Logo: to the web site of Uppsala University

uu.sePublikasjoner fra Uppsala universitet
Endre søk
Begrens søket
1 - 8 of 8
RefereraExporteraLink til resultatlisten
Permanent link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Treff pr side
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sortering
  • Standard (Relevans)
  • Forfatter A-Ø
  • Forfatter Ø-A
  • Tittel A-Ø
  • Tittel Ø-A
  • Type publikasjon A-Ø
  • Type publikasjon Ø-A
  • Eldste først
  • Nyeste først
  • Skapad (Eldste først)
  • Skapad (Nyeste først)
  • Senast uppdaterad (Eldste først)
  • Senast uppdaterad (Nyeste først)
  • Disputationsdatum (tidligste først)
  • Disputationsdatum (siste først)
  • Standard (Relevans)
  • Forfatter A-Ø
  • Forfatter Ø-A
  • Tittel A-Ø
  • Tittel Ø-A
  • Type publikasjon A-Ø
  • Type publikasjon Ø-A
  • Eldste først
  • Nyeste først
  • Skapad (Eldste først)
  • Skapad (Nyeste først)
  • Senast uppdaterad (Eldste først)
  • Senast uppdaterad (Nyeste først)
  • Disputationsdatum (tidligste først)
  • Disputationsdatum (siste først)
Merk
Maxantalet träffar du kan exportera från sökgränssnittet är 250. Vid större uttag använd dig av utsökningar.
  • 1.
    Gunnlaugsson, Geir
    Uppsala universitet, Universitetsförvaltningen, Planeringsavdelningen.
    I stort och smått – med studenten i fokus: Universitetspedagogisk utvecklingskonferens 16 oktober 20132014Collection/Antologi (Fagfellevurdert)
    Fulltekst (pdf)
    fulltext
  • 2.
    Gunnlaugsson, Geir
    Uppsala universitet, Universitetsförvaltningen, Avdelningen för universitetspedagogisk utveckling (PU).
    Universitetspedagogisk utveckling och kvalitet - i praktiken!: Universitetspedagogisk utvecklingskonferens 6 oktober 20112012Konferanseproceedings (Fagfellevurdert)
    Fulltekst (pdf)
    fulltext
  • 3.
    Gunnlaugsson, Geir
    et al.
    Uppsala universitet, Universitetsförvaltningen, Planeringsavdelningen.
    Axelsson, Svante
    Uppsala universitet, Universitetsförvaltningen, Planeringsavdelningen.
    Advancing SoTL Bit by Bit: 360 Pedagogic Projects in 18 Months at Uppsala University2014Inngår i: ICED 2014, 2014Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Abstract: During the last 18 months 360 new pedagogic small-scale projects have been performed within the framework of the pedagogic teacher training courses in higher education at Uppsala University. In the presentation we focus on the following questions. What interests in developing and exploring teaching and learning in HE do our new teaching staff have? How are the new findings and results from the projects received in the faculties? Does the process of working with pedagogic development have any impact on our new teaching staff? A dominant element in the central pedagogic teacher training course, a basic course for the university teaching staff, is the planning and execution of a small-scale project which focuses on scholarly and reflective pedagogic development. The course participants are encouraged to select a topic based on their own teaching and educational experiences which they would like to explore and develop. The project work load is six to seven days, including readings and planning, and is assessed on the basis of predefined evaluation criteria as well as by a structured peer and facilitator feedback procedure. Approximately 360 new projects have been produced during a period of 18 months. The conference audience is introduced to the framework and goals of Uppsala University´s pedagogic teacher training course. This is followed by examples from selected projects in order to demonstrate the richness and depth of the work performed by course participants. The focus is on the topic areas, especially motivations behind selections, methodology, as well as theoretical basis, implementation and evaluation blueprints. The topics are systematically categorized on the basis of specific variables that were identified through a combination of previous published models and the findings in the process of analysis In the analysis of the project topics important questions regarding the relevance of university teacher training courses and the impact of the course structures and content arises. What is received and retained by participants and how are results transferred to the actual teaching and learning activities across the university? A number of previous project authors are interviewed in order to follow-up the implementation and impact of the projects both regarding the teaching and learning and on the teacher/author. The presentation argues that organized training courses and projects are powerful, yet under-utilized, tools to enhance a SoTL-aware approach to teaching and learning as well as a motivational factor for the new teaching staff to engage in research and development in a reflective, scholarly fashion as framed by Boyer (1990). Furthermore that the engagement level of the participants generally supports a relatively high level of scholarship quality in the actual projects, besides a high level of practical value, and encourages a scholarly approach to the art and craft of teaching. There is, however, an inherent conflict in that there is a tendency to view course projects as less scholarly, a view we object to, as there is a risk that quality contributions to SoTL do not receive the attention they deserve. We propose that such work contributes significantly to engaging those involved in all three approaches to teaching as described by Kreber (2002) and should be firmly supported by pedagogic and quality-management leaders in higher education. Boyer, E. (1990). Scholarship Reconsidered: Priorities of the Professoriate. Princetown, N.J.: The Carnegie Foundation for the Advancement of Teaching Kreber, C. (2002) Teaching Excellence, Teaching Expertise, and the Scholarship of Teaching, Innovative Higher Education, Vol. 27, No. 1, Fall 2002 Schön, D. (1995). The reflective practitioner: how professionals think in action. London, UK: Ashgate

  • 4.
    Gunnlaugsson, Geir
    et al.
    Uppsala universitet, Universitetsförvaltningen, Planeringsavdelningen.
    Axelsson, Svante
    Uppsala universitet, Universitetsförvaltningen, Planeringsavdelningen.
    Higher Education Didactics: A brief user manual for educational developer module: Higher Education Didactics; Train the Trainer2014Bok (Annet vitenskapelig)
  • 5.
    Gunnlaugsson, Geir
    et al.
    Uppsala universitet, Universitetsförvaltningen, Planeringsavdelningen.
    Axelsson, Svante
    Uppsala universitet, Universitetsförvaltningen, Planeringsavdelningen.
    Länkning Uppsala – Balkan; universitetspedagogiskt utvecklingsarbete i tre länder på Balkan2014Inngår i: NU2014, 2014Konferansepaper (Fagfellevurdert)
    Abstract [sv]

    Presentationen beskriver upplägg, genomförande och resultat från ett europeiskt samarbetsuppdrag om att utveckla akademiska färdigheter i fyra universitet i tre länder på Balkan. Uppdraget går under namnet TRAIN – Training and Research for Academic Newcomers och leds av Universitetet i Gent samt the King Baudouin Foundation. Pedagogiska utvecklare från Uppsala universitet fick i uppdrag att anordna universitetspedagogiska undervisningsmoduler, medan deltagare från andra europeiska universitet bidrog med ytterligare specialkunskaper. Det breda syftet med projektet är att stödja universiteten i Belgrad och Novi Sad (Serbien), Sarajevo (Bosnien-Hercegovina) samt Podgorica (Montenegro) i sitt arbete med att kompetensutveckla unga akademiker och skapa en gynnsam utvecklingsgrund för den nya generationen universitetslärare och forskare, då dessa anser sig ha ”förlorat” en generation av sina akademiker.

    Uppsalas bidrag har varit att utveckla och genomföra ett universitetspedagogiskt utbildningsprogram för att kompetensutveckla nyanställda lärare samt rekrytera och påbörja träning av framtida pedagogiska utvecklare vid sina, respektive universitet.

    Den pedagogiska utmaningen har varit att sammanställa och genomföra en intensivkurs i universitetspedagogik för unga, relativt oerfarna lärare med mål och läraktiviteter som är relevanta och värdefulla för deltagarna. Parallellt med detta skall kursen motivera deltagarna att fortsätta utveckla sina kompetenser som lärare på sina institutioner samt stimuleras att själva bli aktiva som pedagogiska utvecklare. Är universitetspedagogiska utbildning som bedrivs vid svenska universitet överförbar och relevant för den akademiska miljön vid dessa universitet på Balkan? Vilka ämnesområden bör prioriteras, och vilka nyckelbegrepp är nödvändiga för att lyckas med att stimulera ett universitetspedagogiskt intresse? Utbildningsprogrammet bygger på undervisningslänkning, ”constructive alignment” (Biggs et al., 2011) och det utvecklingsarbete som ägt rum i samband med Bolognaprocesen, aktiv studentaktivering (ESU, 2010) samt en del moment för Uppsala universitets universitetspedagogiska grundkurs för de egna lärarna. Detta gick helt i linje med de önskemål som kollegorna vid Balkan-universiteten framförde vid möten och studiebesök.

    Under konferensen presenteras utbildningsprogrammets moduler, de val som gjorts i samband med överföringen från en Uppsalamiljö till en Balkanmiljö, genomförande och uppföljning. Modulerna har fått stor uppskattning av deltagarna i kursvärderingar, där de både bekräftar behovet för universitetspedagogisk utbildning samtidigt som de påpekar vissa problemområden.

    Biggs, J. B., Tang, C. S.-K. 2011. Teaching for quality learning at university. : what the student does, Maidenhead, McGraw-Hill/Society for Research into Higher Education/Open University Press.

    ESU, European Student Union. 2010. Student-Centred Learning - Toolkit for students, staff and higher education institutions, Brussels, Directorat-General Education and Culture, EU.

     

  • 6.
    Gunnlaugsson, Geir
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Samhällsvetenskapliga fakulteten, Företagsekonomiska institutionen.
    Bengtson, Anna
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Samhällsvetenskapliga fakulteten, Företagsekonomiska institutionen.
    Product Development as a Co-Operative Process: The Case of the ICA Bank Customer Card2006Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    A explorative case study, utilizing the 4R model in a service product environment. The paper launches the idea of including the household as a unit of analysis.

  • 7.
    Gunnlaugsson, Geir
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Samhällsvetenskapliga fakulteten, Företagsekonomiska institutionen.
    Hansen, Therese
    Röndell, Jimmie
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Samhällsvetenskapliga fakulteten, Företagsekonomiska institutionen.
    Re-facing the Market: Discussing the role of activities for actor identities in dynamic business networks; A multiple case study of digital media evolution and network dynamics in consumer markets2008Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This paper highlights the question of actor identities in business network theory when applied on consumer product markets, which has traditionally tended to polarize industrial - consumer activities and actor identities leaving the consumer activities outside the primary network analysis . Is it perhaps time to rethink the boundaries that are traditionally drawn up between industrial and consumer actors as subjects occupying separate roles, performing interactive but at the same time polarized activities? Previous works of business network theory conducted by the IMP group suggested that the actor identity should be studied as a result of processes in the network, which means that "changes in the network lead to changes in the identities of actors and can even cause new actors to emerge". However, since consumer activities have hitherto been perceived as far too temporary, fragmented and unorganized they have subsequently not been regarded as part of the process. They have consequently not being perceived as a network actor and/or included in the network horizon.Due to the increasing access to, and utilization of, affordable digital hardware/software and escalatingadaptation to internet-based activities there would however seem to be a shift in role performances. Itwould appear that a number of activities are being transferred from the traditional activity sphereswithin business/industries, and taken over by other actor groups. Research conducted within the realm of Consumer Culture Theory (CCT) also indicates that these activities are far but unorganized or merely transaction based. Has the influence of consumer activities in exchange networks with the increasing utilization of digital media and IT altered the identity of the consumer? Does this force us as researchers to consider including these activities when defining the network horizon?

    Fulltekst (pdf)
    FULLTEXT01
  • 8.
    Gunnlaugsson, Geir
    et al.
    Uppsala universitet, Universitetsförvaltningen, Planeringsavdelningen.
    Romain, Daan
    Rijksuniversiteit Groningen.
    How to Prepare Co-ordinators and Lecturers for Increasingly International Programs?2014Inngår i: ICED 2014, 2014Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Abstract: How to prepare coordinators and lecturers for increasingly international programs? Introduction In order to compete worldwide it is essential that universities offer attractive (international) programs that prepare students for a career after their education in a globalizing world. Higher Education Institutions (HEI's) worldwide increasingly attract international students and lecturers studying and working in their institutions. This increase has a significant influence on the organization, coordination and delivery of teaching. "The challenge, then, becomes addressing the needs of both teachers and international students within the context of higher education becoming ever more pressurized and resource constrained" (Teaching international students, 2005, Carroll, J., Ryan, R.) In order of importance, student satisfaction is driven by personal growth, a lively city atmosphere, the ability to learn a new language, interest in the subject area, innovative teaching methods and good teachers, and the intercultural experience. Negative influencers are in general perceived low teacher competence (specifically low language proficiency) and poorly organized university services (Ellis, H., Aart, van, J., 2013. Key influencers of international student satisfaction in Europe). Lecturers are at the heart of university courses and the direct link between students and content. Students coming from abroad may have different experiences, expectations and motivations towards their own education. For lecturers this implies that they can no longer rely on assumptions about their student population and how to convey their message. There now exists both a challenge and an opportunity to tap into and utilize the cultural capital of students, to be more explicit about expectations and to include students for teaching and learning in a global setting. Seminar content To prepare lecturers for their teaching task many HEI's offer educational support programs for new and experienced staff. As part of the U4 partnership a 3 day workshop is offered (International Perspectives in Teaching & Learning) to coordinators and lecturers of international programs about internationalizing curricula and courses. The workshop has been organized 3 times (May 2012 - Uppsala, February 2013 - Groningen, November 2013 - Gent) and be run once again Gottingen in March 2014. The U4 is a strategic partnership between The University of Groningen/ The Netherlands, Uppsala University/ Sweden, The University of Gottingen/ Germany and Ghent University/ Belgium. The partnership stands for a preferential, but not exclusive cooperation in European and International projects, for the development of joint initiatives in research and education and for the organization and promotion of staff and student exchange. During the seminar a brief overview of the organization, content, evaluation and results of the U4 workshop will be given. In addition an overview will be given of the educational support programs for lecturers from the University of Groningen and the University of Uppsala around internationalization. Seminar goal The goal of the seminar is to exchange best practices, experiences and relevant themes with the participants. The presenters will share the outline of the U4 program and wish to learn from the participants. The exchange of information and experiences will give the facilitators and participants input on how to organize the support for coordinators and lecturers of HEI's on internationalization. Seminar discussion The overview will serve as input for a discussion and exchange of experience around the following questions and topics: - How are lecturers at your HEI prepared/ supported for teaching to international students?- - What kind of support is there for internationalization at the organizational level of your HEI?- Which challenges and opportunities do lecturers face in the international classroom?- What are your examples of best practices with the international classroom?

1 - 8 of 8
RefereraExporteraLink til resultatlisten
Permanent link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf