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Haake, Ulrika
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Publications (10 of 41) Show all publications
Holmgren, R., Haake, U. & Söderström, T. (2019). Firefighting training at a distance: a longitudinal study. Journal of Vocational Education and Training, 71(1), 65-86
Open this publication in new window or tab >>Firefighting training at a distance: a longitudinal study
2019 (English)In: Journal of Vocational Education and Training, ISSN 1363-6820, E-ISSN 1747-5090, Vol. 71, no 1, p. 65-86Article in journal (Refereed) Published
Abstract [en]

This article presents an analysis of a five-year study on the implementation of a technology-supported distance programme in Swedish firefighter training. Based on activity theory and four interview studies, the attention is directed to firefighter instructors' perceptions and use of digital technologies with a focus on challenges, contradictions and changes. Two phases are identified, viz an implementation phase and a dissemination phase. During the implementation phase a clear contradiction emerges regarding how the object of the training should be interpreted, which results in the instructors responsible for the implementation reconsidering previous beliefs and, with the support of digital technologies, developing more theoretical and process-oriented approaches and improving the course design. However, during the dissemination phase, when all instructors are involved, a number of conflicts and dilemmas emerge, resulting in the changes achieved in the distance programme to some extent being normalised in the direction of the instructor-centred and exercise-oriented approaches of the campus programme. The article concludes with a discussion about contradictions as well as opportunities that may emerge during the implementation process of a vocational technology-supported distance programme.

Place, publisher, year, edition, pages
Routledge, 2019
Keywords
Firefighter training, technology-supported distance training, instructors' perceptions, digital technologies, activity theory, contradictions
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-147622 (URN)10.1080/13636820.2018.1464054 (DOI)
Available from: 2018-05-09 Created: 2018-05-09 Last updated: 2019-02-12Bibliographically approved
Haake, U. (2018). Conditions for gender equality in police leadership: making way for senior police women. Police Practice & Research, 19(3), 241-252
Open this publication in new window or tab >>Conditions for gender equality in police leadership: making way for senior police women
2018 (English)In: Police Practice & Research, ISSN 1561-4263, E-ISSN 1477-271X, Vol. 19, no 3, p. 241-252Article in journal (Refereed) Published
Abstract [en]

This  paper  aims  to  analyse  and  discuss  conditions  for  gender  equality  in  police  leadership.  This  is  done  by  interviewing  28  sworn  police  leaders  in  Sweden, and using a doing gender perspective for analyses. The results show that women and, to a greater extent, men in police leadership do gender traditionally. Explanations for the lack of female leaders and strategies for increasing the number of female leaders are shown to either focus on women as individuals (mostly men) or organisational structure and culture (mostly women).  Further,  strategies  to  reach  gender  equality  goals  are  critically  examined.  These  could  be  used  to  create  concrete  diversity  and  equality  work  within  police  and  other  organisations.  Whether  or  not  quantitative  gender equality work (raising the number of females in leadership positions) can create changes in qualitative gender equality (the learning of new norms to change experiences of inclusion and exclusion in relation to gender) is discussed.

Place, publisher, year, edition, pages
Routledge, 2018
Keywords
Police leadership, gender equality, inclusion, exclusion, doing gender
National Category
Gender Studies
Identifiers
urn:nbn:se:umu:diva-132289 (URN)10.1080/15614263.2017.1300772 (DOI)000427559000004 ()
Available from: 2017-03-09 Created: 2017-03-09 Last updated: 2018-06-09Bibliographically approved
Haake, U. (2018). Genus i polisens organisation och ledarskap (2ed.). In: Niklas Eklund, Lena Landström (Ed.), Polisen: verksamhet och arbete (pp. 115-130). Stockholm: Liber
Open this publication in new window or tab >>Genus i polisens organisation och ledarskap
2018 (Swedish)In: Polisen: verksamhet och arbete / [ed] Niklas Eklund, Lena Landström, Stockholm: Liber, 2018, 2, p. 115-130Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Liber, 2018 Edition: 2
National Category
Pedagogy Gender Studies
Identifiers
urn:nbn:se:umu:diva-144051 (URN)978-91-47-11340-8 (ISBN)
Available from: 2018-01-19 Created: 2018-01-19 Last updated: 2018-06-09Bibliographically approved
Holmgren, R., Haake, U. & Söderström, T. (2017). Firefighter learning at a distance: a longitudinal study. Journal of Computer Assisted Learning, 33(5), 500-512
Open this publication in new window or tab >>Firefighter learning at a distance: a longitudinal study
2017 (English)In: Journal of Computer Assisted Learning, ISSN 0266-4909, E-ISSN 1365-2729, Vol. 33, no 5, p. 500-512Article in journal (Refereed) Published
Abstract [en]

This article presents a summary analysis of a 5-year study on the implementation of a technology-supported distance firefighter training programme in Sweden, focused on the firefighter students’ learning processes regarding challenges, contradictions and changes that occurred during the implementation period. With activity theory as the theoretical basis, three data collections were carried out. The analysis, based on interviews with firefighter students and instructors as well as observation logbooks and educational documents, identified two phases, an implementation phase and a dissemination phase. The implementation phase is characterized by the distance students developing a self-directed and goal-oriented learning, supported by the revised and technology-supported training design. During the dissemination phase, when many technology-inexperienced instructors become involved in the distance programme, a number of challenges and contradictions are identified, which, however, turn out to be a driving force for the students to develop alternative learning strategies. Finally, vocational distance training is discussed in terms of potential opportunities for developing vocational students’ learning processes.

Place, publisher, year, edition, pages
John Wiley & Sons, 2017
Keywords
activity theory, contradictions, digital technologies, distance learning, firefighter training.
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-136396 (URN)10.1111/jcal.12196 (DOI)000409519000007 ()
Available from: 2017-06-16 Created: 2017-06-16 Last updated: 2018-06-09Bibliographically approved
Silander, C. & Haake, U. (2017). Gold-diggers, supporters and inclusive profilers: strategies for profiling research in Swedish higher education. Studies in Higher Education, 42(11), 2009-2025
Open this publication in new window or tab >>Gold-diggers, supporters and inclusive profilers: strategies for profiling research in Swedish higher education
2017 (English)In: Studies in Higher Education, ISSN 0307-5079, E-ISSN 1470-174X, Vol. 42, no 11, p. 2009-2025Article in journal (Refereed) Published
Abstract [en]

Widespread reforms of governance and funding of universities has taken place in most Western countries, many of them influenced by New Public Management (NPM), which includes intensified attempts by the government to steer academic research in a utility direction. One way to do this is through university profiles and priorities of research. This article aims to describe how the changing system of assessing and funding research impact Swedish higher-education institutions (HEIs) regarding the universities' internal organisation of research and research priorities. A study of seven Swedish universities and university colleges shows that governmental prompting on concentration of research resources in some ways has been followed by all HEIs. Strategies for profiling research are found to be done in different ways; including digging after ‘gold’, as supporting priorities from bottom-up or profiling only by words. Ambitions to profile research are strongest among the central university management and vice chancellors. In the lower layers of HEIs, academic norms prove resistant to quick changes.

Place, publisher, year, edition, pages
Routledge, 2017
Keywords
research profiles, higher education, governance, organisation, translation, Sweden
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-117563 (URN)10.1080/03075079.2015.1130031 (DOI)000417001100005 ()
Available from: 2016-03-02 Created: 2016-03-02 Last updated: 2018-06-07Bibliographically approved
Haake, U., Rantatalo, O. & Lindberg, O. (2017). Police leaders make poor change agents: leadership practice in the face of a major organisational reform. Policing & society, 27(7), 764-778
Open this publication in new window or tab >>Police leaders make poor change agents: leadership practice in the face of a major organisational reform
2017 (English)In: Policing & society, ISSN 1043-9463, E-ISSN 1477-2728, Vol. 27, no 7, p. 764-778Article in journal (Refereed) Published
Abstract [en]

The present article examines expectations on police leaders during major organisational change pressures. Based on policy analysis and interviews with 28 police leaders, the paper seeks to answer the following question: How do police leaders' accounts of leadership practice relate to expectations from higher ranks (above), subordinates (below) and police policies concerning leadership? The results of the paper indicate that police leaders are squeezed into a position between demands from above (top  management) and demands from below (lower organisational tiers). Some of the perceived expectations and practiced leadership actions are also gendered. For example, women feel the need to prove their credibility as leaders and to act in both a caring and daring manner, something that is not evident for male police leaders. Furthermore, the material indicates a considerable mismatch between the different sets of demands expressed in interviews and expectations regarding leadership expressed in police policy discourse, wherein core values and leadership criteria are articulated. In conclusion, the findings indicate a discrepancy between official rhetoric and practice, where the leadership constructed at a policy level deviates from leadership constructed in practice. This discrepancy is argued to represent an effective barrier for change initiatives, and hence the idea that police leaders will be able to function as agents of change promoting organisational reform is highly uncertain.

Place, publisher, year, edition, pages
Abingdon: Taylor & Francis, 2017
Keywords
Police leadership, practice theory, organisational change, gender
National Category
Pedagogy Work Sciences
Identifiers
urn:nbn:se:umu:diva-110643 (URN)10.1080/10439463.2015.1099653 (DOI)000408914600005 ()
Available from: 2015-10-25 Created: 2015-10-25 Last updated: 2018-06-07Bibliographically approved
Silander, C. & Haake, U. (2017). The re-modeling of Higher Education - the introduction of performance-based research funding at new universities and university colleges in Sweden. In: ECER 2017: Reforming Education and the Imperative of Constant Change: Ambivalent roles of policy and educational research. Network 22: Research in Higher Education. Paper presented at ECER 2017 Copenhagen, The European Conference on Educational Research, 22-25 August..
Open this publication in new window or tab >>The re-modeling of Higher Education - the introduction of performance-based research funding at new universities and university colleges in Sweden
2017 (English)In: ECER 2017: Reforming Education and the Imperative of Constant Change: Ambivalent roles of policy and educational research. Network 22: Research in Higher Education, 2017Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Global competition has made European universities increasingly expressing their commitment to excellence as the overarching goal. Widespread reforms of governance and funding of universities have taken place in most Western countries, many of them influenced by New Public Management (NPM). National calls for excellence and the construction of research evaluation systems.

 

This study seeks to add to the knowledge of performance based systems by investigating how changes are carried out on the organisational level and promote greater empirical knowledge on HE organisation and systems of research funding. This study sets out to study the following: How are policy changes received and translated in specific HE organisational contexts? Based on the neo-institutional theory of translation (Latour 1986), the idea of changes in research funding systems can be viewed as being dependent on actors passing on structural changes in HEIs.

 

The process of translation can be seen as a continuous transformation of ideas that moves from one actor/level to another, where the degree of change, at the local level, can vary based on organisational space for interpretation. Actors can be seen as socially embedded in and influenced by their environments (Ramirez and Tiplic 2014). Ideas, thus, seem to be adopted and used in rather homogeneous ways, making organisations increasingly similar, which can be described by isomorphic processes (DiMaggio and Powell 1983).   From the above-presented information, this article seeks to describe how the changing system of assessing and funding research quality impacts Swedish HEIs regarding the universities’ internal organisational performance based systems. This article seeks to explore changes in research policy and its effect on internal organisation of performance based on funding systems in Swedish higher education institutions.

 

Which models of performance based systems have been introduced? How are the models relating to the national model and how do universities motivate their introduction? The aim of the study is to analyze the introduction of performance based systems for research funding at Swedish universities. The analysis is based on an analytical framework inspired by Whitley (2007) including the 1) Frequency and standardisation of systems, 2) Unit of assessment, 3) Motives for introduction and 4) Consequences for funding.

 

Previous studies of performance based systems for research funding has primary been of large, full-scale universities with stable access to government funding (Görnerup 2013, Hammarfeldt, 2016, Melander 2006). Newer universities and university colleges are considered to have a smaller proportion of state research funding and less stable organisations to manoeuvre. This has guided the selection of institutions to those with smaller size, and less permanent research resources. Seven new universities and university colleges are selected in order to reflect the Swedish landscape of new HEIs in terms of both size and geography. The study is based on documents and in-depth interviews with university and faculty leaders from the seven selected universities and university colleges. The document study includes annual reports, budget documents, visions and research strategies. Also, 38 semi-structured interviews were completed covering topics such as research funding and performance based systems in order to investigate what causes, transformations, reasons and result that the leaders at different levels experienced in relation to research strategies.

Preliminary results indicate that motives for and models of performance based allocation of research funding differ between the studied higher education institutions in Sweden. Among the institutions studied there is example of both clear performance based models to systems of distribution that lack performance features and instead are based on path dependency. HEIs with university-status communicate aim at excellence, at least according to the central university level. The discourse on excellence is however somewhat problematized on the level of faculty. One reason for this is the belief that to gain excellence you have to start with a broad approach. At the university colleges, different motives for the introduction of performance based allocation are expresses, and in contrast to the newer universities hare there are examples of a lack of visible excellence discourse.

National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-138941 (URN)
Conference
ECER 2017 Copenhagen, The European Conference on Educational Research, 22-25 August.
Available from: 2017-09-04 Created: 2017-09-04 Last updated: 2018-06-09
Haake, U. & Löfgren Martinsson, M. (2016). Anställningsbarhet: mellan verktygslåda och kritisk reflektion (2ed.). In: Gun Sparrhoff och Andreas Fejes (Ed.), Anställningsbarhet: perspektiv från utbildning och arbetsliv (pp. 139-154). Studentlitteratur AB
Open this publication in new window or tab >>Anställningsbarhet: mellan verktygslåda och kritisk reflektion
2016 (Swedish)In: Anställningsbarhet: perspektiv från utbildning och arbetsliv / [ed] Gun Sparrhoff och Andreas Fejes, Studentlitteratur AB, 2016, 2, p. 139-154Chapter in book (Other academic)
Place, publisher, year, edition, pages
Studentlitteratur AB, 2016 Edition: 2
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-114690 (URN)9789144104904 (ISBN)
Available from: 2016-01-26 Created: 2016-01-26 Last updated: 2018-06-07Bibliographically approved
Rantatalo, O., Haake, U., Lindberg, O., Sparrhoff, G. & Bäck, T. (2016). Den pluralistiska ledarskapsforskningen: en översikt över svenska avhandlingarom ledarskap 2003–2014. Nordiske organisasjonsstudier, 18(3), 3-29
Open this publication in new window or tab >>Den pluralistiska ledarskapsforskningen: en översikt över svenska avhandlingarom ledarskap 2003–2014
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2016 (Swedish)In: Nordiske organisasjonsstudier, ISSN 1501-8237, Vol. 18, no 3, p. 3-29Article in journal (Refereed) Published
Abstract [sv]

Ledarskap har i ett internationellt perspektiv studerats över tid men hittills vet vi ganska lite hur det svenska forskningslandskapet ser ut. Svensk ledarskapsforskninghar anekdotiskt konstaterats vara svag samtidigt som Sverige, med en arbetsmarknad präglad av samförstånd och korta beslutsvägar, utgör en intressant kontext för ledarskapsstudier. En delaspekt av forskning om ledarskap är hur fenomenet studerats i avhandlingar. Givet dessa konstateranden syftar följande forskningsöversikt till analysera doktorsavhandlingar om ledarskap skrivna 2003–2014. Specifikt besvaras fyra frågor: 1) Vilka ämnen och institutioner studerar ledarskap? 2) Vad studeras i avhandlingar om ledarskap? 3) Hur har ledarskap studerats? 4) Vilka kunskapsbidrag kan identifieras i de analyserade avhandlingarna? Totalt analyserades 70 avhandlingar i studien och valet att analysera avhandlingar motiveras av att doktorsavhandlingar kan spegla lokal praxis och trender i kunskapsbildning inom akademin. Resultatet visar på att ledarskap som forskningsfält är fragmenterat mellan olika ämnen och forskningsbedrivande institutioner, att kvalitativa metoder var vanligare än kvantitativa samt att förvånansvärt lite av forskningen relaterar till, eller tar avstamp ifrån, andra svenska eller skandinaviska forskargruppers arbeten. I artikeln diskuteras avslutningsvis hur bristande kommunikation mellan forskningsmiljöer kan hänga ihop med att ledarskap i många av destuderade avhandlingarna studerats instrumentellt som en delmängd av andra ämnesområden.

Place, publisher, year, edition, pages
Bergen: Fagbokforlaget, 2016
Keywords
Ledarskap, forskningsöversikt, ledning, avhandlingsanalys, ledarskapsforskning, chefskap
National Category
Other Social Sciences Pedagogy
Identifiers
urn:nbn:se:umu:diva-128569 (URN)
Available from: 2016-12-07 Created: 2016-12-07 Last updated: 2018-06-09Bibliographically approved
Bohlinger, S., Haake, U., Helms Jørgensen, C., Toiviainen, H. & Wallo, A. (2015). Conclusion: The contested field of working and learning. In: Sandra Bohlinger, Ulrika Haake, Christian Helms Jørgensen, Hanna Toiviainen and Andreas Wallo (Ed.), Working and learning in times of uncertainty: challenges to adult, professional and vocational education (pp. 223-232). Rotterdam: Sense Publishers
Open this publication in new window or tab >>Conclusion: The contested field of working and learning
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2015 (English)In: Working and learning in times of uncertainty: challenges to adult, professional and vocational education / [ed] Sandra Bohlinger, Ulrika Haake, Christian Helms Jørgensen, Hanna Toiviainen and Andreas Wallo, Rotterdam: Sense Publishers, 2015, p. 223-232Chapter in book (Other academic)
Place, publisher, year, edition, pages
Rotterdam: Sense Publishers, 2015
Series
Research on the education and learning of adults ; 4
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-108024 (URN)978-94-6300-242-4 (ISBN)
Available from: 2015-09-01 Created: 2015-09-01 Last updated: 2018-06-07Bibliographically approved
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