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  • 1.
    Abrahamsson, Lena
    et al.
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human Work Science.
    Parding, Karolina
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human Work Science.
    Learning gaps in a learning organization: professionals' values versus management values2009Conference paper (Refereed)
    Abstract [en]

    There is a rhetoric emphasising that if work organisations become "learning organisation", the needs for learning are provided for. This idea is permeating work organisations not the least in the public sector where welfare sector professionals work. However, through a study on teachers´working conditions it becomes apparent that even if the school organisation claims to be a learning organisation, learning gaps can be identified. The study reveals that the conditions for learning are not optimal, despite the fact that the organisation claims to be a learning organisation. The study points at a tension between different forms of knowledge, knowledge valued by the organisation and knowledge valued by the professionals. In this article we discuss the concept of "learning organisations", by focusing on professionals´ own experiences of conditions for learning.

  • 2.
    Bejerot, Eva
    et al.
    Handelshögskolan vid Örebro Universitet.
    Hasselbladh, Hans
    Handelshögskolan vid Örebro Universitet.
    Forsberg, Tina
    Sociologiska institutionen, Stockholms universitet.
    Parding, Karolina
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human and technology.
    Sehlstedt, Therese
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human and technology.
    Westerlund, Joakim
    Psykologiska institutionen, Stockholms universitet.
    Förberedd för läraryrket? Lärare under 40 år av reformer2018In: Arbetsmarknad & Arbetsliv, ISSN 1400-9692, Vol. 24, no 1-2, p. 7-26Article in journal (Refereed)
    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.

  • 3.
    Bejerot, Eva
    et al.
    Handelshögskolan vid Örebro Universitet, Örebro, Sweden.
    Lampi, Laura
    Centret för utbildningsevaluering, Helsingfors universitet, Helsingfors, Finland.
    Forsberg, Tina
    Sociologiska institutionen, Stockholms universitet, Stockholm, Sweden.
    Ahtiainen, Raisa
    Centret för utbildningevaluering, Helsingfors universitet, Helsingfors, Finland.
    Björk, Lisa
    Institutet för stressmedicin, Västra Götalandsregionen, Sweden. Institutionen för sociologi och arbetsvetenskap, Göteborgs universitet, Göteborg, Sweden.
    Hotulainen, Risto
    Centret för utbildningevaluering, Helsingfors universitet, Helsingfors, Finland.
    Parding, Karolina
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human Work Science.
    Sehlstedt, Therese
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human Work Science.
    Wastensson, Gunilla
    Arbets- och miljömedicin, Göteborgs universitet, Göteborg, Sweden.
    Nyexaminerade om lärarutbildningen i Sverige och i Finland2018In: Arbetsmarknad & Arbetsliv, ISSN 1400-9692, Vol. 24, no 3-4, p. 66-84Article in journal (Refereed)
    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.

  • 4.
    Fitzgerald, Scott
    et al.
    Curtin Graduate School of Business, Curtin University, Perth, Australia.
    Stacey, Meghan
    Sydney School of Education & Social Work, The University of Sydney, Sydney, Australia.
    McGrath-Champ, Susan
    Work and Organisational Studies in the University of Sydney Business School, The University of Sydney, Sydney, Australia.
    Parding, Karolina
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human and technology.
    Rainnie, Al
    Creative Industries, Queensland University of Technology, Brisbane, Australia.
    Devolution, market dynamics and the Independent Public School initiative in Western Australia: 'winning back' what has been lost?2018In: Journal of education policy, ISSN 0268-0939, E-ISSN 1464-5106, Vol. 33, no 5, p. 662-681Article in journal (Refereed)
    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.

  • 5. Jansson, Anna
    et al.
    Parding, Karolina
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human Work Science.
    Between profession and organization: changes in physical and social geography : public sector professional's and their social relations2007Conference paper (Refereed)
  • 6. Jansson, Anna
    et al.
    Parding, Karolina
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human Work Science.
    Changed governance of public sector organisations: Err:5092011In: International Journal of Public Sector Management, ISSN 0951-3558, E-ISSN 1758-6666, Vol. 24, no 3, p. 177-186Article in journal (Refereed)
    Abstract [en]

    Purpose – Effects of NPM in professional work are often discussed on an overriding level, and professionals' own experiences of their working conditions in their specific work contexts have been less discussed (Hasselbladh et al. and Liljegren). In an attempt to consider this concern, this paper seeks to focus on individual professionals, exemplified by teachers and nurses, and their experiences of intra-professional relations, i.e. teachers' relations with other teachers and nurses' relations with other nurses. Design/methodology/approach – Applying a theoretical framework on professions and professional work, the aim is to discuss the meaning of intra-professional relations, and how NPM-influenced changes in the organisation of work affect these relations. Moreover, possible effects of the organisational changes for the professionals will be discussed. It is argued that intra-professional relations are essential for professionals; at the same time the cases discussed illuminate how changes in the organisation of work influence intra-professional relations, in ways that highlight the tension between profession and organisation. Findings – The findings can be seen as an illustration of consequences of the adoption of NPM-influenced governance ideals; this paper sees the organisational changes as deriving from the managements' focus on “the customer in centre of attention”, in the form of interdisciplinary work teams and TAS. Originality/value – The paper shows that, through investigating how individual professionals experience their work, consequences of NPM-related governance changes are unveiled.

  • 7. Jansson, Anna
    et al.
    Parding, Karolina
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human Work Science.
    It takes two to tango: challenged conditions for intra-professional relations2010Conference paper (Other academic)
  • 8.
    Liljegren, Andreas
    et al.
    Institutionen för socialt arbete, Göteborgs universitet.
    Parding, Karolina
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human Work Science.
    Ändrad styrning av välfärdsprofessioner: exemplet evidensbasering i socialt arbete2010In: Socialvetenskaplig tidskrift, ISSN 1104-1420, Vol. 27, no 3-4, p. 270-288Article in journal (Refereed)
  • 9.
    Lundström, Ulf
    et al.
    Department of Applied Educational Science, Umeå University.
    Parding, Karolina
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human Work Science.
    Teachers’ experiences with school choice: clashing logics in the Swedish education system2011In: Education Research International, ISSN 2090-4002, E-ISSN 2090-4010, Vol. 2011Article in journal (Refereed)
    Abstract [en]

    This paper explores the school choice reform in Sweden, a country where a drastic shift in education policy has taken place that includes fast expansion of market solutions and strong state support for competition. Although there are studies examining the school choice reform, few focus on the effects of this reform from a teacher perspective, especially so in the context of Sweden. To this end, this paper examines how Swedish upper secondary teachers in independent (private) and public schools experience their work in relation to school choice reform. This study uses qualitative interviews of 58 teachers from five municipal and three independent upper secondary schools. Its theoretical framework relies on Freidson's distinction between the logic of the profession, the bureaucracy, and the market. The findings indicate that the traditional position of teachers—a position that must negotiate the tension between the logic of the profession and the logic of the bureaucracy—is now in fact challenged by the logic of the market. This study argues that values linked to the logic of the market are imposed on the teachers, and these market values clash with the teachers' values, values based on the logic of the profession.

  • 10.
    McGrath-Champ, Susan
    et al.
    University of Sydney Business School, the University of Sydney, Australia.
    Meghan, Stacey
    Meghan Stacey, University of Sydney, Sydney, Australia.
    Wilson, Rachel
    University of Sydney, Australia.
    Fitzgerald, Scott
    Curtin Graduate School of Business, Perth, Australia.
    Rainnie, Al
    Australia Institute, Canberra, Australia.
    Parding, Karolina
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Humans and technology.
    Principals’ support for teachers’ working conditions in devolved school setting: Insights from two Australian States2019In: Educational Management Administration & Leadership, ISSN 1741-1432, E-ISSN 1741-1440, Vol. 47, no 4, p. 590-605Article in journal (Refereed)
    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.

  • 11.
    Parding, Karolina
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human Work Science.
    A free profession: a sociological study of upper secondary school teachers' discretion2005Conference paper (Refereed)
  • 12.
    Parding, Karolina
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human Work Science.
    An exploration of upper secondary school teachers' own learning: analysing the importance of professional discretion2005In: Proceedings of the fourth international conference on researching work and learning: OVAL Research, University of Technology, Sydney, 12-14 December, 2005 / [ed] Paul Hager; Geof Hawke, Sydney: Sydney University of Technology , 2005Conference paper (Refereed)
  • 13.
    Parding, Karolina
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human Work Science.
    Analyzing teachers' discretion: the influence of policies and head masters2006In: AARE conference papers, Australian Association for Research in Education , 2006Conference paper (Refereed)
    Abstract [en]

    The school is one of the most important institutions in our western society, and the teachers' role hence also highly important. By investigating teachers' discretion; constraining and enabling factors, and their strategies to handle the situation, a broader knowledge regarding teachers' working conditions and their strategies to cope can be reached. Understanding these issues is important in order to continuously improve teachers' working conditions.During the last 10-15 years the upper secondary school in Sweden has gone through major structural changes, governance wise and also organizational wise. It is reasonable to assume that these changes have affected the teachers' working conditions, including the issue of discretion. The aim of this paper is to explore upper secondary school teachers' discretion. The research questions posed are: How can upper secondary school teachers' discretion be described? What constraints and enabling factors can be identified? What strategies do the teachers develop?This study is based on a number of interviews with experienced upper secondary school teachers. The interviews focus on the concept of discretion in various aspects of the teachers' work. The theoretical framework is based on Karasek and Theorell's (1990) now classical demand and control model, where the concept of social support is included.

  • 14.
    Parding, Karolina
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human Work Science.
    Changes in physical and social geography: public sector professionals' and their social relations2007Conference paper (Other academic)
  • 15.
    Parding, Karolina
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human Work Science.
    Forskning om den svenska friskolereformens effekter: en litteraturöversikt2011In: Didaktisk Tidskrift, ISSN 1101-7686, Vol. 20, no 4, p. 231-247Article in journal (Refereed)
    Abstract [en]

    The Swedish school choice reform was introduced some 20 years ago. Many independent schools have started up, especially so at upper secondary level. In fact, today 40% of all schools at upper secondary level are independent schools, in some municipalities up to 60% of the students attend independent schools. Despite the introduction of school choice having been subject to debate as it goes agains the historically social democratic education policy, the studies of consequences of the reform are limited. This paper is a review of previous research on the consequences of the school choice reform in Sweden, including indication of knowledge gaps.

  • 16.
    Parding, Karolina
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human Work Science.
    Lärares arbetsvillkor: handlingsutrymme i tider av förändrad styrning2010In: Didaktisk Tidskrift, ISSN 1101-7686, Vol. 19, no 2, p. 95-111Article in journal (Refereed)
    Abstract [sv]

    Handlingsutrymme, eller diskretion som det också brukar benämnas, är en central förutsättning för utövandet av professionellt arbete. Samtidigt är professionellas arbete och handlingsutrymme avhängigt styrningen av deras arbete. Förändrad styrning av den svenska skolan har medfört förändrade villkor för de professionella, för lärarna. Denna studie bygger på en intervjustudie med lärare i en svensk gymnasieskola vilken varit föremål för omfattande styrningsförändringar. Resultatet visar att den förändrade styrningen av de intervjuade lärarna upplevs ha effekter i relation till just handlingsutrymmet. För det första kan konstateras att lärarna ser handlingsutrymme som absolut essentiellt för att kunna utföra sitt arbete på ett för dem tillfredställande sätt. För det andra kan konstateras att lärarna samtidigt identifierar förändrade omständigheter för sitt yrkesutövande och däri möjligheten att skapa och bibehålla handlingsutrymme. En spänning mellan profession och organisation kan identifieras, där organisationens logik vinner mark på bekostnad av professionens logik.

  • 17.
    Parding, Karolina
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human Work Science.
    Lärares upplevelser av friskolereformen: effekter av marknadiseringen av den svenska gymnasieskolan2011Conference paper (Other academic)
  • 18.
    Parding, Karolina
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human Work Science.
    Practicing the teaching profession: different contexts different conditions?2009Conference paper (Refereed)
    Abstract [en]

    Teaching is often described as a job where every day is different. Indeed, the job involves various goals and demands, which in fact even at times contradict each other. In addition, the pupils are individuals with individual needs and characteristics. These circumstances point at the complexity of the job. Numerous of studies highlight teaching, what it involves and what the conditions for practicing it are. However, rarely are work context specific conditions paid attention to. An imperative issue to rise is whether the existing descriptions on teachers' working conditions include for example the conditions for teachers working in schools with exclusively or a large proportion of indigenous pupils. How is the job experienced by teachers in indigenous contexts? Do these teachers identify any context-specific conditions? Are there context specific conditions which are problematic? If so, how? The paper is based on interviews with teachers in indigenous contexts in Australia. The aim is to highlight working conditions among teachers in indigenous school contexts, as a way of illuminating how professionals' working conditions can differ in different work contexts.

  • 19.
    Parding, Karolina
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human Work Science.
    Teachers' discretion: a relationship based analysis2006Conference paper (Refereed)
  • 20.
    Parding, Karolina
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human Work Science.
    The emperors' new suit?: analysing upper secondary teachers' discretion in a changing school organisation2006Conference paper (Refereed)
  • 21.
    Parding, Karolina
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human Work Science.
    The need for learning arenas: non-indigenous teachers working in indigenous school contexts2013In: Education, Citizenship and Social Justice, ISSN 1746-1979, E-ISSN 1746-1987, Vol. 8, no 3, p. 242-253Article in journal (Refereed)
    Abstract [en]

    Work contexts shape conditions for work. Teachers working in Indigenous school contexts face conditions different from teachers working in mainstream schools. Challenging working conditions for these teachers result in high teacher turnover, making it even more difficult for already disadvantaged students to progress. From a social justice perspective, this disruption in learning requires looking at the working conditions for teachers in Indigenous school contexts. Using interviews, this article examines how non-Indigenous teachers working in Indigenous school contexts in Australia experience their working conditions. The interviews reveal ‘learning gaps’ that seem to be associated with their lack of opportunities to develop context-specific professional knowledge.

  • 22.
    Parding, Karolina
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human Work Science.
    The school as a workplace: the social organisation of teachers' every day work2007Conference paper (Refereed)
  • 23.
    Parding, Karolina
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human Work Science.
    Upper secondary teachers' creation of discretionary power: the tension between profession and organisation2007Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Teachers and their work are crucial in today's society, where education is deemed highly important. For teachers to be given the best opportunity to carry out their job, it is important to understand their working conditions. A number of reforms have been introduced in the upper secondary school in Sweden, reforms that affect not only the pupils but also the teachers. This implies changed working conditions for the teachers. The teaching profession certainly can be categorised as a people-profession. In addition to dealing with their clients -the pupils - teachers also interact professionally with a number of actors in the organisation where they work, for example their fellow colleagues and the headmasters. In addition, they have to relate to both national and local policies, such as the national curricula. Two of the key issues in teachers' work, as with any profession, are those of autonomy and discretionary power. This is a study dealing with teachers' working conditions, focusing on the concept of discretion. It examines the ongoing negotiation process of shaping, and re-shaping professional work. The objects of study are upper secondary teachers, a group of professionals, and their perceived discretion in their school contexts. The aim of the study is to explore and problematise upper secondary teachers' discretion. The context in which this study takes place can be described in terms of a changing school system, with governance as well as organisational changes being introduced. Many reforms during the last couple of decades have their origin in the new public management discourse where effectiveness, efficiency and economy are key words. The public sector needs to become more efficient, it has been claimed, and the question is what that means for the professionals, in this case the teachers. These conditions are applicable to other Western societies, and thus this study can be said to have relevance not only in a Swedish context. In this study the perpetual issue of the tension or dynamics between profession and organisation is examined; teachers' discretionary power will be problematised, using teachers' voices as the point of entry. The study is based on interviews with upper secondary teachers in an upper secondary school. The results point at the tension between profession and organisation. In the interviews on which this study is based, four main relationships emerged as crucial when it comes to the creation of discretionary power. These relationships are with policies, headmasters, colleagues and pupils. This relationship-based approach helps to unveil a dimension of teachers' work and an arena of where and how discretion is created - a social dimension. In these relationships we can see different proportions of power, control, demand, social support, governance and trust. These concepts are enabling and constraining in various ways. In addition, the concept of role identity is central in understanding how the teachers perceive their level of discretion. The social-psychological concepts of power, control, governance, demand, social support and trust help to illuminate the social process in which discretion is created.

  • 24. Parding, Karolina
    et al.
    Abrahamsson, Lena
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human Work Science.
    Learning gaps in a learning organization: professionals' values versus management values2010In: Journal of Workplace Learning, ISSN 1366-5626, E-ISSN 1758-7859, Vol. 22, no 5, p. 292-305Article in journal (Refereed)
    Abstract [en]

    Purpose: The aim of this article is to challenge the concept of "the learning organization" as unproblematic and inherently good. Design/methodology/approach: The research looked at how teachers - as an example of public sector professionals in a work organization that claims to be a learning organization - view their conditions for learning. Findings: By using this approach, the normative values surrounding the concept of the learning organization were discussed. This approach identifies power-relations: i.e. who has the priority of interpretation to define what learning is desired and considered relevant as well as when, how and where one learns. In addition, it gives indications to how and why the implementations of management concepts are not always successful. Originality/value: This article shows how the implementation of a governance concept (learning organization) in fact can be seen as bringing with it unintended consequences for the organization as a whole - and especially for the professionals. Even within a work organization claiming to be a learning organization, learning gaps can be identified.

  • 25.
    Parding, Karolina
    et al.
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human Work Science.
    Abrahamsson, Lena
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human Work Science.
    Jansson, Anna
    New conditions for identities, cultures and governance of welfare sector professionals: the teaching profession2012In: Ephemera : Theory and Politics in Organization, ISSN 2052-1499, E-ISSN 1473-2866, Vol. 12, no 3, p. 294-308Article in journal (Refereed)
    Abstract [en]

    This paper deals with changes in governance of professional work in relation to the concept of professional identity. Professional work is often depicted as an essential part of today’s society. At the same time, the conditions for professional work are changing – especially in the public sector. These changes can be seen in terms of an on-going interaction between the logic of the profession and the logic of the organisation where the concept of identity can be used to examine the dynamics of the changes and their consequences. In thispaper, the teaching profession is used to illustrate changing conditions for professional work in the public sector. We identify processes of diversification of professional identity and culture, some of which can be described as processes of marginalization. This approach can provide a theoretical point of departure for studying professional work – in the context of changed governance – by focusing on the concept of identity as an analytical point of reference. This approach explains organizational dynamics in terms of what changes are desired and what changes are unintentional.

  • 26.
    Parding, Karolina
    et al.
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human and technology.
    Berg-Jansson, Anna
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human and technology.
    Conditions for workplace learning in professional work: Discrepancies between occupational and organisational values2018In: Journal of Workplace Learning, ISSN 1366-5626, E-ISSN 1758-7859, Vol. 30, no 2, p. 108-120Article in journal (Refereed)
    Abstract [en]

    Purpose

    This paper aims to examine and discuss learning conditions for teachers, in the context of choice and decentralisation reforms.

    Design/methodology/approach

    This article is based on analyses of 30 interviews with Swedish upper secondary teachers focusing on their experiences of their conditions for learning.

    Findings

    This paper shows how teachers at upper secondary level identify their subjects as the most important to learn more within. Secondly, we also show that spatial and temporal aspects of organisation of work seem to influence the conditions for subject learning, where the interviewees in many ways contrast their own view to how they describe their work being organised.

    Research limitations/implications

    Our findings may have currency for other professional groups with similar governance-contexts, and teachers in other similar governance-contexts.

    Practical implications

    These findings indicate the need to further develop workplace learning strategies founded upon the understanding of schools as workplaces, taking occupational values into account. Furthermore, these strategies should be seen as a core Human Resource Management issue, as they can potentially enhance the work environment, thus increasing the profession’s attractiveness.

    Originality/value

    We show that spatial and temporal aspects of organisation of work seem to influence the conditions for the sought after subject learning, and that the teachers and the school management seem to identify with different and clashing ideals in terms of what, when, how and with whom to learn.

  • 27.
    Parding, Karolina
    et al.
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human Work Science.
    Brown, Jill
    Being who I am all days of the week: Indigenous teachers and Indigenous Education – Sami teachers in north Sweden2012In: Indigenous Peoples: Education and Equity, Charlotte, NC: Information Age Publishing, incorporated , 2012, p. 253-265Chapter in book (Other academic)
  • 28.
    Parding, Karolina
    et al.
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human Work Science.
    Bäckström, Tina
    Luleå tekniska universitet.
    The use of the concept of learning at a management level: a discursive analysis2003Conference paper (Other academic)
  • 29.
    Parding, Karolina
    et al.
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human Work Science.
    Hertting, Krister
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Alerby, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Brown, Jill
    Monash University, Melbourne, VIC.
    Bridges and barriers: learning experiences from an international research project2012In: International Journal of Learning, ISSN 1447-9494, E-ISSN 1447-9540, Vol. 18, no 8, p. 285-294Article in journal (Refereed)
    Abstract [en]

    This paper is based on experiences gained from working in a collaborative project, between researchers from a university in Sweden and a university in Australia. The overall aim of the paper is to illuminate and discuss learning experiences of working in an international research project in a global context. The key research questions explored in the paper are: (i) which bridges and barriers are identified as critical aspects for collaboration? (ii) how can our experiences be understood in the light of theories on learning? In order to answer the posed research questions, members of the research team have conducted written reflections, which provide the empirical foundation for this paper. We use Wenger’s theory of communities of practice as a theoretical point of department. The analysis of the empirical materials, the written reflections, resulted in four themes; Choice of partner(s), The meaning of personal encounters, Encounter between different academic cultures, and the issue of languages. As conclusions, we want to emphasis that boundary-breaking encounters that take place in a research project like this are challenging, but at the same time, they provide opportunities for new and rich understandings of research. We have found that to create a community of practice in which new and rich understandings of research can be accomplished is challenging, much due to the issue of geographical, cultural, and linguistic distance.

  • 30.
    Parding, Karolina
    et al.
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human Work Science.
    Jansson, Anna
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human Work Science.
    Teachers’ Working Conditions amid Swedish School Choice Reform: Avenues for Further Research2016In: Professions & Professionalism, ISSN 1893-1049, E-ISSN 1893-1049, Vol. 6, no 1Article in journal (Refereed)
    Abstract [en]

    Since the 1990s, governance changes, including customer choice agen-das, have permeated the public sector and, consequently, welfare sector profession-als’ work. One example is the education sector. The aim of this paper is to identify and discuss avenues for further research when it comes to teachers’ working condi-tions in the light of current choice agendas. This is accomplished by presenting an overview of previous studies on implications of the reforms for teachers’ working conditions. How are these conditions described in relation to the current school choice agenda in Sweden? What directions should be applied to increase knowledge of these conditions? We conclude by identifying some avenues for further research: the issues of organization of work, temporal and spatial dimensions of working con-ditions, and finally comparative studies of various forms, are suggested as warrant-ing further investigation to highlight the diversified labor market in which teachers find themselves today.

  • 31.
    Parding, Karolina
    et al.
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human Work Science.
    Jansson, Anna Berg
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human Work Science.
    Sehlstedt, Therese
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human Work Science.
    McGrath-Champ, Susan
    University of Sydney, Sydney.
    Fitzgerald, Scott
    Curtin University, Australia.
    Differentiation as a Consequence of Choice and Decentralization Reforms: Conditions for Teachers' Competence Development2017In: Professions & Professionalism, ISSN 1893-1049, E-ISSN 1893-1049, Vol. 7, no 2, article id e1855Article in journal (Refereed)
    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

  • 32.
    Parding, Karolina
    et al.
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human Work Science.
    Liljegren, Andreas
    Institutionen för socialt arbete, Göteborgs universitet, Department of Social Work, Gothenburg University.
    Individual Development Plans as Governance Tools: Changed Governance of Teachers’ Work2017In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 61, no 6, p. 689-700Article in journal (Refereed)
    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.

  • 33.
    Parding, Karolina
    et al.
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human Work Science.
    Lindberg, Malin
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human Work Science.
    Abrahamsson, Lena
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human Work Science.
    Åberg, Carina
    ApeL FoU, Sverige.
    Thång, Per-Olof
    Göteborgs universitet, Sverige.
    Andersson, Per
    Linköpings universitet, Sverige.
    Ellström, Per-Erik
    Linköpings universitet.
    Projekt: Nationell temagrupp A&O (arbetsplatslärande och omställning i arbetslivet)2010Other (Other (popular science, discussion, etc.))
    Abstract [sv]

    Europeiska Socialfondens temagrupp för arbetsplatslärande och omställning i arbetslivet som sammanställer, analyserar och sprider kunskaper och erfarenheter av hur långsiktig kompetensutveckling kan säkerställas på arbetsplatser i samarbete mellan arbetsgivare, fack, anställda, intermediärer, myndigheter och forskare.

  • 34.
    Parding, Karolina
    et al.
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human Work Science.
    Lundström, Ulf
    Umeå universitet.
    Lärares upplevelser av friskolereformen: effekter av marknadiseringen av den svenska gymnasieskolan2011In: Arbetsmarknad & Arbetsliv, ISSN 1400-9692, Vol. 17, no 4, p. 59-79Article in journal (Refereed)
    Abstract [sv]

    Friskolereformen har på kort tid fått starkt genomslag i Sverige. Lärarna är nyckelpersoner när det gäller att genomföra reformer i skolan vilket medför att deras förståelse av arbetsvillkor och policykontext påverkar hela skolverksamheten. Detta gör det angeläget att belysa hur lärarna uppfattar friskolereformen, hur den påverkar deras arbete och profession och hur de själva agerar i relation till reformen. Resultaten av fokusgruppsintervjuer med 58 gymnasielärare visar att marknadens logik fått betydelse i de flesta lärares arbetsvardag, vilket innebär nya arbetsuppgifter och arbetsvillkor samt att maktförhållanden, yrkesidentiteter och skolkulturer utmanas. Många lärare anpassar sig motvilligt till marknadslogiken medan andra adopterar den.

  • 35.
    Parding, Karolina
    et al.
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human Work Science.
    McGrath-Champ, Susan
    University of Sydney, Sydney.
    Stacey, Meghan
    University of Sydney, Sydney.
    Teachers, school choice and competition: lock-in effects within and between sectors2017In: Policy Futures in Education, ISSN 1478-2103, E-ISSN 1478-2103, Vol. 15, no 1, p. 113-128Article in journal (Refereed)
    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.

  • 36.
    Parding, Karolina
    et al.
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human Work Science.
    Sehlstedt, Therese
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human Work Science.
    Johansson, Anna
    Luleå University of Technology.
    Berg-Jansson, Anna
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human Work Science.
    Jakobsson, Mats
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human Work Science.
    Lärares arbetsvillkor i kontexten av marknadisering, privatisering, val och konkurrens: – beskrivande kvantitativa data2018Report (Other academic)
1 - 36 of 36
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