Profiles

Klara Bolander Laksov, docent, föreståndare CeUL

Klara Bolander Laksov

Universitetslektor

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Arbetar vid Institutionen för pedagogik och didaktik
Telefon 08-120 763 02
E-post klara.bolander.laksov@edu.su.se
Besöksadress Frescativägen 54
Postadress Institutionen för pedagogik och didaktik 106 91 Stockholm

Om mig

Som föreståndare för Centrum för Universitetslärarutbildning vid Stockholms Universitet strävar jag efter att stödja universitetet att utveckla goda förutsättningar för lärande, både för studenter och universitetslärare. Det innebär att jag samarbetar med personer på våra NOD-institutioner (IPD; MND och DSV), som jobbar med och driver den pedagogiska utvecklingsverksamheten. Jag är också forskare inom högskolepedagogik och medicinsk pedagogik, då jag på en del av min tid leder en forskargrupp tillsammans med en kollega vid Institutionen LIME på Karolinska Institutet.

Undervisning

För närvarande undervisar jag huvudsakligen på två av de kurser som ges av CeUL, seminarieserie i pedagogiskt ledarskap och forskarhandledning i teori och praktik. Jag håller även regelbundet workshops och seminarier kring frågor som rör förändringsarbete, ledarskap, undervisningsformer såsom team based learning, och forskarhandledning.

Ett område som jag har arbetat mycket med är det som vi på svenska kallar akademiskt lärarskap, eller scholarship of teaching and learning, på engelska. Grundidén med detta begrepp är att anta ett systematiskt förhållningssätt till den egna undervisningen, att undersöka vad som fungerar bättre och sämre för studenters lärande, och diskutera detta med sina kollegor för att ständigt utveckla undervisningen.

Forskning

Jag är för närvarande involverad i flera forskningsprojekt. Ett projekt, där jag är projektledare och som i flera år fått medel av Stockholms Läns Landstings s k ALF-medel, syftar till att undersöka den kliniska utbildningsmiljön som lärande organisation. Vi har undersökt olika studentgruppers erfarenheter av olika utbildningsmiljöer, men också hur lärarna arbetar och hur klinikcheferna ser på sin roll i relation till utbildningsuppdraget som finns på universitetssjukhusen.

Ett annat projekt, som bygger vidare på det ovan nämnda, handlar om att undersöka hur pedagogiska forskningsresultat kan överföras och bli tillämpbara i den kliniska utbildningsmiljön.

Ett tredje projekt fokuserar på de utmaningar som ligger i universitetsorganisationen när det gäller att arbeta med förändringsarbete, och vilken roll och vilket stöd pedagogiska ledare har i den miljön.

För en lista över mina publikationer se Diva

Publikationer

I urval från Stockholms universitets publikationsdatabas
  • 2017. Cormac McGrath (et al.). International journal for academic development 22 (3), 257-269

    This paper addresses a relatively new phenomenon in higher education, Massive Open Online Courses (MOOCs), and explores conceptions around this new and emerging development from the perspective of a number of stakeholders in the university. A phenomenographic approach is adopted. The study explores how different stakeholders at a university perceive the MOOC phenomenon, and reflects on how the many conceptions stakeholders adhere to are made meaningful for academic developers in their role as 'partners in arms'. The conceptions run across a continuum from the local and narrow to the global and broad. The study identifies challenges to change agency in a higher education institution.

  • 2017. Klara Bolander Laksov, Tanja Tomson. International Journal of Leadership in Education 20 (4), 506-516

    Research on educational leadership emphasizes the importance of having institutional leaders heavily involved with advanced instructional programming. Best practices for developing educational leadership in higher education health care and medical faculties have to be better understood. Within the framework of a seminar series, researchers and practitioners were involved in a dialogical process of inquiry, coupled with an explicit activity-oriented approach emphasizing empowerment among educational leaders. In a reflective paper, 10 participants of the seminar series elaborated on what it meant to develop and to ‘take’ leadership in your professional role and which factors that were identified as adding value to the development of professional leadership expertise. Qualitative content analysis was conducted resulting in thirteen categories reported in relation to Wenger’s theory of communities of practice. The findings show that educational leadership involves processes on the levels of students, teachers as community and at the organizational level. The individuals created a place for backstage conversations at which they got opportunity to develop their thinking and inspiration to break new ideas into their own educational communities. In addition, a systemic approach is essential for the effective implementation of educational leadership to reach all levels via interaction and communication across an organization.

  • 2017. Klara Bolander Laksov, Tim Dornan, Pim W. Teunissen. BMC Medical Education 17

    Background: As medical education develops into a varied and well-developed field of research, the issue of quality research anchored in or generating theory has gained increasing importance. Medical education researchers have been criticized of not connecting their work to relevant theory. This paper set out to analyse how researchers can connect to theory in medical education. The goal of this paper is to provide an accessible framework for those entering medical education research, regarding how theory may become an integral part of one's work. Methods: Fifteen purposefully selected researchers in medical education were asked to nominate papers they considered influential in medical education. Through this process 41 papers were identified and included in the study. Results: The papers were analysed with thematic content analysis, which resulted in three approaches to the use of theory: as close-up exploration; as a specific perspective; and as an overview. The approaches are exemplified by quotes from the papers included in our dataset and further illuminated by a metaphoric story. Conclusions: We conclude by pointing at the importance of making explicit how theory is used in medical education as a way to collaboratively take responsibility for the quality of medical education research.

  • 2016. Teresa Söderhjelm (et al.). Studies in Higher Education

    Demands on academic leadership are increasing, which raises the need for leadership training. This article describes development and implementation of a group training intervention in academic leadership at a departmental level. Little systematic research has addressed the question of what forms of leadership training are associated with effectiveness of academic leadership teams. This study examined a comprehensive methodological approach including three different data collection methods. The content analysis of the intervention resulted in identification of vital components that are associated with team effectiveness. Here, the findings are considered in relation to the notion of functional role-taking, and their general implications are explored in relation to the possibility of systematically developing academic leadership.

  • 2016. Klara Bolander Laksov. Framtidens lärandemiljöer, 95-114

    Under det senaste decenniet har intresset för lärandemiljöns roll inom högre utbildning ökat. Värdet av lärandemiljön för kvaliteten på utbildning stöds av forskningsresultaten och det är allmänt erkänt att miljön utgör en viktig faktor för en effektiv utbildning och påverkar studenternas beteende och välbefinnande (Soemantriet al., 2010, Dent and Harden, 2013). Syftet med föreliggande kapitel är att tydliggöra om och på vilket sätt lärandemiljön har betydelse för lärandet, vad det finns för empiriskt underlag i dagsläget och vad detta samband kan tänkas bero på. Kapitlet inleds med ett avsnitt om tillgänglig evidens kring olika aspekter på lärandemiljön, den fysiska, IT-miljöer och lärplattformar, och hur detta länkar till utbildningsklimat eller kultur. Därefter följer ett avsnitt om de underliggande tankesystem som präglar lärandemiljön. Kapitlet avslutas med en diskussion om utmaningar och möjligheter baserat på ovanstående, för både studenter och lärare samt några rekommendationer som resultat av resonemanget.

  • 2015. Klara Bolander Laksov (et al.). Journal of Interprofessional Care 29 (2), 156-158

    The aim of this study was to study the intrinsic system behind interprofessional clinical learning environments. Two health care units were selected on the basis of having received a reward for best clinical learning organization. Interviews were carried out with health care staff/clinical supervisors from different professions. The interviews were transcribed and analysed according to qualitative content analysis, and categories and themes were identified. Analysis revealed two different systems of clinical learning environments. In one, the interplay between the structural aspects dominated, and in the other, the interplay between the cultural aspects dominated. An important similarity between the environments was that a defined role for students in the organization and interprofessional teamwork around supervision across professional borders was emphasized.

  • 2015. Matilda Liljedahl (et al.). Advances in Health Sciences Education 20 (3), 765-779

    This paper explores and contrasts undergraduate medical and nursing students' experiences of the clinical learning environment. Using a sociocultural perspective of learning and an interpretative approach, 15 in-depth interviews with medical and nursing students were analysed with content analysis. Students' experiences are described using a framework of 'before', 'during' and 'after' clinical placements. Three major themes emerged from the analysis, contrasting the medical and nursing students' experiences of the clinical learning environment: (1) expectations of the placement; (2) relationship with the supervisor; and (3) focus of learning. The findings offer an increased understanding of how medical and nursing students learn in the clinical setting; they also show that the clinical learning environment contributes to the socialisation process of students not only into their future profession, but also into their role as learners. Differences between the two professions should be taken into consideration when designing interprofessional learning activities. Also, the findings can be used as a tool for clinical supervisors in the reflection on how student learning in the clinical learning environment can be improved.

  • 2014. Cormac McGrath, Klara Bolander Laksov. International journal for academic development 19 (2), 139-149

    In the wake of the Bologna process, many European universities are undergoing comprehensive educational reform. Our attention in this paper is focused on how a medical university came to terms with the challenges presented therein. We wished to explore how educators identify, understand and deal with opportunities for change at a medical university. To accomplish this, we devised meetings between the respondents and colleagues at the university and examined the reported results of these meetings. Our results suggest that there may be substantial educational crosstalk taking place, whereby people are experiencing a communicative mismatch in terms of negotiating the meaning of change initiatives. This can act as a hindrance for implementation of educational reforms. We acknowledge that educational developers and people in leadership need to consider different ways of creating opportunities for peer review and dialogue around educational issues in order to fully embrace opportunities for change.

  • 2014. Klara Bolander Laksov, Cormac McGrath, Anna Josephson. Advances in Health Sciences Education 19 (5), 1709-1720

    Today, the knowledge concerning clinical reasoning is advanced enough to translate into curriculum interventions such as an integrated curriculum, in which science theory and clinical practice can be interwoven effectively. However, the interpretations of what integration means differ and the purpose of this study was to elicit how students understand integration. This study was carried out using an interpretative perspective. Medical students, in their 2nd year of study, were asked to apply basic science knowledge from all previous courses to clinical cases in an examination. Subsequent to the examination, focus group interviews were conducted. The interviews were audio recorded, transcribed and analysed by the use of qualitative content analysis. The analysis revealed how students comprehended integration: as the creation of wholeness, as relating new knowledge to core concepts, as reasoning, as application and as collaboration between teachers. The five categories were linked to three dimensions: intra-personal, inter-personal and organizational, each of which resonates with different theories of how expertise is developed. The outcome of this study adds to our understanding of how students conceptualize integration. The categories of 'integration' drawn out by the study are helpful in promoting further discussion of how eliciting students' own reports of cognition and may help the ongoing design of curricula by putting students at the center of the curriculum design process.

  • 2008. Klara Bolander Laksov, Sarah Mann, Lars Owe Dahlgren. Higher Education Research and Development 27 (2), 121-132
Visa alla publikationer av Klara Bolander Laksov vid Stockholms universitet

Senast uppdaterad: 10 september 2018

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