Purpose: The construction industry is facing changes as academic education is becoming more common. Practical competence will be lost as newly graduated civil engineers often lack practical experience. As the industry is characterized by a clear identification and where a common view is that "you ought to have experience from construction work", this change is problematic. This study focuses on the supervisors role, where the aim of the report is to analyze how newly graduated civil engineers handle the lack of practical experience. Method: In order to achieve the objective of the study, the supervisor role has been studied at two large construction companies. To get a deep and fair view of the role, site managers and construction workers, together with supervisors with both practical experience and theoretical background have been studied. The nature of the study is qualitative where empirical data has been collected through interviews, observation, and analysis of internal company documents. Findings: The analysis is that the supervisors’ role is characterized by a certain number of tasks and operations. From these, connections can be made to how management should be handled, and the characteristics required in such operations. The last part includes collective identification within the industry and its pressure on the role. From these aspects the result is summarized. The affect is that newly graduated civil engineers require a more analytical and information seeking mindset when lacking practical experience. Implications: The conclusion of this study is that practical experience is an advantage in the role of supervisor, and that it is important to give the chance for supervisors to gain practical experience. In compensation for the lack of practical experience of newly graduated civil engineers, they instead have an analytical and information- seeking mindset. They also possess basic knowledge of the complete building process. The characteristics that are more important to focus on than experience are: having commitment, clarity in communication, clear structure and sense of initiative. The critical factors for leading the construction production is to disseminate information, take initiative, react to unexpected crises and allocate resources. Limitations: The study focuses on the role of supervisor at two major construction companies. If the study had also included smaller construction companies, a wider and more general conclusion of the role at large, could have been made. The study would be improved if more observations were possible to implement. To also observe the role from different occupational groups, other aspects and a wider analysis would have been possible to conduct. Keywords: Supervisor’s role in construction industry, Mintzberg's leadership roles, first-line manager, practical experience/academic education, collective identity. / Syfte: Byggbranschen står inför en del förändringar då akademisk utbildning blir allt vanligare. Praktisk kompetens går förlorad då nyexaminerade byggnadsingenjörer ofta saknar praktisk erfarenhet. Då branschen präglas av en tydlig identifiering och samhörighet där ”man ska ha varit ute i produktionen”, blir denna förändring problematisk. Denna studie fokuserar på arbetsledarrollen där målet med rapporten är att analysera hur nyexaminerade byggnadsingenjörer hanterar bristande praktisk erfarenhet. Metod: För att uppnå målet med studien har arbetsledarrollen studerats på två större byggföretag. Platschefer och yrkesarbetare samt arbetsledare med både praktisk erfarenhet och teoretisk bakgrund har studerats för att få en djup och rättvis bild av rollen. Studien är av kvalitativ karaktär där empirisk data har samlats in i form av intervjuer, observation och analys av företagens interna dokument. Resultat: Analysen är att arbetsledarrollen präglas av ett visst antal arbetsuppgifter och arbetsmoment. Utifrån dessa kan tydliga kopplingar dras till hur ledandet bör ske och vilka egenskaper som krävs i samband med dessa moment. Sista delen innefattar den kollektiva identifieringen inom branschen samt dess påtryckningar på rollen. Från dessa aspekter sammanfattas resultatet till att arbetsledarrollen påverkas genom att nyexaminerade byggnadsingenjörer kräver ett mer analytiskt och informationssökande tänk vid avsaknaden av praktisk erfarenhet. Konsekvenser: Slutsatsen är att praktisk erfarenhet är en fördel i rollen som arbetsledare, samt att det är av vikt att ge arbetsledare möjligheten till ökad praktisk erfarenhet. Som kompensation för den bristande praktiska erfarenheten hos nyexaminerade byggnadsingenjörer har de en helhetsbild över byggprocessen samt att de i större utsträckning söker upp och analyserar information. De egenskaper som är viktigare att fokusera på än erfarenhet är engagemang, tydlighet, struktur och initiativtagande. Samt de avgörande faktorerna för att leda byggproduktionen är att kunna sprida information, ta initiativ, agera vid oväntade kriser, samt fördela resurser. Begränsningar: Studien fokuserar på arbetsledare vid två större byggföretag. Om studien även hade omfattat mindre byggföretag hade bredare och mer generella slutsatser för rollen i stort kunnat göras. Studien hade förbättrats om fler deltagande observationer hade varit möjligt att genomföra. Att även observera rollen utifrån olika yrkesgrupper hade kunnat bidra till andra aspekter i analysen. Nyckelord: Arbetsledarrollen i byggbranschen, Mintzbergs ledarroller, första linjens chef, praktisk erfarenhet/akademisk utbildning, kollektiv identitet.

This PhD study explores the transitional experiences of working class students between institutions of Further Education and Higher Education within the field of post-16 sports education. It draws its empirical illustration from the interview and ethnographic data collected over an 18 month period between October 2007 and July 2009 from a group of six students who had enrolled on a vocational FDSc Foundation Degree qualification. The study is comprised of two interrelated parts: Part I of the study illustrates the conceptual and methodological considerations which have driven the exploration of the student experience. The theoretical approach for investigating these experiences is informed by the structurationist perspective of Rob Stones (Stones, 2005). Stones conceptualises the relations between agent and structure four interlinked areas: External Structures, Internal Structures, Active Agency and Outcomes. Conceptualising transitional experience in this manner offers possibilities for a more contextually sensitive, refined, developed and ultimately adequate ontology of structuration. In further developing the framework, the study draws upon the sociological understanding of Basil Bernstein and Pierre Bourdieu. The incorporation of these two distinguishable but related perspectives allows the framework to inform an understanding of the interconnections between the sanctioned practices of a context, the role of agents within a context and the power capacities that are derived from these relations (Mouzelis, 1991; Morrison, 2005). In doing so, it provides a number of lenses in understanding the practices and relations between Further and Higher Education and the consequences of this for agents who enter this transition. Part II critically reflects on the participants experiences. Drawing upon data collected at three institutions: Hope Further Education College (HFEC), Fawlty University-College (FUC) and Ivory Tower University (ITU), the study discusses and explores in depth how the relations between the participants and the external structures of the institutions begin to form three identifiable and conceptually distinguishable transitional experiences which are seen to be either Empowering, Fragmented or Failed. In reflecting upon such relations and experiences, the study suggests that discourses of opportunity surrounding vocational qualifications forwarded to these students prior to, and during their course, is rather more complex than previously illustrated and for some functions as more of a myth than empowering discourse. Rather than providing equal possibility, the relations and transitional experiences that are currently produced only afford restricted opportunities to students choosing this vocational pathway within post-16 sports education. In conclusion, the study begins to discuss the implications of the relations and experiences highlighted for present and prospective relations and practices, asking whether change is possible, creating equal possibilities, not restricted opportunity.

Teachers are being asked to implement cultural awareness into their instruction in the 21st century classroom, yet many lack the requisite knowledge and skills to accomplish this. The purpose of this inquiry was to explore the perceptions of teachers who are returned Peace Corps volunteers (RPCV) regarding what in their long-term international experience influenced them to include cultural awareness in their instruction. Bennett's developmental model of intercultural sensitivity and Mezirow's transformative learning theory were the conceptual frameworks. The research questions for this qualitative study asked how a long-term international volunteering experience impacts teachers' pedagogy and what instructional practices RPCV teachers consider to be influenced by their Peace Corps experience. From 11 interviews, codes were identified and categorized into patterns and themes. There were three key findings. The first was that teachers who are RPCVs recognized their Peace Corps experience provided them with a deep cultural experience that brought about the realization of their own culture. The second was their recognition of their ability to adapt to cultural differences more easily than before they had their Peace Corps experience. The final finding was that RPCV teachers choose to use deep and engaging teaching practices with varied approaches, forms, styles, and subject matter in their classrooms upon their return to the United States. Given the current problem of preservice teachers entering teaching jobs with a lack of cultural understanding, these findings could contribute to positive social change by providing a practical approach for policy makers and universities to increase attention to promoting international volunteering and implementing cultural awareness in their curriculum.

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This phenomenographic study, explores the collaborative open learning experience of academic staff and open learners in cross-institutional academic development settings, and adds to what is known in these settings. It provides new insights for academic developers and course designers about the benefits of crossing boundaries (i.e. open learning) in an academic development context and proposes an alternative model to traditional academic Continuing Professional Development (CPD). It engages academic staff in experiencing novel approaches to learning and teaching and developing as practitioners through engagement in academic CPD that stretches beyond institutional boundaries, characterised by diversity and based on collaboration and openness. Data collection was conducted using a collective case study approach to gain insights into the collective lived collaborative open learning experience in two authentic cross-institutional academic development settings with collaborative learning features designed in. At least one of the institutions involved in each course was based in the United Kingdom. Twenty two individual phenomenographic interviews were conducted and coded. The findings illustrate that collaborative open learning was experienced as two dynamic immersive and selective patterns. Boundary crossing as captured in the categories of description and their qualitatively different variations, shaped that experience and related to modes of participation; time, place and space; culture and language as well as diverse professional contexts. Facilitator support and the elasticity of the design also positively shaped this experience. The community aspect influenced study participants' experience at individual and course level and illuminated new opportunities for academic development practice based on cross-boundary community-led approaches. The findings synthesised in the phenomenographic outcome space, depicting the logical relationships of the eleven categories of description in this study, organised in structural factors, illustrate how these contributed and shaped the lived experience, together with a critical discussion of these with the literature, aided the creation of the openly licensed cross-boundary collaborative open learning framework for cross-institutional academic development, the final output of this study. A design tool developed from the results is included that aims to inform academic developers and other course designers who may be considering and planning to model and implement such approaches in their own practice.

This master thesis deals with the topic of the natural place and the place which is changed by people's activity. It deals with topic of genius loci, problems of loss of the place and our relationship to place where we live. In more detail it is focused on the city and its peripherals. It offers a short wiew to the history of cities and their periphery, architecture and urban planning. The thesis also deals with fine arts associated with the urban environment - artists, for which the city was and is an inspiration and a theme and with the role of art in public spaces. Research part of the thesis is aimed at children's perception of the place where we live. Through qualitative research methods I am trying to find out what is the meaning of the word "home" for todays children, how they percieve their close surroundings and what is the development of their thinking. The didact part of the thesis offers collection of art assigments for children with topic of the city that should increase children's perception of the urban environment. Some of them are inspirated by psychological geography which is based on the human perception of the environment and its reflection in our consciousness. The pedagogical reflection of realized tasks is also included in this part of work. The conclusion of the thesis is...

Denna studie utreder hur lyrik som genre kan berika svenskundervisningens didaktik på gymnasiet, vilka didaktiska metoder som kan tillämpas på lyrikundervisningen, samt vad som kan vara ett representativt urval lyrik för ungdomar. Undersökningen består av en kvalitativ litteraturstudie som utvärderades genom en diskursanalys, samt tolkningen av ett lyriskt urval. Studiens resultat påvisade att lyrik kan berika svenskämnets didaktik på gymnasiet, då språkutvecklingen främjas. Detta ger sig i uttryck genom att elever i lyrikundervisningen får möjlighet att reflektera både över sina egna och andras känslor och erfarenheter, vilket kan fungera som identitets- och personlighetsutveckling. Undersökningen har även påvisat att lyrikundervisningen berikar med kunskap om viktiga delar av kulturarvet, samt friheten att utforska språk och stil i skrivandet av egna dikter. Vidare bör lyrik appliceras på en läsarorienterad undervisining, då denna fokuserar på den enskilde läsarens personliga upplevelser av texten, vilket kan väcka intresse och mening för genren. Slutligen har undersökningen påvisat att det inte finns några givna svar rörande vad som kan användas som representativ lyrik för ungdomar i undervisningen, då genren ger uttryck för känslor, vilka bör betraktas som tidlösa och allmänmänskliga. Således är det lärarens uppgift att avgöra vad som kan vara relevant lyrik för ungdomar, baserat på vilken slags diskussion som ska föras och vilken insikt som önskas uppnås. / The study researches how lyrics as a genre could be used to enrich the Swedish education in upper secondary school, which didactic methods that can be applied to teachings of lyrics and what could be used as a good representation of lyrics for youths. The study includes a study of literature that was evaluated through a discourse analysis and interpretations of lyrical choices. The result of the study showed that lyrics can be used to enrich the didactics of the Swedish subject in upper secondary school as the language development was improved. This was shown as students who studied lyrics gets the opportunity to reflect upon both their own and others' emotions and experiences, which can be used as a tool for the development of self and identity. The study has further shown that studies of lyrics also enrich students with knowledge about important parts of the cultural inheritance and the freedom to explore language and style through the writing of their own poems. Furthermore, lyrics should be applied to a reader oriented education as it focuses on the individual readers' experience of the text, which could awaken interest and purpose for the genre. Finally, the study has shown that there are no given answers regarding what could be used as a representative lyrics for youths in the education as the genre provides the opportunity for the readers to express emotions which should be thought of as timeless and universal. Because of this, it is the teachers task to choose what could be regarded as relevant lyrics for youths based on what kind of discussion will be held and what kind of insight that should be achieved.

Federal and state agencies in the United States have pressured institutions in higher education to increase the number of graduates in STEM disciplines and supply an educated workforce for the increasing shortages in the STEM economy. Undergraduate research experience is one potential mechanism for supporting retention and student success within STEM disciplines. Most evaluations of the impact of undergraduate research to this point have been qualitative research studies. The purpose of this study was to use a quantitative model to examine domain knowledge, domain interest, and career aspirations in undergraduate biology majors and how participation in research experiences may impact each of these aspects. Path analysis was performed with data collected from an online survey that was administered to six upper level biology courses during one semester. Domain interest and career aspirations was the only significant relation in the path model. Research experiences may indirectly impact career aspirations by increasing domain interest, but additional work is needed to examine this relationship. Stakeholders in undergraduate research at institutions may consider the implications of this study as they develop policies to reduce barriers for student participation in research.

De nationella styrdokumenten för gymnasiet påvisar att läraren skall undervisa om samt bedöma elevernas prestationer i språkhistoria. I dagsläget saknas det forskning om hur verksamma lärare skall didaktisera det språkhistoriska momentet i svenskundervisningen. Som konsekvens av detta blir momentet starkt bundet till de läromedel som används, där de språkhistoriska epokerna är tydligt avgränsade till att beskriva utveckling av det svenska språket ur en historisk aspekt. Därmed framträder det dilemma som denna studie har som syfte att belysa. En kvalitativ undersökningsmetod med semistrukturerade intervjuer användes för att söka svar till hur fem verksamma gymnasielärare i dagsläget undervisar i det språkhistoriska momentet. Centralt för studiens frågeställningar är hur respondenterna angriper de språkhistoriska epokerna i undervisningen samt hur de tydliggör det faktum att språkförändring är ett konstant fenomen. Studiens resultat visar att det språkhistoriska momentet får relativt lite utrymme i svenskämnet, möjligen till följd av att den lokala arbetsplanen lyser med sin frånvaro. Den undervisning som existerar är starkt bunden till de läroböcker som respondenterna använder sig av i undervisningen, men det blir tydligt att momentet får en erfarenhetspedagogisk prägel när det sätts i praktiken trots läroböckernas traditionella framställning. Respondenterna finner alternativa arbetssätt för att belysa de traditionella språkhistoriska epokerna som relaterar till elevernas förståelse om språket som fenomen och respondenterna är orädda för att konfrontera språkhistoriska fenomen när de dyker upp i kontext till övriga moment i svenskundervisningen.