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  • 1.
    Fahlén, Josef
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Joakim, Joakim
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Ferry, Magnus
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Lindberg, Ola
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Aktivitetskort på nätet: en studie av förändrade rutiner för verksamhetsrapportering och dess konsekvenser för föreningslivet2016Rapport (Annet vitenskapelig)
  • 2.
    Haake, Ulrika
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Rantatalo, Oscar
    Umeå universitet, Samhällsvetenskapliga fakulteten, Enheten för polisutbildning vid Umeå universitet.
    Lindberg, Ola
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Police leaders make poor change agents: leadership practice in the face of a major organisational reform2017Inngår i: Policing & society, ISSN 1043-9463, E-ISSN 1477-2728, Vol. 27, nr 7, s. 764-778Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 3.
    Haake, Ulrika
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Rantatalo, Oscar
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Lindberg, Ola
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Reality strikes back: discrepancies between police leadership policy and practice in times of uncertainty and organizational turmoil2014Konferansepaper (Fagfellevurdert)
  • 4.
    Landström, Lena
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Juridiska institutionen.
    Lindberg, Ola
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    20 år med PBL vid juridiska institutionen2013Inngår i: Lärande för juridikens praktik: 20 år med PBL vid juridiska institutionen, Umeå universitet / [ed] Lena Landström & Ola Lindberg, Umeå: Juridiska institutionen, Umeå universitet , 2013, s. 11-18Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 5.
    Landström, Lena
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Juridiska institutionen.
    Lindberg, OlaUmeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Lärande för juridikens praktik: 20 år med PBL vid juridiska institutionen, Umeå universitet2013Collection/Antologi (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

    Vid juridiska institutionen, Umeå universitet, bedrivs undervisning i juridik utifrån den pedagogiska modellen problembaserat lärande (PBL). Modellen började användas år 1993 och infördes först på juristutbildningen, men används idag på de flesta kurser och program där juridiska institutionen medverkar.

     

    I denna bok medverkar flera av institutionens lärare, där de beskriver och reflekterar över olika pedagogiska frågor. I boken ges flera konkreta exempel från lärarnas undervisningserfarenhet. Boken innehåller också beskrivningar av filosofin bakom PBL och vad som kännetecknar PBL-undervisning.

  • 6.
    Lindberg, Ola
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    'A doctor should know...': Learning competence or teaching knowledge in Medical Education2008Inngår i: ECER conference, Göteborg, Sweden, 2008Konferansepaper (Annet vitenskapelig)
  • 7.
    Lindberg, Ola
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Gatekeepers of a profession?: Employability as capital in the recruitment of medical interns2013Inngår i: Journal of Education and Work, ISSN 1363-9080, E-ISSN 1469-9435, Vol. 26, nr 4, s. 431-452Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The present article concerns employability in physicians? professional practice. Drawing on interview data from recruiters at 21 Swedish hospitals with the most applicants for a medical internship, the article seeks to develop a theory of what constitutes an ?employable medical intern?. Using Pierre Bourdieu?s concept of capital, two forms of capital were constructed using interview data, orientation toward performance and orientation toward human relations. Orientation toward performance concerns the applicants? drive and ambition, while orientation toward human relations concerns the applicants? social competence, primarily as co-workers. The study suggests that the most highly employable applicants successfully prove that they possess both forms of capital. These forms of capital are thought to involve sorting mechanisms in the process of recruitment as recruiters infer the desired attributes of applicants from a written application and a job interview. The concept of employability, as well as implications for professional socialisation, is examined and discussed in light of the findings.

  • 8.
    Lindberg, Ola
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    'Let me through, I'm a Doctor!': Professional Socialization in the Transition from Education to Work2012Doktoravhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    Based on four articles, this compilation thesis analyses the demonstrated com-petence defining a medical doctor, to the extent to which he or she acquires a high status and high level of employability in professional practice. Overall, the thesis aimed to describe and analyse professional socialization during doctors' transition from education to work. Questions addressed included how higher education should be understood as preparation for professional practice, how ideals of the future professional were conceived and how these ideals differenti-ated 'good' from 'bad' doctors in professional development and recruitment. The research employed a version of practice theory as its theoretical framework, developed with the aid of work by Pierre Bourdieu, Judith Butler, John Dewey and Theodore Schatzki. Throughout the individual studies, ideals were con-structed and understood as moral imperatives, stating how doctors are expected to perform in professional practice. Article I explored the ideals of academia and higher education practices in a general sense. In this study, the ideals involve the perceived function of higher education in relation to work. Three different and conflicting perspectives were constructed with the aid of a literature study. Arti-cle II was a survey investigation of how two cohorts (n=169) of recent graduates from a Swedish medical programme viewed their competence and the prepara-tion they received for work through the medical programme. The results show that graduates might be overly prepared from a knowledge perspective, while lacking in practical skills and preparation for difficult situations in the work-place. Article III investigated the ideals of the medical programme using an interview study with eight medical students and eight medical teachers. The ideals constructed show how conflicting ideals, such as strength and humility, shape conceptions of the future professional. Finally, Article IV reports an inter-view study with recruiters of medical interns in Sweden's 21 most popular hospi-tals. Results showed that the most attractive candidates balanced two traits: orientation towards performance and orientation towards human relations. They also successfully demonstrated possession of these qualities in their appli-cation and subsequent interview. Overall, the results from the studies indicated that there are great differences between views of proper preparation for work and views of the highly-employable doctor. While medical knowledge and skills were seen as important in preparation for work, they were absent in the views of the highly-competent and employable doctor. Instead, generic attributes, such as drive, curiosity, cooperativeness, warmth, maturity and reflectiveness, char-acterised descriptions of the most accomplished medical professionals. These attributes also were seen primarily as developed before or 'beside' the formal medical education programme.

  • 9.
    Lindberg, Ola
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Nyttig, utvald eller bildad2016Inngår i: Anställningsbarhet: perspektiv från utbildning och arbetsliv / [ed] Gun Sparrhoff och Andreas Fejes, Lund: Studentlitteratur AB, 2016, 2, s. 95-109Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 10.
    Lindberg, Ola
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Nyttig, utvald eller bildad?: Tre sätt att se på den högre utbildningens funktion2009Inngår i: Anställningsbarhet: perspektiv från utbildning och arbetsliv / [ed] Berglund, Gun & Fejes, Andreas, Lund: Studentlitteratur, 2009, 1, s. 39-54Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 11.
    Lindberg, Ola
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Om PBL – en modern medelålders metod2013Inngår i: Lärande för juridikens praktik: 20 år med PBL vid juridiska institutionen, Umeå universitet / [ed] Lena Landström & Ola Lindberg, Umeå: Juridiska institutionen, Umeå universitet , 2013, s. 21-35Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 12.
    Lindberg, Ola
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Problembaserat lärande vid juridiska institutionen, Umeå universitet - en fallstudie2005Rapport (Annet vitenskapelig)
  • 13.
    Lindberg, Ola
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    ‘The next step’: alumni students' views on their preparation for their first position as a physician2010Inngår i: Medical Education Online, ISSN 1087-2981, E-ISSN 1087-2981, Vol. 15Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Background: Although medical programmes are often thoroughly evaluated, these evaluations more seldom include workplace points of view. The present study focuses on how well a Swedish medical programme was judged to prepare students for work as a physician. Methods: Thirty-two competences in physicians’ work were identified through interviews. A subsequent questionnaire was completed by 123 programme alumni who had worked for 1-2½ years in different parts of the country. Alumni were asked to rate the importance of each competence, their self-assessed competence as well as how these competences were addressed during their medical training. Results: The subsequent analysis identified areas where their training programme, according to the alumni, failed to prepare them satisfactorily. Problem areas included competences in clinical skills, handling stressful situations and in applied rather than foundational knowledge about common symptoms and diseases. Conclusion: Despite extensive practical training, medical education still faces some problems in the transition from education to work.

  • 14.
    Lindberg, Ola
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Undergraduate socialization in medical education: ideals of professional physicians' practice2009Inngår i: Learning in Health and Social Care, ISSN 1473-6853, E-ISSN 1473-6861, Vol. 8, nr 4, s. 241-249Artikkel i tidsskrift (Fagfellevurdert)
  • 15.
    Lindberg, Ola
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    What do I need to know as a doctor?: Alumni students views on the medical programme and its ability to prepare them for the medical profession2007Inngår i: AMEE conference, Trondheim, Norway, 2007Konferansepaper (Annet vitenskapelig)
  • 16.
    Lindberg, Ola
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Rantatalo, Oscar
    Umeå universitet, Samhällsvetenskapliga fakulteten, Enheten för polisutbildning vid Umeå universitet.
    Competence in professional practice: a practice theory analysis of police and doctors2015Inngår i: Human Relations, ISSN 0018-7267, E-ISSN 1741-282X, Vol. 68, nr 4, s. 561-582Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article outlines a theoretical understanding of competence as the inferred potential for desirable activity within a professional practice. By employing the concept of ‘teleoaffective structure’ as developed in Schatzki’s practice theory, our study investigates how notions of competent and excellent professionals are defined in two separate practices in which highly qualified professionals share formal qualifications. The study is comparative and based on a total of 39 interviews carried out in the Swedish National Police Counter-Terrorist Unit (police) and with recruiters of medical interns (doctors) in Swedish healthcare. Results indicate that, despite obvious differences between the professional groups in the study, some remarkable similarities are apparent in what are regarded as high levels of competence. Surprisingly, technical expertise was downplayed as an indicator of high levels of competence in both practices. The professional groups emphasized flexibility, drive/ambition and social competence, as well as the ability to balance between being highly capable and being humble before others, including other groups of professionals as characteristics of excellence. Based on the results, the authors discuss a ‘logic of excellence’ that can be used to describe mechanisms of competence differentiation in professional practices from a practice theory perspective.

  • 17.
    Lindberg, Ola
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Rantatalo, Oscar
    Umeå universitet, Samhällsvetenskapliga fakulteten, Enheten för polisutbildning vid Umeå universitet.
    Graduate employability as social suitability: professional competence from a practice theory perspective2017Inngår i: Graduate Employability in Context: Theory, Research and Debate  / [ed] Michael Tomlinson & Leonard Holmes, London: Palgrave Macmillan, 2017, 1, s. 255-272Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

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

  • 18.
    Lindberg, Ola
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Rantatalo, Oscar
    Umeå universitet, Samhällsvetenskapliga fakulteten, Enheten för polisutbildning vid Umeå universitet.
    Haake, Ulrika
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Police leadership practice in times of uncertainty and organisational turmoil2015Inngår i: 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, s. 103-116Kapittel i bok, del av antologi (Fagfellevurdert)
  • 19.
    Lindberg, Ola
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Rantatalo, Oscar
    Umeå universitet, Samhällsvetenskapliga fakulteten, Enheten för polisutbildning vid Umeå universitet.
    Hällgren, Markus
    Umeå universitet, Samhällsvetenskapliga fakulteten, Handelshögskolan vid Umeå universitet.
    Making sense through false syntheses: Working with paradoxes in the reorganization of the Swedish police2017Inngår i: Scandinavian Journal of Management, ISSN 0956-5221, E-ISSN 1873-3387, Vol. 33, nr 3, s. 175-184Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

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

  • 20.
    Lindberg, Ola
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Rantatalo, Oscar
    Umeå universitet, Samhällsvetenskapliga fakulteten, Enheten för polisutbildning vid Umeå universitet.
    Stenling, Cecilia
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Police bodies and police minds: professional learning through bodily practices of sport participation2017Inngår i: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126X, Vol. 39, nr 3, s. 371-387Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

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

  • 21.
    Rantatalo, Oscar
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Enheten för polisutbildning vid Umeå universitet.
    Haake, Ulrika
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Lindberg, Ola
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Sparrhoff, Gun
    Linköpings universitet.
    Bäck, Thomas
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Den pluralistiska ledarskapsforskningen: en översikt över svenska avhandlingarom ledarskap 2003–20142016Inngår i: Nordiske organisasjonsstudier, ISSN 1501-8237, Vol. 18, nr 3, s. 3-29Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 22.
    Rantatalo, Oscar
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Enheten för polisutbildning vid Umeå universitet. Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Lindberg, Ola
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Liminal practice and reflection in professional education: police education and medical education2018Inngår i: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126X, Vol. 40, nr 3, s. 351-366Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper reports on a study of how liminality relates to the facilitation of reflective practice in professional education. Liminality refers to sites and positions that exhibit 'in-betweenness', or bordering positions, that might draw together different institutional conditions. The present project aims to examine the role of liminality in professional educational practice with a specific focus upon how liminality may support student reflection. Using a qualitative and comparative research approach, we analysed interview and observational data from police education and a medical programme. Observations and interviews explore practices of collective interactional (and hence observable) reflection at sites that are characterised by ‘betweenness’ of work and education. Findings indicate that situations that afford reflection are characterised by a sense of undeterminedness in terms of either the subject, space or activity. Thus, we conclude that there is some evidence that liminality affords reflection, but also that liminality and underminedness are fragile states that are not easily organised in a professional education curriculum.

  • 23.
    Rantatalo, Oscar
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Lindberg, Ola
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    The logic of excellence: Separating sheep from goats among highly qualified professionals2011Inngår i: ESREA Network: Working Life and Learning, Linköping: Linköping University , 2011Konferansepaper (Fagfellevurdert)
  • 24.
    Rantatalo, Oscar
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Enheten för polisutbildning vid Umeå universitet.
    Lindberg, Ola
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Kihlberg, Robert
    Umeå universitet, Samhällsvetenskapliga fakulteten, Handelshögskolan vid Umeå universitet.
    Hällgren, Markus
    Umeå universitet, Samhällsvetenskapliga fakulteten, Handelshögskolan vid Umeå universitet, Företagsekonomi.
    Negotiations and Research Bargains: Bending Professional Norms in the Effort to Gain Field Access2018Inngår i: International Journal of Qualitative Methods, ISSN 1609-4069, E-ISSN 1609-4069, Vol. 17, nr 1, s. 1-11Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The present study provides an autoethnographic account of the efforts to gain field access to a police organization, spanning more than 2 years. The aim is to describe a case of gaining access in relation to the professional norms of science put forward by Robert K. Merton. Aided by an organized record of notes, e-mails, and other written communications regarding access (144 memos of various types), the study describes and discusses the negotiations with Mertonian norms that followed from the dissonance between ideals of research and practical reality. Opening up for further scholarly discussion, this article concludes that Merton’s norms are incongruent with both prevailing guidelines of research ethics and with the practical, short-term problems of access negotiations and research bargains.

  • 25.
    Rantatalo, Oscar
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Enheten för polisutbildning vid Umeå universitet.
    Stenling, Cecilia
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Lindberg, Ola
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Police bodies and police minds: Occupational socialization through sport2016Inngår i: Book of Abstracts, 2016, s. 80-80Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This paper reports on a study of Swedish police officers’ sport participation as a form of occupational socialisation. Previously, questions of how sport functions as socialisation for work practice has been largely overlooked in the literature. The police are an interesting case, as policing is permeated by ideas of bodily prowess. The study seeks to answer how ideals of work practice are enacted through sport participation and how such socialisation has excluding effects. Using a practice theory framework, the concept of teleoaffective structure guides the analysis. Twelve interviews were conducted with police officers who have experience in police sports and policing. The analysis targeted symbolic manifestations of teleoaffectivity, and the findings indicate five overlapping ideals between sport and police practice. In addition, one police specific ideal was constructed. Based on these findings, we discuss how participation in sport practices subtly shape occupational norms.  

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