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  • 6751.
    Åkesson, Maria
    et al.
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS), Man and Information technology laboratory (MI-lab).
    Sörensen, Carsten
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS), Man and Information technology laboratory (MI-lab).
    Ihlström Eriksson, Carina
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS), Man and Information technology laboratory (MI-lab).
    Ambidexterity under digitalization: A tale of two decades of new media at a Swedish newspaper2018In: Scandinavian Journal of Management, ISSN 0956-5221, E-ISSN 1873-3387, Vol. 34, no 3, p. 276-288Article in journal (Refereed)
    Abstract [en]

    The digitalization of the newspaper industry represents a significant challenge for incumbent companies to engage new technologies. Many companies in the industry have had to seek new markets through digital technologies to survive. This paper explores how one of the largest Swedish newspapers, Aftonbladet, has strategically embraced new media and new markets. We report a decade of engaged scholarship based on interviews and archival analysis that covers 20 years of strategic acts at the company. We consider this effort as a case of organizational ambidexterity under digitalization. The analysis seeks to extend theoretical understanding of the interrelationships between strategic intent and technological choice. The paper contributes to the understanding of ambidexterity under digitalization by theoretically framing it in terms of strategic acts. The research suggests that digitalization implies a more complex ambidexterity interrelationship between old and new markets and technologies. As digitalization enables the loosening of previously tight couplings, the clear theoretical distinction between old and new, and critically, the unproblematic transition, is brought into question. The paper suggests replacing the notion of an orderly shift from the old to the new with ambidexterity under digitalization as a duality of both old and new undergoing continual reconfiguration. © 2018 Elsevier Ltd

  • 6752.
    Åkesson, Maria
    et al.
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS), Man and Information technology laboratory (MI-lab).
    Thomsen, Michel
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS), Man and Information technology laboratory (MI-lab).
    A blended model for student-centered supervision of thesis work in higher education2016In: ICERI2016 Proceedings, Valencia: IATED , 2016, p. 906-914Conference paper (Refereed)
    Abstract [en]

    Thesis work is challenging to both students and supervisors. The traditional model of supervision is that one supervisor individually supervises thesis work. In higher education this model has been challenged with new approaches such as blended group supervision to make the process more interactive and to provide support for students to complete the thesis work on time. In this paper we report from an effort to design a model for blended group supervision with the aim to provide structure and support for students as well as supervisors. The model is discussed in relation to the theoretical concepts zone of proximal development and scaffolding. 

  • 6753.
    Åkesson, Maria
    et al.
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS), Man and Information technology laboratory (MI-lab).
    Thomsen, Michel
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS), Man and Information technology laboratory (MI-lab).
    Designing an educational curriculum for the digital future: an international master in "Digital Service Innovation”2018In: EDULEARN18 Proceedings / [ed] L. Gómez Chova, A. López Martínez & I. Candel Torres, IATED , 2018, p. 6317-6323Conference paper (Refereed)
    Abstract [en]

    This paper presents the design of an international master’s curriculum in Digital Service Innovation. Digitalization and the rapid development in information technology (IT) are fundamentally reshaping society. This development brings with it an increasing need for mastery of digital service innovation. The international master's program Digital Service Innovation addresses this need by studying digitalization, digital resources for value creation, and educating students in how to design innovative digital services. Digital Service Innovation is a two-year master’s program focused on sustainable value creation. Year one focuses on the concept of innovation and design driven problems solving. Year two focuses on conceptualization, design of digital services. The final degree project gives students the opportunity to apply theoretical knowledge in a design study, interacting with companies and public authorities. This is expected to improve the students' ability to understand how digital service innovation is connected to business requirements, and identify new digital services or applications. All to prepare students for working professionally in the field of digital service innovation.

  • 6754.
    Åkesson, Maria
    et al.
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS), Man and Information technology laboratory (MI-lab).
    Thomsen, Michel
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS), Man and Information technology laboratory (MI-lab).
    Work-Integrated Learning: Visualizing Research as Professional Practice2018In: ICERI2018 Proceedings, The International Academy of Technology, Education and Development, 2018, p. 9608-9612Conference paper (Refereed)
    Abstract [en]

    In higher education work place practice through work placement or internships can be integrated as part of the education, especially when educating for professions such as teachers, medical professionals or law practitioners. The overall purpose of integrating work placement in the higher education is for students to experience and learn through engaging in practice with those already educated and experienced within the respective work domain. However, on masters level in higher education we seldom allow students the same opportunity related to the researcher profession. Students are commonly invited to do project or thesis work in research projects or relating to research work. Less common is to actually invite students to participate in research professional practice as a work placement. With work placement we here refer to the student being engaged during a period of time, in full working days, together with research professionals in their everyday practice. Learning to become a researcher through work experience has been described in a case study of a Ph.D. student by e.g. Eames (2003). The study showed that work placement can provide significant learning opportunities. The learning through research everyday work was different form being educated about research, and provided a view of what it means to practice in a research profession. We propose that the same opportunity for learning can be provided in masters education.

    In this paper we report from an initiative of integrating research work practice in an informatics master program. At Halmstad University we are starting a new international master program in Digital Service Innovation (starting September 2018). The master program educates students to design sustainable digital services through design research. With the aim to inspire students for future careers as researchers we offer the students the opportunity for 8 full weeks of “Research Placement” to visualize research as professional practice. The purpose is to provide hands-on experience of research to develop their awareness, skills and abilities to practice as design researchers. It also provides the opportunity to engage with research professionals and the stakeholders involved in the research. Moreover, the students are provided the opportunity to discuss their own career paths and the social and ethical implications of their work for society. The “Research Placement” can be in an academic institution, a research institute or a research and development department in an organization. The student examination assignment is a self-study and reflection of their “Research Placement” (see e.g. LaBoskey, 2004; Schön, 1983).

    References:

    1. Eames, C. (2003). Learning to Work: Becoming a Research Scientist Through Work Experience Placements. Education, 4(2), 7-15.
    2. LaBoskey, V. K (2004). The Methodology of Self-Study and Its Theoretical Underpinnings. In International Handbook of Self-Study of Teaching and Teacher Education Practices, Eds Loughran, J. J., Hamilton, M. L., LaBoskey, V. K. and Russell, T., Springer.
    3. Schön, D. A. (1983). The reflective practitioner: how professionals think in action. Basic Books.
  • 6755.
    Åkesson Ugballa, Angelica
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM), Centre for Studies of Political Science, Communication and Media (CPKM).
    Migrationsprocessen: Begreppsutredande studie av nya migrationsprocessen utifrån ett styrningsperspektiv.2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Genom att Sverige reformerat migrationsprocessen samt förnyat utlänningslagen 2006 skall denna studie genom en beskrivande begreppsanalys se på hur man förhåller sig till de gemensamma mål EU satt upp utifrån Haagprogrammet. Studien behandlar regeringens proposition samt utvärderingen vilka belyses från det hierarkiska styrningsperspektivet. Materialet är avgränsat till begreppen ”Tvåpartsprocessen”, ”Effektivt förfarande” samt ”Gemensamt asylområde”, utifrån Haagprogrammets tredje av de tio viktigaste vägledande direktiven för en harmoniserad migrationspolitik. Resultaten påvisar att propositionens förhållningssätt till programmet är god medan utvärderingen fått i tilläggsdirektiv att skjuta behandlingen av relationen till överordnade EG-instrument på framtiden, vilket gör att det har en väldigt begränsad hantering. Överlag och med stöd i tidigare studier anses den nya migrationsprocessen och förvaltningens omorganisering ha tydliga influenser av ett framtida ökat mellanstatligt samarbete. De mål, riktlinjer eller strategier som EU tar beslut om implementeras i det här fallet i Sverige vilket kan anses ge goda effekter på migrationspolitiken.

  • 6756.
    Åkesson Ugballa, Angelica
    Halmstad University, School of Social and Health Sciences (HOS).
    MOTTAGANDE OCH INTRODUKTION AV NYANLÄNDA BARN OCH UNGDOMAR: En kartläggning av kommunerna i Hallands län2010Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study aims to identify the municipalities of Hallands’ methods, guidelines and policies in integration concerning new arrivals of children and teenagers. Some of the new arrivals are under the power of Swedish Migration Board and some of them are by a contract handed over to the municipalities. The evaluation is based on Michael Lipskys street-level bureaucracy which puts its focus on the lower level of bureaucrats meeting with clients. The frame is Skolverkets guideline for education of new arrivals which is more or less a way towards a common policy. The other document used to put up evaluation criteria’s is the Integration office united goals towards the receiving of new arrivals. The material for this evaluation is empirical in the sense of interviews made in the municipalities and document handed from each responsible bureaucrat. The result shows implications of the wide interpretation that the municipalities have. Some of them follow the directions and stop there, while others form routines and policies which go beyond the expectations. The conclusion of this study is that some municipalities have a lack of structure in the area for new arrivals of children and teenagers. This is in most of the cases because there also is a lack of liability areas. Most of the jobs are handed over to the principals who in the same way hand theirs over to the teachers. Bureaucrats need to know what is expected and there need to be documents or a reliable structure to work under.

  • 6757.
    Årnedal, Amalia
    et al.
    Halmstad University, School of Education, Humanities and Social Science.
    Lind Andersson, Paulina
    Halmstad University, School of Education, Humanities and Social Science.
    Dags för rast!: En mikro-etnografisk studie om elevers fysiska aktiviteter2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Att som barn få goda upplevelser av fysisk aktivitet kan leda till ett fysiskt aktivt liv även i vuxen ålder. Detta i sin tur kan bidra till ett välmående liv. Barn spenderar en stor del av sin vardag i skolan och därmed är raster tillfällen då de kan få möjlighet att utöva fysisk aktivitet. Trots kunskap om fördelarna med fysisk aktivitet är många elever inaktiva mer än 50 % av rasten. Anledningarna till varför de är inaktiva kan vara många. Elever har olika behov och deras åsikter och rastaktiviteter kan vara källor till att få reda på vad som skulle kunna få dem mer fysiskt aktiva under rasten. Syftet med denna mikroetnografiska studie är att, med fokus på; skolgården, läraren, samt klassen, synliggöra elevers fysiska aktivitet under rasten. Detta för att elevers handlingar, i relation till vad de uttryckt i tidigare gruppsamtal, kan bidra till mer kunskap om fysisk aktivitet på rasten. Studien skedde i två klasser, en årskurs fyra och en årskurs fem, på två skolor i södra Sverige. Efter observationer, analys och diskussion visade det sig att elevernas uttryckta ord och handlingar till viss del skilde sig från varandra. Vi kan konstatera att en kombination av kommunikation och uppmärksamt iakttagande under rasten ger en tydligare inblick i vad som kan skapa en mer fysiskt aktiv rastkultur. 

  • 6758.
    Åsberg, Felicia
    et al.
    Halmstad University, School of Education, Humanities and Social Science.
    Katja, Johnsson
    Halmstad University, School of Education, Humanities and Social Science.
    Den personliga digitaliseringen av skolan2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Skolans digitalisering är ett fenomen som har fått mycket uppmärksamhet den senaste tiden. Den svenska skolan ligger i framkant vad gäller att ha tillgång till digitala verktyg samtidigt som rapporter och tidigare forskning visar att det saknas kompetens kring själva användandet av dessa. Lärare runt om i landet efterfrågar kompetensutveckling och direktiv uppifrån. Skolverket har på uppdrag av Regeringen tagit fram en ny nationell IT-strategi för skolväsendet där den svenska skolan senast år 2022 ska uppnå en vision att stärka förutsättningarna för en likvärdig tillgång till IT, stärkt digital kompetens hos både elever och lärare, samt förutsättningar för att digitaliseringens möjligheter ska tas tillvara för utveckling av skola och undervisning.

    Syftet med denna studie var att förstå fenomenet digitalisering och digital kompetens utifrån sex gymnasielärares livsvärld och vad denna kan ha för betydelse för morgondagens skola och de reviderade kursplanerna. För att besvara denna studies syfte och frågeställning har kvalitativa semistrukturerade intervjuer med ett explorativt syfte valts som metodologisk utgångspunkt. Vi har även valt att inspireras av en fenomenologisk ansats då vår studie är inriktad på lärares arbetsvardag med utgångspunkt i deras egen livsvärld och verklighet.

    Resultatet visar att lärarnas förståelse av fenomenet digitalisering och digital kompetens är högst personlig och att deras personliga inställning till fenomenet är avgörande för hur digital deras undervisning är. Lärarna uttrycker ett behov av kompetensutveckling och utrymme för diskussion och reflektion kring digitaliseringens hinder och möjligheter i undervisningen.

  • 6759.
    Åsell, Julian
    et al.
    Halmstad University, School of Business, Engineering and Science.
    Amoi, David
    Halmstad University, School of Business, Engineering and Science.
    Leasing - en studie om skillnader mellan K3 och IFRS: En komparativ studie mellan K3 och IFRS gällande redovisning av leasing ur ett intressentperspektiv2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Accounting intends to provide support and information to society. Therefore, it is important that the accounting reflects reality. The current lease standard IAS 17 for European international level has been criticized because it has its purpose in a classification between financial or operational leases. Companies in Sweden applying K3 chapter 20 treat leases in the same way through a classification. This has created opportunities for companies to invent an account where major values in terms of assets and liabilities are off-balance-sheet through operational lease agreements. Hence, there has been an international discussion between the IASB and the FASB for a long time if leases classified as operational really reflect a fair view of companies applying IFRS standards. This debate is about an increase in transparency in accounting and corporate financial reporting is constantly present in these debates. Because this financial information is often the only information which stakeholder has at its disposal as a basis for decision making. Due to these problems and to develop a more consistent reporting, the IASB has chosen to create a new lease agreement - IFRS 16 Leases.

    IFRS 16 has another approach to lease agreements as it is based on a right of use. This entails significant changes for lessees, as they, based on the right of use, need to report leases as assets and liabilities in their balance sheets. The IASB has already implemented IFRS 16, but it is not required to comply with the standard until 1 January 2019 when IFRS 16 enters into force.

    The purpose of the study is to describe and analyze the differences between companies applying K3 chapter 20 and the forthcoming standard IFRS 16 regarding lease agreements. Furthermore, the purpose of the study is to investigate and illustrate, by typical cases, differences in financial reports and relevant key ratios and how these effects may affect the company's stakeholders.

    Through a qualitative research method, fictional typical cases have been designed to draw conclusions that answer the purpose and research question of this paper. The study addresses what differences exist in the treatment of classification, valuation and definition of lease agreements. Thus, it can be established and demonstrate that, in application of the forthcoming leasing standard IFRS 16, an increase in assets and liabilities in the companies balance sheet is made. This implies significant changes as they must account for a lease agreements right of use and obligations. These changes have a significant impact on key ratios such as returnability, equity, debt ratio and leverage formula. Furthermore, the conclusion can show that stakeholders are affected in a significant way as changes in financial reports affect their analyzes and ultimately decision-making.

  • 6760.
    Åström, Alexander
    Halmstad University, School of Social and Health Sciences (HOS).
    The Korean Peninsula: Where the Cold War Never Ended: The Foreign Policy of the Republic of Korea on a peaceful reunification with the Democratic People’s Republic of Korea2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This paper examines different foreign policies of the Republic of Korea (South Korea) towards the Democratic People’s Republic of Korea (North Korea) with regards to a peaceful reunification of the Korean Peninsula. The paper uses the theoretical framework of Social Constructivism to analyze what impact the different foreign policies of South Korea towards North Korea have had on their relations, thus providing an understanding of what impact those foreign policies have had on the peaceful reunification process of the Korean Peninsula. The paper will also look at the First Korean Nuclear Crisis, the Second Korean Nuclear Crisis, the ROKS Cheonan sinking and the shelling of Yeonpyeong, and with the help from the theoretical framework of Social Constructivism, analyze what impact those incidents have had on South Korea’s foreign policy and relations with North Korea, thus providing an understanding what impact those incidents have had on the peaceful reunification process of the Korean Peninsula.

  • 6761.
    Åström, Ulrica
    Halmstad University, School of Social and Health Sciences (HOS).
    Att balansera vardagen: En grounded theory-studie om tonårsflickors upplevelser2009Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
  • 6762.
    Öberg, Björn
    et al.
    Halmstad University, School of Social and Health Sciences (HOS).
    Arnåsen, Mattias
    Halmstad University, School of Social and Health Sciences (HOS).
    LEDARSKAP OCH PERSONLIGHET INOM IDROTTEN: Prefererat ledarskap i relation tillpersonlighet hos lagidrottare på elitjuniornivå2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study was to examine the relationship between elite junior athlete’s   leadership preferences and their personality. Study participants consisted of 167 elite juniors, aged 16-20 years (M = 17,29). Subjects were both male (116) and female (51), and active in interactive sports. Participants were asked to answer three questionnaires (1) Demographic facts (2) Leadership Scale for Sports (LSS) (3) NEO Five-Factor Inventory (NEO-FFI). Subsequent correlation analyses showed significant associations between Extraversion, Democratic behavior and Positive Feedback, and between Neuroticism and social supportive behavior. The results also showed a significant correlation between the personality trait Agreeableness and Autocratic and Social support behavior. One conclusion from the results is that preferred leadership is a function of the athlete’s personality traits. This suggests that leadership in sports should be characterized by flexibility and adaptation to athlete’s individual differences to a greater extend. Examples of practical implications and future research are presented.

  • 6763.
    Öberg, Josefin
    et al.
    Halmstad University, School of Education, Humanities and Social Science.
    Karlsson, Frida
    Halmstad University, School of Education, Humanities and Social Science.
    Om man väljer att ha de glasögonen på: En diskursanalytisk studie som handlar om hur förskollärare resonerar kring vardagsmatematiken i förskolans verksamhet2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien var att undersöka hur förskollärare resonerar kring den matematik som förekommer i vardagen inom förskolans verksamhet. Studien hade sin utgångspunkt i forskningsfrågorna: Vilka variationer av metoder framkommer när förskollärare talar kring hur de arbetar med att synliggöra vardagsmatematik i förskolans verksamhet? Samt Hur resonerar förskollärare kring vikten av att synliggöra vardagsmatematiken i förskolans kontext? Studien utgick ifrån socialkonstruktionism och diskurspsykologi där förskollärarnas resonerande var i fokus. Tre verksamma förskollärare deltog i denna kvalitativa intervjustudie som utgick ifrån semistrukturerade intervjuer där frågeschemat innefattade matematik samt vardagsmatematik. Även ljudupptagning användes som kompletterande verktyg vid datainsamlingen.

    Studiens resultat visade att användandet av den vardagsmatematik som förekommer i förskolans verksamhet, som barnen dagligen befinner sig i, öppnar upp för möjligheter att lägga en grund för den matematik som komma skall när barnen blir äldre. Studien resulterade även i en insikt och konkreta exempel kring varierande arbetssätt i relation till synliggörandet av vardagsmatematik och hur det går att förhålla sig till dessa.

  • 6764.
    Öberg, Mikaela
    Halmstad University, School of Business, Engineering and Science.
    Case studies as literature2016Student paper other, 5 credits / 7,5 HE creditsStudent thesis
  • 6765.
    Öberg, Mikaela
    Halmstad University, School of Business, Engineering and Science.
    The importance of finding a clear definition of innovation2017Student paper other, 5 credits / 7,5 HE creditsStudent thesis
  • 6766.
    Öberg, Mikaela
    et al.
    Halmstad University, School of Business, Engineering and Science.
    Stenberg, Anneli
    Halmstad University, School of Business, Engineering and Science.
    Smoothers och icke-smoothers: en kartläggning och probleminventering av income smoothing hos svenska börsnoterade företag2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 6767.
    Öberg, Theodor
    et al.
    Halmstad University, School of Business, Engineering and Science.
    Oldby, Marcus
    Halmstad University, School of Business, Engineering and Science.
    Interactive Marketing: E-mail - Tomorrow´s Tool for Online Purchases2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This thesis aims to gain a better understanding of how customers behave with email

    and spontaneous online shopping and in which degree prospects or customer would be

    affected by functions in interactive e-mails.

  • 6768.
    Ögren, Ulrika
    Halmstad University, School of Education, Humanities and Social Science.
    Förskollärares föreställningar kring medhavda leksaker2016Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Ulrika Ögren (2016). Förskollärares föreställningar kring medhavda leksaker. Halmstad Förskollärarutbildning: Halmstad Högskola.

    Forskare (Granberg, 2003; Nelson & Svensson, 2005) anser att leksaker från hemmet är viktiga och har betydelser för barn - bland annat att leksaker kan skapa trygghet. Jag valde att undersöka det här området i och med att det har blivit populärt med att ta med leksaker till förskolan och att egna erfarenheter har visat att förskollärare hade olika positioneringar kring medhavda leksaker.

    Syftet med studien var att ge er läsare en inblick i vad förskollärare hade för föreställningar kring medhavda leksaker. Utifrån Bourdieus (1994/1995) teori om kulturellt kapital ville jag undersöka och synliggöra förskollärarnas föreställningar kring medhavda leksaker, även tolka och skapa förståelse kring varför förskollärare kunde äga de föreställningar som de gjorde (Ödman, 2007). Jag ansåg att denna studie blev aktuell i och med att leksaker hade ett stort värde i barnens vardag. Eftersom jag som förskollärare kunde vara med att påverka verksamheten och de föreställningarna kring de medhavda leksakerna ute i verksamheten. Vilket medföljde en problemformulering Kan förskollärares föreställningar kring medhavda leksaker synliggöras och undersökas med Bourdieus teori om kulturellt kapital, även tolkas och förstås med hjälp av hermeneutiken?”

    Studien var kvalitativ och har använt sig av metoden intervju och innehållsanalys. Intervjuerna utgjordes av sex förskollärare, en gruppintervju med tre förskollärare och tre enskilda intervjuer med tre andra förskollärare. Den första intervjun skrapade på ytan kring deras föreställningar, de andra tre gick mer djupgående in på området. Gruppintervjun gjordes i grupp på grund av förskollärarnas brist på tid att kunna intervjuas enskilt och de andra tre intervjuerna gjordes enskilt för att dessa lärare hade bristande tid till att samlas för en gruppintervju. Resultatet från vad förskollärarna svarade valdes ut efter det som hade det mest relevanta anknytningen till problemformulering och syftet för denna studie. Temat blev de medhavda leksakerna. Resultatet visade hur förskollärare hade olika föreställningar kring barns medhavda leksaker och hur de ”missade” sitt uppdrag. Fem av förskollärarna såg barns medhavda leksaker som ett problem som skapade bråk och inte som ett redskap som kunde vara till hjälp för dem i verksamheten. Förskollärarnas svar analyserades utifrån Bourdieus teori om det kulturella kapitalet, diskuterades och tolkades med koppling till tidigare forskning och med hjälp av hermeneutiken som skapade en förståelse kring förskollärarnas föreställningar om de medhavda leksakerna, därefter avslutades studien med en slutsats.

    Slutsatsen av den här forskningen som handlade om förskollärares föreställningar kring de medhavda leksakerna har kunnat synliggöras och undersökas utefter Bourdieus (1994/1995) teori om kulturellt kapital, även tolkats och skapat förståelse kring varför förskollärare kunde äga de föreställningar som de gjorde (Ödman, 2007). Förskollärarnas svar belyste att de hade olika föreställningar kring de medhavda leksakerna. Detta belystes med två underrubriker - Barns medhavda leksaker ska inte vara en del av förskolan, och barns medhavda leksaker kan vara ett viktigt redskap. Enligt Bourdieus (1994/1995) teori visade det sig att de kunde positionera sig utefter vilken grupp de ville tillhöra (de som har stora tillgångar), och med det skapade förskollärarna tillsammans sina föreställningar kring de medhavda leksakerna. Perspektivet att vi blir påverkade av varandra, att vi positionerar oss därefter, kan ligga till grund för vilka föreställningar vi har eller kommer till att få (Bourdieu, 1994/1995).

  • 6769.
    Öhman, Emmy
    et al.
    Halmstad University, School of Social and Health Sciences (HOS).
    Bliding, Emmeline
    Halmstad University, School of Social and Health Sciences (HOS).
    Där två världar möts: Erfarenheter och upplevelser av tillgång till Internet och sociala medier på behandlingshem2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to, by using qualitative interviews, describe experiences of mediated social interaction on the Internet for clients in drug treatment. We wanted to examine how this affects clients' ability to change their lives, their identity and social relations. We conducted individual interviews with three people who work at a treatment center where clients have free access to the Internet and with one client on the same centre, and group interviews with a total of seven people who had varied experience in drugtreatment.

    The results show a general negative view of mediated social interaction during the treatment. The main risk is that clients need to break their connection to “the addiction world” and the Internet complicates this. Contact with friends and acquaintances in “the addiction world” may lead to the client interrupting his or hers treatment. Other risks that our results show is that clients can easily order drugs on the Internet, that you do not focus on the treatment and it makes it more difficult to build an identity and to be part of a community in the sober world.

  • 6770.
    Öhman, Susanna
    Risk and Crisis Research Center (RCR), Department of Social Sciences, Mid Sweden University, Östersund, Sweden.
    Previous Experiences and Risk Perception: The Role of Transference2017In: Journal of Education, Society and Behavioural Science, E-ISSN 2456-981X, Vol. 23, no 1, p. 1-10, article id JESBS.35101Article in journal (Refereed)
    Abstract [en]

    Aims: The aim of the article is to investigate how experiences of crisis such as accidents, illnesses, violence and natural catastrophes influence perceptions of risk in general. The questions this article poses are whether there are some experiences significant enough to change an individual’s perception not only of the kind of risk experienced but also of other kinds of risks and whether there are certain experiences that are particularly powerful.

    Study Design, Place and Duration of Study:The analyses use data from two Swedish national

    surveys, ‘Society and Values’, that took the form of mail polls conducted in the winters of 2005 and 2008. Both polls used questionnaires that focus on risk perception, risk communication, risk behavior, experience, and values. The dataset used each year is composed of two representative samples of the Swedish population.

    Methodology: The samples consisted of people between the ages of 16 and 75: two national

    random samples (n=2000 each) and two random samples of people living in areas with a relatively large population of people with foreign backgrounds (n=750 each). The total number of respondents was 1,472 in 2005 and 951 in 2008.

    Results: The results show that previous experience is a strong predictor of higher risk perception even after controlling for gender, origin, income, education and values. Depending on previous experiences of certain hazards and crises, the individual’s perception of risks related to these experiences will vary.

    Conclusion: This article has shown that different categories of experiences are powerful to

    transfer the feeling of dislike or fear not only to the related risk but also to other kinds of risk. One example is, being the victim of violence increases the level of risk perceived not only for violence but for several lifestyle risks and known risks as well.

  • 6771.
    Öhman, Susanna
    Umeå universitet, Umeå, Sverige.
    Public Perceptions of Gene Technology: On the edge of risk society2002Doctoral thesis, monograph (Other academic)
  • 6772.
    Öhman, Susanna
    Institutionen för samhällsvetenskap, Mittuniversitetet, Östersund, Sverige.
    Risker i ett heteronormativt samhälle2009In: Risker i det moderna samhället: Samhällsvetenskapliga perspektiv / [ed] Anna Olofsson & Susanna Öhman, Lund: Studentlitteratur , 2009, p. 237-258Chapter in book (Other academic)
  • 6773.
    Öhman, Susanna
    Institutionen för samhällsvetenskap, Mittuniversitetet, Östersund, Sverige.
    Teorier om risksamhället2009In: Risker i det moderna samhället: Samhällsvetenskapliga perspektiv / [ed] Susanna Öhman, Anna Olofsson, Lund: Studentlitteratur AB, 2009, 1:2, p. 103-121Chapter in book (Other academic)
    Abstract [sv]

    Innehåll: Individualiseringsprocessen, Dimensioner av risksamhället, Tillämpning inom riskforskningen, Socialkonstruktionistiska perspektiv på riskuppfattningar.

  • 6774.
    Öhman, Susanna
    Mid Sweden University, Östersund, Sweden.
    The evolution of public opinion on biotechnology2002In: Biotechnology: the making of a global controversy / [ed] Martin W. Bauer, George Gaskell, Cambridge: Cambridge University Press , 2002, 1Chapter in book (Other academic)
  • 6775.
    Öhman, Susanna
    et al.
    Risk & Crisis Research Centre, Mid Sweden University, Östersund, Sweden.
    Giritli Nygren, Katarina
    Forum for Gender Studies, Mid Sweden University, Sundsvall, Sweden.
    Olofsson, Anna
    Risk & Crisis Research Centre, Mid Sweden University, Östersund, Sweden.
    The (un)intended consequences of crisis communication in news media: a critical analysis2016In: Critical Discourse Studies, ISSN 1740-5904, E-ISSN 1740-5912, Vol. 13, no 5, p. 515-530Article in journal (Refereed)
    Abstract [en]

    This article takes as its departure point the questions Which discourses figure in the news media's coverage of natural disasters?' and What are the possible unintended consequences of this type of crisis communication?' The overall aim is to elucidate the development of risk discourses, struggles over discursive legitimacy, and shifts in argumentation to legitimate or delegitimate certain actors and actions in relation to a widespread and devastating wildfire in the summer of 2014 in Sweden. The chosen media outlets are one national agenda-setting morning newspaper, one national evening tabloid, and one local newspaper. All coverage in these newspapers from the period of the wildfire (1-31 August 2014) were selected and analyzed. By employing a critical discourse analysis of three different newspapers' crisis communication flows during the one-month-long wildfire, we show how crisis communication is in fact embedded in discourses of power related to gender and rurality. © 2016 Informa UK Limited, trading as Taylor & Francis Group.

  • 6776.
    Öhman, Susanna
    et al.
    Institutionen för samhällsvetenskap, Mittuniversitetet, Östersund, Sverige.
    Olofsson, Anna
    Institutionen för samhällsvetenskap, Mittuniversitetet, Östersund, Sverige.
    Kris och risk i det heterogena samhället2009Report (Other academic)
    Abstract [sv]

    Rapporten behandlar hur risker, säkerhet och olyckor upplevs, värderas och bedöms av olika grupper i samhället. Syftet har inte enbart varit att kartlägga den enskilda medborgarens värdering och skattning utan att även möjliggöra förebyggande arbete i konkreta situationer. Befolkningens heterogenitet i termer av kön, ålder, ursprung, funktionshinder och sexuell läggning har fokuserats just för att förbättra samhällets förmåga att hantera risker och förmedla riskkommunikation till olika grupper. Med heterogenitet menar vi att invånarna skiljer sig från varandra i termer av resurser, värderingar och erfarenheter. Inom projektet har två huvudstudier gjorts; en med nio kvalitativa fokusgruppintervjuer med människor från olika grupper bland den svenska allmänheten. Selektionskriteriet för grupperna var heterogenitet. Den andra studien var en enkätstudie där urvalet bestod av 3 000 personer boende i Sverige i åldern 16-75 år, uppdelat på tre slumpmässiga underurval: 2 000 personer i hela riket, svarsfrekvens 59 %. 750 personer i församlingar med hög andel personer med utländsk bakgrund, svarsfrekvens 36 %. 250 personer i glesbygdslän, svarsfrekvens 55 %. Urval 2 och 3 gjordes för att säkerställa att tillräckligt många personer med utländsk bakgrund och personer boende i glesbygd ingick i urvalet. Enkäten bestod av ett stort antal frågor om t.ex. riskuppfattningar, riskkommunikation, riskbeteende, värderingar, resurser och olika typer av bakgrundsvariabler. Våra resultat visar att heterogenitetsgrunderna i varierande grad spelar roll för förståelsen av människors riskuppfattningar, riskkommunikation och risk- eller säkerhetsbeteenden. De undersökta grupperna upplever olika risker på olika sätt, vill ha varierande typ av riskkommunikation och har också skilda riskbeteenden. Dessa resultat kvarstår även om man tar hänsyn till värderingar, sårbarhet, kön och inkomst och illustrerar vikten av att ta med heterogeniteten i samhället vid studier av risker för att synliggöra de variationer som finns i samhället. Utifrån intervjustudierna kan vi dra slutsatserna att människor förstår risk utifrån sina egna erfarenheter och vardagshändelser, samt att när det gällde nya risker, t.ex. kärnkraft och klimatförändringar hade de studerade grupperna olika strategier för att hantera och leva med dessa. Med utgångspunkt i teorin om risksamhället har en modell av riskuppfattningar med två dimensioner konstruerats; kontroll–fatalism och lokalt–globalt. Att gruppera människor enligt dessa föreslagna dimensioner kan vara ett sätt att öka vår förståelse för att olika grupper av allmänheten kan ha samma uppfattning om en specifik risk, men denna uppfattning är grundad i olika kontext. Detta stämmer också vad gäller riskförståelse, att de intervjuade förankrade sin förståelse för olika risker mot å ena sidan riskens betydelse för mig personligen eller oss kollektivt, och å andra sidan hur risken upplevdes i relation till här lokalt eller där globalt, alltså en rumslig förankring. Sammanfattningsvis kan man säga att rapporten visar på behovet av att i större utsträckning beakta befolkningens heterogenitet i det riskförebyggande arbetet. Rapporten avslutas med sex stycken råd för en förbättrad riskkommunikation.

  • 6777.
    Öhman, Susanna
    et al.
    Risk and Crisis Research Centre, Mid Sweden University, Östersund, Sweden.
    Olofsson, Anna
    Risk and Crisis Research Centre, Mid Sweden University, Östersund, Sweden.
    Quantitative analysis of risk positions: An exploratory approach2019In: Researching Risk and Uncertainty: Methodologies, Methods and Research Strategies / [ed] Anna Olofsson & Jens Zinn, Cham: Palgrave Macmillan, 2019, 1, p. 265-286Chapter in book (Refereed)
    Abstract [en]

    This chapter combines sociological risk research with feminist theory and explorative methodology. This provides a more comprehensive account of the complexity of intersecting social forces at work when social inequalities are (re)produced, as risk is entangled with power assemblages such as gender, class and ethnicity, which together produce positions of privilege and subordination. Using multiple correspondence analysis (MCA) to visualise risk and uncertainty in everyday life, an empirical example demonstrates that risk perceptions are not linear, that they vary by type of risk and that intersectional assemblages capture a level of complexity beyond single categories such as gender, ethnicity or class. © The Authors 2019

  • 6778.
    Öhman, Susanna
    et al.
    Associate professor in Sociology, Risk and Crisis Research Centre, Mid Sweden University, Sundsvall, Sweden.
    Olofsson, Anna
    Risk and Crisis Research Centre, Mid Sweden University, Sundsvall, Sweden.
    Giritli Nygren, Katarina
    Forum for Gender Studies, Mid Sweden University, Sweden.
    A Methodological Strategy for Exploring Intersecting Inequalities: An Example from Sweden2018In: Zhurnal Issledovanii Sotsial'noi Politiki / The Journal of Social Policy Studies, ISSN 1727-0634, Vol. 16, no 3, p. 501-516Article in journal (Refereed)
    Abstract [en]

    The article explores the complex patterns of inequality in Sweden from an intersectional standpoint by developing a methodological strategy using data from quantitative national survey material. Intersectionality stands in contrast to the inductive and hypothesis-testing approaches, which tend to reproduce categories as having an essential and stable meaning. It is generally acknowledged that quantitative approaches to intersectionality are rare or in development. Quantitative analyses tend to disregard some of the theoretical cornerstones of intersectionality: in particular, the relational and fluid character of categories. This may be why intersectionality researchers tend to reject quantitative approaches altogether. To address this dilemma, Multiple Correspondence Analysis (MCA) is applied as a means of linking objective structures to subjective experiences, and it is argued that this methodology is well suited to detecting and capturing social spaces of privilege and oppression. The result shows that this kind of quantitative approach to intersectional analysis can facilitate the exploration of inequalities and positions of privilege across populations and globally at particular times, as well as contributing to ontological and epistemological perspectives on intersectionality. By exploring what the category is said to describe and how these parts relate to other sub-categories, especially about time and place settings and their intersections, we were able to identify relationships between structures of oppression and subjective experiences at a particular time and in a particular place, which is important in understanding both inequalities and positions of privilege. These analyses not only illuminate the hegemonic structures of power that create subordinated and privileged positions but also help us to theorize the non-linear and stochastic relations between and within these positions. This methodological advance also has important implications for social policy. © 2018 National Research University Higher School of Economics. All rights reserved.

  • 6779.
    Öhman, Susanna
    et al.
    Institutionen för samhällsvetenskap, Mittuniversitetet, Östersund, Sverige.
    Olofsson, Anna
    Institutionen för samhällsvetenskap, Mittuniversitetet, Östersund, Sverige.
    Giritli Nygren, Katarina
    Institutionen för samhällsvetenskap, Mittuniversitetet, Sundsvall, Sverige.
    Quantitative Interpretation of Intersectionality2015Conference paper (Other academic)
  • 6780.
    Ölmedal, Nils
    Halmstad University, School of Education, Humanities and Social Science.
    ”Jag jobbar med en kompis, så då går det ju ännu snabbare.”: Något om elevers användning av matematikboken.2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Det är inte orimligt att tänka sig att de flesta av landets skolelever, till exempel i högstadiet, ägnar åtminstone någon timme varje vecka åt arbete med en matematikbok. Men precis hur matematikböcker används är inte helt välundersökt. Här beskrivs en undersökning genom intervjuer i fokusgrupper med elever i år 9. Läraren visar sig ha en viktig roll för användandet av boken även när det gäller arbete i egen takt. Det visar sig finnas inbyggda motsättningar mellan elevernas strävan att ge ''rätt svar'', att komma snabbt framåt och att kunna samarbeta med klasskamrater, och eleverna verkar se en konflikt mellan hur man tänker sig att man borde använda boken och hur man faktiskt gör. Flera av resultaten är sådana att de inte gärna kunde framkommit om man bara studerat läroboken i eller lärarens undervisning i sig.

  • 6781.
    Öman, Cecilia
    et al.
    Halmstad University, School of Social and Health Sciences (HOS).
    Ladan, Antonija
    Halmstad University, School of Social and Health Sciences (HOS).
    ”Jag känner att vi är tvillingar, men jag måste få vara mig själv.”: En kvalitativ studie om enäggstvillingars upplevelser kring sin identiteti sin sociala miljö.2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study emphasizes the social environment to identical twins identity. How does the identity of two genetically identical individuals who grow up in the same environment develop? The study is based on qualitative interviews with ten identical twins, who also want to give a glimpse of how identical twins experience their relationship with their twin and how they experience they are perceived by the social environment. We have been using various identity theories that emphasize interpersonal and group processes in our theoretical framework, also Cooley's theory of the looking glass self and the social comparison theory presented by Festinger. The result showed how identical twins identity was perceived in relation to its twin, where the social environment had a significant role for identical twins identity but also how comparisons directly affected their self-esteem. We would also note that all identical twins shared the experience of safety and fellowship in relation to its twin.

  • 6782.
    Öqvist, Anna
    et al.
    Luleå university of technology, Luleå, Sweden.
    Högström, Per
    Halmstad University, School of Education, Humanities and Social Science. Luleå university of technology, Luleå, Sweden.
    Don’t Ask Me Why: Preschool Teachers’ Knowledge in Technology as a Determinant of Leadership Behavior2018In: Journal of Technology Education, ISSN 1045-1064, Vol. 29, no 2, p. 4-19Article in journal (Refereed)
    Abstract [en]

    In the Swedish preschool curriculum, technology education is emphasized as one of the most significant pedagogical areas. Particularly, the teacher’s role is emphasized: It is the preschool teacher’s responsibility to stimulate and challenge children’s interest in science and technology. Unfortunately, prior research indicates that preschool teachers feel uncertain about what technology is and the extent of their knowledge on the topic. Based on the path–goal theory, this article will explore how preschool teachers’ knowledge of technology influence how they act toward children in different learning activities. Using a qualitative research design, this study collected data comprising 15 interviews with preschool teachers. The result provide insights for how teachers limited knowledge in technology influence their leadership behavior toward children both in planned activities initiated by teachers and in unplanned activities initiated by children during free play. The core of how teachers’ knowledge in technology influences their leadership behavior in these two types of activities is their ability to deal with children’s why questions. The results also show that a compensatory approach becomes evident in teachers’ leadership behavior toward children in planned activities and that an avoidance approach is evident in unplanned activities. Our findings suggest that the development of a problem-solving approach in unplanned activities could enable teachers to create learning environments for children in which technology becomes something natural. Moreover, enhanced knowledge and understanding of technology will in turn make teachers better able to explain and clarify concepts and various technical phenomena.

  • 6783.
    Örnstedt, Adam
    et al.
    Halmstad University, School of Business, Engineering and Science.
    Ejesson, Johanna
    Halmstad University, School of Business, Engineering and Science.
    The survival story of a newsprint mill.: A single case study of an industrial transformation at Hylte Mill.2019Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Background: The pulp and paper industry (PPI) and its products is one of Sweden's largest export goods, with newsprint as one of its major sources of income. The historically stable context had led to innovation inertia something that became clear when a sudden decrease for newsprint occurred. Hence, Stora Enso Hylte Mill, which is one of the largest producers of newsprint in Sweden realized that they needed to do something in order to secure their future. Therefore, the company started to investigate the possibility of moving into a new market, biocomposite.

    Problem discussion: Ambidexterity is a requirement for a firm to be successful over time (Birkinshaw & Gibson, 2004). In uncertain environments organizational ambidexterity appears to be positively linked to increased firm innovation, better financial performance, andhigher survival rates (O’Reilly & Tushman 2013). Hylte Mill has historically had a stablemarket, thus exploitive activities have been their main concern. As the conditions change, explorative activities are needed which creates uncertainty for the firm. How does a firm in a historically stable context that has worked with exploitation for many years organize for exploration? What changes needs to be done in the organization?

    Purpose: This master thesis will systematically go through and analyze how firms within previously stable market organize for ambidexterity and exploration. This is going to be done through three phases of an industrial transformation within the PPI. The purpose for this thesis is to increase the understanding of how organizations, operating in historically stable context, deals with radical innovation when the external environment demands it.

    Methodology: This study has been an inductive single case study. The data has been collected through five semi-structured interviews with key individuals from period of industrial turbulence.

    Findings: The barriers to innovation varies over time, when one barrier is solved another one occurs. By using ambidexterity, the firm can be better suited to handle these changes. The inertia in large established firms do not only depend on events occurring within the firm but can also be affected by external events.

    Conclusion: Ambidexterity has a positive impact on innovation in uncertain environments that creates a sense of urgency. By initially applying structural ambidexterity to provide slack, and later expand the desired culture by contextual ambidexterity, large established firms can overcome innovation inertia. Slack showed positive impact on radical innovation on both mill- level and group-level. Also, external help proved to be crucial for the radical innovation capability.

  • 6784.
    Örtenblad, Anders
    Halmstad University, School of Business and Engineering (SET), Centre for Innovation, Entrepreneurship and Learning Research (CIEL).
    A typology of the idea of learning organization2002In: Management Learning, ISSN 1350-5076, E-ISSN 1461-7307, Vol. 33, no 2, p. 213-230Article in journal (Refereed)
    Abstract [en]

    A typology of the idea of 'learning organization' is developed and presented. The typology is inductively created and based on how the term 'learning organization' is used in the literature and by practitioners. Four distinct hypes of understanding were found: 'organizational learning, 'learning at work, 'learning climate' and 'learning structure'. The same types of understanding seem to appear both in the literature and in accounts made by practitioners. Thus the term 'learning organization' is probably not unduly confusing to the practitioners. Instead, the different versions of the idea in the literature seem to give companies the opportunity to choose a version suitable for their specific situation.

  • 6785.
    Örtenblad, Anders
    Halmstad University, School of Business, Engineering and Science, Centre for Innovation, Entrepreneurship and Learning Research (CIEL).
    Achieving organizational independence of employees’ knowledge using knowledge management, organizational learning, and the learning organization2009In: Handbook of research on knowledge-intensive organizations / [ed] Dariusz Jemielniak & Jerzy Kociatkiewicz, Hershey, PA: IGI Global, 2009, p. 229-242Chapter in book (Other academic)
    Abstract [en]

    The ambition of this chapter is to pay some attention to more obvious, as well as more subtle, methods for organizations to become independent of the individual’s subjective knowledge, from the employees’ point of view. Terms such as ’knowledge sharing’, ’knowledge transfer’, and ’learning for all’ are almost always seen as being positive for both employers and employees. However, this chapter will critically examines those terms. Three popular management ideas relating to knowledge and/or learning have been analysed from a ’knowledge control’ perspective: knowledge management, organizational learning, and the learning organization. The main conclusion of this conceptual and elaborating chapter is that the more current and less academic ideas of the learning organization and knowledge management contain the same tools as the idea of ’old’ organizational learning as regards gaining control over knowledge, but that these two ideas additionally contain other knowledge control measures, which are more refined, in the sense that they are less obvious as knowledge control measures. The idea of ’new’ organizational learning, however, is less suited to knowledge control, since it implies that knowledge is not storable. In other words, the chapter’s contribution is an analysis of some of the most popular management ideas that deal with knowledge and/or learning relating to the organizational/employer independence of subjective knowledge, from the employees’ point of view, something which is rarely seen. © 2009, IGI Global.

  • 6786.
    Örtenblad, Anders
    Halmstad University, School of Business and Engineering (SET), Centre for Innovation, Entrepreneurship and Learning Research (CIEL).
    Are the right persons involved in the creation of the learning organization?2005In: Human Resource Development Quarterly, ISSN 1044-8004, E-ISSN 1532-1096, Vol. 16, no 2, p. 281-284Article in journal (Refereed)
    Abstract [en]

    A conventional explanation of the short notice that many management ideas get is that they are only fashions. This article presents a complementary explanation. Based on Jung's personality types and my own experiences, I suggest that mostly only people with a certain type of personality become interested in ideas such as the learning organization. I further argue that all four of Jung's personality types must join in the sculpting of learning organizations if organizations are to succeed in becoming such organizations and continue being it, and, accordingly, if the idea is to survive in the long run.

  • 6787.
    Örtenblad, Anders
    Halmstad University, School of Business and Engineering (SET), Centre for Innovation, Entrepreneurship and Learning Research (CIEL).
    Educating everyone in humanities for both post-bureaucracy and bureaucracy: a response to John Hendry2006In: Management Learning, ISSN 1350-5076, E-ISSN 1461-7307, Vol. 37, no 3, p. 291-294Article in journal (Refereed)
    Abstract [en]

    Comments on an article by John Hendry. In the main, the commentator agree with Hendry in his description of the 'intellectual tyranny of the economic mindset' and in his concern for other values and goals in business society. Management education definitely needs other than economic goals, as Hendry argues. The commentators arguments for the humanities are slightly different, though, from Hendry's, and he do not think that managers are the only group that needs education in the humanities. Finally, the commentator would like to add a few subjects and methods to those that Hendry suggests should be involved in humanities education for business students. In addition to history and literature, which Hendry suggests, the commentator also recommend education in ethics.

  • 6788.
    Örtenblad, Anders
    Halmstad University, School of Business, Engineering and Science, Centre for Innovation, Entrepreneurship and Learning Research (CIEL).
    Guest editorial for special section: Are organizations able to learn?2009In: Learning Inquiry, ISSN 1558-2973, Vol. 3, no 1, p. 21-23Article in journal (Refereed)
  • 6789.
    Örtenblad, Anders
    Halmstad University, School of Business and Engineering (SET), Centre for Innovation, Entrepreneurship and Learning Research (CIEL).
    Of course organizations can learn!2005In: Learning Organization, ISSN 0969-6474, E-ISSN 1758-7905, Vol. 12, no 2, p. 213-218Article in journal (Refereed)
    Abstract [en]

    This is a comment for all those writers who claim that organizations cannot learn. The author consistently rejects this notion. Rather the author contends that organizations can learn, in at least two different ways. The author reviews some of the common arguments against organizational learning, and tries to answer the opponents. The main argument against the critics is that they are too busy to look for evidence that organizations are not like individuals and that organizations therefore cannot learn. Instead, the author argues that it is a question of level of analysis. The author also suggests that theories as well as knowledge in general are metaphoric, implying that organizations as such of course are able to learn. The organizational learning perspectives can, of course, be used by employers and managers in order to avoid efforts that help the individuals to learn. But they can also be appropriate perspectives of learning that help in avoiding large investments on organizational learning efforts that might be unnecessary.

  • 6790.
    Örtenblad, Anders
    Halmstad University, School of Business, Engineering and Science, Centre for Innovation, Entrepreneurship and Learning Research (CIEL).
    On differences between organizational learning and learning organization2001In: Learning Organization, ISSN 0969-6474, E-ISSN 1758-7905, Vol. 8, no 3, p. 125-133Article in journal (Refereed)
    Abstract [en]

    This conceptual paper looks at and discusses differences between the concepts of organizational learning and (the) learning organization. Since there still seems to be confusion regarding the meaning of the two concepts, aims to clarify the two main existing distinctions, that organizational learning is existing processes while learning organization is an ideal form of organization. Also distinguishes between a traditional and a social perspective of organizational learning, which the existing distinctions have not ‚ at least not explicitly. Thus, distinctions are made between three concepts. In addition to the improvement of the existing distinctions, suggests two complementary ones ‚ entities of learning and knowledge location. These two distinctions might make it easier to distinguish also between the two perspectives of organizational learning.

  • 6791.
    Örtenblad, Anders
    Halmstad University, School of Business and Engineering (SET), Centre for Innovation, Entrepreneurship and Learning Research (CIEL).
    Organizational learning: a radical perspective2002In: International journal of management reviews (Print), ISSN 1460-8545, E-ISSN 1468-2370, Vol. 4, no 1, p. 87-100Article in journal (Refereed)
    Abstract [en]

    This paper reviews the organizational learning literature. For many years, organizational learning theory has been based on a functionalistic paradigm, but an interpretive paradigm now seems to be attaining dominance. However, neither of these perspectives of organizational learning is truly radical in the sense of challenging conditions of power and control in organizations. There are some critical texts on organizational learning (and the learning organization), but they go no further than criticism. Therefore, this paper tries to illustrate what we can call a radical perspective of organizational learning, based on themes in the critical works. The radical perspective of organizational learning implies an organization where the individuals learn as free actors. However, there are norms or rules to guarantee freedom. The learning space in the organization guarantees the occurrence of different opinions, and allows everyone to reflect upon their actions and learning. Working time and employee commitment are restricted so that work does not interfere too much with other undertakings. All employees are guaranteed permanent appointments. Finally, in the radical perspective of organizational learning, organizations die to make place for others when their missions are accomplished. After presenting the radical perspective of organizational learning, I outline some questions for future research and indicate the necessity of further development of such a perspective.

  • 6792.
    Örtenblad, Anders
    Halmstad University, School of Business, Engineering and Science, Centre for Innovation, Entrepreneurship and Learning Research (CIEL).
    Senge’s many faces: problem or opportunity?2007In: Learning Organization, ISSN 0969-6474, E-ISSN 1758-7905, Vol. 14, no 2, p. 108-122Article in journal (Refereed)
    Abstract [en]

    Purpose - The purpose of this paper is to discuss both possibilities and problems with Senge’s (1990) many faces in The Fifth Discipline, i.e. the fact that different authors refer to different excerpts from his book as his version of the learning organization. Design/methodology/approach - The paper shows that the authors’ understandings of Senge, in which a literature review resulted, are seen in the light of theories of travelling of management ideas, particularly the "translation model". Findings - The paper finds that both possibilities and problems with Senge’s many faces were found. A fatal problem is that the many faces jeopardize the confidence in the concept and eventually its existence. But the strong connections to Senge’s book, that the authors have, reduces the problems, and Senge’s many faces might not cause that much trouble after all. Research limitations/implications - The paper shows that anyone who wishes to can, for different reasons, refer to Senge, and his version of the learning organization, and thereby gain legitimacy. One does not have to be very accurate; as it seems, almost anything goes. Practical implications - In the paper the "translation model" is divided into two sub-models, which probably will sharpen future translation research. Originality/value - The paper is a study in which it is shown how authors understand other authors. This is an example that is rarely seen. Both possibilities and problems are discussed with vagueness to Senge’s many faces. This is not very common. A special case of the translation model is developed (the "smorgasbord model"), better suited to deal with the type of idea that focuses on copying of excerpts from a specific book than the traditional translation model (the "whispering game model").

  • 6793.
    Örtenblad, Anders
    Halmstad University, School of Business, Engineering and Science, Centre for Innovation, Entrepreneurship and Learning Research (CIEL).
    The learning organization: towards an integrated model2004In: Learning Organization, ISSN 0969-6474, E-ISSN 1758-7905, Vol. 11, no 2, p. 129-144Article in journal (Refereed)
    Abstract [en]

    This article presents an integrated model of the learning organization. It is based on empirical research of the learning organization literature, as well as on practitioners' understandings of the concept where learning organizations were often described in terms of four distinct individual aspects, no more and no less. This article argues these aspects cannot be treated as separate, and that the four aspects have to be combined in order to create a true learning organization. The four aspects are: learning at work; organizational learning; developing a learning climate; and creating learning structures. The article suggests that only those organizations that have implemented all of the aspects should be called ‚"learning organizations", and those organizations that have implemented only one aspect should be called "partial learning organizations"

  • 6794.
    Örtenblad, Anders
    Halmstad University, School of Business and Engineering (SET), Centre for Innovation, Entrepreneurship and Learning Research (CIEL).
    Toward a contingency model of how to choose the right type of learning organization2004In: Human Resource Development Quarterly, ISSN 1044-8004, E-ISSN 1532-1096, Vol. 15, no 3, p. 347-350Article in journal (Refereed)
    Abstract [en]

    The learning organization is in itself a vague idea, and many argue that the idea must be adapted to each single organization and its particular needs before it can be implemented. There is very little guidance, though, on how to adapt the (vague) idea. This forum piece therefore tentatively suggests a contextual model of how to choose the right type of learning organization, among four types. It also suggests some areas where research is needed in order to develop the model further.

  • 6795.
    Örtenblad, Anders
    Halmstad University, School of Business, Engineering and Science, Centre for Innovation, Entrepreneurship and Learning Research (CIEL).
    Vague and Attractive: Five Explanations of the Use of Ambiguous Management Ideas2005In: Philosophy of Management, ISSN 1740-3812, E-ISSN 2052-9597, Vol. 5, no 1, p. 45-54Article in journal (Refereed)
    Abstract [en]

    This paper reviews the literature on the diffusion and popularity of vague management ideas. Is it the vagueness in itself that makes them so popular, or are there other explanations? Five possible explanations for the attraction of ambiguous management ideas are suggested: (i) concretising; (ii) symbolic legitimisation; (iii) seduction; (iv) unknown use; and (v) challenge. Some of the explanations are explicitly suggested in the literature, whereas others are explanations offered by the present author on the basis of a review of the literature. The five explanations are categorised according to the level of consciousness of the use of vague ideas among the users, and according to whether the ideas are implemented in actual practice or used only in talk. The present paper also discusses what management researchers could do to help those who use vague management ideas. © 2005, Springer International Publishing AG.

  • 6796.
    Örtenblad, Anders
    et al.
    Halmstad University, School of Business and Engineering (SET), Centre for Innovation, Entrepreneurship and Learning Research (CIEL).
    Ulvenblad, Pia
    Halmstad University, School of Business and Engineering (SET), Centre for Innovation, Entrepreneurship and Learning Research (CIEL), Knowledge Entrepreneurship and Enterprise Research (KEEN).
    A Little About a Lot: On Scientific Reports and Reference Techniques2012 (ed. 1)Book (Other academic)
  • 6797.
    Örtengren, Sofia
    et al.
    Halmstad University, School of Business, Engineering and Science.
    Gidlund, Alexander
    Halmstad University, School of Business, Engineering and Science.
    Riskhantering i infrastrukturprojektet Varbergstunneln2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Purpose: The purpose is to describe and analyze the risk management of project risks and financial risks in the infrastructure project Varberg tunnel during the planning phase, in which two players have been studied, the Swedish Transport Administration and the Varberg municipal operations, and their perspective on risk management and how these actors' perspectives differ in order to get an understanding of how different types of risks and stakeholder risk manage from their perspective in an infrastructure project.

    Background and problem: The Swedish Transport Administration task is to ensure that trains arrive on time, transport is done as safely as possible and with the least possible environmental impact. Together with other stakeholders they will ensure that the best possible social utility is created for the money. On 21 March 2013, the government's admissibility decision of subprojects through Varberg to extend the railway from single track to double track. This is one of the biggest challenges in Varberg municipality, where the municipal and state planning must go hand in hand. There are considerable risks associated with infrastructure projects but there are also great opportunities for socio-economic profitability. To identify risks requires a general approach because the individuals do not possess all the information necessary to know where all the various risks are within the activity. The problem with risk assessment is that the knowledge of the risks affecting the tunnel project are scarce and therefore entails difficulty in valuing them. Businesses need to manage risks, and businesses that ignore the risk, consider the risk as their enemy or plan for just one future are more vulnerable.

    Research issue: How is risk management of project risks and financial risks in the infrastructure project Varberg tunnel during the planning phase?

    Methodology: This thesis is a qualitative study that uses an inductive approach. The empirical data is collected from three different interviews linked to the Varberg tunnel.

    Result: The main difference between the stakeholders is the scope of risk management. The Swedish Transport Administration is implementing a much larger risk management than the municipality of Varberg. Risk identification is more similar between the stakeholders, the difference is how they methodically work. Risk assessment is qualitative at the Swedish Transport Administration and quantitative at Varberg municipality. Management of risk is carried out not in any methodical way at Varberg municipality, the only manage interest rate risks while the Transport Administration manages all risks and implement this in a methodical way.

    Conclusions: Risk management is carried out in different ways depending on the perspective of the stakeholder and the type of risk that is risk managed. Risk management can be either methodological or non-methodical. Our view is that this is due to the stakeholder’s responsibility and the complexity of risk management for the stakeholder. Which perspective stakeholders have, we believe, affect if the stakeholder have a long term or short term perspective. The Swedish Transport Administration will only be done with projecting of the tunnel while the municipality of Varberg has to live with it in generations to come.

  • 6798.
    Östberg, Charlotte
    et al.
    Halmstad University, School of Social and Health Sciences (HOS).
    Tenland, Simon
    Halmstad University, School of Social and Health Sciences (HOS).
    Ungdomars motivation till att söka arbete: En undersökning av kort- och långtidsarbetslösa ungdomar2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to gain knowledge on how time of unemployment may affect an individual's motivation in the search of a job. The main issue is whether the motivation to find a job differs between short and long term unemployed young people between 18-26 years of age. The motivation has been examined by comparing the short-and long-term unemployed differ in perceived locus of control, self-efficacy, the value of a work, and perceived requirements and actual effort spent. 106 unemployed youths, all registered at the Employment Service, participated in the survey. The results showed no significant differences between short-and long-term unemployed in the motivation to find work. A limitation of the study is that the difference in time between the groups short-and long-term unemployed is small.

  • 6799.
    Östberg, Per
    et al.
    Halmstad University, School of Teacher Education (LUT).
    Persson, Alexander
    Halmstad University, School of Teacher Education (LUT).
    ”Det är inte bara släng in en boll och låt de rulla”: - En studie i hur pedagoger arbetar med fysisk, psykisk och social hälsa2011Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 6800.
    Österberg, Jonas
    Halmstad University, School of Social and Health Sciences (HOS).
    Idrotts-självförtroende och motivation: Hos kvinnliga och manliga elit- respektive amatörspelare i bandy2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to exam the possible differences in the experienced self-confidence and motivation among the elite players in bandy and amateur players in bandy. In addition, any differences between boys and girls within the same area to be studied. A total of 112 athletes participated of whom 52 of them classified as elite players and 60 amateur players, with 62 boys and 50 girls. The athletes filled at one point in the questionnaires The Sport Motivation Scale, Harter’s (1980) “competence scale” and The Sport Confidence Inventory. The results demonstrated differences between elite players and amateur players in the variables perceived motivation and perceived self-confidence. The results showed that the amateur players had a higher perceived amotivation than elite players experienced in this study. Furthermore, results showed that elite players feel they have a higher sport-confidence than amateur players had. Furthermore, it shows also the result of a significant difference between boys and girls perceived motivation and sport-confidence in this study. The boys show a higher result in motivation and sport-confidence.

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