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  • 1.
    Björkum, Klara
    et al.
    Campus Västervik, Sweden.
    Basic, Goran
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning. Linnaeus University, Linnaeus Knowledge Environments, Education in Change. Linnaeus University, Linnaeus Knowledge Environments, A Questioned Democracy.
    Future students’ stories about higher education: an ethnomethodologically inspired analysis of described interests2024In: Cogent Education, E-ISSN 2331-186X, Vol. 11, no 1, p. 1-13, article id 2351272Article in journal (Refereed)
    Abstract [en]

    Previous research is unequivocal regarding higher education’s importance for regional or national development, and the local presence of highly educated individuals in a municipality is crucial for its prosperity and development. The study aim is to increase understanding of representational perceptions of future university students in rural areas regarding university studies. Qualitative interviews create and reproduce meaningful representational perceptions, rendering a private dimension in stories about family and friends and an academic dimension in stories about the academic environment and research. Representational perceptions in both dimensions are dramatized as an ethno-methodological balance between verbal conflicting interests and downplaying these interests, producing and reproducing involvement, community, fusion, consensus, and participation in the narrative, rather than a verbal split. This balance reflects social pedagogical recognition relevant to their interest and success in university studies.

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  • 2.
    Basic, Goran
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning. Linnaeus University, Linnaeus Knowledge Environments, A Questioned Democracy. Linnaeus University, Linnaeus Knowledge Environments, Education in Change.
    Ethical issues in doctoral supervision: An analysis of inherent conflicts and roles in supervision practice2021In: Advances in Education Science, E-ISSN 2668-5256, Vol. 3, no 2, p. 17-48Article in journal (Refereed)
    Abstract [en]

    This article aimed to provide new knowledge about ethical issues in doctoral supervision by analysing conflicts and roles that are assumed and acted out in supervision practice. This analysis was based on a literature review of various studies from the field of educational sciences, social pedagogy, doctoral supervision in theory and practice, and theories and practice of teaching and learning. The literature review identified several ethical issues relevant to doctoral supervision. These issues mostly arose from disappointed expectations, for instance, in the supervisor’s or doctoral student’s knowledge/competence, cultural viewpoint, roles, participation, language proficiency, and criticism/feedback. This analysis found that conflicts and the roles adopted and acted out during a supervision situation were not static – multiple roles could be assumed simultaneously, and the roles frequently changed. These changes provided opportunities to prevent or remedy ethical issues and conflicts in supervision. Changes could also lead to the creation and replication of a stable relationship between the doctoral student and supervisor. To prevent ethical issues and conflicts, the relationship between a doctoral student and a supervisor should be characterised by mutual respect, responsibility, integrity, and recognition. These components were needed to: (1) create the conditions for successful knowledge development in supervision, (2) complete a third-cycle education programme, (3) qualify the doctoral student to hold a doctoral degree, and (4) prevent ethical issues and conflicts connected with doctoral student supervision, through the constructive alignment of various elements in the third cycle programme. 

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