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Bogen, som teksten udgør forord til, beskriver det professionelle træningsprogram, der udgør en del af musikterapistudiet på Aalborg universitet, I mit forord betoner jeg, bl.a. med reference til Aritsoteles og fronesis-begrebet, værdien af at inkludere professionel træning og kompetenceudvikling i akademiske studieprogrammer.

The study on “impact of mother’s education on the academic achievement of their children in school” was conducted using a mixed methods design. The aim was to understand children’s academic performance partly as a function of their mothers’ level of education. The study was implemented in two stages, beginning in school academic year, July 2014. In both stages, focus group interviews were conducted with mothers, students and teachers. Progress reports and semi-open questionnaires were other data sources. Participants included 48 children, 48 mothers and 15 teachers, the two first-mentioned groups being our primary, teachers being our secondary target population. Past studies claim level of parental education to be an important indicator of children’s academic achievement. This study also indicated that mother’s education contributes to enhancing children’s academic achievement. On the one hand, mothers may, irrespective of their educational level, provide ‘content-free’ support to their children: showing interest, motivating them, etc. On top of that, educated mothers have the capacity to render help with homework and explain scholastic stuff that is unclear to child.

Forskningsmæssig rapportering fra Projekt Den Videnproducerende Skole (2015-18). Syv kommunale skoleforvaltninger deltog. Projektets intention var at udvikle en skolekultur, hvor underviserteams udviklede sig til optimalt selvforvaltende videnudviklere gennem en metodik baseret på prøvehandlinger, udvikling af pædagogiske og organisatoriske prototyper, samt udnyttelse af positive afvigelser.

Artiklen tager udgangspunkt i teoretiske flertydigheder vedrørendeenkeltpersoners rolle og betydning i forbindelse med organisatoriskeforandringsforløb. Med en organisatorisk case som baggrund præsenteresfire teoretiske positioner (Weick og Quinn; Stacey; Luhmann; Barad), dertilsammen dekonstruerer forestillingen om enkeltpersoners villede handlingersom kilde til forandring. En såkaldt system-økologisk platform udvikles medhenblik på re-konceptualisering af enkeltpersonlige forandringsagentersbidrag til distribueret forandringsledelse. Re-konceptualiseringen indebærer,at case-organisationen tænkes som bestående af to del-organiseringer. Én delorganisering kaldes den driftsrettede og virker for bedst mulig realisering aforganisationens kerneopgave inden for eksisterende, bl.a. politisk bestemtestyringsbetingelser. Den anden del-organisering kaldes den forandringsrettede.Denne del-organisering deler, principielt og potentielt, aktørkollektiv med dendriftsrettede, men opererer ud fra sit eget anderledes arbejds- og værdigrundlagog kan forstås som arbejdspladsens organisatoriske læringsrum med sigte påfortløbende udvikling af dens kapacitet til distribueret forandringsledelse.

In public and private organizations around Scandinavia the complexity of work has grownin the last two decades. Easier access to more knowledge, more competition in a globalizedworld, more complex solutions demanded by costumers, more demand on services from thepublic etc. In this case study taking place in a global production environment, the above hasresulted in high turn-over among first-line managers, more reluctance towards managementcareer opportunities and fewer outside candidates interested in management. In HR, we redesigned routines around leadership talent development, into a program set toproduce stronger leadership talents (reduction of turnover). This was done in an environmentcovering 12.000 employees and 1000 managers on all levels, in France, USA, China, Braziland Denmark. The program resulted in: Significant reduction of turnover among 1st line managers and more employeesinterested in leadership. Growth of cross national talents, who became a part of the larger company culture, “the whole”. Source: Internal data 2016. The above success is described in Noerlem & Willert (2018b). In this paper, we became curious on one thing. Why did the change of routines into thisprogram become a success? The process of producing the new program was anything butsmooth. We decided to look into data from the process and our objective in this paper became: Objectives: In this case study, we explore the impact on organizational culture, when developing a new talent program by introducing a process view on leadership talentdevelopment in a global production environment (Pharma). Methods: We used a narrative approach, because “The usefulness of the narrative approach to data collection and analysis, is the richness of the context that it communicates”. (Langley1999). This to collect and document data and to describe the analysis. These via participantobservation, field notes and semi-structured interviews. Outcome: The production process in producing a talent program, produces talentenvironments.

Systematisk, teoretisk reflekteret, personligt erfaringsforankret sammenfatning af proceskonsultativ praksisplatform.

Beskriver og diskuterer muligheden for, at akademisk videreuddannelse fører til transformativ læring hos den studerende

Tirsdag 5/9 2017 tog landets undervisningsminister, Merete Riisager (LA), konsekvensen af, at de danske gymnasier oplevede stort snyd i forbindelse med eksamener. Gymnasieeleverne har brugt deres onlineforbindelse til at snyde og kopiere allerede produceret materiale. Konsekvensen blev, at internetopkoblingen skulle afkobles for, som ministeren er citeret for at sige i Berlingske: “Hvis eleverne er online til en eksamen, kan man lige så godt placere dem på en banegård eller på et bibliotek. De har alle muligheder for at få svar, der ikke er deres egne, og det er alt for fristende for de unge mennesker … Netadgangen er indført i den bedste mening, men der er ikke noget fremtidsorienteret eller innovativt ved at skabe en snydekultur.” Det interessante i denne hændelse er ikke, at eleverne snyder. Der vil med al sandsynlighed altid være nogle, der snyder (Bhide & Stevenson, 1990). Det er snarere den danske undervisningsministers konklusion på, hvad der må gøres mod denne form for snyd. Nettet må strammes, så det bliver sværere at snyde. Således ser vi, at forbud, påbud, regler, regulativer og omfattende kontrolprocedurer opstår. Det forekommer os efterhånden som så normalt, at der sjældent stilles spørgsmålstegn ved hensigtsmæssigheden og ræsonnementet heri.

This book is a product of a collaborative Bhutanese-Danish research project concerning the quality of school education in Bhutanese secondary schools. The empirical investigations that were at the center of the project took part in 2012-2014 and consisted in case study of seven selected schools, which was prepared through a small quantitative pilot study and followed up by a questionnaire with schools from most of the districts in the country. The present publication depicts the case studies and relates closely to our research report in four parts that were delivered to the funding bodies in 2015.In the book at your hand the presentation of the case studies has been reorganized in order to make it more accessible to the international research community as well as the general public. The research project’s theoretical approach has been specified so as to emphasize the relevance of our findings and interpretations to global debate and development of school educational quality.

Ifølge Niklas Luhmann (2000) gør en ontologisk diskontinuitet sig gældendemellem, på den ene side sociale systemer, såsom arbejdsteams eller organisationer, på den anden side psykiske systemer, dvs. personer. Denne teoretiske pointe gør det berettiget at beskrive Luhmanns systemforståelse som ’post-humanistisk’.Stadigvæk er imidlertid sociale systemer funktionsmæssigt afhængige af at være strukturelt koblet til psykiske systemer. Nødvendigheden af disse strukturelle koblinger indebærer, post-humanisme eller ej, at personer, der yder kommunikative bidrag til sociale systemers funktion, påvirkes deraf.På baggrund af erfaringsbaseret case-materiale fra et job som internationalnødhjælpsarbejder under pressede vilkår, fremstiller og diskuterer kapitlet deværdiforankrede dilemmaer, der opstår hos nødhjælpsarbejderen, der på denene side har fuld respekt for de i verdenshistorisk forstand ædle motiver, derdriver nødhjælpsarbejde og nødhjælpsorganisationer, samtidig med, at han påden anden side kan fyldes af selvbebrejdelser, ja selvhad, når han, som det heletiden sker, tvinges til at give afslag til enkeltpersoner i nød. Nødhjælpsarbejderens bestræbelser på fastholdelse af moralsk selvrespekt diskuteres både i et medarbejder- og et ledelsesperspektiv.

Hvis man sammenligner masteruddannelsesstudier og traditionelle universitetsstudier som bachelor- og kandidatstudier, er der en række forskelle mht. deltagerforudsætninger og rammer og formål, hvis betydning må overvejes, når man tilrettelægger masteruddannelsernes indhold, metode/læreproces og evaluering. Simpel overførsel af dagstudiernes didaktik til masteruddannelserne bliver dermed problematisk. Vi vil argumentere for, at masteruddannelsernes indhold, undervisningsmetode/læreproces og evaluering må relateres til en lang række specifikke forskelle, som fx brugerbetalingen, der introducerer et kunde-leverandørforhold, de studerendes tætte tilknytning til arbejdsmarkedet og deres behov for at kunne anvende uddannelsens indhold til at skabe værdi i deres arbejdsliv. Særligt det sidste behov har vi været optaget af at kunne leve op til i vores designs af forskellige masteruddannelser. Vi vil i dette oplæg beskrive vores lokalt udviklede pædagogiske idealforestillinger, centreret omkring projekttænkning og aktive bestræbelser mod at skabe gensidigt berigende koblinger mellem uddannelsesrum og arbejdsrum. Disse pædagogiske idealer, tror vi, har almen gyldighed/bæredygtighed. Derfor beskriver vi dem i tilstræbt almen form og håber, at de kan være til inspiration også uden for vores egne pædagogiske miljøer. Fremstillingen struktureres ved hjælp af de seks komponenter, der tilsammen udgør Hiim & Hippes (2007) didaktiske relationsmodel. Med reference til forløbsempiri fra masteruddannelser samt egne erfaringer som undervisere og programdesignere vil vi fokusere på væsentlige læringsforudsætninger, rammefaktorer og mål, der får betydning, når masteruddannelsen sigter mod at overvinde transferproblematikken. Dernæst vil vi gå i dybden med diskussionen af, hvad de beskrevne forhold betyder for design af læreprocesserne.

This chapter presents elements of the historical basis for the recently intensified discussion of relational leadership. This is done based on a categorisation of leadership into three major types: classical, modern and relational. The significance of these three types and their ways of interacting will become clarified through a discussion of ‘distributed leadership’, with special reference to organisations where new knowledge is developed and applied. There is a special focus on contradictions and conflicts that may emerge when divergent principles of leadership interact. This chapter presents elements of the historical basis for the recently intensified discussion of relational leadership. This is done based on a categorisation of leadership into three major types: classical, modern and relational. The significance of these three types and their ways of interacting will become clarified through a discussion of ‘distributed leadership’, with special reference to organisations where new knowledge is developed and applied. There is a special focus on contradictions and conflicts that may emerge when divergent principles of leadership interact.

Dette kapitel har til formål at præsentere elementer i den historik, der ligger bag den i dag intensiverede diskussion om relationel ledelse. Dette gør ud fra en opdeling af ledelsesprincipper i tre forskellige hovedformer: Klassisk, Moderne og Relationel. Med henblik på at vise betydningen af disse tre former og deres samspil i praksis er det udvalgte analysefelt distribueret ledelse, som det kan ses udfolde sig specielt i virksomheder og institutioner, der i dag er beskæftiget med at udvikle og anvende ny viden. Særligt lægges der vægt på nogle af de modsætninger og konflikter, som kan opstå, når flere ledelsesprincipper interagerer.

This paper examines the striking similarity between Kierkegaard’s and Mead’s theories of the self as relation, reflection and process as well as the normativity behind these theories. It is claimed that the theologian and the social psychologist share the view that the human being is an ethical being because it’s self is a dual relation; it relates to itself and in this relating it relates to an Other. Thus, regardless of their diverging views on the nature of this Other, they both define that of becoming a self as an unavoidable task; the task to stand in an ethical relation to oneself and to the Other. It is argued that differences in professions can be overcome: While reading Kierkegaard in the light of Mead helps to underline the relational character of Kierkegaard’s ethical notions, reading Mead in the light of Kierkegaard underlines the normative aspect of Mead’s social psychology.

Modern neurobiological research on emotions (Damasio, LeDoux, Panksepp etc.) is changing our conceptions of emotional life. Rather than viewing emotions as belonging to an irrational realm, separated from cognition proper, (as in Freud’s original hydraulic metaphor), emotions are understood as 4 reflections of phylogenetically evolved, evaluative and apperceptively based action systems helping organisms to structure and relate in adaptive fashion to their species-specific Umwelt. One special feature of humans’ emotional life, setting our species apart from all other, is that emotions not only guide us in our relational exchanges with our external surroundings (or Umwelt). Felt emotions, or feelings, also show up in our perceptual fields as distinguishable objects of attention constituting an important subset of phenomena belonging to our bodily-inside-as-Umwelt. This is the rationale behind describing – as the title does – emotions and feelings as the body’s (subjectively experienced) comments to personal relationships. A model of human self- or second order consciousness, consistent with the described theoretical framework, will be presented. Implications of the model for the understanding and handling of the psychotherapeutic encounter will be discussed. Modern neurobiological research on emotions (Damasio, LeDoux, Panksepp etc.) is changing our conceptions of emotional life. Rather than viewing emotions as belonging to an irrational realm, separated from cognition proper, (as in Freud's original hydraulic metaphor), emotions are understood as eflections of phylogenetically evolved, evaluative and apperceptively based action systems helping organisms to structure and relate in adaptive fashion to their species-specific Umwelt. One special feature of humans' emotional life, setting our species apart from all other, is that emotions not only guide us in our relational exchanges with our external surroundings (or Umwelt). Felt emotions, or feelings, also show up in our perceptual fields as distinguishable objects of attention constituting an important subset of phenomena belonging to our bodily-inside-as-Umwelt. This is the rationale behind describing - as the title does - emotions and feelings as the body's (subjectively experienced) comments to personal relationships. A model of human self- or second order consciousness, consistent with the described theoretical framework, will be presented. Implications of the model for the understanding and handling of the psychotherapeutic encounter will be discussed.

Artiklen beskriver forfatterens erfaringer fra knap fyrre års virke som universitetspædagogisk iværksætter på psykologistudiet ved Århus Universitet. Det er artiklens tese, at den i psykologifaget iboende spaltning mellem en forsker- og praktikerkultur i princippet kan overkommes gennem fremhævelse af 'det gode håndværk' som ideal for forskende såvel som praktiserende psykologer. Idealforestillinger om 'det gode psykologistudium' udvikles. Afslutningevis hedder det, at studiet bør socialisere psykologistuderende til at kunne møde praktikerlivets professionelle udfordringer med kvalificeret uvidenhed.

Udgivelsesdato: 07.12.07