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  • Public defence: 2025-02-21 09:15 C1-007, Campus Eskilstuna
    Tripney Berglund, Rachael
    Mälardalen University, School of Innovation, Design and Engineering, Innovation and Product Realisation.
    Building Psychosocial Safety Climate and Conditions for Employee-Driven Innovation2025Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The impact of work on mental health is a global issue, costing $1 trillion annually. Work-related depression alone costs 620 billion Euros each year. As work rates intensify in Europe, so does workplace stress. The organisational and social work environment (OSWE) significantly affects worker health. The OSWE not only impacts health but may also hinder innovation.  Encouraging employee-driven innovation (EDI) without ensuring worker health can be risky. However, research has shown that a high Psychosocial Safety Climate (PSC) protects workers from organisational and social risks, which is why building a high (PSC) is anticipated to be crucial for worker health and breaking down barriers to EDI. This thesis combines occupational health and EDI research to explore 1) how to build PSC and organisational and social working conditions and 2) how PSC relates to EDI. The research is mainly built on a longitudinal quasi-experimental study with an intervention and control group. In the quasi-experiment, the ‘active ingredient’ is a manager-led training intervention's impact on PSC and OSWE in Sweden's private sector. Literature reviews examine important working conditions for health and the role of OSWE during technological transitions. Findings show that PSC can be built through manager training and collaboration, improving PSC and organisational and social working conditions. PSC is also found to be related to EDI, with management behaviours explaining the relationship. The literature reviews highlight the need for attention to PSC during technological changes. The research concludes that integrating occupational health and EDI extends theory and understanding in both fields, providing practical insights on building PSC and demonstrating how PSC is related to EDI.  

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  • Public defence: 2025-03-14 13:15 Lambda, Västerås
    Roux Sparreskog, Christa
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Didaktiskt samarbete för stöttning av flerspråkiga elevers språk- och kunskapsutveckling.2025Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The overall aim of this dissertation is to gain a deeper understanding of pedagogical collaboration among mainstream teachers, special educational needs teachers, mother tongue teachers and multilingual study guidance tutors when supporting multilingual students' language and knowledge development in Swedish primary schools. The dissertation consists of a licentiate thesis, (Study I), two articles (Study II and Study III) and this introductory chapter, “kappa”. Study I, an ethnographic case study, was based on sociocultural perspectives (Vygotsky, 1999) in the design, collection, analysis, and discussion of data, which consisted of observation, interviews, informal conversations and other collected information about the class. In studies II and III, Bronstein's (2003) systematic literature review provided insight into influencing factors on interdisciplinary collaboration and was used in the analysis. Studies II and III, consisting of 13 in-depth interviews with mother tongue teachers/multilingual study guidance tutors teaching in 15 different languages. In this “kappa” the results of the three studies are synthesized by dint of Bronstein’s influencing factors on interdisciplinary collaborations. Thereafter, the results are discussed by utilizing sociocultural theories on teaching and learning as well as on recent research on pedagogical collaboration. The results of the analyses show that the collaboration between teachers, SEN-teachers and mother tongue teachers is mostly affected by structural characteristics. Besides structural characteristics, the collaboration between teachers, SEN-teachers and multilingual study guidance tutors is influenced by the perception of a tutor’s professional role, tutors’ and teachers’ personal characteristics as well as the history of collaboration. The findings indicate that the pedagogical collaboration between teachers, SEN-teachers, mother tongue teachers, and multilingual study guidance tutors could be significantly improved if better structures were created at policy level to facilitate the organization of pedagogical collaborations. Valuable pedagogical collaboration time could then focus on supporting multilingual students' language and knowledge development instead of solving practical or organizational matters. A more structured organization could also contribute to building a more sustainable future for pedagogical collaboration that is more holistic and responsive in relation to multilingual students’ needs.

    The full text will be freely available from 2025-02-21 08:00
  • Public defence: 2025-04-11 13:15 Omega, Västerås
    Gleisner Villasmil, Lena
    Mälardalen University, School of Education, Culture and Communication.
    Lärares didaktiska val av digitala lärresurser: Inre och yttre påverkansfaktorer2025Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The overall aim of the dissertation is to deepen the understanding of how teachers, both individually and in groups, make didactic choices regarding the use of digital learning resources (DLR) in teaching, as well as the internal and external factors that influence these choices. The dissertation is grounded in didactic theory and is based on a combined methodological analysis, where a life history analysis is complemented by two survey studies with statistical analyses. Teachers' didactic choices of DLR are influenced by the social and historical context, where both individual and collective aspects play a role and include relationships, differences, and influencing factors. The life history analysis contributes a personal perspective and describes how upper secondary school teachers' didactic motives, considerations, and choices are shaped and developed over time. The first survey study characterizes new, unique DLR-teacher profiles for upper secondary school teachers, focusing on the didactic use of DLR. The study shows that a teaching degree is important for didactic practice with DLR. The second survey study examines the factors that influence teachers' use of DLR. The results indicate that a favorable school environment, social support, previous work experience, education, and personal interests are all important factors, but that student-oriented factors have the greatest impact. Many teachers use DLR in different ways as didactic support in teaching, but a smaller group experiences difficulties in managing DLR, which can cause stress. In summary, the dissertation provides new insights and a deeper understanding of the teacher's role as a reflective practitioner who makes meaningful didactic choices regarding DLR and the factors that influence these choices. This deeper understanding highlights that teachers' purposes, digital didactic capacity, subject interest, and willingness to help students are crucial for their didactic choices. The findings are highly relevant for teachers, teacher educators, principals, school leaders, and policymakers, as they can help improve the conditions for teachers' instructional practices and students' learning in a digitalized school environment.