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Haake, Ulrika
Alternative names
Publications (10 of 50) Show all publications
Haake, U., Lindberg, O. & Rantatalo, O. (2023). Doing gender and professional identity: inclusion and exclusion of female civilians in criminal investigations. Policing & society, 33(8), 893-907
Open this publication in new window or tab >>Doing gender and professional identity: inclusion and exclusion of female civilians in criminal investigations
2023 (English)In: Policing & society, ISSN 1043-9463, E-ISSN 1477-2728, Vol. 33, no 8, p. 893-907Article in journal (Refereed) Published
Abstract [en]

The number of civilian crime investigators (CIs) has been increasing among the police, a trend that is called civilianisation. However, conflicts have arisen from perceptions that civilian CIs undermine professional police efforts. The purpose of this study was to investigate the intersection of doing gender and professional identity in narratives on inclusion and/or exclusion in CIs' professional practices. Because professional background and gender composition change with the civilianisation of the police, this study included interviews with 48 female CIs from Sweden. The study showed that aspects of belongingness and uniqueness interact in complex ways and conclude that the intersection of being a civilian CI and a woman is at the core, especially in narratives on exclusion. Taken together, this means that civilian CIs' narratives are important to learn from and can help the police become aware of obstacles to and opportunities for civilian employees' full participation in the criminal investigation practice. Aspects of belongingness and uniqueness are discussed to contribute knowledge of how gender and professional identity can be redone in a way that helps reduce future barriers to full inclusion of female and civilian CIs in police work.

Place, publisher, year, edition, pages
Routledge, 2023
Keywords
Civilian, doing gender, police organisation, professional identity
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-210119 (URN)10.1080/10439463.2023.2221764 (DOI)001003525300001 ()2-s2.0-85161868410 (Scopus ID)
Funder
Forte, Swedish Research Council for Health, Working Life and Welfare, 2020-00344
Available from: 2023-06-19 Created: 2023-06-19 Last updated: 2023-09-04Bibliographically approved
Haake, U., Lindberg, O., Rantatalo, O., Grimm, F., Siljebo, J. & Bäck, T. (2023). Leadership in swedish public organizations: a research review in education and care. Nordic Journal of Working Life Studies, 13(2), 63-85
Open this publication in new window or tab >>Leadership in swedish public organizations: a research review in education and care
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2023 (English)In: Nordic Journal of Working Life Studies, E-ISSN 2245-0157, Vol. 13, no 2, p. 63-85Article, review/survey (Refereed) Published
Abstract [en]

This article is a review of recent Swedish leadership research in two large public-sector areas: education and care. By comparing and contrasting research in these areas, we unveil the specifics and commonalities of research in public-sector leadership. We reviewed research articles from 2018 to 2020 and analyzed theories used, data-gathering methods employed, and topics researched. The results show some fundamental differences between the two areas. Compared to research on education, research on care is to a larger extent non-theoretical and is often focused on change management, quality assurance, and leaders’ roles in employee health. Conversely, studies on education are theory driven and mostly focused on leaders’ roles in learning and shared leadership. We discuss the state of Swedish public leadership research and make suggestions for mutual learning and moving forward in this research field.

Place, publisher, year, edition, pages
VIA University College, 2023
Keywords
Health, Working Environment & Wellbeing, Learning & Competencies, Organization & Management
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-201571 (URN)10.18291/njwls.134896 (DOI)2-s2.0-85162105430 (Scopus ID)
Available from: 2022-12-08 Created: 2022-12-08 Last updated: 2024-01-17Bibliographically approved
Rantatalo, O., Lindberg, O. & Haake, U. (2023). The enactment of professional boundary work: a case study of crime investigation. Professions & Professionalism, 13(2), Article ID e5345.
Open this publication in new window or tab >>The enactment of professional boundary work: a case study of crime investigation
2023 (English)In: Professions & Professionalism, ISSN 1893-1049, E-ISSN 1893-1049, Vol. 13, no 2, article id e5345Article in journal (Refereed) Published
Abstract [en]

Professional boundary takes place as actors negotiate occupational boundaries and division of labour. In this article, we examine the conditions of defensive, accommodating, and configurational boundary work in the context of crime investigation. We analyse how professional boundaries are negotiated as civilian investigators become involved with policing. The article is based on 71 interviews with civilian and police crime investigators from a variety of investigation units in Sweden. Findings show how policing as a professional field is shifted as civilians from a wide variety of backgrounds and with varying motivations enter the occupation. Defensive boundary work that devalued civilians was widely occurring. However, boundary work that focused on learning, collaboration, and training was also occurring in high-status units. The discussion focuses on how power asymmetries impact boundary work when professions are undergoing change. This study exemplifies how organizational actors navigate, defend, and challenge their positions as professional boundaries are negotiated.

Place, publisher, year, edition, pages
Oslo: OsloMet - Oslo Metropolitan University, 2023
Keywords
Boundary work, crime investigation, police, policing, professionalism
National Category
Sociology (excluding Social Work, Social Psychology and Social Anthropology)
Identifiers
urn:nbn:se:umu:diva-220874 (URN)10.7577/pp.5345 (DOI)2-s2.0-85183924524 (Scopus ID)
Available from: 2024-02-16 Created: 2024-02-16 Last updated: 2024-02-16Bibliographically approved
Lindberg, O., Rantatalo, O. & Haake, U. (2023). Workplace learning, power, and practice: modes of participation for civilian criminal investigators. Vocations and Learning
Open this publication in new window or tab >>Workplace learning, power, and practice: modes of participation for civilian criminal investigators
2023 (English)In: Vocations and Learning, ISSN 1874-785X, E-ISSN 1874-7868Article in journal (Refereed) Epub ahead of print
Abstract [en]

This article aims to contribute to the theorization of power in workplace learning. We examined the ways in which civilian investigators participate in criminal investigation practice, and how these modes related to the social ordering in the police organization. Civilians, mostly women and well educated, are being hired in large numbers to help with the shortage of staff within the Swedish police organization. We analysed 71 interviews with both civilians and police officers, covering views on the nature of investigative work, the introduction of civilians, and their competence. The interviews were analysed in an abductive process using a practice theory outlook on power and participation. The results show four different modes of participation for civilians that have vastly different consequences for their integration into the police. These modes are dependent on how civilian competence is viewed, whether civilians are viewed as different or similar, and whether they are considered competent at investigating crimes. We conclude that the struggle to define competent practice is at the core of understanding the relationship between learning and power.

Place, publisher, year, edition, pages
Springer, 2023
Keywords
Workplace learning, Power, Participation, Criminal investigation, Practice theory, Police
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-214913 (URN)10.1007/s12186-023-09335-w (DOI)2-s2.0-85173109617 (Scopus ID)
Funder
Forte, Swedish Research Council for Health, Working Life and Welfare, 2020-00344
Available from: 2023-10-03 Created: 2023-10-03 Last updated: 2023-10-16
Silander, C., Haake, U., Lindberg, L. & Riis, U. (2022). Nordic research on gender equality in academic careers: a literature review. European Journal of Higher Education, 12(1), 72-97
Open this publication in new window or tab >>Nordic research on gender equality in academic careers: a literature review
2022 (English)In: European Journal of Higher Education, ISSN 2156-8235, E-ISSN 2156-8243, Vol. 12, no 1, p. 72-97Article in journal (Refereed) Published
Abstract [en]

We provide an integrative review of research on gender and academic careers conducted in the Nordic countries from 2003–2018. We investigate the nature and content of contemporary Nordic research and critically examine the methodological and theoretical approaches authors have used. We read, categorised, and analysed 74 articles retrieved from Web of Science. Our review shows that gender differences in academic careers persist, in line with earlier reviews. Also the early years seem crucial to the development of an academic research career. Studies focusing on gendered career trajectories and publication patterns together with studies on the influence of new public management on gender are the three main areas of research interest. Existing research lacks (1) a focus on the horizontal dimension (i.e. across disciplines), (2) studies developing concepts and theory and (3) studies focusing on the consequences of changes in the research policy framework for higher education.

Place, publisher, year, edition, pages
Routledge, 2022
Keywords
Gender equality, academic careers, Nordic research, research review
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-181456 (URN)10.1080/21568235.2021.1895858 (DOI)2-s2.0-85102510789 (Scopus ID)
Available from: 2021-03-11 Created: 2021-03-11 Last updated: 2022-07-13Bibliographically approved
Haake, U. & Silander, C. (2021). Excellence seekers, pragmatists, or sceptics: Ways of applying performance‐based research funding systems at new universities and university colleges in Sweden. European Journal of Education, 56(2), 307-324
Open this publication in new window or tab >>Excellence seekers, pragmatists, or sceptics: Ways of applying performance‐based research funding systems at new universities and university colleges in Sweden
2021 (English)In: European Journal of Education, ISSN 0141-8211, E-ISSN 1465-3435, Vol. 56, no 2, p. 307-324Article in journal (Refereed) Published
Abstract [en]

The Swedish system of research funding has undergone major changes, while competitive funding schemes gradually have gained popularity, at the expense of institutional block grants. In recent years, there has been a strong drive to improve research performance in universities as a result of governmental desires, resulting in performance-based research funding systems (PRFS) being introduced to distribute block grants. The study on which this article reports sought to understand the development of increased government intent to steer resources for research, by investigating the behaviour of universities and university colleges in Sweden in terms of internal organisation and distribution of funding. The article investigates the structure of and motives for applying PRFS at seven new universities and university colleges through a document and interview study. We identified three categories of higher education institutions: the excellence seekers, the pragmatists and the sceptics. Universities rhetorically ignal compliance with governmental propositions to distribute funding according to performance measures, but their actions are limited. Thus, national incentives, models and measures influence decisions at lower institutional levels in a rather modest way.

Place, publisher, year, edition, pages
John Wiley & Sons, 2021
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-182812 (URN)10.1111/ejed.12450 (DOI)000646652400001 ()2-s2.0-85105103754 (Scopus ID)
Note

Special Issue: Expansion and retrenchment of internationalisation in higher education: Theories, methods and data

Available from: 2021-05-05 Created: 2021-05-05 Last updated: 2021-07-02Bibliographically approved
Haake, U. (2021). To achieve gender equality in organisations: a Swedish case on an important aspect of educational leadership. In: Eugenie A. Samier, Eman S. Elkaleh, Waheed Hammad (Ed.), Internationalisation of Educational Administration and Leadership Curriculum: voices and Experiences from the 'Peripheries' (pp. 199-214). Bingley: Emerald Publishing Limited
Open this publication in new window or tab >>To achieve gender equality in organisations: a Swedish case on an important aspect of educational leadership
2021 (English)In: Internationalisation of Educational Administration and Leadership Curriculum: voices and Experiences from the 'Peripheries' / [ed] Eugenie A. Samier, Eman S. Elkaleh, Waheed Hammad, Bingley: Emerald Publishing Limited , 2021, p. 199-214Chapter in book (Refereed)
Abstract [en]

Sweden, as a country based on extremely high secular and self-expression values, serve as an example that somewhat differ from other countries internationally, when it comes to educational leadership curriculum. The chapter takes its starting point at the governmental decision for Swedish universities to gender-mainstream their organisations, something that affects the educational leadership curriculum. To be able to discuss this, I present three research studies on gendering leader identity development processes and gender equality strategies in the Swedish higher education setting. In a longitudinal study of the process of leader identity development, the main result was the emergence of a gendering process in the discourse on academic leadership. At the end of the leadership assignment period, leader identity was described in differing terms at subject positions held by women and men, respectively. In a separate study on female heads of research-heavy departments, three conflicting subject positions appeared that showed different strategies when leaders were of the female sex: (a) a gender-conscious position, (b) a gender-neutral or gender-unconscious position and (c) a position of sex discrimination experience. In a third, large national study, based on horizontal analysis of gender equality in Swedish higher education institutions (HEIs), was found that universities internally consist of different worlds when it comes to the possibility of making academic careers and in how male- and female-dominated academic disciplines explain gender inequality and strategies to handle this. Results from these studies will be discussed, in light of the striving for (gender) equal and just organisations, since gender equality is an important aspect of Swedish educational leadership curriculum.

Place, publisher, year, edition, pages
Bingley: Emerald Publishing Limited, 2021
Series
Studies in Educational Administration
Keywords
Higher education, gender equality, leader identity, head of department, academic career, disciplines
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-189178 (URN)10.1108/978-1-83909-864-220211012 (DOI)2-s2.0-85145540432 (Scopus ID)978-1-83909-865-9 (ISBN)978-1-83909-864-2 (ISBN)
Available from: 2021-11-08 Created: 2021-11-08 Last updated: 2023-01-12Bibliographically approved
Bäck, T. & Haake, U. (2020). Upplevda reflexiva kompetenser i polisutbildning och yrkespraktik. In: Staffan Karp och Oscar Rantatalo (Ed.), Reflektion som professionsverktyg inom polisen: (pp. 42-52). Umeå: Enheten för polisutbildning, Umeå universitet
Open this publication in new window or tab >>Upplevda reflexiva kompetenser i polisutbildning och yrkespraktik
2020 (Swedish)In: Reflektion som professionsverktyg inom polisen / [ed] Staffan Karp och Oscar Rantatalo, Umeå: Enheten för polisutbildning, Umeå universitet , 2020, p. 42-52Chapter in book (Other academic)
Place, publisher, year, edition, pages
Umeå: Enheten för polisutbildning, Umeå universitet, 2020
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-175746 (URN)978-91-7855-333-4 (ISBN)978-91-7855-334-1 (ISBN)
Available from: 2020-10-07 Created: 2020-10-07 Last updated: 2020-10-14Bibliographically approved
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)000457991800004 ()2-s2.0-85046026933 (Scopus ID)
Projects
lict
Available from: 2018-05-09 Created: 2018-05-09 Last updated: 2023-09-05Bibliographically 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 ()2-s2.0-85014629392 (Scopus ID)
Available from: 2017-03-09 Created: 2017-03-09 Last updated: 2023-03-23Bibliographically approved
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