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Karlsson, Jan
Publications (9 of 9) Show all publications
Karlsson, J., Winroth, J., Bremander, A., Haglund, E., Holmquist, M., Lindgren, E.-C., . . . Staland Nyman, C. (2018). Förändringsledarskap vid digital transformation inom vård och omsorg: En sammanfattande rapport från kompetensutvecklingsprojektet ”Trygg motivation och inspiration” i Kungsbacka kommun 2018. Halmstad
Open this publication in new window or tab >>Förändringsledarskap vid digital transformation inom vård och omsorg: En sammanfattande rapport från kompetensutvecklingsprojektet ”Trygg motivation och inspiration” i Kungsbacka kommun 2018
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2018 (Swedish)Report (Other academic)
Place, publisher, year, edition, pages
Halmstad: , 2018. p. 49
Keywords
Digitalisering, förändringsledarskap, hälsa, arbetsmiljö, lärande, kompetensutveckling, aktionsforskning
National Category
Work Sciences
Identifiers
urn:nbn:se:hh:diva-38303 (URN)
Projects
HIcube Kompetenta vården
Funder
European Social Fund (ESF)
Available from: 2018-11-11 Created: 2018-11-11 Last updated: 2018-12-10Bibliographically approved
Karlsson, J., Holmquist, M., Johansson, J. & Severinsson, R. (2018). Ängelholms nya kommunorganisation: Följeforskningens slutrapport. Halmstad
Open this publication in new window or tab >>Ängelholms nya kommunorganisation: Följeforskningens slutrapport
2018 (Swedish)Report (Other academic)
Place, publisher, year, edition, pages
Halmstad: , 2018. p. 72
National Category
Public Administration Studies
Identifiers
urn:nbn:se:hh:diva-36540 (URN)
Available from: 2018-03-28 Created: 2018-03-28 Last updated: 2018-04-03Bibliographically approved
Karlsson, J., Holmquist, M., Johansson, J. & Severinsson, R. (2017). Följeforskningsrapport 2016: Ängelholms kommuns nya organisation.
Open this publication in new window or tab >>Följeforskningsrapport 2016: Ängelholms kommuns nya organisation
2017 (Swedish)Report (Other academic)
Publisher
p. 123
National Category
Political Science
Identifiers
urn:nbn:se:hh:diva-33889 (URN)
Available from: 2017-05-25 Created: 2017-05-25 Last updated: 2017-06-26Bibliographically approved
Holmquist, M., Barow, T. & Karlsson, J. (2016). Junge Menschen mit geistiger Behinderung in Schweden und deren Übergang in die Arbeitswelt: Forschungsstand und Perspektiven. In: Hedderich, I. & Zahnd, R. (Ed.), Teilhabe und Vielfalt: Herausforderungen einer Weltgesellschaft (pp. 337-343). Bad Heilbrunn: Verlag Julius Klinkhardt
Open this publication in new window or tab >>Junge Menschen mit geistiger Behinderung in Schweden und deren Übergang in die Arbeitswelt: Forschungsstand und Perspektiven
2016 (German)In: Teilhabe und Vielfalt: Herausforderungen einer Weltgesellschaft / [ed] Hedderich, I. & Zahnd, R., Bad Heilbrunn: Verlag Julius Klinkhardt, 2016, p. 337-343Chapter in book (Other academic)
Abstract [de]

Der Übergang von der Schule in die Arbeitswelt bedeutet eine Weichenstellung im Lebenslauf, nicht zuletzt mit Blick auf die Situation von Menschen mit geistiger Behinderung. Gerade für diese Personengruppe und im Kontext hoher Jugendarbeitslosigkeit bestätigen jüngste Forschungen in Schweden die Schwierigkeiten, im Erwerbsleben Fuß zu fassen. Der Beitrag präsentiert den schwedischen Forschungsstand und die sich daraus ergebenden Perspektiven.

Place, publisher, year, edition, pages
Bad Heilbrunn: Verlag Julius Klinkhardt, 2016
National Category
Work Sciences
Identifiers
urn:nbn:se:hh:diva-32276 (URN)978-3-7815-2059-2 (ISBN)
Available from: 2016-10-24 Created: 2016-10-24 Last updated: 2018-03-23Bibliographically approved
Karlsson, J. (2008). Learning in Collaboration: Academics’ experiences in collaborative partnerships. (Doctoral dissertation). Lund: Lunds universitet. Pedagogiska institutionen
Open this publication in new window or tab >>Learning in Collaboration: Academics’ experiences in collaborative partnerships
2008 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

There is an ongoing debate both in the United States and Europe about the need to develop a broader view of scholarship and the different activities connected with it, including “service to the community”. In Sweden, service takes the form of practice-oriented engagement and collaboration with the surrounding community, as stipulated by Swedish law regulating universities’ activities. Collaboration is frequently perceived as a supplementary task, in addition to education and research, hence the name ‘the third task’. Many academics, university teachers and researchers, are today involved in different collaborative partnerships. This thesis focuses academics’ learning in two different contexts: collaboration with small and medium enterprises (SMEs) and in a multidisciplinary research programme at the National Institute for Working Life in Sweden (NIWL). The results of the first investigation reveal that the academics learn different strategies to instigate, accomplish, deepen and further develop collaboration between universities and SMEs. The results also show also that academic professionals engaged in this type of activity need to handle the rigid structures of the academic organisation, which neither encourage nor reward these individuals’ efforts to collaborate. However, this study shows that although academics and practioners from SMEs come from different working cultures with their various traditions associated with language and interaction, a continuous exchange and dialogue creates trust and competence for all parties, as well as learning in the form of new knowledge that is useful for both the academia and SMEs. Collaboration across disciplines is rapidly becoming an integral feature of research, due to the desire to explore problems and questions that are not confined to a single discipline and the need to solve societal problems. The second empirical investigation focuses on the workplace learning of researchers in a multidisciplinary research (MDR) programme at the National Institute for Working Life in Sweden (NIWL), and their collaboration with practitioners. The results show that academics in this multidisciplinary context reach a deepened awareness of the perspectives of their own and others’ fields of research, as well as a heightened curiosity to learn more. The learning also involves gaining new insights about their own learning and how this takes place; its impact on their own professional development, and discovering, sometimes surprisingly, how their competence can be used in new areas of research. The interaction of knowledge and experience with researchers of different disciplines and practitioners creates a context that demands a different type of learning for the academics, compared to working in their own disciplines. Both investigations give an understanding of how academics experience their learning in collaboration with practitioners and researchers from different disciplines. It shows how the holistic integration of knowledge deriving from the academic functions of collaboration, teaching and research contributes to development within the academia and in working environments outside it.

Abstract [sv]

Det finns en pågående debatt, både i USA och i Europa om behovet att utveckla en bredare syn på akademisk kompetens och de olika aktiviteterna som den innefattar, bland annat det som kallas “tjänster riktade mot samhället”. I Sverige tar dessa samhällsorienterade tjänster formen av praktik orienterad involvering och samarbete med det omgivande samhället, i enlighet med den lagstiftning som reglerar högskolans verksamhet. Samarbete uppfattas ofta som en uppgift som ligger utöver utbildning och forskning; den kallas därför också “den tredje uppgiften”. Många akademiker, universitetslärare och forskare, är idag engagerade i olika former av samverkan. Avhandlingen fokuserar akademikers lärande i två olika sammanhang: samverkan med små och medelstora företag (SMF), och samverkan inom ramen för ett flervetenskapligt forskningsprogram vid Arbetslivsinstitutet (ALI). Resultaten från den första undersökningen visar att akademikerna lär sig olika strategier för att initiera, genomföra, fördjupa och vidareutveckla samverkan mellan högskolan och SMF. Resultaten visar också att akademikerna som är verksamma inom detta område behöver hantera den akademiska organisationens rigida strukturer, som varken uppmuntrar eller belönar dessa individers ansträngningar att samverka. Akademiker och praktiker i SMF kommer från olika arbetskulturer, med olika traditioner förknippade med språk och interaktion. Undersökningen visar dock att kontinuiteten i utbytet och dialogen skapar ett förtroende och kompetensutveckling för alla involverade parter, samt ett lärande i form av ny kunskap som är användbar både för akademin och för SMF. Tvärvetenskapligt samarbete håller på att bli en grundläggande del av all forskning, beroende på önskan att utforska problem och frågeställningar som inte är begränsade till ett enstaka ämnesområde, och behovet att lösa de problem samhället ställs inför. Den andra empiriska undersökningen fokuserar forskares lärande på arbetsplatsen inom ett flervetenskapligt forskningsprogram vid (ALI), samt deras samarbete med praktiker. Resultaten visar att det som akademiker lär i detta flervetenskapliga sammanhang är en fördjupad medvetenhet om perspektiven i deras egen och andras forskningsfält, samt en förstärkt nyfikenhet att lära mer. Lärandet innebär även att komma till nya insikter om deras eget lärande, och hur detta äger rum; hur det påverkar deras egen professionella utveckling, och att upptäcka - ibland överraskande – hur deras kompetens kan användas i nya forskningsområden. Samspelet mellan kunskap och erfarenhet hos forskare med olika ämnesbakgrund och med praktiker skapar ett sammanhang som kräver en annan typ av lärande for akademikerna, jämfört med deras inomdisciplinära arbete. Resultaten från båda undersökningarna ger en förståelse av hur akademiker upplever sitt lärande i samarbete med praktiker och andra forskare från olika ämnen. Det visar hur den holistiska kunskapsintegrationen som härrör från de tre akademiska funktionerna samverkan, undervisning och forskning, samtidigt bidrar till utveckling i arbetsmiljöer både inom och utanför akademin.

Place, publisher, year, edition, pages
Lund: Lunds universitet. Pedagogiska institutionen, 2008. p. 79
Keywords
multidisciplinary, SMARTA, krAft, Sweden, NIWL, holistic learning of scholarship, scholarship, interactive research, service, collaboration, Learning, SMEs, academia
National Category
Pedagogy
Identifiers
urn:nbn:se:hh:diva-73 (URN)978-91-628-7419-3 (ISBN)
Public defence
2008-03-14, Humanisthusets hörsal, Språk och litteraturcentrum, Helgonabacken 14, Lund, 13:30 (English)
Supervisors
Note
Populärvetenskaplig beskrivning på svenska av artiklarna I-IV.Available from: 2009-09-04 Created: 2009-09-04 Last updated: 2018-03-23Bibliographically approved
Karlsson, J., Anderberg, E., Booth, S., Odenrick, P. & Christmansson, M. (2008). Reaching beyond disciplines through collaboration: Academics' learning in a national multidisciplinary research programme. Journal of Workplace Learning, 20(2), 98-113
Open this publication in new window or tab >>Reaching beyond disciplines through collaboration: Academics' learning in a national multidisciplinary research programme
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2008 (English)In: Journal of Workplace Learning, ISSN 1366-5626, E-ISSN 1758-7859, Vol. 20, no 2, p. 98-113Article in journal (Refereed) Published
Abstract [en]

Purpose - The purpose of this paper is to analyse and describe the learning that takes place in the interaction between academics from different disciplines and perspectives in collaboration with practitioners.

Design/methodology/approach - The research draws on theories of learning that view it in relation to context, where the most significant features of the learning process concern discerning new aspects of a phenomenon. The study focuses on the workplace learning of researchers in a multidisciplinary programme at the National Institute for Working Life in Sweden (NIWL). Data was collected from semi-structured interviews. In the analysis the learning experienced was discerned by identifying how the participants spoke of developing and changing in their work as researchers.

Findings - The investigation identified five categories of learning of the academics in the multidisciplinary research programme, namely: deepened awareness of perspectives and concepts; practical development; new awareness of one's competences and professional learning process; flexible professionalism and practical usefulness; insights into research and development processes.

Practical implications - The study contributes to an increased understanding of how knowledge production and academics' workplace learning is constituted in multidisciplinary contexts and research programmes involving practitioners from outside academia.

Originality/value - In organising and supporting learning and knowledge exchange in inter- or multidisciplinary research programmes with (or without) practitioners, it is essential to be aware of the importance of relational and contextual implications for academics' learning processes.

Place, publisher, year, edition, pages
Bingley: Emerald Group Publishing Limited, 2008
Keywords
Job satisfaction, Knowledge creation, Learning processes, Research, Sweden
National Category
Pedagogy
Identifiers
urn:nbn:se:hh:diva-67 (URN)10.1108/13665620810852269 (DOI)2-s2.0-39849099280 (Scopus ID)
Available from: 2009-09-04 Created: 2009-09-04 Last updated: 2018-03-23Bibliographically approved
Karlsson, J., Shirley, B. & Odenrick, P. (2007). Academics’ strategies and obstacles in achieving collaboration between universities and SMEs. Tertiary Education and Management, 13(3), 187-201
Open this publication in new window or tab >>Academics’ strategies and obstacles in achieving collaboration between universities and SMEs
2007 (English)In: Tertiary Education and Management, ISSN 1358-3883, E-ISSN 1573-1936, Vol. 13, no 3, p. 187-201Article in journal (Refereed) Published
Abstract [en]

There is an ongoing debate both in the United States and Europe about the need to develop a broader view of scholarship and the different activities connected with it, including 'service to the community'. This empirical study reveals that researchers who are engaged in collaboration with small and medium enterprises (SMEs) encounter many hindrances within the academic structure and obstacles due cultural differences that needs to be overcome. But it is also evident that they are creative and learn different strategies in accomplishing their goals and they also bring back useful experiences and knowledge from their cooperation into their research and teaching within the academic organization. We suggest that attention should be paid to the broader and more elaborate view of collaborative knowledge production that we present in the article if university structures are to provide better support for their academic staff to interact profitably with the community, and thereby create a 'win-win situation' for everyone involved.

Place, publisher, year, edition, pages
Philadelphia: Routledge, 2007
Keywords
Higher Education Management
National Category
Pedagogy
Identifiers
urn:nbn:se:hh:diva-72 (URN)10.1080/13583880701502141 (DOI)2-s2.0-35148824939 (Scopus ID)
Available from: 2009-09-04 Created: 2009-09-04 Last updated: 2018-03-23Bibliographically approved
Karlsson, J. (2007). Service as collaboration: an integrated process in teaching and research. A response to Greenbank. Teaching in Higher Education, 12(2), 281-287
Open this publication in new window or tab >>Service as collaboration: an integrated process in teaching and research. A response to Greenbank
2007 (English)In: Teaching in Higher Education, ISSN 1356-2517, E-ISSN 1470-1294, Vol. 12, no 2, p. 281-287Article in journal (Refereed) Published
Abstract [en]

This article is a response to Greenbank's (2006) The academic's role: the need for a re-evaluation? It is also a contribution to the ongoing debate about the need to develop a broader view of scholarship and the different activities related to it such as 'teaching', 'research' and 'service to the community'. Arguments related to current research are presented to enhance a deeper understanding and more nuanced definition of 'service', which has been perceived by many academics as a confusing term that lacks professional status. 'Collaboration' is a better term for describing the interactivity between universities and the community, implying collaboration with practitioners. A holistic view of scholarship is suggested, where the integration of collaboration, teaching and research is seen as an interdependent whole instead of a hierarchy of functions.

Place, publisher, year, edition, pages
Philadelphia: Routledge, 2007
National Category
Pedagogy
Identifiers
urn:nbn:se:hh:diva-70 (URN)10.1080/13562510701194665 (DOI)000246154700010 ()2-s2.0-34547500394 (Scopus ID)
Available from: 2009-09-04 Created: 2009-09-04 Last updated: 2018-03-23Bibliographically approved
Karlsson, J. (1999). Steget ut: en praktisk handbok i att starta eget, försörja sig och utveckla sina inre förmågor för dig som arbetar med människor (1ed.). Orsa: Hälsaböcker i samarbete med Hela människan
Open this publication in new window or tab >>Steget ut: en praktisk handbok i att starta eget, försörja sig och utveckla sina inre förmågor för dig som arbetar med människor
1999 (English)Book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Orsa: Hälsaböcker i samarbete med Hela människan, 1999. p. 110 Edition: 1
Keywords
Egenföretagare, Enmansföretagare, Starta eget, Terapeuter
National Category
Pedagogy
Identifiers
urn:nbn:se:hh:diva-76 (URN)91-85506-73-7 (ISBN)
Note
Gustafson, Agneta (illustratör) Available from: 2009-09-07 Created: 2009-09-07 Last updated: 2018-03-23Bibliographically approved
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