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  • 1.
    Bron, Agnieszka
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Edström, Eva
    Mälardalens högskola.
    Thunborg, Camilla
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Forming identitites in higher education2010In:  , 2010Conference paper (Refereed)
    Abstract [en]

    This paper is based on results from a European research project with the aim to identifying the factors promoting or constraining the access, retention and non-com­pletion of non-traditional students in Higher Education (HE). We focus on the strugg­les that actors experience forming a learning identity while being in HE that is further specified in the following questions:

    1. What struggles do adult learners experience in their forming of a learning identity in HE?
    2. How are these struggles related to issues of ethnicity, age, class and gender on the one hand, and their participation in HE on the other?

    3.   How are students learning identities related to different academic cultures’ expectations and contexts?

    As a result we found three identity types formed by students in HE; a multiple integrated, an adopted and a floating identity. Generally the lecturers in HE are research oriented while students are oriented towards their future profession which creates struggles in what to become and what to be as a student.

     

    In this paper three institutions Stockholm University (SU), Karolinska Institutet (KI) and the Royal institute of Technology (KTH) are studied from a student and staff perspective. All three institutions (KI, KTH and SU) we have chosen are located in Stockholm, capital city, and are regarded as old universities.

  • 2.
    Bron, Agnieszka
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Edström, Eva
    Thunborg, Camilla
    Stockholm University, Faculty of Social Sciences, Department of Education.
    "To make a difference for myself and others": second generation immigrant students narratives in Sweden2012In: Europe in crisis: migrations, racisms and belongings in the new economic order: Proceedings of the conference of the ESREA network on migration, ethnicity, racism and xenophobia / [ed] Helga Moser, Angela Pilch Ortega, Annette Sprung, Graz: University of Graz , 2012, p. 64-70Conference paper (Refereed)
  • 3.
    Bron, Agnieszka
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Thunborg, Camilla
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Biographical Interviewing: The Case of Non-Traditional Students in Higher Education2015Other (Refereed)
    Abstract [en]

    This case of biographical interviewing is part of a biographical research approach. A biographical approach concerns people's stories and experience of everyday life and has a twofold purpose: to give the researcher rich material to analyse while the interviewees have an opportunity to learn about themselves. This account presents a case study conducted with non-traditional students in higher education by capturing ethical, practical and social aspects of biographical interviewing as well as presenting a way of working with rich biographical material (i.e. how to transcribe and analyse data from biographical interviews gained from this example). Finally, the case discusses some difficulties in conducting biographical research.

  • 4.
    Bron, Agnieszka
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Thunborg, Camilla
    Stockholm University, Faculty of Social Sciences, Department of Education.
    O teoretyzowaniu danych biograficznych: Przypadek studentów nietradycyjnych2016In: Terazniejszosc - Czlowiek - Edukacja, ISSN 1505-8808, Vol. 19, no 3, p. 139-153Article in journal (Refereed)
    Abstract [en]

    Theorising biographical work from non-traditional students’ stories in Higher Education

    The article is about methodology of theorising, i.e. how we can get knowledge about non-traditional students struggles and crisis when learning and working with their biographies. Often we use theories to support research questions and results. But seldom do we know how to theorise from our own data and build a theory. This article is about the process of theorising by talking example from our research on non-traditional students in Sweden. By discovering biographical work that students were involved in, we could understand processes of forming and transforming their identities. We present our thoughts on theorising and developing a theory, and next we give an example of a student’s story outlining the process of biographical work to show the stages in the analysis that leads us to the theory. Trusting that everybody can learn how to theorise we discuss also how our theory could be used in further research regarding adults’ life.

  • 5.
    Bron, Agnieszka
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Thunborg, Camilla
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Theorising Biographical Work from Non-traditional Students' Stories in Higher Education2017In: International Journal of Contemporary Sociology, ISSN 0019-6398, Vol. 54, no 2, p. 112-127Article in journal (Refereed)
  • 6.
    Bron, Agnieszka
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Thunborg, Camilla
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Edström, Eva
    Ethnicity and class matters: experiences in Swedish higher education 2014In: Student voices on inequalities in European higher education: challenges for theory, policy and practice in a time of change / [ed] Fergal Finnegan, Barbara Merrill, Camilla Thunborg, New York: Routledge, 2014, p. 63-73Chapter in book (Refereed)
  • 7. Finnegan, Fergal
    et al.
    Fleming, Ted
    Thunborg, Camilla
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Enduring inequalities and student agency: theorizing an agenda for change in higher education2014In: Student voices on inequalities in European higher education: challenges for theory, policy and practice in a time of change / [ed] Fergal Finnegan, Barbara Merrill and Camilla Thunborg, London: Routledge, 2014, p. 151-162Chapter in book (Other academic)
  • 8. Gustavsson, Maria
    et al.
    Thunborg, Camilla
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Pedagogik i arbetslivet – forskningsområdets utveckling under 2005-20152016In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 21, no 3-4, p. 165-190Article in journal (Refereed)
    Abstract [sv]

    I denna artikel ger vi en överblick av utvecklingen inom forskningsområdet pedagogik i arbetslivet. Underlaget bygger på 87 avhandlingar i pedagogik inom forskningsområdet pedagogik i arbetslivet som publicerats i Sverige under 2005-2015. Avhandlingarna kategoriseras i följande områden: rekrytering; kompetens och kompetensutveckling; arbetsplatslärande och arbetsplatsen som lärmiljö; chefers ledarskap, arbete och lärande samt ledarutveckling; organisations- och verksamhetsutveckling samt förändringsprocesser; interorganisatoriskt lärande och samverkan i partnerskap; lärande i övergången mellan utbildning och arbete; samt professionell praktik, identitet och professionsutveckling. Genom en fortsatt inriktning och utveckling av pedagogisk forskning i arbetslivet kan denna typ av forskning ge viktiga bidrag till att kritiskt ifrågasätta dagens arbetsliv och bidra till arbetsplatsnära forskning i riktning mot ett hållbart arbetsliv.

  • 9.
    Mogren, Ragnhild
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Thunborg, Camilla
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Boundaryless Work and the Role of Mobile ICT2010In: Encyclopedia of Information Communication Technologies and Adult Education Integration. / [ed] Victor C.X. Wang, Hershey: Information Science Reference, 2010, p. 927-941Chapter in book (Refereed)
    Abstract [en]

    The change of structures of work towards fewer boundaries in time, space and tasks are sometimes refered to as boundaryless work. ICT is pointed out as one cause of this tendency. The aim of the chapter is to discuss the role of mobile ICT in the forming of a borderland between work and non-work and the identities formed in relation to this borderland; how is mobile ICT used in work and non-work practices, how is this use related to the forming of a borderland and what are the characteristics of the identites formed in this borderland? Narratives of experiences of mobile ICT practices are analysed by means of social theories. The results show that mobile ICT is used as a boundary object between work and non-work. In distinguishing between functions and artefacts, between time and space, different identities are formed; extended work identity, border identity and boundaryless identity.

  • 10.
    Osman, Ali
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Thunborg, Camilla
    Stockholm University, Faculty of Social Sciences, Department of Education.
    The Challenge of Recruiting Underrepresented Groups – Exploring Organizational Recruitment Practices in Sweden2019In: Nordic Journal of Working Life Studies, ISSN 2245-0157, E-ISSN 2245-0157, Vol. 9, no 1, p. 3-18Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to explore organisational recruitment practices from human resources (HR) experts’ narratives and discuss the challenges of recruiting underrepresented groups in relation to these practices. From the HR experts’ narratives, we identify four organisational recruitment practices: the informal, the pragmatic, the standardised and the strategic. These practices consist of, for example, ‘subjective’ judgements versus ‘objective’ criteria and are construed in relation to different rationalities, which also give rise to various dilemmas in relation to underrepresented groups. From our analysis, there seems to be a paradox between enhancing diversity and counteracting discrimination. Organisational recruitment practices that are counteracting discrimination do not necessarily enhance diversity and recruitment practices that radically work with enhancing diversity can be seen as discriminatory. We thereby draw the conclusion that there is no effective practice for the recruitment of underrepresented groups in the labour market. This is a dilemma for HR experts and a challenge for the Swedish labour market in general.

  • 11.
    Thunborg, Camilla
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Beyond fragmentation: didactics, learning and teaching in Europe2012In: Journal of Education for Teaching, ISSN 0260-7476, E-ISSN 1360-0540, Vol. 38, no 3, p. 363-364Article, book review (Other academic)
  • 12.
    Thunborg, Camilla
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Identitetsdilemman vid organisationsförändringar2016In: Kollektivt lärande: i arbetslivet / [ed] Otto Granberg, Jon Ohlsson, Lund: Studentlitteratur AB, 2016, p. 77-100Chapter in book (Other (popular science, discussion, etc.))
  • 13.
    Thunborg, Camilla
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Learning behind the curtains – becoming health care assistants in Sweden2016In: Diversity and equality in health and care, ISSN 2049-5471, E-ISSN 2049-548X, Vol. 13, no 1, p. 165-171Article in journal (Refereed)
    Abstract [en]

    This article examines workplace learning in health care organisations, particularly focusing on the forming of occupational identities of health care assistants in Sweden. The specific aim is to deepen the understanding of health care assistants’ learning of occupational identities in daily health care practices and the potentials for developing their occupational identities. The article focuses on two interrelated concepts: workplace learning and occupational identity. It is based on case studies of four different health care wards within two clinics at two hospitals in Sweden. The results show that health care assistants’ learning is related to their participation in daily work where the ways of organising work, as well as the social interaction and relationship with registered nurses and physicians are crucial. Previous life and work experiences are also of high importance for their motivation to learn in both formal settings and in their daily work. The identity of the health care assistant are reproduced and governed by routineson the one hand, and flexible in both adapting to other groups, urgent situations or to other needs at the ward on the other. From the results four contradictions are found as potentials for developing occupational identities: formal versus informal learning, adaptive versus developmental learning, formal versus informal legitimacy and weak status versus strong identity. One conclusion is that they adapt to other groups, are practice oriented and learn behind the curtains. These are aspects of their history as a group which is evident in the individual adaption to a hierarchical system of professions.

  • 14.
    Thunborg, Camilla
    Linköpings universitet, Institutionen för pedagogik och psykologi.
    Lärande av yrkesidentiteter: en studie av läkare, sjuksköterskor och undersköterskor1999Doctoral thesis, monograph (Other academic)
  • 15.
    Thunborg, Camilla
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Lärdilemman inom hälso- och sjukvården2001In: Lärdilemman i arbetslivet: teoretiska och praktiska perspektiv på lärande i organisationer / [ed] Thomas Backlund, Henrik Hansson, Camilla Thunborg, Lund: Studentlitteratur AB, 2001, p. 79-99Chapter in book (Other academic)
  • 16.
    Thunborg, Camilla
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Plats för arbete - rum för lärande?: lärande i och genom organisering i nätverk2014In: Lärande i arbetslivet: möjligheter och utmaningar : en vänbok till Per-Erik Ellström / [ed] Henrik Kock, Linköping: Linköpings universitet , 2014Chapter in book (Other academic)
  • 17.
    Thunborg, Camilla
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Uczenie się Za Zasłoną: O Stawaniu się Opeikunką Medyczną w szwecji.2011In: Dyskursy młodych Andragogơw / [ed] Słowinska, S, Zielona, Gora, Poland: Uniwersytet Zielonogơ , 2011Chapter in book (Other academic)
    Abstract [en]

    Learning behind the curtains - becoming health care assistants in Sweden.

    The chapter examines the forming of occupational identities of health care assistants in Sweden.

  • 18.
    Thunborg, Camilla
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Yrkesidentiteter i rörelse2004In: Lärande och förändring i organisationer: om pedagogik i arbetslivet / [ed] Per-Erik Ellström & Glenn Hultman, Lund: Studentlitteratur AB, 2004, p. 117-135Chapter in book (Other academic)
  • 19.
    Thunborg, Camilla
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Bron, Agnieszka
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Being in constant transition or recurrent formation: Non-traditional graduates’ life transitions before, during and after higher education in Sweden2019In: Studies in the Education of Adults, ISSN 0266-0830, E-ISSN 1478-9833, Vol. 59, no 1, p. 36-54Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to examine non-traditional graduates’ life transitions before, during, and after higher education (HE) in Sweden. The article builds on a theory called biographical work, which is used for understanding non-traditional graduates’ identity formation and transformation. The article is based on the narratives of two non-traditional graduates who were selected from biographical interviews with nine non-traditional graduates, 2–5 years after graduation from HE. By exploring significant events, learning paths and the formation and transformation of identities in the two graduates’ lives, we identified two expressions of their ongoing life transitions: being in recurrent formation and being in constant transition. Being in recurrent formation means returning to well-known paths in life and learning reactively by reflecting on experiences, whereas being in constant transition means a constant focus on what is next in life and a constant commuting between reactive and proactive learning, i.e. by both reflecting on experiences and preparing oneself for the next move. In the article, we discuss what it means to be in transition as a non-traditional graduate. We conclude that the theory of biographical work helps to understand identity formation and transformation processes in periods of transition, and also how periods of transition occur as parts of biographical learning.

  • 20.
    Thunborg, Camilla
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Bron, Agnieszka
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Higher education and lifelong learning in Sweden2012In: Global perspectives on higher education and lifelong learners / [ed] Maria Slowey, Hans G. Schütze, Abingdon, Oxon: Routledge, 2012Chapter in book (Other academic)
  • 21.
    Thunborg, Camilla
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Bron, Agnieszka
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Policies for Equality and Employability: Consequences for Non-Traditional Students in Sweden2018In: Continuity and Discontinuity in Learning Careers: Potentials for a Learning Space in a Changing World / [ed] Barbara Merrill, Andrea Galimberti, Adrianna Nizinska, José González-Monteagudo, Brill Academic Publishers, 2018, p. 125-131Chapter in book (Refereed)
    Abstract [en]

    The chapter is concerned with European policies for employability of graduate students from higher education to the labour market and a Swedish higher education system which has traditionally invluded widening access students. The chapter highlight issues of inequality relating to employability particularly in relation to working class an minority ethynic students. The study indicates that in relation to employability non-traditional students experience greater challenges than traditional students in the labour market resulting in a segregated labour market.

  • 22.
    Thunborg, Camilla
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Bron, Agnieszka
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Edström, Eva
    Mälardalens högskola.
    Forming and transforming learning identitites in higher education2011In: Raamat Ǒppimisest: Ǒppides täiskasvanuks - Ǒppimine erinevates perspektivides / [ed] Jögi, Larissa & Krabi, Kristina, Tallin: Talinna Ülikooli andragoogika osakond , 2011, p. 86-107Chapter in book (Refereed)
    Abstract [en]

    In the chapter we compare two learning theories - transformative learning theory (TLT) and the theory of floating (TF) - to examine how students form and transform their learning identities in higher education (HE). Our aim is to integrate the two theories into a perspective that will enrich our understanding.

  • 23.
    Thunborg, Camilla
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Bron, Agnieszka
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Edström, Eva
    Forming learning identities in higher education in Sweden2012In: Studies for the learning Society, ISSN 1736-7107, Vol. 2, no 2-3, p. 23-34Article in journal (Refereed)
    Abstract [en]

    The aim of this paper is to deepen understanding of the forming of learning identities amongst non-traditional students in Higher Education (HE). Learning identities are related to how actors experience themselves as learners in relation to their previous experiences, social background and different academic cultures and contexts. The forming of learning identities is a part of the forming of overall identities, and we use three identity types for our analysis: multiple integrated, floating and adopted. The study is built on biographical interviews with six students (chosen from a pool of 100) and 37 semi-structured interviews with staff from three HE institutions in Sweden. The results show that non-traditional students tend to feel like outsiders, and that this seems to be related to class and age rather than ethnicity and gender. Nevertheless, they form different identities and learning identities. Those forming a multiple integrated identity define themselves as learners and sometimes even as independent learners, while students forming an adopted identity seem to identify themselves with the academy generally. The learning identity they form is that of a "good student". Students forming a floating identity have difficulty defining themselves within the academy. Finally, some students seem to form a pragmatic identity, identifying with their future profession rather than the academy. In doing this an instrumental learning identity is formed. In the academy and in the case of lecturers, status is related to research orientation, whereas in the case of students, the value of education seems to be related to gaining employment. This creates tensions in the HE system.

  • 24.
    Thunborg, Camilla
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Bron, Agnieszka
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Edström, Eva
    Motives, commitment and student identity in higher education—experiences of non-traditional students in Sweden2013In: Studies in the Education of Adults, ISSN 0266-0830, E-ISSN 1478-9833, Vol. 45, no 2, p. 177-193Article in journal (Refereed)
    Abstract [en]

    Changes in higher education (HE) in Sweden, from elite to mass education, with an increased number of students and institutions, has raised questions about the role of HE in society. Relating to conflicts between discourses of employability, democracy, traditional academic norms and experiences of non-traditional students, the aim of this article is to explore and discuss non-traditional students' motives for studying as part of the process of the formation of student identities. In this article motives and commitment to HE are two aspects of student identity apparent in student narratives. The material is based on 48 biographical interviews with non-traditional students at three HE institutions. The result shows different motives for entering, dropping out and continuing to study. From these motives, we have identified eight student identity types that are analysed in relation to commitment to HE, and to being a ‘continuer’ versus a ‘drop out’: the altruistic student, the ambivalent student, the car-park student, the life-long learner, the at-risk-of-failing student, the instrumental student, the one-track student and the self-realiser. These identity types are further discussed in relation to conflicting discourses of HE in society.

  • 25.
    Thunborg, Camilla
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Bron, Agnieszka
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Edström, Eva
    To make a difference - Future professions in Swedish students' narratives2012Conference paper (Refereed)
  • 26.
    Thunborg, Camilla
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Edström, Eva
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Changing Learning Identities in Higher Education2010In: Educational Journeys and Changing Lives: Adult Student Experiences, Vol 1 / [ed] Merrill Barbara & González Monteagudo José, Sevilla: Edición Digital@Tres , 2010, 1Chapter in book (Other academic)
  • 27.
    Thunborg, Camilla
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Edström, Eva
    Mälardalens högskola.
    Bron, Agnieszka
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Motives for entering, dropping-out or continuing studies in higher education.2011Conference paper (Refereed)
    Abstract [en]

    The paper is based on results from a European research project with the aim to identify the factors promoting or constraining the access, retention and non-completion of non-traditional students in higher education. The aim of our contribution is to describe and discuss the role of HE in Sweden from a perspective of non-traditional students. More specifically we are focusing on what motives non-traditional students have for entering, continuing or dropping out of higher education. The study is based on biographical interviews.

    The results show that students seem to have a high or a low committment to HE wich is related to strong vs weak motives to start studying that affect their studies. The strong motives to start studying relates to either getting a profession, becoming further educated, an academic or an active citizen or changing life course seem to keep on going in their studies whereas the students with low committment to HE and weak motives for starting more often drop-out. Even if the swedish HE still have committed students wanting to become academics, active citizens,  HE is also more often seen as a means for getting employment than it used to and also as place to have something to do with drop-out as a consequense.

  • 28.
    Thunborg, Camilla
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Langström, Christer
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Möjligheternas kontor?! Rapport från ett interaktivt forskningsprojekt2014Report (Other academic)
    Abstract [sv]

    Detta är en slutrapport från projektet – Möjligheternas kontor – ett sätt att bryta utanförskapet i Sollentuna kommun?! Syftet med föreliggande forskningsprojekt är dels att skapa förståelse för i vad mån och på vilket sätt Möjligheternas kontor bidrar till att samordna insatser för och därmed skapa förutsättningar för individer att bryta sitt utanförskap, dels att identifiera de möjligheter och hinder för samordning som finns och som kan utgöra potentialer för utveckling av verksamheten.

  • 29.
    Thunborg, Camilla
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Ohlsson, Jon
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Pedagogiska utmaningar i dagens arbetsliv2016In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 21, no 3-4, p. 191-211Article in journal (Refereed)
    Abstract [sv]

    Ökad flexibilitet och ökad standardisering har och har haft stor betydelse för hur arbetslivet har organiserats det senaste decenniet. Vid en första anblick kan dessa organiseringssätt ses som motsägelsefulla där ökad flexibilitet förknippas med minskad styrning och kontroll med större autonomi och frihet för den enskilda individen, medan standardisering antas bidra till en ökad kontrol och minskad autonomi. I artikeln analyseras och diskuteras vilken betydelse flexibilitet och standardisering har och har haft för lärande i arbetslivet. Av analysen framkommer att såväl ökad flexibilitet som standardisering tycks främja ett individuellt och anpassningsinriktat lärande, med begränsat utrymme för reflektion. Samtidigt finns flexibla arbeten, som t.ex. arbeten i tillfälliga projekt, som kan skapa goda villkor för lärande på kort sikt, men löper svårigheter att skapa villkor för ett långsiktigt kollektivt utvecklingsinriktat lärande i organisaitoner. Sammanfattningsvis visar artikeln att det finns väsentliga utmaningar i dagens och morgondagens arbetsliv. En fråga som ställs är huruvida arbetslivet har tjänat ut sin funktion som arena för lärande i en mer djupgående mening.

  • 30.
    Thunborg, Camilla
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Rönnqvist, Dan
    Personalutbildning: ett instrument för livslångt lärande?1996In: Livslångt lärande / [ed] Per-Erik Ellström, Bernt Gustavsson, Staffan Larsson, Lund: Studentlitteratur AB, 1996, p. 180-202Chapter in book (Other academic)
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