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  • 1.
    Andersson, Ing-Marie
    et al.
    Dalarna University, School of Technology and Business Studies, Occupational science.
    Gunnarsson, Kristina
    Arbets och miljömedicin Uppsala universitet.
    Rosén, Gunnar
    Dalarna University, School of Technology and Business Studies, Occupational science.
    Moström Åberg, Marie
    Dalarna University, School of Technology and Business Studies, Occupational science.
    Knowledge and Experiences of Risks among Pupils in Vocational Education2014In: SH@W Safety and Health at Work, ISSN 2093-7911, E-ISSN 2093-7997, Vol. 5, no 3, p. 140-146Article in journal (Refereed)
  • 2. Backström, Tomas
    et al.
    Isaksson, Kerstin
    Wilhelmson, Lena
    Dalarna University, School of Technology and Business Studies, Occupational science.
    Moström Åberg, Marie
    Dalarna University, School of Technology and Business Studies, Occupational science.
    Åteg, Mattias
    Dalarna University, School of Technology and Business Studies, Occupational science.
    Önnered, Loe
    Regisserad kompetensutveckling2008In: Nordisk arbetslivsforskningskonferens, Växjö, 2008Conference paper (Other academic)
  • 3.
    Backström, Tomas
    et al.
    School for Innovation, Design and Technology, Mälardalen University, Sweden.
    Köping Olsson, Bengt
    School for Innovation, Design and Technology, Mälardalen University, Sweden.
    Wilhelmson, Lena
    Department of Education, Stockholm University, Sweden.
    Moström Åberg, Marie
    Dalarna University, School of Technology and Business Studies, Occupational science.
    Åteg, Mattias
    Dalarna University, School of Technology and Business Studies, Occupational science.
    The manager´s directing task2011Conference paper (Other academic)
    Abstract [en]

    The manager has great influence over the talks in the workplace. A manager as uses

    the appropriate tools can help employees become more democratic in meetings and

    more receptive to what colleagues are saying. This in turn leads to increased learning

    and better working environment for employees. This is shown in a project with

    twenty managers from different businesses. From the public sector participated

    county council, state administration and municipal activity. From private industry

    participated small service companies, banking, automobile, and an additional

    manufacturing industry. The managers had during a year to participate in eight

    workshops with different themes related to communication and collaboration,

    conducted by researchers from Mälardalen University, Dalarna University and

    Stockholm University (Sweden). The employees were requested to answer

    questionnaires before and after this year, to study the extent to which they have been

    influenced by the fact that managers attended the training.

    The results show that the working groups not only become more competent,

    employees have also been more attached to their work group and working groups

    have also become more involved in decisions regarding their work and workplaces.

    Results point at the importance of the manager to support integrated autonomy among

    the employees who then become responsible and empowered actors.

    The ideal that this project seeks is called integrated autonomy. This means that the

    actor at the same time should be both independent and belonging. Employees and

    work groups, should as far as possible, be permitted and develop competence to

    decide how the work should be carried out. The employees belonging enables the

    decision to be made within the framework of the practices, the culture and the

    objectives that the group and the organization has developed. Belonging is both a

    support to staff and ensures that the action is strongly influenced by the organization.

    The manager task is about providing conditions for interaction and to influence the

    emergence of collective competence and coordination in tune with a changing

    environment. This way of working, we describe as the managers' directing task.

  • 4.
    Backström, Tomas
    et al.
    School for Innovation, Design and Technology, Mälardalen University, Sweden.
    Moström Åberg, Marie
    Dalarna University, School of Technology and Business Studies, Occupational science.
    Köping Olsson, Bengt
    School for Innovation, Design and Technology, Mälardalen University, Sweden.
    Wilhelmson, Lena
    Department of Education, Stockholm University, Sweden.
    Åteg, Mattias
    Dalarna University, School of Technology and Business Studies, Occupational science.
    Manager's task to support integrated autonomy at the workplace: Results from an intervention2013In: International Journal of Business and Management, ISSN 1833-3850, E-ISSN 1833-8119, Vol. 8, no 22, p. 20-31Article in journal (Refereed)
    Abstract [en]

    A new managerial task arises in today’s working life: to provide conditions for and influence interaction between actors and thus to enable the emergence of organizing structure in tune with a changing environment. We call this the enabling managerial task. The goal of this paper is to study whether training first line managers in the enabling managerial task could lead to changes in the work for the subordinates. This paper presents results from questionnaires answered by the subordinates of the managers before and after the training. The training was organized as a learning network and consisted of eight workshops carried out over a period of one year (September 2009–June 2010), where the managers met with each other and the researchers once a month. Each workshop consisted of three parts, during three and a half hours. The first hour was devoted to joint reflection on a task that had been undertaken since the last workshop; some results were presented from the employee pre-assessments, followed by relevant theory and illuminating practices, finally the managers created new tasks for themselves to undertake during the following month. The subordinates’ answers show positive change in all of the seventeen scales used to assess it. The improvements are significant in scales measuring the relationship between the manager and the employees, as well as in those measuring interaction between employees. It is concluded that the result was a success for all managers that had the possibility of using the training in their management work.

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  • 5.
    Backström, Tomas
    et al.
    School for Innovation, Design and Technology, Mälardalen University, Sweden.
    Wilhelmson, Lena
    Department of Education, Stockholm University, Sweden.
    Åteg, Mattias
    Dalarna University, School of Technology and Business Studies, Occupational science.
    Köping Olsson, Bengt
    School for Innovation, Design and Technology, Mälardalen University, Sweden.
    Moström Åberg, Marie
    Dalarna University, School of Technology and Business Studies, Occupational science.
    The role of manager in the post-industrial work system.2011In: Studies in Industrial Renewal: Coping with Changing Contexts / [ed] In E. Segelod, K. Berglund, E. Bjurström, E. Dahlquist, L. Hallén & U. Johanson (Eds.),, Västerås: Mälardalen university press , 2011, 1, p. 215-227Chapter in book (Other academic)
  • 6.
    Hedlund, Ann
    et al.
    Dalarna University, School of Technology and Business Studies, Occupational science.
    Andersson, Ing-Marie
    Dalarna University, School of Technology and Business Studies, Occupational science.
    Rosén, Gunnar
    Dalarna University, School of Technology and Business Studies, Occupational science.
    Moström Åberg, Marie
    Dalarna University, School of Technology and Business Studies, Occupational science.
    Pontén, Bengt
    Dalarna University, School of Technology and Business Studies, Occupational science.
    Attractive work2009In: 7:th Seminar on Worklife Development, Lappeenranta and Ruokolahti, Finland, 2009Conference paper (Other academic)
    Abstract [en]

    The model of Attractive Work was published 2004 (Åteg, Hedlund m fl. 2004). A questionnaire Questionnaire concerning Attractive Work was developed from the model (Högskolan Dalarna 2008). The questionnaire has been used during some years and at most occasions as a part in the Attractive Work Process. It is mostly researchers at Theme Working Life that have been using it, but also some supporting service companies. Data has been collected by the questionnaire during development work at companies or organizations. The results that will be presented are gathered from 16 different studies. Totally 1440 persons have filled in the questionnaire. They were employed at workplaces in different branches, for example estate management, parish work, museum, and elderly care. The results represent only these groups and are not representative for Swedish work force. The results shows that work is a relatively important aspect in the respondents life (3,8 on a scale 1-5). The main reason for working is to more than half of them “Earning a living and survival” (55,1%), two fifth says “Self-realization and good quality of life” (39,9%), and only a minor part says “material gain and a high standard of living” ( 5,0%). Most of them consider their current job as attractive to a big extent. The most important qualities to make a job attractive concern working conditions related to relations and leadership, as well as work satisfaction related to be sought after, stimulated and have inner acknowledgement. The two most important qualities are “I consider what I do to be important” and “I feel that I do a good job”. These important qualities correspond to a relatively high degree in the respondents’ current job, but there are still opportunities for development. The Attractive Work Process has been developed within interactive research and development projects. The process contains six steps – 1) Inform, plan and motivate, 2) Complete the questionnaire, 3) Analyze results, 4) Report results and prioritize, 5) Action plan, 6) Measure/evaluate. Central and important aspects of the process have been identified based on the experiences of participating researchers and companies. General important aspects are that the process is built on a promoting approach and engagement from all the employees. It is thereby important that the behavior of the process leader supports that approach. To make changes takes time and taking small steps in the right direction keeps the process moving forward. The process must be “living” all the time in order to be continuous. Högskolan Dalarna (2008). Questionnaire concerning Attractive Work. Borlänge: 5. Åteg, M., A. Hedlund, m fl. (2004). Attraktivt arbete. Från anställdas uttalanden till skapandet av en modell. Stockholm, Arbetslivsinstitutet.

  • 7.
    Moström Åberg, Marie
    Dalarna University, School of Culture and Society, Occupational Science.
    Contextual Preconditions to Foster Transformative Learning: A Recursive Process, Activity, and Core Elements2023In: Journal of Transformative Education, ISSN 1541-3446, E-ISSN 1552-7840, Vol. 21, no 2, p. 167-189Article in journal (Refereed)
    Abstract [en]

    The need of being able to foster transformative learning (TL) has increased due to the demands for continuous development in today’s work life. Previous research has proposed six core elements to foster TL; however, in these a process perspective is missing. By using an adaptive approach and inspired by action research, drawing on teachers’ experiences, the aim of this article is to deepen the understanding of how teachers can create contextual preconditions to foster TL. The empirical data was based on teachers’ narratives, interviews with students, and observations from a university course. This article contributes by proposing a framework for contextual preconditions to foster TL by extending the six core elements with a recursive process and activity. To foster TL, the importance of continuously adapting the preconditions to the needs of each specific educational situation is emphasized.

  • 8.
    Moström Åberg, Marie
    Dalarna University, School of Culture and Society, Occupational Science. Mälardalens högskola, Hälsa och välfärd.
    Epistemology of practice and its consequences in practice: Educating for knowing-in-action in working life2021Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Education and competence development are of increased interest in today’s society and organizations, to increase the wellbeing, lifelong learning, and mobility of the labor force, and contribute to companies’ global competition. As a consequence, formal and informal education is growing. However, there are dilemmas when developing professional competence e.g. bridging the gap between theory and practice, trying to increase employability in higher education, and the degradation of professionals’ knowledge. These dilemmas can partly be due to epistemology and the difficulty to act in accordance with one’s epistemology. Previous research has presented Technical Rationality (TR) as the cause of the problems and an epistemology of practice as an alternative approach. 

    The aim of this thesis is to contribute to a deeper understanding of a holistic epistemology, i.e. what an epistemology of practice is, and its consequences for the view of professional competence and educational design in different contexts. Beyond this, the aim is also to analyze the quality of learning needed to reassess one’s epistemology. The theoretical framework is based on Schön’s work on epistemology of practice, the competence of a professional i.e. knowing-in-action, and educational design i.e. the reflective practicum. Mezirow’s theory of Transformative Learning (TL) is used to analyze the quality of learning. 

    The four included studies are used as examples of different educational situations in different contexts; in Studies Ι and ΙΙΙ how managers in a research intervention learn to become enabling managers, in Study ΙΙ, how pupils in a vocational school are learning to minimize work environment risks in their future work, and in Study ΙV how HR students learn to foster collective learning within organizations. 

    The results show the importance of being aware of one’s epistemology, and to act according to it. From an epistemology of practice approach, the overall conclusion is that adding practice is not enough, it is important to balance theory, practice, and reflection to enable knowing-in-action. The role of the teacher/supervisor to handle both theory, practice and reflection using reflection-in/on-action and coaching strategies such as joint experimentation, follow me and hall of mirrors to enable knowing-in-action is emphasized. The design of an education needs to be adapted to the participants’ former experiences and access to work practice. To enable reassessment of epistemology, TL is proposed, since a quality of learning which enables deep learning is needed. 

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  • 9.
    Moström Åberg, Marie
    Dalarna University, School of Culture and Society, Occupational Science.
    Ledarskapsutveckling i kommuner.2021Conference paper (Other academic)
  • 10.
    Moström Åberg, Marie
    Dalarna University, School of Culture and Society, Occupational Science.
    Researching your own knowing-in-action: methods and dilemmas.2022Conference paper (Other academic)
  • 11.
    Moström Åberg, Marie
    et al.
    Dalarna University, School of Culture and Society, Occupational Science.
    Thulemark, Maria
    Dalarna University, School of Culture and Society, Human Geography.
    Synen på kompetens inom besöksnäringen – går det att anta ett holistiskt perspektiv?2022Conference paper (Other academic)
  • 12.
    Moström Åberg, Marie
    et al.
    Dalarna University, School of Technology and Business Studies, Occupational science.
    Åteg, Mattias
    Dalarna University, School of Technology and Business Studies, Occupational science.
    Backström, Tomas
    School for Innovation, Design and Technology, Mälardalen University, Sweden.
    Attractors for communication?2010Conference paper (Other academic)
    Abstract [en]

    From a complexity perspective, interaction in workgroups is interesting because people create relations when interacting, and these relations create social systems which are emergent, complex and sensitive to initial conditions. This paper focuses communication in workgroups and the application of a previously developed model for observing and analyzing the performance of business teams made by Losada & Heaphy (2004). The aim with this paper is to bring further understanding of how and if this model can be used to understand verbal communication in teams.

     

    The model (ibid) stresses that three bipolar dimensions, advocacy /inquiry, self /other, and most important, positive /negative statements in communication, can be seen as attractors for communication, showing effectiveness in teams.

     

    Communication in 28 workgroup meetings in 13 different organisations have been filmed, observed and analysed. The method and analysis was inspired by the model (ibid). The results show that there were small differences between the teams regarding the dimensions of advocacy /inquiry and self /other, but larger differences concerning positive /negative statements.

     

    The results raise some problems and questions. The characterisation of statements is problematic using the definitions given (ibid). The kind of meeting observed and the behaviour of the leader seem to affect the results. The predicted proportion between the different dimensions in the model (ibid), isn’t reflected in the results. How could these results be understood? Are the identified attractors really the ones predicting effectiveness? Is communication perhaps more complex than predicted by the model?

  • 13.
    Wilhelmson, Lena
    et al.
    Department of Education, Stockholm University, Sweden.
    Moström Åberg, Marie
    Dalarna University, School of Technology and Business Studies, Occupational science.
    Backström, Tomas
    School for Innovation, Design and Technology, Mälardalen University, Sweden.
    Köping Olsson, Bengt
    School for Innovation, Design and Technology, Mälardalen University, Sweden.
    Enabling transformative learning in the workplace: an educative research intervention2015In: Journal of Transformative Education, ISSN 1541-3446, E-ISSN 1552-7840, Vol. 13, no 2, p. 219-238Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to discuss the potential of an educative research intervention to influence the quality of the learning outcome in the workplace as interpreted from the perspectives of adult learning theory. The research project was designed as a quasiexperimental, mixed-methods study. In this article, quantitative survey data were taken as the point of departure, and qualitative data were used for the purpose of analyzing aspects of learning. An educative research intervention may support a transformative learning quality when the manager and employees have to deal with severe difficulties, and they succeed in doing so by sharing responsibilities and having the strength to engage in the development process in the workplace. It is possible to support transformative learning in the workplace through an educative research intervention that encourages managers to educate themselves and their employees to think and act in new ways, aiming at integrated autonomy, increased interaction, and learning.

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    fulltext
  • 14.
    Wilhelmson, Lena
    et al.
    Department of Education, Stockholm University, Sweden.
    Åteg, Mattias
    Dalarna University, School of Technology and Business Studies, Occupational science.
    Moström Åberg, Marie
    Dalarna University, School of Technology and Business Studies, Occupational science.
    Prerequisites for transformative learning at workplaces a research intervention aiming at integrated autonomy2011Conference paper (Other academic)
    Abstract [en]

    A research intervention supporting generative leadership made a contribution in the direction of transformative learning when disorienting dilemmas and cognitive conflicts had to be solved.

  • 15.
    Åteg, Mattias
    et al.
    Dalarna University, School of Technology and Business Studies, Occupational science.
    Wilhelmson, Lena
    Dalarna University, School of Technology and Business Studies, Occupational science.
    Backström, Tomas
    Moström Åberg, Marie
    Dalarna University, School of Technology and Business Studies, Occupational science.
    Köping Olsson, Bengt
    Önnered, Loe
    Tasks in the generative leadership: Creating conditions for autonomy and integration2009In: Researching Work and Learning 6, Roskilde, 2009Conference paper (Other academic)
    Abstract [en]

    The paper focuses competences needed in order for first line managers to pursue a leadership practice called generative leadership. Work organisations where employees are required to autonomously and in work groups make decisions, take responsibilities and interact in multiple directions, raises demands on managers to have competence to organise for integrated autonomy, communication and border crossing, and to enhance group creativity and work attractivity. These competencies identified so far include being able to enable group interaction, foster dialogue competence, enable utilization of language ambiguities, encourage transparency, and organise for job embeddedness.

  • 16.
    Åteg, Mattias
    et al.
    Dalarna University, School of Technology and Business Studies, Occupational science.
    Wilhelmson, Lena
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Moström Åberg, Marie
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Alvemark, Karin
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Framtida kärnkompetenser inom HRM – underlag för PAL-utbildning vid Högskolan Dalarna2007In: HRM Workshop 2007 – om svensk Human Resource Management 27-28 september, Göteborgs universitet., 2007Conference paper (Refereed)
  • 17.
    Åteg, Mattias
    et al.
    Dalarna University, School of Technology and Business Studies, Occupational science.
    Wilhelmson, Lena
    Dalarna University, School of Technology and Business Studies, Occupational science.
    Moström Åberg, Marie
    Dalarna University, School of Technology and Business Studies, Occupational science.
    Backström, Tomas
    Önnered, Loe
    Isaksson, Kerstin
    Att mäta dialogkompetens.: Metodutveckling för projektet Regisserad kompetensutveckling.2008In: Nordisk arbetslivsforskningskonferens, Växjö, 2008Conference paper (Other academic)
1 - 17 of 17
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