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  • 1.
    Ahl, Astrid
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Andersson, Håkan
    Umeå University, Faculty of Social Sciences, Department of Education.
    From, Jörgen
    Umeå University, Faculty of Social Sciences, Department of Education.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Johansson, Ulla
    Umeå University, Faculty of Social Sciences, Department of Education.
    Tid som frihet – tid som tvång: Fostran, bedömning och elevers behov i den mål- och resultatstyrda svenska grundskolan2005In: SOU 2005:102 Utan timplan - forskning och utvärdering: Antologi från Timplanedelegationen, Fritzes, Stockholm , 2005, p. 173-196Chapter in book (Other academic)
  • 2.
    Andersson, Per
    et al.
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    Olsson, Johanna
    Umeå University, Faculty of Social Sciences, Department of Education.
    From, Jörgen
    Umeå University, Faculty of Social Sciences, Department of Education.
    Utbildningsinsats för att höja den pedagogiska digitala kompetensen2016Conference paper (Refereed)
    Abstract [sv]

    Under 2015 genomförde Medicinska fakulteten vid Umeå universitet en satsning för att höja den Pedagogiska Digitala Kompetensen (PDK) bland sina medarbetare i syfte att öka de digitala inslagen i undervisningen. En del i satsningen var att genomföra en utbildningsinsats. Uppdraget gavs till Pedagogiska institutionen som i samarbete med Universitetspedagogik och lärandestöd (UPL) genomförde ett antal seminarier under 2015. Deltagarna hade möjlighet att delta på plats i Umeå eller via nätet. Målsättningen var att varje seminarium skulle innehålla både teoretiska och praktiska inslag och en progression från inledande förmedlande information till allt fler deltagaraktiva inslag. Under hösten 2015 genomfördes även en workshop, som utgjorde en fördjupning där deltagarna med utgångspunkt i en fiktiv kursplan samt metoden flipped classroom utarbetade egna förslag till kursdesign och undervisningsaktiviteter med stöd av digital teknik. Exempel på digital teknik som deltagarna har fått ta del av eller själva arbeta med under utbildningsinsatsen är Moodle, Googleapps, Adobe connect, Socrative, Screen cast-o-matic och Prezi. En webbresurs har funnits tillgänglig som komplement till seminarieserien. Där har deltagarna haft tillgång till instruktioner, frågeställningar, föreläsningsfilmer samt de digitala presentationerna som hållits under seminarierna. Utöver detta har även ett s.k. bonusmaterial i form av länkar och frivilliga uppgifter tillhandahållits för de som varit intresserade att fördjupa sig inom exempelvis e-lärande i relation till pedagogisk meritering. Totalt medverkade ca 100 deltagare, som representerade 20 utbildningsprogram på fakulteten, i utbildningsinsatsen. Utvärderingen av insatsen visar att majoriteten av deltagare upplever att de höjt sin pedagogiska digitala kompetens i hög eller mycket hög utsträckning. De uttrycker även att de tillägnat sig generella kunskaper, vilket ses som en viktig grund för det egna arbetet med att öka de digitala inslagen i undervisningen. En annan framträdande synpunkt är att de praktiska och exemplifierande inslagen har uppfattats som betydligt mer värdefulla från ett lärandeperspektiv än de inledande teoretiskt inriktade inslagen. Resultatet visar också att majoriteten anser att de ökat sina kunskaper om digitala resurser och verktyg som kan användas i undervisningen. Även webbresursen har använts flitigt. Utvärderingen visar att majoriteten anser att webbresursen varit ett bra komplement till seminarieserien. Detta återspeglas också i de loggdata som visar på relativt omfattande besöksfrekvenser. Att seminariematerialet fanns samlat på ett ställe och tillgängligt för deltagarna före och efter seminarierna har haft stor betydelse för deltagarna. Därmed underlättades deras förberedelser inför seminarierna och möjligheten gavs att i efterhand repetera och ytterligare fördjupa sina kunskaper.Sammanfattningsvis visar resultaten från utvärderingen att målen med utbildningsinsatsen uppnåtts på ett tillfredsställande sätt, och att satsningen sålunda fallit väl ut. En aspekt som inte framkommit ovan men som är värd att lyftas fram är det faktum att ett flertal kommentarer i utvärderingarna handlar om ett ökande intresse för, och en ökande nyfikenhet på, att integrera digitala inslag i sin egen undervisningspraktik i större utsträckning än tidigare. Den samlade bedömningen är att Medicinsk fakultet vid Umeå universitet i och med denna satsning lagt en mycket god grund för fortsatta utvecklingsarbeten avseende PDK.

  • 3.
    From, Jörgen
    Umeå University, Faculty of Social Sciences, Department of Education.
    A Field of Paradoxes?: Some critical remarks on educational issues in entrepreneurship educatio2006Conference paper (Other academic)
  • 4.
    From, Jörgen
    Umeå University.
    Contradictions at play2010In: JEP: eJournal of Education Policy, ISSN 2158-9232, Vol. Spring, no 2010Article in journal (Refereed)
  • 5.
    From, Jörgen
    Umeå University, Faculty of Social Sciences, Department of Education.
    Entreprenörsskapsutbildning2009In: Entreprenörsskapsutbildning i skola och samhälle: Formering av en ny pedagogisk identitet? / [ed] Olofsson Anders, Härnösand: Mittuniversitetet , 2009, p. 42-81Chapter in book (Other academic)
  • 6.
    From, Jörgen
    Umeå University, Faculty of Social Sciences, Department of Education.
    Ett läsår med fjärrundervisning – erfarenheter från ett projekt2019Other (Other academic)
    Abstract [sv]

    Att den svenska skolan ska vara likvärdig har länge varit såväl en självklar vision, som ett juridiskt faktum enligt Skollagen (2010:800, 1 kap, paragraf 8 & 9). Samtidigt har många skolhuvudmän problem med att erbjuda elever en likvärdig utbildning. Orsakerna till detta är många och komplexa, men lärarbristen och de demografiska förändringarna av det svenska samhället (t ex urbaniseringen) är bidragande. Många skolhuvudmän har helt enkelt mycket stora problem att rekrytera legitimerade lärare i alla ämnen. I detta sammanhang har fjärrundervisning kommit att bli ett alternativ som kan bidra till en mer jämlik skola, inte minst genom att möjligheten till att fler elever får tillgång till behöriga lärare. Fjärrundervisning är dock en relativt ny företeelse, vilket innebär att det ännu inte finns så mycket vetenskaplig kunskap och beprövad erfarenhet om fjärrundervisning i svensk skola. Syftet med denna artikel är därför att vetenskapligt belysa lärares erfarenheter av att arbeta med fjärrundervisning under ett läsår.

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  • 7.
    From, Jörgen
    Umeå University, Faculty of Social Sciences, Department of Education.
    Pedagogical Digital Competence - Between Values, Knowledge and Skills2017In: Higher Education Studies, ISSN 1925-4741, E-ISSN 1925-475X, Vol. 7, no 2, p. 43-50Article in journal (Refereed)
    Abstract [en]

    The fact that the education provided by universities and university colleges is becoming ever more digitalized has resulted in new challenges for university teachers in providing high-quality teaching and adapting to the needs of changing student populations. Digitalization has increasingly introduced a new dimension in teachers’ pedagogical skills and competences which we have chosen to call Pedagogical Digital Competence (PDC). The purpose of this paper is to discuss and define this new dimension, based on literature and concepts from neighboring areas. As our purpose is to define a concept, the discussion is of a theoretical nature and does not include a comprehensive literature survey. The discussion results in the following definition of PDC: “Pedagogical Digital Competence refers to the ability to consistently apply the attitudes, knowledge and skills required to plan and conduct, and to evaluate and revise on an ongoing basis, ICT-supported teaching, based on theory, current research and proven experience with a view to supporting students’ learning in the best possible way”. Pedagogical Digital Competence thus relates to knowledge, skills and attitudes, and to technology, learning theory, subject, context and learning, and the relationships between these. PDC is thus a competence that is likely to develop the more experienced a teacher becomes.

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  • 8.
    From, Jörgen
    et al.
    Umeå University, Faculty of Social Sciences, Education.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Education.
    Culturally Embedded Meanings of Teaching2000In: The Master and the way: Educational processes and the study of dô, Pedagogiska fakulteten, Åbo akademi, Vaasa , 2000, p. 39-46Chapter in book (Other academic)
  • 9.
    From, Jörgen
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Edukation som social integration: En hermeneutisk analys av den kinesiska undervisningens kulturspecifika dimension2002Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The dissertation consists of eight studies in combination with a longer work, which links the eight studies together. The aim is two-fold: to develop a scientific approach within philosophical hermeneutics for the study of the culture-specific dimension of teaching in China, and to analyse the culture-specific dimension of teaching in China on the terms of this approach. An explicit ontological foundation makes up the base of the hermeneutic approach, and epistemology, methodology and so on are adapted in accordance with this. Implications of this hermeneutical approach for educational research is further outlined, and the hermeneutical approach is more clearly positioned in relation to so-called qualitative research. With this hermeneutical approach, cross-cultural educational research can be conducted without either universalism or exoticism, since it offers a possibility to understand phenomena in other cultures without claiming to share them. Based on this hermeneutical approach, an interpretational framework named traditional thinking is constructed as a theoretical synthesis of Chinese philosophy, that is Confucianism, Taoism, Chinese Buddhism, Moism and Legalism. With traditional thinking, the analysis of the culture-specific dimension of teaching in China generates an understanding consisting of a number of themes. The themes are: concrete activity, sociality, collectivism, relationalism, balance, order, patriotism, aesthetics, perfection, good examples, the nobility of teaching, family, hierarchy, equal competition, responsibility, talent, examination, body, improvement, critiques, effort, self-study. In this understanding, moral has a central position and refl ects on all themes. This is a social and relational morality that embraces knowledge and aesthetics, which is achieved and realised in concrete bodily activity. Morality serves a system in order, i.e. it helps keep its balance. It facilitates the functioning of the collective and gives patriotism a moral character. Perfection is the optimal moral standard, which characterises all good examples, and the striving for improvement depends on critique and effort. Since perfection is always attainable, teaching and self-study make up the human way to harmony. In this, family is a precondition for moral cultivation, just as equal competition is a precondition for a balanced hierarchy and for correct responsibility. Talent is decisive, which in turn requires examination.

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  • 10.
    From, Jörgen
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    För EU i tiden: En betraktelse över svensk kommunal vuxenutbildning2005In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 10, no 2, p. 140-155Article in journal (Refereed)
    Abstract [sv]

    Denna artikel är ett försök att förstå de omvandlingar som pågår inom dagens svenska kommunala vuxenutbildning. Pedagogisk forskning om pågående omvandlingar av utbildningssystem visar på en process av samtidig diversifiering och homogenisering. Denna process används i principiell mening för en kritisk läsning av policydokument på överstatlig, statlig och inomstatlig nivå. Det som blir synligt är å ena sidan en genomgående betoning på att alla individer alltid ska kunna lära oberoende av tid och rum och i sin egen takt. Å andra sidan mätning och övervakning av lärandet via ett begränsat antal indikatorer, gemensamma inom EU, för att individers lärande ska ske inom rimlig tid och under effektivt användande av befintliga resurser. De båda sidornas samtidighet pekar på en omvandling från utbildning som nationalstatlig angelägenhet till en normerande funktion gemensam för EU. En specifik uppgift för morgondagens vuxenutbildning kan då formuleras: att möjliggöra för vuxna svenska medborgare att bli – alternativt säkerställa att de blir – EUmedborgare.

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  • 11.
    From, Jörgen
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Harmoni, hierarki och perfektion: Om kinesiska utgångspunkter för förhållningssätt till edukation2001In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 6, no 1, p. 19-33Article in journal (Refereed)
    Abstract [sv]

    Artikeln syftar till att belysa den historiskt bestämda norm som utgör grund för kinesiska förhållningssätt till bildning, utbildning och undervisning. Denna dominerande norm har utvecklats under mer än två tusen år, och består av inslag från konfucianism, taoism, kinesisk buddhism, moism och legalism. Artikeln innehåller en genomgång av centrala inslag inom respektive inriktning. Via en syntes av grundläggande gemensamma drag i de fem inriktningarna tecknas några grund-läggande kinesiska utgångspunkter. I en världsbild uppbyggd av relationer, och där allt är i rörelse och förändring, är balans vägen till harmoni. Systemet av relationer har en hierarkisk struktur. Människan kan uppnå en till perfektion uppövad kun-skap, och därmed realisera både sig själv som människa och ett samhälle i harmoni. I artikelns avslutande del diskuteras huruvida kännedom om främmande traditioner kan möjliggöra problematisering av egna utgångspunkter och, i anslutning till detta, möjliga förhållningssätt till bildning, utbildning och undervisning med grund i den kinesiska filosofin.

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  • 12.
    From, Jörgen
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Hermeneutik och pedagogik2000In: Nordisk pedagogik, ISSN 0901-8050, Vol. 20, no 3, p. 219-229Article in journal (Refereed)
  • 13.
    From, Jörgen
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Hermeneutisk vetenskapsteori som utgångspunkt för pedagogisk forskning2000In: Pedagogikens problem: Kulturella utvecklingslinjer och teoretiska spörsmål, Pedagogiska institutionen, Åbo akademi, Åbo , 2000, p. 125-140Chapter in book (Other academic)
  • 14.
    From, Jörgen
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Individen är död!2002Conference paper (Other academic)
  • 15.
    From, Jörgen
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Kulturtraditionens betydelse för undervisningen i Kina1998In: Tigerns år 1998: Svensk-kinesiska föreningens årsbok, Göteborg: Tryckeri AB Framåt , 1998, p. 77-81Chapter in book (Other academic)
  • 16.
    From, Jörgen
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Learning from Contrasting: A hermeneutic approach to the cultural specific dimension of education in China2001In: China Report, ISSN 0009-4455, Vol. 37, no 3, p. 317-329Article in journal (Refereed)
  • 17.
    From, Jörgen
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Life In Time-table Free Classrooms2004Conference paper (Other academic)
  • 18.
    From, Jörgen
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Moralens logik: En hermeneutisk analys av kulturreproduktion i det kinesiska utbildningssystemet2001Report (Other academic)
  • 19.
    From, Jörgen
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    On Culture, Meaning, and Teaching in China2002In: International and comparative discussions of Swedish and American graduate research studies on teaching, parenting, and educational reforms, Fakultetsnämnden för lärarutbildning, Umeå universitet, Umeå , 2002, p. 57-64Chapter in book (Refereed)
  • 20.
    From, Jörgen
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    On the ‘Chineseness’ in Chinese Educational Practices2000In: NIASnytt: Nordic Newsletter of Asian Studies, ISSN 0904-4337, no 3, p. 20-22Article in journal (Other (popular science, discussion, etc.))
  • 21.
    From, Jörgen
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Till frågan om människoblivandet: Hermeneutik som allmän pedagogik2003In: Livsvärldsfenomenologi och hermeneutik: Aktuella humanvetenskapliga forskningsproblem, Helsingfors Universitet, Helsingfors , 2003, p. 21-30Chapter in book (Other academic)
  • 22.
    From, Jörgen
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Vad kan undervisning betyda?: En diskussion kring relationen mellan kinesisk tanketradition och kinesiska gymnasieelevers förhållningssätt till undervisning, i kontrast mot svenska gymnasieelevers1998In: Lärarutbildning och forskning i Umeå, ISSN 1104-523X, no 1, p. 7-24Article in journal (Refereed)
  • 23.
    From, Jörgen
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Vuxenutbildning på väg – vart?: Svensk vuxenutbildning och globalisering2004Conference paper (Other academic)
  • 24.
    From, Jörgen
    et al.
    Umeå University, Faculty of Social Sciences, Education.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Education.
    Andersson, Håkan
    Umeå University, Faculty of Social Sciences, Education.
    Ahl, Astrid
    Umeå University, Faculty of Social Sciences, Education.
    Ali so šole brez predmika mogoce?2008In: FLEKSIBILNI PREDMETIK – pot dov ejcje avtonomije, strokovne odgovornosti in kakovosti czojno-izobraževalnega dela, Zavod Republike Slovenije za šolstvo, Ljubljana , 2008, p. 17-25Chapter in book (Refereed)
  • 25.
    From, Jörgen
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Andersson, Håkan
    Umeå University, Faculty of Social Sciences, Department of Education.
    Ahl, Astrid
    Umeå University, Faculty of Social Sciences, Department of Education.
    Are Timetable Free Schools Possible?2003Conference paper (Other academic)
  • 26.
    From, Jörgen
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Andersson, Håkan
    Umeå University, Faculty of Social Sciences, Department of Education.
    Ahl, Astrid
    Umeå University, Faculty of Social Sciences, Department of Education.
    Are Timetable-free Schools Possible?2003In: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 2, no 4, p. 547-558Article in journal (Refereed)
    Abstract [en]

    This article is about timetable-free schools, the latest ‘innovation’ in Swedish educational policy, and is based on findings from an ongoing research project. In autumn 2000, the Swedish government started a 5-year trial period where a limited number of municipalities and schools were allowed to abandon the current restrictions in the national timetable for comprehensive schools. The research primarily focuses on the effects of abandoning the timetable on the inner life of the schools. Two categories of schools are followed: (two) schools with the national timetable and (four) schools without. Primary findings indicate that the use of time in school is a complex sphere of operation. In many aspects, the differences within the category schools without the national timetable are more notable than differences between the two categories of schools. How time is spent in schools is related to a wide range of interlinked factors on different levels, and the national timetable is only one of them. It seems that when the new so-called freedom increases, the instruments of individual control also increase. This may be an indication that disciplining and selection still are fundamental tasks for schools to fulfil.

  • 27.
    From, Jörgen
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Lindberg, J. Ola
    Olofsson, Anders D.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Tolkning och bildning eller en illustration av det långsökta i att på förhand ställa fast det icke fastställbara2004Conference paper (Other academic)
  • 28.
    From, Jörgen
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Olofsson, A.
    Snyder, K.
    Karlsson, H.
    What is education in entrepreneurship education?2005Conference paper (Other academic)
  • 29.
    From, Jörgen
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Olofsson, Anders
    Models for entrepreneurship education and theories in educational research2006In: Entrepreneurial teacher training, Leonardo Da Vinci programe, Stockholm , 2006Chapter in book (Other academic)
  • 30.
    From, Jörgen
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Olofsson, Anders
    Department of Education, Mid Sweden University.
    From University to Regionality? Knowledge Economy and Regional Development: The Case of Sweden2016In: JEP: eJournal of Education Policy, ISSN 2158-9232, Vol. SpringArticle in journal (Refereed)
    Abstract [en]

    New public management and knowledge economy have become watchwords in the governance of higher education. The university’s role has rapidly changed toward regional development. The aim of this article is critically to highlight the basic rationale of this reorganization and to examine what this can mean in a Swedish context. This rationale is described as the system of various forms of collaboration between industry, commerce, the universities and research institutes, and the political system. In Sweden, higher education is assumed to generate economic growth in different regional communities. How successful the university’s contribution can be is, however, an empirical question rather than an ideological one. A paradox lies in this reorganization—the more the university adapts to regional needs, the more difficult it is to generate knowledge in a global context. If the criteria for knowledge is regional development, then the nature of truth is replaced by something completely different.

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  • 31.
    From, Jörgen
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Olofsson, Anders
    Mittuniversitetet.
    Kunskapsekonomi och regional utveckling2014In: Samhällsentreprenörskap - samverkande för lokal utveckling / [ed] Yvonne von Friedrichs, Malin Gawell och Joakim Wincent, Mittuniversitetet, Fakulteten för humanvetenskap , 2014, p. 181-194Chapter in book (Refereed)
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  • 32.
    Holmgren, Carina
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    From, Jörgen
    Umeå University, Faculty of Social Sciences, Department of Education.
    Taylorism of the Mind: Entrepreneurship education from a perspective of educational research2004Conference paper (Other academic)
  • 33.
    Holmgren, Carina
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    From, Jörgen
    Umeå University, Faculty of Social Sciences, Department of Education.
    Taylorism of the Mind. Entrepreneurship education from a perspective of educational research2005In: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 4, no 4, p. 382-390Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to explore and discuss entrepreneurship education, and to raise some critical questions inspired by the work of Basil Bernstein. The discussion is based on writings on entrepreneurship education and thereby gives one picture of the intellectual debate on entrepreneurship education. In contrast to traditional education, viewed as transformation of knowledge and skills, entrepreneurship education is said to be about changing attitudes and motives. There is a consensus in the field that students can be successfully endowed with an entrepreneurial culture, when their attitudes are changed in the desired way. The focus on fostering a certain identity in entrepreneurship education might be seen as a part of the ongoing neo-liberal oriented educational restructuring process, which is sweeping through Europe.

  • 34.
    Holmgren, Carina
    et al.
    Umeå University, Faculty of Social Sciences, Education.
    From, Jörgen
    Umeå University, Faculty of Social Sciences, Education.
    Olofsson, A.
    Karlsson, H.
    Snyder, K.
    Sundström, U.
    Entrepreneurship Education: Salvation or Damnation?2005In: Journal of Entrepreneurship Education, Vol. 8, p. 7-19Article in journal (Refereed)
  • 35.
    Holmgren, Carina
    et al.
    Umeå University, Faculty of Social Sciences, Education.
    From, Jörgen
    Umeå University, Faculty of Social Sciences, Education.
    Olofsson, A.
    Karlsson, H.
    Snyder, K.
    Sundström, U.
    Entrepreneurship Education: Salvation or Damnation?2004In: The NFPF/NERA-conference in Reykjavik, March 11-13, 2004, 2004Conference paper (Other academic)
  • 36.
    Johansson, Ulla
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Ahl, Astrid
    Umeå University, Faculty of Social Sciences, Department of Education.
    Andersson, Håkan
    Umeå University, Faculty of Social Sciences, Department of Education.
    From, Jörgen
    Umeå University, Faculty of Social Sciences, Department of Education.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Tid som frihet – Tid som tvång: En fallstudieutvärdering av försöksverksamheten med skola utan timplan2005Report (Other academic)
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  • 37.
    Leffler, Eva
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    From, Jörgen
    Umeå University, Faculty of Social Sciences, Department of Education.
    Entrepreneurial leadership skills in education2015Conference paper (Other academic)
    Abstract [en]

    Interest in education in entrepreneurship has increased in Sweden as well as in the rest of the European countries and the Western Countries. The importance of good leadership for teaching and learning is highlighted in practice as well as in research (e.g. Hynes, 1996; Harris & Muijs, 2005; Jones & Iredale, 2010), but there are few studies which explicit focus on entrepreneurial leadership skills in education. The model of teachers’ leadership, means according to Harris and Muijs (2005),”creating the conditions in which people work together and learn together, where they construct and refine meaning, leading to a shared purpose or set of goals” (p. 17).  This study highlights central aspects and characteristics of entrepreneurial teachers.  One central area in today’s debate on school is what students learn or not learn in school. How well they are suited for a life in a changing society and how education can be supportive. International as well as in in the European Union and on a national Swedish basis, entrepreneurship and entrepreneurial learning is promoted as a way to arm our young people. Never the less there are challenges for teachers (as well as principals) in implementing an educational strategy based on central concepts in entrepreneurial teacher leadership.The entrepreneurial teacher is often equated with an enthusiastic individual who is not afraid of breaking old habitual patterns and is a driving force for change (Johannisson & Madsén, 1997; Røe Ødegård, 2012). The entrepreneurial teacher acts as a guide more than a director and has the courage to give their students freedom that is required for them to be able to develop their entrepreneurial skills. OECD (1989) points out the importance of “shift of power”, in teachers’ relationship to the students, which means that the teacher should give free rein and has more trust to the students’ willingness and ability to use their own capacity. The interaction between teachers and students highlight problems of how to make creative questions to help students to develop entrepreneurial skills such as identifying possibilities and to make students able to think by themes selves and use more learning arenas than the classroom. The teaching and learning culture will then contain a culture with many questions and answers instead of a focus on the “right answer”. It is also of importance that the teacher visualizes and assesses the leaning processes (Falk-Lundqvist, Hallberg, Leffler, & Svedberg, 2011).  It is in many ways about teachers own learning about learning (cf Timperley, 2012).  However, entrepreneurial teachers are also in some studies described as “enthusiastic individuals”.  They are known as people with a strong driving force but also as individuals who are used to go their own ways (Leffler, 2006). On policy level, entrepreneurial teachers are described in the report Entrepreneurship Education - Enabling Teachers as a Critical Success Factor (European Commission, 2011) with a lot of skills, such as positive attitude, passionate about what they are doing and confident in their teaching. They are also able to listen attentively and can pick up and put to use new ideas.   These qualities are according to the European Commission unlikely to be found in one individual alone. Rather it is more realistic to expect to find such qualities distributed across a range of individuals. Is it possible to identify teachers with certain skills and attribute, and identify them as entrepreneurial teachers?  If, so, what can we learn from these teachers as leaders in the classroom?

    Methodology This study is a part of a Swedish three year school improvement programme Entrepreneurial Learning, funded by Ifous (Innovation, research and development in school) and Umeå University, involving 27 schools in secondary and upper secondary school and is limited to schools in public as well as in independent schools (Other results from the  improvement program see, Leffler & Näsström, 2014).  The study is based on a survey, which aim is to measure emotional intelligence among leaders, Emotional Quotient Inventory (EQ-i) and was conducted by an external partner, Kandidata AB.   The sample is based on selected teachers, a total of 90, from secondary and upper secondary schools. Principals were asked to make a selection of eight teachers with entrepreneurial skills, four theoretical and four practical/ aesthetic teachers. (Skilled teachers as a sample are used in other research projects, e.g. Nordänger, 2010).  To give the principals a similar starting point, they got the outline “The entrepreneurial teacher” from the report Entrepreneurship Education: Enabling Teachers as a Crititcal Success Factor (European Commission, 2011).  The selected group of teachers went through a web based EQ-i test which aim is to create successful leadership profiles, in this case entrepreneurial teachers. One reason for using the EQ-i test is that there are studies which show that emotional intelligence is important in private as well as in professional life (Stein & Book, 2005). The teachers as a group were in focus and the results were analysed and categorised in SPSS (a software package used for statistical analysis). The results were categorised in five skill areas: Self-perception, Self-expression, Interpersonal, Decision making and Stress management.

    Conclusions The results give a picture of a group of teachers with good self-perception. It's about teachers who can make use of their emotions and are confident in themselves. That means that they are able to listen to their own feelings and use them in their expressions. They are also relationship-oriented and sensitive to other people and have the ability to take in others' perspectives in their decisions. A further characteristic is that they are socially responsible and have a strong motivation for their actions. They are also characterized by a relatively low impulse control, which means that they dare to think and go outside "the box". However, they have a certain impatience and restlessness which means that they have difficulties to wait for others.  When compared to the European Commission’s (2011) view of entrepreneurial teachers, this study emphasizes the importance of social and relational abilities (cf Nieto, 2007). It also highlights, as other studies about teacher leadership, the importance of working as a group and not as individuals and to learn from each other (cf Harris & Muijs, 2005). There were no significant differences between theoretical and practical/aesthetic teachers. This study will be followed up with observations in classrooms and interviews with teachers.  

  • 38.
    Lindster Norberg, Eva-Lena
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Leffler, Eva
    Umeå University, Faculty of Social Sciences, Department of Education.
    From, Jörgen
    Umeå University, Faculty of Social Sciences, Department of Education.
    Could We Catch a Glimpse of An Entrepreneurial Citizen?: A Qualitative Study in Upper Secondary School in Sweden2015In: Advances in Social Sciences Research Journal, ISSN 2055-0286, Vol. 2, no 11, p. 11-24Article in journal (Refereed)
    Abstract [en]

    For many years, educational curricula have been a tool for countries to foster the ‘right’ kind of future citizens. Since the 1980s, there has been an increasing global desire to create entrepreneurial citizens who possess certain abilities. This article will analyse what kind of citizen appears to be fostered when entrepreneurship is emphasised in school. The study is based on empirical research carried out in three geographically separated upper-secondary schools participating in an entrepreneurial program in Sweden. Interviews were performed with pupils in single-gender focus groups. Interviews with teachers were also completed with the help of cognitive maps. Furthermore, a framework was formulated for understanding the general abilities all pupils should develop according to secondary education curricula. These abilities formed four categories: factual knowledge/abilities, learning abilities, civic understanding/abilities and entrepreneurial abilities. When pupils’ voices are heard, and when their stories and conceptions about their future abilities are defined, it is clear that stories about entrepreneurial abilities are predominant. However, no stories about civic understanding abilities or learning abilities are given, and this is the most interesting result of this study. Is this lack of pupils’ understanding regarding the importance of civic abilities worrying and something to be concerned about when fostering future citizens through education?

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  • 39.
    Mannberg, Jan
    et al.
    Umeå University, Faculty of Teacher Education, Teacher Education in Swedish and Social Sciences.
    From, Jörgen
    Faculty of Social Sciences, Education.
    Holmgren, Carina
    Faculty of Social Sciences, Education.
    I valet och kvalet1995Report (Other (popular science, discussion, etc.))
  • 40.
    Mannberg, Jan
    et al.
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    From, Jörgen
    Umeå University, Faculty of Social Sciences, Department of Education.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Informativ rekrytering – rekryterande information?: En innehållslig analys och diskussion1999In: Lärarutbildning och forskning i Umeå, Vol. 2, p. 23-34Article in journal (Other academic)
  • 41.
    Nilsson, Ingrid
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Segerholm, Christina
    Umeå University, Faculty of Social Sciences, Department of Education.
    From, Jörgen
    Umeå University, Faculty of Social Sciences, Department of Education.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Graduate Studies for Excellence and Entrepreneurship in a Globalised World: A program for a Swedish – Chinese comparative study2006In: the ECER-conference in Geneva, September 13-16, 2006, 2006Conference paper (Other academic)
  • 42.
    Olofsson, Anders D.
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Håkansson Lindqvist, Marcia
    Umeå University, Faculty of Social Sciences, Department of Education.
    Lindberg, J. Ola
    Umeå University, Faculty of Social Sciences, Department of Education.
    From, Jörgen
    Umeå University, Faculty of Social Sciences, Department of Education.
    Stödberg, Ulf
    Umeå University, Faculty of Social Sciences, Department of Education.
    Holmgren, Tomas
    Umeå University, Faculty of Social Sciences, Department of Education.
    Pedagogical digital competence for police teachers in relation to distance-based police education2017In: INTED2017 Proceedings: 11th International Technology, Education and Development Conference March 6th-8th, 2017, Valencia, Spain / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, The International Academy of Technology, Education and Development, 2017, p. 4219-4227Conference paper (Refereed)
    Abstract [en]

    Introduction: In the last ten years higher education in Sweden has undergone major changes related to two specific parallel processes. First a process of digitalization, secondly an academisation process of what has previously been regarded as mainly vocational programmes for professions being delivered by other institutions than the universities. Examples of these are police education (Sjöberg, 2016) and fire-fighter training (Holmgren, 2015). The competence of the educators responsible for such programmes as well as the particular educational context for providing the courses are being re-defined. Central in this paper is the concept of Pedagogical Digital Competence (PDC) (Hall & From, 2013). PDC relates to the ability of teachers to plan and conduct, and continuously evaluate and revise, Information and Communication Technology (ICT)-supported training, based on theory, current research and proven experience in practice. PDC includes both practical (know-how) and conceptual (know-why) knowledge. During fall 2016, intensive organizational preparations as well as training of police teachers took place at the university in question with the purpose of being able to teach police students at a distance in spring of 2017. Important here was a course intended to develop the police educators´ PDC in order to make the move to a distance context and the ability to design distance courses. The course included learning theories and digital tools as well as in-practice training to increase the police teachers’ knowledge and skills in the tools and implement them in their teaching in practice. The attention in this paper is directed towards the PDC needed to be developed by police teachers in the context of the newly re-designed distance-based Swedish police education.

    Aim: The aim of this paper is to present a study of the police teachers self-rated abilities according to the model of PDC before and after a professional development course in ICT in education.

    Data and research design: Data consists of 21 police teachers who before and after the course made a self-evaluation of their PDC. The survey used consisted of three background questions and 28 statements with likert-scale answers. The statements corresponded to the police teachers’ self-evaluated knowledge in the domains of the so called Technological Pedagogical Content Knowledge (TPACK) model as it was developed by Mishra & Koehler (2006, 2008). The paper also uses data from the course evaluations.

    Context: The plan for the PDC course was based on course development parallel with the police teachers gaining knowledge in new digital tools. During the course different digital tools were used to provide the teachers with ideas and they had the opportunity to work hands on with digital tools. Each course meeting included guest lectures providing good examples and best practice regarding the use of digital tools in the teaching practice. All in all the course consisted of five meetings.

    Conclusions: Tentative conclusions from the data shows that following the TPACK model the teachers on average was strongest on their content knowledge (CK) followed by their pedagogical knowledge (PK). On average they were weakest on the four knowledge domains related to technology. After they had finished the course their knowledge in these domains had moved and changed so that they now were stronger than before.

  • 43.
    Pettersson, Gerd
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    From, Jörgen
    Umeå University, Faculty of Social Sciences, Department of Education.
    Fallstudier i Upplands Väsby och Vindeln2018In: Fjärrundervisning - bättre utsikter för fler elever: slutrapport / [ed] Ifous, Stockholm: Ifous , 2018, p. 19-23Chapter in book (Other academic)
  • 44.
    Pettersson, Gerd
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    From, Jörgen
    Umeå University, Faculty of Social Sciences, Department of Education.
    Följeforskning av projektets skolor2018In: Fjärrundervisning - bättre utsikter för fler elever: slutrapport / [ed] Ifous, Stockholm: Ifous , 2018, p. 13-18Chapter in book (Other academic)
  • 45. Snyder, K. M.
    et al.
    Olofsson, A.
    Karlsson, H.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    From, Jörgen
    Umeå University, Faculty of Social Sciences, Department of Education.
    Entrepreneurship Education: A Model for Stimulating Learning and School Development in the Knowledge Age?2003Conference paper (Other academic)
  • 46.
    Söderström, Tor
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    From, Jörgen
    Umeå University, Faculty of Social Sciences, Department of Education.
    Löfqvist, Jeanette
    Umeå University, Faculty of Social Sciences, Department of Education.
    Törnquist, Anette
    Umeå University, Faculty of Social Sciences, Department of Education.
    From distance to online: educational management in the 21 century2011In: Learning and sustainability: the new ecosystem of innovation and knowledge / [ed] Morten Flate Paulsen, András Szűcs, European Distance and E-Learning Network, 2011 , 2011, p. 2-3Conference paper (Refereed)
    Abstract [en]

    The increasing interest in distance education for Umea university is related to a couple of factors in society. First, the state in Sweden has historically had an interest in distance education to ensure education to citizens. Secondly, the location of Umea university in the northern part of Sweden contribute to a responsibility to develop the sparsely populated region and to educate people with limited possibilities to read campus courses. And Thirdly, the Swedish educational system for higher studies is partly dependent on number of students to succeed, since the economic support to the University is based on how much the students have completed i.e. output based.  Among their innovations in the competition for students, universities have turned to distance education using information and communication technologies to attract students. Today 70 % of the new students at Umea University are distance or online students. The trend is that more and more courses are carried out in online environments without physical meetings (online education). The focus in this paper is the shift from distance to online education by investigating the courses at department of education from an educational management perspective. The aim is to describe and analyse the development of distance education from the beginning of 1990s to 2010 in terms of driving forces behind the development and the consequences of it, with the department of education at Umea university as a case in point. The description and analysis derives from economical, staff and student data, policy and strategy documents regarding ICT and learning. The data has been categorised according to number of courses, total yearly income of distance and campus courses, registered students at distance courses, output of students.

     

    The department of education has had a long interest in distance courses. A strong interest of using technology in education contributed to that video conferences were used in the early 1990s in distance education. In the middle of 1990s ICT, email and world wide web, started to replace the delivery of the course material. From the beginning of 1995 to 1998 the teaching on the web changed character from delivery of information to possibilities to interact with teachers and peer students. In the 1990s it was teachers with an interest for learning and ICT that worked with the development of learning management systems and implementations of ICT tools in education. In year 2001 an ICT educationist was employed which was followed late 2002 with a new employment of one more ICT educationist. Today there are three ICT educationists employed at the department. However, despite this stronger emphasis on ICT as a tool for teaching it took many years before everyone at the department had to work with ICT in their teaching. In the ICT policy from 2002 the ambition was that ICT should be used and integrated in teaching but also to initiate ICT-pedagogic development. In the document information and communication strategy from 2008 the role of ICT in teaching and online education is much more explicit expressed about how ICT should be used to support the teacher and the students to enable for distance and flexible studies. In year 2010 the decision was made to not have any particular ICT Policy since it is fully integrated in the daily activities at the department.

     

    The results from the investigation of economical, staff and student data shows that both the number of courses and the number of students increased for distance and online education. The number of registered distance students increased in high extent and especially from year 2005 and forward and increased dramatically 2007 which also was the first time when all distance courses shifted to totally online courses. In year 2008 the department determined to promote courses in 100 % study pace totally online. The results show that these courses attract much more students compared to the traditional campus courses which over the years attracted less and less students. The extreme increase of number of students might not only be dependent on the online mode. At the moment there are a lot of possible students in Sweden due to large birthrate in the late 1980s and early 1990s which also is combined with a low conjuncture in society. The income from online courses totally 2010 was 778 700 Euro and 55 800 Euro from campus courses. The transition from distance to online courses has contributed to more students (economy of scale) which make it possible to release resources for pedagogic development work. The online courses have also contributed to better working conditions for the teachers. Without the conscious educational management strategy the alternative might have been to discontinue general educational courses, which had been a serious threat for education as an academic subject. One conclusion we draw is that ICT pedagogical development needs both technical and pedagogical support in combination with support from a strategic leadership.

  • 47.
    Söderström, Tor
    et al.
    Umeå University.
    From, Jörgen
    Umeå University.
    Lövqvist, Jeanette
    Umeå University.
    Törnquist, Anette
    Umeå University, Faculty of Social Sciences, Department of Education.
    From distance to online education: Educational management in the 21st Century2012In: Best of EDEN 2011, no Special Issue, p. 85-95Article in journal (Refereed)
  • 48.
    Söderström, Tor
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    From, Jörgen
    Umeå University, Faculty of Social Sciences, Department of Education.
    Lövqvist, Jeanette
    Umeå University, Faculty of Social Sciences, Department of Education.
    Törnquist, Anette
    Umeå University, Faculty of Social Sciences, Department of Education.
    The transitions from distance to online education: Perspectives from the educational management horizon2012In: European Journal of Open and Distance Learning, ISSN 1027-5207, E-ISSN 1027-5207Article in journal (Refereed)
    Abstract [en]

    In Sweden, higher education has moved away from distance education, including physical meetings, to online education with no physical meetings at all. This article focuses on the shift from distance to online education using an educational management perspective that is based on economic, staff, and student data collected between 1994 and 2010 (Department of Education, Umeå University). The results showed that in 2005, the number of distance education students increased significantly. In 2007, when all distance courses shifted to online courses, the number of students increased even further. The online courses attract many more students compared to traditional campus courses. Overall, the transition from distance to online courses has contributed to more students, an economy of scale that makes it possible to increase pedagogic development work. The online courses have also contributed to better working conditions for teachers. Without a deliberate educational management strategy, general educational courses might have been discontinued, a choice that would threaten the study of education as an academic discipline per se. As a result of these conditions, we believe ICT pedagogical development needs technical and pedagogical support as well as strategic leadership.

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