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  • 1. Antman, L.
    et al.
    Karlsson, Leif
    Kristianstad University, Learning Resource Centre.
    A decade of enhancing the professionalization of teaching in higher education: the Swedish experience. Paper presented at the 8th Conference of the International Consortium for Educational Development (ICED), Barcelona, June2010Conference paper (Refereed)
  • 2. Crump, S.
    et al.
    Qualters, D.
    Karlsson, Leif
    Kristianstad University, Learning Resource Centre.
    Riele, K.
    Panelsession on WIL as engaged learning. WACE 17th World Conference Philadelfia, USA June2011Conference paper (Other academic)
  • 3. Dimenäs, Jörgen
    et al.
    Johansson, Kristina
    Karlsson, Leif
    Kristianstad University, Learning Resource Centre.
    Svensson, Lars
    Några preliminära resultat av en utvärdering av Försvarshögskolans verksamhetsförlagda utbildning. Paper presenterat på VILÄR 2011, 8-9 december, Skövde2011Conference paper (Other academic)
    Abstract [sv]

    Officersutbildningen i Sverige har under senare tid förändrats i takt med Försvarsmaktens förändrade uppdrag. Det finns tydligt uttalade mål om att officersutbildningen skall präglas av och utvecklas mot högskolemässighet och därtill följande forskningsanknytning. Utbildningens utgångspunkt är att verksamheten skall integreras och utvecklas i ett nära samarbete med Försvarsmakten. Ett speciellt fokus i utvecklingen av officersprogrammet utgörs av dess verksamhetsförlagda delar i utbildningen (VFU). Frågor som man speciellt fokuserar på inom den förändrade officersutbildningen är relationen mellan de högskole- och verksamhetsförlagda delarna. Häri innefattas exempelvis utbildningens progression, vetenskapliga grund och undervisnings- och examinationsformer.

    Föreliggande presentation syftar till att speciellt beskriva och belysa konsekvenser av   verksamhetsförlagda moment utifrån ett integrativt perspektiv på hela officersutbildningen och hur dessa skrivs fram i olika styrdokument. Data erhålls genom dokumentanalys och intervjuer.

  • 4.
    Ejlertsson, Göran
    et al.
    Kristianstad University, School of Health and Society, Avdelningen för Hälsovetenskap. Kristianstad University, Forskningsmiljön Människa - Hälsa - Samhälle (MHS).
    Abrahamsson, Agneta
    Kristianstad University, Department of Health Sciences.
    Karlsson, Leif
    Kristianstad University, Department of Health Sciences.
    Folkhälsovetenskap och pedagogik integreras vid Högskolan Kristianstad2000In: Socialmedicinsk Tidskrift, ISSN 0037-833X, no 2, p. 160-163Article in journal (Other (popular science, discussion, etc.))
  • 5. Hansson, Christina
    et al.
    Karlsson, LeifKristianstad University, Learning Resource Centre.Nygren, Åse
    Lärarlärdom, högskolepedagogisk konferens 20122013Conference proceedings (editor) (Other academic)
    Abstract [sv]

    Högskolepedagogisk utveckling har under senare år fått en tydligare och mer framträdande roll vid universitet och högskolor. Under senare år har också ett allt större fokus riktats mot utbildningars resultat. Frågor som rör kvaliteten i undervisningen blir därmed centrala. Att utveckla och stödja lärares pedagogiska skicklighet samt belysa villkoren för den undervisning som bedrivs inom högre utbildning är angeläget. Behovet av en gemensam samlingspunkt för pedagogiska och didaktiska diskussioner där BTH:s och Högskolan i Kristianstads lärare kan träffas och föra dessa diskussioner tillsammans och över ämnesgränser är stort. Genom att anordna en årlig högskolepedagogisk konferens vill vi främja ett utbyte av erfarenheter från den dagliga undervisningen och insikter kring det lärande som möjliggörs.

  • 6.
    Johansson, Kristina
    et al.
    University West.
    Karlsson, Leif
    Kristianstad University, Learning Resource Centre.
    Experience from a national course in work-integrated learning: reflections about course designand learning2012In: Conference proceedings: abstracts : all concurrent sessions presented at the 9th International Conference on Cooperative & Work Integrated Education, Bahcecehir: Bahcecehir University , 2012, p. 43-Conference paper (Other academic)
    Abstract [en]

    The academic year 2011 a national course in Work Integrated Learning started as a result of cooperation between Kristianstad University and University West. The ambition was to provide opportunities for a unique exchange between teachers, tutors and others associated with WIL and also mtake its point of departure from the participants' own teaching practices.

    Our empirical results rests on the participants learning trajectories as well as some reflections on how the course web--‐based design has functioned as a learning facilitator. The preliminary results show that that participants altered between a surface and in depth learning process (Marton, XXXX). Structure seems to foster structure (SilÃn, XXXX). When we were given structure to a really high degree this made the students (our colleagues) demand for more structure.

    The pedagogical starting point, the course content and structure will be presented along with the experiences of the course assignments, group discussions, project sketches and reflection diaries. We will also invite to an interactive discussion how to further develop the course through international cooperation.

  • 7. Johansson, Y.
    et al.
    Karlsson, Leif
    Kristianstad University, Learning Resource Centre.
    Springett, Jane
    Towards a meeting of minds?: when participatory researchers engage with a health care community of practice. Theme: Community-University engagement, partnerships and ethics. Paper presented at the third national Community-University Exposition 2008 (CUexpo 2008). University of Victoria, Victoria, BC, Canada. May 4-72008Conference paper (Other academic)
  • 8.
    Karlsson, Leif
    Kristianstad University, Learning Resource Centre.
    Academic quality in internships: field supervisors' account on the value of theory in practice2010In: The Journal of Cooperative Education and Internships, ISSN 1933-2130, Vol. 44, no 2, p. 32-42Article in journal (Refereed)
    Abstract [en]

    Internship should not just introduce the students to a future professional role, but is also obliged to live up to the requirements of the Swedish Higher Education Act (SFS 1992:1434) for scientific methods and scholarly activities as well as stimulate a critical and reflective attitude. In order for internships to reach higher education standard, not only must there be students, who through their theoretical studies have developed knowledge with a scientific foundation and an ability for criticism and reflection, but a practice is also required in which this knowledge and ability may be developed and utilized. With this point of departure, the supervisors and the context of which they are a part become of special interest to study and understand. The practice within which the students in the Health Promotion and Education Programme at Kristianstad University College perform their internships is distinguished by richly varied work tasks, ill-defined professional roles and a mixture of different training and competencies (Karlsson, 2005). The supervisors lack supervisory training and only a few have an education that corresponds to the Health Promotion and Education Programme. Interviews were carried out in 2006 with 14 supervisors concerning what they perceived is required in order for them to be able to perform their work tasks, not as supervisors but in general, that is, what knowledge they perceived their work to be based upon; and how they perceived the value and relevance of the core concepts of academic quality, scientific methods and scholarly activities, critical thinking and reflection, with respect to their practical activities. The results of the study show that the supervisors perceived the basic knowledge for their work and the relevance of academic knowledge and ability for their work quite differently. The five different patterns or categories that emerged: Undeveloped, anti-academic, administrative, renewing and tension-laden all give different prerequisites for the socialisation to and learning of a ‘new profession’ by the students. The study reveals the importance of the supervisors perceiving academic thinking to be important to their activities, but also the significance of a practice where such knowledge and ability may be exploited and developed. Internship jobs give very different prerequisites for the students’ learning, which shows the significance of supervisor training and of internship placements with incentives for more development-oriented learning.

  • 9.
    Karlsson, Leif
    Kristianstad University, Learning Resource Centre.
    Academic quality and internships: students’ account on the value of theory in practice2011In: Learning Communities: International Journal of Learning in Social Contexts, ISSN 1329-1440, Vol. 1, no 2, p. 4-20Article in journal (Refereed)
    Abstract [en]

    At Kristianstad University in Sweden it has been decided that all study programmes should have work-placed training consisting of at least a period of five weeks. In different strategy documents the University states that the main reason for this is to raise employability. At the same time the importance of maintaining academic quality is stressed. Interviews were carried out in 2006 with 22 students from The Health Promotion and Education Programme concerning what they perceived as the value and relevance of the concepts that are essential to academic quality, scientific foundation/scholarly activity, critical thinking and reflection, with respect to their practical activities during their internship. The results of the study show that the students perceived the value and relevance of the concepts quite differently. The five different patterns or categories that emerged: undeveloped, separated, performance-oriented, oppositional and participatory all give different prerequisites for developing professional expertise. The study reveals the importance of the students perceiving academic thinking to be important to their practical activities during their internship, but also the significance of a greater interaction between theory and practice for maintaining a better standard of education within higher education and for developing the prerequisites for professional expertise.

  • 10.
    Karlsson, Leif
    Kristianstad University, Learning Resource Centre.
    Akademisk kvalitet i verksamhetsförlagd utbildning: fälthandledares syn på värdet av akademiska kunskaper och förmågor i den praktiska verksamheten2009Conference paper (Other academic)
  • 11.
    Karlsson, Leif
    Kristianstad University, Learning Resource Centre.
    Aklademi och verksamhetsförlagd utbildning: folkhälsopedagogiska studenters syn på värdet av akademiska kunskaper och förmågor i ett nytt praktiskt fält2009Conference paper (Other academic)
  • 12.
    Karlsson, Leif
    Kristianstad University, Department of Health Sciences.
    Att ändra kurs: högskolemässighet inom yrkesinriktad högskoleutbildning2000Licentiate thesis, monograph (Other academic)
  • 13.
    Karlsson, Leif
    Kristianstad University, Learning Resource Centre.
    Editorial: work-integrated learning in Scandinavia2011In: Learning Communities: International Journal of Learning in Social Contexts, ISSN 1329-1440, Vol. 1, no 2, p. 2-3Article in journal (Other (popular science, discussion, etc.))
  • 14.
    Karlsson, Leif
    Kristianstad University, Learning Resource Centre.
    Examination, delaktighet och lärande: att tillsammans med studenter utveckla lärande examination och undervisning i en kurs vid folkhälsopedagogiska programmet Högskolan Kristianstad. NU 2008 Lärande i ny tid – samtal om undervisning i högre utbildning. Kalmar maj 7 – 92008In: Proceedings: NU 2008 Kalmar, 16 – 18 Maj / [ed] Anders Sonesson & Maria Hedberg, Lund: Centre for Educational Development, Lund universitet , 2008, p. 249-257Conference paper (Other academic)
  • 15.
    Karlsson, Leif
    Kristianstad University, Department of Health Sciences.
    Folkhälsopedagogen söker legitimitet: ett möte mellan pedagogik och verksamhetsförlagd utbildning2004Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aims of the thesis were to study how the students in the work experience period of The Study Program in Public Health and Education experienced how the discipline of education could contribute to health promotion in practice and if whether the integration between theory and practice in this case reached the appropriate higher education standard.

    The data collection comprised semi-structured interviews, the student’s descriptions of the trainee post, their aims and objectives and the follow-up and evaluation of their aims and objectives.

    The thesis questions were examined from different perspectives; insight with the task to relate the empirical subjects to a wider economical, cultural, political and historical context, critique was built on insight but was more explicit to power relations, lack of freedom, ideological dominance and social asymmetry. Finally transformative redefinition focussed on emancipation and on development of the pedagogical practice. The analysis around insight and critique was based on three categories: the work experience period’s influence on learning as the student experienced it, the importance of pedagogical theory in health promotion practice as the student experienced it, and the work as a professional in the health promotion field as the student experienced it.

    The analysis around insight was divided in two parts or phases. The first phase was a concentration and categorisation of the material within each theme which led to different conceptualisations. These conceptualisations were explored in relation to the theoretical basis and to the concept higher education standard. The second part sought to discover variation in the student group. The patterns should be seen as the product of the relationship between the student and the trainee post. The analysis identified seven categories or different patterns of development: undeveloped, contradictory, critical, theoretical, salvation like, prevented and integrated. The patterns varied in how the work experience period influenced learning, the importance of pedagogical theory in health promotion practice and how the work as a professional in the health promotion field was apprehended. These patterns were also put in relation to the theoretical grounds and to the concept higher education standard.

    Critique discussed the results obtained from the insight analysis from concepts like power, authority and oppression, dominant ideology, dissensus perspective, colonisation of the lifeworld and discourses.

    The transformative redefinition focussed on more pragmatic research questions, namely the consequences the study would or could have on the theoretical as well as on the practical part of the Study Program of Public Health and Education.

  • 16.
    Karlsson, Leif
    Kristianstad University, Learning Resource Centre.
    Handledning av examensarbete2013In: Högskolepedagogisk debatt, ISSN 2000-9216, no 1, p. 6-16Article in journal (Other academic)
  • 17.
    Karlsson, Leif
    Kristianstad University, Learning Resource Centre.
    Lärarlärdom: högskolepedagogisk konferens 2011 i Kristianstad2012Conference proceedings (editor) (Other academic)
  • 18.
    Karlsson, Leif
    Kristianstad University, Learning Resource Centre.
    Lärarlärdom: högskolepedagogisk konferens 2011 i Kristianstad: inledning2012In: Lärarlärdom: högskolepedagogisk konferens 2011 i Kristianstad / [ed] Leif Karlsson, Kristianstad: Kristianstad University Press , 2012, p. 1-3Chapter in book (Other (popular science, discussion, etc.))
  • 19.
    Karlsson, Leif
    Lunds universitet.
    Tillgång till verkligheten: handledning av studerande inom sociala omsorgslinjens praktiska utbildningsmoment1996Other (Other academic)
  • 20.
    Karlsson, Leif
    Kristianstad University, Learning Resource Centre.
    Utveckling av bedömningsgrunder och instrument i verksamhetsförlagd utbildning inom sjuksköterskeprogrammet vid Högskolan Kristianstad – ett samarbete mellan lärare i programmet och den pedagogiska utvecklingsenheten, VILÄR 2011, Skövde december2011Conference paper (Other academic)
  • 21.
    Karlsson, Leif
    Kristianstad University, Learning Resource Centre.
    Vetenskaplighet, kritiskt förhållningssätt och reflektion – begrepp att utveckla och stärka i högre utbildning. NSHU – konferens generella kompetenser 20 – 21 augusti2008Conference paper (Other academic)
  • 22.
    Karlsson, Leif
    et al.
    Kristianstad University, Learning Resource Centre.
    Crump, Stephen
    University of Newcastle, Australia.
    To educate reflective and critical professionals, a continuing pedagogical challenge in the twenty first century2012In: Conference proceedings: abstracts : all concurrent sessions presented at the 9th International Conference on Cooperative & Work Integrated Education, Bahcecehir: Bahcecehir University , 2012, p. 47-48Conference paper (Other academic)
    Abstract [en]

    Work Based/Placed Learning should not just introduce the students to a future professional role, but, in doing so, should be structured to retain the core elements of Higher Education learning through stimulating a critical and reflective attitude as well as aiming to fully develop the diversity of skills needed to encode, decode, ponder, interpret, evaluate and reach decisions about knowledge and practice. Learning at both the university and during the work--‐placed period might require students to adjust to routines and rules, but should also require them to exercise critical thinking that challenges status quo on the basis of a scientific approach to learning. Such a point of departure means that fundamental higher education pedagogical issues are put in focus. The Workshop will discuss different ways to address these pedagogical challenges drawing on the experience from the participants own pedagogical practice in or/and out of campus.

  • 23.
    Karlsson, Leif
    et al.
    Kristianstad University, Learning Resource Centre.
    Ekstrand, Britten
    Kristianstad University, School of Education and Environment. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS).
    Bloom, L.
    Verksamhetsförlagd utbildning inom sjuksköterskeprogrammet: planerings- och bedömningssamtalets betydelse för lärande och bedömning2009Conference paper (Other academic)
  • 24.
    Karlsson, Leif
    et al.
    Kristianstad University, Learning Resource Centre.
    Johansson, K.
    A national course – as a driving force for exchange of experience ad knowledge on work-integrated learning. Paper presented at the (2011) WACE 17th World Conference Philadelfia, USA June2011Conference paper (Other academic)
  • 25.
    Karlsson, Leif
    et al.
    Kristianstad University, Learning Resource Centre.
    Johansson, K.
    Nationell kurs i verksamhetsintegrerat lärande: en drivkraft för erfarenhetsutbyte och kunskapsutveckling. Paper presenterat vid VILÄR, december, Kristianstad2010Conference paper (Other academic)
  • 26.
    Karlsson, Leif
    et al.
    Kristianstad University, Learning Resource Centre.
    Jokansson, K.
    Erfarenheter från en nationell kurs i verksamhetsintegrerat lärande - tankar och idéer kring kursdesign och lärande, VILÄR 2011, Skövde december2011Conference paper (Other academic)
  • 27.
    Karlsson, Leif
    et al.
    Kristianstad University, Learning Resource Centre.
    Lennvig, Bodil
    Kristianstad University, Learning Resource Centre.
    Making the academic discourse open for students, a poster exhibition. The twenty fourth International First Year Experience Conference, Manchester, England June 22-242011Conference paper (Other academic)
  • 28.
    Karlsson, Leif
    et al.
    Kristianstad University, Learning Resource Centre.
    Lennvig, Bodil
    Kristianstad University, Learning Resource Centre.
    Making the academic discourse open for students. Paper presented at the sixth European First Year Experience Conference, Manchester, England June 20-212011Conference paper (Other academic)
  • 29.
    Karlsson, Leif
    et al.
    Kristianstad University, Learning Resource Centre.
    Sonesson, Anders
    CED, Lunds universitet.
    Kompetensutveckling för forskarhandledare: rapport från ett samverkansprojekt mellan Läranderesurscentrum vid Högskolan Kristianstad och Centre for Educational Development (CED) vid Lunds Universitet2012In: Högskolepedagogisk debatt, ISSN 2000-9216, no 2, p. 67-77Article in journal (Other academic)
    Abstract [sv]

    Leif Karlsson och Anders Sonesson beskriver och diskuterar ett samverkansprojekt mellan Lunds universitet och Högskolan Kristianstad kring utbildning av forskarhandledare, som i sig innebär att: man kan utveckla den forskarhandledningsutbildning som finns; man kan stärka samarbetet mellan de två högskolorna; man kan skapa kommunikation och möten för framtida samarbete mellan olika discipliner inom det vetenskapliga fältet; och man kan utveckla kompetensen hos enskilda forskare. Projektet beskrivs på ett detaljerat sätt, och kopplas till vilka värden man menar sig kunna erhålla via en modell som den som presenteras. Det finns tre kurser med något individuella mål, det finns en progression mellan dem och helheten förväntas leda till en säkerhet inför framtida handledning.

  • 30. Ryegård, Å.
    et al.
    Apelgren, K.
    Olsson, T.
    Antman, L.
    Winka, K.
    Rexling, K.
    Oldsjö, F.
    Tågerud, Y.
    Karlsson, Leif
    Kristianstad University, Learning Resource Centre.
    Brorsson, K-Å.
    Englund, B.
    Giertz, B.
    Att belägga, bedöma och belöna pedagogisk skicklighet. NU 2010, Dialog för lärande. Oktober, Stockholm.2010Conference paper (Other academic)
  • 31. Sonesson, A.
    et al.
    Karlsson, Leif
    Kristianstad University, Learning Resource Centre.
    Educating doctoral supervisors: a strategy for development. Paper presented at the 9th Quality in Postgraduate Research Conference - Educating Researchers for the 21st Century, Adelaide, April2010Conference paper (Refereed)
1 - 31 of 31
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