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Albinsson, G. & Arnesson, K. (2018). The managerial position in a Swedish municipal organization: possibilities and limitations. Economic and Industrial Democracy, 39(3), 500-535
Open this publication in new window or tab >>The managerial position in a Swedish municipal organization: possibilities and limitations
2018 (English)In: Economic and Industrial Democracy, ISSN 0143-831X, E-ISSN 1461-7099, Vol. 39, no 3, p. 500-535Article in journal (Refereed) Published
Abstract [en]

The purpose of this article is to explore how a group of managers construct their reality, more specifically what it means to work as a manager in a municipal organization. The empirical data for the study were obtained from a Swedish medium-sized municipality and the study takes as its research approach grounded theory, as developed by Glaser and Strauss. Consequently, the empirical data formed the basis for the research, which takes a multi-methodical and theory-generating approach. The methods used in the study include the use of a questionnaire study, interviews in focus groups, observations, reflective work diaries, and the creation of feedback sessions. The result shows that the managers work in an organization where conflicting and competing value systems act together. These can be interpreted as environmental factors and external bounds on a structural societal level, which cannot be influenced. A point of analysis is that these factors and external bounds to a high degree permeate the manager’s workday and can therefore be seen as a plausible explanation for the boundless nature of the managerial task. For most of the managers of the study, this was expressed as uncertainty as to how to define and interpret goals and as to what the managerial role includes with regard to areas of responsibility. It is interesting to ask, however, whether these conditions are not characteristic of the role of managers and work life in general. The results also show that the substantive theory of the study was not judged to be valid for the municipal companies. These managers do not express as ambivalent an approach to competing value systems as the managers in other sections of the municipality do. Nor do they appear to question their professional knowledge, the work content or managership. Another empirical important finding is that the managers believe that the organizational conditions limit ability to carry out the manager task, but that, despite this, they indicate, paradoxically, that they like their work and the social work environment.

Place, publisher, year, edition, pages
Sage Publications, 2018
Keywords
Competing value systems, multifunctional organizing, organizational conditions, political steering, professional know-how, work content
National Category
Work Sciences Business Administration
Research subject
Economy, Business administration
Identifiers
urn:nbn:se:lnu:diva-49833 (URN)10.1177/0143831X16639656 (DOI)000438566900008 ()
Available from: 2016-02-19 Created: 2016-02-19 Last updated: 2018-08-28Bibliographically approved
Rask, M., Albinsson, G., Safipour, J., Wenneberg, S., Andersson, L., Carlsson Blomster, M., . . . Lindqvist, G. (2018). Validation of the verbal and social interaction questionnaire for nursing students: the focus of nursing students in their relationship with patients. Journal of Nursing Education and Practice, 8(4), 81-88
Open this publication in new window or tab >>Validation of the verbal and social interaction questionnaire for nursing students: the focus of nursing students in their relationship with patients
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2018 (English)In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 8, no 4, p. 81-88Article in journal (Refereed) Published
Abstract [en]

The Verbal and Social Interaction Nursing Students questionnaire (VSI-NS) has been created to measure the development of verbal, social and interactional skills of nursing students with patients, from their perspective in nursing care. The aim of the present study was to determine the construct validity and internal consistency reliability of the questionnaire. The study had a methodological and developmental design and was carried out in four steps: adjustment of the items, face validity, data collection and data analysis. The number of items was reduced from 48 to 31. The factor analysis of the final 31 items resulted in four quite distinct factors: “Inviting to talk about feelings and thoughts”, “Building a caring relationship”, “Encouraging social and practical aspects in daily life” and “Caring towards health and wellbeing”. The results showed satisfactory psychometric properties in terms of content validity, construct validity and the internal consistency reliability of the questionnaire.  It could be concluded that the original conceptual model could serve as a theoretical foundation to explain and understand nurses’ caring interactions with their patients.

Place, publisher, year, edition, pages
Sciedu Press, 2018
National Category
Nursing
Research subject
Health and Caring Sciences, Caring Science
Identifiers
urn:nbn:se:lnu:diva-69195 (URN)10.5430/jnep.v8n4p81 (DOI)
Available from: 2017-12-12 Created: 2017-12-12 Last updated: 2018-01-10Bibliographically approved
Albinsson, G. & Arnesson, K. (2017). Chefspositionen i en svensk kommunal organisation: Möjligheter och begränsningar.
Open this publication in new window or tab >>Chefspositionen i en svensk kommunal organisation: Möjligheter och begränsningar
2017 (Swedish)Other (Refereed)
National Category
Public Administration Studies
Research subject
Social Sciences
Identifiers
urn:nbn:se:lnu:diva-66853 (URN)
Note

Antagen men ej presenterad vid konferensen: FALF Konferens 2017, 13-15 juni 2017 Alnarp, Arbetslivets utmaningar i staden och på landsbygden

Available from: 2017-07-07 Created: 2017-07-07 Last updated: 2018-02-28Bibliographically approved
Albinsson, G. & Arnesson, K. (2017). Dialogue in a learning process: problematization of gender equality in higher education. Reflective Practice, 18(4), 474-495
Open this publication in new window or tab >>Dialogue in a learning process: problematization of gender equality in higher education
2017 (English)In: Reflective Practice, ISSN 1462-3943, E-ISSN 1470-1103, Vol. 18, no 4, p. 474-495Article in journal (Refereed) Published
Abstract [en]

The overall aim with the study was to describe the knowledge building that was developed in a group of students who were trained nurses enrolled in a Swedish higher education programme. With a point of departure in an interactive research approach, the authors applied the dialogue seminar as method and pedagogical model. When the students in close to practice talks, shared their thoughts about how gender and gender equality could be experienced and understood, the dialogue seminar became useable. At the analysis of the stories which the students shared at the dialogue seminars, it became clear that most of the students had an ambivalent approach to gender equality. When they reflected on gender relations, they brought out the hierarchical and separate gender relations which they experienced as existing within healthcare. Furthermore, their professional lives seemed to be embedded in gender-related practices. An important conclusion is that the students’ reflections oscillated between critical reflection on conditions and critical reflection on processes within their own practice in healthcare. Another finding was that the students’ reflections in dialogue form became important in a learning process, not least in the light of that gender relations and gender equality only to a limited degree had been included in their nurse’s education at the basic level.

Place, publisher, year, edition, pages
Taylor & Francis, 2017
Keywords
Nurse education, dialogue seminar, learning process, reflective learning, common knowledge building, gender relations, gender equality
National Category
Pedagogy Nursing
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-62817 (URN)10.1080/14623943.2017.1307728 (DOI)000405288000004 ()
Available from: 2017-05-04 Created: 2017-05-04 Last updated: 2018-05-16Bibliographically approved
Arnesson, K. & Albinsson, G. (2017). Mentorship – a pedagogical method for integration of theory and practice in higher education. Nordic Journal of Studies in Educational Policy, 3(3), 202-217
Open this publication in new window or tab >>Mentorship – a pedagogical method for integration of theory and practice in higher education
2017 (English)In: Nordic Journal of Studies in Educational Policy, ISSN 2002-0317, Vol. 3, no 3, p. 202-217Article in journal (Refereed) Published
Abstract [en]

Mentorship is a method that is used in both professional education and training and inworking life to introduce new employees. Previous research has shown that there is limitedexperience of mentorship in the parts of higher education that are outside of professionaleducation and training. The purpose of this article is to deepen knowledge of how mentorshipcan be used as a pedagogic tool to integrate theory and practice in a social scienceprogramme at a Swedish university. The empirical material is obtained from a case study thatincludes students/mentees and contact persons/mentors. The results show that mentorship isan important contribution to the learning process for the integration of theory and practice inhigher education to develop both practically applied and theoretically anchored knowledge.Besides cooperation forms and workplace-related studies in the programme, mentorship thusbecomes the third component of the learning process.

Place, publisher, year, edition, pages
Taylor & Francis, 2017
Keywords
Higher education, Mentorship, Mentor and mentee, Learning process for the integration of theory and practice
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-68987 (URN)10.1080/20020317.2017.1379346 (DOI)
Available from: 2017-11-24 Created: 2017-11-24 Last updated: 2018-02-28Bibliographically approved
Albinsson, G. (2015). Development-oriented learning in a project team: applying an interactive research approach. International Journal of Action Research, 11(3), 289-316
Open this publication in new window or tab >>Development-oriented learning in a project team: applying an interactive research approach
2015 (English)In: International Journal of Action Research, ISSN 1861-1303, E-ISSN 1861-9916, Vol. 11, no 3, p. 289-316Article in journal (Refereed) Published
Abstract [en]

The overall purpose of the article is to describe a joint learning process where both practicable and theoretically anchored knowledge are in the foreground. The empirical data derives from an EU project. In focus is a group of course leaders and their experiences of carrying out a training programme targeted for a group of individuals with a weak position on the labour market. The author brings out what happens when individuals try to understand perspectives from one another. The results demonstrate the knowledge that is developed when members of a project team are included in the entire research process, from the definition of problems to the analysis, presentation of results and suggestions of change. Further the outcome illustrates how an interactive research approach can be conducted in close co-operation with those concerned. Active participation, a structured learning process, critical reflections and common understanding then became essential prerequisites. Taken together the study reveals that it is possible to learn how to approach complex problems and situations. By communicating experiences and thoughts that could be attributed to interaction patterns in social relations, communication structures, emotions, influence and power, the course leaders and the researcher jointly created a learning environment where reflection, understanding and development-oriented learning were of vital importance.

Place, publisher, year, edition, pages
Rainer Hampp Verlag, 2015
Keywords
interactive research approach, the joint learning process, development-oriented learning, reflecting seminars
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-45439 (URN)
Available from: 2015-07-13 Created: 2015-07-13 Last updated: 2018-05-16Bibliographically approved
Albinsson, G. & Arnesson, K. (2015). Jämställdhetsaspekten inom hälso- och sjukvården. In: Kari Ingstad (Ed.), Sociologi för sjuksköterskor: (pp. 121-140). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Jämställdhetsaspekten inom hälso- och sjukvården
2015 (Swedish)In: Sociologi för sjuksköterskor / [ed] Kari Ingstad, Lund: Studentlitteratur AB, 2015, , p. 14p. 121-140Chapter in book (Refereed)
Abstract [sv]

Sociologi för sjuksköterskor ger en introduktion till sociologiska och socialantropologiska begrepp, teorier och fenomen som är relevanta för sjuksköterskor. Genom olika exempel belyser författaren hur dessa kunskaper kan implementeras i mötet med patienter och brukare.

Boken inleds med en introduktion till samhällsvetenskapliga ämnen och belyser olika sätt att förstå sjukdom. Författaren beskriver också olika sociologiska teorier och centrala begrepp såsom identitet, roll, makt, vanmakt och motmakt. Avslutningsvis belyses några av de förändringar som ägt rum inom hälso- och sjukvården och vilka framtida utmaningar som väntar oss. I ett sådant perspektiv blir innovation och nytänkande framträdande.För att lösa de utmaningar som hälso- och sjukvården står inför,samt öka kvaliteten på tjänsterna och patientsäkerheten, är det viktigt att hälso- och sjukvårdspersonal förmår tänka innovativt och kan implementera nya lösningar.

Sociologi för sjuksköterskor vänder sig till blivande och redan yrkesverksamma sjuksköterskor.

Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2015. p. 14
National Category
Sociology
Research subject
Social Sciences, Sociology
Identifiers
urn:nbn:se:lnu:diva-45461 (URN)978-91-44-10112-5 (ISBN)
Available from: 2015-07-13 Created: 2015-07-13 Last updated: 2018-05-16Bibliographically approved
Albinsson, G. & Arnesson, K. (2015). Kartläggning av chefers vardag i Karlskrona kommuns samlade verksamheter. Karlskrona: Blekinge Tekniska Högskola
Open this publication in new window or tab >>Kartläggning av chefers vardag i Karlskrona kommuns samlade verksamheter
2015 (Swedish)Report (Refereed)
Place, publisher, year, edition, pages
Karlskrona: Blekinge Tekniska Högskola, 2015. p. 146
Series
Blekinge Tekniska Högskola Forskningsrapport, ISSN 1103-1581 ; 2015:01
National Category
Sociology
Research subject
Social Sciences, Sociology Education
Identifiers
urn:nbn:se:lnu:diva-45448 (URN)
Available from: 2015-07-13 Created: 2015-07-13 Last updated: 2018-05-16Bibliographically approved
Arnesson, K. & Albinsson, G. (2014). Interaction patterns within a steering group: power and action outcome. Economic and Industrial Democracy, 35(2), 325-340
Open this publication in new window or tab >>Interaction patterns within a steering group: power and action outcome
2014 (English)In: Economic and Industrial Democracy, ISSN 0143-831X, E-ISSN 1461-7099, Vol. 35, no 2, p. 325-340Article in journal (Refereed) Published
Abstract [en]

The purpose of this article is to study interaction patterns within a steering group. Most large projects include a group of this kind whose task it is to steer towards set goals and provide the required resources. The origin of the research area lies in the observation that steering groups seem to have difficulties in living up to the expectations of project management and project participants, despite structured working methods such as regular meetings, distribution of responsibility and cooperation with different interested parties. By means of interviews and observations the article attempts to capture interaction patterns in a specific steering group. The study is anchored in theories of power with the purpose of supplying theoretical concepts and analytical tools. The most important conclusion is that the interaction patterns that emerged in the steering group rested on two foundations. The first one was that social relations in the steering group created power that was produced and manifested in different ways. The second one was that the exercise of power affected the action outcome, that is, the results of the actions and consequences for future actions. Another conclusion is that the exercising of the assignment presupposes four premises: the steering group member needs to have a positive approach to the project idea and the set goals, to have knowledge of the assignment, to have a position with the authority to make and carry out strategic decisions of the project, and be able to allocate time for active work and participation in meetings.

Place, publisher, year, edition, pages
Sage Publications, 2014
Keywords
action outcome, interaction patterns, interplay mechanisms, power perspectives, social relations, steering group
National Category
Sociology
Research subject
Social Sciences, Sociology
Identifiers
urn:nbn:se:lnu:diva-45440 (URN)10.1177/0143831X13481249 (DOI)
Available from: 2015-07-13 Created: 2015-07-13 Last updated: 2018-05-16Bibliographically approved
Arnesson, K. & Albinsson, G. (2014). Lärande samtal som didaktisk metod inom högre utbildning. In: NU2014: Umeå 8-10 oktober : Abstracts. Paper presented at NU2014 : Umeå 8-10 oktober (pp. 20-20).
Open this publication in new window or tab >>Lärande samtal som didaktisk metod inom högre utbildning
2014 (Swedish)In: NU2014: Umeå 8-10 oktober : Abstracts, 2014, p. 20-20Conference paper, Oral presentation with published abstract (Refereed)
Abstract [sv]

Den utvecklingsinriktade lärprocessen inom högre utbildning kan definieras som en rörelse. En lärprocess inleds när inlärda tankemönster inte räcker till och leder till sökandet efter ny kunskap och nya handlingsalternativ (jmf Dewey, 1933/1989). Individens lärande kan även förstås utifrån ömsesidiga strävanden mot gemensamt uppsatta mål inom en organisation och hänföras till Engeströms aktivitetsteori, som betonar lärandet på olika nivåer inom en organisation. Teorier som primärt fokuserar på det individuella lärandet är dock ofullständiga då det lärande som sker inom en organisation också måste förstås utifrån ett sociokulturellt perspektiv, som sker i interaktioner mellan människor (jfr Engeström et al 1999 a; Engeström et al 1999 b); Engeström, 2006). Ömsesidigt kollektivt lärande beskriver således en lärprocess som sker i samspel och kommunikation med andra. Lärandet handlar då om att gruppens medlemmar lär av varandra och tillsammans genom dialog utvecklar gemensamma och individuella handlingsstrategier. Dessa utformas i ömsesidig påverkan och i förhållande till de regler och normer som finns inom den specifika kontexten.

Författarna har i flera artiklar och rapporter visat hur de didaktiska metoderna lärande- reflektions- och dialogseminariet blivit medierande redskap för en reflexiv lärprocess och hur teoretisk kunskap och praktisk kunskap kunnat integreras. (Albinsson & Arnesson, 2010; Albinsson & Arnesson 2012; Arnesson & Albinsson, 2012; Albinsson, 2014; Arnesson, 2014)). I olika student- och arbetsgrupper har kunskapsutbyte och gemensamt lärande formaliserats. Med utgångspunkt i en interaktiv forskningsansats och den lärprocess där såväl praktisk användbar som teoretisk förankrad kunskap står i förgrunden har en modell byggts upp, som betonar ömsesidigt lärande, pedagogisk kompetens, tid och ett avgränsat problemområde.

Keywords
Lärande samtal, ömsesidigt reflexivt lärande, interaktion, kommunikation
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-56413 (URN)
Conference
NU2014 : Umeå 8-10 oktober
Available from: 2016-09-07 Created: 2016-09-07 Last updated: 2018-05-16Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-5161-5801

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