Detta är ett examensarbete vars syfte är att undersöka hur islamofobi och antisemitism kommer till uttryck i vissa skolor och hur de enskilda lärarna på skolan arbetar med detta i sitt arbete. Våra frågeställningar är följande: 1) Hur upplever lärare antisemitismen och islamofobin i skolan? 2) Vilka strategier använder lärarna för att bemöta och motverka antisemitism och islamofobi? Som metod har vi valt att utföra intervjuer där vi intervjuat fyra lärare, varav alla ska vara legitimerade lärare med minst tre års erfarenhet. Vi valde just dessa kriterier för att säkerställa en viss nivå på undersökningen då vi tror det ger mer att ha med legitimerade lärare som har erfarenhet av att jobba inom skolans värld, jämfört med personer som kanske inte har. Vi valde även att det skulle vara två män och två kvinnor, varav varje könskategori skulle representeras av en som är 35 år gammal eller yngre och en som är äldre än 35. Detta gjordes för att kunna undersöka om lärarnas syn på dessa frågor möjligtvis påverkades av deras kön eller ålder. I detta examensarbete får vi ta del av hur dessa lärare upplever islamofobi och antisemitism i sin vardag och hur de tacklar dessa problem utifrån sina kontexter. Resultatet visade att alla lärare upplevde någon form av antisemitism eller islamofobi i sitt arbete. Dessa enskilda lärare hade då olika metoder och strategier i sitt arbete kring detta beroende på olika faktorer kring lärarna och den specifika skolans arbetssätt och tolerans kring diskriminering. Arbetet visade även att förekomsten av islamofobi och antisemitism i de specifika skolorna har en koppling till en rad faktorer såsom den socioekonomiska situationen, elevsammansättningen samt elevernas tidigare erfarenheter.  

Introduction 

In contemporary higher education systems, interactive learning tool such as simulation, has been widely adopted in clinical studies as an effective learning tool to help students to gain both near and far transferable learning skills in a controlled setting, where parameters are defined, and an alternate reality generated. There is a dearth of knowledge on how simulation designers can support learners to transfer learning from simulation settings to clinical settings, by focusing on improving the design of simulation sessions.

 Aim of the Study

The aim of conducting this qualitative metasynthesis was to identify significant elements of simulation design that are necessary to support learning transfer to clinical settings. 

 Methodology

A qualitative metasynthesis was adopted as a rigorous method to examine the findings of the original 15 qualitative studies to offer new interpretations and insights on the concept of learning transfer. Inductive thematic analysis was used to synthesize the data

 Results 

Six key findings we identified that include authentic setup, immersive learners’ role, learner’s cognitive boost, positive formative feedback, timing, and learner’s confidence. The findings represent elements of simulation design that can be improved by simulation session designers to support learning transfer from simulation to the clinical setting.

Conclusion

The result suggests that learning transfer from simulation sessions cannot be assumed to occur spontaneously in clinical settings but as a product of various factors. Therefore, the designers of simulation settings need to focus on replicating reality while provoking learners’ deeper thinking skills in the actual clinical setup, lay efforts in all aspects of the design to achieve higher levels of authenticity and transferability, consider incorporating observers actively and  eliminate categorization bias. This with a view to learners to transfer near and far learning from simulation settings to clinical settings. 

The paper is based on a study at two universities in Sweden with the aim to identify and analyse teacher educators' expressed use and needs of digital competence in higher education. The research questions are: a) How do teacher educators use digital tools? b) How do teacher educators evaluate their competence to effectively use ICT? c) What training do teacher educators need to make students functional online? Methodically, a digital survey was distributed via e-mail to 405 teacher educators representing two faculties at the two different universities, 105 respondents answered (26%). The survey included 28 questions with both closed-ended questions (Likert six-point scale), as well as open-ended questions. Two theoretical foundations are applied to analyse different aspects of the teacher’s use and need of ICT knowledge and competence: 1) The TPACK model and the interaction between the three knowledge domains: Pedagogical knowledge (PK), Technical knowledge (TK) and Content knowledge (CK), and 2) three dimensions of Computer Self-Efficacy (CSE), magnitude, strength and generalizability. Results show that 92.3% of respondents use a laptop and 18.3% use interactive boards in their work. Further, respondents who report a low competence regarding digitalization of teaching (16.3%) report a significantly higher need of training (p<0.05) compared to respondents reporting a high competence (27.9%). Also, respondents who report a high competence regarding digitalization of teaching, report creating digital learning environments as something unproblematic to a significantly higher extent (p<0.001) compared to respondents reporting a low competence. 26.3% of the teacher educators (n=15) want trainings in content knowledge and 17.5% (n=10) in technical knowledge, as well as interactions between them. The findings show that all teacher educators use digital tools in planning and executing teaching. However, few teacher educators rate their ICT competence as high and want more training regrading subject didactic knowledge in the students teaching practice.

Based on a study at two Swedish universities, this article aimed to identify teacher educators’ use of digital tools and subsequent need for digital competence in higher education. Methodically, a digital survey was distributed via e-mail to 405 teacher educators representing two faculties at the two universities; in total, 105 teacher educators responded. The survey included 16 questions, with closed- and open-ended varieties. Two theoreticalfoundations were used: the TPACK model and, as a complement, computer self-efficacy. Through analysis of self-reported use, competence, and need for professional training in digitalization in teaching, results show that teacher educators do not use digital tools primarily for pedagogical purposes. Thus, they need extensive pedagogical support in creating digital teaching. Further, teacher educators need to identify the pedagogical surplus value in their own teaching and learning context with digital tools to increase motivation for concrete, effective, and subject-oriented successful examples as presented by experienced teachers.

Frågor kring breddad rekrytering och breddat deltagande utgör en del av den sociala dimensionen av högre utbildning och är ett prioriterat område för det europeiska samarbetet. 2017 års förslag om att ändra i högskolelagen och vidga lärosätenas uppdrag till att aktivt främja ett brett deltagande gav upphov till en debatt bland såväl politiker som företrädare för lärosäten, vilken synliggjorde flera utmaningar, förhoppningar och farhågor. Föreliggande reflektion tar avstamp i denna debatt och fördjupar sig i frågor kring breddat deltagande för studenter med funktionsnedsättning. Syftet med reflektionen är att diskutera och reflektera kring vad breddat deltagande för denna målgrupp innebär och vilka krav det ställer på resurser, tillgänglighet, bemötande och attityder samt på högskolepedagogisk kompetensutveckling, kunskap om funktionsnedsättning och funktionshinder samt inkluderande pedagogik. Utgångspunkten för reflektionen är svensk forskning och pågående utvecklingsarbete om breddat deltagande för studenter med funktionsnedsättning samt författarnas erfarenhetsbaserade kunskaper om högskolepedagogisk undervisning och kompetensutveckling.

Educational institutions in Denmark were forced into a temporary closure due to the COVID-19 global pandemic. The current study investigates changes in teaching practice during quarantine restrictions. This study is part of a wider investigation on the impact of the COVID-19 pandemic on teaching practices. Ninety-nine secondary education teachers in Denmark filled out an online survey. Frequencies and percentages were obtained to analyze quantitative data. A thematic analysis was used to analyze qualitative data. Teachers changed their practice from a constructivist approach to a traditional teaching method resulting in a lack of dialogue, interaction and student motivation. Although teachers’ workload increased, they could not preserve the quality of the learning experience. Teachers did not take advantage of the digital tools to differentiate learning and to increase motivation. Implications for practice for the design of online learning courses in the future are discussed.

Within the context of digitalizing education in higher education, it is crucial to develop an effective feedback strategy for students participating in hybrid learning courses. This chapter aims to understand how educational technology can support effective feedback, as conceptualized by Hattie and Timperley. Their model can be used as an innovative pedagogical strategy to facilitate effective online formative assessment.

Online formative assessment has the potential to enhance dialog between the teacher and learner, response time, and clarity in learning outcomes. These advantages are closely connected in Hattie and Timperley’s model. The teacher designs and shares the learning outcomes with students, students have time to respond, and learning outcomes fit students’ needs. Moreover, their model promotes self-regulatory processes.

Their conceptual analysis of feedback is particularly useful for those designing and facilitating hybrid courses since it identifies the circumstances that make feedback effective. It may also guide conceptual and empirical work among researchers studying online formative assessment in the hybrid learning context.

Students may have altered their expectations regarding flexibility of teaching and learning after the pandemic. In its drive for resilience, Malmö University established a pilot project on hybrid learning in September 2020. The project aims to develop research-based concepts for how hybrid programs can be implemented locally. It addresses different aspects of hybrid learning (e.g., didactic considerations). This presentation shares the process and the lessons learnt.

In recent years, PhD studentshave experienceda decrease in thequality of doctoral education. Less supervision, cancellation of courses, and lack of research resources are reported as factors having an impact on the quality of supervision. Supervision requires different skills since thereare several aspects involved,including a shared responsibility at departmental levelandthe context for supervision within the academy,as well asthe power relations, supervision relationships, and the way the assessment is conducted

In the last 2 years Higher Education Institutions around the world were forced to make the transition to online and now evaluate and recalculate mistakes, successes and opportunities to continue or adapt teaching to Blended Learning methodology, since going back to what was in the past no longer seems to be a viable path. This paper, through a literature review, is a first approach within the concept and the theoretical frameworks that make Blended Learning a possibility and a strong ally to promote meaningful Teaching and Learning in Higher Education. Subsequently, it is planned to carry out a systematic bibliographic analysis in order to go a step further and identify the main challenges and opportunities that Blended Learning brings to Teaching and Learning in Higher Education in the (post) pandemic context.

Utifrån ett sociokulturellt perspektiv på lärande och teorier om medierande verktyg och utvecklingszoner (Säljö, 2000, 2005; Vygotsky, 1978), är syftet med artikeln att bidra med kunskap inom forskningsfältet ämnesintegrerat skrivande. Utgångspunkten är att studenters skrivande är socialt situerat (Lillis, 2001) och att undervisning om akademisk litteracitet måste ske i de sammanhang där ämneskunskapen kommuniceras (Wingate, 2015). Pedagogiska aktiviteter som diskuteras utgår huvudsakligen från projektet Hållbar pedagogisk grund för studenters läs- och skrivfärdigheter. Denna aktionsbaserade forskning, som genomfördes i kollaborativt samarbete mellan kritiska vänner och ämneslärare, resulterade i förändrade medierande verktyg i form av tre olika stöttningsformer, strukturella, praktiska och konceptuella. Studien visar på behovet av att utveckla medierande verktyg som inledningsvis synliggör studenternas befintliga syn på och grundläggande kunskaper om akademiskt skrivande för att därefter introducera stöttor med fokus på att utveckla det ämnesintegrerade skrivandet. Noga överväganden krävs angående vilka stöttningsformer som ska användas samt hur och när de ska appliceras under en kurs eller utifrån ett progressionsperspektiv i ett utbildningsprogram.

This thesis aims to investigate how teachers are using manipulatives in mathematics at advanced undergraduate level in universities. This will also showcase their usefulness in the classroom. The research is conducted via oral interviews of four teachers in the area. The main conclusions are that manipulatives are useful in that they actively engage students in the classroom, and help them verbalise and see consequences of theory.

AbstractIn Sweden as well as internationally the teaching and research nexus has been described as the defining charac-teristics of higher education promoting generic skills such as information analysis and critical reflection. Vertically Integrated Projects has been proposed as one educational strategy where research and teaching are linked by in-viting students to take active part in actual research projects. The strategy is well aligned to Scholarship of teaching and learning enabling the transition from a teacher-centred accepted knowledge to a student-centred perspective where students are invited as producers of knowledge. The aim of the current study was to explore students’ experiences of participation in a research-based learning activity with academia and industrial partners, designed as a qualitative explorative study using focus group interviews. Findings describe not only factors students find motivating for learning, but also their experience of being part of professional life with its benefits and challenges.

To date, learning spaces in higher education have been designed with little engagement on the part of their most important users: students and teachers. In this paper, we present the results of research carried out in a UK university. The research aimed to understand how students and teachers conceptualise learning spaces when they are given the opportunity to do so in a workshop environment. Over a number of workshops, participants were encouraged to critique a space prototype and to re-design it according to their own views and vision of learning spaces to optimise pedagogical encounters. The findings suggest that the active involvement of students and teachers in space design endows participants with the power of reflection on the pedagogical process, which can be harnessed for the actual creation and innovation of learning spaces.

Higher education institutions (HEIs) have a pivotal role in fulfilling the social dimension of sustainability and contributing to a complex changing society. To meet these challenges, Malmö University has in interdisciplinary groups researched the role of challenge-based learning (CBL) in relation to staff, students, disciplines, and stakeholders. This position paper is based on that work. Malmö University argues that with a CBL approach, HEIs will actively contribute to the building of a sustainable learning society through collaboration in education, research, and innovation. This paper theoretically explores the CBL approach as a collaborative learning exchange within HEIs and society at large. CBL is defined through eight key elements, clustered as entities of three domains: diversity and inclusion, co-creation and collaboration, and change agents and contextual challenges. These are discussed and empirically exemplified with the purpose to support designing, planning, and accomplishing CBL in teaching and learning in HE for a global learning society.

I detta kapitel diskuteras studenters studieframgång, avhopp och genom­strömning. Vidare är syftet att belysa studenters känsla av tillhörighet i relation till studieframgång och olika möjligheter att minska studentavhopp. Motivet är att en ökad förståelse för studenters känsla av tillhörighet i relation till studieframgång ger stöd åt utveckling av akademiska miljöer och utbildningsprogram som i sin tur stärker inkludering och breddat deltagande.

Denna studie grundar sig på det återkommande arbetet med Early Alert vid Malmö universitet. Syftet med Early Alert är att skapa större förståelse för orsakerna bakom bristande studieresultat hos förstaårsstudenter och därefter ta fram förslag till insatser som kan utgöra stöd till studenterna att fortsätta sina studier och fullfölja sin utbildning. Undersökningen pågick mellan december 2018 och januari 2019 och urvalet fokuserade förstaårsstudenter utan rapporterade resultat tio veckor in i studierna vid samtliga fem fakulteter vid lärosätet. Totalt identifierades 548 studenter och 271 tackade ja till att delta i en intervju. Den sammantagna bilden av studien visar i likhet med tidigare Early Alert-undersökningar att det är en kombination av privata och utbildningsrelaterade orsaker som påverkar förstaårsstudenters studieresultat. En majoritet av respondenterna uppger att anledningarna till deras bristande studieresultat i hög grad är faktorer som kan relateras till en svag akademisk eller social integration. När det gäller akademisk integration kan vi se upplevda svårigheter med att använda tillgängliga systemstöd såsom exempelvis Canvas. Andra svar belyser studenters svårigheter med att se karriärvägar efter studierna. Vidare kan respondenternas svar relateras till svårigheter med akademiskt skrivande och studieteknik. Språkstöd och stöd för skrivande finns tillgängligt för studenter och kontakten förmedlades vid intervjun. En viktig fråga blir hur det blir tydligt för ännu fler studenter att det finns stödfunktioner tillgängliga för dem? När det gäller social integration kan det relaterad till begreppet känsla av tillhörighet som visat sig vara en viktig faktor för studie¬fram¬gång. Denna faktor kommer till uttryck på olika i både positiva och negativa upplevelser relaterat till psykosocial studiemiljö. Några uttrycker att stödet från kurskamrater och lärare har varit avgörande för att lyckas med sina studier. Resultaten är i linje med tidigare studier som visar att en upplevelse av stöd från kurskamrater, lärare och fakulteten ökar motivationen och minskar risken för avhopp.

PurposePrevious research has pointed to a lack of studies concerning supervision training courses. Consequently, the literature has little to suggest, and the research field is underexplored, so questions around the content and design of supervision training courses remain unanswered and need to be addressed systematically. The main aim of the present study is to explore and map whether shared content and design exist in supervisor training courses across different vocations.

Design/methodology/approachA syllabus analysis is used in order to investigate characteristic features in supervisor training courses related to the professions of dentist, doctor, psychologist, police officer and teacher.

FindingsThe results point to the existence of shared content in the different courses, such as an emphasis on learning and supervision theories, feedback, ethics, assessment and communication. Furthermore, the results conclude similarities in design of the courses, such as a problem-based approach, seminars, lectures and homework. Thus, there are common theoretical approaches to important supervisory competences.

Practical implicationsOur results intend to offer possibilities to learn from different professions when improving supervisor training courses but may also constitute a starting point for developing a shared model of interprofessional supervisor competences. Furthermore, the results may support possible cooperation in interprofessional courses. This could include arranging interprofessional courses, where one part is shared for participants from the included professions and another part is profession-specific.

Originality/valueWe seek to contribute to the research field of supervision at workplaces with knowledge and ideas about how to learn from different professions when developing and improving supervisor training courses.

This article reports on how gender shapes the work of university science faculty. Theories of gender as a social system are used to disentangle how individuals, social interactions, and institutions (re)produce inequality by sustaining occupational gender segregation in higher education science. The study uses qualitative data from an ethnography of six teaching faculty at a large research-intensive public university in the United States. These teaching faculty, largely women in a department in which the majority are men, are ineligible for tenure and institutionally positioned as having lower status. The disadvantages are experienced in different ways across all the women on the teaching faculty. In contrast, men on the teaching faculty are recognizable as scientists and are by default treated with respect. As such, they are elevated regardless of their skill as teachers. This study offers a theoretical contribution to the current understanding of gendered occupations by suggesting that the experiences of the science teaching faculty can be conceptualized as chutes and ladders. Ladders are mechanisms reserved for the elevation of men. Chutes are reserved for women because regardless of how women approach their work, the gender system is constructed to hold them back.

Neoliberal academia is marked by vertical and horizontal gender segregation, and science, technology, engineering and mathematics (STEM) is a particularly concerning case. Women with PhDs are underrepresented, and when they do participate, they are more likely than men to be in teaching-intensive roles. Beyond equality concerns, this is problematic because when women are interpreters rather than producers of disciplinary knowledge, the STEM enterprise remains gender-biased. Using data from a 2-year ethnography with physical science faculty in teaching-intensive roles, this paper argues that gender inequity is reproduced through postfeminist discourses of work-life balance. Participants who are mothers say they are flying under the radar at work. They self-surveille as they engage in both paid labor as university educators and unpaid carework at home. Importantly, when participants challenge hegemonic gender norms, they attract the radar's attention and are sanctioned. This study contributes to a growing understanding of how and why women are marginalized in STEM careers. Women with science PhDs fulfill their university's teaching mission with minimal support for the implied compensation of work-life balance, leaving the institutional structures which privilege men's participation in STEM research intact.

This inquiry into the nature of feminist solidarity in the academic sciences is guided by the intra-activity of gendered bodies in teaching-intensive faculty positions. It uses diffractive methodology to examine how response-able research practice can account for enactment of social discourse through agential cuts. Over the course of a two-year ethnography in a university with high research activity, gender performativity in the contested space of feminized teaching and masculine science was analysed. This article aims to make visible how researcher subjectivities entangle with data collection. Results show how specific agential cuts – alpha female, silencing, less-than-person, squashing passion, and staying to get tenure – illuminate a unique diffractive pattern. The pattern troubles structural notions of feminist solidarity, as ethnographic participants marginalized by institutional hierarchies survive by queering it. Furthermore, the inquiry gestures towards a humble, local, and tentative contribution to post-human theorizing on ‘queering the glass ceiling’.

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.

This study investigates the ways in which mathematics teacher educators (MTEs) influence future mathematics teachers' (FMT) understanding of learners’ cultural diversity. The rationale for cultural diversity is grounded in theories of culturally relevant pedagogy (CRP). The context of the study is similar to the use of differentiated instruction, where learners from different academic levels are offered varied strategies to access mathematics content. In a similar manner, this study investigates the recognition and consideration of learners’ diverse cultural backgrounds to develop teaching strategies. Ultimately, this research aims to contribute to the development of pedagogical content knowledge (PCK) in teaching. A key way to develop PCK is by empowering individual learners to embrace their cultural identity and develop their professional identity.

The study also points out the need to examine cultural identity when developing teaching strategies because of the diverse student and FMT population. With the changing classroom composition alongside progress in understanding cultural diversity, there is a need to explore the ways MTEs influence and model understandings of culture to FMTs for the development of PCK. From this premise, culturally competent teachers create instruction that can improve student academic achievement by incorporating aspects of and giving value to learners’ cultural diversity.

Creating this type of instruction means recognizing students' cultural upbringing and fostering it to develop strong relationships between school and community. The benefits of doing so advance social goals and create culturally responsive learning environments. Findings reveal that MTEs are less interested in familiarising themselves with their student teachers' cultural identity, and getting to know the FMTs' academic level is the extent of information required to initiate academic self-efficacy. More research on CRP in teacher education is warranted to influence and build a new generation of creative and innovative teachers in culturally diverse classrooms.

Den här rapporten är resultatet av arbetet med studien Early Alert på Malmö universitet, under höstterminen 2018. Syftet med studien är dels att skapa större förståelse för orsakerna bakom bristande studieresultat hos förstaårsstudenter och dels att ta fram förslag till stödinsatser för studenterna, så att de kan fortsätta sina studier och fullfölja sin utbildning. Syftet är också att systematisera utvecklingsarbetet av ett uppföljningsverktyg, för att tidigt identifiera studenter med bristande resultat.

Undersökningen pågick mellan december 2018 och januari 2019. Fokus var förstaårs-studenter utan resultat tio veckor in i studierna vid lärosätets samtliga fem fakulteter: Kultur och samhälle (KS), Teknik och samhälle (TS), Hälsa och samhälle (HS), Lärande och samhälle (LS) och Odontologiska fakulteten (OD). Undersökningen är den tredje i sitt slag vid Malmö universitet och kan också sägas vara den fjärde, om vi inkluderar pilotprojektet som genomfördes med studenter på TS höstterminen 2016.

Resultatet visar att, trots de insatser som genomförts i anslutning till föregående års rapporter, till exempel i form av förstärkt mottagningsarbete för nya studenter, så finns det fortfarande stora behov av tidiga förebyggande stödåtgärder. I likhet med tidigare rapporter så rekommenderar vi fortsatt kartläggning och behovsanalys av riskfaktorer, parallellt med att ökad kunskap om vad som fungerar bra och vad som kan ha betydelse för ökad genom-strömning tydligt lyfts fram.

Dessutom innehåller denna rapport ett utvidgat avsnitt när det gäller forskning med fokus på breddat deltagande, studieframgång och riskfaktorer för avhopp. Dessa aspekter är centrala i universitetets kvalitetsarbete.

Written formative-feedback within most university courses has been proven to be limited in its scope and content, with time being a limited resource, resulting in written feedback often being unclear, vague, and confusing. However, feedback using screen-capture videos can be more effective than written feedback, particularly for formative-evaluations, creating beneficial synergy between learning-activities and learning-outcomes. Notwithstanding evidence, the consensus of many teachers is that written-feedback is faster than video-feedback, so screen-capture video is seldom used.

This paper makes two points: video screen-capture enhances feedback and using feedback via screen-capture video instead of written-feedback is a superior method of formative evaluation, saving time and helping students reach learning outcomes; additionally, filming lectures with embedded power-points, making them available to students, can be important for formative feedback. These time-saving methods have been applied to two courses at Malmö University, i.e. “Basic English Grammar Skills for University” and “Basic English Writing and Presenting Skills for University”.

Syftet med kunskapsöversikten är att redogöra för forskning om hur andraspråkselevers lärande gynnas när lärare integrerar språkinlärningen med ämnesundervisningen i samhällskunskap. Frågeställningen som skall besvaras är “hur integrerar man språkinlärningen med ämnesinnehållet på ett effektivt sätt för andraspråkselever i ämnet samhällskunskap?”. Som metod använder vi oss av olika databaser för att hitta relevant forskning för att kunna besvara vår frågeställning. I resultatet Identifierades fyra teman som gynnar andraspråkselevers lärandet, vilka är: användningen av kontextrika sammanhang för andraspråkselever i samhällskunskap, språkligt stöd i samhällskunskap, modersmålet som stöd för ämnesundervisningen och en rik klassrumsinteraktion. Slutsatsen som dras av resultatet är att dessa teman vi identifierat har olika strategier som kommer fungera som stöd till läraren när de utformar undervisningen, läraren kommer dock ha ett ansvar att ta reda på vilka strategier som fungerar för vilka elever då andraspråkselever inte är en homogen grupp där alla tar till sig kunskap på samma sätt.

This review maps patterns in research on Challenge Based Learning (CBL) in higher education (HE) between 2009 and 2020. How is CBL defined in HE settings? How is CBL in HE grounded scientifically in the research? The results show a shift of CBL from being a concept coined by a multinational technology company targeting learning in schools, to being embraced by HE, first and foremost as a method for transformation of adult learning. A critical scientifically grounded approach towards learning is however absent or marginally present in the papers reviewed.

In this paper, and in line with mainstream research, we consider a learning environment as an interplay between pedagogical, social, and spatial dimensions and that teaching and learning activities can take place in various types of spatial conditions. The spatial conditions tell both teachers and students something on, for example, what to expect, what will happen in the room, what roles that different actors will play and how a learning activity will materialize (Temple, 2014). However, if a learning environment is changed, this will affect both the actors in the room and the learning itself (Leijon, et al., 2021). It is evident that spatial conditions often are standardized, in terms of, for example, space, the direction in the room, furniture, equipment, and technology. Notably, some learning environments have become adjusted to provide conditions for active learning such as active learning classrooms (ALC), flexible, and innovative classrooms and open and flexible educational spaces. Still and argued, little is evident on how teachers can develop their didactic spatial competence. Drawing upon the outcomes from a pedagogical development project at Örebro university, where the aim has been to develop physical, digital and hybrid learning environments, we outline a set of reflections on how didactical spatial competencies among teachers can be developed to enhance students' learning (cf. Hansson, 2022). This project is built upon a workshop process with four different work groups, representing all faculties, where focus has been on issues related to pedagogy, room (spatial arrangements) and technology. Data collection has been conducted in these workshops and the data analysis has followed an empirically close content and iterative analysis method (Hansson, 2012). From the data analysis a frame for designing learning environments as well as a set of room and activity diagrams has been developed. The frame for designing learning environments consider the pedagogical, social, and spatial dimensions and outline a set of didactical questions that can be asked when designing a learning environment. The room and activity diagrams have been inductively developed as sketches and serve as expressions for how teachers conduct or wish to conduct learning activities if there were no spatial limitations. Both the frame for designing learning environments and the room and activity diagrams provide support for teachers that intend to develop their didactical spatial competencies.

This article highlights interaction within physical and virtual spaces in a higher education HyFlex learning environment with live streamed lectures and seminars. What kinds of learning spaces do we shape when we connect physical and virtual spaces? How do we interact in these spaces, and how do they affect our interaction? The perspective of ‘designs for learning’ theoretically frames the study. The result show that several different spaces are shaped; physical space, representational space, interactional space, and a ‘liminal space’. The result also implies that a HyFlex model requires an increased didactic awareness of designing for learning.

In this paper we argue that sustainable learning spaces in higher education are inclusive, varied, flexible and innovative. Furthermore, to teach in these learning spaces, university teachers need to develop a “didactic spatial competence” (DiSCo). Based on a research overview (Leijon & Tieva, 2021) and a position paper (Leijon, Malvebo & Tieva, 2021), we will discuss what research tells us about how learning spaces in a postpandemic university could support student learning and teachers pedagogic design. 

The research overview focused on patterns in the research field of learning spaces in higher education between 2009-2021. The following themes emerged from the research literature: scientific ground and proven experience, learning, physical and virtual campus, collaboration, varied environments (flexible, innovative and hybrid), inclusion and didactic spatial competence. In the presentation we will discuss the consequences for the design of future learning spaces in higher education as well as the challenge of creating learning spaces that are sustainable, not so much from an environmental point of view, but for learning.  As a point of departure, we use the concept of sustainable learning as a process of continual renewal and professional development: It involves ongoing, purposeful, responsive and proactive learning; the learner effectively builds and rebuilds her or his knowledge and skills base as circumstances change (Hays & Rainders, 2020, p. 30). One way to contribute to university teachers design for sustainable learning processes in a variety of learning spaces is to support teachers to develop a “didactic spatial competence” (DiSCo). DiSCo is grounded in theoretical perspectives on didactics, spatiality and competence. We define DiSCo as: Based on proven experience and science to have the ability to plan and design teaching and learning in a variety of learning spaces; to implement teaching and earning, act and react in a variety of learning spaces and to evaluate, reflect and transform both pedagogy and the learning space.  DiSCo concerns planning for teaching and learning in a variety of learning spaces that support pedagogical ideas. A teacher on the way to DiSCo critically reflects over and uses affordances and meaning potential in various learning spaces, and has both agency and competence to act and react during teaching and learning. A teacher with DiSCo can use a learning space in a meaning-making process together with students. 

Discussion & results

 In the presentation we will discuss how DiSCo as a model can be used at different levels to support professional teachers to design, reflect, and transform teaching for learning in a variation of learning spaces. DiSCo could also serve as a tool for a teacher to build arguments for the design of sustainable learning, not based only on a personal practice, but grounded in science and proven experience. On a macro level DiSCo highlights how teaching and learning spaces are crucial resources for teachers as professional change agents in the ongoing development of learning spaces in higher education.   

In this position paper we present a theoretical model on how to support teachers to develop a “didactic spatial competence” (DiSCo). We define DiSCo as: Based on proven experience and science to have the ability to plan and design teaching and learning in a variety of learning spaces; to implement teaching and learning, act and react in a variety of learning spaces and to evaluate, reflect and transform both pedagogy and the learning space. In the paper we argue that a Didactic Spatial Competence (DiSCo) can be used to frame the complex relationship between learning spaces and teaching. DiSCo concerns to plan for teaching and learning in a variety of learning spaces that support the pedagogical ideas; but it also entails implementing, that is to critically reflect over and use affordances and meaning potential in various learning spaces, to have agency and competence to act and react during teaching and learning in various learning spaces and maybe first and foremost; to use the space in a meaning-making process together with students – that is to create a place for learning. Furthermore, it includes a reflective and evaluative part. 

Over the past ten years, there has been an increasing focus on physical learning spaces in higher education. By now, what do we really know about the relation between space and student learning? What does the research landscape look like, and how has it developed? A systematic review of peer-reviewed 108 articles on the physical learning space for the period 2009-2019 was performed. A broad and fragmented field emerged that is to some extent under-researched and under-theorized. Few articles contain theory sections, and very few authors refer to each other's work in their articles. On the other hand, a diversity of themes, methods and perspectives can be seen. Overall, the review can contribute to an overview of what we know - and what we do not know - about the complex relationship between student learning and learning spaces.

Our study investigates how knowledge requirements are formulated in policy documents for a police education situated in an academic context. Through an explorative quantitative and qualitative content analysis, we seek to answerthe following questions: What knowledge requirements are presented in course syllabi for the first semester of fivedifferent police programmes in Sweden? What similarities and differences are there? The result implies that a highereducation policy frame dominates the design of curricula and program profiles. Lower-order cognitive skills are predominant in the knowledge requirements in the first semester of all police training programmes in Sweden, but witha balance of academic and professional practices, and of conceptual and contextual coherence in curricula. The universities differ mostly when it comes to knowledge requirements on a higher-order cognitive level, and here there isan imbalance in sequence and pace in curricula between different programmes. Both balance and variations are discussed with the aim of opening up for an innovative debate on knowledge requirements in police education.

I artikeln utforskas hur universitetslärares pedagogiska praktik har påverkats av den digitala omställningen under pandemin. Vi diskuterar särskilt kunskapsområden som digitala medier, design av fysisk och digital lärandemiljö, arbetsmiljö, riskbedömning, tillgänglighet och sociala relationer. Resultatet, som bygger på pilotstudien ”The Corona Crash Course” och aktuell forskning, visar att de kunskapsområden som tydliggjorts under den digitala omställningen främst handlar om genomförande av undervisning. Två nya kunskapsområden har identifierats: arbetsmiljö och riskbedömning. Nu behövs tid för reflektion och stöd så att universitetslärare kan utveckla en postpandemisk praktik som vilar på vetenskaplig grund.

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.

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.

Young women remain underrepresented among engineering bachelor's degree holders. While there is a relatively large body of extant research on the many factors that curtail young women's interest in pursuing engineering, less is known about high school girls who are on an engineering pathway. Therefore, this study focuses on a select group of precollege young women who express a strong interest in engineering. Specifically, informed by theories of gender as a social system and previous empirical research, this mixed-methods study explores the constellation of significant actors within the daily lives of these young women, to understand from whom and how they are supported in pursuing this gender-atypical field, and simultaneously, from whom and how they are discouraged. To do so, the researchers analyzed survey and interview data from a sample of diverse high school girls who participate in the Society of Women Engineers' (SWE) SWENext programme. Quantitative results indicate that young women report high levels of encouragement from most sources, including parents, teachers, and other young women. However, across various peer contexts, they receive much more support from other young women than from young men. Qualitative results further reveal that parents and teachers stand out in young women's recollections of encouragement, often through advocating their participation in engineering activities or providing mentoring support. In contrast, young men in engineering spaces were recalled as particularly discouraging of their engineering participation, by socially or physically excluding them or refusing to provide recognition. Implications for future research and practice are discussed.

Undervisningen om den akademiska texten är sedan länge ett uppmärksammat problem. Det akademiska skrivandet och bristerna i de studerandes skriftspråkskompetens utgör ett hinder för många i studierna och det är vårt uppdrag som lärare att hjälp dem med problemet. Syftet med denna artikel är dels att beskrivna den skriftspråkskompetens som vi lärare verkar förvänta oss av studerande, dels hur undervisningen som bedrivs för att stödja studerande i deras skrivande ser ut. Målet är att lyfta ett problem som jag anser att vi lärare vid universitet och högskolor är väl medvetna om, men verkar blunda för. I artikeln hävdar jag att vi inom den högre utbildningen inte tar problemet med studerandes skrivande på allvar. Bevis på detta får vi, termin efter termin, i det att studerande signalerar att de inte har och blir hjälpta till de kunskaper som motsvarar kraven som ställs. 

Higher education (HE) today is a diversified area which has grown expansively over the last two decades in response to a rapidly changing educational and political climate (e.g., Englund, 2018). In this age of complexity, development and change are omnipresent and intrinsic parts of the university teacher’s practice, from the development of the teachers’ individual practice at microlevel, to the collaborative development of scholarly practice at the meso-level of the department, and to the strategic institutional approach at macro-level, which links to employment and promotion frameworks and the recognition of teaching quality (Bolander Laksov & Scheja, 2020). As changing demands has placed focus on learning and teaching, higher education in Sweden has followed the European development from quality assurance towards quality enhancement (e.g., Pelik, 2016; Nygren & Sjöberg, 2022). The universities are now responsible for developing their own quality assurance systems and more emphasis has been placed on ownership and the possibilities of influencing the process (Swedish Higher Education Authority), which has grown more complex. Through their professional teaching work, academic teachers are expected to strengthen a pedagogical "culture of quality" at the higher education institution (e.g., Elken & Stensaker, 2018).  

What we are witnessing is a more mature quality assurance work which is characterized by increased trust in the universities themselves and the ways in which they choose to organize their quality work. But we are also witnessing the heightened complexity of academic development where academic developers has become involved in work on all three levels (micro, meso, macro), for example, appointment procedures, career structures and promotion criteria. Academic developers have become central to the implementation of these strategies, which has greatly extended the range of their professional activities. This development goes hand in hand with the shift in focus from quality assurance to quality enhancement. By allowing the universities to develop their own quality assurance systems, the new quality assurance system signals a heightened awareness of the importance of ownership and to affect the process, which relates to national governance strategies of teaching and learning. As the changing educational and political demands on higher education have deeply affected the professional activities of the academic developer and the academic teacher, this article addresses the changes and challenges faced.

The present paper will present the results of a study of Swedish academic development units planned to be conducted in early 2023 and which focus on the areas of responsibilities and everyday practice of academic developers today. In the paper, we will discuss the implications for teachers and academic developers in this diversified context. Our aim is also to contribute with further knowledge and understanding of structural and organisational prerequisites for academic development in higher education.

References

Elken, M. & Stensaker, B. (2018). Conceptualising ‘quality work’ in higher education. Quality in  Higher Education, 24(3): 189-202.

Bolander Laksov, K. & Scheja, M. (2020). Akademiskt lärarskap. SULF Publications XLII.

Englund, C. (2018). Teaching in an age of complexity: exploring academic change and development in higher education. (Doctoral dissertation). Umeå: Umeå University.

Nygren, Å.  & Sjöberg, J. (2022). Om pedagogiskt kvalitetsarbete i högre utbildning: vägen framåt. Högskolepedagogisk debatt: Högskolan Kristianstad.  

Pelik, R. (2016). “Quality assurance and quality enhancement,” i Baume. D och Popovic. D. (Eds). Advancing Practice in Academic Development. London: Routledge: 142-156.

Stensaker, B. (2008b). Outcomes of quality assurance: A discussion of knowledge, methodology and validity. Quality in Higher Education, 14: 3-13. 

This study utilizes interviews with 33 racially diverse high school girls who have expressed interest in engineering careers. Using the framework of critical consciousness and informed by intersectional theories, the authors examine their views about gender inequality in engineering. Results revealed that while most articulated systemic understandings of inequality, Black participants were particularly likely to exhibit this critical reflection. Yet many young women revealed a more emerging form of critical reflection, particularly Asian participants. Few respondents expressed critical self-efficacy, or confidence to challenge gender inequality in their future careers; such views were almost exclusively held by Black and Latinx respondents. In contrast, White respondents commonly invoked a "lean-in" self-efficacy to be successful navigating, but not challenging, the White male-dominated engineering workforce. Overall, we find clear evidence that young women's racialized identities have implications not only for their understandings of gender inequality, but also for their motivation to disrupt it.

What are the motives for offering or engaging in higher education teacher training courses? This question is of interest for educational developers, teachers, university managers, and policy makers in order to design courses and to meet stakeholders’ expectations. Previous research has mainly focused on the impact of higher education development courses on teacher practice and student learning. Few studies have investigated the motives behind these courses. In this paper, the motives are investigated among students, teachers, university management, and the government. The study is based on national and local documents on educational development and on interviews with representatives from four Swedish universities. The results show that all stakeholder groups are in favour of compulsory courses but the motives differ. Students, management, and government embrace an institutional perspective on educational development, in line with a social efficiency perspective on the purposes of higher education emphasising usefulness, function, and the production of skills. University teachers, on the other hand, have a more individual-oriented view

This article investigates how professional development courses for university teachers are viewed by different stakeholders, specifically students, university teachers, central university management, and the government. The particular focus of the investigation is on the relationship of theory and practice, disciplinary content, and forms of pedagogical knowledge. The results, based on interviews and documents, show that university teachers tend to ask for more practical, hands-on knowledge, whereas the government focuses on the theoretical content of pedagogical courses. Stakeholders were vague in their views about the content of pedagogical courses, indicating that professional development fails to be regarded as a strategic matter.

The study at hand was conducted within a regional collaboration project named “From Great to Excellent” (FGTE), carried out between four Swedish municipalities and a small Swedish university. The FGTE project, highly influenced by a prior Canadian project of the same name, was a school development project grounded in an analytical approach involving all school levels. The basic idea in FGTE was that organisations learn from each other and make each other better, and where research is added, quality follows. Initially, each municipality had their own development focus and between them, they agreed on a number of priority professional research areas. Within the project, the participants were divided into groups where some served as so called “hosts” and some served as so called “critical friends”. During the FGTE project, the critical friends and the hosts worked together to solve different development projects at different school levels. Simultaneously, the participants were undertaking a course in analytical competence arranged by the university with the purpose of enhancing joint competence. The questions addressed here are closely connected to the notion of risk in partnerships in education. Firstly, there were four different municipalities operating on three school levels, each with individual research and/or development focus for their respective school level. Secondly, the participants from the municipalities undertook a university course in analytical competence. Critical questions to express were: What distinguishes the partnerships in the FGTE project between the four municipalities regarding their individual development projects? What type of risks present themselves in the FGTE project, in regard to the four municipalities as well as to the small university? In this chapter, we will critically examine how these development projects unfold in the groups within the duration of the FGTE project. Results show that difficulties arise when professionals from different organizations and different hierarchical levels within these organizations come together in joint collaboration work. In addition, results also showed that the individual development projects that the different schools worked on within the project, shifted in focus during the project.

The purpose of this study is twofold: (1) to survey whether dissertations have been rejected in connection with the examining committees’ sessions and, if so, upon which grounds, and (2) to conduct a problematizing discussion about the pros and cons of written criteria for doctoral dissertations. In Survey One (1984–2003), responses came from the humanities, law, and social sciences in six established universities. In Survey Two (2004–2017), responses came from the same disciplines at ten universities. The surveys are based on searches in electronic databases and written responses from the faculty offices. The results show eighteen cases of rejected dissertations. Five of the dissertations are written in law and five in arts, theater, culture, and film studies. Three areas appear to be particularly critical for the rejection: akribeia (accuracy and precision), methodological issues, and results and analysis.

Syftet med detta kapitel är att diskutera hur förväntningar på handledning och olika handledarkompetenser kan bidra till ett mer inkluderande arbetssätt. Det innebär att vi kommer belysa betydelsen av att klargöra förväntningar på handledning samt hur handledares kunskaper om lärandeteorier, kommunikation, etik, återkoppling och bedömning kan bidra till och stärka adeptens lärande och utveckling inom sitt ämnesområde. Kapitlet bygger bland annat på vår egen forskning (Davidsson & Stigmar, 2021; Davidsson & Stigmar, inskickad) som visar att det finns ett gemensamt innehåll och likartade undervisningsformer i handledarutbildningar för olika yrkesgrupper.