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  • 51.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    On being musically gifted: For teachers, parents and their music-­studying pupils2011Other (Other (popular science, discussion, etc.))
  • 52.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Pandora’s Box revisited?: On information technology, technostress, virtual addiction and the effects of information overload2001In: Perspectives on Human-Computer Interactions: A multidisciplinary approach / [ed] Mohamed Chaib, Lund: Studentlitteratur , 2001, p. 17-49Chapter in book (Other academic)
  • 53.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Paragons of virtue: Teachers’ conceptual understanding of high ability in an egalitarian school system1998In: High Ability Studies, ISSN 1359-8139, E-ISSN 1469-834X, Vol. 9, no 2, p. 181-196Article in journal (Refereed)
  • 54.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Pragmatisk analys: Att skriva om och tolka kvalitativa data2006 (ed. 1)Book (Other academic)
  • 55.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Psychosocial stressors among student musicians: A naturalistic study of the teacher-student relationship1995In: International Journal of Arts Medicine, ISSN 1057-4263, Vol. 4, no 2, p. 7-13Article in journal (Refereed)
  • 56.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Psyke, stress och konstnärlig frihet: Ansats till en yrkesmusikalisk psykosomatik1996Book (Other academic)
  • 57.
    Persson, Roland S.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Reconsidering the Ambitions and Position of Gifted Education2017In: Roeper Review, ISSN 0278-3193, Vol. 39, no 3, p. 183-186Article in journal (Refereed)
    Abstract [en]

    This article is a theoretical commentary to Robert J. Sternberg’s Active Concerned Citizenship and Ethical Leadership (ACCEL) model as published in the Roeper Review. Though the proposed model is attractive and a formidable attempt to reform education in a politically and economically turbulent world that all too often ignores ethics and wisdom and increasingly shuns critical thinking, this article focuses on the two equally formidable obstacles to implementing the model, namely, systems inertia and evolutionary dynamics, neither of which is addressed by Sternberg (2017). In conclusion, a suggestion is made for the reevaluation of ambitions and position in the light of what the ACCEL model is proposed to potentially achieve.

  • 58.
    Persson, Roland S.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Recruitment mistakes, future employees, and fabulous fantasies: The market's need of magical qualities2019In: Human resource management: A Nordic perspective / [ed] H. Ahl, I. Bergmo-Prvulovic & K. Kilhammar, London, UK: Routledge, 2019, 1, p. 86-102Chapter in book (Refereed)
    Abstract [en]

    The chapter questions the use of ‘personality tests’ for recruitment. There is an exaggerated belief that a person’s suitability for a job lies in their personality, and that people who possess the ‘right’ personality can be identified by psychological tests. But the common conception, that a person’s personality is a stable entity, is a misconception. One’s personality is just as much the result of cultural and environmental factors as one’s genetic inheritance. Moreover, there is no correlation between ‘personality variables’ and work performance. The only factors that show a certain degree of correlation with work performance is a person's general intellectual ability and evidence of previous successful performances.

  • 59.
    Persson, Roland S.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Skola, utbildningspolitik och bortglömda vetenskapliga sanningar2018Conference paper (Refereed)
    Abstract [sv]

    Det är populärt att kritisera skolan och dess lärarkår. Anledning är oftast bristen på önskade eller planerade studieresultat. Samtidigt höjs progressivt kunskapskraven på alla elever och därmed också kraven på ökad kompetens för lärarkåren. Under senare tid har framför allt matematikämnet varit i fokus, men även naturvetenskap, teknologi och programmering har blivit allt viktigare. Skolans nydaning är tänkt att generera talang, knappast i första hand baserat på elevernas egna intressen utan snarare framdriven kollektiv talang för ökad ekonomisk tillväxt. För denna utveckling är intellektuella färdigheter grundläggande. Problemen med denna framtidsvision är emellertid många. Det allra mest problematiska är skolans ideologiska styrning som inte alltid tar hänsyn till väletablerade och helt vetenskapligt okontroversiella rön. Detta problem är motivet till detta paper. Den följande texten diskuterar skillnaden mellan utbildningspolitiska mål och vad som faktiskt går att genomföra utan att göra våld på elevers individuella förutsättningar och intressen. Ett särskilt huvudbry för skolans styrning är förståelsen för begreppet begåvning. Detta paper avslutas med en lista på alla de referenser som hela resonemanget bygger på

  • 60.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Social responsibility for Talent in Europe: Considerations in planning for a European Model for Talent Support2011Conference paper (Other academic)
    Abstract [en]

    To what extent and in what form do business and private sector of individual European countries take social responsibility in the field of talent support, and how do these best practices affect the decision making process of individual European countries, the creation of a talent-friendly Europe?

  • 61.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Straight talking gifted and talented education2011In: Talent Development and Excellence, ISSN 1869-0459, E-ISSN 1869-2885, Vol. 3, no 1, p. 93-94Article in journal (Refereed)
  • 62.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Studying with a musical maestro: A case study of common sense teaching in artistic training1996In: Creativity Research Journal, ISSN 1040-0419, E-ISSN 1532-6934, Vol. 9, no 1, p. 33-46Article in journal (Refereed)
  • 63.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Survival of the fittest or the most talented?: Deconstructing the myth of the musical maestro2000In: Journal of Secondary Gifted Education, ISSN 1077-4610, Vol. 12, no 1, p. 25-38Article in journal (Refereed)
  • 64.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Sweden awakens to gifted education: The allure of economic growth?2014Other (Other academic)
  • 65.
    Persson, Roland S.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Särbegåvade barn i skolan och deras hälsa2019Other (Other (popular science, discussion, etc.))
    Abstract [sv]

    Skolvårdande instanser i Sverige träffar oundvikligen på särbegåvade elever; och ofta av fel anledningar. Deras beteende har tolkats som symptom på allahanda sociala och kanske psykologiska problem när de i själva verket de är understimulerade och förstår inte alltid sin egen tillvaro och andras reaktion på dem som särbegåvade. Denna korta artikel diskuterar på ett mycket översiktligt och okomplicerat sätt vilka dessa barn i skolan är, deras sociala sammanhang, psykiatriska aspekter och i någon mån också fysiologiska aspekter av särbegåvning. Problematiken är mer komplicerad än vad en kort översikt som denna kan förmedla. Läsaren bör konsultera den empiriska forskning som finns för att bättre förstå denna komplexitet som sällan eller aldrig gör handhavandet av denna grupp individer kan standardiseras.

  • 66.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Särbegåvade barn och ungdomar är utmaning för svenska psykologer: En kort översikt2010Other (Other (popular science, discussion, etc.))
    Abstract [sv]

    En översikt över den speciella problematiken med sk särbegåvade barn i skolan; dvs. intellektuellt begåvade barn med en extrem IQ. Dokumentet är ett informationsmaterial som ger en kortare översikt tänkt för skolpsykologer. Texten är väl refererad och referenslisten ger tillfälle till egna och mera detaljerade studier.

  • 67.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Särbegåvade elever och den svenska skolan2013In: Specialpedagogisk tidskrift - Att undervisa, ISSN 2000-429X, no 2, p. 6-10Article in journal (Other academic)
  • 68.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Särbegåvning: Ett differentierat fenomen med sociala konsekvenser2014In: Socialmedicinsk Tidskrift, ISSN 0037-833X, Vol. 91, no 2, p. 139-151Article in journal (Refereed)
    Abstract [en]

    This article summarises current research in the cross-disciplinary phenomenon of intellectual giftedness aiming to propose a theoretical definition of giftedness,relevant to a Scandinavian setting, by synthesising a vast and varied international literature and by contextualising the phenomenon. Departing from the tenet of normal distribution it is feasible to assume that in any population there are approximately 15-20% basically or moderately gifted individuals (these are also termed as high-achieving individuals); 2-4% highly gifted;about 0.003% exceptionally gifted and less than 0.00002% at a genius level.In any context where average-based norms rule a majority of these gifted individualsrisk being marginalised or even stigmatised since they by definitionare extreme. While a normal population rarely has problems expressing an understanding of individuals perceived as weaker and inoffensive including them into the social context, it is however much more common for the high achieving or gifted individual to rather be placed under suspicion and suffer exclusion. They tend to present a more or less unaware threat to the socialcontext to which they belong. Such exclusion has apparent social, educational and clinical consequences. These will be discussed in brief

  • 69.
    Persson, Roland S.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    The Confusing Life of Being Too Different2018In: Third Factor, Vol. 1, no 4Article in journal (Other (popular science, discussion, etc.))
    Abstract [en]

    This article aims not at theorizing or reporting empirical results. It rather endeavours to practically help extremely gifted individuals who have discovered that the world does not necessarily function as expected. This tends to create confusion and self-doubt. Based on solid research, however, suggestions are made on how to possible lead a reasonably happy life in a paradoxical world which is not always so appreciative of intellectual brilliance as one might think. Importantly, in order to cope one first needs to understand why being extremely gifted is not always welcomed. Such a framework is therefore suggested. The empirical research in which reasoning and argumentation are built are listed in the reference list for further self-study.

  • 70.
    Persson, Roland S.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    The few, the proud and the brave: Finding, hiring and managing gifted employees in a time of talent wars2017Conference paper (Refereed)
    Abstract [en]

    The notion of Talent Wars is the invention of worldwide consultants McKinsey & Company and their researchers in describing the scarcity of talent deemed necessary to further global and macro-economic growth during the Fourth Industrial Revolution. Everyone wants to find and employ talent but the general understanding of what talent is, is surprisingly vague somewhat mirroring the definition crisis in Gifted Education. Because of the growing need for talent management to sustain envisioned economic development it has become essential to merge the experience of several fields of application and research to eliminate management practices based mainly on ideology and wishful thinking to make an organizational culture and climate optimal for recruited talent. Gifted education has a fair understanding of who the gifted and talented are and what they need, even though theories and identification models vary considerably. Talent Management, on the other hand, is a relatively new phenomenon but no current model includes the notion of giftedness. Outside education systems the notion of talent is mainly used as a term for human capital relating mainly to the executive leaders of tomorrow. Yet current talent management practice still divides talent into high achievers, low achievers, and several stages in between, but without knowing much of the social and psychological dynamic following different levels of ability and competence well known to most academic scholars in education and psychology. Gifted education has much to contribute to talent management. This keynote will chart this new territory and pinpoint areas of contention, agreement, pitfalls, misconceptions and best practises as culled from Gifted Education, management, as well as from the documented experience of the Google Corporation; one of the World’s most successful businesses and most popular employers.

  • 71.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    The maestro music teacher and musicians' mental health1996Conference paper (Refereed)
    Abstract [en]

    Society tends to look upon promising and highly able musicians as fortunate individuals, yet research has shown that musicians seldom are to be envied in terms of working conditions and the longtime results of their professional commitment. A majority amongst particularly orchestral musicians suffers from a wide variety of stress and stress-related injuries--physiological as well as psychological. These injuries do not occur suddenly without a longterm build-up. They start with the somewhat paradoxical maestro phenomenon and the teacher-student relationship in a context of higher musical education.The key questions explored in this paper are: Why do musicians accept the harsh treatment of conductors? What kind of teachers do brilliant performers make? Naturalistic case studies were conducted of seven performance teachers and their students. Results indicated that, among the participants, potential stressors may be structured along four dimensions:(1) the handling and pacing of informational flow;(2) therationalized and standardized, rather than the existential and individualized understanding of music and playing;(3) the product-oriented teaching at the expense of person-oriented teaching; and (4) a superordinate stressor whichis connected to the nature of the teacher-student relationship, and which--ifoptimal--seemingly lessens the impact of other stress factors. It is thought that students may tolerate poor treatment due to their desire to be associated with a famous figure arising from a distortion of their social perceptions

  • 72.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    The maestro music teacher and musicians' mental health1996Conference paper (Refereed)
  • 73.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    The maestro teacher and musicians’ mental health1996In: Therapeutic Relationships With Creative People: The Psychotherapist, Teacher, Performing Artist: The 104th Annual Convention of the American Psychological Association in Toronto, Canada, August 9-13, 1996, 1996Conference paper (Refereed)
  • 74.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    The Multidimensional Model of Musical Giftedness (3MG): Breaking new ground in understanding musical talent and musical thinking2011Conference paper (Other academic)
    Abstract [en]

    Much research has explored cognitive functions and the nature of information processing since the cognitive revolution began with the advent of computers in the 1950s. With the establishing of music psychology attention was directed also to the cognition and processing of music. However, the initial reluctance of Science to avoid the study of emotions became a problem especially in studying music; which is a cultural phenomenon with the inherent ability to trigger strong affective responses. The Multi-Dimensional Model of Musical Giftedness (3MG) takes the significance of affective responses and emotive skills into account in outlining the likely constituents of musical giftedness domains. Based on available research a conceptual model is outlined as based on domain generality and domain specificity, thus proposing an understanding of musical giftedness as a set of core skills and sets of key skills particular to different musical domains.

  • 75.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    The Myth of the Anti-Social Genius: A Survey Study of the Socio-Emotional Aspects of High-IQ Individuals2007In: Gifted and Talented International, ISSN 1533-2276, Vol. 22, no 2, p. 19-34Article in journal (Refereed)
    Abstract [en]

    The research on the social and socio-emotional aspects of intellectual giftedness is relatively scarce and somewhat conflicting in results. The current study therefore addressed some of these issues exploring personality traits, societal involvement, crime rates, empathy and personal relationships comparing these over different levels of intelligence (IQ). In all, 287 Mensa members (216 men, 71 women), constituting one research population, volunteered to participate (100 scoring at the 98th percentile, 167 at the 99th percentile and 20 at 100th percentile) in a survey-designed study operationalized as an Internet-based questionnaire using the SPSS Dimensions software. Data were mainly dealt with as average frequencies in the absence of normally distributed norms for comparison. Results deflate the myths of particularly the extremely gifted as psychiatrically morbid. Participants were highly empathic, tended to be responsible citizens with a flair for societal involvement and were very interested in societal development. They also share most of the personality characteristics generally ascribed to a gifted population. However, some concerns are raised about the wellbeing of the extremely gifted. Their frequent social exclusion at all levels of society is bound to have a negative affect over time, which would indeed be the case for anyone—gifted or not.

  • 76.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    The Needs of the Highly Able and the Needs of Society: A Multidisciplinary Analysis of Talent Differentiation and Its Significance to Gifted Education and Issues of Societal Inequality2014In: Roeper Review, ISSN 0278-3193, Vol. 36, no 1, p. 43-59Article in journal (Refereed)
    Abstract [en]

    Does gifted education affect societal inequality, and does societal inequality suppress and/ordistort the development of high ability? Drawing from several academic disciplines and current political discourse, a differentiated use of terms used to describe the highly able is explored in this article. A social evolutionary framework is proposed as an explanation for such differentiation, which also sheds light on the questions of inequality, suppression, and distortion in relation to high ability. It is suggested that this differentiated use is prompted and defined by societal function rather than by current theories of high ability. The result of employing a socialevolutionary perspective is that high ability as giftedness becomes largely dysfunctional and unwanted, whereas high ability as talent becomes more utilitarian and much in demand. The article concludes with a brief discussion on the possible future of gifted education in this light.

  • 77.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    The subjective world of the performer2001In: Music and Emotion: Theory and research / [ed] Patrik N. Juslin and John A. Sloboda, Oxford: Oxford University Press , 2001, p. 275-289Chapter in book (Other academic)
  • 78.
    Persson, Roland S
    Huddersfield University.
    The Subjectivity of Musical Performance: An Exploratory Music-Psychological Real World EnquiryInto the Determinants and Education of Musical Reality1993Doctoral thesis, monograph (Other academic)
  • 79.
    Persson, Roland S.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    The Talent of Being Inconvenient: On the Societal Functions of Giftedness2009Conference paper (Other academic)
    Abstract [en]

    Certain highly gifted individuals are not allowed to flourish and develop although they exist in environments which have the means to assist and stimulate their development.  There appear to exist gifted individuals in our midst whom we tend ignore systematically; gifted men and women who simply are “inconvenient.” In an effort to explain such social responses to gifted behaviors a socio-biological framework is proposed, as based on a taxonomy of social function. Empirical data from three different studies (N = 287, IQ ≥ 131, M = 34 years of age), all of which demonstrated the resistance that gifted individuals encounter in their daily lives, will be used to exemplify the socio-biological framework.

  • 80.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    The unwanted gifted and talented: A sociobiological perspective of the societal functions of giftedness2009In: International Handbook on Giftedness / [ed] Larisa V. Shavinina, Dordrecht: Springer Science , 2009, p. 913-924Chapter in book (Other academic)
    Abstract [en]

    How come certain highly gifted individualsare not allowed to flourish and develop although theyexist in an environment that has both the means and thepossibility to assist and stimulate such development?Furthermore, how come there is such an over-emphasis on a certain group of abilities in giftedness research,whereas the study of others is more or less ignored? Finally,are there gifted individuals in our midst that weactually do not want? These are questions raised anddiscussed in this chapter. To answer them, I propose ataxonomy of gifted societal functions based on a sociobiologicalframework. The phenomena of stigmatizingand marginalizing gifted individuals are discussed inthis light. The chapter concludes by suggesting a numberof testable hypotheses regarding the predictableoutcome of gifted individuals and their function in certainsocial contexts.

  • 81.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Through the looking-glass: Understanding the social dynamics of human nature and gifted identity2015In: Make them shine: Identification and understanding of gifted children under consideration of their social and emotional needs / [ed] Roya Klingner, Zurich, Switzerland: LIT Verlag, 2015, 1, p. 37-76Chapter in book (Refereed)
  • 82.
    Persson, Roland S.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    To be abnormal in a normal world2018Conference paper (Other academic)
    Abstract [en]

    While true that gifted children certainly hold much promise for the future and need to be trained and stimulated accordingly, one aspect of preparation for adult and professional life that is often forgotten is that gifted children are, in fact, abnormal. That is, they are not like most others. This is a problem in any context from early education to adulthood including both professional life and a later academic life should the gifted child have chosen this as a possible future. The resistance from society which any intellectually gifted individual is highly likely to encounter because of their uniqueness is rarely, if ever, prepared for in gifted education programmes or in any school system. At a suitable age, children will need to understand why they do not always succeed as anticipated. They must learn how the social dynamics of professional life and careers work because of the human nature we all share, gifted or not. Understanding who you are and your function in a context are important determinants of mental health. This short presentation aims at demonstrating a few issues that gifted and particularly older children and their parents will need to know in this respect.

  • 83.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Tre korta texter om att förstå särskilt begåvade barn i den svenska skolan2015Other (Other academic)
  • 84.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Vem bryr sig om talangerna?2015In: Axess, ISSN 1651-0941, no 8, p. 48-53Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Skolan har numera en skyldighet att uppmärksamma särsksilt begåvade elever. men de kommer inte till sin rätt i ett utbildningssystem som värderar lönsamhetr högre än bildning och kreativitet.

  • 85.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Vetenskaplig handledning1999Book (Other academic)
  • 86.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Voices in the wilderness: Counselling gifted students in a Swedish egalitarian setting2005In: International Journal for the Advancement of Counselling, ISSN 0165-0653, E-ISSN 1573-3246, Vol. 27, no 2, p. 263-276Article in journal (Refereed)
    Abstract [en]

    An egalitarian setting; that is, a setting established on an ideological and cultural basis, in which individual differences traditionally is a sensitive and often problematic issue, the counseling of gifted individuals present a particular problem. Sweden provides the setting in which the current study was carried out. This qualitative case study focuses on how one highly gifted individual—a 27-year-old male—has experienced his school years and university training and how successful counselling for him was construed. The case is argued to be fairly typical, and it is also suggested that Received Mentorship might be the only way to counsel a gifted individual in a forbidding egalitarian setting. The article concludes by proposing a number of recommendations for counselors who work in similar settings.

  • 87.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    VSAIEEDC - A cognition-based generic model for qualitative data analysis in giftedness and talent research2006In: Gifted and Talented International, ISSN 1533-2276, Vol. 21, no 2, p. 29-37Article in journal (Refereed)
    Abstract [en]

    Qualitative research is not yet generally accepted in the study of giftedness and talent. Psychometrically oriented research tends to dominate. Critics raise concern that in qualitative research analytical models are often vague and therefore replication nigh-impossible. The fact that there are many epistemological schools of thought, each proposing its own analytical tradition, adds to the confusion keeping controversy alive and well through philosophical debates. The aim of this article is to bridge the chasm between critics and proponents of qualitative research as valid science in its own right by outlining a generic and explicit model for the analysis of qualitative data, namely the VSAIEEDC Model. It is based on cognitive function rather then philosophical tenets and therefore also on the assumption that all models for qualitative analysis have a common basis quite irrespective of epistemological tradition. A distinction is made between unaware analytical behaviour as a necessity for everyday-living and formal analytical behaviour as intentional, explicit, and applied in Science. In conclusion the need for stringent qualitative research into the socioemotional issues of the gifted and talented is discussed.

  • 88.
    Persson, Roland S.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Where tradition may get in the way of musical development: The case of learning an instrument2004In: Education Today, Vol. 54, no 4, p. 4-7Article in journal (Refereed)
  • 89.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Who decides what giftedness is?2013In: International Journal for Talent Development and Creativity, ISSN 2291-7179, Vol. 1, no 2, p. -40Article in journal (Refereed)
    Abstract [en]

    Who, rather than what, decides what giftedness is? The academic world traditionally focuses on theoretical descriptors whereas society as a whole is more interested in practical function. This partly divided focus is becoming increasingly critical and problematic as economies are becoming global and the political objective is to create a knowledge economy. High-achieving and creative individuals are becoming key individuals in making the emerging global economy possible. In the wake of this development follows a shift from theoretical understandings of giftedness to a focus on what the gifted and talented can actually do. There are therefore a number of deciding factors in defining what giftedness is: academic concerns and practical concerns as defined by society. Within each social group with various vested interests in high ability are individuals promoting and defending their own agenda for a number of reasons, prompted unaware by human nature. Whoever has dominance in any social context also reserves the right to definition of how to understand giftedness and talent irrespective of whether such a definition is scientifically right or wrong. In concluding the article, the current state of affairs in the light of the global superculture and its constituting knowledge economy is discussed.

  • 90.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Who decides what giftedness is?: On the dilemma of researching and educating the gifted mind in the light of culture, political ambition, and scientific dogma.2013Conference paper (Other academic)
    Abstract [en]

    Who, rather than what, decides what giftedness is? The academic world traditionally focuses on theoretical descriptors whereas society as a whole is more interested in practical function. This partly divided focus is becoming increasingly critical and problematic as economies are becoming global and the political objective is to create a knowledge economy. High-achieving and creative individuals are becoming key individuals in making the emerging global economy possible. In the wake of this development follows a shift from theoretical understandings of giftedness to a focus on what the gifted and talented can actually do. There are therefore a number of deciding factors in defining what giftedness is: academic concerns and practical concerns as defined by society. Within each social group with various vested interests are individuals promoting and defending their own agenda for a number of reasons, prompted unaware by human nature. Whoever has dominance in any social context also reserves the right to definition of how to understand giftedness and talent irrespective of whether such a definition is scientifically right or wrong. In conclusion the current state of affairs in the light of the global superculture and its constituting knowledge economy is discussed.

  • 91.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Är alla elever begåvade? Kan lärare lära alla elever allt?: Vetenskapliga provokationer för ett ideologiskt skolsystem2016Conference paper (Other academic)
    Abstract [sv]

    Denna artikel är en skriftlig sammanställning av en föreläsning som hölls för Stockholm stads skolor, lärare och skolledare den 7 september 2016. I sammanställningen ges en mer utvecklad kontext till föreläsningens innehåll samt alla referenser till fullo, med pedagogiska avsikter, för eget studium och för att läsaren kritiskt skall kunna bilda sig en egen uppfattning om föreläsningens syfte, innehåll och slutsatser. Medhåll krävs aldrig, men väl avvägd fundering och egna slutsats på goda grunder uppmuntras!

  • 92.
    Persson, Roland S
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Aktas, Vezir
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Those who know more than you: Talent management in the Google era2019In: Human resource management: A Nordic perspective / [ed] H. Ahl, I. Bergmo-Prvulovic & K. Kilhammar, London, UK: Routledge, 2019, 1, p. 190-202Chapter in book (Refereed)
    Abstract [en]

    Talent Management, which is the art of recruiting and retaining the very best, talented people, has developed in response to globalisation and the 'knowledge society', where an individual's knowledge and talents are seen as the company's primary competitive factor. But a highly talented person is not necessarily an ideal employee. Such people can be very individualistic and find teamwork difficult. Their co-workers may view them as antisocial troublemakers; all the while the highly gifted employee might be frustrated at work, or terribly bored. The solution is to put trust in such workers, give them freedom and self-determination, challenging work tasks, and avoid confronting them with bureaucracies and formalities.

  • 93.
    Persson, Roland S.
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Aktaş, Vezir
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    De som kan mer än du: Talent management i Googles tidevarv för särskilda begåvningar i svenska organisationer2017In: HR: Att ta tillvara mänskliga resurser / [ed] Helene Ahl, Ingela Bergmo-Prvulovic & Karin Kilhammar, Lund: Studentlitteratur AB, 2017, 1, p. 237-256Chapter in book (Refereed)
  • 94.
    Persson, Roland S.
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Aktaş, Vezir
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Understanding why an immigrant neurosurgeon is driving your taxi: On highly qualified foreign labour looking for work in your country2019In: Human resource management: A Nordic perspective / [ed] H. Ahl, I. Bergmo-Prvulovic & K. Kilhammar, London, UK: Routledge, 2019, 1, p. 153-162Chapter in book (Refereed)
    Abstract [en]

    Why is it that when most employers are in dire need of highly qualified individuals with experience, they nevertheless tend to reject job applicants with a different cultural background? The reluctance behind employing immigrant experts is rarely made manifest intentionally or on ideological grounds, but the result of an unhappy, and largely inevitable, consequence of lacking experience of cultures other than one's own. With such experience and relevant knowledge of other cultures in place, discriminatory behaviour toward foreign skilled labour is likely to lessen considerably. The chapter suggest several HR practices which would facilitate their employment and integration into the organisation.

  • 95.
    Persson, Roland S
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Joswig, H
    Balogh, L
    Gifted education in Europe: Programs, practices, and current research2000In: International handbook of giftedness and talent / [ed] Kurt A. Heller, Amsterdam: Elsevier , 2000, 2, p. 703-734Chapter in book (Other academic)
  • 96.
    Persson, Roland S
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Kullander, Anita
    Se mig också!: Om särbegåvades utsatthet2014Collection (editor) (Refereed)
    Abstract [sv]

    Ingen abstrakt för hela temanumret. Varje artikel har sin egen abstrakt. Abstrakter på svensa och engelska.

    No abstracts for the entire Special Issue.  Every article has its own abstract. Abstracts are written in Swedish and in English.

  • 97.
    Persson, Roland S
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Pratt, G.
    Robson, C.
    Motivational and influential components of musical performance: A qualitative analysis1996In: Fostering the growth of high ability: European perspectives / [ed] Arthur J. Cropley and Detlev Dehn, Norwood, NJ: Ablex , 1996, p. 287-302Chapter in book (Other academic)
  • 98.
    Persson, Roland S
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Pratt, G.
    Robson, C.
    Motivational and Influential Components of Musical Performance: A Qualitative Analysis1992In: European Journal For High Ability, ISSN 0937-4450, Vol. 3, no 2, p. 206-217Article in journal (Refereed)
  • 99.
    Persson, Roland S
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Robson, C.
    The Limits of Experimentation: On Researching Music and Musical Settings1995In: Psychology of Music, ISSN 0305-7356, E-ISSN 1741-3087, Vol. 23, no 1, p. 39-47Article in journal (Refereed)
  • 100.
    Shaughnessy, F
    et al.
    Eastern New Mexico University, Portales, NM, USA.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Observed trends and needed trends in Gifted Education2009In: International Handbook on Giftedness: Part Two / [ed] Shavinina, Larisa, Dordrecht, NL: Springer Science , 2009, p. 1285-1291Chapter in book (Other academic)
12 51 - 100 of 100
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