Creating entrepreneurial networks: academic entrepreneurship, mobility and collaboration during PhD education     

Dzamila Bienkowska  Magnus Klofsten 《Higher Education》2012,64(2):207-222

Network-building activities of PhD students are an important area of study in furthering our understanding of academic entrepreneurship. This paper focuses on PhD students’ participation in network-building activities defined as mobility and collaboration, as well as own interest in and perceived grade of support for commercialisation from various levels of the university hierarchy. The results of a large-scale survey (of 1,126 PhD students at Link?ping University, Sweden, 41% response rate) presented here show that the majority of PhD students are engaged in collaborations with external organisations, though quite few (one quarter) have spent a part of their PhD education outside their home university. PhD students from all faculties are on average interested in commercialisation and in favour of it. However, PhD students from the faculty of Health Sciences state that it is difficult for them to combine research and commercialisation. Furthermore, interest in commercialisation of research results is relatively lowest amongst those PhD students who are undertaking mobility placements at other universities, thus pointing to an experienced incompatibility of research and academic entrepreneurship.  相似文献   

Some problems encountered by disabled students at the University of Oslo – whose responsibility?     

Solveig Magnus Reindal 《欧洲特需教育杂志》2013,28(3):227-241

ABSTRACT

A survey was undertaken among students at the University of Oslo in order to include their comments in a recommendation that was being prepared to elucidate the disabled students' situation in the future. Students were requested to write shorter or longer comments concerning their day as a disabled student, in order to expose barriers, weaknesses in the organization of services and other concerns. They were also requested to make recommendations as to improvements. The students’ answers indicated that they encountered several practical problems in their education, including a lack of understanding and cooperation from administrators, faculty staff and lecturers, a lack of adaptive aids and other resources and inaccessibility of grounds and buildings. Students made recommendations to improve the delivery of services. On the background of the information given by the students, the paper reflects on the issue of higher education's responsibility in relation to adjustments. The Reform‐94 within upper secondary education makes the issue of responsibility even more current.  相似文献   

From Identity to Facility—The New Buildings for the Faculty of Humanities at the University of Copenhagen     

Magnus Gabrielsen 《Scandinavian Journal of Educational Research》2013,57(5):531-546

This analysis seeks to unite both an architectural and an educational perspective on the transformation of the university into a postmodern institution. Our point of departure is an analysis of the new buildings for the Faculty of Humanities University of Copenhagen which are located on the island area of Amager, to the south of Copenhagen's centre. To put the transformation into perspective we will also consider the respective older buildings that house the universities of Copenhagen and Oslo. The analysis will illustrate how the university as an institution has changed in terms of characteristics, position in society and its understanding of itself. Previously, the university was a clearly defined institution, which had both the process of Bildung (liberal education) and the production of objective knowledge as its goal. Today's university has become a institution, which seeks to develop competence rather than Bildung and to facilitate knowledge in the Network Society. These changes can be explicated by the French philosopher Lyotard's analysis of the position of knowledge within the postmodern sphere.  相似文献   

Older adults’ experiences of a reablement process. “To be treated like an adult,and ask for what I want and how I want it”     

Gunnel Östlund  Viktoria Zander  Magnus Lars Elfström  Lena-Karin Gustavsson  Els-Marie Anbäcken 《Educational gerontology》2013,39(8):519-529

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Parental governmentality: involving ‘immigrant parents’ in Swedish schools     

Magnus Dahlstedt 《British Journal of Sociology of Education》2009,30(2):193-205

In Sweden, calls for partnership between state institutions and local communities punctuate discussions of a number of areas of public policy. In this article, the discourse of partnership is analyzed in recent developments in Swedish educational policy, and particularly the involvement of ‘immigrant parents’ as partners collaborating with the school. In the article it is argued that, in partnerships between the school and ‘immigrant parents’, the ‘rules of the game’ are most often dictated by one of the partners (i.e. the Swedish school). Here, ‘immigrant parents’ are by various techniques being ‘measured’ and exhorted to adapt to an imagined ‘Swedish normality’, in order to become a ‘responsible’ parent and equal partner.  相似文献   

Tension Between Visions of Science Education     

Jesper Haglund  Magnus Hultén 《Science & Education》2017,26(3-4):323-344

The aim of this study is to contribute to an understanding of how curricular change is accomplished in practice, including the positions and conflicts of key stakeholders and participants, and their actions in the process. As a case, we study the treatment of energy in Swedish secondary curricula in the period 1962–2011 and, in particular, how the notion of energy quality was introduced in the curricula in an energy course at upper secondary school in 1983 and in physics at lower secondary school in 1994. In the analysis, we use Roberts’ two competing visions of science education, Vision I in which school science subjects largely mirror their corresponding academic disciplines and Vision II that incorporates societal matters of science. In addition, a newly suggested Vision III represents a critical perspective on science education. Our analysis shows how Vision II and III aspects of science education have gained importance in curricula since the 1980s, but in competition with Vision I considerations. Energy quality played a central role in providing Vision II and III arguments in the curricular debate on energy teaching. Subsequent educational research has found that Swedish teachers and students struggle with how to relate to energy quality in physics teaching, which we explain as partly due to the tension between the competing visions.  相似文献   

Becoming the role model: youth recreation leaders,occupational choice and a will to include     

Andreas Fejes  Magnus Dahlstedt 《Discourse: Studies in the Cultural Politics of Education》2018,39(6):901-912

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Biased grades? Changes in grading after a blinding of examinations reform     

Magnus Bygren 《Assessment & Evaluation in Higher Education》2020,45(2):292-303

Abstract

Group differences in average grades prior to and after a step-wise introduction of blinded examinations at Stockholm University are examined. Relative to students with ‘native’ names, students with ‘foreign’ names appear to experience weak positive bias in the grading of their examinations, but the estimated effect is sensitive to model specification. No substantial effects of blinding examinations with respect to male-female gaps are found. The results suggest that examiners – when the names of students are disclosed to them – if anything have a weak tendency to positively discriminate for students perceived to have an immigrant background, but they do not appear to discriminate on the basis of gender.  相似文献   

The formation of the willing citizen – Tracing reactive nihilism in late capitalist adult education     

Maria Olson  Magnus Dahlstedt  Andreas Fejes  Fredrik Sandberg 《Educational Philosophy and Theory》2018,50(1):95-103

The role of education in citizen training has been well mapped out in youth education. What has been less studied is how this role comes into being in adult education. By providing illustrative empirical examples from a recently completed study of adult students enrolled in adult education, this article aims to offer a theoretical response to the question of the role of adult education in adult student citizen subjectivity formation. Taking on Diken’s concept of ‘reactive nihilism’, we wish to make the following arguments. First, that citizen formation in adult education, when students are asked about it, is actualised as processes of re(dis)covery of will in order to be(come) a successful and happy citizen in society. Secondly, that these processes point towards a role of adult education as one where these formation processes work in tandem with those of the reactive nihilists. This means that the citizen formation processes made possible in this educational site are those marked out by the desire to mobilise one’s will formation so that it adapts to the prevailing societal situation—that of late capitalism, which is a situation not considered by the adult students as possible to change.  相似文献   

Choosing one’s future? Narratives on educational and occupational choice among folk high school participants in Sweden     

Fejes  Andreas  Dahlstedt  Magnus 《International Journal for Educational and Vocational Guidance》2020,20(1):31-47

This article poses these questions: How do participants on two different courses in folk high schools in Sweden, a basic course and a theatre course, motivate their educational and occupational choices, and what similarities and differences can be identified? We analyse interviews with students drawing on a narrative approach. Five trajectories emerge: desire to get away; desire to get back on track; desire for employment; desire to change occupation; and desire to realise one’s dreams. We argue that these trajectories reproduce existing social stratification in society, whereby certain futures are available to some people, and not to others.

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