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Nelson, Anders
Publications (10 of 20) Show all publications
Nelson, A. & Sandberg, M. (2017). Labour-market orientation and approaches to studying — a study of the first Bologna Students at a Swedish Regional University. Studies in Higher Education, 42(8), 1545-1566
Open this publication in new window or tab >>Labour-market orientation and approaches to studying — a study of the first Bologna Students at a Swedish Regional University
2017 (English)In: Studies in Higher Education, ISSN 0307-5079, E-ISSN 1470-174X, Vol. 42, no 8, p. 1545-1566Article in journal (Refereed) Published
Abstract [en]

This study investigated labour-market orientations of students at a Swedish University with a dual/diverse focus on vocational/academic objectives. The aim was to investigate whether and how levels of students' labour-market orientation vary with social background, change during the study period, and are related to approaches to studying and achievements. The design was a multiple panel time-series study. Labour-market orientation was studied on the basis of locally designed questionnaires. Approaches to studying were analysed deductively in accordance with dimensions previously found by Study Process Questionnaires and inductively using a principal component analysis. Results suggest that labour-market orientations co-varied to a higher degree with the study programme than with social background. Contrary to what was hypothesized, being labour-market oriented was only moderately related to surface-oriented approaches to studying. It is suggested that future research should pay more attention to disciplinary traditions and local teacher and programme cultures in understanding developmental paths in labour-market orientation. © 2015 Society for Research into Higher Education

Place, publisher, year, edition, pages
Abingdon: Routledge, 2017
Keywords
labour-market orientation, employability, approach to studying, differentiation, Sweden
National Category
Educational Sciences
Identifiers
urn:nbn:se:hh:diva-28035 (URN)10.1080/03075079.2015.1007942 (DOI)000403147900014 ()2-s2.0-84923592993 (Scopus ID)
Available from: 2015-04-01 Created: 2015-04-01 Last updated: 2018-03-22Bibliographically approved
Nelson, A. (2016). Exploring the transformation of actorship among students at a small Swedish University: background, actorship and achievement. Higher Education, 71(2), 289-305
Open this publication in new window or tab >>Exploring the transformation of actorship among students at a small Swedish University: background, actorship and achievement
2016 (English)In: Higher Education, ISSN 0018-1560, E-ISSN 1573-174X, Vol. 71, no 2, p. 289-305Article in journal (Refereed) Published
Abstract [en]

With an aim to better understand higher education’s potential for fostering personal development and social change, this study explores how students’ actorship in studies and civic engagement changed over time while enrolled in undergraduate programs at Halmstad University, Sweden. Additionally, it explores the relation among these students’ actorship, structural and psychosocial influences, and consequences in terms of formally obtained and self-reported achievements. Data were collected using three questionnaires in a time-step designed study, initially including 2004 students from 16 programs. Analyses revealed a trend of stable or decreasing actorship. Actorship was found to be strongly associated with gender and what programs the students attended, but not with social background factors such as parents’ education and family type. Psychosocial influences and actorship were marginally related to students’ achievements in terms of obtaining credits, but were more positively related to students’ own reports about gaining the knowledge and skills that would be useful for their future life and work. This, in combination with the students having high intentions to actively influence their future work, was interpreted as an indication of readiness to be social actors. This in turn suggests that readiness is a significant dimension in higher education, which might be further interpreted by applying theories about the Zone of Proximal Development. © 2015 Springer Science+Business Media Dordrecht

Place, publisher, year, edition, pages
Dordrecht: Springer Netherlands, 2016
Keywords
Students, Actorship, Agency, Engagement, Achievement, Sweden
National Category
Educational Sciences
Identifiers
urn:nbn:se:hh:diva-28382 (URN)10.1007/s10734-015-9902-x (DOI)000369320100009 ()2-s2.0-84930268540 (Scopus ID)
Note

The author expresses gratitude to the partners in establishing and collecting data in the project Before, during, and after education at Halmstad University, Mattias Nilsson, Ann-Katrin Witt and especially Peter Björk and Jette Trolle-Schultz Jensen, for also being administrators in the project.

Available from: 2015-06-03 Created: 2015-06-03 Last updated: 2018-02-27Bibliographically approved
Witt, A.-K., Nelson, A. & Björk, P. (2010). Durable and Increasing Gender Segregation in Higher Education: Students´ Motives for Applying to University Degree Programs. In: XVII ISA World Congress of SociologySociology on the MoveGothenburg, Sweden 11 - 17 July, 2010Conference Abstracts Prepared in Cooperation with CSA Sociological Abstracts. Paper presented at XVII ISA World Congress of Sociology, Göteborg, 11-17 July, 2010.
Open this publication in new window or tab >>Durable and Increasing Gender Segregation in Higher Education: Students´ Motives for Applying to University Degree Programs
2010 (English)In: XVII ISA World Congress of SociologySociology on the MoveGothenburg, Sweden 11 - 17 July, 2010Conference Abstracts Prepared in Cooperation with CSA Sociological Abstracts, 2010Conference paper, Published paper (Other academic)
Abstract [en]

Higher education (HE) has changed from elite to mass education (HSV 2006:26R, Leathwood & Read 2009). In the last few decades, the number of women in higher education has increased substantially in most OECD countries. Sweden’s reform of HE in 1993 encourages university institu- tions to develop new degree programs (SFS 1993:100). This opened opportunities for the development of programs designed to attract women & men in equal numbers but the result was disappointing. According to a Swedish study, an increasing number of new degree programs attract almost exclusively one gender (Witt 2009, Nelson et al 2009). It is a well- established fact that technical educations are male-dominated while care- related educations are predominantly chosen by women. This paper inves- tigates the motivations for choice reported by 620 students in 17 programs. We have categorized these motives as follows: knowledge seeking; work- ing life orientation; shoulder responsibility for society; program design; second choice and “follow the map”. Moreover, the paper discusses how gender-segregated educational choices may affect the future opportunities of student in terms of professional careers, income development and, con- sequently, social standing & life styles. To study gender segregation within HE is like looking at a three dimensional picture. We can focus at different parts or images a one image shows the gender division among the students, another show the genderized division between program choices, while the third image is about the vertical gender division among teachers and researchers & their career opportunities. This paper deals with the first two.

Keywords
higher education, gender segregaton, gendered habitus, durable inequality, degree programs
National Category
Social Sciences
Identifiers
urn:nbn:se:hh:diva-16173 (URN)
Conference
XVII ISA World Congress of Sociology, Göteborg, 11-17 July, 2010
Projects
Före, under och efter utbildningen på högskolan i Halmstad 2007-2012
Available from: 2011-09-06 Created: 2011-09-06 Last updated: 2018-03-22Bibliographically approved
Witt, A.-K., Nelson, A. & Björk, P. (2010). Hur studenter motiverar sina val av utbildningsprogram i högskolan: Beständig ojämlikhet. Paper presented at Svenska Sociologförbundets årsmöte, Högskolan i Halmstad, 11-12 mars, 2010.
Open this publication in new window or tab >>Hur studenter motiverar sina val av utbildningsprogram i högskolan: Beständig ojämlikhet
2010 (Swedish)Conference paper, Published paper (Other academic)
Abstract [en]

Higher education (HE) has changed from elite to mass education (HSV 2006:26R, Leathwood & Read 2009). In the last few decades, the number of women in higher education has increased substantially in most OECD countries. Sweden ́s reform of HE in 1993 encourages university institutions to develop new degree programs (SFS 1993:100). This opened opportunities for the development of programs designed to attract women and men in equal numbers but the result was disappointing. According to a Swedish study, an increasing number of new degree programs attract almost exclusively one gender (Witt 2009, Nelson et al 2009). It is a well- established fact that technical educations are male-dominated while care-related educations are predominantly chosen by women. This paper investigates the motivations for choice reported by 620 students in 17 programs. We have categorized these motives as follows: knowledge seeking; working life orientation; shoulder responsibility for society; program design; second choice and “follow the map”. Moreover, the paper discusses how gender-segregated educational choices may affect the future opportunities of student in terms of professional careers, income development and, consequently, social standing and life styles. To study gender segregation within HE is like looking at a three dimensional picture. We can focus at different parts or images – one image shows the gender division among the students, another show the genderized division between program choices, while the third image is about the vertical gender division among teachers and researchers and their career opportunities. This paper deals with the first two.

Keywords
higher education, gender segregaton, gendered habitus, durable inequality, degree programs, högre utbildning, genussegregation, beständig ojämlikhet, utbildningsprogram
National Category
Social Sciences
Identifiers
urn:nbn:se:hh:diva-4394 (URN)
Conference
Svenska Sociologförbundets årsmöte, Högskolan i Halmstad, 11-12 mars, 2010
Projects
Före, under och efter utbildningen på högskolan i Halmstad 2007-2012
Available from: 2010-05-12 Created: 2010-05-11 Last updated: 2018-03-23Bibliographically approved
Nelson, A., Björk, P., Trolle-Schultz Jensen, J., Nilsson, M. & Witt, A.-K. (2009). De första ”Bolognastudenterna” – om aktörskap, yrkesorientering och bildning i programutbildningar: Delrapport från projektet: Före, under och efter utbildningen på Högskolan i Halmstad 2007–2012. Halmstad: Högskolan i Halmstad
Open this publication in new window or tab >>De första ”Bolognastudenterna” – om aktörskap, yrkesorientering och bildning i programutbildningar: Delrapport från projektet: Före, under och efter utbildningen på Högskolan i Halmstad 2007–2012
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2009 (Swedish)Book (Other academic)
Abstract [en]

I det följande sammanfattar vi de resultat som framstår som mest centrala i studien. Det första vi vill lyfta fram är att studenterna som läser ett grundutbildningsprogram på Högskolan har gjort ett positivt val i den bemärkelsen att de inte har valt högreutbildning för att slippa vara arbetslösa. Studenterna på högskolan värderar både utbildningarnas bildande som yrkesorienterade aspekter som viktiga. I de data som analyserats har vi dock sett att utbildningens betydelse för det kommande yrkeslivet ges allt större betydelse efter hand som de studerar. En annan betydelsefull förändring som skett mellan det första och andra mättillfället är att intresset för ochden upplevda möjligheten att påverka sin egen utbildning sjunker avsevärt. När detgäller studenternas prestationer efter det första studieåret kan vi konstatera att devarierar, och att faktorerna kön och kulturell bakgrund har betydelse. Kvinnor ochstudenter med nordisk bakgrund presterar betydligt bättre än män och studentermed utomnordisk bakgrund. Traditionella sociala bakgrundsfaktorer somföräldrarnas utbildning och yrke visade sig inte han den betydelse för prestationernasom man kan förvänta sig utifrån tidigare studier.

Place, publisher, year, edition, pages
Halmstad: Högskolan i Halmstad, 2009. p. 92
Series
Forskning i Halmstad, ISSN 1400-5409 ; 18
National Category
Pedagogy Social Sciences
Identifiers
urn:nbn:se:hh:diva-3121 (URN)978-91-978256-2-7 (ISBN)
Available from: 2009-10-09 Created: 2009-10-09 Last updated: 2018-03-23Bibliographically approved
Nelson, A. (2008). Looking into one's own practice: a Swedish study on gender in educational sciences. Journal of Further and Higher Education, 32(2), 139-149
Open this publication in new window or tab >>Looking into one's own practice: a Swedish study on gender in educational sciences
2008 (English)In: Journal of Further and Higher Education, ISSN 0309-877X, E-ISSN 0013-1326, Vol. 32, no 2, p. 139-149Article in journal (Refereed) Published
Abstract [en]

This article reports on a study of gender differences in course experiences and achievement of students taking the introductory educational sciences course at Halmstad University in Sweden. Male and female students' completion rates and grades were analysed in relation to the students' grade point averages (GPAs) from upper secondary school and their experiences of the conditions for learning provided by the teachers as well as their own actorship in the course. Based on the idea that the subject of educational sciences and the characteristics of the educational context and setting are more feminine than masculine, the male students were expected to have lower completion rates and grades. A gender difference in completion rates was confirmed, in that 65% of the male and 80% of the female students completed the whole course. Male students also rated the conditions for learning provided by the teacher as well as their own actorship in the course lower than did their female peers. In order to reduce the drop-out of male students, it is suggested that the department/teachers should pay more attention to any gendered aspects of the teaching/learning practices as well as to the educational context in general.

Place, publisher, year, edition, pages
London: Routledge, 2008
Keywords
Educational sciences, Gender, Achievement
National Category
Pedagogy
Identifiers
urn:nbn:se:hh:diva-1532 (URN)10.1080/03098770801911087 (DOI)2082/1912 (Local ID)2082/1912 (Archive number)2082/1912 (OAI)
Available from: 2008-06-13 Created: 2008-06-13 Last updated: 2018-03-23Bibliographically approved
Nelson, A. & Bengtsson, J. (2008). Undergraduate students´actorship in studying an educational sciences course in a Swedish context. Higher Education Research and Development, 3(27), 187-189
Open this publication in new window or tab >>Undergraduate students´actorship in studying an educational sciences course in a Swedish context
2008 (English)In: Higher Education Research and Development, ISSN 0729-4360, E-ISSN 1469-8366, Vol. 3, no 27, p. 187-189Article in journal (Refereed) Published
Abstract [en]

The study aimed to investigate how students in an introductory educational sciences course experienced and understood their own actorship during the course, in relation to conditions for learning created by the teachers. The analyses were based on students’ answers to an evaluation questionnaire that produced both quantitative and qualitative data. Those students who experienced opportunities to influence the course activities also stated that they had contributed to the development of the course to a greater extent than did those who experienced no such opportunities. There was no correlation between not feeling informed about the conditions for the course and seeking complementary information. The analysis also generated five different categories based on how the students viewed their own actorship, varying from ‘no actorship since it is not meaningful’ to ‘Real actorship exists’. The results are discussed in relation to methodological reflections and as implications for increasing students’ actorship.

Place, publisher, year, edition, pages
Abington: Routledge, 2008
Keywords
actorship, approaches to studying, course evaluation, educational context, educational sciences
National Category
Social Sciences
Identifiers
urn:nbn:se:hh:diva-19589 (URN)10.1080/07294360802183762 (DOI)000270907400002 ()2-s2.0-84905403012 (Scopus ID)
Available from: 2012-09-12 Created: 2012-09-12 Last updated: 2018-03-22Bibliographically approved
Nelson, A. (2007). Gender Differences in Educational Sciences Students´ Pre-University Grades, Actorship and Achievement. Paper presented at NFPF/NERA Nordic Perspectives of Lifelong Learning in the New Europe — comparative considerations of the educational space. Turku, Finland 15-17 mars 2007.
Open this publication in new window or tab >>Gender Differences in Educational Sciences Students´ Pre-University Grades, Actorship and Achievement
2007 (English)Conference paper, Published paper (Other academic)
National Category
Pedagogy
Identifiers
urn:nbn:se:hh:diva-4327 (URN)
Conference
NFPF/NERA Nordic Perspectives of Lifelong Learning in the New Europe — comparative considerations of the educational space. Turku, Finland 15-17 mars 2007
Available from: 2010-04-21 Created: 2010-04-21 Last updated: 2018-03-23Bibliographically approved
Nelson, A. (2007). Meningserbjudanden kring genus i barns leksaker: om lek som medierad handling. In: Anne Banér (Ed.), Barns lek, makt och möjlighet (pp. 145-157). Stockholm: Stockholm University
Open this publication in new window or tab >>Meningserbjudanden kring genus i barns leksaker: om lek som medierad handling
2007 (Swedish)In: Barns lek, makt och möjlighet / [ed] Anne Banér, Stockholm: Stockholm University, 2007, p. 145-157Chapter in book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Stockholm: Stockholm University, 2007
Series
Centrum för barnkulturforskning, ISSN 0280-6061 ; 39
Keywords
Leksaker, Lek, Genus
National Category
Gender Studies Social Sciences
Identifiers
urn:nbn:se:hh:diva-4313 (URN)
Available from: 2010-04-21 Created: 2010-04-21 Last updated: 2018-03-23Bibliographically approved
Berg, L.-E. & Nelson, A. (2006). Identitet och genus i lek med dockor och figurer i förskolan. Nordisk Pedagogik, 26(2), 124-138
Open this publication in new window or tab >>Identitet och genus i lek med dockor och figurer i förskolan
2006 (Swedish)In: Nordisk Pedagogik, ISSN 0901-8050, E-ISSN 1504-2995, Vol. 26, no 2, p. 124-138Article in journal (Refereed) Published
Abstract [en]

The aim of this text is to introduce perspectives, questions and empirical examples regarding children's identity construction in play with dolls and figures that represent women and men in both gender-typed and non gender-typed ways. Videotaped play of two 4-year old boys and three 5-year-old girls in a preschool setting is analyzed from complementary interactionistic and socio-cultural perspectives. The level of plasticity in the toyplay is interpreted. The results suggest ways in wich the gender-plastic character of toy play can be founded in children's intentions as well as in the toys' character as mediating tools. The analysis is based on whether children play with, through, in or beside their toy gestalts. These and other similar distinctions help to differentiate identity consequences in play.

Place, publisher, year, edition, pages
Oslo: Universitetsforlaget, 2006
Keywords
Berättelse, Genus, Gestalt, Identitet, Lek, Leksaker, Mediering, Plasticitet
National Category
Pedagogy Gender Studies Other Social Sciences not elsewhere specified
Identifiers
urn:nbn:se:hh:diva-339 (URN)2082/652 (Local ID)2082/652 (Archive number)2082/652 (OAI)
Available from: 2006-12-21 Created: 2006-12-21 Last updated: 2018-03-23Bibliographically approved
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