Umeå University's logo

umu.sePublications
Change search
Refine search result
1 - 36 of 36
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.
    Fahlén, Josef
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Lindgren, Joakim
    Umeå University, Faculty of Social Sciences, Department of Education.
    Ferry, Magnus
    Umeå University, Faculty of Social Sciences, Department of Education.
    Lindberg, Ola
    Umeå University, Faculty of Social Sciences, Department of Education.
    Aktivitetskort på nätet: en studie av förändrade rutiner för verksamhetsrapportering och dess konsekvenser för föreningslivet2016Report (Other academic)
    Download full text (pdf)
    fulltext
  • 2.
    Haake, Ulrika
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Lindberg, Ola
    Umeå University, Faculty of Social Sciences, Department of Education.
    Rantatalo, Oscar
    Umeå University, Faculty of Social Sciences, Department of Education.
    Doing gender and professional identity: inclusion and exclusion of female civilians in criminal investigations2023In: Policing & society, ISSN 1043-9463, E-ISSN 1477-2728, Vol. 33, no 8, p. 893-907Article in journal (Refereed)
    Abstract [en]

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

    Download full text (pdf)
    fulltext
  • 3.
    Haake, Ulrika
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Lindberg, Ola
    Umeå University, Faculty of Social Sciences, Department of Education.
    Rantatalo, Oscar
    Umeå University, Faculty of Social Sciences, Department of Education.
    Grimm, Frida
    Umeå University, Faculty of Social Sciences, Department of Education.
    Siljebo, Josef
    Umeå University, Faculty of Social Sciences, Department of Education.
    Bäck, Thomas
    Umeå University, Faculty of Social Sciences, Department of Education.
    Leadership in swedish public organizations: a research review in education and care2023In: Nordic Journal of Working Life Studies, E-ISSN 2245-0157, Vol. 13, no 2, p. 63-85Article, review/survey (Refereed)
    Abstract [en]

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

    Download full text (pdf)
    fulltext
  • 4.
    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.

  • 5.
    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)
  • 6.
    Hällgren, Markus
    et al.
    Umeå University, Faculty of Social Sciences, Umeå School of Business and Economics (USBE), Business Administration. Umeå University, Faculty of Social Sciences, Department of Education.
    Lindberg, Ola
    Umeå University, Faculty of Social Sciences, Department of Education.
    Rantatalo, Oscar
    Umeå University, Faculty of Social Sciences, Department of Education.
    Sensemaking in detective work: the social nature of crime investigation2021In: International Journal of Police Science and Management, ISSN 1461-3557, E-ISSN 1478-1603, Vol. 23, no 2, p. 119-132Article in journal (Refereed)
    Abstract [en]

    In this article, we contribute to the knowledge on police detectives' work practices, and report how police detectives make sense of casework in a social manner. As our research question, we address the ways in which detective work can be understood as a social process. To target this question, we conducted an ethnographic study that examines how detectives who work with domestic violence and high-volume crimes strive to frame and understand events in everyday investigative practice. The data consist of approximately 200 hours of ethnographic data and interviews from two departments in a Swedish police station. The results indicate that detectives' sensemaking of casework took place through two principal practices: a concluding practice and a supporting practice. Furthermore, the findings show that detectives' work is highly social and procedural. This suggests that detectives' work practice is of a social nature and that contacts between investigators are important to take into account in the organization of an investigative department.

    Download full text (pdf)
    fulltext
  • 7.
    Kihlberg, Robert
    et al.
    Umeå University, Faculty of Social Sciences, Umeå School of Business and Economics (USBE), Business Administration.
    Lindberg, Ola
    Umeå University, Faculty of Social Sciences, Department of Education.
    Reflexive sensegiving: An open-ended process of influencing the sensemaking of others during organizational change2021In: European Management Journal, ISSN 0263-2373, E-ISSN 1873-5681, Vol. 39, no 4, p. 476-486Article in journal (Refereed)
    Abstract [en]

    In this paper, we contribute to the understanding of how managers engage in efforts to influence the sensemaking of others without prescribing a specific redefinition of organizational reality, and doing this while trying to empower their subordinates. Through observations of leadership conferences and interviews, we followed an attempt to establish a new management philosophy in the Swedish police. The aim of the initiative was to facilitate the development of independent co-workers with little or no hierarchical support. The results show how managers utilize reflexivity in sensegiving to facilitate participants’ sensemaking. We suggest the following definition for reflexive sensegiving: a multivocal process aiming to influence how the sensemaking and construction of meaning evolves. Reflexive sensegiving has four distinctive features: open-endedness, low control over cues given, several sources of cues, and the encouragement of complexity and ambiguity. Our contribution, which has conceptual and theoretical consequences, is centred around new outlooks on the content, agent(s), and process of sensegiving.

  • 8.
    Kihlberg, Robert
    et al.
    Umeå University, Faculty of Social Sciences, Umeå School of Business and Economics (USBE), Business Administration.
    Lindberg, Ola
    Umeå University, Faculty of Social Sciences, Department of Education.
    Rantatalo, Oscar
    Umeå University, Faculty of Social Sciences, Department of Education.
    Näsholm, Malin
    Umeå University, Faculty of Social Sciences, Umeå School of Business and Economics (USBE), Business Administration.
    Moderators as change agents in the Swedish Police reform: a sensemaking perspective on employee-driven developmentManuscript (preprint) (Other academic)
  • 9.
    Landström, Lena
    et al.
    Umeå University, Faculty of Social Sciences, Department of Law.
    Lindberg, Ola
    Umeå University, Faculty of Social Sciences, Department of Education.
    20 år med PBL vid juridiska institutionen2013In: Lärande för juridikens praktik: 20 år med PBL vid juridiska institutionen, Umeå universitet / [ed] Lena Landström & Ola Lindberg, Umeå: Juridiska institutionen, Umeå universitet , 2013, p. 11-18Chapter in book (Other academic)
    Download full text (pdf)
    fulltext
  • 10.
    Landström, Lena
    et al.
    Umeå University, Faculty of Social Sciences, Department of Law.
    Lindberg, OlaUmeå University, Faculty of Social Sciences, Department of Education.
    Lärande för juridikens praktik: 20 år med PBL vid juridiska institutionen, Umeå universitet2013Collection (editor) (Other (popular science, discussion, etc.))
    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.

    Download full text (pdf)
    Lärande för juridikens praktik
  • 11.
    Liljeholm Bång, Maria
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Lindberg, Ola
    Umeå University, Faculty of Social Sciences, Department of Education.
    Rantatalo, Oscar
    Umeå University, Faculty of Social Sciences, Department of Education.
    Lilliehorn, Sara
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    The mismatch between teaching and assessing professionalism: a practice architecture analysis of three professional programmes2024In: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126XArticle in journal (Refereed)
    Abstract [en]

    While there is broad agreement about their importance, courses in professionalism have proven difficult to teach and assess. Furthermore, there is currently a lack of knowledge regarding problems that are common across professional boundaries. The purpose of this article is to examine what teaching and assessing professionalism in higher education entails in three distinctly different professional education contexts in Sweden: medical, police, and social-work education. The study is qualitative and comparative, with data consisting of documents (curricula, syllabi, course content n > 200), interviews (n = 18), and participant observations (∼30 h) of how professionalism is taught and assessed in each programme. The results describe the practice architectures of teaching and assessing professionalism, where problems and dilemmas are made visible. The results also show a tension between the ambition to practise and the ambition to assess, which leads to what we call 'assessment avoidance'.

    Download full text (pdf)
    fulltext
  • 12.
    Lindberg, Ola
    Umeå University, Faculty of Social Sciences, Education.
    'A doctor should know...': Learning competence or teaching knowledge in Medical Education2008In: ECER conference, Göteborg, Sweden, 2008Conference paper (Other academic)
  • 13.
    Lindberg, Ola
    Umeå University, Faculty of Social Sciences, Department of Education.
    Gatekeepers of a profession?: Employability as capital in the recruitment of medical interns2013In: Journal of Education and Work, ISSN 1363-9080, E-ISSN 1469-9435, Vol. 26, no 4, p. 431-452Article in journal (Refereed)
    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.

  • 14.
    Lindberg, Ola
    Umeå University, Faculty of Social Sciences, Department of Education.
    Gender and role models in the education of medical doctors: a qualitative exploration of gendered ways of thinking2020In: International Journal of Medical Education, E-ISSN 2042-6372, Vol. 11, p. 31-36Article in journal (Refereed)
    Abstract [en]

    Objectives: To examine how 'gendered ways of thinking' relate to role models in medical education.

    Methods: This study employed an explorative, qualitative, and cross-sectional design. A total of 57 interviews were held with medical students (28 interviews) and with faculty members (29 interviews) at a Swedish medical school. Participants were asked to describe their role models and the attributes that made certain individuals role models. Data were analysed using an inductive approach in three separate steps that explored the relationship between role models and gender.

    Results: Males do not generally consider female doctors as role models, and male role models are generally viewed as more admirable than female role models. This was shown in all steps of the analysis and most prominently in how male role models were described as qualitatively more admirable than female role models. Male role models are thus more common (for male and female students) and described as more admirable. The results point to the persistence of 'gendered ways of thinking' that subtly shape medical students.

    Conclusions: Gendering role models is disadvantageous to female doctors in several ways, so the results have implications for women's career paths and opportunities. The results can thus form a basis for discussing and teaching the importance of gender in role modelling and in medical education in general.

    Download full text (pdf)
    fulltext
  • 15.
    Lindberg, Ola
    Umeå University, Faculty of Social Sciences, Department of Education.
    'Let me through, I'm a Doctor!': Professional Socialization in the Transition from Education to Work2012Doctoral thesis, comprehensive summary (Other academic)
    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.

    Download full text (pdf)
    Let me trough I'm a doctor
  • 16.
    Lindberg, Ola
    Umeå University, Faculty of Social Sciences, Department of Education.
    Nyttig, utvald eller bildad2016In: Anställningsbarhet: perspektiv från utbildning och arbetsliv / [ed] Gun Sparrhoff och Andreas Fejes, Lund: Studentlitteratur AB, 2016, 2, p. 95-109Chapter in book (Other academic)
  • 17.
    Lindberg, Ola
    Umeå University, Faculty of Social Sciences, Department of Education.
    Nyttig, utvald eller bildad?: Tre sätt att se på den högre utbildningens funktion2009In: Anställningsbarhet: perspektiv från utbildning och arbetsliv / [ed] Berglund, Gun & Fejes, Andreas, Lund: Studentlitteratur, 2009, 1, p. 39-54Chapter in book (Other academic)
  • 18.
    Lindberg, Ola
    Umeå University, Faculty of Social Sciences, Department of Education.
    Om PBL – en modern medelålders metod2013In: Lärande för juridikens praktik: 20 år med PBL vid juridiska institutionen, Umeå universitet / [ed] Lena Landström & Ola Lindberg, Umeå: Juridiska institutionen, Umeå universitet , 2013, p. 21-35Chapter in book (Other academic)
    Download full text (pdf)
    fulltext
  • 19.
    Lindberg, Ola
    Umeå University, Faculty of Social Sciences, Education.
    Problembaserat lärande vid juridiska institutionen, Umeå universitet - en fallstudie2005Report (Other academic)
  • 20.
    Lindberg, Ola
    Umeå University, Faculty of Social Sciences, Department of Education.
    'The next step': alumni students' views on their preparation for their first position as a physician2010In: Medical Education Online, E-ISSN 1087-2981, Vol. 15Article in journal (Refereed)
    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.

  • 21.
    Lindberg, Ola
    Umeå University, Faculty of Social Sciences, Department of Education.
    Undergraduate socialization in medical education: ideals of professional physicians' practice2009In: Learning in Health and Social Care, ISSN 1473-6853, E-ISSN 1473-6861, Vol. 8, no 4, p. 241-249Article in journal (Refereed)
  • 22.
    Lindberg, Ola
    Umeå University, Faculty of Social Sciences, Education.
    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 profession2007In: AMEE conference, Trondheim, Norway, 2007Conference paper (Other academic)
  • 23.
    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.
    Competence in professional practice: a practice theory analysis of police and doctors2015In: Human Relations, ISSN 0018-7267, E-ISSN 1741-282X, Vol. 68, no 4, p. 561-582Article in journal (Refereed)
    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.

  • 24.
    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.
    Graduate employability as social suitability: professional competence from a practice theory perspective2017In: Graduate Employability in Context: Theory, Research and Debate  / [ed] Michael Tomlinson & Leonard Holmes, London: Palgrave Macmillan, 2017, 1, p. 255-272Chapter in book (Refereed)
    Abstract [en]

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

  • 25.
    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)
    Download full text (pdf)
    fulltext
  • 26.
    Lindberg, Ola
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Rantatalo, Oscar
    Umeå University, Faculty of Social Sciences, Department of Education.
    Haake, Ulrika
    Umeå University, Faculty of Social Sciences, Department of Education.
    Workplace learning, power, and practice: modes of participation for civilian criminal investigators2024In: Vocations and Learning, ISSN 1874-785X, E-ISSN 1874-7868, Vol. 17, no 1, p. 43-65Article in journal (Refereed)
    Abstract [en]

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

    Download full text (pdf)
    fulltext
  • 27.
    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.
    Hällgren, Markus
    Umeå University, Faculty of Social Sciences, Umeå School of Business and Economics (USBE), Business Administration.
    Making sense through false syntheses: Working with paradoxes in the reorganization of the Swedish police2017In: Scandinavian Journal of Management, ISSN 0956-5221, E-ISSN 1873-3387, Vol. 33, no 3, p. 175-184Article in journal (Refereed)
    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.

  • 28.
    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.
    Stenling, Cecilia
    Umeå University, Faculty of Social Sciences, Department of Education.
    Police bodies and police minds: professional learning through bodily practices of sport participation2017In: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126X, Vol. 39, no 3, p. 371-387Article in journal (Refereed)
    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.

  • 29.
    Poikela, Cassandra
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Haake, Ulrika
    Umeå University, Faculty of Social Sciences, Department of Education.
    Lindberg, Ola
    Umeå University, Faculty of Social Sciences, Department of Education.
    Careers as social-symbolic work: civilian criminal investigators’ struggle for legitimacy2024In: Public personnel management, ISSN 0091-0260, E-ISSN 1945-7421Article in journal (Refereed)
    Abstract [en]

    The nexus between work and social categories is known to have an impact on how people develop in their careers. The purpose of this study was to examine the conditions for career work undertaken by civilian criminal investigators (CIs) who are currently entering police organizations, complementing police officers in criminal investigations. The empirical study encompassed 71 interviews conducted with both civilian and police CIs in the Swedish police. The conditions for career work were analyzed through a social-symbolic lens, recognizing the impact of both resource distribution and agency in a network of different actors. Furthermore, the contextual nature of career work was examined, highlighting tensions between civilian and police CIs, influenced by gender dynamics and cultural factors. The situatedness and cultural characteristics of the workplace, involving gender and academic and professional background, have divergent outcomes in career work. This research discusses the multifaceted nature of career development among civilian CIs, providing an extended understanding of career as a socially negotiated process and unraveling the mutual influence of organizational dynamics, cultural norms, and resource distribution in shaping individual career trajectories.

    Download full text (pdf)
    fulltext
  • 30.
    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.

  • 31.
    Rantatalo, Oscar
    et al.
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University. Umeå University, Faculty of Social Sciences, Department of Education.
    Lindberg, Ola
    Umeå University, Faculty of Social Sciences, Department of Education.
    Liminal practice and reflection in professional education: police education and medical education2018In: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126X, Vol. 40, no 3, p. 351-366Article in journal (Refereed)
    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.

    Download full text (pdf)
    fulltext
  • 32.
    Rantatalo, Oscar
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Lindberg, Ola
    Umeå University, Faculty of Social Sciences, Department of Education.
    The logic of excellence: Separating sheep from goats among highly qualified professionals2011In: ESREA Network: Working Life and Learning, Linköping: Linköping University , 2011Conference paper (Refereed)
  • 33.
    Rantatalo, Oscar
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Lindberg, Ola
    Umeå University, Faculty of Social Sciences, Department of Education.
    Haake, Ulrika
    Umeå University, Faculty of Social Sciences, Department of Education.
    The enactment of professional boundary work: a case study of crime investigation2023In: Professions & Professionalism, E-ISSN 1893-1049, Vol. 13, no 2, article id e5345Article in journal (Refereed)
    Abstract [en]

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

    Download full text (pdf)
    fulltext
  • 34.
    Rantatalo, Oscar
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Lindberg, Ola
    Umeå University, Faculty of Social Sciences, Department of Education.
    Hällgren, Markus
    Umeå University, Faculty of Social Sciences, Umeå School of Business and Economics (USBE), Business Administration.
    Criminal Investigation in Rural Areas: How Police Detectives Manage Remoteness and Resource Scarcity2021In: Policing: A Journal of Policy and Practice, ISSN 1752-4512, E-ISSN 1752-4520, Vol. 15, no 2, p. 1352-1366Article in journal (Refereed)
    Abstract [en]

    This article addresses how rural environments characterized by remoteness impact the work of police detectives in their casework. It reports on an ethnographic study of two investigative departments (working on volume crime and domestic crime) located in Northern Sweden. Interviews (N=27) and participant observations (N =56) were conducted in order to examine how investigators approached and managed rural conditions in their daily work. Findings indicate that police investigations in rural areas are characterized by constraints, such as resource shortages, extended set-up times (due to travelling), and challenges in multitasking. The findings identify two main practices for investigating crime in such settings: 'rural investigation' that entails a decentralized approach in which investigators are embedded locally; and 'investigating the rural' that entails a distanced, centralized approach. This article discusses trade-offs and predicted outcomes in crime investigation and highlights how the urban/rural binary divide encompasses a paradoxical tension that investigators must manage continuously

    Download full text (pdf)
    fulltext
  • 35.
    Rantatalo, Oscar
    et al.
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Lindberg, Ola
    Umeå University, Faculty of Social Sciences, Department of Education.
    Kihlberg, Robert
    Umeå University, Faculty of Social Sciences, Umeå School of Business and Economics (USBE), Business Administration.
    Hällgren, Markus
    Umeå University, Faculty of Social Sciences, Umeå School of Business and Economics (USBE), Business Administration.
    Negotiations and Research Bargains: Bending Professional Norms in the Effort to Gain Field Access2018In: International Journal of Qualitative Methods, E-ISSN 1609-4069, Vol. 17, no 1, p. 1-11Article in journal (Refereed)
    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.

    Download full text (pdf)
    fulltext
  • 36.
    Rantatalo, Oscar
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Stenling, Cecilia
    Umeå University, Faculty of Social Sciences, Department of Education.
    Lindberg, Ola
    Umeå University, Faculty of Social Sciences, Department of Education.
    Police bodies and police minds: Occupational socialization through sport2016In: 2016 Triennial Conference European Society for Research on the Education of Adults (ESREA) - Imagining Diverse Futures for Adult Education: Questions of Power and Resources of Creativity: Book of Abstracts, 2016, p. 80-80Conference paper (Refereed)
    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.  

1 - 36 of 36
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