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  • 101.
    Aktaş, Vezir
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Tepe, Yeliz Kındap
    Cumhuriyet UniversitySivasTurkey.
    Persson, Roland S.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Investigating Turkish university students’ attitudes towards refugees in a time of Civil War in neighboring Syria2018Ingår i: Current psychology (New Brunswick, N.J.), ISSN 1046-1310, E-ISSN 1936-4733Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Thousands of refugees have immigrated to Turkey because of the current Civil War in neighboring Syria. This is causing tensions between refugees and locals. These increasingly negative attitudes towards the incoming victims of conflict are of particular interest. The present study, therefore, aimed at determining the premises of the emergence of such negative attitudes. The research sample consisted of university students who all studied at various faculties at Cumhuriyet University in the Turkish province of Sivas. Data were collected by the Attitude Scale Towards Refugees, the Patriotism Attitude Scale, the Interpersonal Reactivity Index, and the Cirhinlioğlu Religiosity Scale. Data were analyzed by Independent Sample t-tests as well as using Stepwise Regression Analyses. Results showed that the feeling of empathy correlated negatively with negative attitudes towards refugees, while blind patriotism, religiosity, and having nationalist/conservative orientations, correlated positively. Men were found to be more negative than women. The feeling of empathy was the most prominent factor in predicting the nature of attitudes towards refugees. Religious doctrine and distancing oneself from conservative and patriotic perspectives appeared to be effective in potentially preventing the development of negative attitudes. In conclusion, research results are discussed in the light of relevant literature.

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    fulltext
  • 102.
    Almén, Lars
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Bjursell, Cecilia
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    High school students access to digital tools in education2017Ingår i: EDULEARN17 Proceedings, IATED Publications , 2017, s. 365-373Konferensbidrag (Refereegranskat)
  • 103.
    Andersén, Annelie
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Att röja väg till den öppna högskolan2009Ingår i: 978-91-44-05547-3 / [ed] Bernt Gustavsson, Gunnel Andersdotter och Lena Sjöman, Lund: Studentlitteratur , 2009, s. 201-223Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 104.
    Andersén, Annelie
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Ett särskilt perspektiv på högre studier?: Folkhögskoledeltagares sociala representationer om högskola och universitet2011Doktorsavhandling, monografi (Övrigt vetenskapligt)
    Abstract [sv]

    Avhandlingen syftar till att undersöka folkhögskoledeltagares sociala representationer om högskola och universitet. Enligt teorin om sociala representationer är folkhögskoledeltagarnas sociala representationer om högskola och universitet något som skapas socialt och förändras beroende på deltagarnas erfarenheter av högskola och universitet. Avhandlingen syftar också till att undersöka dessa sociala representationers ursprung och framväxt, liksom om de har påverkats av andra sociala representationer exempelvis dem om folkhögskolans särart. För att identifiera folkhögskole­deltagarnas sociala identitet och sociala representationer har jag använt mig av empiriska data insamlat genom fria associationer och intervjuer med folkhögskoledeltagare och före detta folkhögskoledeltagare. För att undersöka representationernas ursprung har jag genomfört en dokument­studie på folkhögskolelärarnas tidskrift. Resultaten visar att folkhögskolans företrädare genom hela folkhögskolans historia har förhållit sig till två huvudidéer, den om folkhögskolans särart och den om att folkhögskolan är en institution som anpassar sig efter det omkringliggande samhället och dess krav. Dessa båda idéer förklarar varför olika sociala identiteter och olika sociala representa­tioner existerar bland folkhögskoledeltagarna. Grundidén att folkhögskolan har en särart leder till representationer om folkhögskolan som ett alternativ till annan utbildning och högskola och universitet som något som inte är likt folkhögskola. Den andra grundläggande idén om folkhögskolan som en institution som ständigt anpassar sig leder till representationer om folkhögskolan som en andra chans och högskolan som mål.

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    Ett särskilt perspektiv på högre studier?
  • 105.
    Andersén, Annelie
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Social Representations and Social Identity in Swedish Folk High Schools: an application of Duveen and Lloyd2010Ingår i: Papers on Social Representations, ISSN 1021-5573, Vol. 19, s. 10.1-10.4Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article extends Duveen's work on social representations and social gender identity by discussing how it can be applied to the context of Swedish folk high school participants' social representations of folk high school and university, then examines the influence of these representations on participants' desires and ambitions to progress to university.  Adopting Duveen's framework to analyze several previous data regarding folk high schools (i.e., a document study of folk high school teachers' magazines, an association study on folk high school participants, and interviews with folk high school participants), I seek to illustrate in this article how most premises concerning the formation of children's social identity (as described by Duveen) also hold for adults entering a new social context.

  • 106.
    Andersén, Annelie
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Swedish folk high school as a second chance to attain acess to university2011Ingår i: NCEE 2011, 2011Konferensbidrag (Refereegranskat)
    Abstract [en]

    Folk high schools are part of popular, or liberal adult education in Sweden.

    By participating in the general course at a folk high school, students who

    have failed to meet the requirements necessary for continued study at

    university level have a second chance to fulfil such requirements. This paper

    describes different approaches of Swedish folk high schools with regard to

    preparing their participants for university studies. The paper also discusses

    how these different ways of working affect how participants perceive

    university studies and how these perceptions affect their choices of whether

    or not to continue on to university after completion of their folk high school

    education. Based on empirical data collected through free associations,

    interviews with then-current and former folk high school participants,

    articles from a leading folk high school teacher magazine, and material

    found on the folk high schools’ homepages, the results show that throughout

    the history of the Swedish folk high school, this institution has remained true

    to two basic ideas: the idea of differentiation and the idea of adaptation.

    The results also show that folk high schools work in different ways with

    regard to widening participation, depending on which of these two ideas

    they tend to focus on most. The prevalence of these two fundamental ideas

    explains why different social identities and different representations exist

    among the participants. The idea of folk high school as something different

    and special leads to representations of folk high school as an alternative to

    other forms of education and to representations of university as something

    difficult and different than folk high school. The second idea – that folk high

    school must adapt to the surrounding community – leads to representations

    of folk high school as a second chance and of university as a goal.

  • 107.
    Andersén, Annelie
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    When 'they' become 'us'2010Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper elaborates on how representations changes when social identity does. Social representations are not static, representations can change over time, together with the identity. Social identity is not only based on how members of a group represent themselves, but also how the group is represented by others. It is also a representation of ‘we’ as something that is not ‘them’. In my research, I found out that the perception of ‘us’ as folk high school participants is instrumental in the formation of ‘they’, involving, among others, university students. Social representations of university among folk high school participants are often formed by second-hand and reproduced experiences, as participants themselves have not yet studied at university. Most of them have neither visited a university, or know any current or former university students. The folk high school identity is only the object of association during a very short period in a person’s life, for only one or a couple of years, which means that a change of education also leads to a rapid change between identities, i.e. what was previously referred to as ‘they’, becomes ‘us’. However, the key question addressed in this paper is what happens then?

    This study includes an association study with one hundred participants taking the folk high school general course. In this study, I asked the participants about their associations regarding the words folk high school and university. Five years after the participants from the first association study finished folk high school I called them up and asked them again about their associations regarding the terms folk high school and university. Here I found out that the participants who had continued to university studies, in contrast to the result of the earlier study,  do not represent university as a (final) goal. The other two representations who was common among the folk high school participants – university as a (final) step in a stairway and university as not being folk high school – still occur, but in a quiet different form.

  • 108.
    Andersén, Annelie
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    When they becomes us: Att byta identitet från folkhögskoledeltagare till universitetsstudent2010Konferensbidrag (Övrigt vetenskapligt)
  • 109.
    Aronsson, Gunnar
    et al.
    Stockholms universitet, Psykologiska institutionen.
    Ishäll, Lars
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell. Stockholms universitet, Psykologiska institutionen.
    Göransson, Sara
    Stockholms universitet, Psykologiska institutionen.
    Lindfors, Petra
    Stockholms universitet, Psykologiska institutionen.
    Nylén, Eva Charlotta
    Stockholms universitet, Psykologiska institutionen.
    Sverke, Magnus
    Stockholms universitet, Psykologiska institutionen.
    Arbetsuppdrag och återhämtning i välfärdstjänstearbete2015Ingår i: Arbetsmarknad & Arbetsliv, ISSN 1400-9692, Vol. 21, nr 2, s. 7-25Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    Artikeln beskriver ett uppdragsperspektiv på arbete, det vill säga en fokusering på hur ett arbetsuppdrag formas och är sammansatt med avseende på resurser och krav med betydelse för att kunna genomföra uppdraget på ett bra sätt. I studien undersöks hur förutsättningarna för att utföra arbetet, i termer av arbetskrav och resurser i arbetet, hänger samman med återhämtning inom välfärdstjänstearbete i två kommuner. Uppdragsförutsättningarna har ett relativt högt förklaringsvärde gentemot återhämtning men de ingående variablerna bidrar i olika grad.

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    Fulltext
  • 110.
    Aronsson, Gunnar
    et al.
    Department of Psychology, Stockholm University, Stockholm, Sweden.
    Nylén, Eva Charlotta
    Division of Work and Organizational Psychology, Stockholm University, Stockholm, Sweden.
    Ishäll, Lars
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Lindfors, Petra
    Department of Psychology, Stockholm University, Stockholm, Sweden.
    Sverke, Magnus
    Department of Psychology, Stockholm University, Stockholm, Sweden.
    The long arm of the job – work characteristics and recovery windows in social welfare work2019Ingår i: International Journal of Workplace Health Management, ISSN 1753-8351, E-ISSN 1753-836X, Vol. 12, nr 1, s. 15-27Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Purpose: Social welfare work contains elements that may be difficult for employees to put out of their minds when the working day ends, which may affect the recovery. The purpose of this paper is to analyze the length of recovery in relation to different work characteristics and to two types of welfare work.

    Design/methodology/approach: All 1,365 employees, excluding managers, of two municipality administrations were invited to a survey study. Of these, 673 (49 percent) responded. After adjusting for partial missing, the effective sample included 580 employees (43 percent). Retrospective ratings of four recovery windows were analyzed: recovery after one night’s sleep, weekends, shorter holidays and vacations.

    Findings: Employees with a university education were less recovered than those with a shorter education. For those with a university education, the long arm of the job mainly involved failures regarding qualitative job demands (task difficulty). For those with a shorter education, quantitative job demands (too much to do) were most prominent for their prolonged recovery. Feedback from managers had consistent and positive associations with all four recovery windows among employees with a university education, but not among those with a shorter education for whom instead having too much to do and social support had significant spillover effects.

    Originality/value: The identified differences may relate to employees with a university education having more problem-solving tasks, which may result in a higher need of work-related feedback but also in difficulties detaching from work. Thus, education and job characteristics have differential associations with self-rated recovery. 

  • 111. Atterström, Hans
    et al.
    Persson, Roland S.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Brister eller olikheter?: Specialpedagogik på alternativa grundvalar2000Bok (Övrigt vetenskapligt)
  • 112.
    Avery, Helen
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Wihlborg, Monne
    Lunds universitet.
    Det (sam)skapande mötet i högre utbildning2014Ingår i: Att växa som människa: Om bildningens traditioner och praktiker / [ed] Anders Burman, Huddinge: Södertörns högskola, 2014, s. 251-272Kapitel i bok, del av antologi (Refereegranskat)
  • 113. Berglund, K.
    et al.
    Ahl, Helene
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Pettersson, K.
    Tillmar, Malin
    Movi(e)ing practices of gender, rurality and entrepreneurship2018Konferensbidrag (Refereegranskat)
  • 114.
    Berglund, Karin
    et al.
    Stockholm Business School, Stockholm University, Stockholm, Sweden.
    Ahl, Helene
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Pettersson, K.
    Tillmar, Karin
    Practicing ’intellectus’ in rural entrepreneurship2019Konferensbidrag (Refereegranskat)
    Abstract [en]

    In this paper we turn to recent philosophical investigations to analyse stories from entrepreneurial women in rural areas. They describe a variety of social activities they are engaged in to develop their companies, products and services, but also the local community, and society. These engagements are often described in passing, and not directly connected to the company according to conventional goal-oriented logic. Rather, they are seen as taken for granted– they are just done, and someone needs to do them. They concern care for others – for the children in the community, the elderly, the infrastructure, the sustainability of the industry etc. They are neither described as sacrifice, nor as benevolence, as is often emphasized in social entrepreneurship stories. Rather, these engagements signal something else. We argue that they illustrate a reflective practice of entrepreneurship, normally suppressed by an economic logic and described as play, passion and creativity in the sociologically inspired entrepreneurship literature.

    To better understand the role of reflexive practices in rural entrepreneurship, we turn to philosopher Jonna Bornemark who describes how humans in modern societies have become ‘prisoners’ of the measurable economic rationality (‘ratio’). With inspiration from the pre-renaissance philosopher, Nicholas Cusanus (1401-1464), she describes how the calculating ‘ratio’ has taken precedence over ‘intellectus’. Economic rationality (ratio) describes how we turn to rules of abstractions and generalization. Bornemark’s argument is that too much of ratio makes us loose contact with ourselves, others and the specific situation in a way that disables us to develop judgment. Instead we rely on external parameters to objectively guide our action. Practices built on intellectus, on the contrary, emphasize the subjective, emotional, temporary and our ability to ‘not know’, but to learn to cope with insecurity, instability, anxiety and find ways to act in such terrains. Bornemark’s point is that ratio and intellectus practices are interdependent – both are needed. But, in modern societies intellectus has been suppressed, overlooked and seen as state of lack of better knowledge.

    But, what if intellectus is a practice that is nurtured in rural contexts? A practice that not only makes it possible for rural areas to survive and thrive, but which we can learn from in the contemporary calls to change global society in a more thoughtful direction. By analyzing stories from 35 women pursuing different businesses and social activities, we set eyes at the question of if, and how, intellectus is practiced by rural entrepreneurial women.

  • 115.
    Berglund, Karin
    et al.
    Stockholm University.
    Ahl, Helene
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Pettersson, Katarina
    Tales of heroine entrepreneurs2017Ingår i: The Routledge companion to global female entrepreneurship / [ed] Colette Henry, Teresa Nelson, Kate Lewis, New York: Routledge, 2017, s. 320-339Kapitel i bok, del av antologi (Refereegranskat)
  • 116.
    Berglund, Karin
    et al.
    Department of Management and Organization Stockholm Business School at Stockholm University.
    Ahl, Helene
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Pettersson, Katarina
    Department of Urban and Rural Development Swedish University of Agricultural Sciences.
    Tillmar, Malin
    School of Business and Economics Linnaeus University.
    Women's entrepreneurship, neoliberalism and economic justice in the postfeminist era: A discourse analysis of policy change in Sweden2018Ingår i: Gender, Work and Organization, ISSN 0968-6673, E-ISSN 1468-0432, Vol. 25, nr 5, s. 531-556Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Since the early 1990s, there has been investment in women's entrepreneurship policy (WEP) in Sweden, which continued until 2015. During the same period, Sweden assumed neoliberal policies that profoundly ch7anged the position of women within the world of work and business. The goals for WEP changed as a result, from entrepreneurship as a way to create a more equal society, to the goal of unleashing women's entrepreneurial potential so they can contribute to economic growth. To better understand this shift we approach WEP as a neoliberal governmentality which offers women 'entrepreneurial' or 'postfeminist' subject positions. The analysis is inspired by political theorist Nancy Fraser who theorized the change as the displacement of socioeconomic redistribution in favour of cultural recognition, or identity politics. We use Fraser's concepts in a discourse analysis of Swedish WEP over two decades, identifying two distinct discourses and three discursive displacements. Whilst WEP initially gave precedence to a radical feminist discourse that called for women's collective action, this was replaced by a postfeminist neoliberal discourse that encouraged individual women to assume an entrepreneurial persona, start their own business, compete in the marketplace and contribute to economic growth. The result was the continued subordination of women business owners, but it also obscured or rendered structural problems/solutions, and collective feminist action, irrelevant.

    Publikationen är tillgänglig i fulltext från 2020-07-16 00:00
  • 117.
    Bergmo Prvulovic, Ingela
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Adult Career Development from a Transition Perspective: An analytical framework for adult career counselling practice2010Konferensbidrag (Refereegranskat)
    Abstract [en]

    In Sweden as well as in many European countries, increased pressure is put on individuals to manage their own careers. EU Council Resolutions (2004, 2008), stresses the development of citizens lifelong and life-wide learning and also management skills. The importance of citizen-focused, impartial counselling is pointed out (CEDEFOP, 2005). Lifelong guidance is expected to improve the matching of both individuals´ interests, abilities and competencies with learning opportunities for educational and labor market efficiency. Furthermore guidance is considered to support their lifelong career transitions. In Sweden, there has been an extensive political focus the past year, concerning companies abilities of adapting to societal changes in an innovative manner, in order to serve them with future requested competencies. The need for utilizing competence, transition and adjustment abilities for adapting to constantly changes, is intensively discussed among different political areas, but mostly from the perspective of the companies, with economical efficiency aspect as the main one. From an adult career development and counselling perspective, the main focus is the individual in transition and change. Thus, societal changes and changing working life conditions indicates a need for working preventive (Plant, 2005) and preparatory in career counselling practice, in the meaning of preparing for change. Although educational and vocational choices still are important issues for career counselling practice, there is an increasing need for supporting also employed adults in dealing with other career-related issues concerning substantial change of work-conditions, responsibilities and work-roles.

     

    Adult career development can be understood from several different perspectives and theoretical approaches. The provision of career support for adult career development can be offered, organized and expressed in different ways and settings, also differing between countries and within countries. European Union employ guidance as an umbrella concept for several activities concerning career development in their publications. In Sweden, career counselling for adults has a tradition of being offered within municipal adult education, often connected to educational/vocational choice and decisions. For many years, vocational counselling has been offered in employment services. During the past decade, there has been an increased development of organizing career counselling/guidance in specific career centres or guidance centers and the last years, different coaching practices, organized both in private and public sector, has developed.  Nevertheless, they are all a part of our changing society, dealing with different career-related issues, brought into light by adults with different dilemmas and stories to tell, different goals to reach.

     

    This theoretical paper, is concerned with the conjunctions between the societal changes as they are expressed in EU Policy goals concerning lifelong learning and guidance and theoretical approaches concerning change and transition. The main focus will be put on the work of Nicholson (1990) and his transition cycle model, aiming at analyzing the model as an analytical framework for adult career counselling practice, according to the demands put on individuals to self-manage their careers and develop career management skills.

  • 118.
    Bergmo Prvulovic, Ingela
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Learning to change or learning to fit - Counseling on whose demands?2010Konferensbidrag (Refereegranskat)
    Abstract [en]

    Against the background of societal changes affecting work- and career-paths in today’s globalized and knowledge-based economy, this study examines the conceptual and terminological parallels between various European policy documents concerning lifelong learning and career guidance and the theoretical framework proposed by Nigel Nicholson in his work, The Transition Cycle: Causes, Outcomes, Processes and Forms (1990).  Parallels are drawn between the way the texts characterize contemporary demands imposed from (and on) individual, organizational and societal levels, and between the ways the texts treat of current issues in the area of individual career development.  Finally, the study looks at what implications such parallels might have for the field of guidance counselling.

     

  • 119.
    Bergmo Prvulovic, Ingela
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Chaib, Christina
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Towards a Substantial Notion of Validation2010Ingår i: Communication, Collaboration and Creativity - Researching Adult Learning / [ed] Marianne Horsdahl, Odense: University of Southern Denmark Press , 2010Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 120.
    Bergmo-Prvulovic, Ingela
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    ‘Career’ from a perspective of effort and reward2019Ingår i: Human resource management: A Nordic perspective / [ed] H. Ahl, I. Bergmo Prvulovic & K. Kilhammar, London, UK: Routledge, 2019, s. 56-71Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    The traditional take on ‘a career’ is that it is a climb upwards in terms of position and pay, but such traditional career pathways are rapidly disappearing. Today, organisations place emphasis on learning, adaptability, and flexibility. Attempts to redefine 'career' as a personal development have not been adopted by most employees. When stable working conditions; employment contracts; and predictable, transparent career pathways disappear, this results in insecurity and the impression that there is no reward for increased effort. This, in turn, creates dissatisfaction and frustration. To re-establish the balance between effort and reward, organisations need to revise the career pathways that they offer their employees.

  • 121.
    Bergmo-Prvulovic, Ingela
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Career from an exchange perspective – A mutual perspective at risk in a new age?2019Konferensbidrag (Refereegranskat)
  • 122.
    Bergmo-Prvulovic, Ingela
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Career guidance for the individual or for the market?: Implications of EU Policy for career guidance2012Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    This paper will discuss the understanding of career phenomena in the 21st century by using the result from a critical content analysis of the way European policy documents regarding career guidance describe individuals’ career and career development, as these documents will influence policy development of career guidance practice at both national, regional and local level in European countries. The career field seems to be challenged in several ways. For instance, new approaches to career intervention have been suggested in order to fit the knowledge based, postmodern economy, as current approaches are supposed to be no longer functional because they are rooted in assumptions of stable personal characteristics, predictability and fixed organizations. Theories, models and the core concepts, that serve career guidance practitioners, seem to face a crisis as they are based upon the division of labour conditions of the 20th century, influenced by the consequences of industrialization. The social contract between employers and employees has been characterized by hierarchical dependence, stable organizations and relationships, loyalty, lifelong employment and job security.  The transition to the knowledge based society has resulted in the emergence of a new division of labour, where occupational and educational prospects are no longer linear, predictable or stable; employments are no longer secure or lifelong. Instead insecure workers shall become lifelong learners and create their own opportunities. Consequently, the transition to the knowledge based postmodern economy put new challenges on individuals in their career prospects as well as on career guidance practice. In addition, career supportive activities are organized in ways that might differ both within and between countries, as well as their directions for practice might differ according to the aims of career guidance. Besides, it is not to be taken for granted, that the aims of career guidance within each working field are clearly defined or articulated. The aims in turn, are important for the directions of practice and express some kind of ideology behind. However, the understanding of career phenomena is neither common nor clarified among practitioners, clients or policymakers, organizations and institutions. The notion of career lacks a definition in the literature, have multiple meanings and can be understood from different perspectives and disciplines. It is also an everyday word among people, and also used for different purposes. The aim with this paper is to contribute to Trans disciplinary and trans-national debates of understanding career phenomena in the 21st century, among and between working fields concerned with career guidance, by discussing the following questions:  What core essence of the phenomenon of individuals’ career and career development can be disclosed in European policy documents regarding career guidance? What perspectives on career and career development appear to be the guiding directions for career guidance practice in European countries in the 21st century? What significance and consequences will these guiding directions have for the role of future career guidance practice?

  • 123.
    Bergmo-Prvulovic, Ingela
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Careers between the past and the future - A social representation theory approach2012Ingår i: The 40th Annual Congress of the Nordic Educational Research Associatio, 8-10 March 2012: Abstract book, 2012, s. 270-Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    This paper will present an on-going research project concerned with social representations of careers in today´s working life. Organizational structure has been characterized by hierarchical dependence, fixed and stable organizations, influenced by the industrialization and working life conditions of the 20th century. Furthermore, our understanding of career phenomena is based upon theories, models and concepts developed during the past century. Today, companies and working places need to relate their activities to new conditions of a globalized, knowledge based society, characterized by rapid and constant changes. These conditions appears to reinforce a transformation of working life, that consequently challenges the career field when new demands are imposed upon individuals in their careers. Occupational and educational prospects are no longer linear, predictable or stable. Employments are no longer secure or lifelong. Practitioners in different countries and working fields of career guidance, counselling and human resource departments, are all concerned with career related issues among adults. However, the understanding of career phenomena is neither common nor clarified; the notion of career lacks a definition, has multiple meanings and is also an everyday word, used for different purposes. Because of this lack of clarity and conceptual confusion, together with the on-going transformation of working life, there is a need to deepen our understanding of careers related to these new conditions, as they seem to be caught somewhere between the past and the future. With social representation theory, as both theoretical and methodological approach, this study explores social representations of career among workplaces and employees in processes of work related changes. The purpose of this study is to illuminate how social representation theory can contribute to our understanding of career phenomena in today´s working life, with relevance for both Nordic and international contexts.

  • 124.
    Bergmo-Prvulovic, Ingela
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Conflicting perspectives on career: Implications for career guidance and social justice2018Ingår i: Career guidance for social justice: Contesting neoliberalism / [ed] Tristram Hooley, Ronald Sultana & Rie Thomsen, New York: Routledge, 2018Kapitel i bok, del av antologi (Refereegranskat)
  • 125.
    Bergmo-Prvulovic, Ingela
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Demographic Changes and the Need for Later Career Opportunities2015Ingår i: Lifelong learning for older adults: Hopes, fears and expectations, 2015, s. 22-22Konferensbidrag (Refereegranskat)
    Abstract [en]

    An ageing population creates challenges for society, organizations and individuals. People live longer and are healthier, and many adults of retirement age are still able to continue to work. Some of them want to continue and to prolong their working lives; others are not so keen on the idea. An extended working life is clearly an issue of increasing interest in society. Politicians argue for changes in the retirement system and suggest a raising of the retirement age. This paper is a first step towards a mapping of previous research about extended working lives and later careers as consequences of demographic changes. This study explores the character of issues and themes visible in recent research regarding older adults’ career opportunities, and such issues and themes are critically analysed according to the following research questions: In whose interests are the identified issues and themes highlighted? What possible gaps and challenges are identified for future research?

    Comprehensive databases, including peer-reviewed scientific articles, were used to search relevant research literature. The selection followed several steps. A brief review of the context and themes of extended working life in the literature was first explored. Thereafter, keywords were tested, revised, and finally selected for the final search procedure, which focused on scholarly, peer-reviewed articles published in the past ten years. Titles and abstracts were examined according to inclusion/exclusion criteria. This procedure resulted in a final selection of relevant articles that were included in the material for analysis. The analysis procedure resulted in several synthesised themes. These themes are critically analysed, and challenges for future research are discussed.

  • 126.
    Bergmo-Prvulovic, Ingela
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Is career guidance for the individual or for the market? Implications of EU policy for career guidance2014Ingår i: International Journal of Lifelong Education, ISSN 0260-1370, E-ISSN 1464-519X, Vol. 33, nr 3, s. 376-392Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper explores the essential understanding and underlying perspectives of career implicit in EU career guidance policy in the twenty-first century, as well as the possible implications of these for the future mission of guidance. Career theories, models and concepts that serve career guidance are shaped on the twentieth-century industrial division of labour and now face a crisis due to the influence of globalization on working life. The transition to a knowledge-based society also challenges the traditional view of career: vocational and educational paths are no longer linear, predictable or stable. The analyses of EU policy documents and ethical declarations discussed here indicate that meanings of career are under reconstruction and that these documents fail to clarify the underlying meanings or perspectives on career contained therein. The essential meaning of career, as communicated through characterizations and dominating underlying perspectives in EU policy, puts greater emphasis on career guidance as being conducted on behalf of society, rather than the individual. Ethical tensions within the career guidance profession appear to have increased, and the profession is also challenged in its professionalization by contradictions and broadened areas, activities and functions.

  • 127.
    Bergmo-Prvulovic, Ingela
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell. Stockholms universitet, Institutionen för pedagogik och didaktik.
    Karriär utifrån ett ansträngnings- och belöningsperspektiv2017Ingår i: HR: Att ta tillvara mänskliga resurser / [ed] Helene Ahl, Ingela Bergmo Prvulovic & Karin Kilhammar, Lund: Studentlitteratur AB, 2017, s. 77-94Kapitel i bok, del av antologi (Refereegranskat)
  • 128.
    Bergmo-Prvulovic, Ingela
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Social representations of career: anchored in the past, conflicting with the future2013Ingår i: Papers on Social Representations, ISSN 1021-5573, E-ISSN 1819-3978, Vol. 22, nr 1, s. 14.1-14.27Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Various issues surrounding career are part of people's everyday lives, so people have a kind of common sense knowledge of career. Although the meaning of ‘career’ is often taken for granted, mixed messages and the lack of a conceptual definition blur our understanding of career, especially in times of societal and contextual change. Social representation theory (SRT) responds well to the theoretical and methodological needs of this study, which explores social representations of career among a group of people in a context of changing working life conditions. Free association was the method used for collecting the empirical data for this study. The content of social representations is inductively and thematically explored to then disclose within which scientifically shaped thoughts on career the empirical findings are reflected and seems to be anchored, and how these representations relate to thoughts currently dominating on the structural level in today’s changing society. The exploration resulted in two stable and two more dynamic social representations concerning career: career as individual project and self-realization; career as social/hierarchical climbing; career as a game of exchange; and career as an uncertain outcome. The respondents’ common sense knowledge of career appears to be reflected and anchored in past working life conditions and in scientific perspectives that no longer correspond to those now dominating at the structural level. This indicates a discrepancy between that which is socially represented among people and that which is communicated within the new conditions of working life.

  • 129.
    Bergmo-Prvulovic, Ingela
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Social representations of career and career guidance in the changing world of working life2015Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    This thesis explores the meaning of career as a phenomenon and its implication for career guidance. In 1996, career as a phenomenon was more or less considered to be an obsolete or even extinct phenomenon. Since then, career guidance has received increased attention along with the increased interest in lifelong learning strategies. This thesis is motivated by the paradoxical message of career as an extinct yet living phenomenon. Career is outlined as a bridging issue that involves several contexts and is characterized by a number of dominating discourses in tension with one another. Two educational fields linked by career are of particular interest: the field of education and training in working life and the educational field of career guidance counselling. This thesis explores the meaning of career among a triad of various interested parties in this time of transition in the world of working life, and it explores the sense in which such understanding(s) of career influence policies and practices of career guidance. The thesis is based upon four separate studies. The first study explores, in order to disclose underlying views on career, how the language of European policy documents on career guidance characterize career and career development. Qualitative content analysis is used as the basic method to approach the subject in the texts, with an inductive development of categories. The analysis then conducts a sender-oriented interpretation, based upon a textual model for analyzing documents. The results revealed that underlying perspective on career in the documents derive from economic perspective, learning perspective and political science perspective, and communicate career as subordinated to market forces. The second study pays attention to the receiving side of the ideational message, disclosed in the first study. The second study extends the analysis of the first study with an exploration of ethical declaration documents for the profession. The exploration focuses on significant key principles, the profession's role and mission, and significant changes between the initial and the revised ethical declaration. Similarities and differences were compared, combined with the first study’s results as an interpretive frame for analyzing what consequences and significance the core meaning of career at structural level will have for career guidance practice. The results revealed an implicit shift of emphasis in the career guidance mission, which creates uncertainty regarding on behalf of whom the guidance counsellor is working. The third study explores common-sense knowledge of career, among a group of people influenced by changing conditions in working life. This study explores what social representations people have about career. The study also explores how people's anchored thoughts reflect scientifically shaped thoughts, and how they relate to thoughts currently dominating on structural level. Results disclose how the group explored has stable social representations of career that are anchored in the past, in previous working life conditions, and that contrasts with perspectives dominating in the structural context. The group also has dynamic representations, which provide space for negotiation of the meaning of career. The fourth study explores guidance counsellors' social representations of their mission and of careertherein. Results generated four social representations expressed in argumentative pairs of opposites. The first pair is concerned with their professional mission and reveal their professional identity. The second is concerned with career. Their view on their mission and their professional identity is in sharp contrast with how they experience others' interpretation of their mission, as being a matching practice on behalf of the business sector. Guidance counsellors reject the general view of career among others' and they regard career in the context of guidance as something other than the common view. At the same time guidance counsellors reveal difficulties in really clarifying the meaning they ascribe to career. The empirical findings of each of the four studies are finally interpreted as a whole in the final section of this thesis. With support from social representations theory, the empirical findings illuminate the sources as bearers of social representations of career, which both meet and clash.

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  • 130.
    Bergmo-Prvulovic, Ingela
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Social Representations of Career Guidance Practice2013Konferensbidrag (Refereegranskat)
    Abstract [en]

    In recent years, career guidance has been recognized as an important part in implementing lifelong learning strategies, as a means to achieve economic and political goals in European countries. Career guidance in turn, is not an unambiguous concept, with clear job titles, but rather perceived differently by different actors and countries and also changing over time. At the same time, the key-object of practice, i.e. individuals’ various career development issues, seems to be under tremendous changing processes, because of influences from structural changes within organisation systems and changes in working life, as consequences of globalisation. New employment principles have been communicated, which most certainly influence career possibilities for adults. Lifelong employments and stable conditions have been replaced by lifelong learning and unstable conditions, which influence the predictability of future career paths for individuals. Career guidance practice needs to embrace broader career related issues, than the former dominating issues of educational and vocational choice, as “a once in life-time choice”. Nowadays, adults need to readjust their career paths continuously, which in turn, create new challenges and also affect the career guidance practice itself. Career guidance practice can be regarded as a bridging practice between individual and society, with a certain role and mission. Recent studies indicate a discrepancy between what is communicated on a structural level concerning individuals’ careers, and individuals’ expectations on career development issues. This put focus on the role and mission of the guidance practitioner, who have to deal with such discrepancies. The way career guidance practitioners understand their role and mission, most certainly influence their way of supporting individuals. With social representation theory as both theoretical and methodological approach, this study explores what kind of thoughts and ideas, what social and professional representations adult career guidance practitioners have about their role and mission. These representations are assumed to be socially shaped into common-sense knowledge in everyday practice within professional contexts. Because of social changes influencing both the object for and the career guidance practice, tensions might arise causing re-negotiations of professionalization among career guidance practitioners.

  • 131.
    Bergmo-Prvulovic, Ingela
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Subordinating careers to market forces?: A critical analysis of European career guidance policy2012Ingår i: European Journal for Research on the Education and Learning of Adults, ISSN 2000-7426, E-ISSN 2000-7426, Vol. 3, nr 2, s. 155-170Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study explores language regarding career and career development in European policy documents on career guidance in order to disclose underlying view(s) of these phenomena conveyed in the texts. Qualitative content analysis was used to approach the subject in the texts, followed by a sender-oriented interpretation. Sources for interpretation include several sociological and pedagogical approaches based upon social constructionism. These provide a framework for understanding how different views of career phenomena arise. The characterization of career phenomena in the documents falls into four categories: contextual change, environment-person correspondence, competence mobility, and empowerment. An economic perspective on career dominates, followed by learning and political science perspectives. Policy formulations convey contradictory messages and a form of career 'contract' that appears to subordinate individuals' careers to global capitalism, while attributing sole responsibility for career to individuals.

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  • 132.
    Bergmo-Prvulovic, Ingela
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    The societal impact of HRM from a Nordic perspective2019Konferensbidrag (Refereegranskat)
  • 133.
    Bergmo-Prvulovic, Ingela
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    The Transformation of Career in Transitional Times2015Konferensbidrag (Refereegranskat)
  • 134.
    Bergmo-Prvulovic, Ingela
    Jönköping University, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    The uneasy relationship to career: Guidance counsellors' social representations of their mission and of careerManuskript (preprint) (Övrigt vetenskapligt)
    Abstract [en]

    This exploration of guidance counsellors’ social representations of their mission and of career generates two pairs of opposing social representations. The first pair—impartial educational support on behalf of the individual and a practice of matching on behalf of the business sector—concerns their mission. Constitutive elements of these refer to their professional identity and, in contrast, to surrounding actors’ misinterpretation of their mission. The second pair—the common view of career as something bad and career in the context of guidance as something other the common view—concerns career. Guidance counsellors express an uneasy relationship to career and implicitly view it as internal personal growth.

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  • 135.
    Bergmo-Prvulovic, Ingela
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Hansson, Kristina
    Department of Creative studies (Teacher Education), Umeå University, Umeå, Sweden.
    Governance of teachers' professional development and learning within a new career position2019Ingår i: Dyskursy Młodych Andragogów, ISSN 2084-2740, nr 20, s. 157-178Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In 2013, the Swedish government introduced a career reform for teachers (SFS 2013, p. 70) that established two new career-track positions, namely, lead teachers and senior subject teachers. This study analyses the process of integrating this career reform into the Swedish school system in its early stage and focuses on lead teachers’ professional development and learning when trying to interpret and translate this new career position in their daily working life. The study explored teacher´s ideas, strategies and actions to govern themselves in relation to the demands for research and proven experience within the career reform, as well as their underlying views of career. For the empirical data collection, we interviewed twelve lead teachers. The analysis of the data generated four different governmentalities that these teachers used to govern themselves when trying to handle the career reform in their practices: the school developer, the process manager, the subject specialist and the involuntary careerist. Teachers relate their rationalities to different career discourses where organizational, individual and professional discourses are prominent to various degrees. Furthermore, underlying representations of career relate to both hierarchical views, and to a perspective of exchange. In addition, two new representations of career emerged: career as a non-hierarchical or equal level position, and career as a sorting tool. The results indicate that lead teachers have found themselves caught in tensions between multifaceted meanings of career, research-based education, and personal and organizational pressures associated with the intentions of the career reform.

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  • 136.
    Bergmo-Prvulovic, Ingela
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Kilhammar, Karin
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell. Linnaeus University, Växjö, Sweden.
    Conclusion: HR work – a balancing act with integrity2019Ingår i: Human resource management: A Nordic perspective / [ed] H. Ahl, I. Bergmo Prvulovic & K. Kilhammar, London, UK: Routledge, 2019, s. 203-217Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [en]

    Three important strategic challenges face future HR work: (i) HR departments should deploy a properly informed and critical attitude towards current trends and conditions, (ii) HR departments should deploy a relational and holistic perspective with respect to the work that they perform, and (iii) HR departments should deploy a positive view of other human beings and an ethical stance towards the work that they perform. The chapter ends with a discussion of the particular competencies that HR specialists need to develop so as to successfully meet the challenges described.

  • 137.
    Bergmo-Prvulovic, Ingela
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell. Stockholms universitet, Institutionen för pedagogik och didaktik.
    Kilhammar, Karin
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    HR-arbete med balans och integritet2017Ingår i: HR: Att ta tillvara mänskliga resurser / [ed] Helene Ahl, Ingela Bergmo Prvulovic & Karin Kilhammar, Lund: Studentlitteratur AB, 2017, s. 257-274Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 138.
    Bergmo-Prvulovic, Ingela
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell. Stockholms universitet, Institutionen för pedagogik och didaktik.
    Sundelin, Åsa
    Tracing the Framing on Learning Dimensions in Career Guidance Practice2016Konferensbidrag (Refereegranskat)
    Abstract [en]

    Under the umbrella of lifelong learning strategies, career guidance has received increased attention as part of such strategies. In Sweden, educational and vocational guidance is regarded as an educational practice. Nevertheless, by bringing together results from two different studies, a paradox regarding learning dimensions in career counselling is disclosed. Swedish guidance counsellors neither describe themselves or their professional practice in educational or pedagogical terms. At the same time, a study of career conversations with young migrants reveal the educational function as essential and that guidance counsellors clearly are supporting learning processes. The paradox discloses that the professional language of guidance counsellors seems to be insufficient in terms of learning dimensions in career guidance practice. Developing a theoretical framework and professional language for learning dimensions in counselling processes is therefore an urgent issue. By relating the results from the above mentioned two studies to the triangular model of learning developed by Knud Illeris, this paper seeks to discuss and trace a framing on learning dimensions in career guidance.  

  • 139. Bergvall, Eva
    et al.
    Chaib, Christina
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Handikappade elevers integrering i skolklassen: Rapport 2, Utvärdering av ett försök med integrerad elevvård1974Rapport (Övrigt vetenskapligt)
  • 140. Bergvall, Eva
    et al.
    Chaib, Christina
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Andersson, Lennart
    Handikappade elevers integrering i skolklassen: Rapport 1, Upplevelse av skolsituationen och omgivningens inställning1973Rapport (Övrigt vetenskapligt)
  • 141. Bergvall, Eva
    et al.
    Danielsson, Bertil
    Chaib, Christina
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Handikappade elevers integrering i skolklassen: Att lära om handikapp med simuleringsövningar eller informationsmaterial1974Rapport (Övrigt vetenskapligt)
  • 142.
    Bjursell, Cecilia
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    A virtual study in higher education2018Ingår i: INTED 2018 Proceedings / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, 2018Konferensbidrag (Refereegranskat)
    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.

  • 143.
    Bjursell, Cecilia
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Active ageing through work and learning2014Konferensbidrag (Refereegranskat)
    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.

  • 144.
    Bjursell, Cecilia
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Berättelser från Norsjöbygden2014Samlingsverk (redaktörskap) (Övrig (populärvetenskap, debatt, mm))
  • 145.
    Bjursell, Cecilia
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Book Review: Mary Barrett and Ken Moores, Women in Family Business Leadership Roles. Daughters on the Stage2012Ingår i: International Small Business Journal, ISSN 0266-2426, E-ISSN 1741-2870, Vol. 30, nr 1, s. 101-103Artikel, recension (Övrigt vetenskapligt)
  • 146.
    Bjursell, Cecilia
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Collaborative authorship to engage in organizational knowledge sharing2015Konferensbidrag (Refereegranskat)
  • 147.
    Bjursell, Cecilia
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Cultural divergence in merging family businesses2011Ingår i: The Journal of Family Business Strategy, ISSN 1877-8585, E-ISSN 1877-8593, Vol. 2, nr 2, s. 69-77Artikel i tidskrift (Refereegranskat)
    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.

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  • 148.
    Bjursell, Cecilia
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    E-mentorship for lifelong learning2019Ingår i: INTED 2019 Proceedings, 2019, s. 9750-9759Konferensbidrag (Refereegranskat)
    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.

  • 149.
    Bjursell, Cecilia
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    EMIL’s EY 2012 Programme of Events: Report from Encell – National centre for lifelong learning in Sweden2012Övrigt (Övrig (populärvetenskap, debatt, mm))
  • 150.
    Bjursell, Cecilia
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Forskning och vuxenutbildning i samverkan2012Ingår i: KOM : kommunikation mellan vuxenutbildare, ISSN 0347-4445, Vol. 38, nr 2, s. 4-6Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
    Ladda ner fulltext (pdf)
    KOM 2012
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