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Hansson, M., Olsson, A.-E., Leijon, M., Tieva, Å. & Malvebo, E. (2022). A framework for developing learning environments and teachers’ didactic spatial competence. In: : . Paper presented at Nätverk och Utveckling (NU2022), Stockholm, Sweden, June 15-17, 2022.
Open this publication in new window or tab >>A framework for developing learning environments and teachers’ didactic spatial competence
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2022 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In this paper, and in line with mainstream research, we consider a learning environment as an interplay between pedagogical, social, and spatial dimensions and that teaching and learning activities can take place in various types of spatial conditions. The spatial conditions tell both teachers and students something on, for example, what to expect, what will happen in the room, what roles that different actors will play and how a learning activity will materialize (Temple, 2014). However, if a learning environment is changed, this will affect both the actors in the room and the learning itself (Leijon, et al., 2021).  It is evident that spatial conditions often are standardized, in terms of, for example, space, the direction in the room, furniture, equipment, and technology. Notably, some learning environments have become adjusted to provide conditions for active learning such as active learning classrooms (ALC), flexible, and innovative classrooms and open and flexible educational spaces. Still and argued, little is evident on how teachers can develop their didactic spatial competence. Drawing upon the outcomes from a pedagogical development project at Örebro university, where the aim has been to develop physical, digital and hybrid learning environments, we outline a set of reflections on how didactical spatial competencies among teachers can be developed to enhance students’ learning (cf. Hansson, 2022). This project is built upon a workshop process with four different work groups, representing all faculties, where focus has been on issues related to pedagogy, room (spatial arrangements) and technology. Data collection has been conducted in these workshops and the data analysis has followed an empirically close content and iterative analysis method (Hansson, 2012). From the data analysis a frame for designing learning environments as well as a set of room and activity diagrams has been developed. The frame for designing learning environments consider the pedagogical, social, and spatial dimensions and outline a set of didactical questions that can be asked when designing a learning environment. The room and activity diagrams have been inductively developed as sketches and serve as expressions for how teachers conduct or wish to conduct learning activities if there were no spatial limitations. Both the frame for designing learning environments and the room and activity diagrams provide support for teachers that intend to develop their didactical spatial competencies. In this session we provide a presentation of both a frame for designing learning environments and the room and activity diagrams and open up for a discussion on how teachers didactical spatial competence can be developed. 

National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-105517 (URN)
Conference
Nätverk och Utveckling (NU2022), Stockholm, Sweden, June 15-17, 2022
Available from: 2023-04-13 Created: 2023-04-13 Last updated: 2023-04-13Bibliographically approved
Hansson, M. (2022). Developing New Learning Environments: Enabling the development of spatial competencies. In: : . Paper presented at Network of International Business and Economics Schools (NIBES).
Open this publication in new window or tab >>Developing New Learning Environments: Enabling the development of spatial competencies
2022 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Teaching and learning activities take place in various types of spatial conditions. The spatial conditions tell us something on, for example, what to expect, what will happen in the room, what roles that different actors will play and how a learning activity will materialize. However, if spatial arrangements are changed, this will affect the actors in the room. Drawing upon experiences from a pedagogical development project, where the aim has been to develop physical, digital and hybrid learning environments, I outline a set of reflections on the development of a Learning lab – a pedagogical test environment. This Learning lab is a unique opportunity for teachers and researchers to develop and test various learning environments and work with pedagogical development. Defining learning environments as the interplay between the pedagogical, spatial, and social dimensions I outline both a frame for reflection when designing a learning environment as well as a set of room and activity diagrams. These serve as a foundation to provide support for teachers in their design of various learning activities, such as lectures, seminars, and workshops, grounded in didactical questions enabling possibilities for developing teachers’ spatial competencies and enhance learning.

Keywords
Didactics, Learning, Learning environment, Pedagogy, Spatial conditions
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-105518 (URN)
Conference
Network of International Business and Economics Schools (NIBES)
Available from: 2023-04-13 Created: 2023-04-13 Last updated: 2023-04-13Bibliographically approved
Olsson, A.-E. & Hansson, M. (2022). Flexibla och hybrida rum – arbetet med utvecklingen av nya lärmiljöer. In: : . Paper presented at Framtidens lärarutbildning - erfarenheter och visioner, Örebro universitet, Örebro, 15-16 mars, 2022.
Open this publication in new window or tab >>Flexibla och hybrida rum – arbetet med utvecklingen av nya lärmiljöer
2022 (Swedish)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-105519 (URN)
Conference
Framtidens lärarutbildning - erfarenheter och visioner, Örebro universitet, Örebro, 15-16 mars, 2022
Available from: 2023-04-13 Created: 2023-04-13 Last updated: 2023-04-13Bibliographically approved
Hansson, M. (2022). How teachers can become more innovative in entrepreneurship education. In: : . Paper presented at MIRAI 2.0, Kyushu University, Fukuoka, Japan, November 15-18, 2022.
Open this publication in new window or tab >>How teachers can become more innovative in entrepreneurship education
2022 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The purpose of this paper is to address the question on how teachers can become (even) more innovative in entrepreneurship education, in terms of how learning environments are designed. A learning environment can be defined as the interplay between pedagogical, social, and spatial, dimensions and how teachers design these dimensions (cf. Hansson, 2022; Leijon, et al., 2022). By addressing didactical questions as well as outlining a specific methodology on how a design process can be outlined, this paper contributes to a better understanding of how spatial conditions can enable and support enhanced student learning. Also, this paper contribute with inputs for facility development as means for enabling teachers design of learning environments.

Drawing upon a university-wide pedagogical development project, this paper outlines a set of room and activity diagrams and a frame for designing learning environments that can be put into practice in terms of learning environment design. The implications from this paper serve as a foundation for developing learning environments, enhancing teachers’ didactical spatial competence and from that also provide inputs for renovation of current facilities as means for innovative entrepreneurship education.

National Category
Business Administration
Research subject
Business Studies
Identifiers
urn:nbn:se:oru:diva-105515 (URN)
Conference
MIRAI 2.0, Kyushu University, Fukuoka, Japan, November 15-18, 2022
Available from: 2023-04-13 Created: 2023-04-13 Last updated: 2023-04-13Bibliographically approved
Hansson, M. & Olsson, A.-E. (2022). Learning lab – en högskolepedagogisk testmiljö för framtidens lärmiljöer. In: : . Paper presented at Framtidens lärarutbildning - erfarenheter och visioner, Örebro universitet, Örebro, 15-16 mars, 2022.
Open this publication in new window or tab >>Learning lab – en högskolepedagogisk testmiljö för framtidens lärmiljöer
2022 (Swedish)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-105520 (URN)
Conference
Framtidens lärarutbildning - erfarenheter och visioner, Örebro universitet, Örebro, 15-16 mars, 2022
Available from: 2023-04-13 Created: 2023-04-13 Last updated: 2023-04-13Bibliographically approved
Eriksson-Zetterquist, U., Hansson, M. & Nilsson, F. (2022). On the use and usefulness of theories and perspectives: Developing theories through theorizing. In: : . Paper presented at 26th Nordic Academy of Management Conference (NFF 2022), Örebro University, Örebro, Sweden, August 24-26, 2022.
Open this publication in new window or tab >>On the use and usefulness of theories and perspectives: Developing theories through theorizing
2022 (English)Conference paper, Published paper (Refereed)
National Category
Business Administration
Research subject
Business Studies
Identifiers
urn:nbn:se:oru:diva-105514 (URN)
Conference
26th Nordic Academy of Management Conference (NFF 2022), Örebro University, Örebro, Sweden, August 24-26, 2022
Available from: 2023-04-13 Created: 2023-04-13 Last updated: 2023-04-13Bibliographically approved
Hansson, M., Olsson, A.-E. & Leijon, M. (2022). Room and activity diagrams as enablers for didactical spatial competence. In: : . Paper presented at Nordic educational research association (NERA 2022), Reykjavik, Iceland, June 1-3, 2022.
Open this publication in new window or tab >>Room and activity diagrams as enablers for didactical spatial competence
2022 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In this paper, and in line with mainstream research, we consider a learning environment as an interplay between pedagogical, social, and spatial dimensions and that teaching and learning activities can take place in various types of spatial conditions. The spatial conditions tell both teachers and students something on, for example, what to expect, what will happen in the room, what roles that different actors will play and how a learning activity will materialize (Temple, 2014). However, if a learning environment is changed, this will affect both the actors in the room and the learning itself (Leijon, et al., 2021). Previous research has taken into account the importance of learning environments and provided an array of different perspectives and arrangements for developing learning environments. Still, previous research has been limited in its ability to generate an understanding of how spatial arrangements can enable the development of teachers’ didactical spatial competence. Building upon the outcomes from a university-wide pedagogical development project at Örebro university, where the aim has been to develop physical, digital and hybrid learning environments, we provide a set of room and activity diagrams (RADs) (cf. Hansson, 2022). In contrast to previous research, where the primary focus has been on how to arrange physical artifacts, such as tables, chairs, and technology, these RADs focus on the subjects (e.g., teachers and students), their place and/or movements in the room and communications surfaces (e.g., a tablet, a computer, or a whiteboard). The RADs are as graphical illustrations of various, and a variation of, spatial arrangements for different types of learning activities, such as lectures, seminars, and workshops. In this paper we outline a methodology for inductively developing RADs and reflect how they can serve as enablers for developing teachers’ didactical spatial competence. By doing so, this paper advances our understanding of spatial arrangements and their implications for various types of learning activities in various learning environments (e.g., physical, digital, and hybrid).

Keywords
Didactical competence, Pedagogy, Spatial arrangements
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-105516 (URN)
Conference
Nordic educational research association (NERA 2022), Reykjavik, Iceland, June 1-3, 2022
Available from: 2023-04-13 Created: 2023-04-13 Last updated: 2023-04-13Bibliographically approved
Söderlund, C. & Hansson, M. (2021). A visual and rhetorical perspective on management control systems. International Journal of Lean Six Sigma, 12(3), 536-552
Open this publication in new window or tab >>A visual and rhetorical perspective on management control systems
2021 (English)In: International Journal of Lean Six Sigma, ISSN 2040-4166, E-ISSN 2040-4174, Vol. 12, no 3, p. 536-552Article in journal (Refereed) Published
Abstract [en]

Purpose: The purpose of this paper is to explore the role and function of visuals, visual communication and information design as they relate to management control systems and visual management (VM) in lean-inspired organisations. This paper helps expand knowledge on how visual and design studies can contribute to research on VM as part of a management control system.

Design/methodology/approach: A study is outlined, which was conducted at a multinational manufacturing company to investigate employees' perceptions and use of visual devices on the shop floor, including their related reactions and behaviour. The study is delimited to operation management, lean manufacturing and lean boards (i.e. daily management boards and performance measurement boards).

Findings: The findings point out the persuasive purpose of lean boards, as well as the metaphoric and persuasive functions of the visuals and information design in management control systems.

Originality/value: Visual research and design research are rare within studies of management control systems. There is a need to perform research that takes into account the role and function of visual communication and information design in VM. The proposed areas for future research can provide design principles, as well as insights into the complexity of visual communication and information design in VM and management control studies.

Place, publisher, year, edition, pages
Emerald Group Publishing Limited, 2021
Keywords
Management control, Visual management, Visual rhetoric, Management system, Visual communication, Information design
National Category
Business Administration
Identifiers
urn:nbn:se:oru:diva-88758 (URN)10.1108/IJLSS-03-2020-0033 (DOI)000604699500001 ()2-s2.0-85098547074 (Scopus ID)
Funder
Knowledge Foundation
Available from: 2021-01-22 Created: 2021-01-22 Last updated: 2021-08-31Bibliographically approved
Arzuaga, S., Gandolfi, F., Hansson, M. & Johnston, T. (2021). Downsizing and Affective Organisational Commitment: A Contextual Proximity Perspective. Empirical Economics Letters, 20(9)
Open this publication in new window or tab >>Downsizing and Affective Organisational Commitment: A Contextual Proximity Perspective
2021 (English)In: Empirical Economics Letters, ISSN 1681-8997, Vol. 20, no 9Article in journal (Refereed) Published
Abstract [en]

While the dominant literature on downsizing suggests that workforce reductions have a negative impact on employee commitment, knowledge of downsizing is limited by the undifferentiated ways in which downsizing activities are usually approached. This study analyses differences in employee commitment depending on a) the downsizing method used (voluntary redundancies, divestment, layoffs and closure of units) and b) the degree of exposure of employees to the downsizing event. Using downsizing announcements and questionnaires, two distinct families of downsizing methods were identified. Layoffs and closure of units have a negative effect on commitment while voluntary redundancies and divestment have a positive effect. Employee exposure (direct, indirect or not exposed) to the downsizing event accounts for significant differences on commitment. Studying downsizing in a differentiated way shows that assuming that all downsizing is detrimental to commitment is inadequate. We outline the theoretical and practical implications of a more nuanced approach to downsizing.

Place, publisher, year, edition, pages
Department of Economics, University of Rajshahi, Bangladesh, 2021
Keywords
Downsizing, Affective Organisational Commitment, Layoffs, Downsizing Methods
National Category
Business Administration
Identifiers
urn:nbn:se:oru:diva-96581 (URN)
Available from: 2022-01-19 Created: 2022-01-19 Last updated: 2022-04-13Bibliographically approved
Eriksson-Zetterquist, U., Hansson, M. & Nilsson, F. (2021). On the use and usefulness of theories and perspectives: A reply to Brunsson. Scandinavian Journal of Management, 37(4), Article ID 101178.
Open this publication in new window or tab >>On the use and usefulness of theories and perspectives: A reply to Brunsson
2021 (English)In: Scandinavian Journal of Management, ISSN 0956-5221, E-ISSN 1873-3387, Vol. 37, no 4, article id 101178Article in journal (Refereed) Published
Abstract [en]

The present paper is a reply to Brunsson (2021b), who wrote a commentary on the edited volume Theories and Perspectives in Business Administration (Eriksson-Zetterquist, Hansson & Nilsson, 2020). Although we agree with Brunsson on several points, we nevertheless argue that students need to learn about different theories and perspectives. First, the use of theories and perspectives as analytical tools will help students to describe and analyze a certain phenomenon. Second, to be able to theorize students need to acquire fundamental knowledge of the background and the specificities of the theory or perspective in use. Third, an awareness of the diversity of theories and perspectives that exists within the business administration discipline is a prerequisite to being able to contribute to the creation of new knowledge. Finally, we do not agree with Brunsson that the multitude of theories and perspectives in the business administration discipline is a sign of "an inferiority complex". It is the outcome of the vitality and viability of the discipline.

Place, publisher, year, edition, pages
Elsevier, 2021
Keywords
Bachelor's thesis, Business administration, Master's thesis, Perspective, Theorizing, Theory
National Category
Business Administration
Identifiers
urn:nbn:se:oru:diva-95624 (URN)10.1016/j.scaman.2021.101178 (DOI)000718157100001 ()2-s2.0-85117212321 (Scopus ID)
Available from: 2021-11-29 Created: 2021-11-29 Last updated: 2021-11-29Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-9580-421x

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