hh.sePublications
Change search
Link to record
Permanent link

Direct link
BETA
Alternative names
Publications (10 of 27) Show all publications
Granklint Enochson, P., Sjöberg, J. & Johnsson, A. (2020). Processing professional research questions: a collaborative development in schools?. In: : . Paper presented at Nordic Educational Research Association: Rethinking the futures of education in the Nordic countries (NERA 2020), Turku, Finland, March 4-6, 2020.
Open this publication in new window or tab >>Processing professional research questions: a collaborative development in schools?
2020 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Research topic/aim: The focus of this study is how professional research questions work as information between different levels across the school organization. The different questions aim to develop the children and students’ knowledge through the teachers and headmaster’s capacity building in a collaboration project. These questions are processed in a hierarchy from the regional overarching question, the municipalities’ to interpret the overarching question to a professional research questions and finally the schools create concrete professional research questions. At the school level are the final question processed and researched.  

Theoretical framework: The project is based on how to steer an organist through professional research question. Leadership is important and a challenge in a changing process in an organization (eg. Kotter, 1995). Moreover, a good communication between the participants are important if it shall be a development in the organization (eg. Harris & Jones 2015; Leithwood et al. 2017). 

The empirical data in this study are analyzed thought two theoretical frameworks in the border between the socio-cultural and the socio- constructivism. Within the socio-cultural field, since much of the focus is around participant in the school collaboration (Hornscheidt & Landqvist 2014, Vygotsky, 1978). However, the percipients must construct their understanding through interactions with the outside world (Ausubel, 1968; Leach & Scott, 2003; Piaget, 1964), when they interpret the question from the regional and municipality level. 

Methodology/research design: Empirical data was the focus of the meeting with the region and municipality. The participants’ final reports and final posters were collected at school level.  Some of the data from meetings where schools collaborated with their critical friends were recorded and transcribed. All the questions on the tree (regional, municipal, school) different level were analyzed, and the issues in questions from the hierarchically high to the low levels were considered. This paper is an analysis from the first year of a 5-year project. It provides a longitudinal study of a project with yearly reports. Some results from year two will be presented at the conference 

Findings: Findings demonstrate ambitious questions without clear definitions and focus on outcomes. Discussions between the various groups involved in the research demonstrates the need for precise clarifications and definitions in expression and communication. The result is that the question from the municipality steering committees focuses on an inventory of situation in the various municipality schools. Another point of view is that the perspective of the students’ perspectives is missing in the questions in most of the groups. The schools and preschool level are also more focused on their own practice, than the question that were given from the hierarchy above them. 

Relevance to Nordic educational research: The aim in the study is to develop the knowledge among the teachers so that they can support every child and student to even more develop their capacity to perform in the school, from good to better. The overall aim is to develop the schools through collaboration between municipality’s schools in the region.

National Category
Pedagogy
Identifiers
urn:nbn:se:hh:diva-41756 (URN)
Conference
Nordic Educational Research Association: Rethinking the futures of education in the Nordic countries (NERA 2020), Turku, Finland, March 4-6, 2020
Note

Session VI - NW24

Available from: 2020-03-09 Created: 2020-03-09 Last updated: 2020-03-10Bibliographically approved
Brooks, E. & Sjöberg, J. (2019). Evolving Playful and Creative Activities When School Children Develop Game-Based Designs. Paper presented at 7th EAI International Conference on Arts and Technology, Interactivity, and Game Creation, ArtsIT 2018 and 3rd EAI International Conference on Design, Learning and Innovation, DLI 2018, Braga, Portugal, 24-26 October, 2018. Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 265, 485-495
Open this publication in new window or tab >>Evolving Playful and Creative Activities When School Children Develop Game-Based Designs
2019 (English)In: Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, ISSN 1867-8211, E-ISSN 1867-822X, Vol. 265, p. 485-495Article in journal (Refereed) Published
Abstract [en]

The presence of digital technologies in classroom settings is relentlessly getting stronger and has shown to have powerful playful qualities. In recent years, digital game-based learning (DGBL) have been introduced in schools. In this paper we investigate an innovative approach to game-based learning, namely to use game design activities as motivators for developing children’s creative and social skills as well as other kinds of learning scenarios, e.g. computational. It is based on two cases, where game design activities by means of a narrative approach were applied in both analogue and digital form. The unit of analysis is game design activities. Hence, game design activities with the participating children (3 rd graders, 9–10 years of age), creative materials and technologies, and children’s actions as well as interactions are analyzed. The research questions posed in this study are: (1) What activities develop when school children design games in two cases, as an analogue activity, and as an activity including technology?; and (2) How do the learning environment, including the artefacts, employed mediate these activities? The outcomes of the study indicate that the game design workshop session which included both creative material and technology unfolded more combinational activities, which indicate that the inclusion of technology facilitated a more critical design decision making. However, the game design workshop session including only creative material exhibited a more thorough knowledge about what the material could do and what the children themselves could do with the material, which seemed to result in more playful interactions between the children. © 2019, ICST Institute for Computer Sciences, Social Informatics and Telecommunications Engineering.

Place, publisher, year, edition, pages
Heidelberg: Springer, 2019
Keywords
Creativity, Exploratory activity, Game-based design activities, Learning environment, Learning resources, Playfulness, Primary school children, Transformative activity
National Category
Other Social Sciences
Identifiers
urn:nbn:se:hh:diva-39034 (URN)2-s2.0-85061347715 (Scopus ID)
Conference
7th EAI International Conference on Arts and Technology, Interactivity, and Game Creation, ArtsIT 2018 and 3rd EAI International Conference on Design, Learning and Innovation, DLI 2018, Braga, Portugal, 24-26 October, 2018
Available from: 2019-03-07 Created: 2019-03-07 Last updated: 2019-03-20Bibliographically approved
Granklint Enochson, P., Sjöberg, J. & Johnsson, A. (2019). From process to a changed practice - How research questions are processed in a collaborative project. In: NERA 2019: Education in a Globalized World. Paper presented at NERA 2019 (Nordic Educational Research Association), Uppsala, Sweden, 6-8 March, 2019 (pp. 31-32).
Open this publication in new window or tab >>From process to a changed practice - How research questions are processed in a collaborative project
2019 (English)In: NERA 2019: Education in a Globalized World, 2019, p. 31-32Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In 2017, a regional cooperation project was initiated with four municipalities and Halmstad University, called From Great to Excellence (FGTE), that aimed at reducing the gap between children/pupils capacity and performance. The project is planned to run for five years, and participants are persons active in schools and preschools at different levels within the school practice. Within the FGTE project, the participants perform different development projects in cooperation across the municipal boundaries, where they act as critical friends for each other in order to drive each project forward. Parallel with these activities, follow-up research on the project is conducted that focuses on different parts of the collaborative process. In this study we have concentrated on the participants' work with their respective research processes. The overall aim is to investigate the way in which research questions- and the ability to answer these - are developed by the participants through collaborative projects across municipal boundaries. The question we ask is "How does a (research-) question change through a collaborative process?" School development projects are carried out both at national and international level (e. g. Sales, Moliner & Amat, 2017; Adolfsson & Håkansson, 2015). In this study, the focus is both on regional cooperation and more specifically on the research questions of the participating groups.

Theoretical framework

The theoretical framework in this study is situated within the socio-cultural field, since much of the focus is around the collaboration between the participants. Conversation is an arena for developing knowledge and by supporting and challenging each other's pronounced thoughts, prerequisites for development of knowledge are given (Vygotsky, 1978).

Methodological design

The empirical material for the present study consists partly of the work material from a workshop where the participants' research questions were processed, partly by the participants' final products at the end of their development projects, which was a project report and a poster per project group. The material has mainly been analyzed based on a content analysis perspective (Danielsson, 2017; Denzin & Lincoln, 2003).

Expected conclusions/findings

The analysis is not yet complete, but preliminary results show that the research questions in the projects are not fully answered by the participants. On the other hand, the research questions seems to become more sharp when people from other municipalities are involved in working with the them. It also appears to be problematic to relate to overall, relatively abstract questions, and to make them tangible to their own school practice.                     

Relevance to Nordic educational research

Through this study, we want to highlight the potential for improvement work in preschool and school practice which lies in developing school activities through a regional cooperation project. This, we mean, are of utmost relevance to Swedish/Nordic as well as international research fields within education.

References

Adolfsson, C-H., & Håkansson, J.  (2015). Lärande skolor och förskolor i Kalmar kommun - Forskning och lokalt skolutvecklingsarbete i samspel. Rapport. Linnéuniversitet

Danielsson, E. (2017). Vetenskaplig teori och metod: från idé till examination inom omvårdnad. Henricson, M. (red.) (Andra upplagan). Lund: Studentlitteratur AB.

Denzin,  N.  K.,  &  Lincoln,  Y.  S.  (Eds.).  (2003).  Collecting  and interpreting  qualitative  materials (2nd  ed.). Thousand Oaks, CA: SAGE

Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. M. Cole, Ed.Cambridge: Harvard University Press.

Sales, A., Moliner, L., & Amat, A. F. (2017). Collaborative professional development for distributed teacher leadership towards school change. School Leadership & Management Formerly School Organisation. VOL. 37, NO. 3, 254–266

National Category
Educational Sciences
Identifiers
urn:nbn:se:hh:diva-39031 (URN)
Conference
NERA 2019 (Nordic Educational Research Association), Uppsala, Sweden, 6-8 March, 2019
Available from: 2019-03-07 Created: 2019-03-07 Last updated: 2019-12-14Bibliographically approved
Sjöberg, J. & Hansson, E. (2019). Making use of students’ digital habits in higher education: What they already know and what they learn. Journal of Learning Development in Higher Education (14)
Open this publication in new window or tab >>Making use of students’ digital habits in higher education: What they already know and what they learn
2019 (English)In: Journal of Learning Development in Higher Education, ISSN 1759-667X, no 14Article in journal (Refereed) Published
Abstract [en]

Varieties of digital practices have increasingly become part of people’s everyday lives and people, in general, use these communicative practices on a daily basis, mostly for social and entertaining purposes. As to higher education, researchers have pointed out that digital technology could be a useful tool in how to learn more effectively, if it is based on the abilities that students bring with them into higher education from their everyday life (for example, Buzzard et. al., 2011). In this case study, we explore the issue of students' digital practices in everyday life as well as in higher education, in a teacher training programme at a Swedish University. The aim is two-fold: on the one hand, to provide knowledge regarding students' everyday experiences of digital practices and the ways in which these are utilised in higher education; on the other hand, to contribute to the understanding of the ways in which higher education contributes to challenging and developing students' digital skills. Twenty-nine students from teacher training programmes participated in the study by answering a questionnaire. The results show that the students’ digital habits are not being used or acknowledged in higher education, except for when it comes to their Teacher Training Practice (TTP). Furthermore, the results also show that higher education contributes to students’ digital skills. This, we argue, could be of interest for teachers and researchers in teacher training programmes and for teachers in primary to tertiary education, in developing education activities with digital technology based on pupils’ and students’ digital habits. We can also see that the study can inspire other teachers in higher education, where the idea of using students’ digital habits perhaps is not yet taken into consideration.

Place, publisher, year, edition, pages
Plymouth: Association for Learning Development in Higher Education, 2019
Keywords
digital technology, higher education, teacher training practice, digital habits, digital skills, digital environment
National Category
Pedagogy
Identifiers
urn:nbn:se:hh:diva-39232 (URN)
Available from: 2019-04-17 Created: 2019-04-17 Last updated: 2019-08-30Bibliographically approved
Sjöberg, J., Johnsson, A. & Granklint Enochson, P. (2019). Preconceptions or a Community of Practice? Discursive Constructions of the Preschool Practice in Preschool Professionals Conversations about Collegial Development Work. In: : . Paper presented at Education in an Era of Risk (ECER), Hamburg, Germany, September 3-6, 2019.
Open this publication in new window or tab >>Preconceptions or a Community of Practice? Discursive Constructions of the Preschool Practice in Preschool Professionals Conversations about Collegial Development Work
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Keywords
preschool practice, collegial development work, discourse analysis, community of practice
National Category
Pedagogical Work
Identifiers
urn:nbn:se:hh:diva-40549 (URN)
Conference
Education in an Era of Risk (ECER), Hamburg, Germany, September 3-6, 2019
Available from: 2019-09-11 Created: 2019-09-11 Last updated: 2019-12-14Bibliographically approved
Sjöberg, J. & Brooks, E. (2019). Problem Solving and Collaboration when School Children Develop Game Designs. In: : . Paper presented at DLI 2019 – 4th EAI International Conference on Design, Learning & Innovation, Aalborg, Denmark, November 6-8, 2019.
Open this publication in new window or tab >>Problem Solving and Collaboration when School Children Develop Game Designs
2019 (English)Conference paper, Published paper (Refereed)
Abstract [en]

Digital technologies in combination with creative activities have been introduced in schools as a strategy for learning and teaching activities, encouraging engagement, productivity, and creativity as well as offering scaffolding opportunities. In recent years digital game-based learning (DGBL) activities also has been tried out in schools. In this paper, we examine how collaboration between school children is configured in problem solving activities whilst developing digital game designs. The study is based on a case of a creative workshop with school children (3rd graders, 9-10 years of age) where game design activities by means of a narrative approach in both analogue and digital form were applied. Game design activities with the participating children, creative materials and technologies and children’s actions as well as interactions are analysed by using interaction analysis and parts of content analysis. The research questions posed in the study are: (1) What are the patterns of collaborative interaction exhibited by 9 to 10-year-old school children when collaboratively engaged in problem solving activities? (2) What features facilitate collaborative interaction among 9 to 10-year-old school children when collaboratively engaged in problem solving activities? (3) What features challenge collaborative interaction among 9 to 10-year-old school children when collaboratively engaged in problem solving activities? The results of the study show that a sense of community emerged when the children worked on solving the problem of designing and producing a digital game. Hence, when designing for mutuality, the design should allow for the participants’ experience acknowledging an affective awareness of a shared purpose. 

Keywords
Collaboration, Digital Game-Based Learning (DGBL), Game-Based Design, Problem solving, School children.
National Category
Interaction Technologies
Identifiers
urn:nbn:se:hh:diva-40853 (URN)
Conference
DLI 2019 – 4th EAI International Conference on Design, Learning & Innovation, Aalborg, Denmark, November 6-8, 2019
Projects
DGBL
Available from: 2019-11-07 Created: 2019-11-07 Last updated: 2019-11-07
Johnsson, A., Sjöberg, J. & Granklint Enochson, P. (2019). Transfer of Knowledge from Group Work to Individual Level in a Professional Learning Context. In: Network: 01. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations. Paper presented at European Educational Research Association (ECER 2019), Hamburg, Germany, September 2-6, 2019.
Open this publication in new window or tab >>Transfer of Knowledge from Group Work to Individual Level in a Professional Learning Context
2019 (English)In: Network: 01. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations, 2019Conference paper, Published paper (Refereed)
Keywords
transfer of knowledge, professional development, collaborative learning, individual learning
National Category
Pedagogy
Identifiers
urn:nbn:se:hh:diva-40785 (URN)
Conference
European Educational Research Association (ECER 2019), Hamburg, Germany, September 2-6, 2019
Available from: 2019-10-23 Created: 2019-10-23 Last updated: 2020-02-24Bibliographically approved
Johnsson, A., Granklint Enochson, P. & Sjöberg, J. (2019). Transfer of knowledge from group work to participants' own practice in a course about research methodology. In: NERA 2019: Education in a Globalized World. Paper presented at NERA 2019 : Education in a Globalized World, 2019, Uppsala, Sweden, 6-8 March, 2019 (pp. 779-780).
Open this publication in new window or tab >>Transfer of knowledge from group work to participants' own practice in a course about research methodology
2019 (English)In: NERA 2019: Education in a Globalized World, 2019, p. 779-780Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Research topic/aim

In 2017, a regional cooperation project was initiated with four municipalities and Halmstad University, called From Great to Excellence (FGTE). The project is planned to run for five years, and participants are persons active in schools and preschools at different levels within the school practice. Within the FGTE project, the participants perform different development projects in cooperation across the municipal boundaries, where they act as critical friends for each other in order to drive each project forward (see e.g. Sales, Moliner, & Amat, 2017). In this study we have focus on the utilization of knowledge acquired in groups in participants own school context. The question we ask is “How is transfer of knowledge from group work to own practice perceived by participants participating in a course about research methodology?  

Theoretical framework

The theoretical framework in this study is situated within the socio-cultural field, since much of the focus is around the collaboration between the participants. Conversation is an arena for developing knowledge and by supporting and challenging each other's pronounced thoughts, prerequisites for development of knowledge are given (Vygotsky, 1978).

Methodological design

The empirical material for the present study consists of a questionnaire disseminated to the participants after they had completed the course. A total number of 57 questionnaires were collected which counts for about 65-70 percent of the total number of participants. The questionnaires were analyzed with SPSS factor analysis to detect underlying variables.

Expected conclusions/findings

Preliminary results show that, while expecting quite the opposite, by using factor analysis, a strong negative relation between, on one hand, the variable “the usage of research methodology has developed in the group”, and on the other hand, the variables “I have increased my ability to use new analytical concepts in my practise and  “I have increased knowledge in evaluating my own practice”. Meaning that the participants do not feel they, themselves, have learned more about the use of scientific methods relating to their own practice. While the group is progressing, their own learning has been put back.

Relevance to Nordic educational research

Through this study, we want to highlight the potential for improvement work in preschool and school practice which lies in developing school activities through a regional cooperation project. This, we mean, are of utmost relevance to Swedish/Nordic as well as international research fields within education.

References

Danielsson, E. (2017). Vetenskaplig teori och metod: från idé till examination inom omvårdnad. Henricson, M. (red.) (Andra upplagan). Lund: Studentlitteratur AB.

Tryfos, P. (1996). Sampling methods for applied research: text and cases. New York: Wiley.

Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. M. Cole, Ed.Cambridge: Harvard University Press.

Sales, A., Moliner, L., & Amat, A. F. (2017). Collaborative professional development for distributed teacher leadership towards school change. School Leadership & Management Formerly School Organisation. VOL. 37, NO. 3, 254–266

National Category
Educational Sciences
Identifiers
urn:nbn:se:hh:diva-39066 (URN)
Conference
NERA 2019 : Education in a Globalized World, 2019, Uppsala, Sweden, 6-8 March, 2019
Available from: 2019-03-26 Created: 2019-03-26 Last updated: 2019-12-14Bibliographically approved
Sjöberg, J. & Lilja, P. (2019). University Teachers’ Ambivalence about the Digital Transformation of Higher Education. International Journal of Learning, Teaching and Educational Research, 18(13), 133-149
Open this publication in new window or tab >>University Teachers’ Ambivalence about the Digital Transformation of Higher Education
2019 (English)In: International Journal of Learning, Teaching and Educational Research, ISSN 1694-2493, E-ISSN 1694-2116, Vol. 18, no 13, p. 133-149Article in journal (Refereed) Published
Abstract [en]

In contemporary higher education institutions, the digital transformation is obvious and necessary; new times call for new teaching approaches with the help from digital technology. This is a requirement not only from students but also from society at large, and it implies a partly changed teacher role, including digital competence alongside content, didactic and pedagogical competence. For many teachers this means an increased workload and stress, at the same time as they recognize the opportunities and possible benefits that digital tools offer. To provide a contribution to the understanding of the complexity that digital transformation in higher education means, we investigate how theoretical assumptions about technology integration in education relate to the teaching practice of university teachers. The article draws from two separate studies with university teachers, carried out in a small Swedish university; a survey with 254 respondents and a focus group interview with six participants. Results indicate that the teachers are hesitant yet positive towards using digital technology in their pedagogical practice and that there is ambivalence surrounding the issue at hand, as the integration of technology in teaching is connected to organizational and societal processes beyond their direct control. We argue that one-sided theoretical assumptions about technology integration may be an explanation of the situation where the practice and rhetoric of technology use in higher education diverge.

Place, publisher, year, edition, pages
Port Louis: Tresorix Ltd, 2019
Keywords
Digital transformation, Digital technology, Higher education, TPACK framework, University teachers
National Category
Pedagogy
Identifiers
urn:nbn:se:hh:diva-41603 (URN)10.26803/ijlter.19.1.7 (DOI)
Available from: 2020-02-04 Created: 2020-02-04 Last updated: 2020-02-06Bibliographically approved
Ståhl, J. & Sjöberg, J. (2018). Common Core vid Högskolan i Halmstad - Hinder och möjligheter i strategiskt pedagogiskt utvecklingsarbete. In: : . Paper presented at Nu2018 (Nätverk och utveckling), 9-11 oktober, 2018, Västerås, Sverige.
Open this publication in new window or tab >>Common Core vid Högskolan i Halmstad - Hinder och möjligheter i strategiskt pedagogiskt utvecklingsarbete
2018 (Swedish)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [sv]

Framtidens arbetsmarknad kommer att kräva en förändring av dagens kompetenser och färdigheter. Common Core handlar om att rusta dagens studenter för de utmaningar som den högteknologiska framtiden kommer att innebära. Högskolan i Halmstads vision är att vara ett lärosäte vars forskning och utbildning speglas av (VIS) värdeskapande, innovationsdrivande och samhällsutvecklande. I ljuset av det har högskolestyrelsen beslutat att genomföra ett omfattande strategiskt utvecklingsarbete. Detta innefattar ett bildningskoncept, i form av en gemensam kärna av kurser med fokus på samhällsutmaningar, på samtliga grundutbildningsprogram med planerad start 2020. Grundtanken med Common Core är att stimulera studenters intellektuella och praktiska förmåga att se sig själv och sin kunskap i en vidare kontext, förstå hur olika aspekter i vår globala värld samspelar och hur relationen mellan teknik, människa och samhälle fungerar. Vidare ska studenterna få möjlighet utveckla de kompetenser som framtiden och därmed arbetsmarknaden kräver. Då detta i grunden är ett top-down beslut, så har det inte varit oproblematiskt eller friktionsfritt. Tvärtom har det funnits ett uttalat motstånd i olika delar av organisationen, inte minst hos lärare som har pekat på svårigheterna med att införa ytterligare kurser i befintliga program och därmed har haft svårt att se vinsterna med Common Core. Det är inte ovanligt att det uppstår motstånd vad gäller förändringsarbete inom högre utbildning (Baume & Popovic, 2016).

Processen med utvecklingsarbetet har drivits framåt genom en styrgrupp, bestående av såväl lärare som studenter vilka har bidragit med olika kompetenser. För att säkerställa att arbetet har rätt riktning har det vid flera tillfällen genomförts diskussioner och workshops med representanter från näringslivet och studenter. Dessa har gemensamt visat på behovet av en bildning, perspektiv och vikten av olika generiska förmågor. Vidare har styrgruppen genom samtal och studiebesök inspirerats och tagit lärdom från Hong Kong University, då de har ett väl inarbetat Common Core-koncept (commoncore.hku, 2018). För att ett högskoleövergripande koncept ska bli framgångsrikt krävs transparens och kontinuerlig intern förankring. Det har därför genomförts ett flertal inspirationsföreläsningar, pilotprojekt och workshops med fokus att säkerställa att konceptet är väl underbyggt och accepterat i organisationen.

Utvecklingsarbetet har resulterat i en Common Core-struktur som innebär en strimma på totalt 18 hp, fördelat över tre år, som fullt implementerat kommer ingå i samtliga grundutbildningsprogram. Under termin 1 och 2 läser studenterna två gemensamma kurser, dels en introduktionskurs samt en kurs kring ”Vad är vetenskap och akademisk kommunikation”. Under termin 3-5 väljer studenterna tre olika kurser utifrån ett högskoleövergripande kursutbud. Grundtanken är att det i de olika kurserna blir en sammansättning av studenter från olika program, med olika ämneskompetenser som tillsammans skapar dynamik när de gemensamt ska arbeta med nutida och framtida samhällsutmaningar utifrån olika perspektiv.

Syftet med det här konferensbidraget är dels att beskriva Common Core som koncept, dels att diskutera problematiken med att genomföra och implementera högskoleövergripande projekt då organisatoriska strukturer skapar både möjligheter och hinder.

National Category
Pedagogy
Identifiers
urn:nbn:se:hh:diva-38418 (URN)
Conference
Nu2018 (Nätverk och utveckling), 9-11 oktober, 2018, Västerås, Sverige
Available from: 2018-11-23 Created: 2018-11-23 Last updated: 2018-12-12Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-1147-5736

Search in DiVA

Show all publications