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  • 1.
    Fredriksson, Maria
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Technology, Department of Engineering Sciences, Industrial Engineering & Management.
    Oxenswärdh, Anette
    Uppsala University, Disciplinary Domain of Science and Technology, Technology, Department of Engineering Sciences, Industrial Engineering & Management.
    Learning Sustainability in Organizational Context.2016In: the 19th International QMOD Conference for Quality and Service Sciences, Rome, Italy, 21 – 23 September, 2016. The paper was published in the conference proceedings, pp. ISBN 978-91-7623-086-2., 2016Conference paper (Other academic)
    Abstract [en]

    Purpose

    The purpose of this paper is to, the background of the structural changes and the increasing need for active work with sustainability including understanding; discuss collective learning as a tool for deeper understanding of sustainability as a concept. The discussion includes how collective learning can be incorporated in organizational context.

     

    Methodology

    A literature review has been carried out in order to discuss how sustainability through collective learning can be incorporated in organizational context.

     

    Main results

    The new kind of thinking, as requested in this paper, can be generated through powerful learning processes in organizational context, which lead to individual and organizational transformation. We suggest how sustainability can be incorporated in organizational context through processes of Collective Learning.

     

    Practical implications

    This paper gives an example of how powerful learning processes in organizations can be used in order to transform an organization.

     

    Originality/value

    The study makes a contribution to the discussion about learning in organisations.

  • 2.
    Fredriksson, Maria
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Technology, Department of Engineering Sciences, Industrial Engineering & Management.
    Oxenswärdh, Anette
    Uppsala University, Disciplinary Domain of Science and Technology, Technology, Department of Engineering Sciences, Industrial Engineering & Management.
    Organizational change as a student project2016In: International Journal of Quality and Service Sciences, ISSN 1756-669X, E-ISSN 1756-6703, ISSN ISSN 1756-669X, Vol. 8, no 3, p. 428-437Article in journal (Refereed)
    Abstract [en]

    Purpose

    This research project aims to study how some organizations choose to prioritize certain changes when offered assistance by students who are studying quality technology.

    Design/methodology/approach

    A literature study is pursued. In this project, textual analysis of student works, such as reports, project diaries and subtasks, is used as an empirical source.

    Findings

    Organizations seem to already have identified areas for changes, but they neither have the methods and proper tools nor the know-how of implementing the changes. The results show that organizations take their opportunity to learn different tools in quality technology pointed out and used by students. There seems to be a huge need of knowledge about different tools and help with implementation of organizational changes.

    Research limitations/implications

    The study is limited to a case study containing students’ project on a Swedish island.

    Practical implications

    The major implication of the study is that managers in organizations are positive in using university students in organizational change. Also, the students fill the gap for needs of knowledge about implementation. However, it is the managers together with the students who suggest change project and the students continue to perform the change.

    Originality/value

    The study makes a contribution to the knowledge of change management in exploring how educational course can bridge the gap between theoretical and practical aspects of organizational change by creating collaborative learning

  • 3.
    Griggio, Consuelo
    et al.
    Uppsala University.
    Oxenswärdh, Anette
    Uppsala University.
    Bed and Breakfast Lifestyle Owners and Challenges of Sustainability on the Island of Gotland, Sweden2018In: IJMBS (International Journal of Multidisciplinarity in Business and Science) - special issue of M-Sphere Conference 2018 (as e-publication). / [ed] Tihomir Vranesesvic, 2018Conference paper (Refereed)
    Abstract [en]

    Tourism, one of the major industries in the world, has seen a constant increase in the past decades in Sweden and in particular on the island of Gotland. Among the different types of accommodation for visitors, BnB facilities (Bed and breakfast) in Gotland are becoming more popular, in particular among independent guests. These facilities are often family owned, holding a few rooms, and have strong seasonal dependence. This exploratory study discusses how BnB entrepreneurs on the island of Gotland reflect on issues of sustainability, what kind of solutions they implement in their establishments, and what the potential policy impacts could be. This study focusses on two distinct parts: 1. owners’ motivations and choices for establishing their BnB, and 2. the factors that hinders the realization of their sustainability goals.This research is based on data collected between June 2017 and October 2018 through semi-structured interviews of ten BnB owners from around Gotland.The research is based upon the concepts of sharing economy and human capital and their importance in developing sustainable mindsets and strategies among BnB owners in Gotland. Furthermore, the concept of value co-creation is also utilized to show how consumers participation is essential in developing sustainability in the tourist sector in the encounter between BnB owners, hosts, and institutions. The study shows that there is a genuine willingness among BnB organizers to offer sustainable accommodations within the BnB industry.Many of the hosts who participated in our study can be defined as part-time lifestylers, that is, small entrepreneurs who often have a clear orientation towards non-economic motives. Their services, solutions, products, and world views can be seen as a venue for the creation of values of sustainability. The findings also show that BnB owners, with their innovative creation of sustainable values and solutions can become important partners in Region Gotland ́s long-term sustainability plans. But their sustainable efforts seem to be often hampered by high investment costs and sluggish bureaucracy at regional level.The hosts also express their willingness to gain more knowledge on sustainable solutions by joining a network where they can meet other entrepreneurs and exchange knowledge, but also meet sustainability experts such as academics. In addition, the co-creating processes with the guests give the hosts an opportunity to knowledge sharing about sustainability issues.

  • 4. Oxenswärdh, Anette
    Ansvarsförståelse vid bedömning2011Conference paper (Other academic)
  • 5.
    Oxenswärdh, Anette
    Uppsala University, Disciplinary Domain of Science and Technology, Technology, Department of Engineering Sciences, Industrial Engineering & Management. Uppsala University.
    Co-creation of values at one Bed and Breakfast accommodation2018In: 21th International Q-MOD Conference on Quality and Service Sciences / [ed] SuMi Dahlgaard-Park, 2018Conference paper (Refereed)
    Abstract [en]

    Abstract

     

    Purpose This paper aims to study how hosts for one bed and breakfast establishment and their guests create value for the visit by communicating and interacting with each other on the island of Gotland.

     

    Method A case study was conducted on one single Bed and breakfast (BnB) accommodation.  An interview and a Questionnaire study were performed.

     

    Findings The study shows that there are several processes involved in co-creation of values between visitors and hosts. Co-creation processes begin already when visitors are planning their visits to the island. Their expectations are created while choosing their accommodation type, often done online on different websites. Pre-information about the chosen BnB accommodationcontributes to visitors' expectations and image of the object, which can be seen as a part of their identities. In the physical meeting with the accommodation and the hosts and other guests, the co-creation process is strengthened. There are processes of participation, communication, creation of meaning for the stay, processes of trust and responsibilities which all together create a common culture which in turn contributes to co-creation of values for both parties. These processes also take place between guests. The processes are furthermore dependent on meaning making and sensemaking processes. This all together generate knowledgeabout the destination and the values ​​that enhance the positive experience of the visits. It also creates knowledge for the hosts about how they can develop their service to achieve increased customer satisfaction.

     

    Originality/Value of paper - The study makes a contribution to the knowledge of processes of co-creation values by exploring how some visitors and their hosts experienced the visits to the island. The study can help bridging the gap in the views and actions on co-creation of values among visitors and those who are visited.

     

    Keywords: BnB accommodation, experiences, processes of value co-creation, sensemaking, 

     

  • 6.
    Oxenswärdh, Anette
    Uppsala University, The Swedish Collegium for Advanced Study in the Social Sciences (SCASSS). Uppsala University, Disciplinary Domain of Science and Technology, Technology, Department of Engineering Sciences, Industrial Engineering & Management.
    Co-creation of values between some bed and breakfast providers and their guests2018In: Journal of Research in Business and Management, ISSN 2347-3002, Vol. 5, no 7, p. 13-27Article in journal (Refereed)
  • 7.
    Oxenswärdh, Anette
    Uppsala University, Disciplinary Domain of Science and Technology, Technology, Department of Engineering Sciences, Industrial Engineering & Management. Uppsala University.
    Co-creation of values between some BnB providers and their guests2018In: 16th Annual Hawaii InternationalConference on Education / [ed] Andrew Burge, Anette Oxenswärdh , 2018Conference paper (Refereed)
    Abstract [en]

     

    Abstract

     

    Purpose This paper aims to study how some bed and breakfast providers and their guests experience the visits on the island of Gotland, regarding and with a particular focus on processes of co-creation of values as learning processes while communicating with each other´s. 

     

    Method A questionnaire and an interview study was conducted. The questionnaire was digitally sent to some visitors and their hosts after the visits on the island. These visitors and hosts were selected from four bed and breakfast accommodations on the island of Gotland, Sweden. In addition to questions about their background and way of traveling to and around the island, guests were also asked about their experiences regarding values created during the visit to the island and in association and communication with their hosts. The hosts, BnB providers, in turn were asked about how they experienced the values were created in communication with their guests and between guests.

     

    Findings The study shows that there are several processes involved in co-creation of values between visitors and hosts. Co-creation processes begin already when visitors are planning their visits to the island. Their expectations are created while choosing their accommodation type, often done online on different websites. Pre-information about the chosen BnB accommodation contributes to visitors' expectations and image of the object. In the physical meeting with the accommodation and the hosts, the co-creation process is strengthened. There are processes of participation, communication, creation of meaning for the stay, processes of trust and responsibilities which all together create a common culture which in turn contributes to co-creation of values for both parties. These processes also take place between guests. This co-creation of values can be seen as a learning process. This learning process creates knowledge about the destination and the values ​​that enhance the positive experience of the visits. It also creates knowledge for the hosts about how they can develop their service to achieve increased customer satisfaction. 

     

     

     

     

     

     

        Practical Implications The major implication of the study is that the study shows how the process of value creation takes place in practice and how it enhances the visitors' experiences of the entire journey. It also shows the opportunities offered by processes for hosts learning the needs and expectations of customers to create better products. This allows the organizers of the accommodation to inform and influence as well as balance of the choices the visitors make during the stay, not at least in terms of sustainability.

     

     

    Originality/Value of paper The study makes a contribution to the knowledge of processes of co-creation of values by exploring how some tourists and their hosts experienced the visits to the island. The study can bridge the gap between visitors and visit organizers views and actions on co-creation on values. 

           

    Keywords: consumers as co-creators, experiences, learning processes, visitors, visit organizers, values

     

    Article classification: Research Paper

  • 8.
    Oxenswärdh, Anette
    Uppsala University, Disciplinary Domain of Science and Technology, Technology, Department of Engineering Sciences, Industrial Engineering & Management.
    Collective Learning towards Sustainable tourism2017In: Studia Periegetica, ISSN 1897-9262, Vol. 2, no 18, p. 25-38Article in journal (Refereed)
    Abstract [en]

    The purpose of this paper is to discuss collective learning as a tool for a deeper understanding of sustainability. The author describes how collective learning can be incorporated by organisations involved in tourism. The discussion is based on literature review. It is argued that the introduction of powerful learning processes in the organizational context can generate a new kind of thinking, which can lead to individual and organizational transformation. The article makes a contribution to the study of learning in organisations

  • 9.
    Oxenswärdh, Anette
    Uppsala University, Disciplinary Domain of Science and Technology, Technology, Department of Engineering Sciences, Industrial Engineering & Management. Uppsala University.
    Creativity and structure in teamwork: - a new course design for deeper learning outcomes2018Conference paper (Refereed)
    Abstract [en]

    Abstract

    Purpose

    In this paper a new course design as a case study is presented. The course was given on bachelor level at Uppsala university, campus Gotland, within the division of Quality Technology. The purpose of the new course design was to give students an opportunity to practice acquired theoretical knowledge by offering them to create an organization of their dreams, working in small groups. To enhance and deepen the students' learning process in the course, they were offered broadened knowledge of organizational aspects and cornerstones within change management, using a number of themes and agile methods.

     

    Methodology

     

    This paper builds upon case study approach, combining a literature review, document studies over the performed course and evaluations over the course.

     

    Findings 

    The case study shows that course design can be an important inspirer and a bridge between theory and practice for students. Course design seems to support students' learning processes according to evaluations of the course. Course design offers benefits of the collective learning, especially for distance students.It increases independence, understanding of one's mission and responsibility for it.Students are given the opportunity to practice the theoretical knowledge in their education in a creative and inspiring way.

    Group processes shed their own tools and ability to individual and collective learning. The demands of studying using scientific articles as a course literature,also seemed to prepare students for a bachelor degree, which was planned to be a course following this course. Still, there are further demands and challenges left of improvement, in the course design.

     

    Practical implications:

     

    This paper gives an example of how one university course can be designed in order to create deeper understanding for organizational change.

     

    Originality/Value of paper:

    The study makes a contribution to the discussion about learning within the university course as case study.

     

     Keywords: Change management, Collective Learning, Responsibility, Project management, Agile Methods

     

    Article classification: Case study

  • 10.
    Oxenswärdh, Anette
    Uppsala University.
    Knowledge Sharing and Sustainable Development2019In: Encyclopedia of Sustainability in Higher Education / [ed] Leal Filho (ed.),, Switzerland AG 2019W: Springer , 2019, p. 1-13Chapter in book (Refereed)
  • 11.
    Oxenswärdh, Anette
    Uppsala University, Disciplinary Domain of Science and Technology, Technology, Department of Engineering Sciences, Industrial Engineering & Management.
    Processes of Value Co-Creation at a Tourist Accommodation2018In: Quality Innovation Prosperity, ISSN 1335-1745, E-ISSN 1338-984X, Vol. 22, no 3, p. 36-54Article in journal (Refereed)
    Abstract [en]

    Purpose: This paper aims to study how a pair of hosts for one bed and breakfast establishment and their guests create value for the visit by communicating and interacting with each other on the island of Gotland.

    Methodology/Approach: A case study was conducted on one single Bed and Breakfast (BnB) accommodation. An interview and a Questionnaire study were performed.

    Findings: The study shows that there are several processes involved in the co- creation of values between visitors and hosts. Co-creation processes begin already when visitors are planning their visits to the island. Their expectations are created while choosing their accommodation type, often done online on different websites. Pre-information about the chosen BnB accommodation contributes to visitors’ expectations and image of the object, which can be seen as a part of their identities. In the physical meeting with the accommodation and the hosts and other guests, the co-creation process is strengthened. There are processes of participation, communication, creation of meaning for the stay, processes of trust and responsibilities which all together create a common culture which in turn contributes to co-creation of values for both parties. These processes also take place between guests. The processes are furthermore dependent on meaning-making and sensemaking processes. This all together generate knowledge about the destination and the values that enhance the positive experience of the visits. It also creates knowledge for the hosts about how they can develop their service to achieve increased customer satisfaction. Finally, these skills can be valuable for the continued planning and development of the tourism industry.

  • 12. Oxenswärdh, Anette
    Relations of Responsibility in School Development2011Conference paper (Other academic)
  • 13. Oxenswärdh, Anette
    Responsibility2009In: ENIRDELM 2009, 2009Conference paper (Other academic)
  • 14.
    Oxenswärdh, Anette
    Gotland University, Department of Quality Technology. Uppsala University, Disciplinary Domain of Science and Technology, Technology, Department of Engineering Sciences, Industrial Engineering & Management.
    Students’ learning processes for sustainable knowledge. 2017In: Millenium - Journal of Education, Technologies, and Health., ISSN Series 2(4), n.º 4, p 33-43., Vol. 2(4), no 4, p. 33-43Article in journal (Refereed)
    Abstract [en]

    Student´s learning processes for sustainable knowledgeAnette OxenswärdhAbstract

    Introduction: The concept of sustainability has become one of today's most widely used and controversial concepts. It is therefore important to develop activities within all educational contexts in order to increase understanding of the goals for moresustainable practice. This also means that professors themselves must take more responsibility for their assignments, interpret and understand the content of the concept of sustainability and demands for new courses. They need, doubtlessly and naturally, new methods and tools. Traditionally professors plan their lessons, different tasks and how they are to be assessed, entirely themselves. This is now slowly changing not least due sustainability approaches. Today there is demand for more collective learning practices, not only among students, but also among university professors themselves. 

    Objective: This paper aims to study how some students are using the course design to create knowledge on Sustainable Business Development, within the division of Quality Technology of the Department of Engineering Sciences at Uppsala University.

    Methods: This paper studies Sustainable Business Development a course at Uppsala University in spring 2017, included both theoretical and practical exercises. In this study it was used qualitative and quantitative approaches, inquires, observations,focus group discussions interviews with students as well as documentation over the course design were used as empirical sources.

    Results: Students learned through both individual and collective learning processes. Literature studies, scalable learning sequences, organized individually, gave them pre-under- standing and the tools for further knowledge. The discussions in groupsclarified and deepened they understanding of sustainability. They experienced that the whole process of learning got easier to manage by collective learning. Research shows that there is a need for balancing these two learning processes to maximizestudents’ learning. The processes of collective learning seem to even support low performing students.Conclusions: The results show that educational organizations are in great need of creating tools and arrange structures and givespace and time for this combined type of learning for all students. This to create understanding for the issues students arelearning in general and not at least on issues of sustainability.

    KeywordsIndividual and collective (collaborative) learning; Sustainability; Processes; University course

  • 15.
    Oxenswärdh, Anette
    Uppsala University, Disciplinary Domain of Science and Technology, Technology, Department of Engineering Sciences, Industrial Engineering & Management.
    Students´Learning Processes for Sustainable Knowledge2017In: Millenium - Journal of Education, Technologies, and Health. Series 2(4), n.º 4, p 33-43., Vol. 2, no 4Article in journal (Refereed)
    Abstract [en]

    Introduction: The concept of sustainability has become one of today's most widely used and controversial concepts. It is therefore important to develop activities within all educational contexts in order to increase understanding of the goals for moresustainable practice. This also means that professors themselves must take more responsibility for their assignments, interpret and understand the content of the concept of sustainability and demands for new courses. They need, doubtlessly and naturally, new methods and tools. Traditionally professors plan their lessons, different tasks and how they are to be assessed, entirely themselves. This is now slowly changing not least due sustainability approaches. Today there is demand for more collective learning practices, not only among students, but also among university professors themselves. 

    Objective: This paper aims to study how some students are using the course design to create knowledge on Sustainable Business Development, within the division of Quality Technology of the Department of Engineering Sciences at Uppsala University.

    Methods: This paper studies Sustainable Business Development a course at Uppsala University in spring 2017, included both theoretical and practical exercises. In this study it was used qualitative and quantitative approaches, inquires, observations,focus group discussions interviews with students as well as documentation over the course design were used as empirical sources.

    Results: Students learned through both individual and collective learning processes. Literature studies, scalable learning sequences, organized individually, gave them pre-under- standing and the tools for further knowledge. The discussions in groupsclarified and deepened they understanding of sustainability. They experienced that the whole process of learning got easier to manage by collective learning. Research shows that there is a need for balancing these two learning processes to maximizestudents’ learning. The processes of collective learning seem to even support low performing students.Conclusions: The results show that educational organizations are in great need of creating tools and arrange structures and givespace and time for this combined type of learning for all students. This to create understanding for the issues students arelearning in general and not at least on issues of sustainability.

  • 16.
    Oxenswärdh, Anette
    Uppsala University, Disciplinary Domain of Science and Technology, Technology, Department of Engineering Sciences, Industrial Engineering & Management.
    Teachers’ Collective learning for more reliable assessment2016Conference paper (Refereed)
    Abstract [en]

    Purpose

    From around 1990 until today, Sweden has implemented a series of educational reforms. On one level the changes can be described as part of decentralization and democratization while on other hand they can be characterized in terms of centralization and deprofessionalization. What ever you prefer to call these changes they obviously have affected the structure and content of teachers daily work. This means that the teachers themselves must take more responsibility for their assignment, interpret and understand e.g. the content of the new rating system, demands for new assessment procedures etc. Research shows that teachers in Sweden have difficulties in implementing all these changes in their practice in general and specially in those of assessment. Traditionally teachers plan their lessons, different tasks and how they are assessed entirely themselves. This is now slowly changing not at least due the governmental approaches, which mean demands on for more formative assessment practices. This paper is a part of a research project, which took place in Stockholm University in 2013-2014. The project aimed to improve education for teacher students and in service-teachers by creating some new courses in assessment. Courses included practical examples and exercises in some pre-schools and schools and covered whole process of assessment. These examples consisted real classroom and teacher planning events which all were recorded on video. One of these samples consists a series of teacher discussions of formative assessment process. While discussing this process teachers actually plan and create their assessment process. Through these discussions teachers were offered opportunities to develop professional skills in a collegial and mutual cooperation. This paper aims to study how some teachers through collegial and didactic discussions create a process for more formative assessment practice.

    Method

    A case study is pursued. In this project, video textual analysis of teacher discussions are used as empirical sources.

    Findings

    Teachers learned through the discussions the meaning and advantages of discussing their work together. They experienced that the whole assignment for assessment got easier to manage by collective learning. The results show that school organizations are in great need of creating tools and arrange structures and give space and time for collegial and collective learning for all teachers in order to create understanding for not at least for the assignment of assessment in order to keep it equivalent and legally secure for the pupils. Collective learning expands and renews teachers' understanding of the formative assessment process.

    Research Limitation

    The major implication of the study is that it includes only one school and one subject.

    Originality/Value of paper

    The study makes a contribution to the knowledge about collective or collegial learning in school.

  • 17.
    Oxenswärdh, Anette
    Uppsala University, The Swedish Collegium for Advanced Study in the Social Sciences (SCASSS).
    Understanding of assignment and responsibility through learning process within organizational change/development2014Conference paper (Other academic)
    Abstract [en]

                                         

    Understanding of assignment and responsibility through learning process within organizational change/development

     

    Anette Oxenswärdh, Phd

    Uppsala University /Campus Gotland

    anette.oxenswardh@angstrom.uu.se

    Cramérgatan 3, 621 67 Visby, Sweden

     

    Abstract

    The starting point of this study is the changed governance of schools in Sweden. Decentralization has not only increased the freedom of schools but also responsibility at the different levels of the school system. This in turn has given greater scope for interpreting the assignment. In recent years, however, a certain return to regulation has been evident.

    Methodology/Approach

    Theoretically the concept of responsibility is elucidated as a term in philosophy, organization theory, and psychology-education. Responsibility in school can be described as a relationship between the commissioner’s exaction of responsibility and the contrac- tor’s assumption of responsibility. This can cause uncertainty in matters of responsibility. Active school measures may be viewed as a way to clarify responsibility issues.

    Two models of school development have been selected in order to study how they affect the school actors’ understanding of assignment and responsibility. Two case studies examine a number of conceptual dimensions that illustrate different aspects of the assumption of responsibility.

    Findings

    The results show that these two development models and the active measures to which they give rise shape in various ways the actors’ understanding of assignment and responsibility. These can be considered to place the emphasis on different parts of the control system. The Scope for Action Model emphasizes the role of the local school with the aid of a bottom-up strategy as regards the school’s assumption of responsibility. The Effective Schools Model emphasizes the political level in a more top-down strategy.

    The main results show that the school development models contributed to increased cooperation between professionals, partly by exposing the organization and its boundaries, management, and different occupational roles. The cooperation exposes the obstacles but also the opportunities for change and development in the school’s own organization.

     

    A further finding is that the school development models led to the exposure and creation of responsibility structures in the schools. Structures revealed included the organizational structure, management structures, communication and cooperation structures such as the teacher team and different kinds of development groups.

    All these active measures furthered the individual and collective learning processes through which the professionals’ understanding of assignment and responsibility is (re)shaped. This understanding in turn constitutes an essential part of the professionals’ competence development and professional development.

    The professionals’ autonomy is essential for increased commitment, motivation, and understanding. Proceeding from the professionals’ own needs when implementing de- velopment measures further increases their motivation and serves as a motor driving the work of development.

    The learning process should be staged and designed as different arenas for more effectively satisfying the different needs of competence in the professionals. School development as learning should be continuous, with the aid of organization, support, leadership, and encouragement. School development should be the responsibility of all levels.

    Key words: responsibility, accountability, understanding assignment and responsibility, learning, professional development

     

     

     

     

  • 18.
    Oxenswärdh, Anette
    Uppsala University, Disciplinary Domain of Science and Technology, Technology, Department of Engineering Sciences, Industrial Engineering & Management.
    Understanding of assignment and responsibility through learning process within organizational change/development2014In: 17th QMOD conference ON QUALITY AND SERVICE SCIENCES ICQSS 2014 in Prague, 2014Conference paper (Other academic)
    Abstract [en]

    Understanding of assignment and responsibility through learning process within organizational change/development

     

    Anette Oxenswärdh, Phd

    Uppsala University /Campus Gotland

    anette.oxenswardh@angstrom.uu.se

    Cramérgatan 3, 621 67 Visby, Sweden

     

    Abstract

    The starting point of this study is the changed governance of schools in Sweden. Decentralization has not only increased the freedom of schools but also responsibility at the different levels of the school system. This in turn has given greater scope for interpreting the assignment. In recent years, however, a certain return to regulation has been evident.

    Methodology/Approach

    Theoretically the concept of responsibility is elucidated as a term in philosophy, organization theory, and psychology-education. Responsibility in school can be described as a relationship between the commissioner’s exaction of responsibility and the contrac- tor’s assumption of responsibility. This can cause uncertainty in matters of responsibility. Active school measures may be viewed as a way to clarify responsibility issues.

    Two models of school development have been selected in order to study how they affect the school actors’ understanding of assignment and responsibility. Two case studies examine a number of conceptual dimensions that illustrate different aspects of the assumption of responsibility.

    Findings

    The results show that these two development models and the active measures to which they give rise shape in various ways the actors’ understanding of assignment and responsibility. These can be considered to place the emphasis on different parts of the control system. The Scope for Action Model emphasizes the role of the local school with the aid of a bottom-up strategy as regards the school’s assumption of responsibility. The Effective Schools Model emphasizes the political level in a more top-down strategy.

    The main results show that the school development models contributed to increased cooperation between professionals, partly by exposing the organization and its boundaries, management, and different occupational roles. The cooperation exposes the obstacles but also the opportunities for change and development in the school’s own organization.

     

    A further finding is that the school development models led to the exposure and creation of responsibility structures in the schools. Structures revealed included the organizational structure, management structures, communication and cooperation structures such as the teacher team and different kinds of development groups.

    All these active measures furthered the individual and collective learning processes through which the professionals’ understanding of assignment and responsibility is (re)shaped. This understanding in turn constitutes an essential part of the professionals’ competence development and professional development.

    The professionals’ autonomy is essential for increased commitment, motivation, and understanding. Proceeding from the professionals’ own needs when implementing de- velopment measures further increases their motivation and serves as a motor driving the work of development.

    The learning process should be staged and designed as different arenas for more effectively satisfying the different needs of competence in the professionals. School development as learning should be continuous, with the aid of organization, support, leadership, and encouragement. School development should be the responsibility of all levels.

    Key words: responsibility, accountability, understanding assignment and responsibility, learning, professional development

     

     

     

     

  • 19.
    Oxenswärdh, Anette
    Uppsala University, Disciplinary Domain of Science and Technology, Technology, Department of Engineering Sciences, Industrial Engineering & Management.
    Value Creation and Sustainable Development2019In: Encyclopedia of Sustainability in Higher Education / [ed] W. Leal Filho (ed.), Springer, 2019Chapter in book (Refereed)
  • 20.
    Oxenswärdh, Anette
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Technology, Department of Engineering Sciences, Industrial Engineering & Management. Uppsala University.
    Forsberg, Per-Arne
    Uppsala University, Disciplinary Domain of Science and Technology, Technology, Department of Engineering Sciences, Industrial Engineering & Management.
    Creativity and structure in teamwork - a new course design for deeper learning outcomes2018In: QMOD International Copnference on Quality and Service Sciences / [ed] SuMi Dahlgaard-Park, 2018Conference paper (Refereed)
    Abstract [en]

    Abstract

    Purpose

    In this paper a new course design as a case study is presented. The course was given on bachelor level at Uppsala university, campus Gotland, within the division of Quality Technology. The purpose of the new course design was to give students an opportunity to practice acquired theoretical knowledge by offering them to create an organization of their dreams, working in small groups. To enhance and deepen the students' learning process in the course, they were offered broadened knowledge of organizational aspects and cornerstones within change management, using a number of themes and agile methods.

     

    Methodology

     

    This paper builds upon case study approach, combining a literature review, document studies over the performed course and evaluations over the course.

     

    Findings 

    The case study shows that course design can be an important inspirer and a bridge between theory and practice for students. Course design seems to support students' learning processes according to evaluations of the course. Course design offers benefits of the collective learning, especially for distance students.It increases independence, understanding of one's mission and responsibility for it.Students are given the opportunity to practice the theoretical knowledge in their education in a creative and inspiring way.

    Group processes shed their own tools and ability to individual and collective learning. The demands of studying using scientific articles as a course literature,also seemed to prepare students for a bachelor degree, which was planned to be a course following this course. Still, there are further demands and challenges left of improvement, in the course design.

     

    Practical implications:

     

    This paper gives an example of how one university course can be designed in order to create deeper understanding for organizational change.

     

    Originality/Value of paper:

    The study makes a contribution to the discussion about learning within the university course as case study.

     

     Keywords: Change management, Collective Learning, Responsibility, Project management, Agile Methods

    Article classification: Case study

  • 21.
    Oxenswärdh, Anette
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Technology, Department of Engineering Sciences, Industrial Engineering & Management.
    Forsberg, Per-Arne
    Uppsala University, Disciplinary Domain of Science and Technology, Technology, Department of Engineering Sciences, Industrial Engineering & Management.
    To Lead Change - To Work and Study with Creativity and Structure: A Course Design for Deeper Learning Outcomes within a Course in Quality Technology2019In: Quality Innovation Prosperity, ISSN 1335-1745, E-ISSN 1338-984X, Vol. 23, no 1, p. 25-42Article in journal (Refereed)
    Abstract [en]

    Purpose: In this paper a new course design as a case study is presented. The course was given at bachelor level at Uppsala university, campus Gotland, within the division of quality technology. The purpose of the case is to give students an opportunity to practice acquired theoretical knowledge by offering them the opportunity to create an organization of their dreams, working in small groups.

    Methodology/Approach: This paper builds upon a case study approach, combining a literature review, document studies over the performed course and evaluations over the course.

    Findings: The case study shows that course design can be an important inspiration and a bridge between theory and practice for the students. Course design seems to support students’ learning processes according to evaluations of the course. Course design offers benefits of the collective learning, especially for distance students. It increases independence, understanding of one’s mission and accountability for it. Students are given the opportunity to practice the theoretical knowledge in their education in a creative and inspiring way. Still, there are further demands and challenges left of improvement in the course design.

    Research Limitation/implication: The research limitation is that this study consists of only one course in Quality Technology.

    Originality/Value of paper: This study contributes to the discussion about learning at university level through a case study.

  • 22.
    Oxenswärdh, Anette
    et al.
    Stockholms universitet.
    Forsell, Anna
    Skolledarens arbetssituation och arbetsprocesser2013In: Att leda mot skolans mål / [ed] Olof Johansson och Lars Svedberg, Malmö: Gleerups Utbildning AB, 2013, 1, p. 113-126Chapter in book (Other academic)
  • 23. Oxenswärdh, Anette
    et al.
    Fredriksson, Maria
    Organizational change as a student project2015Conference paper (Other academic)
  • 24.
    Oxenswärdh, Anette
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Technology, Department of Engineering Sciences, Industrial Engineering & Management.
    Fredriksson, Maria
    Uppsala University, Disciplinary Domain of Science and Technology, Technology, Department of Engineering Sciences, Industrial Engineering & Management.
    Organizational change as student project2016In: International Journal of Quality and Service Sciences, ISSN 1756-669X, E-ISSN 1756-6703, Vol. 8, no 3, p. 428-437Article in journal (Refereed)
    Abstract [en]

    Purpose - This research project aims to study how some organizations choose to prioritize certain changes when offered assistance by students who are studying Quality Technology.

     

    Method - A literature study is pursued. In this project, textual analysis of student works as reports, project diaries, subtasks etc. are used as empirical sources.

     

    Findings - Organizations seem to already have identified areas for changes, but they do have neither the methods and proper tools nor the knowhow of implementing the changes. The results show that organizations take their opportunity to learn different tools in quality technology pointed out and used by students. There seems to be a huge need of knowledge about different tools and help with implementation of organizational changes.

     

    Practical Implications - The major implication of the study is that managers in organizations are positive in using university students in organizational change. Also the students fill the gap for needs of knowledge about implementation. However, it is the managers together with the students who suggest change project and the students continue to perform the change.

     

    Originality/Value of paper - The study makes a contribution to the knowledge of Change Management in exploring how educational course can bridge the gap between theoretical and practical aspects of organizational change by creating collaborative learning. 

  • 25.
    Oxenswärdh, Anette
    et al.
    Stockholms universitet.
    Svärdemo-Åberg, Eva
    Slutrapport i projektet ”Utveckling av bedömningskompetenser med stöd av digitala scenarier” inom Future Learn2013Report (Other academic)
1 - 25 of 25
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