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Rantatalo, O., Sjöberg, D. & Karp, S. (2019). Supporting roles in live simulations: how observers and confederates can facilitate learning. Journal of Vocational Education and Training, 71(3), 482-499
Open this publication in new window or tab >>Supporting roles in live simulations: how observers and confederates can facilitate learning
2019 (English)In: Journal of Vocational Education and Training, ISSN 1363-6820, E-ISSN 1747-5090, Vol. 71, no 3, p. 482-499Article in journal (Refereed) Published
Abstract [en]

Live simulations in which students perform the roles of future professionals or act as confederates (i.e. student actors) are important training activities in different types of vocational education. While previous research has focused on the learning of students who enact a professional, secondary roles in scenario training, such as student observers and confederates, have received inadequate attention. The present study focuses on student observers and confederates in order to examine how these roles can support the learning of other participants in live simulations and to determine how the experience of performing these roles can become a learning experience for the performers. A total of 15 individual interviews and 1 group interview of students attending Swedish police training were conducted. The study findings indicated that the observer role is characterised by distance and detachment, and the confederate role by directness and sensory involvement. Both roles can support as well as inhibit intentional learning for primary participants and offer learning experiences for those playing the roles. The study theorises these roles and lists practical implications for planning live simulations in vocational education and training.

Place, publisher, year, edition, pages
Routledge, 2019
Keywords
live simulation, scenario training, observer, confederate, learning
National Category
Pedagogy
Research subject
education
Identifiers
urn:nbn:se:umu:diva-152316 (URN)10.1080/13636820.2018.1522364 (DOI)000479042900009 ()2-s2.0-85054296042 (Scopus ID)
Note

First published online: 01 Oct 2018

Available from: 2018-10-02 Created: 2018-10-02 Last updated: 2019-08-30Bibliographically approved
Lindberg, O. & Rantatalo, O. (2017). Graduate employability as social suitability: professional competence from a practice theory perspective (1ed.). In: Michael Tomlinson & Leonard Holmes (Ed.), Graduate Employability in Context: Theory, Research and Debate  (pp. 255-272). London: Palgrave Macmillan
Open this publication in new window or tab >>Graduate employability as social suitability: professional competence from a practice theory perspective
2017 (English)In: Graduate Employability in Context: Theory, Research and Debate  / [ed] Michael Tomlinson & Leonard Holmes, London: Palgrave Macmillan, 2017, 1, p. 255-272Chapter in book (Refereed)
Abstract [en]

What makes an employer decide in a graduate’s favour when applying for a new job? This question is urgent and important for many graduates who are hoping to get the upper hand in competing for their first job, yet research can tell us little about how to answer it. In an effort to inquire into this question, the following chapter outlines an understanding of graduate employability based in workplace practices. Practice theory is an umbrella term for a number of theories and concepts focusing on the importance of activity for understanding the social world. ‘The practice turn’ in social science seeks to bridge some problematic dualisms (such as actor-structure) in other theories. In the version of practice theory that will be presented below, we draw upon the theorisation presented by Theodore Schatzki (2001, 2005) and our previous work within this framework (Lindberg and Rantatalo 2015), in an effort to translate practice-theory concepts into research tools for examining graduate employability.

Place, publisher, year, edition, pages
London: Palgrave Macmillan, 2017 Edition: 1
Keywords
Sociology of Education, Educational Policy and Politics, Sociology of Education, Sociology of Work
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:umu:diva-127396 (URN)10.1057/978-1-137-57168-7_12 (DOI)978-1-137-57167-0 (ISBN)978-1-137-57168-7 (ISBN)
Available from: 2016-11-10 Created: 2016-11-10 Last updated: 2018-06-09Bibliographically approved
Lindberg, O., Rantatalo, O. & Hällgren, M. (2017). Making sense through false syntheses: Working with paradoxes in the reorganization of the Swedish police. Scandinavian Journal of Management, 33(3), 175-184
Open this publication in new window or tab >>Making sense through false syntheses: Working with paradoxes in the reorganization of the Swedish police
2017 (English)In: Scandinavian Journal of Management, ISSN 0956-5221, E-ISSN 1873-3387, Vol. 33, no 3, p. 175-184Article in journal (Refereed) Published
Abstract [en]

This article analyses how a working group in the Swedish police made sense of their task in the wake of reorganization. It aims to describe how inputs from top management prompted processes of sensemaking within the group, and their subsequent results in responding to latent paradoxes. The police group’s work was studied through participant observation, interviews and documents. The findings illustrate how the group made latent paradoxes salient and how they worked with these paradoxes to ultimately make them latent again by what we call “false syntheses”. Through this process, the group achieved its task, but the paradoxes were reproduced, made latent and pushed away to another part of the organization. Thus, sensemaking transforms paradoxes from latent to salient, from macro to micro levels of the organization.

Place, publisher, year, edition, pages
Elsevier, 2017
Keywords
sensemaking, paradox, organizational change, police organization
National Category
Work Sciences
Identifiers
urn:nbn:se:umu:diva-138699 (URN)10.1016/j.scaman.2017.06.003 (DOI)000414825000005 ()
Funder
Forte, Swedish Research Council for Health, Working Life and Welfare, 2015-00700
Available from: 2017-08-28 Created: 2017-08-28 Last updated: 2018-06-09Bibliographically approved
Lindberg, O., Rantatalo, O. & Stenling, C. (2017). Police bodies and police minds: professional learning through bodily practices of sport participation. Studies in Continuing Education, 39(3), 371-387
Open this publication in new window or tab >>Police bodies and police minds: professional learning through bodily practices of sport participation
2017 (English)In: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126X, Vol. 39, no 3, p. 371-387Article in journal (Refereed) Published
Abstract [en]

The purpose of this paper is to contribute to the literature concerned with bodily perspectives on professional learning by reporting on a study of Swedish police officers’ sport participation as a form of occupational learning. The study seeks to answer how ideals of work practice and sport participation intersect, how professional learning is channelled through sport participation, and how such bodily practices might have excluding effects on professional participation. Using a practice theory framework, the Schatzkian concept of teleoaffective structure guides the analysis. Sixteen interviews were conducted with police officers who practice police sports. The analysis targeted symbolic manifestations of teleoaffectivity, and the findings indicate five overlapping ideals between sport and police practice. In addition, one police specific ideal was constructed. Based on these findings, we discuss how professionals learn by participation in practices not directly related to the work in question, and how such learning includes and excludes from participation.

Place, publisher, year, edition, pages
Routledge, 2017
Keywords
Professional learning, sports, policing, practice theory, police sports, socialisation
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-136028 (URN)10.1080/0158037X.2017.1337631 (DOI)000410888200009 ()
Available from: 2017-06-13 Created: 2017-06-13 Last updated: 2018-06-09Bibliographically 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
Projects
Junior researcher: A police for the future? A longitudinal project on police officers' development of reflective abilities in training and early careers [2014-01980_Forte]; Umeå University
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-1440-0470

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