I den här uppsatsen presenteras en mindre intervjustudie om hur elever på Barn och fritidsprogrammet i en medelstor kommun i mellersta Sverige upplever utvecklingssamtalen sedan de själva börjat ansvara och leda dem i så kallade elevledda utvecklingssamtal. Det övergripande syftet med undersökningen är att få mer kunskap om elevernas uppfattning över hur de upplever att själva ansvara för utvecklingssamtalets genomförande och hur detta tillvägagångssätt påverkat deras studiemotivation och studieresultat. I resultatet kan vi även ta del av förslag från eleverna hur samtalen kan förbättras i framtiden. I studien har totalt tolv elever från gymnasiets årskurs 1, 2 och 3 deltagit.  Grupperna som intervjuats har haft en jämn könsfördelning och bestått av både studiemotiverade elever och elever med mindre studiemotivation. Detta för att i största möjliga mån spegla utbildningens målgrupp. Majoriteten av de intervjuade är över 18 år. Resultaten visar att majoriteten av de intervjuade eleverna är väldigt positiva till att själv ansvara för och leda sitt utvecklingssamtal med sina vårdnadshavare. Flertalet av de intervjuade tycker även att de blivit mer medvetna om vad som förväntades av dem i skolan för att uppnå ett visst resultat. Utvecklingssamtalet uppfattas nu även som mer avslappnat där de berörda parterna kan koncentrera sig på att diskutera positiv utveckling och inte problem vilket de upplever att tidigare lärarledda utvecklingssamtal många gånger handlat om. Jag tolkar det som att elevledda utvecklingssamtal är något som kommit för att stanna på våra skolor oavsett stadium, både utifrån de elevintervjuer som jag genomfört och de lärare jag samtalat med. Min tolkning styrks även av de styrdokument som vi arbetar utifrån i svenska skolor och i den litteratur, både svensk och amerikansk, som jag tagit del av när studien genomfördes. / This study presents an analysis from interviews with students at the Barn och fritidsprogrammet (Children/Extra-curricular Activities Programme) in a medium-sized municipality in Sweden. The interviews were aimed at identifying how the students perceive developmental talks in school after the students themselves have begun to be responsible for these talks and also manage how the talks are conducted. This concept for development talks is called Student led Conferences. The main purpose of the study was to acquire information about how the students perceive the fact that they are themselves responsible for how the development talks are conducted and how this new method has influenced their motivation to study and their results. The results also present some proposals from the students on how the talks can be further improved in future. Twelve students from high school years 1, 2 and 3 have participated. The groups of students interviewed have been of mixed gender and both students motivated to study and those not so motivated were included. This was done to reflect the current mix of the target population of students for this particular educational programme. The majority of the students interviewed were more than 18 years of age. The results show that the majority of the students interviewed are very positive to be responsible for the development talks and to be in charge of how these talks are conducted together with their custodians. Most of the students interviewed also think that they have become more aware of what is expected from them in school in order to achieve a specific study result. The development talk is now also perceived as more relaxed where the affected parties can concentrate on discussing positive development rather than discussing problems. Before the introduction of student managed development talks the general perception among students was that these development talks tended to focus on problems to a greater extent. My interpretation of the results of this study is that student led conferences is a concept which will continue to be incorporated into our school programmes. My belief is based on conversations with both students and teachers. Furthermore, also the governing documentation that regulates the work in schools in Sweden and the literature, both Swedish and American, that I utilized for this study support the idea of student led conferences.

Thesis (Ed.D.) -- Central Connecticut State University, 2009. / Dissertation advisor: Karen Beyard. In partial fulfillment of the requirements for the degree of Doctor of Education. Includes bibliographical references (leaves 129-136). Abstract and full text available via the World Wide Web.

No description available.

Campus sustainability and sustainable food production at universities across the nation are gaining in popularity, and student led gardens are an important and distinctive part of this movement. Student initiatives at Southern Illinois University Carbondale (SIUC) have led to the creation of a Sustainability Council and Green Fund which has provided a tremendous amount of support for the student led organic garden (LOGIC) on SIUC's campus. The purpose of this research was to provide a thorough, evaluative case study of the campus garden at SIUC in order to explore its past, its current structure and resources, and to suggest a model for its future. Through student surveys and qualitative interviews with key experts it was found that a paid garden manger position, consistent funding, more production, more volunteers, more awareness, and a critical look at current goals and practices were needed for LOGIC's continued success.

O presente estudo tem como proposta compreender os processos de nascimento e evolução de organizações estudantis que atuam no incentivo ao empreendedorismo em universidades de pesquisa brasileiras. A característica central de tais organizações é relativa ao seu modelo grassroots: de gênese espontânea e informal, autônoma de interesses institucionais e com crescimento de baixo para cima - partindo dos alunos e ganhando apoio institucional ao passo que amadurecem seus trabalhos. Pretendeu-se explorar com maior profundidade os seguintes elementos acerca das mesmas: (i) surgimento e motivações; (ii) papéis e atividades a serem desempenhadas; (iii) indicadores de maturidade. A revisão de literatura cobriu inicialmente o conceito de empreendedorismo e seu impacto econômico, avançando para a abordagem de ecossistemas de empreendedorismo, detalhando os papéis das universidades em ecossistemas e modelos práticos para tais e, por fim, deu ênfase e aprofundamento nas bibliografias relativas ao fenômeno das organizações universitárias grassroots para empreendedorismo. A pesquisa tem caráter exploratório e abordagem qualitativa, utilizando, como método o estudo de casos múltiplos com fonte de coleta complementar por dois elementos: um relato descritivo com observador participante e um levantamento de experiências. O relato descritivo apresentou a vivência do observador participante atuando à frente do Núcleo de Empreendedorismo da USP, trazendo percepções acerca de desafios, soluções e atividades desempenhadas pela organização. O levantamento de experiência contou com entrevistas em profundidade aplicadas em dez líderes ou ex-líderes de organizações grassroots de universidades de pesquisa brasileiras. As entrevistas se dividiram em três blocos: papéis a serem desempenhados; criação e organização do movimento; validação de um modelo de maturidade. O Modelo de Maturidade se baseou em um modelo proposto por uma associação nacional de organizações grassroots para empreendedorismo em universidades do Reino Unido, buscando validação e adaptação ao contexto de universidades de pesquisa brasileiras - resultando em um modelo com quatro estágios: nascente, em consolidação, maduro e autossustentável. O tratamento dos dados das entrevistas foi realizado por meio de Análise de Conteúdo, utilizando os procedimentos de Bardin. Os resultados obtidos dialogam com a teoria e reforçam a importância das organizações grassroots no direcionamento estratégico das universidades, bem como sua relevância quanto à capacidade de execução e transformação do ambiente universitário. Referente às atividades, pode-se perceber uma concentração em três vias: inspiração/estímulo; capacitação/ensino; conexão/estrutura. O incentivo ao aluno interessado em empreender, percorrendo essas vias, se encerra com a formação de empreendedores que, bem-sucedidos, retornam à universidade trazendo consigo inspiração, capacitação e conexões para novos alunos interessados, formando uma espiral positiva e um efeito de rede marcante no estudo. Faz-se importante ressaltar também a notada tensão entre o apoio institucional salutar que pode vir a ser dado pela universidade versus os riscos de fagocitose, institucionalização prejudicial e engessamento das organizações grassroots. Deste modo, este estudo busca contribuir trazendo maior compreensão sobre o fenômeno grassroots e dar suporte a tais organismos e às instituições em que se inserem na otimização de suas atividades em universidades de pesquisa brasileira. Sua relevância se faz pelo relativo ineditismo no contexto nacional, pelo potencial impacto de tais organismos e pela contemporaneidade do fenômeno, abrindo caminhos para futuros e aprofundados estudos. / This study has the purpose to understand the processes of birth and evolution of student-led organizations active in encouraging entrepreneurship in Brazilian research universities. The central feature of such organizations is related to its grassroots model of spontaneous and informal genesis, autonomous institutional interests and bottom-up rising - starting with students and gaining institutional support while they mature their jobs. It was intended to explore in greater depth the following about them: (i) emergence and motivations; (ii) roles and activities to be performed; (Iii) indicators of maturity. The literature review originally covered the concept of entrepreneurship and its economic impact, advancing to entrepreneurship ecosystems, detailing the roles of universities in ecosystems and practical models for such, and, finally, has emphasized and deepen in the bibliographies about the phenomenon of grassroots university organizations for entrepreneurship. The research has an exploratory and qualitative approach, using a Multiple Case Study and using data from two elements: a descriptive report with participant observer and an experience description. The descriptive report presented the experience of the participant observer acting ahead of the USP Entrepreneurship Center (studen-led organization), bringing insights about challenges, solutions and activities performed. The experience description had in-depth interviews applied with ten leaders or former leaders of grassroots organizations from Brazilian research universities. The interviews were divided into three groups: roles to be played; creation and organization of the movement; validation of a maturity model. The Maturity Model is based on a proposed by a model from a national association of grassroots organizations for entrepreneurship in UK universities, seeking validation and adaptation to the context of Brazilian research universities - resulting in a model with four stages: borning, in consolidation, mature and self-sustaining. The treatment of the interviews data was conducted through content analysis, using the Bardin procedures. The results obtained dialogue with theory and reinforce the importance of grassroots organizations in the strategic direction of the universities as well as their relevance for get things done and transformation of the university environment. On the activities, one can see a concentration in three ways: inspiration; training; connection/structure. The motivation of students interested in being a entrepreneur, traveling these roads, ends with the formation of successful entrepreneurs that returns to the university bringing inspiration, training and connections to new interested students, forming a outstanding positive spiral and network effect in the study. It is also important to emphasize a perceived tension between the healthy institutional support that can be gived by the university versus the risks of phagocytosis, harmful institutionalization and inflexibility of grassroots organizations. Thus, this study seeks to contribute by bringing greater understanding of the phenomenon and support such organizations and institutions to which they belong in optimizing their activities in Brazilian research universities. Its relevance is done by the relative novelty in the national context, the potential impact of such bodies and the phenomenon of contemporaneity, opening for future paths and in-depth studies.

O presente estudo tem como proposta compreender os processos de nascimento e evolução de organizações estudantis que atuam no incentivo ao empreendedorismo em universidades de pesquisa brasileiras. A característica central de tais organizações é relativa ao seu modelo grassroots: de gênese espontânea e informal, autônoma de interesses institucionais e com crescimento de baixo para cima - partindo dos alunos e ganhando apoio institucional ao passo que amadurecem seus trabalhos. Pretendeu-se explorar com maior profundidade os seguintes elementos acerca das mesmas: (i) surgimento e motivações; (ii) papéis e atividades a serem desempenhadas; (iii) indicadores de maturidade. A revisão de literatura cobriu inicialmente o conceito de empreendedorismo e seu impacto econômico, avançando para a abordagem de ecossistemas de empreendedorismo, detalhando os papéis das universidades em ecossistemas e modelos práticos para tais e, por fim, deu ênfase e aprofundamento nas bibliografias relativas ao fenômeno das organizações universitárias grassroots para empreendedorismo. A pesquisa tem caráter exploratório e abordagem qualitativa, utilizando, como método o estudo de casos múltiplos com fonte de coleta complementar por dois elementos: um relato descritivo com observador participante e um levantamento de experiências. O relato descritivo apresentou a vivência do observador participante atuando à frente do Núcleo de Empreendedorismo da USP, trazendo percepções acerca de desafios, soluções e atividades desempenhadas pela organização. O levantamento de experiência contou com entrevistas em profundidade aplicadas em dez líderes ou ex-líderes de organizações grassroots de universidades de pesquisa brasileiras. As entrevistas se dividiram em três blocos: papéis a serem desempenhados; criação e organização do movimento; validação de um modelo de maturidade. O Modelo de Maturidade se baseou em um modelo proposto por uma associação nacional de organizações grassroots para empreendedorismo em universidades do Reino Unido, buscando validação e adaptação ao contexto de universidades de pesquisa brasileiras - resultando em um modelo com quatro estágios: nascente, em consolidação, maduro e autossustentável. O tratamento dos dados das entrevistas foi realizado por meio de Análise de Conteúdo, utilizando os procedimentos de Bardin. Os resultados obtidos dialogam com a teoria e reforçam a importância das organizações grassroots no direcionamento estratégico das universidades, bem como sua relevância quanto à capacidade de execução e transformação do ambiente universitário. Referente às atividades, pode-se perceber uma concentração em três vias: inspiração/estímulo; capacitação/ensino; conexão/estrutura. O incentivo ao aluno interessado em empreender, percorrendo essas vias, se encerra com a formação de empreendedores que, bem-sucedidos, retornam à universidade trazendo consigo inspiração, capacitação e conexões para novos alunos interessados, formando uma espiral positiva e um efeito de rede marcante no estudo. Faz-se importante ressaltar também a notada tensão entre o apoio institucional salutar que pode vir a ser dado pela universidade versus os riscos de fagocitose, institucionalização prejudicial e engessamento das organizações grassroots. Deste modo, este estudo busca contribuir trazendo maior compreensão sobre o fenômeno grassroots e dar suporte a tais organismos e às instituições em que se inserem na otimização de suas atividades em universidades de pesquisa brasileira. Sua relevância se faz pelo relativo ineditismo no contexto nacional, pelo potencial impacto de tais organismos e pela contemporaneidade do fenômeno, abrindo caminhos para futuros e aprofundados estudos. / This study has the purpose to understand the processes of birth and evolution of student-led organizations active in encouraging entrepreneurship in Brazilian research universities. The central feature of such organizations is related to its grassroots model of spontaneous and informal genesis, autonomous institutional interests and bottom-up rising - starting with students and gaining institutional support while they mature their jobs. It was intended to explore in greater depth the following about them: (i) emergence and motivations; (ii) roles and activities to be performed; (Iii) indicators of maturity. The literature review originally covered the concept of entrepreneurship and its economic impact, advancing to entrepreneurship ecosystems, detailing the roles of universities in ecosystems and practical models for such, and, finally, has emphasized and deepen in the bibliographies about the phenomenon of grassroots university organizations for entrepreneurship. The research has an exploratory and qualitative approach, using a Multiple Case Study and using data from two elements: a descriptive report with participant observer and an experience description. The descriptive report presented the experience of the participant observer acting ahead of the USP Entrepreneurship Center (studen-led organization), bringing insights about challenges, solutions and activities performed. The experience description had in-depth interviews applied with ten leaders or former leaders of grassroots organizations from Brazilian research universities. The interviews were divided into three groups: roles to be played; creation and organization of the movement; validation of a maturity model. The Maturity Model is based on a proposed by a model from a national association of grassroots organizations for entrepreneurship in UK universities, seeking validation and adaptation to the context of Brazilian research universities - resulting in a model with four stages: borning, in consolidation, mature and self-sustaining. The treatment of the interviews data was conducted through content analysis, using the Bardin procedures. The results obtained dialogue with theory and reinforce the importance of grassroots organizations in the strategic direction of the universities as well as their relevance for get things done and transformation of the university environment. On the activities, one can see a concentration in three ways: inspiration; training; connection/structure. The motivation of students interested in being a entrepreneur, traveling these roads, ends with the formation of successful entrepreneurs that returns to the university bringing inspiration, training and connections to new interested students, forming a outstanding positive spiral and network effect in the study. It is also important to emphasize a perceived tension between the healthy institutional support that can be gived by the university versus the risks of phagocytosis, harmful institutionalization and inflexibility of grassroots organizations. Thus, this study seeks to contribute by bringing greater understanding of the phenomenon and support such organizations and institutions to which they belong in optimizing their activities in Brazilian research universities. Its relevance is done by the relative novelty in the national context, the potential impact of such bodies and the phenomenon of contemporaneity, opening for future paths and in-depth studies.

abstract: The Luminosity Lab, located at Arizona State University, is a prototype for a novel model of interdisciplinary, student-led innovation. The model’s design was informed by the following desired outcomes: i) the model would be well-suited for the 21st century, ii) it would attract, motivate, and retain the university’s strongest student talent, iii) it would operate without the oversight of faculty, and iv) it would work towards the conceptualization, design, development, and deployment of solutions that would positively impact society. This model of interdisciplinary research was tested at Arizona State University across four academic years with participation of over 200 students, who represented more than 20 academic disciplines. The results have shown successful integration of interdisciplinary expertise to identify unmet needs, design innovative concepts, and develop research-informed solutions. This dissertation analyzes Luminosity’s model to determine the following: i) Can a collegiate, student-driven interdisciplinary model of innovation designed for the 21st century perform without faculty management? ii) What are the motivators and culture that enable student success within this model? and iii) How does Luminosity differ from traditional research opportunities and learning experiences? Through a qualitative, grounded theory analysis, this dissertation examines the phenomena of the students engaging in Luminosity’s model, who have demonstrated their ability to serve as the principal investigators and innovators in conducting substantial discovery, research, and innovation work through full project life cycles. This study supports a theory that highly talented students often feel limited by the pace and scope of their college educations, and yearn for experiences that motivate them with agency, achievement, mastery, affinity for colleagues, and a desire to impact society. Through the cumulative effect of these motivators and an organizational design that facilitates a bottom-up approach to student-driven innovation, Luminosity has established itself as a novel model of research and development in the collegiate space. / Dissertation/Thesis / Doctoral Dissertation Systems Engineering 2020

Education for sustainable development (ESD) faces the enormous challenge of educating students to handle so called wicked problems, i.e., problems that lack true or false solutions and with inherent conflicts of interests and which characterizes the great questions of our time. ESD is internationally a diverse practice with many different approaches to the challenge described above. At the same time the United Nations among others emphasizes the crucial role of educations in developing the action competence needed for the transformation of society towards a more sustainable world. A unique student led initiative started at Uppsala university as a counter-reaction to prevailing traditions within higher education and with the goal of creating an education that does not destroy the planet. The purpose of this study is to generate knowledge about this student led teaching practice by investigating two aspects of learning that are key in developing desired action competences: firstly, desired subject positions which then will be discussed in the light of the second aspect desired educational functions. The study makes use of three central theoretical and methodological perspectives that has shaped the design of the study; Dewey’s transactional perspective is used as an overall starting point that enables an in situ study of actions. Foucault’s conception of power and governance is used to understand how power – in the sense of “actions upon actions” – is manifested in the educational practice. And to make visible and discuss how ESD functions in the teaching practice in relation to the aims of that practice, Biesta’s three dimensions of educational functions – education as qualification, socialization and subjectification, is being used. In accordance with these theoretical perspectives and the aim of the study a qualitative case study of group discussions in the student led classroom was conducted using audio- and video recordings during a university course. The student transactions were analyzed in two steps. The first step consisted of an overall analysis of the explicit aim or focus of the teaching practice where three main focus was found; “learning from each other”, “taking a stand” and “to be critical and creative”. The second step consisted of a specified analysis of desired subject positions which were then discussed in the light of educational functions. Here the students’ actions were found to limit their own and each other’s learning processes, by for instance avoiding conflicting views and facts. The analysis also shows how the students’ emotional reactions on the other hand enable their own and each other’s learning processes by creating “interruptions” thus making space for an existential dimension of environmental and sustainability issues. Education as qualification and socialization often was put to the foreground in the practice. But in the students’ transactions in their group discussions two unique tools for learning was identified which teachers may not possess, and which have the potential to enable room for subjectification. These tools were identified as the student’s possibility to be private and to have continuous conversations.

Background/Rationale - East Tennessee State University developed four interprofessional (IP) team-based education and practice clinics from within an already established network of nine nurse-managed clinics. The purpose of these IP clinic teams is to build capacity for interprofessional practice (IPP) and deliver effective health management to patients with multiple chronic conditions (MCC) through evidence-based practice to improve health outcomes in underserved populations. Description of Innovative Approach - This project took the innovative approach of acknowledging the specialized knowledge, skills, and contributions of nursing, pharmacy, and nutrition specialties, empowering each discipline to be an active decision-maker in the healthcare team. The IP team embedded themselves in existing nurse managed clinics, conducting “student led” clinics at the various sites. A Clinical Fellows Model was utilized to enhance the students learning experience and to promote IPP upon graduation. Challenges and Strategies of IP Team Development - During the first year of the project, the IP team overcame barriers with purposeful strategy which has created unique opportunities for the remaining grant period. Challenges and barriers were overcome with attention to building team collaboration through education and familiarity with working in the interprofessional setting. Discussion – The Clinical Fellows Model was derived from four IP competencies: roles and responsibilities, values and ethics, teamwork, and communication. The student led IP clinics have grown in the number of sites and disciplines supporting East Tennessee State University’s vision of true interprofessional education and practice for managing patients with MCC.

No description available.