • 38.
    Bjursell, Cecilia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Äldre medarbetares kompetensutveckling2017In: HR: Att ta tillvara mänskliga resurser / [ed] Helene Ahl, Ingela Bergmo Prvulovic & Karin Kilhammar, Lund: Studentlitteratur AB, 2017, p. 177-190Chapter in book (Refereed)
  • 39.
    Bjursell, Cecilia
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Bergeling, Ingegerd
    Bengtsson Sandberg, Karin
    Hultman, Svante
    Ebbesson, Sven
    Ett aktivt åldrande: pensionärers syn på arbete och lärande2014Report (Other (popular science, discussion, etc.))
  • 40.
    Bjursell, Cecilia
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Boström, Ann-Kristin
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Generation, relationer mellan generationer, generationspolicy: Ett mångspråkigt kompendium2017In: Generationen, Generationenbeziehungen, Generationenpolitik: Ein mehrsprachiges Kompendium / [ed] Kurt Lüscher, Andreas Hoff, Gil Viry & Eric Widmer, Mariano Sánchez, Giovanni Lamura & Marta Renzi, Andrzej Klimczuk, Paulo de Salles Oliveira, Ágnes Neményi, Enikő Veress, Cecilia Bjursell & Ann-Kristin Boström, Gražina Rapolienė & Sarmitė Mikulionienė, Sema Oğlak & Ayşe Canatan, Universität Konstanz , 2017, p. 215-236Chapter in book (Other academic)
  • 41.
    Bjursell, Cecilia
    et al.
    Jönköping University, Jönköping International Business School, JIBS, Center for Family Enterprise and Ownership (CeFEO). Jönköping University, Jönköping International Business School, JIBS, EMM (Entrepreneurship, Marketing, Management).
    Brundin, Ethel
    Jönköping University, Jönköping International Business School, JIBS, Center for Family Enterprise and Ownership (CeFEO). Jönköping University, Jönköping International Business School, JIBS, EMM (Entrepreneurship, Marketing, Management).
    Melin, Leif
    Jönköping University, Jönköping International Business School, JIBS, Center for Family Enterprise and Ownership (CeFEO). Jönköping University, Jönköping International Business School, JIBS, EMM (Entrepreneurship, Marketing, Management).
    Florin Samuelsson, Emilia
    Jönköping University, Jönköping International Business School, JIBS, Center for Family Enterprise and Ownership (CeFEO). Jönköping University, Jönköping International Business School, JIBS, EMM (Entrepreneurship, Marketing, Management).
    The Circle of Trust: Management in Acquiring and Acquired Family Businesses2008Conference paper (Other academic)
    Abstract [en]

    The issue of mergers and acquisitions is of growing concern in many industries dominated by family ownership. Nevertheless there are few empirical studies of mergers and acquisitions involving family firms. While the few studies performed deal with how family owned companies respond to takeovers, this study will focus on family businesses as the acquiring firm. The empirical findings demonstrate that the family ownership logic of a family firm has concrete consequences for the acquisition process. Compared to traditional literature on mergers and acquisition, which has a focus on control by exchanging management in the acquired organization, the acquirers in this study worked in an alternative way when acquiring family owned businesses. The basis for their approach was trust in the acquired managers´ ability to manage the company for the long run.

    Sharma (2004) made a call for further efforts to explore the linkages between family business studies and other disciplines in order to propel the family business field toward establishing a niche and identity within the research community. The aim of this study is to enhance knowledge on mergers and acquisitions in family firms, at the same time as we are using the M&A literature to reflect on the specifics of the family firm. The purpose of this study is to explore management of acquired family businesses, with special attention to family ownership logic. Suggestions for further research both regarding mergers and acquisitions within the family business field and the theoretical construct family ownership logic will be discussed.

  • 42.
    Bjursell, Cecilia
    et al.
    Jönköping University, Jönköping International Business School, JIBS, Center for Family Enterprise and Ownership (CeFEO). Jönköping University, Jönköping International Business School, JIBS, EMM (Entrepreneurship, Marketing, Management).
    Brundin, Ethel
    Jönköping University, Jönköping International Business School, JIBS, Center for Family Enterprise and Ownership (CeFEO). Jönköping University, Jönköping International Business School, JIBS, EMM (Entrepreneurship, Marketing, Management).
    Melin, Leif
    Jönköping University, Jönköping International Business School, JIBS, Center for Family Enterprise and Ownership (CeFEO). Jönköping University, Jönköping International Business School, JIBS, EMM (Entrepreneurship, Marketing, Management).
    Florin Samuelsson, Emilia
    Jönköping University, Jönköping International Business School, JIBS, Center for Family Enterprise and Ownership (CeFEO). Jönköping University, Jönköping International Business School, JIBS, EMM (Entrepreneurship, Marketing, Management).
    The Circle of Trust: The Logic and Praxis of Acquisitions in the Family Owned Business2009Conference paper (Other academic)
  • 43.
    Bjursell, Cecilia
    et al.
    Jönköping University, Jönköping International Business School, JIBS, ESOL (Entrepreneurship, Strategy, Organization, Leadership).
    Bäckvall, Lisa
    Jönköping University, Jönköping International Business School, JIBS, ESOL (Entrepreneurship, Strategy, Organization, Leadership).
    Family business women in media discourse: Exploring the business role and the mother role2010Conference paper (Refereed)
  • 44.
    Bjursell, Cecilia
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Bäckvall, Lisa
    Jönköping University, Jönköping International Business School, JIBS, EMM (Entrepreneurship, Marketing, Management). Jönköping University, Jönköping International Business School, JIBS, Center for Family Enterprise and Ownership.
    Family business women in media discourse: the business role and the mother role2011In: Journal of Family Business Management, ISSN 2043-6238, E-ISSN 2043-6246, Vol. 1, no 2, p. 154-173Article in journal (Refereed)
    Abstract [en]

    Purpose - Writings in the media have the potential to influence our standpoint and, thereby, our actions. In this paper, the authors analyze how women in family business are represented in media to understand the frames set by this discourse in terms of women owning and leading family businesses. The aim of the paper is to explore how the counterposed roles of business person and mother are presented in media and what implications this might have for role enactment. Design/methodology/approach - The paper opted for an exploratory study of 308 articles about women in family business over a 15-year period. In the interpretative, qualitative analysis of media texts, the discursive construction of the mother role and the business role are explored. Findings - The paper provides empirical insights into how the mother role is taken for granted while the business role is approached as problematic in portrayals of women in family business. The authors discuss whether the media discourse reinforces traditional roles or stimulates role innovation. Practical implications - Understanding role as something separate from the individual provides a means to critically review expectations of women in business and how these expectations hinder business activities. Originality/value - The study examines data over a 15-year period in the Swedish media setting and describes changes in attitudes about women's roles in family business. Regarding the family business as an arena for performative acts provides a perspective that can highlight the intertwinement of the private and professional arenas in family business.

  • 45.
    Bjursell, Cecilia
    et al.
    Jönköping University, Jönköping International Business School, JIBS, Center for Family Enterprise and Ownership. Jönköping University, Jönköping International Business School, JIBS, EMM (Entrepreneurship, Marketing, Management).
    Bäckvall, Lisa
    Jönköping University, Jönköping International Business School, JIBS, Center for Family Enterprise and Ownership. Jönköping University, Jönköping International Business School, JIBS, EMM (Entrepreneurship, Marketing, Management).
    Family business women in the media discourse: The fairytale heiresses and the down-to-earth tomboys2009Conference paper (Refereed)
    Abstract [en]

    An alternative way to study a phenomenon is to explore texts in order to learn about discursive constructions within specific areas on a societal level. One example of such as study is Ahl (2002) who examined how the female entrepreneur was constructed in research texts. She found that even though the texts celebrated women’s entrepreneur­ship, they also recreated women’s secondary position in society. In this paper, the area of study is notions of women in family business and we have examined how Swedish media (re)constructs meanings about women in family business. The empirical material in this study is media texts about women in family businesses over a ten year period (1999-2008). This text departs from the general definition of discourse as ‘a particular way of talking about and under­standing the world (or an aspect of the world) ’ (Phillips and Jørgensen, 2006, p. 1). One contradiction found in the media discourse was the difference between the famous heiresses and the everyday woman working hands-on, often in manufacturing industries. Concerning the heiresses, they were sometimes mentioned in the same article as family business women in other countries, thus adding an international flair to the description. The entrepreneurs were instead noted for excelling in business and prizes/positions received as an outcome of their performance. Different ways to portray business women could have implica­tions for other women facing a situation of becoming a family business owner/manager since role modeling can be an important inspiration for choices made by individuals.

  • 46.
    Bjursell, Cecilia
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Bäckvall, Lisa
    Jönköping University, Jönköping International Business School, JIBS, Center for Family Enterprise and Ownership.
    Mediebilden av kompetenta arvtagerskor och drivna företagare2012In: Familjeföretagande: Affärer och känslor / [ed] Brundin, Johansson, Johannisson, Melin och Nordqvist, Stockholm: SNS förlag, 2012, p. 227-250Chapter in book (Other academic)
  • 47.
    Bjursell, Cecilia
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Chaib, Christina
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Social Representations of Theory and Practice in VET2013Conference paper (Other academic)
  • 48.
    Bjursell, Cecilia
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Chaib, Christina
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Falkner, Carin
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Ludvigsson, Ann
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Kvalitetsarbete i vuxenutbildning2015Report (Other academic)
    Abstract [sv]

    Svensk vuxenutbildning har en anrik tradition och är internationellt erkänd. Det är också ett utbildningsområde som är i ständig förändring för att anpassa sig till samhällets behov. Förändringarna kan handla om konjunkturanpassningar och det har med tiden skett en ökad orientering gentemot arbetsmarknaden. På kommunnivå har denna förändring manifesterat sig i byte av ansvarig nämnd eller organisering i nya nämnder där vuxenutbildning och arbetsmarknad möts.

    Det är kommunen som ansvarar för vuxenutbildningen men samtidigt finns det nationella regler som ska efterlevas. Att bedriva ett systematiskt kvalitetsarbete är en sådan övergripande regel. Det är dock inte självklart vad som ska ingå i detta arbete och hur det ska bedrivas. Målbilden för vuxenutbildning har delvis olika betoning på nationell respektive kommunal nivå och denna spänning ska hanteras i verksamheten på skolnivå.

    Den här studien ger en aktuell inblick i hur verksamhetschefer och rektorer, som representanter för huvudmannen, ser på kvalitet och det systematiska kvalitetsarbetet i sin verksamhet. Den kvalitativa studien återges i en empirinära beskrivning där olika aspekter av kvalitetsarbetet behandlas utifrån de intervjuades perspektiv. Ett framträdande drag är den heterogenitet som präglar vuxenutbildning. Förutom mål så finns en stor variation i termer av utbud, målgrupp, anordnare och det sätt på vilket kommunen har valt att organisera arbetet. Vi har i diskussionsavsnittet lyft fram följande aspekter som vi diskuterar mer utförligt eftersom de har bäring för en precisering av kvalitetsarbetet:

    • Kvalitetsarbete i vuxenutbildningsverksamhet kan innebära att individerna tvingas växla mellan anpassning och motstånd. Anpassning handlar om att det finns många mål och styrdokument för vuxenutbildning och det är de professionellas uppdrag att utföra och följa dessa mål. Samtidigt uppstår situationer som ger en upplevelse av att kvalitetsarbete inte alltid handlar om kvalitet och då uppstår motstånd. Det kan till exempel ske om kvalitetsarbetet bedrivs utifrån alltför generella modeller och system vilket kan bli irrelevant och ibland även skadligt för utbildningen. Att undvika rapportering i ett statistiksystem som ger en missvisande bild kan vara ett uttryck för motstånd.
    • Den centrala/nationella organiseringen av vuxenutbildning har en ”stuprörskaraktär” medan den verksamhetsnära organiseringen i kommunerna uppvisar nämnder där exempelvis arbetsmarknad och vuxenutbildning samsas. I mindre kommuner kan detta också innebära att utöver den formella vuxenutbildningen så har man ett bredare utbud som ska möta vuxnas behov av lärande och utbildning. I storstäderna kan ledningen för vuxenutbildning sitta i egna lokaler som inte behöver finnas i anslutning till utbildningen. I mindre städer kan vuxenutbildning arrangeras med ”allt under ett tak”. Det här påverkar också synen på kvalitetsarbetets roll och innehåll.
    • Den offentliga marknaden har olika karaktär beroende på om den ligger i kommuner med hög befolkningstäthet (storstadsregionerna) eller i kommuner med lägre befolkningstäthet. Olika förutsättningar gör att konkurrens eller kollaboration kan vägleda organiseringen av vuxenutbildning. I storstadsregionernas kommuner går det att konstruera konkurrens inom vuxenutbildning men många små kommuner har liten eller ingen egen vuxenutbildning och måste samarbeta i nätverksliknande konstellationer för att uppfylla sitt uppdrag att erbjuda vuxenutbildning.
    • Kvalitetsarbete, som en form av granskning, kan få både positiva och negativa effekter i verksamheten. Vi har kallat detta ”den onda” och ”den goda” granskningen. Den goda är helt enkelt när granskning får önskade positiva effekter och den onda är när granskning ger oväntade eller negativa effekter. En central del i kvalitetsarbete borde vara att ifrågasätta konstruktionen av kategorier och mått eftersom de får följder för verksamheten. Anledningen är att det inte finns en given utgångspunkt utan vad som avses med kvalitet etableras i samtal och dialog med berörda intressenter.

    Utifrån den genomförda studien presenteras även två slutsatser som har betydelse för det systematiska kvalitetsarbetet:

    1. Vi argumenterar för att utbildning har en särart, utöver att vara en produkt eller tjänst, som bör beaktas inför genomförande av kvalitetsarbete och utformning av kvalitetsmätning/kvalitetssystem. Med tanke på att kundbegreppet vunnit mark inom vuxenutbildningsvärlden är det relevant att diskutera skillnaden mellan en kund och en studerande.
    2. Kvalitet i vuxenutbildning utgår från målområden med olika karaktär och för att fånga upp och tydliggöra olika dimensioner i kvalitetsarbetet har vi utarbetat en kvalitetstypologi med tre dimensioner: demokratisk, pedagogisk och administrativ kvalitet. En indelning på de här tre dimensionerna möjliggör att administrativ kvalitet kan fortsätta att mätas men behandlas som ett separat område. Det öppnar upp för att använda sig av andra sätt att bedriva kvalitetsarbete inom de övriga två dimensionerna.
  • 49.
    Bjursell, Cecilia
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Chaib, Mohamed
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    ICT supported competence development: What difference does ICT make?2017Conference paper (Other academic)
  • 50.
    Bjursell, Cecilia
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Dobers, Peter
    Ramsten, Anna-Carin
    Samverkansskicklighet - en faktor för framstående forskning, för personlig och organisatorisk utveckling2015Conference paper (Other (popular science, discussion, etc.))
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