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Publications (10 of 37) Show all publications
Nylund, A. & Parding, K. (2020). Goda lärandevillkor i arbetet ger hög arbetsproduktivitet. Tidskriften arbetsmarknad och arbetsliv
Open this publication in new window or tab >>Goda lärandevillkor i arbetet ger hög arbetsproduktivitet
2020 (Swedish)In: Tidskriften arbetsmarknad och arbetslivArticle in journal (Refereed) Accepted
National Category
Sociology (excluding Social Work, Social Psychology and Social Anthropology)
Identifiers
urn:nbn:se:ltu:diva-78440 (URN)
Available from: 2020-04-12 Created: 2020-04-12 Last updated: 2020-05-06
Parding, K., McGrath-Champ, S. & Stacey, M. (2020). Governance reform in context: Welfare sector professionals’ working and employment conditions. Current Sociology
Open this publication in new window or tab >>Governance reform in context: Welfare sector professionals’ working and employment conditions
2020 (English)In: Current Sociology, ISSN 0011-3921, E-ISSN 1461-7064Article in journal (Refereed) Epub ahead of print
Abstract [en]

This article addresses the relationship between profession, organisation and spatial (geographical) setting, more specifically the relationship between welfare sector professionals’ conditions for work amidst governance change. In previous research, the conditions for welfare sector professionals’ work have largely been studied without taking the employing organisations or the local and regional situation into consideration. In this article, the authors question and seek to counteract this de-contextualised approach. They do so by showing that the circumstances of the specific workplace context are essential in understanding welfare sector professionals’ working conditions, especially so in current governance contexts characterised to varying degrees by marketisation, via processes and structures which facilitate choice, competition, privatisation and devolution. This line of argument is illustrated in relation to how upper secondary teachers in Sweden experience their conditions for work and employment in eight schools across three different ‘market types’. The authors contend that whilst different conditions in different workplaces can to some extent always be expected, current governance agendas in the welfare sector seem to exacerbate these differences. The article’s theoretical contribution, therefore, is in the privileging of local contextual dynamics. The authors suggest a stronger emphasis on spatially-informed frames of reference in future studies of conditions for welfare sector professionals.

Abstract [fr]

Cet article traite de la relation entre la profession, l’organisation et l’environnement spatial (géographique), et plus particulièrement de la relation entre les conditions de travail des professionnels de l’État providence dans le contexte actuel de changement de gouvernance. Les conditions de travail de ces professionnels ont été amplement étudiées dans les travaux de recherche effectués précédemment, mais sans tenir compte des organisations qui emploient ces professionnels ni du contexte local et régional. Dans cet article, nous remettons en question cette approche décontextualisée et cherchons à la contrecarrer en montrant que les circonstances spécifiques de l’environnement de travail sont essentielles pour comprendre les conditions de travail des professionnels de l’État providence, en particulier dans les contextes de gouvernance actuels caractérisés, à des degrés divers, par la marchandisation, par le biais de processus et de structures qui facilitent le choix, la concurrence, la privatisation et le transfert de compétences au niveau local. Ce raisonnement est illustré par l’expérience d’enseignants du secondaire en Suède en relation avec leurs conditions de travail et d’emploi dans huit lycées appartenant à trois « types de marché » différents. Nous montrons que si l’on peut toujours, dans une certaine mesure, s’attendre à des conditions différentes sur des lieux de travail différents, ces différences apparaissent exacerbées par les programmes de gouvernance actuels au sein de l’État providence. Notre contribution théorique consiste donc à privilégier les dynamiques contextuelles locales. Pour étudier plus avant les conditions de travail des professionnels de l’État providence, nous suggérons de mettre davantage l’accent sur des cadres de référence qui prennent en considération le contexte spatial.

Abstract [es]

Este artículo aborda la relación entre la profesión, la organización y el entorno espacial (geográfico), y más concretamente, la relación entre las condiciones de trabajo de los profesionales del estado de bienestar en el contexto actual del cambio de gobernanza. En investigaciones anteriores, las condiciones de trabajo de los profesionales del estado de bienestar se han estudiado en gran medida sin tener en cuenta las organizaciones empleadoras ni el contexto local y regional. En este artículo, se cuestiona y se pretende contrarrestar este enfoque descontextualizado. Se hace esto mostrando que las circunstancias del contexto específico del lugar de trabajo son esenciales para comprender las condiciones de trabajo de los profesionales del estado de bienestar, especialmente en los contextos de gobernanza actuales caracterizados, en diferente grado, por la mercantilización, a través de procesos y estructuras que facilitan la elección, la competencia, la privatización y la descentralización. Este argumento se ilustra en relación con la forma en que experimentan las condiciones de trabajo y empleo los profesores de educación secundaria superior en Suecia en ocho escuelas en tres ‘tipos de mercado’ diferentes. Se argumenta que, aunque siempre se pueden esperar condiciones diferentes en diferentes lugares de trabajo, las agendas de gobernanza actuales en el estado de bienestar parecen exacerbar estas diferencias. La contribución teórica, por lo tanto, reside en poner el foco en la dinámica contextual local. Para continuar con el estudio de las condiciones de trabajo de los profesionales del estado de bienestar, se sugiere un mayor énfasis en los marcos de referencia que tienen en cuenta la dimensión espacial.

Place, publisher, year, edition, pages
Sage Publications, 2020
Keywords
Differentiation, geography, governance, teachers, welfare sector professionals, Différenciation, enseignants, géographie, gouvernance, professionnels de l’État providence, Diferenciación, docentes, geografía, gobernanza, trabajadores del estado de bienestar
National Category
Production Engineering, Human Work Science and Ergonomics
Research subject
Human Work Sciences
Identifiers
urn:nbn:se:ltu:diva-78375 (URN)10.1177/0011392120909859 (DOI)000523942700001 ()2-s2.0-85083177071 (Scopus ID)
Available from: 2020-04-07 Created: 2020-04-07 Last updated: 2020-05-06
Berg Jansson, A., Engström, Å. & Parding, K. (2020). What about learning? A study of temporary agency staffing and learning conditions in Swedish health care. Journal of Workplace Learning, 32(1), 63-75
Open this publication in new window or tab >>What about learning? A study of temporary agency staffing and learning conditions in Swedish health care
2020 (English)In: Journal of Workplace Learning, ISSN 1366-5626, E-ISSN 1758-7859, Vol. 32, no 1, p. 63-75Article in journal (Refereed) Published
Abstract [en]

Purpose

The purpose of this paper is to discuss conditions for workplace learning (WPL) in relation to temporary agency staffing (TAS), focusing on temporary and regular nurses’ experiences of social relations.

Design/methodology/approach

Data were gathered using qualitative semi-structured interviews with five agency nurses and five regular nurses. Thematic analysis was used to analyse the data.

Findings

Similarities and differences regarding conditions for WPL among “temps” and “regulars” emerged, pointing towards both challenges and opportunities for WPL on various levels. Moreover, although challenges stood out, the context of professional work provides certain opportunities for WPL through, for example, knowledge sharing among nurses.

Research limitations/implications

Results are valid for the interviewees’ experiences of WPL conditions. However, the findings may also have currency in other but similar workplaces and employment circumstances.

Practical implications

Client organisations and temporary work agencies could benefit from developing management and HR strategies aimed at strengthening the opportunities for WPL, related to professional work, to ensure that these opportunities are leveraged fully.

Originality/value

This study adopts a WPL perspective on TAS in the context of professional work, which is still rare.

Place, publisher, year, edition, pages
Emerald Group Publishing Limited, 2020
Keywords
social relations, workplace learning, nurses, organisation of work, temporary agency staffing
National Category
Nursing Production Engineering, Human Work Science and Ergonomics
Research subject
Human Work Sciences; Nursing
Identifiers
urn:nbn:se:ltu:diva-77989 (URN)10.1108/JWL-06-2018-0083 (DOI)000509961300001 ()2-s2.0-85078345837 (Scopus ID)
Note

Validerad;2020;Nivå 2;2020-03-06 (johcin)

Available from: 2020-03-06 Created: 2020-03-06 Last updated: 2020-04-16Bibliographically approved
McGrath-Champ, S., Meghan, S., Wilson, R., Fitzgerald, S., Rainnie, A. & Parding, K. (2019). Principals’ support for teachers’ working conditions in devolved school setting: Insights from two Australian States. Educational Management Administration & Leadership, 47(4), 590-605
Open this publication in new window or tab >>Principals’ support for teachers’ working conditions in devolved school setting: Insights from two Australian States
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2019 (English)In: Educational Management Administration & Leadership, ISSN 1741-1432, E-ISSN 1741-1440, Vol. 47, no 4, p. 590-605Article in journal (Refereed) Published
Abstract [en]

Shifts in schooling policy have had substantial impact upon the role of principals as well as the relationship that principals have with their teaching staff. In this paper we report on the initiatives 30 principals in a diverse range of devolved Australian government schools adopt to shape and support the local, school-level working conditions of teachers. Surprisingly, principals were commonly unable to articulate – or even respond to – this matter. More commonly principals reported being oriented to lifting capability through a focus on student outcomes, a focus that is consistent with much of the devolution and autonomy rhetoric. Of those who could respond regarding working conditions, dispositions of paternalistic ‘care’, basic distributive actions or even a lack of influence or control were reported, and clear spatial and social dimensions accompanied these patterns. Given that devolution has recently created new responsibilities for principals in Australian government schools, including in relation to staff, this finding is understandable but none the less holds substantial implications and raises questions about the managerial capacity needed for schools to be sustainable, positive workplaces.

Place, publisher, year, edition, pages
Sage Publications, 2019
Keywords
Principals, devolution, autonomy, work, working conditions
National Category
Production Engineering, Human Work Science and Ergonomics
Research subject
Human Work Sciences
Identifiers
urn:nbn:se:ltu:diva-68212 (URN)10.1177/1741143217745879 (DOI)000473496100007 ()2-s2.0-85059302850 (Scopus ID)
Note

Validerad;2019;Nivå 2;2019-07-10 (johcin)

Available from: 2018-04-06 Created: 2018-04-06 Last updated: 2019-08-15Bibliographically approved
Fitzgerald, S., Stacey, M., McGrath-Champ, S., Parding, K. & Rainnie, A. (2018). Devolution, market dynamics and the Independent Public School initiative in Western Australia: 'winning back' what has been lost?. Journal of education policy, 33(5), 662-681
Open this publication in new window or tab >>Devolution, market dynamics and the Independent Public School initiative in Western Australia: 'winning back' what has been lost?
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2018 (English)In: Journal of education policy, ISSN 0268-0939, E-ISSN 1464-5106, Vol. 33, no 5, p. 662-681Article in journal (Refereed) Published
Abstract [en]

The devolution of public sector schooling systems has been a feature of education reform since the 1980s. In Western Australia, the Independent Public School (IPS) initiative has recently been installed, announced by the state government in 2009. Now over 80% of the state’s public school students attend IP schools. Drawing on interview data from a broader study of devolution and the conditions of teachers’ work, this article explores the cases of two schools – one IPS and one non-IPS. While both schools were ostensibly disadvantaged, they proved to be highly contrasting schooling sites, responding to the school marketplace in markedly different ways. We consider the ways in which the IPS initiative is contributing to the operation of market dynamics within the public school sector in WA, and argue that it has created new mechanisms for the residualisation of particular, and specifically non-IP, schools. Furthermore, while one school was apparently more of a ‘winner’ within the school marketplace, as it was attracting increasing student enrolments, we query what it might actually mean to ‘win’ in such a policy settlement, with staff at both schools reporting significant dissatisfaction in their work.

Place, publisher, year, edition, pages
Taylor & Francis, 2018
National Category
Production Engineering, Human Work Science and Ergonomics
Research subject
Human Work Sciences
Identifiers
urn:nbn:se:ltu:diva-67044 (URN)10.1080/02680939.2017.1412502 (DOI)000431575500006 ()2-s2.0-85038118936 (Scopus ID)
Note

Validerad;2018;Nivå 2;2018-05-15 (rokbeg)

Available from: 2017-12-18 Created: 2017-12-18 Last updated: 2018-05-24Bibliographically approved
Bejerot, E., Hasselbladh, H., Forsberg, T., Parding, K., Sehlstedt, T. & Westerlund, J. (2018). Förberedd för läraryrket? Lärare under 40 år av reformer. Arbetsmarknad & Arbetsliv, 24(1-2), 7-26
Open this publication in new window or tab >>Förberedd för läraryrket? Lärare under 40 år av reformer
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2018 (Swedish)In: Arbetsmarknad & Arbetsliv, ISSN 1400-9692, Vol. 24, no 1-2, p. 7-26Article in journal (Refereed) Published
Abstract [sv]

Studien belyser hur gymnasielärare retrospektivt uppfattar att de förberetts för sitt yrke under lärarutbildningen. Enkätsvar från 1554 gymnasielärare kategoriserades efter den tidsperiod då de examinerades. Frågan om hur väl förberedda de nyexaminerade lärarna var för sitt yrke kopplas till de nationella reformer som styrde lärarutbildningen under den period som läraren studerade. Medan utbildningen i praktisk yrkeskunskap uppfattas ha försämrats över tid, har andra områden förbättrats. Lärosäte hade inte något samband med respondenternas svarsmönster. Slutsatsen är att utbildningsreformerna har samband med förändringar i utbildningens måluppfyllelse, att förbereda lärarstudenter för sitt yrke, samt att utbildningens anpassning till yrkets krav försämrats över tid.

Place, publisher, year, edition, pages
Karlstads universitet, 2018
National Category
Production Engineering, Human Work Science and Ergonomics
Research subject
Human Work Sciences
Identifiers
urn:nbn:se:ltu:diva-71654 (URN)
Note

Validerad;2018;Nivå 1;2018-11-19 (johcin) 

Available from: 2018-11-19 Created: 2018-11-19 Last updated: 2018-11-19Bibliographically approved
Bejerot, E., Lampi, L., Forsberg, T., Ahtiainen, R., Björk, L., Hotulainen, R., . . . Wastensson, G. (2018). Nyexaminerade om lärarutbildningen i Sverige och i Finland. Arbetsmarknad & Arbetsliv, 24(3-4), 66-84
Open this publication in new window or tab >>Nyexaminerade om lärarutbildningen i Sverige och i Finland
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2018 (Swedish)In: Arbetsmarknad & Arbetsliv, ISSN 1400-9692, Vol. 24, no 3-4, p. 66-84Article in journal (Refereed) Published
Abstract [sv]

En professionsutbildning utmärks av en spänning mellan teoretisk kunskap och praktisk yrkeskunskap. Vi vet dock inte mycket om hur en professionsutbildning bäst utformas för att förbereda studenter inför yrket. Utifrån tre enkäter, två i Sverige och en i Finland, analyseras nyexaminerade lärares uppfattning om hur förberedda de var för sitt arbete efter lärarutbildningen. Området metodik och praktik hade tydligast samband med känslan av att vara väl förberedd. I flera områden var de finska respondenterna mer kritiska än de svenska. De många positiva omdömena om den finska lärarutbildningen gjorde att vi förväntat oss ett mer positivt resultat i den finska studien.

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2018
National Category
Production Engineering, Human Work Science and Ergonomics
Research subject
Human Work Sciences
Identifiers
urn:nbn:se:ltu:diva-73462 (URN)
Funder
Forte, Swedish Research Council for Health, Working Life and Welfare, 2014-1752Forte, Swedish Research Council for Health, Working Life and Welfare, 2013-0177Forte, Swedish Research Council for Health, Working Life and Welfare, 2013-1517Riksbankens Jubileumsfond, SGO14-1205:1
Note

Validerad;2019;Nivå 1;2019-04-05 (marisr)

Available from: 2019-04-05 Created: 2019-04-05 Last updated: 2019-04-05Bibliographically approved
Parding, K., Jansson, A. B., Sehlstedt, T., McGrath-Champ, S. & Fitzgerald, S. (2017). Differentiation as a Consequence of Choice and Decentralization Reforms: Conditions for Teachers' Competence Development. Professions & Professionalism, 7(2), Article ID e1855.
Open this publication in new window or tab >>Differentiation as a Consequence of Choice and Decentralization Reforms: Conditions for Teachers' Competence Development
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2017 (English)In: Professions & Professionalism, ISSN 1893-1049, E-ISSN 1893-1049, Vol. 7, no 2, article id e1855Article in journal (Refereed) Published
Abstract [en]

This paper examines the conditions for teacher competence development as they relate to the current restructured governance of the education sector in Sweden. In reviewing the literature, contextual factors in the workplace are often pointed out as central to conditions for competence development. However, we argue that a sector-level approach is useful in examining and explaining competence development conditions, especially in times of governance change. We describe how a workplace’s geographical location and budgetary situation, along with its size and age, relate to how teachers experience their working conditions. The findings indicate that the organization of work at a local workplace level impacts the conditions for competence development. Moreover, various regional and local characteristics seem to affect the conditions for competence development in that the organization and governance of the education sector create different conditions for competence development

Place, publisher, year, edition, pages
Oslo and Akershus University College of Applied Sciences, 2017
National Category
Production Engineering, Human Work Science and Ergonomics
Research subject
Industrial Work Environment
Identifiers
urn:nbn:se:ltu:diva-64481 (URN)10.7577/pp.1855 (DOI)2-s2.0-85021150773 (Scopus ID)
Note

Validerad;2017;Nivå 1;2017-06-26 (andbra)

Available from: 2017-06-26 Created: 2017-06-26 Last updated: 2018-05-17Bibliographically approved
Parding, K. & Liljegren, A. (2017). Individual Development Plans as Governance Tools: Changed Governance of Teachers’ Work (ed.). Scandinavian Journal of Educational Research, 61(6), 689-700
Open this publication in new window or tab >>Individual Development Plans as Governance Tools: Changed Governance of Teachers’ Work
2017 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 61, no 6, p. 689-700Article in journal (Refereed) Published
Abstract [en]

Auditing, accountability, and transparency are concepts that greatly impact the working conditions of today’s public sector professionals, including teachers. Documentation requirements have been on the increase for some time, which can be seen in the education sector’s Individual Development Plans (IDPs), for example. These IDPs are pedagogical tools, but can also be seen as governance tools, which is how we will treat them here. In this conceptual paper, we argue that to improve knowledge of education policy changes, there is a need to consider the changed documentation requirements from the perspective of sociology of professions. To this end, we use Evetts’ occupational and organisational logics and Abbott’s three aspects of professional work.

Place, publisher, year, edition, pages
Taylor & Francis, 2017
National Category
Production Engineering, Human Work Science and Ergonomics
Research subject
Industrial Work Environment
Identifiers
urn:nbn:se:ltu:diva-15439 (URN)10.1080/00313831.2016.1188144 (DOI)000410819000004 ()2-s2.0-84973163801 (Scopus ID)ef22dfc6-9e52-4f9c-b94b-4b945cb21a5e (Local ID)ef22dfc6-9e52-4f9c-b94b-4b945cb21a5e (Archive number)ef22dfc6-9e52-4f9c-b94b-4b945cb21a5e (OAI)
Note

Validerad;2017;Nivå 2;2017-09-12 (andbra)

Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2018-07-10Bibliographically approved
Parding, K., McGrath-Champ, S. & Stacey, M. (2017). Teachers, school choice and competition: lock-in effects within and between sectors. Policy Futures in Education, 15(1), 113-128
Open this publication in new window or tab >>Teachers, school choice and competition: lock-in effects within and between sectors
2017 (English)In: Policy Futures in Education, ISSN 1478-2103, E-ISSN 1478-2103, Vol. 15, no 1, p. 113-128Article in journal (Refereed) Published
Abstract [en]

Neoliberal forces since the latter part of the 20th century have ushered in greater devolution in state schooling systems, producing uneven effects on the working conditions of teachers, commonly the largest segment of the public sector workforce. Within this context, this paper examines secondary teachers’ working conditions as they relate to the restructuring of the professional landscape that school choice reforms bring. Drawing illustrations from a qualitative study of teachers’ working experiences in the lowest socio-economic status schools, through the ‘middle band’, to the most prestigious and affluent in a metropolitan city in Australia, this paper finds that teachers develop skill-sets that are context specific, creating possible ‘lock-in effects’ within but also between sectors. Moreover, various work arrangement issues seem to reinforce the lock-in effects by making changes between sectors risky and unattractive. We postulate that inter- and intra-sectoral differences, which are exacerbated through school choice processes, have the potential to reinforce and deepen the lock-in effects on teachers, with possible consequences for their future career mobility.

Place, publisher, year, edition, pages
Sage Publications, 2017
National Category
Production Engineering, Human Work Science and Ergonomics
Research subject
Industrial Work Environment
Identifiers
urn:nbn:se:ltu:diva-62116 (URN)10.1177/1478210316688355 (DOI)000399687800008 ()2-s2.0-85018730527 (Scopus ID)
Note

Validerad; 2017; Nivå 2; 2017-04-26 (rokbeg) 

Available from: 2017-02-22 Created: 2017-02-22 Last updated: 2018-11-15Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-9075-7979

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