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41.
Network-building activities of PhD students are an important area of study in furthering our understanding of academic entrepreneurship. This paper focuses on PhD students’ participation in network-building activities defined as mobility and collaboration, as well as own interest in and perceived grade of support for commercialisation from various levels of the university hierarchy. The results of a large-scale survey (of 1,126 PhD students at Link?ping University, Sweden, 41% response rate) presented here show that the majority of PhD students are engaged in collaborations with external organisations, though quite few (one quarter) have spent a part of their PhD education outside their home university. PhD students from all faculties are on average interested in commercialisation and in favour of it. However, PhD students from the faculty of Health Sciences state that it is difficult for them to combine research and commercialisation. Furthermore, interest in commercialisation of research results is relatively lowest amongst those PhD students who are undertaking mobility placements at other universities, thus pointing to an experienced incompatibility of research and academic entrepreneurship. 相似文献
42.
Solveig Magnus Reindal 《欧洲特需教育杂志》2013,28(3):227-241
ABSTRACT A survey was undertaken among students at the University of Oslo in order to include their comments in a recommendation that was being prepared to elucidate the disabled students' situation in the future. Students were requested to write shorter or longer comments concerning their day as a disabled student, in order to expose barriers, weaknesses in the organization of services and other concerns. They were also requested to make recommendations as to improvements. The students’ answers indicated that they encountered several practical problems in their education, including a lack of understanding and cooperation from administrators, faculty staff and lecturers, a lack of adaptive aids and other resources and inaccessibility of grounds and buildings. Students made recommendations to improve the delivery of services. On the background of the information given by the students, the paper reflects on the issue of higher education's responsibility in relation to adjustments. The Reform‐94 within upper secondary education makes the issue of responsibility even more current. 相似文献
43.
Magnus Gabrielsen 《Scandinavian Journal of Educational Research》2013,57(5):531-546
This analysis seeks to unite both an architectural and an educational perspective on the transformation of the university into a postmodern institution. Our point of departure is an analysis of the new buildings for the Faculty of Humanities University of Copenhagen which are located on the island area of Amager, to the south of Copenhagen's centre. To put the transformation into perspective we will also consider the respective older buildings that house the universities of Copenhagen and Oslo. The analysis will illustrate how the university as an institution has changed in terms of characteristics, position in society and its understanding of itself. Previously, the university was a clearly defined institution, which had both the process of Bildung (liberal education) and the production of objective knowledge as its goal. Today's university has become a institution, which seeks to develop competence rather than Bildung and to facilitate knowledge in the Network Society. These changes can be explicated by the French philosopher Lyotard's analysis of the position of knowledge within the postmodern sphere. 相似文献
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45.
Magnus Dahlstedt 《British Journal of Sociology of Education》2009,30(2):193-205
In Sweden, calls for partnership between state institutions and local communities punctuate discussions of a number of areas of public policy. In this article, the discourse of partnership is analyzed in recent developments in Swedish educational policy, and particularly the involvement of ‘immigrant parents’ as partners collaborating with the school. In the article it is argued that, in partnerships between the school and ‘immigrant parents’, the ‘rules of the game’ are most often dictated by one of the partners (i.e. the Swedish school). Here, ‘immigrant parents’ are by various techniques being ‘measured’ and exhorted to adapt to an imagined ‘Swedish normality’, in order to become a ‘responsible’ parent and equal partner. 相似文献
46.
A cross-cultural exploration of ‘wild’ in wilderness therapy: Canada,Norway and Australia 总被引:1,自引:0,他引:1
Nevin J. Harper Leiv E. Gabrielsen Cathryn Carpenter 《Journal of Adventure Education & Outdoor Learning》2018,18(2):148-164
This paper addresses pluralistic understandings of wilderness in the context of wilderness therapy (WT). The term wilderness perpetuates a modern worldview of place that beyond ‘civilisation’ exists an environment defined by risk, fear and an unpredictable nature. WT utilises outdoor travel and living practices during therapeutic intervention and health promotion although empirical justification for its use of wilderness for therapy is not yet established. This paper provides three cultural perspectives on wild places in relation to WT. These national perspectives are informed by local practices, historical and societal understandings of wilderness and supported by related literature from Canada, Norway and Australia. The authors (1) illustrate a number of contemporary western assumptions about wilderness enshrined in the WT and outdoor adventure literature, (2) cautiously propose core purposes for using wild places for therapy and (3) encourage further development of WT practice and research within national, regional and even across organisational contexts. 相似文献
47.
The aim of this study is to contribute to an understanding of how curricular change is accomplished in practice, including the positions and conflicts of key stakeholders and participants, and their actions in the process. As a case, we study the treatment of energy in Swedish secondary curricula in the period 1962–2011 and, in particular, how the notion of energy quality was introduced in the curricula in an energy course at upper secondary school in 1983 and in physics at lower secondary school in 1994. In the analysis, we use Roberts’ two competing visions of science education, Vision I in which school science subjects largely mirror their corresponding academic disciplines and Vision II that incorporates societal matters of science. In addition, a newly suggested Vision III represents a critical perspective on science education. Our analysis shows how Vision II and III aspects of science education have gained importance in curricula since the 1980s, but in competition with Vision I considerations. Energy quality played a central role in providing Vision II and III arguments in the curricular debate on energy teaching. Subsequent educational research has found that Swedish teachers and students struggle with how to relate to energy quality in physics teaching, which we explain as partly due to the tension between the competing visions. 相似文献
48.
49.
Magnus Bygren 《Assessment & Evaluation in Higher Education》2020,45(2):292-303
AbstractGroup differences in average grades prior to and after a step-wise introduction of blinded examinations at Stockholm University are examined. Relative to students with ‘native’ names, students with ‘foreign’ names appear to experience weak positive bias in the grading of their examinations, but the estimated effect is sensitive to model specification. No substantial effects of blinding examinations with respect to male-female gaps are found. The results suggest that examiners – when the names of students are disclosed to them – if anything have a weak tendency to positively discriminate for students perceived to have an immigrant background, but they do not appear to discriminate on the basis of gender. 相似文献
50.
Maria Olson Magnus Dahlstedt Andreas Fejes Fredrik Sandberg 《Educational Philosophy and Theory》2018,50(1):95-103
The role of education in citizen training has been well mapped out in youth education. What has been less studied is how this role comes into being in adult education. By providing illustrative empirical examples from a recently completed study of adult students enrolled in adult education, this article aims to offer a theoretical response to the question of the role of adult education in adult student citizen subjectivity formation. Taking on Diken’s concept of ‘reactive nihilism’, we wish to make the following arguments. First, that citizen formation in adult education, when students are asked about it, is actualised as processes of re(dis)covery of will in order to be(come) a successful and happy citizen in society. Secondly, that these processes point towards a role of adult education as one where these formation processes work in tandem with those of the reactive nihilists. This means that the citizen formation processes made possible in this educational site are those marked out by the desire to mobilise one’s will formation so that it adapts to the prevailing societal situation—that of late capitalism, which is a situation not considered by the adult students as possible to change. 相似文献