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Tydelige og præcist formulerede læringsmål er et afgørende grundlag for den stu-derendes eksamenspræstation. Derfor er det vigtigt, at de studerende kender til læ-ringsmålene for de fag, de følger, og forstår dem. Alligevel synes der at herske for-skellige opfattelser blandt studerende og undervisere af, hvor centralt beskæftigel-sen med læringsmål står i undervisning og forelæsninger. Denne artikel fokuserer på de studerendes tilgang til læringsmål. Vi baserer undersøgelsen på kvalitativ og kvantitativ empiri og udleder tre analysespor, som vi forfølger: de studerendes for-ståelse af læringsmål, de studerendes brug af læringsmål og de studerendes kriti-ske stillingtagen til læringsmål. Resultaterne af undersøgelsen peger bl.a. på, at studerende efterspørger en nærmere forbindelse mellem undervisning og lærings-mål. Artiklen argumenterer i forlængelse heraf for, at et udvidet fokus på de så-kaldte ”tærskelbegreber” kan bidrage til at højne opmærksomheden på læringsmål i undervisningen og hjælpe med at koble undervisningens indhold til kvalifikations-beskrivelsen.

Gruppebaseret øvelsesundervisning har et vigtigt, men stadig ikke fuldt (an)er-kendt læringspotentiale som redskab i universitetspædagogikken. I denne artikel formidles hovedresultaterne fra den første større danske undersøgelse af erfaringer med gruppebaseret øvelsesundervisning gennemført blandt samtlige studerende og undervisere på sociologistudiet på Aalborg Universitet. Undersøgelsen viser, at undervisere og studerende er enige om øvelsernes læringsmæssige relevans. Endvidere er der enighed om, at øvelsernes primære formål er at diskutere metodiske og teoretiske begreber samt at koble undervisningens begreber til praksis. Dog er deres incitamenter forskellige; underviserene er ofte orienterede mod at træne kritisk og kreativ tænkning gennem aktiv involvering og kollektiv vidensdeling, mens de studerende er ek-samensorienterede. Undersøgelsen viser desuden udfordringer dels i forhold til koordinering underviserne imellem og dels i forhold til de studerendes faglige diversitet og aktivitetsniveau i forbindelse med øvelsesundervisningen. Artiklen slutter derfor af med at diskutere en række organisatoriske og praktiske tiltag, som kan forbedre de studerendes aktivitet, læring og oplevelse af ’alignment’ mellem øvelsesundervisningen, læringsmålene og eksamen. Group-based exercises have an important but still not fully acknowledged role as a learning tool in university pedagogy. This article reports key findings from a study of the experiences of sociology students and teachers at Aalborg University who participated in group-based exercises. The study reveals that teachers and students agree on the relevance of the exercises and that the main purposes of these are to discuss theoretical and methodological concepts and to connect concepts to practice. However, the incentives they stress are different; teachers are often focused on training academic thinking through collective involvement and knowledge sharing, while students are focused on their exam. The study also indicates challenges in terms of coordination between the teachers and in relation to the students' academic diversity and varied activity during the group-based exercises. The article concludes with a discussion of organizational and practical initiatives that can improve student activity, learning and their experience of 'alignment' between the exercises, the learning objectives and the exam.

In Greek mythology, the hero Odysseus receives a gift of the world’s wind in a carefully tied sack. Only one favorable tailwind was free to blow his ship safely home. But in the course of the night, the other winds are released with catastrophic consequences for Odysseus’ fleet, resulting in multiple wrecks. In the article we take the myth about Odysseus and the winds as a picture of students’ educational navigation after the Danish Study progress reform (2013). We show how the reform was initially characterized by an unambiguous belief that it is possible to tether and align the various motives and reasons for studying (winds), all while in practice the students translate the reform’s demand for quick completion in a number of unforeseeable ways. With the concept of “risk translation” we show how the students’ navigations is not just a question of fast completion, but also of protecting a number of often enjoyable, study activities, constituting a good study life. The analysis in this article is built upon a country-wide questionnaire among approximately 4500 university students (2015), along with a series of focus group interviews with students at the University of Copenhagen (2013-2016).

Med den kommende studiefremdriftsreform følger både krav om hurtigere gennemførelse og en fleksibilisering af systemet, der skal lette meritoverførslen og gøre det nemmere at sammenstykke en uddannelse på tværs af institutioner og uddannelser. Artiklen diskuterer de nye tiltag som en bestemt styring af de studerendes uddannelsesnavigation: Hvad sker der, når vi giver den enkelte studerende større frihed til at sammensætte uddannelse på tværs af moduler, der ikke har nogen på forhånd tilrettelagt (faglig) progression mellem sig? Vil den øgede valgfrihed medvirke til at motivere de studerende, højne gennemførelsen og gøre dem mere arbejdsmarkedsparate, sådan som regeringen fremlægger det? Og er prisen i givet fald en fragmentering af viden og instrumentel overfladelæring blandt de studerende, sådan som kritikerne foreslår? The aim of the so-called ‘speed-up’ reform is to cut the time available for students to complete their university studies. One consequence of the reform is the increased requirement for flexibility within the Danish higher education system. To cope with the reform, the system will need to facilitate transfer of credits and make it easier for students to compose more personalized learning portfolios, which can include courses from different institutions and study programmes. The article discusses the possible implications of this new approach to steering students through the higher education system: What happens when we allow the individual student to compose a personal profile from different modules with no intentional progression between them? Will the students’ increased freedom serve to motivate them, make them complete their studies more quickly and make them more fit for the labour market like the Danish government presumes? Or will this be at the expense of leaving students with fragmented knowledge and superficial understandings as suggested by the critics?

Med den kommende studiefremdriftsreform følger både krav om hurtigere gennemførelse og en fleksibilisering af systemet, der skal lette meritoverførslen og gøre det nemmere at sammenstykke en uddannelse på tværs af institutioner og uddannelser. Artiklen diskuterer de nye tiltag som en bestemt styring af de studerendes uddannelsesnavigation: Hvad sker der, når vi giver den enkelte studerende større frihed til at sammensætte uddannelse på tværs af moduler, der ikke har nogen på forhånd tilrettelagt (faglig) progression mellem sig? Vil den øgede valgfrihed medvirke til at motivere de studerende, højne gennemførelsen og gøre dem mere arbejdsmarkedsparate, sådan som regeringen fremlægger det? Og er prisen i givet fald en fragmentering af viden og instrumentel overfladelæring blandt de studerende, sådan som kritikerne foreslår? The aim of the so-called ‘speed-up’ reform is to cut the time available for students to complete their university studies. One consequence of the reform is the increased requirement for flexibility within the Danish higher education system. To cope with the reform, the system will need to facilitate transfer of credits and make it easier for students to compose more personalized learning portfolios, which can include courses from different institutions and study programmes. The article discusses the possible implications of this new approach to steering students through the higher education system: What happens when we allow the individual student to compose a personal profile from different modules with no intentional progression between them? Will the students’ increased freedom serve to motivate them, make them complete their studies more quickly and make them more fit for the labour market like the Danish government presumes? Or will this be at the expense of leaving students with fragmented knowledge and superficial understandings as suggested by the critics?

Studerende på videregående uddannelser forventes at deltage aktivt i undervisningen og tage ansvar for egen læring. Alligevel oplever undervisere ofte, at studerende er meget tilbageholdende i timerne. Dette studie undersøger, hvilken roller normer spiller for studenteraktivitet. Tolv studerende blev interviewet to gange i løbet af et semester. Det viste sig, at normer havde en stor adfærdsregulerende rolle, ligesom det viste sig, at der var en betydelig forskel mellem udtalte og uudtalte normer. Den observation, der overraskede os mest, var, at der var meget snævre rammer for legitim delta­gelse på holdtimerne, mens der var meget vide rammer for ikke-del­ta­gel­se. Disse præliminære resultater kalder på en diskussion af, hvordan normen om ansvar for egen læring fortolkes og praktiseres af universitetsstuderende. The aim of Danish universities is to encourage students to become active, independent, and responsible learners; yet, university teachers often encounter students that are very reluctant to participate in discussions. This study examines how norms influence student engagement in classes. Twelve students were interviewed twice during their second semester. The study suggests that norms regulate behaviour and furthermore the study uncovered a demarcation between spoken and unspoken norms. To our surprise, we found there to be strict boundaries for legitimate participation in discussion, while there was a high tolerance for non-participation. These results – although preliminary – call for a discussion of how the tenets of independence and responsibility are conceived by students.

Studerende på videregående uddannelser forventes at deltage aktivt i undervisningen og tage ansvar for egen læring. Alligevel oplever undervisere ofte, at studerende er meget tilbageholdende i timerne. Dette studie undersøger, hvilken roller normer spiller for studenteraktivitet. Tolv studerende blev interviewet to gange i løbet af et semester. Det viste sig, at normer havde en stor adfærdsregulerende rolle, ligesom det viste sig, at der var en betydelig forskel mellem udtalte og uudtalte normer. Den observation, der overraskede os mest, var, at der var meget snævre rammer for legitim delta­gelse på holdtimerne, mens der var meget vide rammer for ikke-del­ta­gel­se. Disse præliminære resultater kalder på en diskussion af, hvordan normen om ansvar for egen læring fortolkes og praktiseres af universitetsstuderende. The aim of Danish universities is to encourage students to become active, independent, and responsible learners; yet, university teachers often encounter students that are very reluctant to participate in discussions. This study examines how norms influence student engagement in classes. Twelve students were interviewed twice during their second semester. The study suggests that norms regulate behaviour and furthermore the study uncovered a demarcation between spoken and unspoken norms. To our surprise, we found there to be strict boundaries for legitimate participation in discussion, while there was a high tolerance for non-participation. These results – although preliminary – call for a discussion of how the tenets of independence and responsibility are conceived by students.