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  • 1.
    Amhag, Lisbeth
    et al.
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för skolutveckling och ledarskap (SOL).
    Kupferberg, Feiwel
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för skolutveckling och ledarskap (SOL).
    Förord: det pedagogiska fältet2015Inngår i: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 20, nr 1-2, s. 3-7Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [sv]

    En viktig uppgift för tidskriften Pedagogisk Forskning i Sverige är att fungera som samlingsplats för att definiera och utveckla pedagogikämnet betraktat som vetenskaplig disciplin. Allt sedan Durkheim (1922/1965) – som ursprungligen själv var professor i pedagogik innan han bytte ämnesidentitet till sociologi och ifrågasatte om pedagogik kan sägas utgöra en självständig vetenskaplig disciplin – har frågan om pedagogikens vetenskapliga status förblivit omstridd och oavklarad. Det visar sig dock då vi jämför med andra vetenskapliga discipliner att dessa långt ifrån är så enhetliga som vi vanligen förknippar med en vetenskaplig disciplin.

    Fulltekst (pdf)
    FULLTEXT01
  • 2.
    Amhag, Lisbeth
    et al.
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för skolutveckling och ledarskap (SOL).
    Kupferberg, Feiwel
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för skolutveckling och ledarskap (SOL).
    Pedagogik som profession2017Inngår i: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 22, nr 1-2, s. 3-8Artikkel i tidsskrift (Annet vitenskapelig)
    Abstract [sv]

    I ett tidigare nummer av Pedagogisk Forsknings i Sverige (vol 20, nr 3-4, 2005) om temat “Högre Utbildning och professionell verksamhet” pekar redaktörerna Sven Persson och Anders Olsson på en rad nya tendenser inom forskningen om professioner och professionalitet. Den viktigaste utmaningen är den personliga kunskapsaspekten. Även om det otvivelaktigt är så att professioner är makrosociologiska och därvid också kollektiva och strukturella fenomen – som existerar utanför och är oavhängiga den enskilde individen, både historiskt och nationellt – krävs en lång erfarenhet och oftast någon form av högre utbildning för att kunna inträda i rollen som professionell yrkesutövare.

    Fulltekst (pdf)
    FULLTEXT01
  • 3.
    Elam, Katarina
    et al.
    Högskolan Väst, Avd för utbildningsvetenskap och språk.
    Hansson Stenhammar, Marie-Louise
    Göteborgs universitet,Högskolan för design och konsthantverk.
    Karlsson Häikiö, Tarja
    Göteborgs universitet,Högskolan för design och konsthantverk.
    Kupferberg, Feiwel
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Nejadmehr, Rasoul
    Wallin Wictorin, Margareta
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap, Institutionen för samhälls- och kulturvetenskap.
    Educating Responsible Citizens: Intercultural Competence and Aesthetic Education2017Inngår i: Learning Scenarios for Social and Cultural Change: Bildung Through Academic Teaching / [ed] Rodrígues Sieweke, Lara, Frankfurt am Main: Peter Lang Publishing Group , 2017, s. 61-80Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    What is aesthetic education good for in pedagogical regards and how can it be compared with the competencies that intercultural education aims at? Our main argument in the article is that the core of intercultural competencies consists of a number of overlapping modes of knowledge, skills and capabilities such as active empathy, critical approach to hidden colonial and racial heritages, dialogic relationships with the world and the other, as well as openness to experiences that are radically different from one’s own. We regard these skills, competencies and knowledge as main elements of “educating responsible citizens.” This article is a joint product of researchers working within different disciplines and with different knowledge interests. They share an interest in the question of if and how aesthetic education can lead to the particular intercultural competence of educating responsible citizens.

  • 4. Hackstaff, Karla
    et al.
    Kupferberg, Feiwel
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Négroni, Catherine
    Biography and turning points in Europe and America2012Bok (Annet vitenskapelig)
    Abstract [en]

    This sociological collection advances the argument that the concept of a `turning point´expands our understanding of life experiences from a descriptive to a deeper and more abstract level of analysis. It addresses the conceptual issue of what distinguishes turning points from life transitions in general and raises crucial questions about the application of turning points as a biogrphical research method. Biography and turning points in Europe and America is all the more distinctive and significant due to its broad empirical database. The anthology includes authors from ten different countries, providing a number of contexts for thinking about how turning points relate to constructions of meaning shaped by globalisation and by cultural and structural meanings unique to each country. The book will be useful across a wide rangev of social sciences and particularly valuable for researchers needing a stronger theoretical base for biographical work.

  • 5.
    Kupferberg, Feiwel
    Malmö högskola, Lärarutbildningen (LUT), Kultur-språk-medier (KSM).
    Aesthetic and artistic aspects of the teaching profession2008Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    The aim of this paper is to present a theoretical framework that can help us make visible the aesthetic and artistic aspects of the teaching profession. The framework consists of the following aspects: a) the social- semiotic aspect or how the teacher communicates and how effectively in the class room in term not only of ideas but also relations and textual presentations as well as in terms of the teacher´s awareness of metacommunicational issues and sub-texts (aesthetic sensibility) b) the experiential aspect or the more vague, pre-reflexive, tactile and sensual experiences of critical situations (aesthetic experience) c) the organizational aspect or how teachers finds legitimate time to plan ahead and renew teaching materials and methods, as well as being able to improvise, motivate and inspire students within the time constraints of a highly scheduled everyday organization of school work (artistic working methods) d) the identity aspect or how to negotiate between personal and professional convictions and the expectations and demands coming from other actors which are part of ones life-world such as students, other colleagues, superiors, parents, guiding documents, national policies etc (the problem of authenticity). The method is mainly essaistic, using any kind of empirical material available ( “fishing method”).

  • 6.
    Kupferberg, Feiwel
    Malmö högskola, Lärarutbildningen (LUT), Kultur-språk-medier (KSM).
    Art students meet sociology students: The interview as meta-communicational encounter between two professional worlds2007Konferansepaper (Fagfellevurdert)
  • 7.
    Kupferberg, Feiwel
    Malmö högskola, Lärarutbildningen (LUT), Kultur-språk-medier (KSM).
    Artistic Creativity as an elementary social form. The forms, conditions and rules of creativity2007Konferansepaper (Fagfellevurdert)
    Fulltekst (pdf)
    FULLTEXT01
  • 8.
    Kupferberg, Feiwel
    Malmö högskola, Lärarutbildningen (LUT), Kultur-språk-medier (KSM).
    Becoming a visual arts teacher in a multicultural European city2009Inngår i: Abstract book, 2009Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    A core competence as well as central part of the identity of future teachers in the arts, is the problem of how to teach visual methods. What are visual methods for, how can one motivate youth to learn visual methods and how do you engage your students in a dialogue or communication about the role and functions of art and visual methods in contemporary societies that feels relevant for the younger generations? In this paper I will present the oral as well as written and visualized reflections by nineteen coming school teachers made over a period of one and a half years of training in the teaching of art . I will look at how they have coped with these issues both in their own education to become teachers of art and in their attempts to apply some of the theories, ideas and methods they learned at Malmo University during their periods of practical training in different schools in and outside Malmo. Since the town of Malmo is the "immigrant port" of Sweden, Malmo itself as well as it schools can be seen as natural laboratories of how visual methods in teaching interact with the increasingly multicultural context of contemporary Europe (more the fifty per cent of all school children are recent immigrants or children of recent immigrants).

  • 9.
    Kupferberg, Feiwel
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Conclusion: theorizing turning points and decoding narratives2012Inngår i: Biography and turning points in Europe and America / [ed] Karle Hackstaff, Feiwel Kupferberg, Catherine Négroni, Policy Press, 2012, s. 227-259Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    The chapter frames and highlights the advances represented in the anthology Biography and Turning Points in Europe - theoretically and methodologically. It reveals the importance of integreting the notion of "event" into our comprehension of narrative - and understanding that we are not necessarily speaking of institutionalized or ritualized life courses, but turning points granted or constructed by the individual. It builds an analysis of narrative devices (for example the narrator/ character divide, the structurating factor of time and the myths and modes of narration) to illustrate the contributions in the text. It also points to the enduring sociological promise of turning points as a tool for deconstructing narratives that the subjects confer with meaning.

  • 10.
    Kupferberg, Feiwel
    Malmö högskola, Lärarutbildningen (LUT), Kultur-språk-medier (KSM).
    Disciplinary imperialism or analytical wrestling: Rethinking semiotics, aesthetics and sociology2009Inngår i: Abstract book, 2009Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    In his book Structuralist Poetics, Jonathan Culler argues that from a literary point of view, everything can be seen as a "text". The everyday world is a text, culture is a text and literary norms (genres) as well as conventions are texts. From a sociological point of view everything, not the least the literary and artistic worlds are seen as partial empirical realities ("social fields" or "institutions") which are at the same time "social constructions." Now looking on the world as a text which is to be dechiffered by some competent reader or as empirical realities that have already been constructed socially by actors who are themselves endowed with different kinds of habitus and equipped with different degrees of social and symbolic capital and accompanying strategies of distinction, is obviously something different. On the other hand, the two approaches amount to the same thing in the sense that both seek to impose a particular perspective on the world. The question I want to raise in this paper is iif there are some epistemological advantages in trying to replace the usual, "elevated" way disciplines go about trying to make sense of the world (which we could call "disciplinary imperialism") with something more "down to earth" that we could call "analytical wrestling". With the latter I mean that you so to say step down from your imagined throne and try to "grab" the other in a more open-ended contest. You emerge yourself in the perspective of the other, but not completely, you then return to your own perspective but somewhat shaken or changed. What would such a way of approaching the issue of aesthetics and sociology contribute to both? Could something new emerge out of such analytical wrestling, something that contains elements of both perspectives at the same time?

  • 11.
    Kupferberg, Feiwel
    Malmö högskola, Lärarutbildningen (LUT), Kultur-språk-medier (KSM).
    Farvel til "de rigtige svars" pædagogik2009Inngår i: Kreativitetsfremmende læringsmiljøer i skolen / [ed] Lene Tanggard, Sven Brinkman, Dafolo A/S, 2009, s. 103-120Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 12.
    Kupferberg, Feiwel
    Malmö högskola, Lärarutbildningen (LUT), Kultur-språk-medier (KSM).
    Hidden impact of a cultural migration. Traces of Lewis Coser´s Transatlantic experience in his sociological work2007Konferansepaper (Fagfellevurdert)
    Fulltekst (pdf)
    FULLTEXT01
  • 13.
    Kupferberg, Feiwel
    Malmö högskola, Lärarutbildningen (LUT), Kultur-språk-medier (KSM).
    Hidden impact of a cultural migration: Traces of Lewis Coser's Transatlantic experience in his sociological work2010Inngår i: Transatlantic Voyages and Sociology: the migration and development of ideas / [ed] Cherry Schrecker, Ashgate, 2010, s. 239-254Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    Culture is strongly dependent on audiences. Migration tend to change the adience of intellectuals. The success and failure of migrating intellectuals depend upon their ability to adapt to the expectations and language of the new audience. This theoretical model is illustrated by the case of Lewis A. Coser who migrated twice, first from Germany to France in the thirties and then to USA in the early 1940s.

  • 14.
    Kupferberg, Feiwel
    Malmö högskola, Lärarutbildningen (LUT), Kultur-språk-medier (KSM).
    Homo pedagogicus :mänskligt lärande och pedagogiska språkhandlingar2011Inngår i: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 16, nr 2, s. 144-158Artikkel i tidsskrift (Annet vitenskapelig)
    Abstract [en]

    In contrast to those who claim that science is purely empirical, the philosophy of science argues that science is based on certain norms of a methodological nature. Such norms have to be learned, that is they are pedagogical in kind. In this article I discusse what this means for our understanding of pedagogy as a science. What is it and how can it be conceptualized. In particular the aricle looks at speecg act theory and how pedagogical speech acts make human learning inherently creative

  • 15.
    Kupferberg, Feiwel
    Malmö högskola, Lärarutbildningen (LUT), Kultur-språk-medier (KSM).
    Konstnärligt skapande och konstpedagogik i hybridmoderniteten2009Inngår i: Estetiska lärprocesser: upplevelser, praktiker och kunskapsformer / [ed] Fredrik Lindstrand, Staffan Selander, Studentlitteratur AB, 2009, s. 103-120Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 16.
    Kupferberg, Feiwel
    Malmö högskola, Lärarutbildningen (LUT), Kultur-språk-medier (KSM).
    Läraruppdragets egenart och rollmodeller: kreativitetsregimer i hybridmoderniteten2007Inngår i: Educare, ISSN 1653-1868, E-ISSN 2004-5190, nr 1, s. 53-75Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    What does learning to become a professional mean and how can the scientific study of various forms of professional education help those institutions that educate teachers understand better what becoming a professional teacher means in contemporary Swedish society? In this inauguration lecture as new professor of education at Malmo University, I argue that the traditional understanding of what it means to enter a profession that we find in the subdiscipline “the sociology of professions,” has had an unfortunate tendency to overestimate the importance of scientifically grounded knowledge and underestimate other forms of relevant knowledge and experience. In order to conceptualize such an alternative view of analyzing professional education and learning, I suggest the concepts of “creativity regimes” and “hybrid modernity.” Whereas the former concept helps us to clarify how professional education can help students to cope with new situations in a creative manner within their own profession, the concept of hybrid modernity suggests that the professional education of teachers can also gain from studying other types of professional education, as this could broaden the creative competence of future teachers. What I am suggesting is thus that rather than trying to prepare teachers for a career as researchers – which represents a particular creativity regime where critique is the dominant norm in which students are professionally socialized – the education of teachers should be organized around the dominant norm of the pedagogical creativity regime, which is dialogue. Teaching has its own role expectations, norms and identity, but in a society which is increasingly hybridized, being inspired by other models is both a virtue and necessity This role-modeling should not drive out the core competence of teaching but rather supplement it.

    Fulltekst (pdf)
    FULLTEXT01
  • 17.
    Kupferberg, Feiwel
    Malmö högskola, Lärarutbildningen (LUT), Kultur-språk-medier (KSM).
    Läraryrkets kreativa uppdrag- pedagogiskt iscensättande av kreativt lärande2008Inngår i: Läraren i blickpunkten- olika perspektiv på lärares liv och arbete / [ed] Carola Aili, Ulf Blossing, Ulrika Tornberg, Pedagogiska Magasinets Skriftserie , 2008Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 18.
    Kupferberg, Feiwel
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Medierat lärande och pedagogisk teori2013Inngår i: Medierat lärande och pedagogisk mångfald / [ed] Lisbeth Amhag, Feiwel Kupferberg, Marie Leijon, Studentlitteratur AB, 2013, s. 15-51Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [sv]

    Begreppet "mediering" eller "medierat lärande" används allt oftare i svensk pedagogisk forskning, men på att motsägelsefullt och förvirrande sätt. Begreppet tycks stå för helt olika saker som har olika pedagogiska konsekvenser. I detta introducerande kapitel diskuteras hur en pedagogisk teori om kunskapsfältet "medierat lärande" skulle kunna struktureras på ett bättre och tydligar sätt. För detta syfte har jag använt mig av Ragnar Josephons teori om konstnärligt gestaltande och Austin & Searles språkhandlingsteori

  • 19.
    Kupferberg, Feiwel
    Malmö högskola, Lärarutbildningen (LUT), Kultur-språk-medier (KSM).
    Migrant men and the challenge of entrepreneurial creativity2007Inngår i: Self-employment Activities of Women and Minorities / [ed] Ursula Apitzsch, Maria Kontos, VS Verlag für Sozialwissenschaften, 2007, s. 145-147Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 20.
    Kupferberg, Feiwel
    Malmö högskola, Lärarutbildningen (LUT), Kultur-språk-medier (KSM).
    Projektarbejde og kreativitetsteori2008Inngår i: Projektpaedagogik. Perspektiver fra Aalborg Universitet / [ed] Lone Krogh, Jan Brödslev Olsen, Palle Rasmussen, Aalborg Universitetsforlag, 2008Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 21.
    Kupferberg, Feiwel
    Malmö högskola, Lärarutbildningen (LUT), Kultur-språk-medier (KSM).
    Skola, kultur, kreativitet. Vad är det vi mäter då vi betygsätter kreativt lärande2007Konferansepaper (Annet vitenskapelig)
    Fulltekst (pdf)
    FULLTEXT01
  • 22.
    Kupferberg, Feiwel
    Malmö högskola, Lärarutbildningen (LUT), Kultur-språk-medier (KSM).
    Teacher in two nation-states: How the working lives of East German teachers were effected by German Unification2007Konferansepaper (Fagfellevurdert)
  • 23.
    Kupferberg, Feiwel
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Transformative agency as social construction: Overcoming knowledge constraints in science, art and technology2017Inngår i: Social Science Information, ISSN 0539-0184, E-ISSN 1461-7412, Vol. 56, nr 3, s. 454-476Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    A core problem of social constructivist theories of knowledge is the lack of theoretical clarity about the role of knowledge constraints and how they are overcome in practice, by what type of social agency. Knowledge constraints are both special - rules constituting and/or regulating such distinct intellectual fields as science, art and technology - and general - laws working across the nature/culture divide. In order to sort out this complexity of knowledge constraints in science, we need to start by recognizing the existence of knowledge constraints in the first place. Advance of knowledge is not contingent, as claimed by the Strong Program inaugurated by David Bloor. The latter reduces the problem of knowledge constraints to reputational work. But reputational work is what all humans engage in; this is one reason why networking is so crucial for the human species. Moreover, it requires the special form of communicative competence, talk, which only humans possess. It is also because humans can talk that they have managed to invent the coherent argument, the core of the special constraint that constitutes science, giving it a law-like character. Arguments are both competitive and cooperative at the same time, reputational work contains both elements. This strongly social element of science is missing in Latour's concept of the social. Latour reduces the social (both networking and agency) to naked competition. But the model for this thinking is not sociology, it is literature. As a social construction it possibly reflects the psychological effect of the French system of elite education.

  • 24.
    Kupferberg, Feiwel
    Malmö högskola, Lärarutbildningen (LUT), Kultur-språk-medier (KSM).
    Turning-points in the biography of a half-time artist2008Konferansepaper (Fagfellevurdert)
  • 25.
    Kupferberg, Feiwel
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Unpacking biographical narratives: investigating stories of artistic careers in Northern Jutland, Denmark2012Inngår i: Biography and turning points in Europe and America / [ed] Karla Hackstaff, Feiwel Kupferberg, Catherine Négroni, Policy Press, 2012, s. 9-40Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    The chapter describes a research project on artistic career patterns in Northern Jutland,Denmark. It discusses how the interpretative work of a biographical researcher might change over the course of time, as more and more layers of interpretation are identified. Such layers need to be gradually unpacked by the researcher, as they are not immediately visible. One of the main obstacles for such a multilayered interpretative work seems to be the problem of incommensurability of or movement between alternative paradigms that Thomas Kuhn discovered. Such incommensurability makes the translation of discourse or movement from one paradigm to another difficult. Incommensurabilities can be found both within the narrated stories or interviews, different available theoretical and methodological approaches and between current theory and the empirical material itself, suggesting that interpretative work is a higly complex activity which needs to be studied for its own sake.

  • 26.
    Kupferberg, Feiwel
    et al.
    Malmö högskola, Lärarutbildningen (LUT), Kultur-språk-medier (KSM).
    Antoft, Rasmus
    Jacobsen, Michael Hviid
    Kreativitet i kvalitativ sociologi - om kunstneriske processer og praksisser i samt paralleller til sociologien2007Inngår i: Håndvaerk og horisonter:Tradition og nytaenkning i kvalitative metode / [ed] Rasmus Antoft, Michael Hviid Jacobsen, Anja Jörgensen, Syddansk Universitetsforlag, 2007, s. 292-330Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 27.
    Kupferberg, Feiwel
    et al.
    Malmö högskola, Lärarutbildningen (LUT), Kultur-språk-medier (KSM).
    Balic, Sofia
    Creative learning. Report on the evaluation of a drama educational project2008Konferansepaper (Fagfellevurdert)
  • 28.
    Kupferberg, Feiwel
    et al.
    Malmö högskola, Lärarutbildningen (LUT), Kultur-språk-medier (KSM).
    Kristiansson, Michael
    Corporate entrepreneurship - undervisning i felten2011Inngår i: Entreprenørskabsundervisning / [ed] Anne Kirketerp, Linda Greve, Aarhus Universitetsforlag, 2011, s. 185-206Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    In the article a new educational concept is presented with the purpose of renewing education in corporate entrepreneurship from a theoretical point of view. The article presents the results so far from the attempts to develop a research based concept for corporate entrepreneurship education with a focus on field work as the core of a practical training period. The idea is that the role of "stranger" should enable the student to 1) identify obstacles for innovations within a company 2) become aware of ones own competences which might be useful to remove some of these obstacles. The educational concept is developed from theoretical studies, analyses and pracital experiences with entrepreneurial education and similar activities. The developent of the concept has been supported by the Cultural Ministry of Denmark and has been tested by an experimental course. The development of the course has been supported by the Oresund Entrepreneurship Academy

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