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  • 1.
    Andreasen, Katarina
    et al.
    Uppsala University, University Administration, Division for Quality Enhancement.
    Magnusson, MariaUppsala University, University Administration, Division for Quality Enhancement.
    För pedagogisk utveckling tillsammans: Lärare och studenter som medskapare av utbildningen. Universitetspedagogisk utvecklingskonferens 14 oktober 20152016Conference proceedings (editor) (Other (popular science, discussion, etc.))
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  • 2.
    Axelsson, Svante
    et al.
    Uppsala University, University Administration, Division for Quality Enhancement.
    Lundkvist, Emma
    Uppsala University, University Administration, Division for Quality Enhancement.
    Reinholdsson, Peter
    Uppsala University, University Administration, Division for Quality Enhancement.
    Swartling, Maria
    Uppsala University, University Administration, Division for Quality Enhancement.
    Öst, Thomas
    Uppsala University, University Administration, Division for Quality Enhancement.
    Konsten att examinera: Några exempel och förslag2015Report (Other (popular science, discussion, etc.))
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  • 3.
    Barman, Linda
    et al.
    KTH, Lärande i Stem.
    Schnaas, Ulrike
    Uppsala University, University Administration, Division for Quality Enhancement.
    Med distans till distansen: en introduktion till temat “Högre utbildning och coronapandemin”2023In: Högre Utbildning, E-ISSN 2000-7558, Vol. 13, no 2, p. 49-55Article in journal (Other academic)
    Abstract [en]

    With distance from the distance – how can we interpret the changes that were so hastily imposed during the pandemic and what lessons have we learned? In this extended editorial, we highlight eight published contributions that are part of this journal’s special theme regarding higher education and the corona pandemic. We also give our own reflections on how the transition to remote teaching affected higher education in Sweden, based on our roles as educational developers and researchers. The publications in this journal show the diversity of experiences during the pandemic, and the complexity of drawing general conclusions about (distance) teaching and learning. Many teachers faced new challenges such as a significantly higher workload, and demands to implement quick solutions, while the changed conditions also gave opportunities for pedagogical development. Many students had difficulties in maintaining motivation and creating viable study routines, while some appreciated the flexibility of distance learning. The current editorial includes both retrospectives and outlooks on the consequences of the pandemic for higher education, as well as, suggestions for a few ‘questions’ that we think should be part of future research.

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  • 4.
    Barrineau, Sanna
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, SWEDESD - The Swedish International Centre of Education for Sustainable Development.
    Engström, Alexis
    Uppsala University, Disciplinary Domain of Science and Technology, Earth Sciences, Department of Earth Sciences, Uppsala Centre for Sustainable Development, CSD Uppsala, Centre for Environment and Development Studies.
    Schnaas, Ulrike
    Uppsala University, University Administration, Division for Quality Enhancement.
    An Active Student Participation Companion2019Book (Other academic)
    Abstract [en]

    Active Student Participation imagines learning as a shared venture between educators and students. It invites students to support, empower, and challenge each other’s learning, as well as helping them to be co-creators in planning, facilitating, and evaluating courses within higher education.

    This companion aims to inspire those who want to approach new ways of learning in order to create a better course, as well as those who are out to challenge conventional forms of teaching and learning norms. It summarises a range of experiences in Swedish higher education and provides concrete examples of how students and educators can learn together. By reading this companion, you will meet a variety of voices and perspectives - from students and educators - both via text and through links to a rich collection of media.

    Together, these voices tell us about a significant shift in roles within higher education that creates teaching and learning spaces with the opportunity to do things differently. In essence, Active Student Participation is about transformative learning, succinctly exemplified by one of the student contributors to this companion: “To experience any other form of education now would feel like nothing less than a fundamental step into the past.”

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  • 5.
    Barrineau, Susanna
    et al.
    Uppsala University, University Administration, Division for Quality Enhancement.
    Mendy, Laila
    Uppsala University, Disciplinary Domain of Science and Technology, Earth Sciences, Department of Earth Sciences, Natural Resources and Sustainable Development.
    Peters, Anne-Kathrin
    Emergentist education and the opportunities of radical futurity2022In: Futures: The journal of policy, planning and futures studies, ISSN 0016-3287, E-ISSN 1873-6378, Vol. 144, p. 103062-103062, article id 103062Article in journal (Refereed)
    Abstract [en]

    Higher education has been criticised for its instrumental character, which constrains possibilities for meaningful change towards sustainability. Drawing on the concept of radical futurity, we develop a conception of education that we call "emergentist education". We integrate literature from futures studies, education for sustainable development, philosophy of education, and bring into dialogue experiences from three futures-facing educational contexts at a Swedish university. We identify three key areas to conceive of emergentist education and its value in practice: disciplinary and institutional norms, convening around anticipatory emotions, and deepening the paradox of sustainability as emergent through radical futurity. We apply a diffractive analysis through these key areas to demonstrate how a reorientation of education as emergentist might allow students and teachers to contest visions of futures. This work helps in approaching the liberation of education to allow young people to come together whole-heartedly around what matters to them.

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  • 6.
    Barrineau, Susanna
    et al.
    Uppsala University, University Administration, Division for Quality Enhancement.
    Schnaas, Ulrike
    Uppsala University, University Administration, Division for Quality Enhancement.
    Engström, Alexis
    Uppsala University, University Administration, Division for Quality Enhancement.
    Härlin, Fredrik
    Uppsala University, University Administration, Division for Quality Enhancement.
    Breaking ground and building bridges: a critical reflection on student-faculty partnerships in academic development2016In: International journal for academic development, ISSN 1360-144X, E-ISSN 1470-1324, Vol. 21, no 1, p. 79-83Article in journal (Refereed)
    Abstract [en]

    The ‘Continuous Development of Active Student Participation’ at Uppsala University is a co-led project between students and academic developers. The group has forged a new kind of student–faculty partnership within academic development. Teaming academic developers with students to work together on improving higher education pedagogy is a critical aspect in this work as both perspectives are valuable and necessary in creating a learning practice that is valid for students and teachers alike. There is significant potential for this model to be implemented by universities elsewhere.

  • 7. Barrineau, Susanna
    et al.
    Schnaas, Ulrike
    Uppsala University, University Administration, Division for Quality Enhancement.
    Håkansson, Lovisa
    Uppsala University, University Administration, Division for Quality Enhancement.
    Students as Change Agents: Reorienting higher education pedagogy for wicked times2021In: Renewing Higher Education: Academic Leadership in Times of Transformation / [ed] Sylvia Schwaag Serger, Anders Malmberg & Mats Benner, Lund: Lund University , 2021, p. 267-286Chapter in book (Refereed)
  • 8.
    Björnermark, Maria
    et al.
    Uppsala University, University Administration, Division for Quality Enhancement.
    Ljunghammar Ekberg, Therese
    Uppsala University, University Administration, Division for Quality Enhancement.
    Forskarutbildningen vid Uppsala universitet ur tre perspektiv: Doktorander, handledare och alumner vid Historisk-filosofiska fakulteten2016Report (Other (popular science, discussion, etc.))
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  • 9.
    Björnermark, Maria
    et al.
    Uppsala University, University Administration, Division for Quality Enhancement.
    Ljunghammar, Therese
    Uppsala University, University Administration, Division for Quality Enhancement.
    Maandi, Camilla
    Uppsala University, University Administration, Division for Quality Enhancement.
    Magnusson, Maria
    Uppsala University, University Administration, Division for Quality Enhancement.
    Waxell, Anders
    Uppsala University, University Administration, Division for Quality Enhancement.
    Fokus forskarutbildning: Fördjupad analys av en enkätundersökning riktad till doktorander och handledare vid Uppsala universitet2023Report (Other (popular science, discussion, etc.))
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  • 10.
    Björnermark, Maria
    et al.
    Uppsala University, University Administration, Division for Quality Enhancement.
    Ljunghammar, Therese
    Uppsala University, University Administration, Division for Quality Enhancement.
    Magnusson, Maria
    Uppsala University, University Administration, Division for Quality Enhancement.
    Waxell, Anders
    Uppsala University, University Administration, Division for Quality Enhancement.
    Studenternas uppfattningar om lärande och lärandemiljö: En fördjupad analys av Uppsala universitets studentbarometer 20182020Report (Other (popular science, discussion, etc.))
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    Studenternas uppfattningar om lärande och lärandemiljö
  • 11.
    Cajander, Åsa
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computerized Image Analysis and Human-Computer Interaction.
    Schnaas, Ulrike
    Uppsala University, University Administration, Division for Quality Enhancement.
    Peer reflection on inclusive supervision: A study circle as a space for collegial learning2016In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 10, no 1, p. 54-69Article in journal (Refereed)
  • 12.
    Elmgren, Maja
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström, Physical Chemistry. Uppsala University, University Administration, Division for Quality Enhancement.
    Folke-Fichtelius, MariaUppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.Hallsén, StinaUppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.Román, HenrikUppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.Wermke, WielandUppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Att ta utbildningens komplexitet på allvar: En vänskrift till Eva Forsberg2016Collection (editor) (Other academic)
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  • 13.
    Hössjer, Amelie
    et al.
    Uppsala University, University Administration, Division for Quality Enhancement.
    Magnusson, MariaUppsala University, University Administration, Division for Quality Enhancement.Reinholdsson, PeterUppsala University, University Administration, Division for Quality Enhancement.
    Pedagogiska utmaningar i en dynamisk samtid: Universitetspedagogisk utvecklingskonferens 12 oktober 20172018Conference proceedings (editor) (Other (popular science, discussion, etc.))
    Abstract [sv]

    Hösten  2017  organiserades  den  femte  universitetsgemensamma  konferensen  i  pedagogisk  utveckling  vid  Uppsala  universitet.  Deltagare  från  hela  universitet samlades under en dag för att inspireras och utbyta erfarenheter rörande pedagogiska utmaningar i en dynamisk samtid.

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  • 14.
    Jansson, Johan
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Social and Economic Geography.
    Waxell, Anders
    Uppsala University, University Administration, Division for Quality Enhancement. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Social and Economic Geography.
    Quality and space: a framework for quality-based regional competitiveness2017In: Regions and competitiveness: Contemporary theories and perspectives on economic development / [ed] Robert Huggins and Piers Thompson, Cheltenham: Edward Elgar Publishing, 2017, p. 332-Chapter in book (Refereed)
  • 15.
    Kettis, Åsa
    et al.
    Uppsala University, University Administration, Division for Quality Enhancement.
    Maandi, Camilla
    Uppsala University, University Administration, Division for Quality Enhancement.
    Tvärvetenskaplig utbildning vid Uppsala univeristet: Lärdomar från satsningen på tvärvetenskapliga kurser 2018-20192022Report (Other (popular science, discussion, etc.))
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  • 16.
    Lindblad, Henrik
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of Art History.
    Eriksson, Johan
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of Art History. Uppsala University, University Administration, Division for Quality Enhancement. Nationalmuseum.
    Caroli Church: An Obstacle or a Catalyst for Urban Regeneration?2022Conference paper (Refereed)
    Abstract [it]

    Sulla base di un esempio di una chiesa cittadina trascurata, gli autori riflettono sul concetto di valori storici, su come questi siano interpretati in modo diverso dai diversi attori e quali conseguenze ciò potrebbe comportare per la conservazione, la gestione e l’uso delle chiese ridondanti. Una domanda fondamentale è se gli edifici religiosi storici, invece di essere ostacoli allo sviluppo sostenibile, possono essere considerati un riferimento nella rigenerazione di aree urbane degradate? 

    La chiesa di Caroli fu costruita nel 1879 a Malmö, la terza città più grande della Svezia. Questa zona del centro storico è stata rinnovata negli anni ‘60 e ‘70 con la demolizione di molti vecchi edifici. La chiesa è stata sconsacrata nel 2010 e venduta al proprietario di un vicino centro commerciale. L'amministrazione della contea ha concesso il permesso di rimuovere la maggior parte degli arredi ecclesiastici. Il National Heritage Board, sostenendo che ciò distruggerebbe i valori storici protetti, ha presentato ricorso al tribunale amministrativo. Il Tribunale Amministrativo Superiore ha infine respinto il ricorso (2016), attribuendo al proprietario il diritto di apportare modifiche agli interni. La chiesa è stata finalmente restaurata ma è ancora inutilizzata. La nostra analisi del caso, con l'obiettivo di portare a proposte di soluzioni, è condotta sulla base dei concetti connessi al valore del patrimonio, all’economia circolare e al riuso adattivo degli edifici storici. 

  • 17.
    Lindeborg, Anna-Klara
    Uppsala University, University Administration, Division for Quality Enhancement.
    Forskarutbildningen vid Uppsala universitet ur tre perspektiv: Doktorander, handledare och alumner vid Språkvetenskapliga fakulteten2016Report (Other (popular science, discussion, etc.))
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  • 18.
    Lindelöf, Karin S.
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research. Uppsala University, University Administration, Division for Quality Enhancement.
    Woube, Annie
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of Cultural Anthropology and Ethnology.
    Att analysera genus och kultur: en lärobok i metod2024Book (Other academic)
  • 19.
    Lindelöf, Karin S.
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research. Uppsala University, University Administration, Division for Quality Enhancement.
    Woube, Annie
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of Cultural Anthropology and Ethnology.
    Att bryta ett extremlopp: Om genusanalys av levda kulturella fenomen2024In: Att analysera genus och kultur: en lärobok i metod / [ed] Lindelöf, Karin S. & Annie Woube, Göteborg: Makadam Förlag, 2024, p. 113-139Chapter in book (Other academic)
  • 20.
    Lindelöf, Karin S.
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research. Uppsala University, University Administration, Division for Quality Enhancement.
    Woube, Annie
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of Cultural Anthropology and Ethnology.
    Inledning2024In: Att analysera genus och kultur: en lärobok i metod / [ed] Lindelöf, Karin S. & Annie Woube, Göteborg: Makadam Förlag, 2024, p. 9-16Chapter in book (Other academic)
  • 21.
    Lindqvist, Lina
    Uppsala University, University Administration, Division for Quality Enhancement.
    Förbättring av Quality Way Sweden ́s externa hållbarhetsarbete: En fallstudie om hållbarhetsarbete och ständiga förbättringar2021Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Sustainability is important and highly relevant for everyone. The transition to a sustainable society is a complex task, which requires extensive cooperation and change. Organizations have a responsibility to contribute to a more sustainable world. In order for the organization to achieve sustainability, a useful definition of sustainability and systematic planning and measures are required. The offensive quality development and continuous improvements offer many different tools, working methods and methods that help to improve operations. The purpose of the study was to investigate how Quality Way Sweden AB can improve its external sustainability work by studying and defining the company's current internal and external sustainability work. The study examines the issues (1) What does external sustainability work mean for Quality Way Sweden AB? and (2) How can Quality Way Sweden AB improve external sustainability work? Through theory connection, the data collection methods interviews and document review, the goal was to arrive at improvement proposals that thus fulfill the purpose of the study.

    The study shows that (1) for Quality Way Sweden involves external sustainability work a long- term work that is aimed at the outside world. Long-term relationships and collaborations with customers, suppliers, society, and other stakeholders. (2) External sustainability work can be improved by replacing the concept of quality with sustainability and is inspired by offensive quality development and the cornerstone model. Use the improvement tool, DASIAS, for a systematic system for planning, follow-up, and continuous development. It is also important to have clear responsibilities, documentation, and transparency within the sustainability work.

  • 22.
    Ljunghammar Ekberg, Therese
    Uppsala University, University Administration, Division for Quality Enhancement.
    Forskarutbildningen vid Uppsala universitet ur tre perspektiv: Doktorander, handledare och alumner vid Farmaceutiska fakulteten2016Report (Other (popular science, discussion, etc.))
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  • 23.
    Ljunghammar Ekberg, Therese
    Uppsala University, University Administration, Division for Quality Enhancement.
    Forskarutbildningen vid Uppsala universitet ur tre perspektiv: Doktorander, handledare och alumner vid Juridiska fakulteten2016Report (Other (popular science, discussion, etc.))
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  • 24.
    Ljunghammar Ekberg, Therese
    Uppsala University, University Administration, Division for Quality Enhancement.
    Forskarutbildningen vid Uppsala universitet ur tre perspektiv: Doktorander, handledare och alumner vid Medicinska fakulteten2016Report (Other (popular science, discussion, etc.))
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  • 25.
    Lundkvist, Emma
    et al.
    Uppsala University, University Administration, Division for Quality Enhancement.
    Swartling, Maria
    Uppsala University, Disciplinary Domain of Medicine and Pharmacy, Faculty of Pharmacy, Department of Pharmaceutical Biosciences.
    Betygskriterier i undervisning och examination2015In: Konsten att examinera: Några exempel och förslag, Uppsala universitet, 2015, p. 13-22Chapter in book (Other academic)
  • 26.
    Lundmark, Annika
    Uppsala University, University Administration, Division for Quality Enhancement.
    Forskarutbildningen vid Uppsala universitet ur tre perspektiv: Doktorander, handledare och alumner vid Teologiska fakulteten2016Report (Other (popular science, discussion, etc.))
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  • 27.
    Lundmark, Annika
    Uppsala University, University Administration, Division for Quality Enhancement.
    Forskarutbildningen vid Uppsala universitet ur tre perspektiv: Doktorander, handledare och alumner vid Utbildningsvetenskapliga fakulteten2016Report (Other (popular science, discussion, etc.))
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  • 28.
    Lundmark, Annika
    et al.
    Uppsala University, University Administration, Division for Quality Enhancement.
    Maandi, Camilla
    Uppsala University, University Administration, Division for Quality Enhancement.
    Forskarutbildningen vid Uppsala universitet ur tre perspektiv: Doktorander, handledare och alumner vid Samhällsvetenskapliga fakulteten2016Report (Other (popular science, discussion, etc.))
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  • 29.
    Långström, Elisabeth
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Biology, Biology Education Centre.
    Karlberg, Martin
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Viberg, Henrik
    Uppsala University, University Administration, Division for Quality Enhancement.
    Reinholdsson, Peter
    Uppsala University, University Administration, Division for Quality Enhancement.
    Studenters bristande faktakunskaper2021In: Didaktisk dialog i högre utbildning / [ed] Magnus Levinsson; Lill Langelotz; Malin Löfstedt, Lund: Studentlitteratur AB, 2021, p. 127-144Chapter in book (Other academic)
  • 30.
    Malmberg, Anders
    et al.
    Uppsala University, University Board and Chief Officers.
    Kettis, ÅsaUppsala University, University Administration, Division for Quality Enhancement.Maandi, CamillaUppsala University, University Administration, Division for Quality Enhancement.
    Quality and Renewal 2017 (Kvalitet och förnyelse 2017): Research Environment Evaluation at Uppsala University2017Collection (editor) (Other (popular science, discussion, etc.))
    Abstract [en]

    This is the final report of the enhancement-led research evaluation Quality and Renewal 2017, Q&R17 (in Swedish, Kvalitet och förnyelse, KoF17), carried out at Uppsala University between February 2016 and October 2017. The project has been a major undertaking, aiming to strengthen research at Uppsala University through a broad analysis of the functioning of its various research environments, with particular focus on the preconditions and processes that underpin research quality and renewal. 

    To this end, an internet-based survey was carried out, in which around 3,700 active researchers at Uppsala University shared their perceptions of and opinions on their local research environments at the University. Together with some bibliometric analyses, the survey results served as background material for departmental self-evaluations, which in turn were subjected to external peer review. In this process, almost 130 ‘critical friends’, most of them from outside Sweden, evaluated 54 evaluation units to assess strengths and weaknesses and make recommendations.

    Q&R17 is the third major research evaluation at Uppsala University. The two previous evaluations, Q&R07 and Q&R11, primarily aimed to identify strong research activities and research initiatives with potential to develop into strong future areas of research, thereby aiding the university management in its continuous strategic decision-making process. In contrast to those two evaluations, Q&R17 has not resulted in any sort of grading of the research carried out at Uppsala University, either in its totality or in its parts. Nevertheless, the panel reports include numerous testimonies of the perceived strength and excellence of research at Uppsala University. 

    More importantly, given the purpose of Q&R17, a number of areas have been identified where action is needed if Uppsala University is to take steps towards reaching its full potential. These relate to: leadership and strategic renewal; talent attraction and retention; quality culture and control; inter-national milieu; external collaboration and outreach; and research-teaching linkages. The conclusions and recommendations coming out of Q&R17 will form the basis for a number of actions throughout the University aiming to further strengthen the international standing of Uppsala University.

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  • 31.
    Neiß (Neiss), Michael
    Uppsala University, University Administration, Division for Quality Enhancement.
    Forskningsprojekt med studentarbete: Potentiella målkonflikter och förebyggande åtgärder2020Report (Other (popular science, discussion, etc.))
    Abstract [sv]

    År 2019 tillsatte Hum-Sam:s KVALITETSUTSKOTT FÖR UTBILDNING PÅ GRUND- OCH AVANCERAD NIVÅ (KUGA) en bedömarpanel som skulle utvärdera arkeologiutbildningen vid INSTITUTIONEN FÖR ARKEOLOGI OCH ANTIKENS HISTORIA. Bedömarnas rapport innehåller en rad åtgärdsförslag och förespråkar att handledarna styr studenterna in i sina pågående forskningsprojekt för att skapa synergieffekter. Samtidigt avstår man från att väga uppläggets potentiella fördelar mot möjliga risker. Det är anmärkningsvärt eftersom den tilltänkta konstellationen bäddar för målkonflikter på olika nivåer. Därför är det motiverat att vi vidtar grundläggande säkerhetsåtgärder för att säkerställa att Institutionen lever upp till sina uppdrag gentemot studenterna och samhället i stort.

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  • 32.
    Princis, Kim
    Uppsala University, University Administration, Division for Quality Enhancement.
    Att arbeta med hög servicekvalitet inom säsongsproblematik2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The research has studied a middle-sized organisation running hospitality services in a Nordic winterseason town. The purpose has been to study how high quality of service can be attained within seasonality problematics. Seasonality problematics generally include high turn-over of employees, the need to frequently adapt labor to demand and an instability in revenue. In total 21 interviews has been conducted with management, employees and customers, and combined with a survey of 50 respondents the conclusion has been that the organisation suffers from seasonality problematics. The results have been analysed with theory in seasonality, quality improvement, Herzberg’s two-factor theory of workplace motivation and group developement. The study has found that the organisation today works qualitatively but genereally not high qualitatively. What service quality is has repetedly been defined as the employees personal service towards customers. The employees are according to the study the part of the organisation with the largest impact on service quality. The organisation is percieved by the employees to have internal problems in communicating. 52% of the employees phrase that management does not clearly present what they see as qualitative work. A large majority of the employees also phrase that they today does not experience any qualitywise influcence from their leaders. To reach higher quality of service the study has showed that the organisation needs to increase the employees motivation to work with high quality. This has shown to be possible through Herzbergs’ theorys’ growing factors, such as responsibility and affirmance. Further the study has shown that the organisation needs to improve clarity in defining and/or presenting their views on high quality work to the employees. 

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  • 33.
    Samuelsson, Robin
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Elmgren, Maja
    Uppsala University, University Administration, Division for Quality Enhancement.
    Haglund, Jesper
    Karlstads universitet.
    Going Through a Phase2018Conference paper (Refereed)
    Abstract [en]

    Students have difficulties understanding energy transformations involved in phase changes in physics and chemistry education. For example, with a predict-observe-explain set-up, we have found that students tend to intuit that when table salt is poured onto ice, the ice will melt and the temperature increase. They are surprised to see that although the ice melts (due to freezing-point depression), the temperature actually decreases. In this study, we explore how infrared cameras as a visualization technology can help students come to terms with such challenges.

    We have designed a teaching sequence for in-service science teachers on the topic of phase changes, with a focus on the central idea that it requires energy to break bonds between particles. In group discussions, students are encouraged to use this idea to explain how the temperature of water can be constant during phase change from solid to liquid, and from liquid to gas, and draw on their experiences that it feels cold when they walk out of the shower but hot when water is poured onto the stove in a sauna. With the help of an infrared camera, students can see how the temperature decreases as water evaporates from their body. With this technology, they can also see that the temperature of a piece of paper increases as moist air condenses on its surface, and that the temperature decreases when the water evaporates away in dry air. Through video analysis, we study students’ interactions with each other and the types of talk they engage in during the exercises. Early findings in a pilot study with secondary school students indicate that they tend to interpret condensation as release of energy due to particles colliding with a surface, rather than bond formation.

  • 34. Sandström, Erika
    et al.
    Larsson, Olle
    Trenter, Cecilia
    Schnaas, Ulrike
    Uppsala University, University Administration, Division for Quality Enhancement.
    10 000 år på fem timmar2021In: Didaktisk dialog i högre utbildning / [ed] Magnus Levinsson, Lill Langelotz, Malin Löfstedt, Studentlitteratur AB, 2021, p. 29-46Chapter in book (Other academic)
  • 35.
    Scheutz, Sverker
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Law, Department of Law.
    Elmgren, Maja
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström, Physical Chemistry. Uppsala University, University Administration, Division for Quality Enhancement.
    Ett värn för rättssäker examination: Betygsombudsmannen vid Uppsala universitet2022In: Utbildningsmiljö och utbildningsrätt: - från förskola till forskarexamen / [ed] Lotta Lerwall, Annika Nilsson & Judit Novak, Iustus förlag, 2022, 1, p. 63-101Chapter in book (Refereed)
  • 36.
    Schnaas, Ulrike
    Uppsala University, University Administration, Division for Quality Enhancement.
    Forskarhandledares reflektioner över genus och mångfald2023In: Jämställdhetsintegrering i högre utbildning / [ed] Felicia Garcia & Kristin Ewins, Stockholm: Liber, 2023, 1, p. 126-155Chapter in book (Other academic)
  • 37.
    Ugarte Bern, Sophie Charlotte
    Uppsala University, University Administration, Division for Quality Enhancement.
    Supplemental Instruction: a peer-learning instance2024Conference paper (Other academic)
    Abstract [en]

    Supplemental instruction is a form of student-led mentorship, where senior students support new students in their learning. The pedagogical model is based on student-student interaction and collaborative learning, with the intention to increase students’ critical thinking and increase student achievement grade in complex subjects (Barrineau & Anderson, 2018). Supplemental Instruction (SI) is a model that is spread throughout the world, within various universities and respective faculties (Santa et al., 2004). Among several universities, the SI program is conducted at Uppsala University and Method supervisors are trained at the European center for SI-PASS at Lund University.     

    The present study is based on a thematic analysis of weekly reports composed by active SI-leaders at Uppsala university. The purpose is to evaluate the academic development and leadership qualities in peer-learning instances that are described in such reports. Special attention is paid to the development of the SI-leaders problem-solving and solutions to the various adversities that may be experienced in a study circle (Rowe, 1974; Ogle, 1986; Kletzien & Baloche, 1994). Other aspects that have been focused on are the successive development of interactive activities during the semester, and the improvement in communication between SI-leaders and students (Barkley et al., 2014). It has been evaluated how the pedagogical model is applied within different disciplines and how it is shaped according to the respective needs of each subject. Results have been compared between students who are in their first semester as SI leaders with those who are in their second or third semester. Also, individual strategies among SI leaders have been taken into account, such as the SI leader’s preferences of different methods to check students’ understanding of the subject, etc.     

    The most important aspect of the SI methodology is the ability of the SI leaders to redirect questions, in order to achieve the goal of SI-PASS, to increase students critical thinking and activate student interaction during the session. This is an aspect that has been evaluated in the SI-leaders weekly reports, in order to detect how its evolution is related to the experience and successive interaction with students through different types of activities related to pedagogical strategies within the SI-PASS model

  • 38.
    Waxell, Anders
    Uppsala University, University Administration, Division for Quality Enhancement.
    Forskarutbildningen vid Uppsala universitet ur tre perspektiv: Doktorander, handledare och alumner vid Teknisk-naturvetenskapliga fakulteten2016Report (Other (popular science, discussion, etc.))
    Download full text (pdf)
    fulltext
  • 39.
    Waxell, Anders
    et al.
    Uppsala University, University Administration, Division for Quality Enhancement.
    Björnermark, Maria
    Uppsala University, University Administration, Division for Quality Enhancement.
    Maandi, Camilla
    Uppsala University, University Administration, Division for Quality Enhancement.
    Conditions for conducting high-quality research: Results from a research evaluation survey at Uppsala University2019Report (Other academic)
    Abstract [en]

    In light of a recent research evaluation exercise carried out at Uppsala Universityin 2016 and 2017 (Quality and Renewal 2017), this study investigates the preconditionsand processes perceived to contribute to an enhanced embedded researchquality culture. The study draws on the results from a survey answered bynearly 3 700 research-active staff, including doctoral students. A mixed-methodsapproach is adopted based on both a quantitative binary logistic regression modelcombining significant factors from three survey-related themes and a qualitativeanalysis based on answers to open-ended questions. The results from the binarylogistic regression show that respondents who receive constructive feedback, haveaccess to good support and infrastructure, have a good social environment at thedepartment, and have a reliable funding situation have the highest odds ratios forperceiving the conditions for conducting high-quality research as good or verygood. These results are also supported by the analysis of the open-ended questions,lending validity to the conclusions.

    Download full text (pdf)
    Conditions conducting high-guality research
  • 40.
    Waxell, Anders
    et al.
    Uppsala University, University Administration, Division for Quality Enhancement.
    Björnermark, Maria
    Uppsala University, University Administration, Division for Quality Enhancement.
    Maandi, Camilla
    Uppsala University, University Administration, Division for Quality Enhancement.
    Conditions for Conducting High‐Quality Research: Results from a Research Evaluation Survey at Uppsala University2018Conference paper (Refereed)
    Abstract [en]

    In light of a recently undertaken research evaluation exercise carried out at Uppsala University in2016 and 2017 (Q&R17), this study aims to investigate the preconditions and processes perceived tocontribute to an enhanced embedded research quality culture. The study draws on the results from asurvey answered by nearly 3,700 research active staff, including doctoral students. A mixed‐methodsapproach is used based on logistic regressions and text analyses of open‐ended questions. The resultsshow that constructive feedback, access to good support and infrastructure, a good socialenvironment, and a reliable funding situation are important for conducting high‐quality research.

  • 41.
    Waxell, Anders
    et al.
    Uppsala University, University Administration, Division for Quality Enhancement.
    Björnermark, Maria
    Uppsala University, University Administration, Division for Quality Enhancement.
    Maandi, Camilla
    Uppsala University, University Administration, Division for Quality Enhancement.
    Results from the Q&R17 research environment survey2017In: Quality andRenewal 2017 (Kvalitet och förnyelse 2017): Research Environment Evaluation at Uppsala University / [ed] Malmberg, Anders et al., Uppsala: Uppsala University, 2017, p. 39-63, 651-662Chapter in book (Other academic)
    Download full text (pdf)
    KoF17_survey_chapter
  • 42.
    Wennerström Wohrne, Maria
    et al.
    Uppsala University, University Administration, Division for Quality Enhancement.
    Wickström, Johan
    Uppsala University, University Administration, Division for Quality Enhancement.
    Fiction and Professional Development among University Faculty2017Conference paper (Refereed)
  • 43.
    Wickström, Johan
    Uppsala University, University Administration, Division for Quality Enhancement.
    Dekonstruerad länkning: En kritisk läsning av Constructive Alignment inom svensk högskolepedagogik och pedagogisk utveckling2015In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Utbildning och Demokrati - Tidskrift för didaktik och utbildningspolitik, Vol. 24, no 3Article in journal (Refereed)
    Abstract [en]

    ALIGNMENT  DECONSTRUCTED: A CRITICAL READING OF CONSTRUCTIVE ALIGNMENT IN SWEDISH

    HIGHER EDUCATION AND EDUCATIONAL DEVELOPMENT. A limited number of theoretical concepts are used in educational development to conceptualize educational processes. One of these is Constructive Alignment (CA). CA is about aligning learning outcomes to teaching/ learning activities and assessment tasks. It is anchored in constructivist and phenomenological theory.  CA has had a major impact on Swedish educational development and academic teacher training.  This article aims at critically deconstructing and challenging the concept in terms of its ability and relevance to conceptualizing educational processes. CA does not address epistemological and disciplinary differences. It tends to reduce the agency of teachers and students.  It also reduces the complexity of education to something technical and bureaucratic. This article identifies some alternative pathways. These alternatives are inspired by the Humboldt tradition and the study circle tradition. New ways of defining educational processes would most likely challenge the bureaucratic and neoliberal dimensions of CA. 

  • 44.
    Wickström, Johan
    Uppsala University, University Administration, Division for Quality Enhancement.
    I väntan på utbildningsrevolutionen2017In: Skola och Samhälle (S.O.S), ISSN ISSN 2001-6727Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Vad gör evidens, diagnoser, checklistor och tvärsäkra sanningar med undervisningen och mötet med elever och studenter?

  • 45.
    Wickström, Johan
    Uppsala University, University Administration, Division for Quality Enhancement.
    Låt inte evidensjakten avgöra allt2017In: Clarté: tidskrift för socialistisk kultur, ISSN 0345-2085, no 4, p. 43-47Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Kampen mot alternativa fakta och fejknyheterär politiskt viktig. Men en tendens kan dölja en annan: Ska forskarna alltid ha sista ordet? I artikeln problematiseras fakta- och evidensrörelsen genom ett inlägg som försvarar teoriernas, tolkningarnas och värdefrågornas betydelse och plats inom vetenskapande och forskning med marxistisk grundförståelse.

  • 46.
    Wickström, Johan
    Uppsala University, University Administration, Division for Quality Enhancement.
    Patriarken Sigge Fridulfsson: Euhemeristiska och patriarkala dimensioner i den pedagogiska receptionen av Oden i 1800-talets skolkontext2018Conference paper (Other academic)
    Abstract [sv]

    Under tiden strax före folkskoleskolestadgan fram till 1860-talet skildrade folkskolans läroböcker Oden och asarna som människor som invandrade till Sverige och etablerade ett ordnat samhälle. Presentationen bygger på ett motiv som analyseras i avhandlingen Wickström (2008) utifrån ideologisk mytteori.  

  • 47.
    Wickström, Johan
    Uppsala University, University Administration, Division for Quality Enhancement.
    Reflektioner utifrån en sydafrikansk resa2016In: Clarté:Partipolitiskt obunden socialistisk tidskriftArticle in journal (Other (popular science, discussion, etc.))
  • 48.
    Wickström, Johan
    Uppsala University, University Administration, Division for Quality Enhancement.
    Till demokratins försvar och utveckling2016Other (Other (popular science, discussion, etc.))
  • 49.
    Wickström, Johan
    Uppsala University, University Administration, Division for Quality Enhancement.
    Vetenskaps- och forskningssyn bland tredje ytans akademiker: En studie av synen på produktion, reproduktion och distribution av pedagogisk forskning och vetenskap hos pedagogiska utvecklare i relation till frågor om fakta, evidens och tolkning2018In: Forskning om högre utbildning. 15-16 maj Lunds universitet. Arrangörer Högre Utbildning, Institutionen för utbildningsvetenskap och Forskarutbildningsnätverket Syd., 2018Conference paper (Refereed)
  • 50.
    Wickström, Johan
    et al.
    Uppsala University, University Administration, Division for Quality Enhancement.
    Hartman, Thérèse
    Uppsala University, University Administration, Division for Quality Enhancement.
    Att cirkla runt inkludering: Erfarenheter från högskolepedagogiska forskningscirklar2016Conference paper (Refereed)
    Abstract [sv]

    Högskolepedagogiska kurser som innefattar området inkluderande undervisning står inför en rad utmaningar. Utöver frågan om området bör behandlas integrerat i samband med lärprocessens samtliga moment (från rekrytering till examination) eller om det bör utgör en fördjupning på varje kurs, är balansen mellan teori och praktik ett dilemma.  Spänningen mellan områdets förankring i avancerad (och inte sällan motsägande) teori från kritisk pedagogik, normkritik, genus- och queerteori, postkolonialism och postkoloniala studier, och kursdeltagarnas varierande kunskap om denna teori är en utmaning för pedagogiska utvecklare i deras roll som kursledare. Det betyder att området riskerar att behandlas alltför teoretiskt eller ytligt, vilket knappast gynnar syftet att främja inkludering.

    Vid Uppsala universitet behandlas inkluderande undervisning som en fördjupning inom högskolepedagogiska kurser och handledarutbildningar. Sedan hösten 2014 erbjuds dock universitetslärarna även en forskningscirkel på temat ”Inkluderande undervisning”. Forskningscirklar är en demokratisk undersökande metod som tidigare använts främst inom pedagogisk forskning. Den teoretiska inspirationen kommer både från den svenska studiecirkeln och från den humboldtska idén att lärare och studenter tillsammans ”vetenskapar”, dvs undersöker världen och skapar ny kunskap. Den innebär att cirkelledare och deltagare tillsammans förutsättningslöst undersöker ett givet område, bestämmer frågeställningar/problem, metoder, litteratur och sätt att redovisa sitt lärande och sin nyvunna kunskap (Holmstrand & Härnsten 2003; Persson 2009).  

    Den aktuella forskningscirkeln leds av två pedagogiska utvecklare med inriktning mot inkluderande undervisning. Till skillnad från högskolepedagogiska kurser med ett fast schema, fast litteratur och fastslagna moment, erbjuder forskningscirkeln ett mer öppet forum för dialoger mellan deltagarna.  Inga frågor är uteslutna. Deltagarnas högst olika ingångar, förkunskaper, förhållningssätt till teori och praktik och erfarenheter inom området är inte problematiska – utan utgör förutsättning för diskussioner och bearbetning. Heterogenitet är en förutsättning för samtalen.  Cirkeln arbetar med metoder för att låta deltagarna komma till tals på lika villkor. Cirkeln har temat ”Inkluderande undervisning” men sedan bestämmer deltagarna i dialog med cirkelledarna alla moment. Vid senaste omgången formulerades frågan ”Vad är inkluderande undervisning?” varefter cirkeldeltagarna, utifrån olika perspektiv undersökte frågans teoretiska och praktiska dimensioner genom att läsa såväl klassiska pedagogiska texter som Pablo Freires ”Pedagogik för förtryckta” (Freire 1972) som nypublicerade handböcker inom området (Wickström 2011; Kalonaityté 2014). Deltagarna skrev sedan reflekterande texter som enheten kommer att publicera i en antologi. 

    I det här rundabordssamtalet vill vi problematisera forskningscirkelns möjligheter och utmaningar inom det pedagogiska utvecklingsområdet i allmänhet, och för temat inkluderande undervisning i synnerhet. Vilka för- och nackdelar finns med detta arbetssätt? Vad händer med kollegialitet och normativitet när samtal ersätter traditionell kursstruktur? Hur skapas demokratiska samtal om högskolepedagogik? Vad händer när pedagogiska utvecklare transformeras från kursledare till cirkelledare? Vi inbjuder att tillsammans med oss diskutera dessa frågor.

     

    Litteratur

    Freire, P. (1972) Pedagogik för förtryckta. Stockholm.

    Holmstrand, L. & Härnsten, G. (2003) Förutsättningar för forskningscirklar i skolan: En kritisk granskning. Forskning i fokus 10. Myndigheten för skolutveckling. Stockholm.

    Kalonaityté, V. (2014) Normkritisk pedagogik – för den högre utbildningen. Studentlitteratur. Lund.

    Persson, S. (2009) Forskningscirklar – en vägledning: en metodbok. Resurscentrum för mångfaldens skola. Malmö.

    Wickström, J. (2011) Mångfaldsmedveten pedagogik för universitetslärare. Rapport 10. Avd. för universitetspedagogisk utveckling. Uppsala universitet. Uppsala universitet

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