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  • 1.
    Ek, Anne-Charlotte
    et al.
    Malmö University, Malmö, Sweden.
    Ideland, Malin
    Malmö University, Malmö, Sweden.
    Jönsson, Sandra
    Malmö University, Malmö, Sweden.
    Malmberg, Claes
    Malmö University, Malmö, Sweden.
    The tension between marketisation and academisation in higher education2013Inngår i: Studies in Higher Education, ISSN 0307-5079, E-ISSN 1470-174X, Vol. 38, nr 9, s. 1305-1318Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Contemporary changes in higher education in Sweden are characterised by two educational discourses: marketisation and academisation. Demands to meet market requirements, as well as to make education more scientific, have created tensions between and within institutional cultures. Using interviews with 16 heads of departments, the authors investigate how tensions between marketisation and academisation were handled in discipline-oriented and professional-oriented departments. The heads of discipline-oriented departments experienced marketisation as a threat to the university trademark, because it was seen to challenge academic autonomy. On the other hand, heads of professional-oriented departments felt that academisation was the main issue to be dealt with, as it shifted focus from practical skills towards academic meritocracy. Consequently, it is not possible to discuss these changes without considering that conditions differ substantially across the university. Responses to these changes can be countered by culturally sensitive strategies, rather than by adopting a ‘one size fits all’ approach. © 2013 Society for Research into Higher Education.

  • 2.
    Franke, Anita
    et al.
    Department of Education, Pedagogen B, University of Gothenburg, Läroverksgatan 15, Box 300, SE 405 30, Göteborg, Sweden.
    Arvidsson, Barbro
    Högskolan i Halmstad, Sektionen för hälsa och samhälle (HOS), Centrum för forskning om välfärd, hälsa och idrott (CVHI).
    Research supervisors’ different ways of experiencing supervision of doctoral students2011Inngår i: Studies in Higher Education, ISSN 0307-5079, E-ISSN 1470-174X, Vol. 36, nr 1, s. 7-19Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Research supervisors’ different ways of experiencing their supervision of doctoral students are analysed in terms of the students’ questions and problems as they relate to the supervisor’s research, and what consequences this connection, or non‐connection, to the supervisor’s research has for supervision and the role of supervisor. Thirty supervisors of doctoral students at different faculties at a university in Sweden were interviewed. The results illustrate two supervision structures, called research practice‐oriented and research relation‐oriented supervision. The principal differences between these two ways of structuring supervision consist of whether the supervisor and the doctoral student participate in a common research practice and share objects of research with the same or a related research approach, or whether the doctoral student’s research problems and research objects lack a clear connection with the supervisor’s research.

  • 3.
    Nelson, Anders
    et al.
    Högskolan i Halmstad, Akademin för hälsa och välfärd, Centrum för forskning om välfärd, hälsa och idrott (CVHI), Wigforss-gruppen.
    Sandberg, Mikael
    Högskolan i Halmstad, Akademin för ekonomi, teknik och naturvetenskap, Centrum för innovations-, entreprenörskaps- och lärandeforskning (CIEL), Business Model Innovation (BMI). Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Centrum för lärande, kultur och samhälle (CLKS).
    Labour-market orientation and approaches to studying — a study of the first Bologna Students at a Swedish Regional University2017Inngår i: Studies in Higher Education, ISSN 0307-5079, E-ISSN 1470-174X, Vol. 42, nr 8, s. 1545-1566Artikkel i tidsskrift (Fagfellevurdert)
    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

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