umu.sePublications
Change search
Refine search result
1 - 41 of 41
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Bohlinger, Sandra
    et al.
    Dresden University of Technology, Germany.
    Haake, Ulrika
    Umeå University, Faculty of Social Sciences, Department of Education.
    Helms Jørgensen, Christian
    Roskilde University, Denmark.
    Toiviainen, Hanna
    University of Helsinki, Finland.
    Wallo, Andreas
    Linköping University, Sweden.
    Conclusion: The contested field of working and learning2015In: 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)
  • 2.
    Bohlinger, Sandra
    et al.
    Dresden University of Technology, Germany.
    Haake, Ulrika
    Umeå University, Faculty of Social Sciences, Department of Education.
    Helms Jørgensen, Christian
    Roskilde University, Denmark.
    Toiviainen, Hanna
    University of Helsinki, Finland.
    Wallo, Andreas
    allo, Andreas Linköping University, Sweden.
    Introduction: Working and learning in times of uncertainty2015In: 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. 1-14Chapter in book (Other academic)
  • 3.
    Bohlinger, Sandra
    et al.
    Dresden University of Technology, Germany.
    Haake, UlrikaUmeå University, Faculty of Social Sciences, Department of Education.Helms Jørgensen, ChristianRoskilde University, Denmark.Toiviainen, HannaUniversity of Helsinki, Finland.Wallo, AndreasLinköping University, Sweden.
    Working and learning in times of uncertainty: challenges to adult, professional and vocational education2015Collection (editor) (Other academic)
  • 4.
    Fejes, Andreas
    et al.
    Linköping University.
    Haake, Ulrika
    Umeå University, Faculty of Social Sciences, Department of Education.
    Caring and daring discourses at work: doing gender through occupational choices in elderly care and police work2013In: Vocations and Learning, ISSN 1874-785X, E-ISSN 1874-7868, Vol. 6, no 2, p. 281-295Article in journal (Refereed)
    Abstract [en]

    This paper aims to problematise how gender is being done - 1. through occupational choices in two occupations that are traditionally gender divided, elderly care and police work, and 2. through the division of work assignments in police work. Interviews with care workers and police officers are analysed using a “doing gender”perspective, a post-structural notion of subjectivity inspired by Michel Foucault and positioning theory. We argue that a caring discourse operates in elderly care workers’ and police officers’ statements concerning occupational choices, while a daring discourse operates in statements concerning occupational choices within police work. Through these discourses, gender is being done in different ways; caring dispositions are constructed as totally female within the context of elderly care but as more gender - neutral in police work. At the same time, a macho or daring attitude is constructed as a male attribute in police work. Such constructions may have social consequences in terms of dividing work tasks for police, where male officers work in more prestigious and “dangerous” areas, while female officers are left with less prestigious, more caring-associated working areas.

  • 5.
    Fejes, Andreas
    et al.
    Linköpings universitet.
    Haake, Ulrika
    Umeå University, Faculty of Social Sciences, Department of Education.
    Caring and daring discourses at work: doing gender through occupational choices within elderly care and police work.2011In: 1st International Seminar in the ESREA Network, Linköping: Linköpings universitet , 2011Conference paper (Refereed)
  • 6.
    Haake, Ulrika
    Umeå University, Faculty of Social Sciences, Department of Education.
    Att göra kön i ledarskap: En studie av ledarskap i vardag och kris inom polisen2011Report (Other academic)
  • 7.
    Haake, Ulrika
    Umeå University, Faculty of Social Sciences, Department of Education.
    Conditions for gender equality in police leadership: making way for senior police women2018In: Police Practice & Research, ISSN 1561-4263, E-ISSN 1477-271X, Vol. 19, no 3, p. 241-252Article in journal (Refereed)
    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.

  • 8.
    Haake, Ulrika
    Umeå University, Faculty of Social Sciences, Department of Education.
    Contradictory values in doctoral education: a study of gender composition in disciplines in Swedish academia2011In: Higher Education, ISSN 0018-1560, E-ISSN 1573-174X, Vol. 62, no 1, p. 113-127Article in journal (Refereed)
    Abstract [en]

    Contradictory values in the Swedish doctoral education system are analysed through an interview and survey study of different academic disciplines: female-dominated, mixed and male-dominated. The focus is directed towards how the selected disciplines conduct application and selection processes in doctoral education and special attention is given to values regarding doctoral ideals, what a successful thesis should be like, how gender balance or imbalance is explained, and how activities aiming at gender equality are carried out. In the findings of this study, some specific patterns that show gendered discipline cultures in relation to doctoral education are apparent. The analysis shows an unclear or ambivalent view on gender and gender equality work in doctoral educations. In many of the issues investigated, essentialist views on gender emerge and a focus on gender differences is evident. The implicit assumption is that men and women are different and contribute to the discipline in disparate ways. The effectiveness of genderspecific doctoral strategies and to what extent gender equality work is viewed as a support strategy for women only, is discussed.

  • 9.
    Haake, Ulrika
    Umeå University, Faculty of Social Sciences, Department of Education.
    Contradictory values in postgraduate study programmes?: Studies of mixed, male- and female-dominated disciplines in Swedish academia2009In: Theory and evidence in European educational research, 2009Conference paper (Refereed)
  • 10.
    Haake, Ulrika
    Umeå University, Faculty of Social Sciences, Department of Education.
    ’Doing’ gender in police leadership and organisation2010In: Nordic Police Research Seminar in Umeå 17-19 November 2010, Umeå, 2010Conference paper (Refereed)
  • 11.
    Haake, Ulrika
    Umeå University, Faculty of Social Sciences, Department of Education.
    Doing leadership in higher education: The gendering process of leader identity development2009In: Tertiary Education and Management, ISSN 1358-3883, E-ISSN 1573-1936, Vol. 15, no 4, p. 291-304Article in journal (Refereed)
    Abstract [en]

    How leadership is done in higher education is analysed through a longitudinal interview study among the heads of department at a Swedish university. The focus is directed towards the construction and reconstruction of leader identity from the time when the heads were novices up until four years later when they were more experienced. The main result is the emergence of a gendering process in the discourse on academic leadership. At the end of the leadership assignment period, male and female department heads did not ever share the same subject positions and leader identity was described in differing terms in subject positions held by women and men, respectively. Three common identity development processes emerged: a vague development process where a non-head of department identity was strong over time (men), a process towards a positive and clear manager identity (men), and a process towards a gender-focused and problem-oriented leader identity (women).

  • 12.
    Haake, Ulrika
    Umeå University, Faculty of Social Sciences, Department of Education.
    Forskning och utredningar om akademiskt ledarskap2008In: Frihetens pris - ett gränslöst arbete: En tematisk studie av de akademiska lärarnas och institutionsledarnas arbetssituation, Stockholm: Högskoleverket , 2008, p. 25-32Chapter in book (Other academic)
  • 13.
    Haake, Ulrika
    Umeå University, Faculty of Social Sciences, Department of Education.
    Gender imbalance in early academic careers?: Approaches to postgraduate studies and gender equality work in male versus female dominated disciplines in Swedish academia2008In: From teaching to learning?, Göteborg: Göteborgs universitet, Pedagogiska institutionen , 2008Conference paper (Other academic)
  • 14.
    Haake, Ulrika
    Umeå University, Faculty of Social Sciences, Department of Education.
    Genus i polisens organisation och ledarskap2013In: Polisen - verksamhet och arbete / [ed] Niklas Eklund & Lena Landström, Malmö: Liber Förlag , 2013, p. 101-114Chapter in book (Other academic)
  • 15.
    Haake, Ulrika
    Umeå University, Faculty of Social Sciences, Department of Education.
    Genus i polisens organisation och ledarskap2018In: Polisen: verksamhet och arbete / [ed] Niklas Eklund, Lena Landström, Stockholm: Liber, 2018, 2, p. 115-130Chapter in book (Other academic)
  • 16.
    Haake, Ulrika
    Umeå University, Faculty of Social Sciences, Department of Education.
    Ledarskap, kommunikation och organisation inom polisen: analyser gjorda inom ramen för polisens ledarprogram: Det indirekta ledarskapet – att leda andra chefer2010Collection (editor) (Other academic)
    Abstract [sv]

    Förord

    Polisens utbildning i ”Det indirekta ledarskapet” ges som en uppdragsutbildning av bl.a. Umeå universitet. Inom ramen för dess delkurs 2: ”Ledarskap, kommunikation och organisation”, motsvarande 15 högskolepoäng på grundnivå, skall kursdeltagarna som slutlig examinationsuppgift göra en rapport innehållandes en introduktion, fem delanalysuppgifter och en sammanfattande strategisk handlingsplan. Den skrift du nu har framför dig innehåller ett urval av dessa kursdeltagarnas delanalysuppgifter. Varje kursdeltagare som valt att medverka i publikationen ingår med en av sina fem analyser.

    Tanken med denna skrift är att använda en pilotkursgrupps (kursgrupp 1, Umeå) erfarenheter och lärdomar som exempel på hur en analysuppgift kan se ut, spännvidden över möjliga teman, men också på olika indirekta chefers analyser av aktuella problem i vardagen. Skriften kan fungera som ett stöd för de kursdeltagare som följer ”Det indirekta ledarskapet” men kan också användas vid andra ledarutbildningar inom Polisen, samt för polisstudenter.

    Förhoppningsvis bidrar läsandet av dessa analysuppgifter till teoriförankrade tankar och idéer om utveckling av Polisens organisation, ledarskap och kommunikationshantering.

  • 17.
    Haake, Ulrika
    Umeå University, Faculty of Social Sciences, Department of Education.
    Ledarskapande i akademin: Om prefekters diskursiva identitetsutveckling2004Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This is a dissertation on education that focuses on leadership making at the departmental level of higher education. The aim of this dissertation is to generate knowledge about the making of leadership, seen as identity development in the discourse on academic leadership. This by studying the logic and tensions of discourse, what leadership identities the discourse expresses at different times and by describing an understanding of different processes of leadership identity development. The frame of reference in this study is based on a relationistic and non-dualistic theoretical framework, which suggests that discourse theory can help us understand the reality as discursive and the view on leadership in higher education as socially constructed through talk and other actions within a specific discourse. Two empirical studies were performed by making interviews and then a multivariate correspondence analysis of the nodes (symbolic areas of talk) that the informants attached significance were carried out. Study I focuses on the discourse on academic leadership expressed by 15 departmental heads at five occasions, from the time where the heads were novices to a time four years later when they were more experienced. These interviews were used for the construction of three empirically based study objects; the novice discourse, the problem discourse and the experience discourse. Study II was conducted in four case departments. Its aim was to shed light on the discourse on academic leadership from the point of view of staff members, rather than from that of departmental heads themselves. Totally, in these four departments, 33 interviews with different categories of staff members were performed. The empirically based study object was here the staff members’ discourse. Each discourse construction may be said to be built up by the discourse episteme, subepisteme and subject positions and a relational analysis of the discourse structure have been used to describe the discourse’s logic and tensions and its identity expressions. By contrasting the discourse constructions over time also identity development was illuminated. For study I, one of the aspects of the logic of discourse on academic leadership is that in the course of time it goes from being a heterogeneous discourse with only a few common episteme nodes towards being a more homogeneous, unified and coherent discourse with a larger common core. The shared leadership identity base is thereby made more extensive. Six central symbolic areas of talk recur in similar ways at the three points of time for the analysis of study I: the handling of the economy, staff management (HRM), laws, ordinances and rules for the headship, the heavy workload and time shortage, delegation of tasks and responsibilities and support through leadership training and education. Examples of three relatively common identity development processes in the discourse on academic leadership are: 1) a vague development process where a non-head of department leadership identity is strong over time, 2) a process of development from an uncertain and fuzzy to a positive and obvious manager identity, and 3) a process of development from an uncertain and fuzzy to a gender-related and problem-orientated leadership identity. Thus the main result of the studies is the visualisation of the gender segregation process that the discourse makes possible and the different ways in which academic leadership is expressed in the male-dominated versus the female-dominated positions. The discourse logic for staff members in study II also shows a partly gender-separated discourse. On the other hand, there are not much content similarities, through nodes, in the gender-separated relational structure in the sense that the female staff/heads and the male staff/heads in both studies express similar symbolic areas of talk.

  • 18.
    Haake, Ulrika
    Umeå University, Faculty of Social Sciences, Department of Education.
    Mission (im)possible?: Kvinnor om att vara akademiska ledare i forskningstunga miljöer : En rapport från IDAS-projektet2007Report (Other academic)
  • 19.
    Haake, Ulrika
    Umeå University, Faculty of Social Sciences, Department of Education.
    The making of leadership in higher education: A gender-segregated identity development process2007In: Gender, work and organization, 2007Conference paper (Other academic)
  • 20.
    Haake, Ulrika
    Umeå University, Faculty of Social Sciences, Department of Education.
    Vetenskaplighet och disciplinära gränser2012In: Kvalitet och kollegialitet: vänbok till Leif Lindberg / [ed] Martin Stigmar och Thomas Sandstedt, Växjö: Linnéuniversitetet , 2012, p. 129-139Chapter in book (Other academic)
  • 21.
    Haake, Ulrika
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Björkman, Torsten
    Försvarshögskolan.
    Akademiens organisation och kultur2008In: Frihetens pris – ett gränslöst arbete: En tematisk studie av de akademiska lärarnas och institutionsledarnas arbetssituation, Stockholm: Högskoleverket , 2008, p. 21-24Chapter in book (Other academic)
  • 22.
    Haake, Ulrika
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Löfgren Martinsson, Maria
    Lunds universitet.
    Anställningsbarhet: mellan verktygslåda och kritisk reflektion2016In: Anställningsbarhet: perspektiv från utbildning och arbetsliv / [ed] Gun Sparrhoff och Andreas Fejes, Studentlitteratur AB, 2016, 2, p. 139-154Chapter in book (Other academic)
  • 23.
    Haake, Ulrika
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Löfgren Martinsson, Maria
    Pedagogiska institutionen, Lunds Universitet.
    Mellan verktygslåda och kritisk reflektion: Om personalvetares anställningsbarhet2009In: Anställningsbarhet: perspektiv från utbildning och arbetsliv / [ed] Gun Berglund, Andreas Fejes, Lund: Studentlitteratur , 2009, p. 55-69Chapter in book (Other academic)
  • 24.
    Haake, Ulrika
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Rantatalo, Oscar
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Lindberg, Ola
    Umeå University, Faculty of Social Sciences, Department of Education.
    Police leaders make poor change agents: leadership practice in the face of a major organisational reform2017In: Policing & society, ISSN 1043-9463, E-ISSN 1477-2728, Vol. 27, no 7, p. 764-778Article in journal (Refereed)
    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.

  • 25.
    Haake, Ulrika
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Rantatalo, Oscar
    Umeå University, Faculty of Social Sciences, Department of Education.
    Lindberg, Ola
    Umeå University, Faculty of Social Sciences, Department of Education.
    Reality strikes back: discrepancies between police leadership policy and practice in times of uncertainty and organizational turmoil2014Conference paper (Refereed)
  • 26.
    Holmgren, Robert
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Haake, Ulrika
    Umeå University, Faculty of Social Sciences, Department of Education.
    Söderström, Tor
    Umeå University, Faculty of Social Sciences, Department of Education.
    Firefighter learning at a distance: a longitudinal study2017In: Journal of Computer Assisted Learning, ISSN 0266-4909, E-ISSN 1365-2729, Vol. 33, no 5, p. 500-512Article in journal (Refereed)
    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.

  • 27.
    Holmgren, Robert
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Haake, Ulrika
    Umeå University, Faculty of Social Sciences, Department of Education.
    Söderström, Tor
    Umeå University, Faculty of Social Sciences, Department of Education.
    Firefighting training at a distance: a longitudinal study2019In: Journal of Vocational Education and Training, ISSN 1363-6820, E-ISSN 1747-5090, Vol. 71, no 1, p. 65-86Article in journal (Refereed)
    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.

  • 28.
    Lindberg, Leif
    et al.
    Linnéuniversitetet.
    Haake, Ulrika
    Umeå University, Faculty of Social Sciences, Department of Education.
    Silander, Charlotte
    Linnéuniversitetet.
    Forskningspolitik i praktiken: Del 1. Resultat och slutsatser från dokumentanalysen2012Report (Other academic)
  • 29.
    Lindberg, Leif
    et al.
    Linnéuniversitetet.
    Haake, Ulrika
    Umeå University, Faculty of Social Sciences, Department of Education.
    Silander, Charlotte
    Linnéuniversitetet.
    The different worlds of academia: A horizontal analysis of gender equality in Swedish Higher Education2012In: Nordic conference on Higher Education and Research: Academic work in a recession – who should pay? / [ed] University of Helsinki’s Network for Higher Education and Innovation Research (HEINE) Consortium of Higher Education Researchers in Finland (CHERIF) and Hanasaari – the Swedish-Finnish Cultural Centre, Finland: University of Helsinki’s Network for Higher Education and Innovation Research (HEINE), the Consortium of Higher Education Researchers in Finland (CHERIF) and Hanasaari – the Swedish-Finnish Cultural Centre , 2012, p. 10-10Conference paper (Refereed)
    Abstract [en]

    In advanced positions in higher education in Europe, women are underrepresented. Several years of policies on gender equality has not changed the situation. In order to manage Higher Education and provide changes to the underrepresentation of women, it is vital to, besides focusing on vertical aspects, consider horizontal differences in gender equality. This study approaches gender equality from a horizontal perspective by focusing on the relationship between genderand academic disciplines to combine research on gender in higher education with theories on disciplinary differences in academic cultures. The study points out substantial differences between disciplines in gender composition, specifically, the probability of a person leaving academia after earning a doctor’s degree and various attitudes towards gender equality work. Our approach, combining quantitative and qualitative research methods, has yielded a more complex and contradictory picture of gender equality in higher education compared to vertical cross-sectional studies.

  • 30.
    Lindberg, Ola
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Rantatalo, Oscar
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Haake, Ulrika
    Umeå University, Faculty of Social Sciences, Department of Education.
    Police leadership practice in times of uncertainty and organisational turmoil2015In: Working and learning in times of uncertainty: challenges to adult, professional and vocational education / [ed] Sandra Bohlinger, Ulrika Haake, Christian Helms Jørgensen, Hanna Toiviainen, Andreas Wallo, Rotterdam: Sense Publishers , 2015, p. 103-116Chapter in book (Refereed)
  • 31.
    Rantatalo, Oscar
    et al.
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Haake, Ulrika
    Umeå University, Faculty of Social Sciences, Department of Education.
    Lindberg, Ola
    Umeå University, Faculty of Social Sciences, Department of Education.
    Sparrhoff, Gun
    Linköpings universitet.
    Bäck, Thomas
    Umeå University, Faculty of Social Sciences, Department of Education.
    Den pluralistiska ledarskapsforskningen: en översikt över svenska avhandlingarom ledarskap 2003–20142016In: Nordiske organisasjonsstudier, ISSN 1501-8237, Vol. 18, no 3, p. 3-29Article in journal (Refereed)
    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.

  • 32. Riis, Ulla
    et al.
    Haake, Ulrika
    Umeå University, Faculty of Social Sciences, Department of Education.
    Silander, Charlotte
    Lindberg, Leif
    Gender equality and the academy: When desires and choice face hindrance, opportunities and resistance: A position paper2008In: From teaching to learning?, Göteborg: University of Gothenburg, Department of Education , 2008Conference paper (Other academic)
  • 33.
    Silander, Charlotte
    et al.
    Department of Education, Liannaeus University, Växjö, Sweden.
    Haake, Ulrika
    Umeå University, Faculty of Social Sciences, Department of Education.
    Gold-diggers, supporters and inclusive profilers: strategies for profiling research in Swedish higher education2017In: Studies in Higher Education, ISSN 0307-5079, E-ISSN 1470-174X, Vol. 42, no 11, p. 2009-2025Article in journal (Refereed)
    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.

  • 34.
    Silander, Charlotte
    et al.
    Institutionen för pedagogik, Linnéuniversitetet.
    Haake, Ulrika
    Umeå University, Faculty of Social Sciences, Department of Education.
    The re-modeling of Higher Education - the introduction of performance-based research funding at new universities and university colleges in Sweden2017In: 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 (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.

  • 35.
    Silander, Charlotte
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    Haake, Ulrika
    Umeå University, Faculty of Social Sciences, Department of Education.
    Lindberg, Leif
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    Intern organisation och styrning av forskningens profilering och finansiering: En studie av svenska högskolor och nya universitet2014Report (Other academic)
  • 36.
    Silander, Charlotte
    et al.
    Linnaeus University.
    Haake, Ulrika
    Umeå University, Faculty of Social Sciences, Department of Education.
    Lindberg, Leif
    Linnaeus University.
    The different worlds of academia: a horizontal analysis of gender equality in Swedish higher education2013In: Higher Education, ISSN 0018-1560, E-ISSN 1573-174X, Vol. 66, no 2, p. 173-188Article in journal (Refereed)
    Abstract [en]

    Women are underrepresented in advanced positions in higher education in Europe. This study takes a horizontal perspective and focuses on the relationship between gender and discipline in order to combine research on gender in higher education with theories of disciplinary differences in academic cultures. The study points out substantial differences between disciplines in gender composition, specifically, the probability of a person leaving academia after earning a doctor's degree and various attitudes towards gender equality work. Our approach, which is based on quantitative longitudinal as well as qualitative research methods, has yielded a more complex and contradictory picture of gender equality in higher education than have vertical cross-sectional studies.

  • 37. Silander, Charlotte
    et al.
    Haake, Ulrika
    Umeå University, Faculty of Social Sciences, Department of Education.
    Riis, Ulla
    Lindberg, Leif
    Gender equality and the academy: When desire and choice face hindrance, opportunities and resistance2009In: 6th European Conference on Gender Equality in Higher Education, 6-7 August, in Stockholm., Stockholm: Stockholms universitet , 2009Conference paper (Refereed)
  • 38. Silander, Charlotte
    et al.
    Riis, Ulla
    Lindberg, Leif
    Haake, Ulrika
    Umeå University, Faculty of Social Sciences, Department of Education.
    Gender equality and the academy: Facts or false assumptions?2009In: Theory and Evidence in European Educational Research, 2009Conference paper (Refereed)
  • 39.
    Ulrika, Haake
    Umeå University, Faculty of Social Sciences, Department of Education.
    The discourse on academic leadership amongst novice department heads in higher education2003Conference paper (Refereed)
    Abstract [en]

    The aim of this paper is to illuminate the discourse on academic leadership, through department heads' talk concerning leadership aspects in the context of Swedish Higher Education. The study took part at a Swedish University during the years 1995 to 1999. 15 department heads were interviewed at seven occasions, whilst going from novice, to more experienced leaders. The first and last interview-rounds are here analysed and contrasted. The frame of reference is based on a non-dualistic theoretical framework, which understand reality as discursive and the view on leadership in Higher Education as socially constructed through talk and other actions within a specific discourse. The results from 1995, show the existence of conflicts in the discourse on academic leadership, by the differences of what is attached significance at the five inductive-empirically constructed subject positions in the discourse. The discourse at this time also appears to be very heterogeneous and gender neutral. At 1999 the discourse shows some interesting changes. The discourse seems more homogeneous because of a stronger and more extensive discourse episteme. The structure of discourse now also is gender separated and the female-coded subject positions expresses talk about gender in relation to academic leadership aspects.

  • 40.
    Österlind, Malin
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Haake, Ulrika
    Umeå University, Faculty of Social Sciences, Department of Education.
    ‘Doing’ and ‘undoing’ gender and sexuality within the Swedish police2010In: Nordic Police Research Seminar in Umeå 17-19 November 2010, Umeå, 2010Conference paper (Refereed)
  • 41.
    Österlind, Malin
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Haake, Ulrika
    Umeå University, Faculty of Social Sciences, Department of Education.
    The leadership discourse amongst female police leaders in Sweden2010In: Advancing Women in Leadership Journal. The first online professional, refereed journal for women in leadership, ISSN 1093-7099, Vol. 30, no 16, p. 1-24Article in journal (Refereed)
    Abstract [en]

     Female leaders within the police force in Sweden are in a minority. Although their numbers are increasing, little is known about their experiences. By using interviews and discourse analysis, this article aims to analyse and construct the leadership discourse articulated by female leaders within the Swedish Police. It is argued here, as in previous research, that female leaders experience a range of different aspects in their roles as leaders. The female leadership discourse within the police is constructed around five themes of discussion: (a) the leadership style of good leaders is generally a transformational one; (b) a transactional approach to leadership is visible in relation to crisis situations; (c) extensive experience as a police officer is of importance; (d) leaders need support in different ways, and (e) experiences of being a ‘token’ female in a male-dominated organisation is common. Above all, this article challenges the notion that a ‘feminine leadership style’ exists. It is also argued that an intersectional perspective on police leadership is preferable, and that co-workers have an impact on leadership processes.

1 - 41 of 41
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf