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  • 1.
    Ali, Kamran
    et al.
    Qatar University,QU Health, College of Dental Medicine, Doha, Qatar.
    Du, Xiangyun
    Aalborg UNESCO Center for PBL, Department of Planning, Aalborg University, Aalborg, Denmark.
    Lundberg, Adrian
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Does problem-based learning facilitate enactment of learner agency in undergraduate dental curricula? A Q study2023In: European journal of dental education, ISSN 1396-5883, E-ISSN 1600-0579, Vol. 27, no 4, p. 823-832Article in journal (Refereed)
    Abstract [en]

    INTRODUCTION: Addressing a literature gap on leaner agency in health profession education, this study explores students' perceptions on which aspects of a problem-based learning (PBL) environment cradle their leaner agency enactment.

    METHODS: Thirty-eight students from a newly established undergraduate dental medicine programme in Qatar participated in the study. Q methodology was adopted to collect and analyse data both qualitatively and quantitatively. A 40-statement Q-set was established based on a proposed conceptual framework of learner agency in PBL, including three dimensions-intrapersonal, behavioural and environmental.

    RESULTS: Q methodological factor analysis identified four significantly different student viewpoints, which underscored participants' enactment of learner agency addressing the intrapersonal, behavioural and environmental dimensions of the conceptual framework. Despite differences in opinion regarding sources of learner agency, the four student viewpoints unanimously underscore the importance of PBL facilitators' expertise to nurture and develop agency amongst undergraduate students. Post-sorting qualitative data further confirmed the quantitative analysis. Time constraints and workload were identified as the main challenges by the participants.

    CONCLUSIONS: This study explored enactment of learner agency as perceived by undergraduate dental students in a PBL curriculum. The findings of this study provide new insights into participants' subjective understanding of learner agency in a PBL curriculum in dentistry. Structured support is needed for students having no prior PBL experiences to develop their learner agency at both intrapersonal and behavioural (self-regulated learning) dimensions, and to ensure they interact with their learning environment proactively.

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  • 2.
    Camenzuli, Rebecca
    et al.
    Univ Malta, Msida, Malta..
    Lundberg, Adrian
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Gauci, Phyllisienne
    Univ Malta, Fac Educ, Msida, Malta..
    Collective teachers' beliefs about multilingualism in Maltese primary education2023In: International Journal of Bilingual Education and Bilingualism, ISSN 1367-0050, E-ISSN 1747-7522, Vol. 26, no 4, p. 379-394Article in journal (Refereed)
    Abstract [en]

    Traditionally bilingual Maltese school populations are increasingly linguistically diverse, due to intensified migration flows. To shed light on central issues to be addressed by policy makers, school administrators, researchers and teacher trainers, collective beliefs of Maltese primary school teachers regarding their conceptual understanding and pedagogical actions concerning multilingualism are investigated. Through the application of Q methodology and focus group interviews, data from twenty-one in-service teachers from six different colleges were collected. Using inverted factor analysis, three factors were extracted for each of the components (understanding and pedagogy). Detailed narratives for each group of collective teachers' beliefs were described and supplemented with teachers' validating comments. Findings indicate that having a positive understanding of multilingualism does not necessarily imply positive pedagogical beliefs and vice versa. In Malta's inherently bilingual education system, teachers tend to accept and welcome children's languages in their classrooms and encourage the learning of additional languages. However, possibly due to a lack of adequate training on the subject, there is scepticism regarding whether and how to effectively draw on multilingualism in the classroom. Additionally, the need arises for more teacher autonomy and agency to make decisions regarding classroom language practices, and for a more comprehensive Maltese national language education policy.

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  • 3.
    Chaaban, Youmen
    et al.
    Qatar Univ, Coll Educ, Educ Res Ctr, Doha 2713, Qatar..
    Du, Xiangyun
    Aalborg Univ, Aalborg UNESCO Ctr PBL, Dept Planning, DK-9220 Aalborg, Denmark..
    Lundberg, Adrian
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Abu-Tineh, Abdullah
    Qatar Univ, Coll Educ, Educ Sci Dept, Doha 2713, Qatar..
    Education Stakeholders' Viewpoints about an ESD Competency Framework: Q Methodology Research2023In: Sustainability, E-ISSN 2071-1050, Vol. 15, no 3, article id 1787Article in journal (Refereed)
    Abstract [en]

    Teachers are considered key drivers of the education for sustainable development (ESD) agenda. They play a critical role in ensuring the attainment of sustainability goals, yet require early opportunities to acquire the necessary knowledge, skills, and attitudes, which will enable them to foster ESD. Therefore, this study documented the development and evaluation of a framework consisting of the core competencies that pre-service teachers need to achieve ESD in Qatar. Framed by complexity theory, the competency framework was developed into a Q-sample, which was then evaluated by multiple education stakeholders, including teacher educators, professional development specialists, ministry specialists, and teachers. The results of the Q-analysis indicated six diverse viewpoints and revealed a lack of overarching consensus statements among the viewpoints. Several statements were also considered controversial as different participants revealed contrasting views in regard to their importance for pre-service teachers. Implications for practice using the competency framework as a dynamic communication and reflection blueprint for implementing ESD are discussed.

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  • 4.
    Chaaban, Youmen
    et al.
    Educational Research Center, College of Education, Qatar University, P.O. Box 2713, Al Jamiaa St, Doha, Qatar.
    Sawalhi, Rania
    Qatar Career Development Center, in Qatar Foundation.
    Lundberg, Adrian
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL). Malmö University, Faculty of Education and Society (LS), Centre for Teaching and Learning (CAKL).
    Middle leaders’ sensemaking of their leadership practices in response to educational disruption: A Q-methodology study2023In: Educational Management Administration & Leadership, ISSN 1741-1432, E-ISSN 1741-1440Article in journal (Refereed)
    Abstract [en]

    Middle leaders were required to navigate the complexities of educational disruption and respond to internal and external demands throughout the pandemic. This shifting educational context necessitated a sensemaking process to better understand and act on the issues which gave rise to ambiguities in their school environment. This study investigated the sensemaking processes employed by 27 middle leaders from 20 government schools in Qatar, at a time when COVID- related restrictions had been lifted and face-to-face learning had resumed. To collect and analyze data, Q-methodology was applied. A 34-statement Q-sample was developed based on a proposed conceptual framework of sensemaking during times of disruption which included three dimen- sions: intrapersonal, relational, and institutional. Q-factor analysis revealed two significantly differ- ent viewpoints regarding how participants enacted certain practices in response to educational disruption. These were (1) sensemaking as a relational endeavor and (2) sensemaking as an agentic endeavor. The two viewpoints differed in sources of sensemaking and its mechanisms. Sensemaking offered a useful theoretical construct as it revealed middle leaders’ perceptions and enactments, and their struggles in maintaining a balance between structure and agency. The study has implica- tions for middle leadership policy and practices in times of educational disruption and beyond, with its distinctive methodological and contextual contributions. 

  • 5.
    Collberg, Philippe
    et al.
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle.
    Lindh, Christina
    Högskolan Kristianstad, Fakulteten för lärarutbildning.
    Lundberg, Adrian
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Rektorers syn på nyutexaminerade lärare2024Report (Other academic)
    Abstract [sv]

    Lärares yrkesinträde är en krävande process och ses oftast som en utmanande tid. Syftet med forskningsprojektet, som är finansierat av Malmö universitet, Lunds universitet och Högskolan i Kristianstad, är att bättre förstå det eventuella glappet mellan den kompetens som lärarutbildningen ger och de faktiska krav som läraryrket ställer. 

    I rapporten presenteras tre Q-metodologiska delstudier om hur rektorer i förskola, grundskola och gymnasieskola karakteriserar nyutexaminerade lärare. Ur projektets delstudier framkommer behovet av en synvända på nyutexaminerades möte med yrkespraktiken. Bland annat föreslår projektet att se lärares yrkesinträde som en egen fas i lärares professionsutveckling och att erkänna den som en fortsättning på deras grundutbildning. 

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  • 6.
    Drachmann, Natascha
    et al.
    Univ Copenhagen, Dept English, German & Romance Studies, Copenhagen, Denmark..
    Haukås, Åsta
    Univ Bergen, Dept Foreign Languages, Bergen, Norway..
    Lundberg, Adrian
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Identifying pluralistic approaches in language subjects in Denmark, Norway, and Sweden - A comparative curriculum analysis2023In: Language, Culture and Curriculum, ISSN 0790-8318, E-ISSN 1747-7573, Vol. 36, no 3, p. 327-342Article in journal (Refereed)
    Abstract [en]

    In Scandinavia, plurilingualism has been embraced as an important goal in language curricula. However, research shows that teachers struggle to understand what plurilingualism is and how it can be implemented. To address this lack of clarity, we analysed the curricula for the three main language subjects of schooling in Denmark, Norway, and Sweden with the purpose of identifying which pluralistic approaches can be found in them. We based our analysis on the three main approaches described in The Framework of Reference for Pluralistic Approaches to Languages and Cultures: integrated didactic approach (IDA), intercomprehension between related languages (ICRL) and eveil aux langues (EAL). We found several similarities across the Scandinavian countries, but also some major differences, suggesting that plurilingual education in these countries will likely have different learning outcomes for the students. For example, IDA is lacking in the Swedish curriculum, and the goals for ICRL are more ambitious in Denmark than in the other countries. Furthermore, Norway and Sweden include national minority languages in their pluralistic approaches, whereas no attention is given to language diversity in regions with close political bonds to Denmark, such as the Faroe Islands, Iceland, and Greenland.

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  • 7.
    Du, Xiangyun
    et al.
    Aalborg Univ, Aalborg UNESCO Ctr PBL, Dept Planning, Aalborg, Denmark.;Qatar Univ, Coll Educ, Educ Res Ctr, Doha, Qatar..
    Chaaban, Youmen
    Qatar Univ, Coll Educ, Educ Res Ctr, Doha, Qatar..
    Al-Thani, Hessa
    Qatar Univ, Coll Educ, Doha, Qatar..
    Lundberg, Adrian
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    University teachers' professional learning for academic development: Q methodology research2023In: International journal for academic development, ISSN 1360-144X, E-ISSN 1470-1324Article in journal (Refereed)
    Abstract [en]

    This article reports on an evaluation study of the Qatar University Pedagogical Development (PD) Program. The PD program advocated pedagogical advancement towards student-centered learning (SCL), which has been highlighted as an important part of the university's overall strategy. This study explored 30 university teachers' perspectives on the sources that best supported their professional learning from this long-term PD program. Q methodology research was adopted to collect and analyze data qualitatively and quantitatively. A three-dimensional theoretical framework addressing individual characteristics, choice of actions, and interactions with the environment was used to generate the data collection tool. Q factor analysis yielded four diverse viewpoints as follows: 1) applying newly-learned pedagogical knowledge and skills to practice, 2) being provided supportive environmental conditions, 3) developing new pedagogical beliefs, and 4) taking agentic actions. The implications of this study emphasized institutional systemic and systematic supports as essential for long-term success of academic development.

  • 8.
    Du, Xiangyun
    et al.
    Aalborg Univ, Aalborg Ctr Problem Based Learning Engn Sci & Sus, UNESCO Dept Planning, DK-9220 Aalborg, Denmark.;Aalborg Univ, Inst Adv Study PBL, DK-9220 Aalborg, Denmark..
    Guerra, Aida
    Aalborg Univ, Aalborg Ctr Problem Based Learning Engn Sci & Sus, UNESCO Dept Planning, DK-9220 Aalborg, Denmark.;Aalborg Univ, Inst Adv Study PBL, DK-9220 Aalborg, Denmark..
    Norgaard, Bente
    Aalborg Univ, Aalborg Ctr Problem Based Learning Engn Sci & Sus, UNESCO Dept Planning, DK-9220 Aalborg, Denmark.;Aalborg Univ, Inst Adv Study PBL, DK-9220 Aalborg, Denmark..
    Chaaban, Youmen
    Qatar Univ, Coll Educ, Educ Res Ctr, Doha 2713, Qatar..
    Lundberg, Adrian
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL). Malmö University, Faculty of Education and Society (LS), Centre for Teaching and Learning (CAKL).
    Lyngdorf, Niels Erik Ruan
    Aalborg Univ, Aalborg Ctr Problem Based Learning Engn Sci & Sus, UNESCO Dept Planning, DK-9220 Aalborg, Denmark.;Aalborg Univ, Inst Adv Study PBL, DK-9220 Aalborg, Denmark..
    University Teachers' Change Readiness to Implement Education for Sustainable Development through Participation in a PBL-Based PD Program2022In: Sustainability, E-ISSN 2071-1050, Vol. 14, no 19, article id 12079Article in journal (Refereed)
    Abstract [en]

    This study investigated university teachers' perspectives on their change readiness to implement education for sustainable development (ESD) through their participation in a problem-based learning (PBL) pedagogical development (PD) program. Theoretically, the study connected a systems-thinking approach to change readiness literature and proposed a four-dimensional conceptual framework, including intrapersonal, relational, and environmental dimensions. Q methodology was adopted to collect and analyze data both qualitatively and quantitatively. Four significantly different viewpoints emerged among the 25 participants regarding what they considered most important for their change readiness towards ESD, namely (1) improvement of teaching and learning performance, (2) personal learning and conviction, (3) applying PD learning to practice, and (4) student learning engagement and professional practice. Revealing a complex and interrelated connection between the four dimensions of change readiness, these results also observed university teachers' expression of learning gains and engagement in prospective change. Nevertheless, such change readiness was mainly within their micro teaching practice environment, with little anticipation of commitment to a wider institutional scale of change. Such restrictions on their change readiness were attributed to constrained institutional conditions and supports for long-term improvement. Results of the study suggested that it is essential to facilitate both individual awareness and efforts, as well as institutional readiness for the goal of implementing ESD in higher education (HE). In this regard, both systemic and systematic professional learning activities are recommended.

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  • 9.
    Du, Xiangyun
    et al.
    Aalborg Univ, UNESCO PBL Ctr, Aalborg, Denmark.;Qatar Univ, Coll Educ, Doha, Qatar..
    Lundberg, Adrian
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Examining emic viewpoints on a pedagogical development program's long-term effects using Q methodology2021In: Studies in Educational Evaluation, ISSN 0191-491X, E-ISSN 1879-2529, Vol. 71, article id 101088Article in journal (Refereed)
    Abstract [en]

    To examine the long-term effects of pedagogical development, the study explored 56 Chinese university instructors' viewpoints on their professional agency in implementing new pedagogical practices following a PBL program in Denmark. Q methodology was supplemented by a post-sorting survey and post-analysis interviews. An eight-factor solution emerged, indicating a high variation in participants' subjective experiences of PBL implementation. Their perceived sources for agency enactment are both internal and external, crossing three phases in practice - readiness, implementation, and prospects. Despite suggesting positive long-term PD effects, the study also illustrates how university instructors' agency enactment is constrained by contextual aspects, including a lack of surrounding acceptance and support. Practical implementations how PD programs may support long-term teacher learning through agency development are provided.

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  • 10.
    Du, Xiangyun
    et al.
    Qatar Univ, Coll Educ, Educ Res Ctr, POB 2713,Al Jamiaa St, Doha, Qatar.;Qatar Univ, Coll Engn, Technol Innovat & Engn Educ, POB 2713,Al Jamiaa St, Doha, Qatar.;Aalborg Univ, Aalborg UNESCO Ctr Problem Based Learning, Dept Planning, Rendsburggade 14, DK-9000 Aalborg, Denmark..
    Lundberg, Adrian
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Ayari, Mohamed A.
    Qatar Univ, Coll Engn, Technol Innovat & Engn Educ, POB 2713,Al Jamiaa St, Doha, Qatar.;Qatar Univ, Coll Engn, Dept Civil & Architectural Engn, Doha, Qatar..
    Naji, Khalid K.
    Qatar Univ, Coll Engn, Dept Civil & Architectural Engn, Doha, Qatar..
    Hawari, Alaa
    Qatar Univ, Coll Engn, Dept Civil & Architectural Engn, Doha, Qatar..
    Examining engineering students' perceptions of learner agency enactment in problem- and project-based learning using Q methodology2022In: Journal of Engineering Education, ISSN 1069-4730, E-ISSN 1524-4873, Vol. 111, no 1, p. 111-136Article in journal (Refereed)
    Abstract [en]

    Background Few studies have reported how students enact learner agency in a team setting or examined what elements of team settings students perceive as more supportive of their learning in problem- and project-based learning (PBL) processes. Purpose This study explores how engineering students perceive their enactment of learner agency, particularly which aspects of the PBL process they find most important. Method Thirty-nine students from two PBL civil engineering courses in Qatar participated in the study. Q methodology was chosen for both qualitative and quantitative data collection and analysis. A 40-item Q set based on a theoretical model of learner agency was used. Results Eight significantly different student viewpoints emerged from the Q methodological factor analysis, indicating a range of individual perceptions of learner agency. Intrapersonal dimensions were highlighted by three of the eight viewpoints, behavioral dimensions were underlined by seven viewpoints, and environmental dimensions were valued by all viewpoints. Conclusion While the results reveal a wide range of individual experiences with learner agency across the three dimensions, students addressed self-directed learning aspects both actively and passively, suggesting that many participants still value instructors' roles of providing direct instruction and authorized knowledge in PBL. The results highlight the need for more awareness of learner agency and more opportunities for students to enact learner agency by increasing PBL knowledge, skills, and efficacy. Q methodology can contribute to engineering education research by providing new theoretical and empirical insights into learners' subjective understanding of agency in a PBL setting as a complex system.

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  • 11.
    Du, Xiangyun
    et al.
    Aalborg UNESCO Center for PBL - Department of Planning, Aalborg University, Aalborg, Denmark; Qatar University College of Education – Education, Doha, Qatar.
    Nomikos, Michail
    Qatar University - College of Medicine, QU Health, Doha, Qatar.
    Ali, Kamran
    Qatar University - College of Dental Medicine, QU Health, Doha, Qatar; Plymouth University - Faculty of Health (Medicine, Dentistry and Human Sciences), Plymouth, Devon, United Kingdom of Great Britain and Northern Ireland.
    Lundberg, Adrian
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Abu-Hijleh, Marwan
    Qatar University - College of Medicine, QU Health, Doha, Qatar.
    Health educators' professional agency in negotiating their Problem-Based Learning (PBL) facilitator roles: Q study2022In: Medical Education, ISSN 0308-0110, E-ISSN 1365-2923, Vol. 56, no 8, p. 847-857Article in journal (Refereed)
    Abstract [en]

    BACKGROUND: University educators are expected to cope with emerging situations and complex issues in teaching and learning, and this requires them to be agentic and proactive. While professional agency of health educators has not been investigated adequately, this study explores health educators' perception of their enactment of professional agency in the PBL facilitation process in a post-pandemic context.

    METHODS: Forty PBL facilitators from medical and dental programs in Qatar University participated in the study during the fall semester of 2021, after resuming in-person PBL sessions. To collect and analyze data both qualitatively and quantitatively Q methodology was employed. A 33-statement Q-set was established based on a proposed theoretical framework of professional agency in PBL facilitation, which included three dimensions - intrapersonal, action, and environment.

    RESULTS: Q factor analysis identified five significantly different viewpoints regarding how PBL facilitators perceive their professional agency sources, namely, 1) institutional resources, 2) policy guideline, 3) making efforts to improve support for students, 4) beliefs on PBL effectiveness, and 5) agentic actions. While four of the viewpoints were positive, participants with the second viewpoint reported negative perceptions and described lack of interest in facilitation work. All three dimensions of the framework were addressed and indicated complexity and interrelatedness of agency enactment. Consensus was observed regarding the need for more professional learning activities for faculty involved in PBL facilitation as source of professional agency.

    DISCUSSION: The results revealed a high variation of participants' perceptions of professional agency enactment throughout the three dimensions, indicating the need for establishing a common understanding of PBL facilitation work in a given context. For practical implications, further institutional efforts are required to support professional learning for PBL facilitation in a post-pandemic context. Alternate approaches highlighting enforcement of agentic actions in all dimensions of intrapersonal values, stance and action taking, and active interactions with students, colleagues and institutional environments are crucial. Q methodology provides new conceptual and empirical insights to explore the subjectivity of actors in health education.

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  • 12.
    Hellström, Lisa
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Lundberg, Adrian
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Understanding bullying from young people's perspectives: An exploratory study2020In: Educational research (Windsor. Print), ISSN 0013-1881, E-ISSN 1469-5847, Vol. 62, no 4, p. 414-433Article in journal (Refereed)
    Abstract [en]

    Background Common definitions of bullying, employed in research and public policy alike, are generally based on adult-imposed categories. To account for students' needs in school, research should aim to include their voices more often. However, a major challenge for educational research in general, and bullying research in particular, is finding methods that enable students to participate in the discussion. Purpose The aim of this small, exploratory and in-depth study was to further the understanding of bullying and provide insights by examining students' subjective viewpoints about bullying. Method Using Q methodology, a total of 29 Swedish 11- and 13-year-olds from one school were given a Q set, comprising 23 items to rank order. Aspects such as the characteristics, modes and types, as well as the context of bullying, were taken into account in the construction of the Q set. Through analysis it was possible to identify two distinct viewpoints, which were then qualitatively interpreted and described. Findings The viewpoints which emerged within this small, exploratory analysis suggested some interesting distinctions and age-related emphases. Specifically, the older students tended to rank items taking place offline as more severe, compared with items describing bullying taking place online. Further, bullying in private settings was perceived as more severe amongst the younger students, while items describing repetitive bullying in public settings appeared to be of greatest importance when defining bullying behaviour amongst the older students. The relational types of bullying were not ranked as highly characteristic for bullying by younger or older students. Conclusions Further research with larger data sets is necessary to investigate these emerging findings. The study draws attention to the need for adults to maintain a focus on students' behaviours offline, as well as online: in this highly digital age, it is easy for the offline context to be inadvertently overlooked. When it comes to younger students, anti-bullying efforts targeting bullying in private settings and acknowledging potential harm may be more suitable than anti-bullying efforts targeting stigma and shame, which may, in turn, better support the needs of older students. The study also shines a light on the importance of using participatory methodologies that allow students to express their own perspectives.

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  • 13.
    Holmqvist, Mona
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Lundberg, Adrian
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Extending the phenomenographic analysis by using the Q-metodology approach –a theoretical contribution2021In: EARLI 2021 On-line Book of Abstracts. The 19th Biennial EARLI Conference for Research on Learning and Instruction. EDUCATION ANDCITIZENSHIP:Learning and Instructionand the Shaping of Futures, 2021Conference paper (Refereed)
    Abstract [en]

    This theoretical contribution aims to discuss and point out in what way Q-methodology merged with phenomenography can contribute to a more systematic and solid analysis of respondents’ expressed experiences, as well as how phenomenography can contribute as an analytical tool to find viewpoints and statements providing a Q-sorting. Since the start of the development of the research approach, phenomenography has focused on respondents’ conceptions or experiences, and qualitative differences between differently expressed phenomena captured during a qualitative analyze. Critic has been raised against the de-contextualization during the analysis, and by that, neglecting differences of experiences in relation to contextual aspects. Lately, there is a claim that the development of phenomenography as a methodological approach has been sparse, instead there has been a focus on variation theory to enhance the theoretical stance based on the approach. In this paper, the two methodological approaches are discussed, and aspects of strengths which can be used to contribute to each approach’s development are based in previous research. 

  • 14.
    Lundberg, Adrian
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    A comparison of mother tongue tuition in Sweden and Switzerland2016In: NERA 2016 Book of Abstracts, 2016, p. 35-36Conference paper (Other academic)
    Abstract [en]

    People move to other countries due to various reasons. Most of the time international migration has the consequence of different linguistic and cultural surroundings. In Sweden for example, almost 20% of the pupils have another mother tongue than Swedish (Skolverket 2014). In Switzerland over 40% of all marriages are bi-national (ERZ Bern 2013). These numbers are rising and due to different studies that show how pupils increase their scholastic success rate if they experience mother tongue tuition (e.g. Skolverket 2009, Giudici 2014), there is a need of a sound working language policy for pupils of various linguistic and cultural background. This paper takes into consideration frame conditions of mother tongue tuition in two European countries. On the one hand Sweden, as a monolingual EU-member state and on the other hand Switzerland, which has four official languages and does not belong to the EU. These different starting points are set into relation to their policy documents regarding mother tongue tuition. Interviews with representatives from institutions in both countries give a deeper insight into the local management of the issue. As a final part, best-practice examples and challenges in the two countries are compared and a state-of-the-art is presented. Since there is a big discrepancy between intentions and implementations of language policy documents in Sweden (Vetenskapsrådet 2014) , more research in the field is requested. This paper tries to do so by opposing this Nordic country to Switzerland.

  • 15.
    Lundberg, Adrian
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Academics’ perspectives on good teaching practice in Switzerland's higher education landscape2022In: International Journal of Educational Research Open, ISSN 2666-3740, Vol. 3, p. 1-9, article id 100202Article in journal (Refereed)
    Abstract [en]

    Describing good teaching practice in higher education is a perennial challenge in educational research. This is to some extent influenced by the lack of consensus among academics themselves. The purpose of this research project was to investigate the range and diversity of perceptions about good teaching practice within the Swiss higher education sector. Q methodological data was collected from 26 current participants of a professional development program towards a certificate of advanced studies in higher education and Q factor analysis revealed two different perspectives. Each of these factors was preliminarily interpreted by participants signifi- cantly loading on them. Not only adds this participatory design to the credibility and validity of factor de- scriptions, but the process promoted a deep and reflective engagement with methods and instructional practices in higher education.

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  • 16.
    Lundberg, Adrian
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    From language shift to language revitalization and sustainability: a complexity approach to linguisticecology2020In: Journal of Multilingual and Multicultural Development, ISSN 0143-4632, E-ISSN 1747-7557, Vol. 41, no 10, p. 907-909Article, book review (Other academic)
  • 17.
    Lundberg, Adrian
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Multilingual educational language policies in Switzerland and Sweden: A meta-analysis2018In: Language Problems and Language Planning, ISSN 0272-2690, E-ISSN 1569-9889, Vol. 42, no 1, p. 45-69Article in journal (Refereed)
    Abstract [en]

    Multilingualism represents a global challenge and a goal of education in European states. This meta-analysis examines how research studies on mul- tilingual educational policy documents on a macro-level (national/regional) in Sweden and Switzerland differ in terms of foci and how the discourses in the articles represent different treatments of multilingual educational lan- guage policies. These countries were selected because of their similarities regarding the societal context, but they are different in regard to language policy issues and political formation. The articles were systematically identi- fied via two databases, ERIC and LLBA, and in order to examine the latest developments after the introduction of a new language act in Sweden and the harmonization of public education in Switzerland in 2009, only research articles published between 2009 and 2016 were included. The results of the study suggest that a monolingual habitus exists in the Swedish nation state context compared to a more pluralistic approach in Switzerland. The most noteworthy result is the diverging definitions of multilingualism and plurilingual students and how this understanding influences the treatment of educational policies in these two linguistically and culturally superdiverse European countries.

  • 18.
    Lundberg, Adrian
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Research review of multilingual educational language policy in Switzerland and Sweden2016Conference paper (Other academic)
    Abstract [en]

    People move to other countries due to various reasons. Often, international migration has the consequence of living in new linguistic and cultural surroundings. In Sweden for example, almost 20% of the pupils have another mother tongue than Swedish (Skolverket, 2014). In Switzerland recent surveys show that almost 25% of all pupils in primary school speak another language at home than the local school language (Giudici, 2014). As Daryai-Hansen et al. (2015, p. 110) notes, “the idea of plurilingual competence is well accepted in research on language education and promoted in language policies, it is not established in education in general”. This article reviews research results on multilingual educational policy documents on a macro-level (national/regional) in Sweden and Switzerland. These countries are selected because of their similarity regarding immigration rates shown above but differences in terms of political and linguistic conditions. The results of this article contribute to the understanding of different treatments of similar multicultural and multilinguistic issues in educational settings. Two research question have been formulated in order to achieve the aim of this article: 1. What results of research on Swedish and Swiss multilingual educational policy documents, such as curricula and syllabi, can be found? 2. Are the research results in line with the multilingual educational policy documents currently used in these two countries? To compile the literature for the review, a comprehensive search for relevant articles was conducted via EBSCOhost, ProQuest and swissbib. The articles were selected in a multiple step process. To summarize the results of this review, it is important to note that the two countries have integrated the several languages of their pupils in a different way. While the Swiss system occurs to be more holistic, the Swedish curriculum presents separate options to foster a multilingual and multicultural well-being and equity for all pupils, regardless their linguistic background.

  • 19.
    Lundberg, Adrian
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL). Malmö högskola, Faculty of Culture and Society (KS), Institute for Studies in Malmö's history (IMH).
    Review of: Mia Halonen, Pasi Ihalainen, and Taina Saarinen (eds): Language Policies in Finland and Sweden, Interdisciplinary and Multi-sited Comparisons, Multilingual Matters, Bristol, Buffalo, Toronto, 2015, xi + 266 pp, ISBN: 978-1-78309-270-32017In: Language Policy, ISSN 1568-4555, E-ISSN 1573-1863, Vol. 16, no 1, p. 111-113Article, book review (Other academic)
    Abstract [en]

    This volume addresses several areas of language policy discourse in Finland and Sweden. The editors showcase the multi-sited nature of politics and policies by combining different data, foci, theories and methods. This setup allows researchers from various fields to understand diverse political phenomena linked to language policy. The choice of Finland and Sweden as the national contexts for the empirical studies is insightful, due to the common (linguistic) history of the countries and the rather different approaches they have adopted for their respective current language policies. While the officially bilingual country of Finland has often been viewed as a model for guaranteeing the rights of the minority language, Sweden’s increasing awareness of the country’s multilingual nature is a fairly recent development. As is also pointed out in the epilogue of the volume, the findings and evidence presented in part 2 (Language Policies in Parliaments, Legislation and the Media) and part 3 (Individuals as Constructors and Reflectors of Language Policies) should be used to rethink the way we approach and analyse language policy in many countries. Together with the theoretical and methodological introduction (chapter 1) and the epilogue (chapter 10), the well-structured volume consists of 10 chapters that are nicely interconnected.

  • 20.
    Lundberg, Adrian
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Teachers' beliefs about multilingualism: findings from Q method research2019In: Current Issues in Language Planning, ISSN 1466-4208, E-ISSN 1747-7506, Vol. 20, no 3, p. 266-283Article in journal (Refereed)
    Abstract [en]

    This study explores teachers’ beliefs about multilingualism and multilingual students in Swedish primary schools. The aim is to support a better-informed discussion about teachers’ decision- making in linguistically diverse classrooms in the European nation- state. The use of Q method combines qualitative and quantitative data analyses. Q material applied in the present study provided the participants with all the necessary language to describe their beliefs. Two Q sets of statements – one regarding the understanding of the phenomenon and the other concerning suggested pedagogical responses in relation to current multilingualism – were constructed using a variety of sources. The participants are forty teachers, predominantly female, employed at three different primary schools in southern Sweden. Applying inverted factor analysis and abductive interpretation, three sets of teachers’ beliefs emerged and descriptions represent the teachers’ complex views about multilingualism in the classroom. Overall, teachers’ beliefs are rather welcoming towards multilingualism and multilingual students and recent concepts with growing acceptance in literature, such as translanguaging, are well accepted. However, sceptical views, often based on monolingual ideologies are present and are likely to pose challenges for the implementation of pluralistic policies. This study contributes to an open debate about benefits and challenges of current multilingualism in education.

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  • 21.
    Lundberg, Adrian
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Teachers’ viewpoints about an educational reform concerning multilingualism in German-speaking Switzerland2019In: Learning and instruction, ISSN 0959-4752, E-ISSN 1873-3263, Vol. 64, article id 101244Article in journal (Refereed)
    Abstract [en]

    Multilingualism is ubiquitous in European mainstream education and has increasingly found its way into educational policy documents. Teachers interpret these documents and make pedagogical decisions based on their experiences and beliefs in order to manage their classrooms. The overtly multilingual polity of Switzerland underwent a paradigmatic shift in language teaching in line with a multilingual turn and provides a particularly useful context to investigate the covert educational language policy by exploring sixty-seven primary teachers’ subjective viewpoints about multilingualism. The qualitative interpretation of the inverted factor analytical result uncovers a gap between the common understanding of the nature of multilingualism and the fragmented intentions of pedagogically reacting to linguistic diversity in the classroom. In conclusion, the current study shows the need for a continuation of professional development and establishment of supportive school conditions for the implementation of this large-scale innovation endeavour in the context under scrutiny.

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  • 22.
    Lundberg, Adrian
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Teachers’ viewpoints of multilingualism in Switzerland2018Conference paper (Other academic)
    Abstract [en]

    The present study provides qualitative insights into the multilingual sociolinguistic reality in the Swiss educational arena by introducing Q-methodology to explore the ways primary school teachers in Switzerland understand the concept of multilingualism. Particular understandings can lead to misinterpretations of language policy documents, where individual multilingualism is understood as a repertoire of linguistic abilities which is continuously accessed, varied, and developed (Lüdi & Py, 2009). Q was used to identify the currently predominant viewpoints and explicate them in a systematic, holistic and qualitatively-rich fashion (Watts & Stenner, 2012). Lo Bianco (2015) describes Q as a valuable research method in the field of language policy and planning to explore and define ‘the nature and complexity of communication problems’ by mapping out the field of arguments, positions, and the underlying discourses in debate about multilingualism. Teachers from three primary schools (n= 67) participated in the rank-ordering process of 39 statements on the understanding of multilingualism and 32 statements on pedagogical suggestions with multilingual students. With the support of the dedicated computer package PQMethod (Schmolck, 2014), factors were extracted and qualitatively interpreted. Results indicate a large consensus on the understanding of multilingualism and a wide variety of suggested pedagogical action. Implications of the findings for a successful implementation of multilingual educational language policy are discussed. References Lo Bianco, J. (2015). Exploring language problems through Q-sorting. In F. M. Hult & D. C. Johnson (Eds.), Research methods in language policy and planning: A practicle guide (pp. 69-80). Malden, MA: Wiley-Blackwell. Lüdi, G., & Py, B. (2009). To be or not to be ... a plurilingual speaker. International Journal of Multilingualism, 6(2), 154-167. Schmolck, P. (2014). PQMethod. Release 2.35. Retrieved from http://schmolck.userweb.mwn.de/qmethod/downpqmac.htm Watts, S., & Stenner, P. (2012). Doing Q methodological research: theory, method and interpretation. Los Angeles; London: SAGE Publications.

  • 23.
    Lundberg, Adrian
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    The language barrier of Sweden’s potentially diverse teaching force2022Conference paper (Refereed)
    Abstract [en]

    This paper addresses two major challenges of 21st century education systems; the shortage of teachers in general and the lack of diversity in the teaching force. Similar to other European countries, Sweden has lately not only experienced international immigration connected to globalization, but also due to the recent refugee crisis. In addition to an increasingly diversified student population, large numbers of highly educated and qualified teachers were eager to enter the labor market in their new home. However, these teachers are usually confronted with language-related issues and experience a difficult intergration into the Swedish school system. Consequently, the challenges of teacher shortage and lack of teacher diversity should be understood as language (in) education phenomena.

    The guiding question of this qualitative case study is: What are the lived experiences of recently migrated teachers to Sweden? Ten teachers' responses from to an open-ended questionnaire and in-depth follow-up interviews were analyzed based on Bourdieu’s sociological concepts of habitus and capital. Teachers were asked to reflect on a) their teaching competence, b) differences between school leaders’ expectations of them in Sweden and in their home countries and c) what teacher education, school leaders and teachers could do to improve their situation as recently migrated teachers. All interviews were transcribed and hand-coded.

    Findings show that recently migrated teachers’ professional integration in Sweden is in fact problematic. Unless they are teachers of their native language, participating teachers report a lack of trust by and belonging to a community of practice involving colleagues and school leaders. The fact that they are often viewed as incompetent teachers due to their non-nativeness in Swedish is critically discussed. Implications for teacher education are presented, as a culturally diverse teaching force might contribute to a much needed culturally responsive teaching practice in a predominantly monolingual education system.

  • 24.
    Lundberg, Adrian
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Viewpoints about Educational Language Policies: Multilingualism in Sweden and Switzerland2020Doctoral thesis, comprehensive summary (Other academic)
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  • 25.
    Lundberg, Adrian
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Brandt, Hanne
    Univ Hamburg, Intercultural & Int Comparat Educ, Hamburg, Germany..
    Teachers' beliefs about multilingualism: novel findings and methodological advancements: introduction to special issue2023In: International Journal of Multilingualism, ISSN 1479-0718, E-ISSN 1747-7530, Vol. 20, no 1, p. 1-10Article in journal (Other academic)
    Abstract [en]

    This special issue consists of five original research papers from four European countries. By applying different methodologies (qualitative, quantitative, and mixed-methods), the contributions aim to better understand teachers' beliefs about multilingualism in a time of increasingly globalised societies and intensified migration flows. The studies cover all educational stages and include pre-service as well as in-service teachers, and teacher educators. Both individual and collective beliefs are considered. While two of the studies are cross-sectional, the other three apply a pre-post study design in order to investigate whether teachers' beliefs can be influenced through adequate learning opportunities. The special issue is wrapped up by a commentary piece that links the findings and issues raised by the individual papers and addresses four pressing matters which should be considered to advance further research on teachers' beliefs about multilingualism. In this editorial, we briefly introduce the concept of teachers' beliefs and explain its relevance for teaching and learning in multilingual settings. Based on an ongoing review study, we provide a summary of the most commonly used methodologies in research on teachers' beliefs about multilingualism. We conclude with a summary of the five original papers as well as the commentary piece in this special issue.

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  • 26.
    Lundberg, Adrian
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Collberg, Philippe
    Högskolan i Halmstad.
    Lindh, Christina
    Högskolan i Kristianstad.
    Principals’ views about new teachers’ competence: a Q study in Sweden2023In: EARLI 23: Book of abstracts, 2023Conference paper (Refereed)
    Abstract [en]

    The transition from pre-service education to in-service teaching can result in a reality shock. Negative experiences might lead to new teachers suffering from ill-being and leaving the profession. This contributes to a teacher shortage, which is currently lingering in various countries. This study aims to contribute to a better understanding of a possible gap between newly qualified teachers’ professional competence and the profession’s requirements. Data is drawn from school principals’ participation in a Q methodological study in Sweden. They were sampled because of their critical role in teachers’ transition into their professional practice. Results show some consensus regarding new teachers’ ability to plan teaching, offer pupils different ways of expressing their knowledge and work with digital tools. In addition, principals are skeptical if new teachers can competently deal with pupils with special needs, or parents in difficult conversations. The analysis also yields a range of disagreements among principals and illustrates the complexity of the subject matter. The study accentuates the importance of distinguishing between formal and actual teacher competence. While new teachers are regarded as competent in the theoretical and even practical aspects of their professional activity, they struggle with the real and situated enactment of their plans. The study presents suggestions for future research and evidence-based recommendations for policy and practice.

  • 27.
    Lundberg, Adrian
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    de Leeuw, Renske
    University of Groningen, the Netherlands.
    Aliani, Renata
    University of Melbourne, Australia.
    Using Q methodology: Sorting out subjectivity in educational research2020In: Educational Research Review, ISSN 1747-938X, E-ISSN 1878-0385, Vol. 31, article id 100361Article in journal (Refereed)
    Abstract [en]

    Understanding subjective perspectives and lived experiences of different stakeholders can improve pupils’ learning environment in compulsory school settings. Q methodology is an inherently mixed method approach and regarded as the basis for the science of subjectivity. The present paper reviewed recent Q methodological publications in compulsory education research. Seventy-four studies reporting from context in twenty countries met the inclusion criteria and showed a wide-ranging and diverse application of the research methodology. The subjectivity of teachers, pupils and others were explored on topics related to the science of learning and development and teacher characteristics. This review showcases how Q methodology is applied to access subjectivity in educational research and provides an overview of Q methodological find- ings and implications for the field. The wide range of the application of Q studies in compulsory education attests to the flexibility and suitability of this research method in educational research.

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  • 28.
    Lundberg, Adrian
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    de Leeuw, Renske Ria
    School of Education, Saxion University of Applied Sciences, Deventer, the Netherlands.
    Introducing and discussing the virtual special issue on using Q methodology in higher education2024In: International Journal of Educational Research Open, ISSN 2666-3740, Vol. 6, article id 100301Article in journal (Refereed)
    Abstract [en]

    This is the editorial paper for the virtual special issue “Using Q methodology in higher education: Opportunities and challenges”, consisting of nine original research studies from different international contexts. In addition to presenting novel findings, contributors were invited to discuss the following two questions at the center of the special issue call: In what sense has Q methodology served as a fitting approach to investigate subjectivity in higher education? What methodological opportunities and challenges arise with Q methodology in higher education settings? This editorial provides an overview and discussion of the various justifications mentioned for Q methodology. Furthermore, it collates the opportunities and challenges contributors discuss in relation to their studies using this almost 90-year-old methodological approach. The editorial paper concludes with recommendations for future Q methodological studies in higher education and beyond.

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  • 29.
    Lundberg, Adrian
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Fraschini, Nicola
    The University of Western Australia.
    Aliani, Renata
    The University of Melbourne.
    What is subjectivity?: Scholarly perspectives on the elephant in the room2023In: Quality and quantity, ISSN 0033-5177, E-ISSN 1573-7845, Vol. 57, no 5, p. 4509-4529Article in journal (Refereed)
    Abstract [en]

    The concept of subjectivity has long been controversially discussed in academic contexts without ever reaching consensus. As the main approach for a science of subjectivity, we applied Q methodology to investigate subjective perspectives about ‘subjectivity’. The pur- pose of this work was therefore to contribute with clarity about what is meant with this central concept and in what way the understanding might differ among Q researchers and beyond. Forty-six participants from different disciplinary backgrounds and geographical locations sorted 39 statements related to subjectivity. Factor analysis yielded five different perspectives. Employing a team approach, the factors were carefully and holistically inter- preted in an iterative manner. Preliminary factor interpretations were then discussed with prominent experts in the field of Q methodology. These interviewees were selected due to their clear representation by a specific factor and led to a further enrichment of the nar- ratives presented. Despite some underlying consensus concerning subjectivity’s dynamic and complex structure and being used as individuals’ internal point of view, perspectives differ with regard to the measurability of subjectivity and the role context plays for their construction. In light of the wide range of characterisations, we suggest the presented per- spectives to be used as a springboard for future Q studies and urge researchers, within and beyond the Q community, to be more specific regarding their application of the concept. Furthermore, we discuss the importance of attempting to deeply understand research par- ticipants in order to truly contribute to a science of subjectivity.

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  • 30.
    Lundberg, Adrian
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Hellström, Lisa
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Q Methodology as an Innovative Addition to Bullying Researchers’ Methodological Repertoire2022In: International Journal of Bullying Prevention, ISSN 2523-3653, Vol. 4, p. 209-219Article in journal (Refereed)
    Abstract [en]

    The feld of bullying research deals with methodological issues and concerns afecting the comprehension of bullying andhow it should be defned. For the purpose of designing relevant and powerful bullying prevention strategies, this articleargues that instead of pursuing a universal defnition of what constitutes bullying, it may be of greater importance to investigate culturally and contextually bound understandings and defnitions of bullying. Inherent to that shift is the transition to amore qualitative research approach in the feld and a stronger focus on participants’ subjective views and voices. Challengesin qualitative methods are closely connected to individual barriers of hard-to-reach populations and the lack of a necessarywillingness to share on the one hand and the required ability to share subjective viewpoints on the other hand. By reviewingand discussing Q methodology, this paper contributes to bullying researchers’ methodological repertoire of less-intrusivemethodologies. Q methodology ofers an approach whereby cultural contexts and local defnitions of bullying can be putin the front. Furthermore, developmentally appropriate intervention and prevention programs might be created based onexploratory Q research and could later be validated through large-scale investigations. Generally, research results based onQ methodology are expected to be useful for educators and policymakers aiming to create a safe learning environment forall children. With regard to contemporary bullying researchers, Q methodology may open up novel possibilities through itsstatus as an innovative addition to more mainstream approaches.

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    Lundberg & Hellström 2022_Q Methodology as an Innovative Addition to Bullying Researchers’ Methodological Repertoire
  • 31.
    Lundberg, Adrian
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Stigmar, Martin
    Malmö University, Faculty of Education and Society (LS), Centre for Teaching and Learning (CAKL).
    Deliberative academic development with university teachers in times of crisis2022In: International journal for academic development, ISSN 1360-144X, E-ISSN 1470-1324, Vol. 27, no 2, p. 163-175Article in journal (Refereed)
    Abstract [en]

    When stable and reliable practices were disrupted due to the global pandemic, university teachers were forced to promptly adapt. Through Q sorting and deliberative dialogues, this study reports how university teachers shifted their normative values concerning successful future learning environments during the first year of the pandemic. Results provide valuable insight into first-person accounts of lived experiences and suggest recommendations for the next phase of academic development, including a stronger focus on hybridity and student responsibility. In general, participants held more pedagogical discussions in times of crisis and emerged as more reflective practitioners.

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  • 32.
    Lundberg, Adrian
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Stigmar, Martin
    Malmö University, Faculty of Education and Society (LS), Centre for Teaching and Learning (CAKL). Malmö University, Disciplinary literacy and inclusive teaching.
    The Corona Crash Course: Covid-19 and digitalisation, implications for higher education teaching and learning: Slutrapport Fo 20202992021Report (Other (popular science, discussion, etc.))
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  • 33.
    Lundberg, Adrian
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Stigmar, Martin
    Malmö University, Faculty of Education and Society (LS), Centre for Teaching and Learning (CAKL).
    University teachers' shifting views of successful learning environments in the future2023In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 67, no 6, p. 964-979Article in journal (Refereed)
    Abstract [en]

    University teachers are expected to continuously improve their practice, but research about their viewpoints of future-ready universities is scarce. The paper contributes to educational research through paired Q methodology and investigates university teachers' shifting views of successful future learning environments, while being forced to move to fully digital solutions due to the Covid-19 pandemic. Four pre-pandemic (January 2020) and two while-pandemic viewpoints (November 2020) are qualitatively interpreted and show that lived experiences during the pandemic led to a polarization of participants' subjective perspectives. Despite challenging conditions, university teachers view digital and distance teaching more positively, but remain skeptical concerning technologically-enhanced on-campus learning environments. Results also indicate a largely unchanged consensus regarding the importance of critical thinking and creativity. This exploratory study's results allow forward-thinking dialogues about new policies in potentially ever more hybrid learning environments with various educational stakeholders, both within the case university in Sweden and other educational institutions.

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  • 34.
    Lundberg, Adrian
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Suter, Roman
    Ett internationellt och kritiskt perspektiv2023In: Inkluderande högre utbildning: breddad rekrytering, breddat deltagande och studentaktivt lärande / [ed] Martin Stigmar, Studentlitteratur AB, 2023, p. 271-279Chapter in book (Other academic)
  • 35.
    Lyngdorf, Niels Erik Ruan
    et al.
    Aalborg Univ, Aalborg UNESCO Ctr PBL, Dept Planning, Aalborg, Denmark..
    Du, Xiangyun
    Aalborg Univ, Aalborg UNESCO Ctr PBL, Dept Planning, Aalborg, Denmark..
    Lundberg, Adrian
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    First-year engineering students' learner agency sources in a systemic PBL environment: a Q study2023In: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898, Vol. 48, no 6, p. 1130-1147Article in journal (Refereed)
    Abstract [en]

    Problem-based learning (PBL) has been implemented with different levels of success in first-year engineering education in response to the rapidly growing requirements for a higher degree of learner agency in graduates. This study is contextualised in a systemic problem-based learning environment and explores the sources of first-year engineering students' learner agency development in relation to the main features and skillsets of PBL, such as teamwork, student-centredness, problem orientation and project organisation. Q methodology was employed, including both qualitative and quantitative data collection and analysis based on a 39-statement Q sample and 102 valid Q sorts. The Q analysis identified four statistically distinct viewpoints on the key sources of learner agency for students: (1) Team dynamism and self-directed learning within the project team, (2) Trust and peer support within the project team, (3) Individual efforts at career readiness and (4) Team efforts at project management. The findings highlight the potential of PBL for offering more and better pedagogical support for first-year engineering students in developing learner agency.

  • 36.
    Paulsrud, B.
    et al.
    Dalarna University.
    Lundberg, Adrian
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    One school for all?: Multilingualism in teacher education in Sweden2021In: Preparing Teachers to Work with Multilingual Learners / [ed] Meike Wernicke; Svenja Hammer; Antje Hansen; Tobias Schroedler, Channel View Publications, 2021, p. 38-57Chapter in book (Other academic)
  • 37.
    Stigmar, Martin
    et al.
    Malmö University, Faculty of Education and Society (LS), Centre for Teaching and Learning (CAKL).
    Lundberg, Adrian
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Leijon, Marie
    Malmö University, Faculty of Education and Society (LS), Centre for Teaching and Learning (CAKL).
    Auer, Nathalie
    Malmö University, Faculty of Education and Society (LS), Centre for Teaching and Learning (CAKL).
    Rosenlund, David
    Malmö University, Faculty of Education and Society (LS), Department of Society, Culture and Identity (SKI).
    Doerr, Katherine
    Malmö University, Faculty of Education and Society (LS), Centre for Teaching and Learning (CAKL).
    Round table: University educators’ profession in post-pandemic hybrid higher education teaching and learning environments- opportunities and challenges.2023Conference paper (Refereed)
1 - 37 of 37
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