通識教育為高等教育改革的要點之一，然而近年來通識革新較傾向於制度與教學評鑑上的關注，對於課程實質內容的深入探析與整體研究相對不足，另一方面教育理念雖常呼籲學生聲音，然在大學中聆聽學生觀點的機會仍屈指可數。是以本研究企圖透過「重要但缺乏」的觀點來關注課程，二來期望前述探究能透過學生觀點來檢視。首先，為建立資料分析的參照，本研究分析國內外14所大學（含政大）通識課程的目標、結構與科目。繼而，進一步透過問卷調查754位政大四年級學生，有效樣本716位（抽樣誤差於正負3.14%之間），來探究學生對通識的定義及其認為通識課程「重要但缺乏」的內容，研究發現如下： 一、在學生對通識的定義方面：（1）全體大四生的通識定義近八成為主修專業之外、各領域入門、基礎常識、社會生活應備、思考與學習方法與人格情意陶冶；（2）從學院來看，各學院通識定義高度相似，惟教育學院通識定義歧異度略低；（3）從性別來看，除了男女前五大通識定義高度相似，整體而言男生較有整體與掌控之意涵，而女生較有個人、實用、思考與順應之意涵。 二、在學生認為通識「重要但缺乏」的內容方面：（1）大多數全體大四生所列舉的內容多屬實作實務性質（如：烹飪、設計），另還包括具生活基本能力性質、生活品味性質以及認識非主流的弱勢性質之內容；（2）從學院來看，各學院多以烹飪、人際社交、實作實務為重要但缺乏的內容；（3）從性別來看，除了男女前三大列舉內容高度相似之外，整體而言男生較有規範、傳承與責任之意象（如：道德倫理），而女生較有個人、美感與情感之意象（如：美妝儀態）。最後，本研究對政大通識課程、通識課程研究方法及建立長期研究基礎提出建議與討論。 / General education (GE) has been of great significance in the higher education reformations. However, in recent years GE reformations had inclined to focus on its institutionalization and instructional evaluation rather than its curriculum content. Besides, even the student-centered concept has been constantly promoted in education, there were still rare chances for students to voice in university. Under such circumstances, this study is aimed to examine the GE curriculum especially through the perspective of the null curriculum and the students. To provide a reference before exploring the null curriculum, the study first went through the documentary analysis of the aim, structure and course in 14 universities’ GE curriculum throughout Taiwan and the United States. The study further conducted a survey on the NCCU seniors’ viewpoints on the GE definition and what is important but missing in GE curriculum, 716 among 754 questionnaires were valid (the sampling error is approximately 3.14%). The results indicate that in the viewpoint of NCCU seniors: 1. The definition of general education: (1) for the majority of seniors, it tends to be outside the discipline, the introduction of each discipline, basic common sense, the social life-oriented, the thinking and learning methods as well as the personality cultivation. (2) from the college-level term, each college shares a high degree of similarity, in which the college of education tends to be in less diverse. (3) from the gender-level term, besides the male and female students share a high similarity in the top 5 definitions, more male students show the overall sense of the wholeness and the control, while female students show the overall sense of more personal, being practical, thinking and the will to adapt others. 2. The “important but missed” content in general education: (1) for the majority of seniors, it tends to be the chance of performing and experiencing in person (ex: cooking, design), the basic surviving skills, the life taste enhancement as well as the understanding of the minorities within the non-mainstream. (2) from the college-level term, every college show high percentage in the courses regarding cooking, social interations and the implementation of practice. (3) from the gender-level term, besides the male and females students share a high similarity in the top 3 courses, more male students show the overall sense of standard, inheritance regarding the seniority and responsibility (ex: morality and ethic), on the other hand, more female students show the overall sense of more personal space, aesthetics and emotion (ex: appearance care). According to the results, the study implies some discussions and suggestions for the GE curriculum in NCCU, the methodology of GE curriculum researches, and the basis for long-term researches.

The aim of this study is to elucidate how a number of pupils in grade four experience the Storyline working method and its influence on their perception of oral presentations to the class. The main method used in the study was qualitative interviews. A questionnaire was administered in order to elicit the views of the whole class about Storyline and about talking in front of others, and in order to see which pupils were suitable to interview. The selection consisted of twenty-two pupils in grade, six of whom were interviewed.  The result showed that Storyline was appreciated by the pupils, who found the method interesting, engaging, and a positive factor in making the teaching meaningful. The Storyline method has been shown in this study to make it easier for pupils who otherwise find it difficult to talk in front of the class. According to the respondents, this is due to group presentations, visualizations, and the fact that the pupils are not forced to talk about their own lives and experiences. The pupils have fun and are inquisitive, which is a key factor in all teaching.

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Using ethnographic research in the form of an outcomes assessment, this project aims to unpack and evaluate the experiences of students and significance of the key concepts shared during the Live Algoma-Improvement Science course/and associated projects during the 2015-2016 and 2016-2017 school years. Through the use of evaluative techniques such as interviews, focus groups, and a survey, I endeavor to both strengthen and inform the work Live Algoma is doing and highlight to the community and other stakeholders the valuable impact of this initiative on the students. As part of the Improvement Science course, students from the Algoma School District were trained on key concepts such as failing forward, PDSA, and ways of being to empower them to better handle individual project management, life challenges, and goal setting. While this project was expansive in overall scope, this outcome evaluation sought to understand the retention and internalization by program participants of key concepts imparted from the Improvement Science course and related projects. The findings provide strategic and targeted insights into the success of the course and opportunities for refinements in future Improvement Science courses and school and community projects with Live Algoma and the Algoma School District.

This study means to examine and map out teachers' professional leadership and how distance learning has affected the quality of that leadership in the situation of having the physical classroom removed and new practical and social conditions to rule the everyday school life, caused by the global Covid-19 pandemic. To get a more nuanced insight in the different kinds of classrooms, teachings and the leadership that surrounds them I have studied both the teachers and students perspectives on the situation to compare them. It’s a qualitative study with a focus on reaching teachers and students personal experiences and thoughts through semi structured interviews as its main method. I limited my study to being on teachers and students from different high schools in the Blekinge and Kronoberg regions and used personal interviews with the teachers and small group interviews with the teachers' respective students. The overall results of my study shows that the conditions for effective leadership had been limited in several aspects. The most prominent being different social aspects of leadership, classroom management and teaching. The general experience were difficulties in communication and the ability to build and maintain relations and also problems with the ability of teachers to read their class’ different needs and respond to them efficiently due to missing body language and facial expressions of distance learning. The students'needs boiled down to adjustments in response to their increasing lack of motivation in their studies and need for further and easier contact with their teachers for questions and help. The study also revealed that the teaching situations needed to be a bit more fun and interactive to help restore the social needs but that the best for all would be to return to the normal physical classroom as soon as possible to ensure improvements in wellbeing and ability to learn for the majority of people.

Recent research show that young people with mild intellectual disabilities are raising complaints against the society´s demand for categorization in order to provide the right amount of support (Ineland, Molin & Sauer 2013, Tideman 2012). This study’s purpose is to find out how students attending a senior high school for people with intellectual disability, are affected by their school attendance in their identity making. With focus on finding out:1.What situations within the school prove specific importance in relation to students’ identity making?2.How are the students identity making limited or enabled by their attendance at the school for students with intellectual disabilities? 3.How are the students identity making affected by being included or excluded?The theoretical framework is inspired by theories based on social constructionism. The author has chosen to adopt an intersectional analysis that claims that different power relations in society affects and reinforce each other. Another important theory is social identity theory and representations theory. These theories explain how social identity is created in the relation between the individual and the social world that she exists in. The empirical material was collected through interviews with six students currently attending a senior high school for people with intellectual disability, “gymnasiesärskola” in Swedish. The results show that the specific situations that proved importance for the student’s identity making were: When they were not being able to make choices. How other people, especially teachers, were relating to them combined with the social climate in groups they belonged to. And the overall sense of not being “normal” and having a diagnosis. Results that appeared to be new compared to other studies were that the students interpreted their diagnosis as a school issue and not something that was connected to their own person.

Recent research show that young people with mild intellectual disabilities are raising complaints against the society´s demand for categorization in order to provide the right amount of support (Ineland, Molin & Sauer 2013, Tideman 2012). This study’s purpose is to find out if and how students attending a senior high school for people with intellectual disability, are affected by their school attendance in their identity making. With focus on finding out:1.What situations within the school prove specific importance in relation to students’ identity making?2.How are the students identity making limited or enabled by their attendance at the school for students with intellectual disabilities? 3.How are the students identity making affected by being included or excluded?The theoretical framework is inspired by theories based on social constructionism. The author has chosen to adopt an intersectional analysis that claims that different power relations in society affects and reinforce each other. Another important theory is social identity theory and representations theory. These theories explain how social identity is created in the relation between the individual and the social world that she exists in. The empirical material was collected through interviews with six students currently attending a senior high school for people with intellectual disability, “gymnasiesärskola” in Swedish. The results show that the specific situations that proved importance for the student’s identity making were: When they were not being able to make choices. How other people, especially teachers, were relating to them combined with the social climate in groups they belonged to. And the overall sense of not being “normal” and having a diagnosis. Results that appeared to be new compared to other studies were that the students interpreted their diagnosis as a school issue and not something that was connected to their own person.

I detta arbete så har jag undersökt olika system som studenter använder sig av under sin studietid. Systemen som utforskas i början är Kronox, Canvas, Ladok och Antagning. Baserat på datan som samlades in så gjordes en avgränsning till att titta på Kronox och Canvas, då dessa är system som studenterna använder mest under sin studietid.  Med hjälp av intervjuer och tester, så gjorde jag ett gränssnitt där Kronox blev integrerat in i Canvas. Med ett användarcentrerat synsätt så har studenterna fått vara med i varje steg av processen, detta skapar då en mer inkluderade och meningsfullare design. Detta testades på studenterna och i ett iterativt arbete framkom ett slutligt designförslag. Resultatet av projektet har gett ett positivt förslag som är framtaget av studenternas perspektiv och som visar att det kan ske en förändring så systemen kan underlätta deras studietid.  Denna studie är en kandidatuppsats inom området informationdesign med fokus på interaktionsdesign. / In this work, I have investigated different systems that students use during their studies. The systems explored at the beginning are Kronox, Canvas, Ladok and Admission. Based on the data collected, a delimitation was made to look at Kronox and Canvas, as these are systems that the students use the most during their studies.  With help of interviews and tests, I made an interface where Kronox was integrated into Canvas. With a user-centered approach, the students have been involved in every step of the process, this then creates a more included and meaningful design. This was then tested on the students and in an iterative work a final design proposal emerged. The result of the project has yielded a positive proposal that was developed from the students' perspective and that shows that there can be a change so that the systems can facilitate their study time.  This study is a bachelor thesis in the field of Information design with focus on Interactions design.

Under år 2022 uppmärksammades och diskuterades socionomutbildningens utformning, både i debattartiklar och av undervisande lektorer på socionomprogrammen. Inom socionomprogrammen diskuterades det även bland elever om hur pass förberedda de kände sig inför det kommande yrkeslivet som socionom. Många studenter tycktes förespråka praktiska moment under sin utbildning. Med anledning av studenternas syn på praktiska förberedelser används i studien det teoretiska ramverket Learning by Doing utifrån dess lämplighet att tillämpa praktisk kunskap för att stärka inlärning hos individen. Denna bakgrund ligger till grund för studiens syfte, att utifrån en kvantitativ metod undersöka hur pass förberedda socionomstudenter under termin sex upper sig vara inför sitt framtida yrkesliv. Utifrån ambitionen att kvantifiera studenternas känslor och bereda tillgång till en större mängd data användes webbenkät som datainsamlingsmetod. Totalt valde sex universitet att medverka, vilket resulterade i totalt 103 respondenter, vilket har bidragit till studiens resultat. Studiens resultat visade på intressanta fynd. För det första fanns ingen association mellan tidigare erfarenhet och respondenternas känsla av förberedelse inför det kommande yrkeslivet. För det andra fanns det en association, likt det teoretiska ramverket och tidigare forskning, mellan studenternas verksamhetsförlagda utbildning och deras förberedelse för det kommande yrkeslivet. För det tredje testades även respondenternas association mellan erhållen kunskap inom myndighetsutövning och professionella samtal, vilket resulterade i att det fanns en association mellan respondenternas kunskap och känslan av förberedelse. Slutligen visade studiens tester rimligtvis på att desto mer kunskap studenterna uppgav sig fått från utbildningen, desto mer förberedda kände de sig. Sammantaget och utifrån studiens resultat föreslås ytterligare praktiska moment inom utbildningen för att stärka socionomstudenters känsla av förberedelse inför det kommande yrkeslivet.

Studien syftade till att bidra med (1) generell kunskap till diskursen om högre utbildning genom att undersöka varför studenter väljer att utbilda sig på högre nivå samt (2) fördjupad kunskap om betydelsen av self-efficacy för studenters syn på och upplevelse av högre utbildning. I den kvantitativa forskningsdesignen användes en survey-metod med enkäter (N = 186) för att samla in data. Generell self-efficacy definieras som individens tilltro till sin förmåga att organisera och genomföra handlingar som krävs för att uppnå specifika prestationer. Denna tilltro till den egna förmågan har positiva samband med studieprestationer och beteenden. I arbetslivet är self-efficacy en av de viktigaste personliga resurserna och uppmärksammas alltmer inom utbildning. Utöver generell self-efficacy undersöks tilltron till den egna förmågan ur domänspeficka dimensioner. Inom utbildning specificeras tilltron till akademisk self-efficacy och är instrumentell och uppgiftsfokuserad. Det handlar inte om tilltron till generella färdigheter som problemlösningsförmåga utan snarare om att hantera specifika uppgifter i en akademisk kontext. Resultaten från deskriptiva analyser visar att anställningsbarhet verkar vara det starkaste motivet till studenternas inträde i högre utbildning. Därefter kommer motiv som kan liknas vid bildning – enligt det Humboldtska idealet. Dessutom tenderar akademisk self-efficacy att öka över tid efter antal lästa terminer medan liknande samband inte observeras för generell self-efficacy. Att generell self-efficacy var betydande vid förklaring av variansen i akademisk self-efficacy stämmer överens med tidigare forskning. Det verkar som om ett neoliberalt marknadsideal har påverkat enskilda studenter och deras motiv för att söka sig till högre utbildning. Kompetensen som studenterna utvecklar under studietiden tenderar att i hög grad vara uppgiftsfokuserad. Med tanke på den låga genomströmningen i svensk högre utbildning och self-efficacy teorins positiva samband med studieprestationer skulle svenska lärosäten gynnas av att främja både generell och akademisk self-efficacy hos sina studenter.