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Stigmar, Martin
Publications (10 of 33) Show all publications
Stigmar, M. & Edgren, G. (2017). Performing research at university centers for academic development - an explorative case study in Sweden. International journal for academic development, 22(3), 199-210
Open this publication in new window or tab >>Performing research at university centers for academic development - an explorative case study in Sweden
2017 (English)In: International journal for academic development, ISSN 1360-144X, E-ISSN 1470-1324, Vol. 22, no 3, p. 199-210Article in journal (Refereed) Published
Abstract [en]

The aim is to explore the absence or presence of, and motives for, research at centers for academic development and to problematize the research situation among academic developers. Boyer's and Healey's theories are used as lenses for the analysis based on the questionnaires that were used for data collection. The conclusion is that research is a challenging and sensitive area for university centers for academic development, and that both teaching positions and research funds are needed. Research is usually not included in the missions of centers; staff do not normally hold research positions. Unclear research directions and opposing interests weaken the centers' ability to hire qualified staff and deliver high-quality teaching.

Place, publisher, year, edition, pages
Routledge, 2017
Keywords
Academic developers, centers for academic development, educational development, higher education research, teaching versus research
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-72176 (URN)10.1080/1360144X.2017.1333003 (DOI)000409884900003 ()2-s2.0-85020219518 (Scopus ID)
Available from: 2018-04-04 Created: 2018-04-04 Last updated: 2019-08-29Bibliographically approved
Silander, C. & Stigmar, M. (2016). Motiv, mål och upplevda resultat avseende svensk högskolepedagogisk utbildning: [Motives, Goals and Perceived Outcomes of Higher Education Teacher Training Courses in Sweden]. In: NU 2016, Malmö, 15-17 juni, 2016: . Paper presented at NU 2016, Malmö, 15-17 juni, 2016.
Open this publication in new window or tab >>Motiv, mål och upplevda resultat avseende svensk högskolepedagogisk utbildning: [Motives, Goals and Perceived Outcomes of Higher Education Teacher Training Courses in Sweden]
2016 (English)In: NU 2016, Malmö, 15-17 juni, 2016, 2016Conference paper, Poster (with or without abstract) (Refereed)
Abstract [en]

This paper provides an analysis of the motives, goals and perceived result of Higher Education Teacher Training courses (HETT) at Swedish universities. A growing demand on improved quality of teaching and learning in Swedish higher education have led to an increased number of Educational Development Units at universities as well as to a higher turn-out of teachers taking part in HETT. In addition, this has come with substantial investments in launching and organizing university units for educational development. Despite the demand on improved quality of teaching and learning in Swedish higher education, there is only limited research on the result of HETT courses. Existing training courses seem to embed a diverse set of goals, different expectations from course instructors and participants and in terms of result more research on HETT is needed. 

This study sets out to focus on perceived result of former course participants in HETT courses. Four groups of stakeholders are in focus: 1) students, 2) university teachers, 3) the university management and 4) the government. The overall question to be explored is: What different expectations do these stakeholders have on HETT regarding course motives and goals and what perceived result do they see. While motives and goals are mainly analyzed in existing documents, perceived outcomes are collected through interviews.

 

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National Category
Political Science (excluding Public Administration Studies and Globalisation Studies) Pedagogy
Research subject
Social Sciences, Political Science; Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-54554 (URN)
Conference
NU 2016, Malmö, 15-17 juni, 2016
Available from: 2016-07-06 Created: 2016-07-06 Last updated: 2020-05-20Bibliographically approved
Silander, C. & Stigmar, M. (2016). Motives, Goals and Perceived Outcome of Higher Education Teacher Training Courses in Sweden. In: International Consortium of Educational Development (ICED), 2016 Conference, Ethics, Care and Quality in Educational Development, Cape Town, 22-25 November, 2016.: . Paper presented at ICED 2016 Conference, Cape Town, 22-25 November, 2016..
Open this publication in new window or tab >>Motives, Goals and Perceived Outcome of Higher Education Teacher Training Courses in Sweden
2016 (English)In: International Consortium of Educational Development (ICED), 2016 Conference, Ethics, Care and Quality in Educational Development, Cape Town, 22-25 November, 2016., 2016Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

What are the motives for engaging in Higher education development courses? This question is of interest for educational developers, teachers, university managers and policy makers in order to design courses and to meet stakeholder´s expectations. Previous research has mainly focused the impact of higher education development courses on teacher practice and student learning. Few studies has investigated the motives behind these courses or addressed how the result is used by higher education institutions. In this paper the motives and perceived result is investigated among students, teachers, university management and the government. Preliminary result indicate a variety of motives among stakeholders.

National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences; Social Sciences, Political Science
Identifiers
urn:nbn:se:lnu:diva-58645 (URN)
Conference
ICED 2016 Conference, Cape Town, 22-25 November, 2016.
Available from: 2016-12-06 Created: 2016-12-06 Last updated: 2020-05-20Bibliographically approved
Stigmar, M. (2016). Peer-to-peer Teaching in Higher Education: A Critical Literature Review. Mentoring & Tutoring, 24(2), 124-136
Open this publication in new window or tab >>Peer-to-peer Teaching in Higher Education: A Critical Literature Review
2016 (English)In: Mentoring & Tutoring, ISSN 1361-1267, E-ISSN 1469-9745, Vol. 24, no 2, p. 124-136Article in journal (Refereed) Published
Abstract [en]

The aim of my critical literature review is to identify studies where students are engaged as partners in teaching in higher education and to analyze how tutors and tutees benefit from peer teaching. Thirty studies were included for review. Thirteen countries are represented and two thirds of the studies conducted in the United States of America or the United Kingdom. There is a significant representation of studies from natural- and physical science. The dominating pedagogical belief and theory is social constructivism. The most frequent study design is the use of quasi-experimental pre- and post-testing. University teachers do not comprise the view of peer teaching necessarily resulting in greater academic achievement gains or deep learning. University teachers identify and esteem other pedagogical benefits such as improving students’: critical thinking, learning autonomy, motivation, collaborative and communicative skills. The main finding of this review is the clarification that the training of generic skills benefits from peer teaching. © 2016 Informa UK Limited, trading as Taylor & Francis Group.

Keywords
deep learning, generic skills, higher-education, literature review, peer-to-peer teaching
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-56206 (URN)10.1080/13611267.2016.1178963 (DOI)000391227400004 ()2-s2.0-84966710074 (Scopus ID)
Available from: 2016-09-01 Created: 2016-08-31 Last updated: 2018-04-17Bibliographically approved
Stigmar, M. & Edgren, G. (2014). Uppdrag för och organisation av enheter för pedagogisk utveckling vid svenska universitet. Högre Utbildning, 4(1), 49-65
Open this publication in new window or tab >>Uppdrag för och organisation av enheter för pedagogisk utveckling vid svenska universitet
2014 (Swedish)In: Högre Utbildning, ISSN 2000-7558, E-ISSN 2000-7558, Vol. 4, no 1, p. 49-65Article in journal (Refereed) Published
Abstract [sv]

Pedagogiska utvecklingsenheter är organiserade på olika sätt och utsatta för täta omorganisationeroch studien syftar till att klargöra vilka överväganden som kan ligga till grund förenheternas uppdrag och organisation. Tolv universitet i Sverige har kartlagts genom granskningav hemsidor, telefonintervjuer med ansvariga för enheterna samt tre rundabordssamtalvid konferenser. Resultatet visar att i uppdraget ingår typiskt att arrangera högskolepedagogiskutbildning, erbjuda konsultativt högskolepedagogiskt utvecklingsstöd och främja universitetspedagogiskterfarenhetsutbyte. Det fanns inga samband mellan uppdrag och organisationsform.Informanterna såg det som ett problem att forskning inte ingick i uppdraget och attorganisation och finansiering förhindrade forskning. Organisatoriska konsekvenser av krav påforskningsanknytning av högskolepedagogisk utbildning är att pedagogiska enheter kommeratt vara fristående centrumbildningar, del av en institution eller utgöra en egen institution.

Keywords
forskningsanknytning, högskolepedagogisk utbildning, omorganisation, peda - gogiska utvecklingsenheter
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Pedagogics
Identifiers
urn:nbn:se:lnu:diva-33539 (URN)
Available from: 2014-04-02 Created: 2014-04-02 Last updated: 2017-12-05Bibliographically approved
Hegender, H. & Stigmar, M. (2013). Universitetspedagogik i praktiken: Sexton lärartexter om pedagogisk utveckling.. Växjö/Kalmar: Linnéuniversitetet
Open this publication in new window or tab >>Universitetspedagogik i praktiken: Sexton lärartexter om pedagogisk utveckling.
2013 (Swedish)Report (Other academic)
Abstract [sv]

Denna publikation är ett exempel på hur kunskap om universitetspedagogisk utveckling kan kommuniceras. Att kommunicera är en av flera viktiga delar av Scholarship of Teaching and Learning (SoTL). SoTL är ett internationellt etablerat fenomen som tydliggör det viktiga och komplexa uppdrag som universitetslärare har, nämligen att i sin profession på ett kreativt, kritiskt och integrerat sätt undervisa, forska samt kommunicera med omgivande samhälle. Att kommunicera och initiera ett lärande om forskningsgrundad kunskap på ett adekvat sätt är därigenom ett centralt pedagogiskt uppdrag tillsammans med såväl forskarkollegor och studenter, som med människor i omgivande samhälle. Ofta kräver detta ett vetenskapligt språk, men också ett mer populärvetenskapligt förhållningssätt. Det betyder att en didaktisk (undervisande) förmåga gynnar de tre uppdragen som alla olika universitetsläraranställningar vilar på. I de texter som presenteras i rapporten får du läsa om några av Linnéuniversitetets lärares identifierade pedagogiska problem eller lösningar, av ämnesdidaktisk eller allmänpedagogisk karaktär. De har alla relevans för kunskapsbildande och kunskapsspridande aktiviteter på grundnivå, avancerad nivå, forskarutbildningsnivå eller forskningsnivå. Texterna utgår från lärarnas många olika ämnen: kemi, socialt arbete, musik, svenska, psykologi, ekonomi, biologi, design, statistik, skog och trä och litteraturvetenskap.

Place, publisher, year, edition, pages
Växjö/Kalmar: Linnéuniversitetet, 2013. p. 184
Series
Universitetspedagogiska enheten, Rapport ; 2013:1
National Category
Social Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-30790 (URN)
Available from: 2013-11-28 Created: 2013-11-28 Last updated: 2013-12-02Bibliographically approved
Stigmar, M. & Sandstedt, T. (Eds.). (2012). Kvalitet och kollegialitet: vänbok till Leif Lindberg. Växjö: Institutionen för pedagogik, psykologi och idrottsvetenskap, Linnéuniversitetet
Open this publication in new window or tab >>Kvalitet och kollegialitet: vänbok till Leif Lindberg
2012 (Swedish)Collection (editor) (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Växjö: Institutionen för pedagogik, psykologi och idrottsvetenskap, Linnéuniversitetet, 2012. p. 193
Series
Skriftserie, Institutionen för pedagogik, psykologi och idrottsvetenskap, Linnéuniversitetet ; 7
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-22739 (URN)978-91-86983-38-3 (ISBN)
Available from: 2012-12-07 Created: 2012-12-07 Last updated: 2013-01-15Bibliographically approved
Stigmar, M., Pagden, N. & Körnefors, R. (2012). The Modified Role of University Teachers in ICT-supported Flexible Learning. Intelligent Decision Technologies, 6(2), 113-121
Open this publication in new window or tab >>The Modified Role of University Teachers in ICT-supported Flexible Learning
2012 (English)In: Intelligent Decision Technologies, ISSN 1872-4981, Vol. 6, no 2, p. 113-121Article in journal (Refereed) Published
Abstract [en]

During the last decades there have been extensive investments in order to stimulate ICT-supported flexible learning. The increased interest in flexible learning has heightened the need for a critical analysis of the consequences of on-line teaching. However, critics argue that the new teacher role has not yet been thoroughly scrutinized. The aim of this paper is to trigger a debate about the changes and challenges related to the modified teacher role at universities. The methodology follows empirical data from interviews and literature surveys as well as our own experience in different flexible courses and continuous training of colleagues. Results of this study problematize both positive and negative implications on the teacher role in ICT-supported flexible learning, e.g. tendencies of teacher de-professionalization, increased ICT-dependency and uncertainty of quality in learning outcome. In conclusion our findings emphasize the need for increased teacher training in using ICT in educational settings.

Keywords
ICT, flexible learning, teacher role, de-professionalization
National Category
Human Aspects of ICT
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-15456 (URN)10.3233/IDT-2012-0128 (DOI)2-s2.0-84865461479 (Scopus ID)
Available from: 2011-11-01 Created: 2011-11-01 Last updated: 2012-06-07Bibliographically approved
Stigmar, M. (Ed.). (2012). Uppdrag för och organisation av pedagogiska utvecklingsenheter.. NU-konferensen Göteborgs univ.
Open this publication in new window or tab >>Uppdrag för och organisation av pedagogiska utvecklingsenheter.
2012 (Swedish)Conference proceedings (editor) (Refereed)
Abstract [sv]

Mot bakgrund av förändringar inom högskolesektorn på senare tid vill vi undersöka pedagogiska utvecklingsenheters uppdrag och organisation. Som en del av en större studie ordnade vi på konferensen en RundaBordsdiskussion där vi bad våra kollegor diskutera pedagogiska enheters uppdrag och forskningsanknytning av detta, enheternas organisation samt uppföljning av uppdraget. Vi samlade in deras sammanfattningar av diskussionerna. Deltagarna menade att uppdraget omfattade stöd till pedagogisk utveckling i mycket vid mening inkluderande kurser och eget förändringsarbete. Forskningsanknytning ansågs viktig och för några innefattar det egen forskning. Synpunkterna på organisation var att enheten måste vara förankrad både i ledning och i lärarnas verksamhet, men konkreta förslag var få. Uppföljning av uppdrag gjordes genom statistik och enkäter, både direkt efter kurs och senare.

Place, publisher, year, edition, pages
NU-konferensen Göteborgs univ., 2012
National Category
Pedagogy
Identifiers
urn:nbn:se:lnu:diva-22740 (URN)
Available from: 2012-12-07 Created: 2012-12-07 Last updated: 2013-01-15Bibliographically approved
Stigmar, M. (2012). Uppdrag för och organisation av pedagogiska utvecklingsenheter. Paper presented at Swednets årskonferens 9-11 maj 2012, Malmö. Rundabordssamtal.
Open this publication in new window or tab >>Uppdrag för och organisation av pedagogiska utvecklingsenheter
2012 (Swedish)Conference paper, Published paper (Other academic)
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-22744 (URN)
Conference
Swednets årskonferens 9-11 maj 2012, Malmö. Rundabordssamtal
Available from: 2012-12-07 Created: 2012-12-07 Last updated: 2013-01-15Bibliographically approved
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