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  • 1.
    Blomberg, Helena
    et al.
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Stier, Jonas
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Havererade vårdkontakter: De professionellas vittnesmål om vanskliga vårdrelationer; hur de kan förstås, hanteras och förebyggas2014Report (Other academic)
  • 2.
    Blomberg, Helena
    et al.
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Stier, Jonas
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Metaphorical expression used in Swedish news media narratives to portray the shortage of nurses and their working conditions2016In: Journal of Advanced Nursing, ISSN 0309-2402, E-ISSN 1365-2648, Vol. 72, no 2, p. 382-395Article in journal (Refereed)
    Abstract [en]

    Aim: The aim of the study is to uncover and reveal how nurses as a profession and their working conditions are dramatized and portrayed inSwedish media narratives about the shortage of nurses. Background: The media is an arena where stakeholders can air their views of the healthcare sector in general and the situation for nurses in particular. The focus in this study is the debate in Sweden on the shortage of nurses. Design: Qualitative discursive study. Method: A discourse analysis of media narratives about nurses and their working conditions published in several Swedish newspapers from 2009-2014. 1779 articles were included in the study. A selection (113 articles) of these articles was further analysed using a qualitative discursive psychological approach. Findings: Nurses are portrayed as being good, concerned about and critical of healthcare managers and politicians for not taking action. The accused actors justify their actions by partially accepting or displacing responsibility. The shortage of nurses is framed as a social problem - a threat to patients' safety. Seven different types of metaphorical expression frame the problem as inevitable, beyond control, abstract, an individual and collegial problem and nurses as replaceable. In addition, nurses and patients are dehumanized and no-one is held responsible. Conclusions: This study analyses the role of the media in emphasizing the seriousness or obscurity of the problem and possible solutions to it. Alternative narratives are needed to re-frame the nursing shortage and to find sustainable solutions. 

  • 3.
    Blomberg, Helena
    et al.
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Stier, Jonas
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    The launching and establishment of a social problem: An analysis of the debate on Swedish national level gymnastics in Dagens Nyheter 2012-2013.2015In: Sociologisk forskning, ISSN 0038-0342, Vol. 52, no 1, p. 61-79Article in journal (Refereed)
    Abstract [en]

    In 2012 Sweden's largest daily newspaper, Dagens Nyheter, published a number of articles on the state of affairs in Swedish national level gymnastics. In these articles, ex-gymnasts, coaches, parents and physicians stepped forward and testified about recurrent wrongdoings and abuse against young (particularly) female gymnasts. In response to the criticism, the accused coaches and representatives of the Swedish Gymnastics Federation downsized or dismissed the criticism as inaccurate. This being said, and using discursive psychology and a qualitative design, this article sheds light upon this debate by viewing it as a struggle between a hegemonic discourse of "the goodness" of sports, on the one hand, a number of unfavorable and negative testimonies of the state of affairs in Swedish national level gymnastics on the other. More concretely, this struggle has been analyzed with regard to the discursive and rhetoric resources the involved parties' used to pursue their claims about the state of affairs in Swedish national level gymnastics and the impact these resources had for their credibility and legitimacy. Questions were: Who is entitled "to spell out" their view on the state of affairs within Swedish national level gymnastics? What is mediated and how? How are descriptions and accounts about reality constructed as credible and factual? It is concluded that social problems are launched via co-production; in this process, the gymnastics community, the research community, single individuals, and the media - were co-actors.

  • 4. Book, Tommy
    et al.
    Stier, Jonas
    Mälardalen University, School of Health, Care and Social Welfare.
    Ghettot: Fysisk gränsdragning och social barriär1999In: Geografiska Notiser, ISSN 0016-724X, no 4, p. 212-219Article, book review (Other academic)
  • 5. Book, Tommy
    et al.
    Stier, Jonas
    Mälardalen University, Department of Social Sciences.
    Ghettot som geografisk, historisk och sociologisk företeelse2004Book (Refereed)
  • 6. Book, Tommy
    et al.
    Stier, Jonas
    Mälardalen University, School of Health, Care and Social Welfare.
    Staden en etnisk spelplan1999In: Invandrare & Minoriteter, ISSN 0346-6566, no 1, p. 18-21Article in journal (Other (popular science, discussion, etc.))
  • 7.
    Holmström, Inger K
    et al.
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Stier, JonasMälardalen University, School of Health, Care and Social Welfare, Health and Welfare.Tillgren, PerMälardalen University, School of Health, Care and Social Welfare, Health and Welfare.Östlund, GunnelMälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Samproduktionens retorik och praktik: inom hälsa och välfärd2016Collection (editor) (Other (popular science, discussion, etc.))
  • 8.
    Larsson, Robert
    et al.
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Stier, Jonas
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Åkerlind, Ingemar
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Sandmark, Hélène
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Implementing health-promoting leadership in municipal organizations: Managers' experiences with a leadership program2015In: Nordic Journal of Working Life Studies, ISSN 2245-0157, E-ISSN 2245-0157, Vol. 5, no 1, p. 93-114Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to analyze how line and middle managers experience and describe barriers and enablers in the implementation of a health-promoting leadership program in municipal organizations. A qualitative case study design was applied to examine the leadership program in a case involving implementation of an organizational health intervention. Data were mainly collected using semi-structured interviews with line and middle managers participating in the leadership program. Interviews with senior managers, notes from meetings/workshops, and written action plans were used as complementary data. The interview data were analyzed using a thematic analysis, and the complementary data using a summative content analysis. The findings show that the interviewed line and middle managers experienced this leadership program as a new approach in leadership training because it is based primarily on employee participation. Involvement and commitment of the employees was considered a crucial enabler in the implementation of the leadership program. Other enablers identified include action plans with specific goals, earlier experiences of organizational change, and integration of the program content into regular routines and structures. The line and middle managers described several barriers in the implementation process, and they described various organizational conditions, such as high workload, lack of senior management support, politically initiated projects, and organizational change, as challenges that limited the opportunities to be drivers of change. Taken together, these barriers interfered with the leadership program and its implementation. The study contributes to the understanding of how organizational-level health interventions are implemented in public sector workplaces.

  • 9.
    Lindblom, Jonas
    et al.
    Mälardalen University, School of Sustainable Development of Society and Technology.
    Stier, JonasMälardalen University, School of Sustainable Development of Society and Technology.
    Det socialpsykologiska perspektivet2011Collection (editor) (Other academic)
  • 10.
    Matilda, Fredriksson
    et al.
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Belin, Matts-Åke
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Jonas, Stier
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Säkerhetskulturer i (inter)nationell forskning - med fokus på väg och järnväg: En kunskapsöversikt2014Report (Other academic)
  • 11.
    Matilda, Fredriksson
    et al.
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Jonas, Stier
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Vård- och omsorgscollege Sörmland: En förstudie2014Report (Other academic)
  • 12.
    Sandström Kjellin, Margareta
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Davies, Trevor
    The University of Reading, England.
    Asunta, Tuula
    The University of Jyväskylä.
    Stier, Jonas
    Teachers’ Voices about the ‘Attitudes and Values Aspect of Citizenship Education – Comparative Case Studies in England, Finland and Sweden2008Conference paper (Refereed)
  • 13.
    Sandström Kjellin, Margareta
    et al.
    Mälardalen University, Department of Social Sciences.
    Stier, Jonas
    Mälardalen University, Department of Social Sciences.
    Citizenship Education as a Means for Transmitting and Transforming Values and Attitudes: Theory, Described Practice and Performed Practice2007Report (Other academic)
  • 14.
    Sandström Kjellin, Margareta
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Stier, Jonas
    Citizenship Education: Forming Cultural Identity in Five European Countries2008Book (Other academic)
  • 15.
    Sandström Kjellin, Margareta
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Stier, Jonas
    Mälardalen University, School of Business, Society and Engineering.
    Citizenship in the Classroom: Transferring and transforming transcultural values2008In: Intercultural Education, Vol. 19, no 1, p. 41-51Article in journal (Refereed)
    Abstract [en]

    The aim of the paper is to present and discuss a Report from a Comenius 2.1 project, aimed at developing teachers’ interpersonal, intercultural, social and civic competence. The study presented in the report was a multiple case study, and the methods for collecting data were focus group dialogues (with 34 teacher students), one video recording in each country and a document analysis of a European overview of citizenship education in Europe. Five countries participated in the study (the Netherlands, Portugal, Poland, the UK and Sweden) and the study focused on 12 year‐old pupils. One conclusion was that teacher education needs to focus more on horizontal classroom dialogue if goals for citizenship education are to be reached.

  • 16.
    Sandström Kjellin, Margareta
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Stier, Jonas
    Comprehensions of citizenship and citizenship education Comenius 2.1 EPT Project. Report II.2008Collection (editor) (Other (popular science, discussion, etc.))
  • 17.
    Sandström Kjellin, Margareta
    et al.
    Mälardalen University, School of Education, Culture and Communication. Uppsala universitet.
    Stier, Jonas
    Mälardalen University, School of Business, Society and Engineering.
    Key Competences for Key Professionals2008In: The Learning Teacher Journal, ISSN 1654-0344, Vol. 2, no 3, p. 3-14Article in journal (Refereed)
  • 18.
    Sandström Kjellin, Margareta
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Stier, Jonas
    Mälardalen University, School of Business, Society and Engineering.
    Practice What you Preach?: Managing Cultural (Un)awareness in a Multi-Cultural Collaborative Project2008In: The Learning Teacher Journal, ISSN 1654-0344, Vol. 2, no 3, p. 3-14Article in journal (Refereed)
  • 19.
    Sandström Kjellin, Margareta
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Stier, Jonas
    Pupils’ and Teachers’ Understanding of the Nature of Classroom Dialogue2008Conference paper (Refereed)
  • 20.
    Sandström Kjellin, Margareta
    et al.
    Mälardalen University, Department of Social Sciences.
    Stier, Jonas
    Mälardalen University, Department of Social Sciences.
    The School as an Arena for Citizenship Education: Multi-competence Acquisition, Values, Ideologies and Social Dynamics2006In: European Conference on Educational Research, Genève, Switzerland, 11-16 Sep, 2006Conference paper (Refereed)
  • 21.
    Sandström Kjellin, Margareta
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Stier, Jonas
    Mälardalen University, School of Health, Care and Social Welfare.
    Davies, Trevor
    University of Reading, UK.
    Asunta, Tuula
    Jyväskylä University,.
    Teachers’ Voices About Being a Teacher: Comparative Studies in England, Finland and Sweden2009In: Canadian Social Science, ISSN 1712-8056, E-ISSN 1923-6697, Vol. 5, no 3, p. 68-81Article in journal (Refereed)
    Abstract [en]

    The aim of the article is to present and discuss a study in which Finnish, English and Swedish teachers and student teachers described the implications of being a teacher. It is cross-national and consists of multiple case studies. Data were collected through twenty-four focus group dialogues, and 110 teachers/student teachers participated in the study. According to the study, we have found that teachers and student teachers in all three countries promoted pupils’ development of critical thinking, which is another way of saying that they focused on ‘the attitudes and values’ aspect of citizenship education; however, this was most evident in the Finnish and the Swedish focus groups. In England there is a subject emphasis to the professional role, the three countries ranked the topics (the pupils; the subject; the organization; the society; teacher identity; parents) equally, in Finland the teacher role did not appear to be as post modern as in the two other countries. Key words: attitudes and values; citizenship education; cross-national case studies; teachers’ voices 

  • 22.
    Sandström Kjellin, Margareta
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Stier, Jonas
    Davies, Trevor
    The University of Reading.
    Smigielska, Bernarda
    Abreu, Maria Luisa
    APS, Sintra, Portugal.
    Våglund, Lena
    Västerås stad.
    de Kruif, Gerard
    The Hague university, The Netherlands .
    Citizenship in the classroom in five Countries2008In: The Learning Teacher Network 25th -27th September, Vienna, 2008Conference paper (Refereed)
  • 23.
    Sandström Kjellin, Margareta
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Stier, Jonas
    Mälardalen University, School of Sustainable Development of Society and Technology.
    Einarson, Tanja
    Mälardalen University, School of Education, Culture and Communication.
    Davies, Trevor
    The University of Reading, UK.
    Asunta, Tuula
    The University of Jyväskylä, Finland.
    Pupils' voices about citizenship education: comparative case studies in Finland, Sweden and England2010In: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928, Vol. 33, no 2, p. 201-218Article in journal (Refereed)
    Abstract [en]

    The aim of the article is to present and discuss a study in which Finnish, Englishand Swedish pupils’ understanding of citizenship education with regard to: (a)political literacy; and (b) attitudes and values was explored. The study was a crossnational,multiple case study and data were collected through 18 focus groupdialogues with 15-year-old pupils. Results showed that English pupils were muchmore well-informed about rights and responsibilities than their Nordiccounterparts and also more skilled rhetorically, but appeared less accustomed toopen and confident relationships with adults than the Swedish pupils. Finnishpupils did not seem to be encouraged to talk; instead they kept their thoughts andfeelings to themselves. One conclusion, among others, was that the studyilluminates conditions for the development of a so-called key competence – i.e.,‘interpersonal, intercultural, social and civic competence’.

  • 24. Sandström, Margareta
    et al.
    Stier, Jonas
    Mälardalen University, School of Health, Care and Social Welfare.
    Skolan – slagfält för okunniga tyckare2011In: Pedagogiska Magasinet, ISSN 1401-3320, no 4, p. 75-76Article, book review (Other (popular science, discussion, etc.))
  • 25.
    Sandström, Margareta
    et al.
    Uppsala Universitet.
    Stier, Jonas
    University of Skövde.
    Sandberg, Anette
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Working with Gender Pedagogics at 14 Swedish Preschools2013In: Journal of Early Childhood Research, ISSN 1476-718X, E-ISSN 1741-2927, Vol. 11, no 2, p. 123-132Article in journal (Refereed)
    Abstract [en]

    In Sweden, gender pedagogics has been on the political agenda the last decade. Consequently, gender matters have been given much attention in Swedish preschools, and specialized pedagogues have also been trained to counteract socially constructed gender distinctions. Therefore, we have explored the enactment of gender pedagogics. We asked 17 preschool teachers to describe the situations revolving around gender issues that they have experienced, using the critical incident method. In all, 34 critical incidents were described and subsequently discussed in groups of 6-10 individuals. Afterward, the data were analyzed qualitatively, with the objective to explore the preschool teachers' understanding of gender approaches. The analysis led us to single out four "ideal type approaches," that is, "instrumental," "co-productive," "facilitative," "proactive," and "agitative" gender approach. The gender approaches were made up by the different ways of interacting with the children as regards gender described by the preschool teachers and by the different ways of reflecting over the described situations. We argue that the four different types of gender interaction emanate from corresponding underlying conceptions of gender, and that they may exercise influence on the children's identity process.

  • 26.
    Sandström, Margareta
    et al.
    Uppsala universitet, Sweden.
    Tryggvason, Marja-Terttu
    Mälardalen University, School of Education, Culture and Communication.
    Stier, Jonas
    Mälardalen University, School of Sustainable Development of Society and Technology.
    Språkutveckling hos flerspråkiga barn2012In: Kritiska händelser för lärande i förskolan / [ed] Anette Sandberg och Margareta Sandström, Lund: Studentlitteratur, 2012, 1, p. 59-73Chapter in book (Other academic)
  • 27.
    Stier, Jonas
    Mälardalen University, School of Health, Care and Social Welfare.
    Adjusting higher education to global educational demands2011Conference paper (Refereed)
  • 28.
    Stier, Jonas
    Mälardalen University, School of Health, Care and Social Welfare.
    Andra generationens svenskar eller första generationens svenskar1997In: Invandrare & Minoriteter, ISSN 0346-6566, no 3, p. 20-22Article in journal (Other (popular science, discussion, etc.))
  • 29.
    Stier, Jonas
    Mälardalen University, School of Health, Care and Social Welfare.
    Att leva i och med två kulturer1999In: Socialt Perspektiv, no 1-2Article, book review (Other (popular science, discussion, etc.))
  • 30.
    Stier, Jonas
    Mälardalen University, School of Health, Care and Social Welfare.
    Bilden av oss själva och andra2009In: Pedagogiska Magasinet, ISSN 1401-3320, no 2, p. 28-32Article in journal (Other (popular science, discussion, etc.))
  • 31.
    Stier, Jonas
    Mälardalen University, School of Health, Care and Social Welfare.
    Blod, svett och tårar. Ledarkulturen inom svenska landslagsgymnastik – belyst och problematiserad.2012Report (Other academic)
  • 32.
    Stier, Jonas
    Mälardalen University, School of Health, Care and Social Welfare.
    Career retirement, role exit and identity concerns2004Conference paper (Refereed)
  • 33.
    Stier, Jonas
    Mälardalen University, Department of Social Sciences.
    “Career retirement, role exit and identity concerns”.2006In: Proceedings from the 5th GRASP conference, 2006Conference paper (Other (popular science, discussion, etc.))
  • 34.
    Stier, Jonas
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Co-producing a social problem: Abusive leadership in Swedish national level gymnastics2014Conference paper (Refereed)
  • 35.
    Stier, Jonas
    Mälardalen University, School of Health, Care and Social Welfare.
    Critical incidents for learning in Swedish and Turkish schools: A comparison2012Conference paper (Refereed)
  • 36.
    Stier, Jonas
    Mälardalen University, School of Sustainable Development of Society and Technology.
    Etnisk identitet2008In: Migration och etnicitet: Perspektiv på ett mångkulturellt Sverige / [ed] Mehrdad Darvishpour, Charles Westin, Lund: Studentlitteratur , 2008, p. 55-80Chapter in book (Other academic)
  • 37.
    Stier, Jonas
    Mälardalen University, School of Health, Care and Social Welfare.
    Främlingsrädsla och rasism2001In: Socialt perspektiv, no 1Article, book review (Other (popular science, discussion, etc.))
  • 38.
    Stier, Jonas
    Mälardalen University, School of Health, Care and Social Welfare.
    Fångad i utlännings kropp2000In: Invandrare & Minoriteter, ISSN 1404-6857, no 2, p. 16-17Article, book review (Other (popular science, discussion, etc.))
  • 39.
    Stier, Jonas
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Förord2014In: Att tänka socialpsykologiskt, Lund: Studentlitteratur AB, 2014Chapter in book (Other academic)
  • 40.
    Stier, Jonas
    Mälardalen University, Department of Social Sciences.
    Game, Name and Fame — Afterwards, Will I Still Be the Same?: A Social Psychological Study of Career, Role Exit and Identity2007In: International Review for the Sociology of Sport, ISSN 1012-6902, Vol. 42, no 1, p. 99-111Article in journal (Refereed)
    Abstract [en]

    Drawing from micro-sociology and the psychology and sociology of sport, and using a qualitative interview design, this study explores career retirement, role exit and related identity issues among eight Swedish ex-professional tennis players. Several questions are addressed. What were the characteristics of the professional tennis player role and of the retirement process? How did the ex-players cope with role-exit and what does their life look like today? What implications have the professional tennis player role and the retirement process had for their construction of identity? Results indicate that a 'role restricted' socialization, intense media exposure, an overemphasis on performance and competition, in conjunction with how people confuse the interviewees' role with their identity, brought about what can be referred to as 'role-identity fusion'. By analysing career termination along four, overlapping, phases it is clear that each phase urged the interviewees to make career and life choices, with a variety of identity implications. It is concluded that career retirement was a gradual, transitional process of psychological and social adaptation and quest for self-identity. As such it was challenging for the players, but not as dramatic as much scientific literature suggests.

  • 41.
    Stier, Jonas
    Mälardalen University, School of Health, Care and Social Welfare.
    Game, set, match – och sen då?2005In: Svensk idrottsforskning, ISSN 1103-4629, no 4, p. 34-37Article in journal (Other (popular science, discussion, etc.))
  • 42.
    Stier, Jonas
    Mälardalen University, Department of Social Sciences.
    Högskolan bortom Bologna: Internationaliseringen av högre utbildning2007Book (Other academic)
  • 43.
    Stier, Jonas
    Mälardalen University, Department of Social Sciences.
    Identitet: Människans gåtfulla porträtt2003Book (Other academic)
  • 44.
    Stier, Jonas
    Mälardalen University, School of Health, Care and Social Welfare.
    Idrottsledarskap i tiden2013In: Svensk beteende- och samhällsvetenskaplig idrottsforskning, Stockholm 20-21 november 2013, 2013Conference paper (Refereed)
  • 45.
    Stier, Jonas
    Mälardalen University, School of Health, Care and Social Welfare.
    Idrottsrörelsen måste bli mer professionell2013In: Svensk Idrottsforskning: Organ för Centrum för Idrottsforskning, ISSN 1103-4629, no 1, p. 51-51Article in journal (Other (popular science, discussion, etc.))
  • 46.
    Stier, Jonas
    Mälardalen University, School of Health, Care and Social Welfare.
    Intercultural Competencies as a Means to Manage Intercultural Interactions in Social Work2004Conference paper (Refereed)
  • 47.
    Stier, Jonas
    Mälardalen University, Department of Social Sciences.
    Intercultural Competencies as a Means to Manage Intercultural Interactions in Social Work2004In: Journal of Intercultural Communication, ISSN 1404-1634, no 7Article in journal (Refereed)
  • 48.
    Stier, Jonas
    Mälardalen University, School of Sustainable Development of Society and Technology.
    International education: Trends, ideologies and alternative pedagogical approaches2010In: Globalisation, Societies and Education, ISSN 1476-7724, E-ISSN 1476-7732, Vol. 8, no 3, p. 339-349Article in journal (Refereed)
    Abstract [en]

    Globalisation, the internationalisation of academia as a whole, and the Bologna Process have recently placed European higher education in a state of change. By critically reading policies and documents on internationalisation from 16 universities in Australia, Canada, Sweden and the US, three internationalization ideologies (idealism, instrumentalism and educationalism) in higher education are analysed. Areas of similarities and differences are discussed - especially with regard to desired learning outcomes and the ideological rationales for international education. It is concluded that these policies and documents as well as the Bologna Process largely disregard issues pertaining to the teaching methods and contents of international education.

  • 49.
    Stier, Jonas
    Mälardalen University, Department of Social Sciences.
    Internationalisation, Ethnic Diversity and the Acquisition of Intercultural Competencies2003In: Intercultural Education, ISSN 1467-5986, Vol. 14, no 1, p. 77-91Article in journal (Refereed)
    Abstract [en]

    This paper sheds light on the pedagogical processes involved in intercultural study environments and their effects on students. Studying "abroad" or in an ethnically diverse context "at home" is described metaphorically as an academic, cultural, intellectual and emotional journey that facilitates the acquisition of intercultural competencies as well as personal growth. It is stressed that universities have much to gain from approaching internationalisation and ethnic diversity in an integrated fashion. The situational character of the teacher's role in this process is also stressed. The discussion arrives at an interactive model of intercultural learning.

  • 50.
    Stier, Jonas
    Mälardalen University, Department of Social Sciences.
    Internationalisation Ideologies in Higher Education: An Empirical Exploration Study of Swedish, American, Canadian and Australian universities2004In: The European Conference on Educational Research: University of Crete, 22-25 September, 2004Conference paper (Other academic)
123 1 - 50 of 104
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