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  • 1.
    Jaldemark, Jimmy
    et al.
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap. (HEALTH).
    Lindberg, J Ola
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap. (HEALTH).
    Technology-mediated supervision of undergraduate students’ dissertations2013In: Studies in Higher Education, ISSN 0307-5079, E-ISSN 1470-174X, Vol. 38, no 9, p. 1382-1392Article in journal (Refereed)
    Abstract [en]

    In Sweden, technology-mediated participation has increased in tertiary education, which has led to changing conditions for its delivery. However, one part has proven more resistant to change, technology-mediated or not: the supervision ofstudents’ undergraduate dissertation work. This article presents a study that analyses technological applications to mediate supervision of students’ undergraduate dissertation work. It is shown that students in general find such mediated participation helpful for supervision, both one-to-one and collaboratively. Mediation by technologies and collaborative forms for the supervision of students’ undergraduate dissertation are, therefore, suggested as productive ways to enhance students’ learning.

  • 2.
    Lindahl, Jonas
    et al.
    Umeå University, Faculty of Social Sciences, Department of Sociology.
    Colliander, Cristian
    Umeå University, Faculty of Social Sciences, Department of Sociology. Umeå University, Umeå University Library.
    Danell, Rickard
    Umeå University, Faculty of Social Sciences, Department of Sociology.
    The importance of collaboration and supervisor behaviour for gender differences in doctoral student performance and early career development2021In: Studies in Higher Education, ISSN 0307-5079, E-ISSN 1470-174X, Vol. 46, no 12, p. 2808-2831Article in journal (Refereed)
    Abstract [en]

    This article provides an explanation for previously observed gender differences in scientific performance during doctoral studies and the early career. Data is based on doctoral students in science, technology, and medicine at a Swedish university. We collected information on each doctoral student’s publication and employment history. We also created publication histories for the doctoral candidates main supervisors. The data was supplemented with information on gender, age, and research area. Informed by theories on academic socialization, our research questions focus on how gender differences in productivity during doctoral studies and the early career relate to research collaboration and behaviour/characteristics of the main supervisor. Results show that the gender gap in productivity during doctoral studies, and the early career, can be explained by the degree to which the doctoral students co-author publications with their main supervisors and the size of their collaborative networks.

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  • 3.
    Madison, Guy
    et al.
    Umeå University, Faculty of Social Sciences, Department of Psychology.
    Fahlman, Pontus
    Umeå University, Faculty of Social Sciences, Department of Psychology.
    Sex differences in the number of scientific publications and citations when attaining the rank of professor in Sweden2021In: Studies in Higher Education, ISSN 0307-5079, E-ISSN 1470-174X, Vol. 46, no 12, p. 2506-2527Article in journal (Refereed)
    Abstract [en]

    The proportion of women tends to decrease the higher the academic rank, following a global pattern. Sweden has taken comprehensive measures to decrease this gap across 30 years, and many countries are following a similar path. Yet today only 27% of faculty with the rank of professor in Sweden are female. A common explanation is that academia is biased against women. According to this hypothesis, women have to reach higher levels of scholarly achievement than men to be appointed to the same academic rank. Publication metrics when attaining the rank of professor were compiled from the Web of Science for samples of the whole population of 1345 professors appointed at the six largest universities in Sweden during a six-year period. Men had significantly more publications and citations in both medicine and in the social sciences, rejecting the hypothesis that women are held to a higher scholarly standard in this context.

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    fulltext
  • 4.
    Madison, Guy
    et al.
    Umeå University, Faculty of Social Sciences, Department of Psychology.
    Sundell, Knut
    Department of Social Work and Criminology, University of Gävle, Gävle, Sweden.
    Sex differences in scientific productivity and impact are largely explained by the proportion of highly productive individuals: a whole-population study of researchers across six disciplines in Sweden2024In: Studies in Higher Education, ISSN 0307-5079, E-ISSN 1470-174X, Vol. 49, no 1, p. 119-140Article in journal (Refereed)
    Abstract [en]

    Sex differences in human performance have been documented across a wide array of human endeavours. Males tend to exhibit higher performance in intellectually demanding and competitive domains, and this difference tends to be more pronounced the higher the level of performance. Here, we analyse publishing performance for the whole population of associate and full professors in relatively sex-balanced disciplines, namely Education, Nursing and Caring Science, Psychology, Public Health, Sociology, and Social Work, comprising 426 women and 562 men. We find that sex differences in the number of publications, citations, and citations per publication were small across low and medium levels of productivity, but become more pronounced the higher the level of performance. In the top performing 10% the female proportion decreases from the average 43.2% to 26% (25 F, 71 M), which further decreases to 15% in the top 5%. The results are discussed with respect to the greater male variability hypothesis, sex differences in psychological traits, and environmental factors such as sex discrimination.

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    fulltext
  • 5.
    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.

  • 6.
    Takala, Marjatta
    et al.
    University of Oulu, Finland.
    Keskinen, Soili
    University of Turku, Finland.
    Performance dialogs implemented in a Finnish university2014In: Studies in Higher Education, ISSN 0307-5079, E-ISSN 1470-174X, Vol. 39, no 7, p. 1170-1184Article in journal (Refereed)
    Abstract [en]

    This article analyses performance dialogs (PDs) in the university context in Finland. These are held annually between employers and employees. The study was carried out to assess the efficacy of this technique. Research methods included an electronic questionnaire over two different years delivered to the whole staff of the Department of Teacher Education. Both qualitative and quantitative methods were used for analysing the data. This research demonstrated that the dialogs were most beneficial to the youngest and less experienced employers as well as administrators. Participants indicated the importance of a trustful atmosphere and the interviewer having the appropriate knowledge of their field. The most common themes discussed in a PD were related to current and immediate work as well the importance of a healthy work climate. The most effective PDs are those which the employee finds meaningful and which have empowering effects.

1 - 6 of 6
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