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Herbert, Anna
Publications (10 of 31) Show all publications
Anxo, D., Ericson, T. & Herbert, A. (2019). Beyond retirement: who stays at work after the standard age of retirement?. International journal of manpower, 40(5), 917-938
Open this publication in new window or tab >>Beyond retirement: who stays at work after the standard age of retirement?
2019 (English)In: International journal of manpower, ISSN 0143-7720, E-ISSN 1758-6577, Vol. 40, no 5, p. 917-938Article in journal (Refereed) Published
Abstract [en]

Purpose Drawing on a unique combination of longitudinal administrative data and a postal survey, the purpose of this paper is to identify the socio-economic factors and individual characteristics that affect senior citizens' decision to continue working on the Swedish labour market after the standard retirement age. Design/methodology/approach By using standard econometric techniques (multinomial logit model) on a large representative sample of 20,000 senior citizens residing in Sweden, the auhtors analyse the extent to which socio-economic factors and individual characteristics including personality traits affect the decision of senior citizens to delay retirement and to continue working after the standard retirement age. Findings The results of our estimations show clearly that good health, high educational attainment/high-skilled jobs, good psychosocial work environment, employment status (to be self-employed), personality traits (extraversion, openness to experience and conscientiousness) as well as industrial sectors (agriculture, healthcare and transport) are strong predictors of the continuation of work after the standard retirement age (65 years old). Originality/value To the best of the authors' knowledge, the paper is the first attempt in Sweden to analyse jointly a large range of factors influencing the decision to remain in the labour force after the standard/normal pension age, including psychosocial working conditions and personality traits.

Place, publisher, year, edition, pages
Emerald Group Publishing Limited, 2019
Keywords
Sweden, Determinants, Retirement, Labour market, Personality traits, Senior workers
National Category
Economics and Business Psychology
Research subject
Economy; Social Sciences, Psychology
Identifiers
urn:nbn:se:lnu:diva-87052 (URN)10.1108/IJM-09-2017-0243 (DOI)000475933700006 ()2-s2.0-85069042971 (Scopus ID)
Available from: 2019-08-01 Created: 2019-08-01 Last updated: 2019-08-29Bibliographically approved
Herbert, A. (2018). Didactics, learning and leadership in higher education: Understanding Strategy development. In: NERA 2018 - 46th CONGRESS. Educational Research: Boundaries, Breaches and Bridges: Abstracts. Paper presented at NERA 2018 - 46th CONGRESS. Educational Research: Boundaries, Breaches and Bridges. 8-10 March 2018, University of Oslo, Norway (pp. 502-502).
Open this publication in new window or tab >>Didactics, learning and leadership in higher education: Understanding Strategy development
2018 (English)In: NERA 2018 - 46th CONGRESS. Educational Research: Boundaries, Breaches and Bridges: Abstracts, 2018, p. 502-502Conference paper, Oral presentation with published abstract (Other academic)
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-73229 (URN)
Conference
NERA 2018 - 46th CONGRESS. Educational Research: Boundaries, Breaches and Bridges. 8-10 March 2018, University of Oslo, Norway
Available from: 2018-04-22 Created: 2018-04-22 Last updated: 2018-12-18Bibliographically approved
Herbert, A. (2018). Didactics, Learning and Leadership in Higher Education: Understanding Strategy Development (1ed.). Abingdon-on-Thames: Routledge
Open this publication in new window or tab >>Didactics, Learning and Leadership in Higher Education: Understanding Strategy Development
2018 (English)Book (Refereed)
Abstract [en]

Didactics, Learning and Leadership in Higher Education presents a new model for understanding development strategies for learning and leadership. It describes a shift in perspectives on teaching practices and develops concepts which facilitate a new discourse, placing learning and teaching strategies on the agenda and ensuring the development of good leadership practices inherent to teaching.

By applying Lacanian discourses to Klafki’s triangle in relation to learning strategies, this innovative new text aids discussion of the diff erences between terms such as ‘performance’ and ‘performativity’, ‘acting’ and ‘actorship’ to enable teaching staff to utilise practical applications and teach most eff ectively. It examines key points such as the likely outcomes of specifi c leadership strategies and how they can be adapted, thus creating an essential dialogue between students and teachers.

Combining research in the fi elds of philosophy, psychology, economics, geography and sociology describing a change in relation to use of time, space and management of matter, Didactics, Learning and Leadership in Higher Education is a key text for all those involved in teaching within higher education.

Place, publisher, year, edition, pages
Abingdon-on-Thames: Routledge, 2018. p. 237 Edition: 1
National Category
Didactics
Research subject
Education, Didactics; Social Sciences, Psychology; Social Sciences, Practical Philosophy; Education, Didactics
Identifiers
urn:nbn:se:lnu:diva-73208 (URN)10.4324/9781315294773 (DOI)2-s2.0-85045365829 (Scopus ID)978-1-138-23991-3 (ISBN)9781138239906 (ISBN)9781315294766 (ISBN)
Available from: 2018-04-22 Created: 2018-04-22 Last updated: 2019-05-28Bibliographically approved
Anxo, D., Ericson, T. & Herbert, A. (2017). Därför vill 40-talisterna jobba efter 65. Ekonomisk Debatt, 45(5), 45-58
Open this publication in new window or tab >>Därför vill 40-talisterna jobba efter 65
2017 (Swedish)In: Ekonomisk Debatt, ISSN 0345-2646, Vol. 45, no 5, p. 45-58Article in journal (Other academic) Published
Abstract [sv]

Dagens generation av svenskar i åldersgruppen 65–74 år har en högre sysselsättningsgrad än tidigare generationer. I den här artikeln analyseras seniorernas motiv till att fortsätta att arbeta och varför andra går i pension, med fokus på vilka socioekonomiska faktorer som påverkar beslutet att fortsätta arbeta efter 65. Vi undersöker även om det finns vissa personlighets- och karaktärsdrag som utmärker de arbetande seniorerna, samt om det finns ett samband mellan arbete efter 65 och den allmänna tillfredsställelsen med livet.

Place, publisher, year, edition, pages
Nationalekonomiska föreningen, 2017
National Category
Economics
Research subject
Economy, Economics
Identifiers
urn:nbn:se:lnu:diva-67939 (URN)
Funder
The Kamprad Family Foundation, 2013-009
Available from: 2017-09-14 Created: 2017-09-14 Last updated: 2019-02-26Bibliographically approved
Bergstedt, B. & Herbert, A. (2017). Pedagogik för förändring: röster som har utmanat kunskap och samhälle (2ed.). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Pedagogik för förändring: röster som har utmanat kunskap och samhälle
2017 (Swedish)Book (Other (popular science, discussion, etc.))
Abstract [sv]

Historiskt har pedagogik betraktats som en viktig förutsättning för kunskap och samhälle. Pedagogiska modeller har ofta utvecklats i samband med samhällsförändringar, revolutioner och krig.Pedagogiska teoretiker har frågat sig på vilket sätt människan kan bli en självständig tänkare som inte låter sig ledas av andra.

Pedagogik för förändring möter läsaren pedagoger och filosofer från antiken fram till i dag – kvinnor och män som alla varit radikala tänkare för sin tid och banat väg för dagens skola och utbildning. I sin kamp för att tänka kritiskt och annorlunda har de utmanat givna föreställningar om kunskap och samhälle.

Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2017. p. 333 Edition: 2
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-73210 (URN)9789144113920 (ISBN)
Available from: 2018-04-22 Created: 2018-04-22 Last updated: 2018-04-25Bibliographically approved
Anxo, D., Ericson, T., Herbert, A. & Rönnmar, M. (2017). To stay or not to stay. That is the question: beyond retirement: Stayers on the labour market. Växjö: Linnaeus University
Open this publication in new window or tab >>To stay or not to stay. That is the question: beyond retirement: Stayers on the labour market
2017 (English)Report (Other academic)
Abstract [en]

The research project addresses three main questions: Who are the persons that continue to work after “normal” retirement age? What are their motivations? What are the consequences for the individual and for society? To answer these questions we perform an analysis of external and internal factors affecting the choice to stay after 65 years on the labour market or to leave earlier. Among external factors we investigate are: The impact of the prevailing labour laws and regulations on senior citizens’ participation on the labour market ; The socio-economic factors that affect the likelihood to stay on the labour market after the age of 65 ; The impact of employers’ human resource strategies on the possibility for senior workers to remain on the labour market after the age of 65 years. We also analyse the the role of individ specific factors such as motivation and , personal traits but the outcome in terms of subjective well-being and health. 

Place, publisher, year, edition, pages
Växjö: Linnaeus University, 2017. p. 186
Keywords
Older workers, Retirement, Personality traits, Life satisfaction, Health outcome
National Category
Economics
Research subject
Economy, Economics
Identifiers
urn:nbn:se:lnu:diva-61465 (URN)
Funder
The Kamprad Family Foundation
Available from: 2017-03-20 Created: 2017-03-20 Last updated: 2019-02-26Bibliographically approved
Herbert, A. (2014). Learning Strategies: New Routes for Students to Master University (1ed.). In: Anja Kraus, Mie Buhl, Gerd-Bodo von Carlsburg (Ed.), Performativity, Materiality and Time: Tacit Dimensions of Pedagogy (pp. 135-148). Munster/ New York,: Waxmann Verlag
Open this publication in new window or tab >>Learning Strategies: New Routes for Students to Master University
2014 (English)In: Performativity, Materiality and Time: Tacit Dimensions of Pedagogy / [ed] Anja Kraus, Mie Buhl, Gerd-Bodo von Carlsburg, Munster/ New York,: Waxmann Verlag, 2014, 1, p. 135-148Chapter in book (Refereed)
Place, publisher, year, edition, pages
Munster/ New York,: Waxmann Verlag, 2014 Edition: 1
Series
European Studies on Educational Practice, ISSN 2193-7141 ; Bd. 4
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-37996 (URN)978-3-8309-3116-4 (ISBN)
Available from: 2014-11-04 Created: 2014-11-04 Last updated: 2014-11-13Bibliographically approved
Herbert, A. (2013). Esthetics and Tacit Dimensions of Pedagogy. In: ECER 2013, Creativity and Innovation in Educational Research: Network:29. Research on Arts Education. Paper presented at ECER 2013, The European Conference on Educational Research, Istanbul 10-13 September 2013.
Open this publication in new window or tab >>Esthetics and Tacit Dimensions of Pedagogy
2013 (English)In: ECER 2013, Creativity and Innovation in Educational Research: Network:29. Research on Arts Education, 2013Conference paper, Oral presentation with published abstract (Refereed)
National Category
Pedagogy
Research subject
Social Sciences, Psychology
Identifiers
urn:nbn:se:lnu:diva-30826 (URN)
Conference
ECER 2013, The European Conference on Educational Research, Istanbul 10-13 September 2013
Available from: 2013-11-30 Created: 2013-11-30 Last updated: 2014-12-10Bibliographically approved
Kraus, A. & Herbert, A. (2013). Introduction (1ed.). In: Anna Herbert, Anja Kraus (Ed.), Praxeology as a Challenge: Modelling the Tacit Dimensions of Pedagogy (pp. 7-10). Waxmann Verlag
Open this publication in new window or tab >>Introduction
2013 (English)In: Praxeology as a Challenge: Modelling the Tacit Dimensions of Pedagogy / [ed] Anna Herbert, Anja Kraus, Waxmann Verlag, 2013, 1, p. 7-10Chapter in book (Refereed)
Abstract [en]

Pedagogy today mainly refers to the kind of theoretical and empirical research which is based on a concept of objectivity or oriented at the principle of consensus deriving from reading social reality as if it were a text (cp. “linguistic turn”) - it is to say: as if social reality is ruled by completeness, closeness, unambiguity and linearity (Oser 1997, Wulf 2007). The praxeology of pedagogical thinking and practice is then more or less reduced to certain norms, definite interventions in well-defined pedagogical situations. Today in the frame of school, to impart available knowledge and abilities oriented at certain objectives is regarded as the main aim. In general, pedagogical as well as pedagogically intended knowledge and abilities are broadly interpreted as psychometric competences.

In this view, the more tacit side of pedagogical sceneries as the implicit meanings of spoken and written statements, modes of body-communication and -interaction, inexplicable knowledge, iconic representations, didactical operations and commodities as well as architectural environments is more or less neglected. These tacit dimensions of pedagogy constitute a sort of incidental scenery. This scenery might open, grant or might also close the significant ways of teaching and learning; it might empower learners and teachers in understanding, transcending and creating the world or constrain them in doing this.

Diverse phenomenological, constructivist and post-structural perspectives even regard reflection itself as a “secondary experience”, ciphered out from a basic pre-reflexive multiplicity, e.g. of experiences. Thus, finding ourselves in a concrete situation, we tend to complete our actual experiences by interpreting the explicit, i.e. by reconstructing the invisible sides of the situation, realizing the unsaid as it is revealed, and by focusing on issues read between the lines. In doing so we often recur to a corporally conveyed experiential knowledge, and we come back to it whenever we want to decide whether or how something makes sense to us. Thus, there seems to be a tacit side of getting insights and scientific examination.

By taking over an empirical-praxeological perspective our group mainly attends to the question how social practices constitute a (binding) reality. Of special interest is the question to what extent tacit dimensions are part of this process.

As a methodology, praxeology refers to approaches in the field of “Sociology of Culture” (Bourdieu, Reckwitz), “Sociology of Knowledge” (Mannheim, Bohnsack) and the “Chicago School” (Mead, Goffman et al.). It has its roots in phenomenological (Alfred Schütz et al.), in interpretative-hermeneutical approaches (Berger, Luckmann, Geertz, Goffman), in semiotic-structuralistic (Saussure, Eco, Foucault), pragmatical (Peirce et al.) und analytical approaches (Wittgenstein).

In pedagogy, the term praxeology connected to names as Josef Derbolav, Dietrich Benner et al. A praxeological theory conceptualizes sociality as an anthropological fact, generated in dynamic and relational processes. In social practices and contextual structures orders are transmitted, constituted and created/established. The focus lies on corporal, performative and on the emergent aspects of the practices by which “substantiality” (Wirklichkeit) is generated. “Substantiality” is, beside others, facetted as the logic of practice (Bourdieu), as the meaningful other (Mead), as the social construction of reality (Berger & Luckmann) and as the spaces of common experience (Mannheim). A praxeological approach reconstructs social practices in order to reveal their underlying levels of meaning. This entails the transition of the question from what (happens) to how (reality is constituted) which implicates to leave aside objectivistic claims of truth and presumptions of subjective motives.

Place, publisher, year, edition, pages
Waxmann Verlag, 2013 Edition: 1
Series
European Studies on Educational Practices, ISSN 2193-7141 ; 3
Keywords
Praxeology, phenomenology, tacit dimensions of pedagogy
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-44046 (URN)978-3-8309-7651-6 (ISBN)978-3-8309-2651-1 (ISBN)
Available from: 2015-06-11 Created: 2015-06-11 Last updated: 2018-02-12Bibliographically approved
Herbert, A. (2013). Media, Simulacra and the Gaze in Pedagogy. In: ECER 2013, Creativity and Innovation in Educational Research: Network:06. Open Learning: Media, Environments and Cultures. Paper presented at ECER 2013, The European Conference on Educational Research, Istanbul 10-13 September 2013.
Open this publication in new window or tab >>Media, Simulacra and the Gaze in Pedagogy
2013 (English)In: ECER 2013, Creativity and Innovation in Educational Research: Network:06. Open Learning: Media, Environments and Cultures, 2013Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The accumulation of knowledge is seen to facilitate personal development. Masschelein & Koller (2003) argue that production of knowledge is a kind of ‘hard currency’. Through ranking and self-ranking a student becomes the object of his/her own judgement. At first the parents help the child to rank behaviors, then school is more or less working as Foucault’s panopticon, producing a desirable self-regulation. The gaze is central to this mastery (Lacan 2007). In the process of ranking a certain kind of ethics emerge as doing-well may become confused with the being-good and visa versa. Mastery means savior-faire, a knowledge which belongs to the body (Lacan1969-1970). If ‘what is produced’ (knowledge) is not considered to be ‘good enough’, one may attempt to look like fulfilling the expectations as if one has the knowledge. Being ‘seen’ is important here, specially being seen to be successful. Baudrillard (1994) points to the importance of building image in postmodern society: Making oneself seen is to put oneself into the circuit of desire - initiated by the gaze of the Other. New technologies such as camerasetc. promote the "gaze" enabling students to ‘see’ and to be seen, marketing their own product ‘self’ as excellent.

National Category
Pedagogy
Research subject
Social Sciences, Psychology
Identifiers
urn:nbn:se:lnu:diva-30827 (URN)
Conference
ECER 2013, The European Conference on Educational Research, Istanbul 10-13 September 2013
Available from: 2013-11-30 Created: 2013-11-30 Last updated: 2014-12-10Bibliographically approved
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