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  • 1. Backström, Tomas
    et al.
    Döös, Marianne
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Chefen som regissör: ledarskap och medarbetarskapets självorganiserande processer2006In: Ledarskap för fria medarbetare: ledarskap och medarbetarskapets självorganiserande processer / [ed] Casten von Otter, Stockholm: Arbetslivsinstitutet , 2006, p. 123-158Chapter in book (Other academic)
  • 2. Backström, Tomas
    et al.
    Granberg, Otto
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Alternativa former av ledarskap: En kunskapsöversikt om chefers ledarskap2008In: Chefskapets former och resultat: Två kunskapsöversikter om arbetsplatsens ledarskap, Stockholm: Vinnova , 2008, p. 21-116Chapter in book (Other academic)
  • 3. Backström, Tomas
    et al.
    Isaksson, Kerstin
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Moström Åberg, Marie
    Åteg, Mattias
    Önnered, Loe
    Regisserad kompetensutveckling2008In: 1:a Nationella arbetslivsforskningskonferensen, 2008Conference paper (Refereed)
  • 4.
    Backström, Tomas
    et al.
    Mälardalens Högskola.
    Köping Olsson, Bengt
    Mälardalens Högskola.
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Moström Åberg, Marie
    Högskolan Dalarna.
    Åteg, Mattias
    Högskolan Dalarna.
    The manager’s directing task2011Conference paper (Refereed)
    Abstract [en]

    The managers’ directing task

    This paper examines the manager’s role in the post-industrial work system. The post-industrial work system is complex and cannot be planned, managed, and controlled by one person - the manager alone cannot overlook, coordinate and comprehend ongoing activities.

     

    The central question of the study is how managers purposely can create possibilities for and influence interactions and relations that facilitates self organisation and develops collective competence. The study is theoretically grounded in theories on industrial work systems; leadership theory and theory within the field of organizational learning. The research was designed as a quasi-experimental study where interaction abilities within the employees were assessed before and after an intervention where their managers participated in a learning network. In all 20 managers participated, from different lines of business, each of them managing approx. from ten to 30 employees.

     

    Results point at the importance of the manager to support integrated autonomy among the employees who then become responsible and empowered actors. It is by participating in and directing the interaction in the workplace that the manager can lead in a post-industrial work system. We maintain that the actors’ understanding of and ways of talking about work and market are constantly emerging, re-created, and altered in interactions between them. How the actors understand and communicate influences, and are influenced by, how they work and how they cooperate in order to solve the work tasks of the organization, is crucial. We also maintain that managers have significant influence over the conditions for interaction. This managerial task, which has become important in the post-industrial work system, is seldom acknowledged in the literature on leadership and education.

     

     (Conference theme: Leadership studies in work and learning)

  • 5.
    Backström, Tomas
    et al.
    Mälardalens högskola.
    Moström Åberg, Marie
    Högskolan Dalarna.
    Köping Olsson, Bengt
    Mälardalens högskola.
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Åteg, Mattias
    Högskolan Dalarna.
    Manager's task to support integrated autonomy at the workplace: results from an intervention2013In: International Journal of Business and Management, ISSN 1833-3850, E-ISSN 1833-8119, Vol. 8, no 22, p. 20-31Article in journal (Refereed)
    Abstract [en]

    A new managerial task arises in today’s working life: to provide conditions for and influence interaction betweenactors and thus to enable the emergence of organizing structure in tune with a changing environment. We call thisthe enabling managerial task. The goal of this paper is to study whether training first line managers in the enablingmanagerial task could lead to changes in the work for the subordinates. This paper presents results fromquestionnaires answered by the subordinates of the managers before and after the training.

    The training was organized as a learning network and consisted of eight workshops carried out over a period ofone year (September 2009–June 2010), where the managers met with each other and the researchers once a month.Each workshop consisted of three parts, during three and a half hours. The first hour was devoted to jointreflection on a task that had been undertaken since the last workshop; some results were presented from theemployee pre-assessments, followed by relevant theory and illuminating practices, finally the managers creatednew tasks for themselves to undertake during the following month.

    The subordinates’ answers show positive change in all of the seventeen scales used to assess it. The improvementsare significant in scales measuring the relationship between the manager and the employees, as well as in thosemeasuring interaction between employees. It is concluded that the result was a success for all managers that hadthe possibility of using the training in their management work.

  • 6.
    Backström, Tomas
    et al.
    Mälardalens Högskola.
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Åteg, Mattias
    Högskolan Dalarna.
    Köping Olsson, Bengt
    Mälardalens högskola.
    Moström Åberg, Marie
    Högskolan Dalarna.
    The Role of Managers in the Post-industrial Work System2011In: Studies in Industrial Renewal: Coping with Changing Contexts / [ed] E. Segelod, K. Berglund, E. Bjurström, E. Dahlquist, L. Hallén & U. Johanson (Eds.), Västerås: Mälardalen University Press , 2011, 1, p. 215-227Chapter in book (Other academic)
    Abstract [en]

    This chapter examines the manager’s role in various work systems: the industrial and the post-industrial. Management is intimately dependent upon context. The post-industrial work system is characterized by flexibility. The coordination between departments and people within the organization, and between the organization and its environment, are not pre-defined by the organizational structures in the same way as they are in the industrial work system. Hence, a new managerial task arises: providing conditions and influencing the emergence of coordination in tune with a changing environment. We call this the directing managerial task. This chapter aims to give background on why the directing manager is needed and describe the directing task.

  • 7.
    Bron, Agnieszka
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Lära som vuxen2004In: Lärprocesser i högre utbildning, Stockholm: Liber , 2004, p. 8-19Chapter in book (Other academic)
  • 8.
    Bron, Agnieszka
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Wilhelmson, LenaStockholm University, Faculty of Social Sciences, Department of Education.
    Lärprocesser i högre utbildning2004Collection (editor) (Other academic)
  • 9.
    Döös, Marianne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Backström, Tomas
    Melin, Marika
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Isolated cases or widespread practice?: The occurrence of sharing managers in Swedish working life2012In: Economics and Business Letters, ISSN 2254-4380, Vol. 1, no 3, p. 23-36Article in journal (Refereed)
    Abstract [en]

    In investigating whether shared leadership can be tracked on a work-life level, this study aims to contribute knowledge about how common shared leadership is among managers in Sweden. A search was made for equal assumption of responsibilities and, specifically, for joint leadership, i.e. a formal mandate for decision-making affecting the full range of responsibilities attaching to the managerial post. The results show that shared leadership is tracked on a work-life level, and that the most far-reaching form joint leadership was found among 5 % of the managers. Thus, the phenomenon cannot be ignored as anecdotal. This adds relevance to influencing perceptions of leadership towards more pluralism, in which questions of leadership naturally incorporate more interactive variations than does the hitherto accepted theory of singular leadership. 

  • 10.
    Döös, Marianne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Fåhraeus, Eva
    Alvemark, Karin
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Competent Web Dialogues: Text-Based Linking of Thoughts2009In: Information Communication Technologies for Enhanced Education and Learning: Advanced Applications and Developments, Hershey, USA: IGI-Global , 2009, p. 219-233Chapter in book (Other academic)
    Abstract [en]

    Conducting a dialogue on the Web is a matter of linking thoughts in digital conversations. Dialogue differs from discussion by not being aimed at beating or convincing other participants in the conversation. The present chapter highlights group dialogues as conversations in which people learn with and from each other. Learning dialogues have the potential of developing the learners’ capacities for critical thinking and complex problem solving. The model of dialogue competence is suggested in order to improve the linking of thoughts in web dialogues. The chapter concludes with considerations when developing dialogue-based communication forms for learning purposes and contributes to teachers’ demand for more support in pedagogic and educational issues.

  • 11.
    Döös, Marianne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Hanson, Marika
    Backström, Tomas
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Hemborg, Åsa
    Delat ledarskap i svenskt arbetsliv – kartläggning av förekomst och chefers inställning2005Report (Other academic)
  • 12.
    Döös, Marianne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Johansson, Peter
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Beyond being present: learning-oriented leadership in the daily work of middle managers2015In: Journal of Workplace Learning, ISSN 1366-5626, E-ISSN 1758-7859, Vol. 27, no 6, p. 408-425Article in journal (Refereed)
    Abstract [en]

    Purpose – In their daily work, managers influence the organisation’s learning conditions in ways that go beyond face-to-face interaction. Neither the influencer nor those influenced are necessarily aware that they are engaged in learning processes. This paper contributes to the understanding of learning-oriented leadership as being integrated in managers’ daily work. The particular focus is on managers’ efforts to change how work is carried out through indirect acts of influence.

    Design/methodology/approach – The research was part of a larger case study. The data set comprised interviews with nine middle managers about ways of working during a period of organisational change. A learning-theoretical analysis model was used to categorise managerial acts of influence. The key concept concerned pedagogic interventions.

    Findings – Two qualitatively different routes for indirect influence were identified concerning social and organisational structures: one aligning, that narrows organisational members’ discretion, and one freeing, that widens discretion. Alignment is built on fixed views of objectives and on control of their interpretation. The freeing of structures is built on confidence in emerging competence and involvement of others.

    Research limitations/implications – The study was limited to managers’ descriptions in a specific context. An issue for future research is to see whether the identified categories of learning-oriented leadership are found in other organisations.

    Practical implications – The learning-oriented leadership categories cover a repertoire of acts of influence that create different learning conditions. These may be significant for the creation of a learning-conducive environment.

    Originality/value – The study contributes an alternative way of thinking about how work conditions are influenced that impact on learning in organisations. Managerial work that creates conducive conditions for learning doesn't need to be a specific task. Learning-oriented elements are inherent in aspects of managerial work and managers’ daily tasks can be understood as expressions of different kinds of pedagogic intervention.

  • 13.
    Döös, Marianne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Johansson, Peter
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Organizational learning as an analogy to individual learning? A case of augmented interaction intensity2015In: Vocations and Learning, ISSN 1874-785X, E-ISSN 1874-7868, Vol. 8, no 1, p. 55-73Article in journal (Refereed)
    Abstract [en]

    This paper attempts to explore an analogy between individual and organizational learning within experiential learning theory (ELT). The focus is on both the possibility of identifying a learning subject that learns in action, and on the genesis process behind the learning of a suggested learning subject at organizational level. The exploration uses an empirical study of a global software communication organization. The research adopts a qualitative approach, with data from three middle-management layers of a research and development (R&D) unit with 5,000 employees. During the study, shifts of emphasis occurred between two organizational logics, which required work-integrated learning. Metaphorically speaking, the organization was portrayed as ‘teeming with interaction’, and a growing wave of change decisively altered both the thinking and work processes within the organization. The organizational learning process is theoretically understood as an ‘augmented intense interaction’ around a specific content. The subject that learns and upholds the outcome is suggested to be the teeming activity, comprehended as a living organism. In practice, the awareness of an organization as a body that teems with interaction has potential to offer new understanding about how to manage change.

  • 14.
    Döös, Marianne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Johansson, Peter
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Organizational learning as waves of remaking a teeming activity: A middle managers' construction and breaking of structures2012Conference paper (Refereed)
    Abstract [en]

    The ways in which organizations compete include abilities to develop competence, ways of working, and leadership. Issues of organizational learning (OL) come to the forefront. This paper aims to develop new conceptual understanding of OL. The study departs from and fills a gap in the theory of experiential learning within which a claim is made for analytical generalization. From an organizational pedagogical stance, organizational learning is reflected as waves of remaking a teeming activity. Ripples in the ongoing teeming activity are seen as foreboding signs of the wave to come. In conclusion, the contribution concerns the recognition of the teeming activity as being the learning entity where the OL process and its resulting content are situated.

  • 15.
    Döös, Marianne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Lena, Wilhelmson
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Learning-orientated leadership: Actionable knowledge when looking outside the school setting2014Conference paper (Other academic)
    Abstract [en]

    In today’s organisations learning and competence issues have entered both the task responsibilities of managers and the strategic level agendas. Sandberg and Targama (2007) identify such priorities in management practice and a need for managers to develop a “more important pedagogical role” (p 9). There is an increasing amount of evidence of the importance of workplace learning for organisational performance and success (Cedefop 2011). The interest in forwarding work-integrated learning is based on the fact that adequate competence is a side effect of learning processes that occur whilst carrying out work tasks (Billett 2004; Döös 2007).

    In Swedish school settings the concept of pedagogic leadership has a lengthy story and is described as tenacious political rhetoric lacking scientific ground (Nestor 2006). In times when leadership transition is asked for, we argue the fruitfulness of going outside the school context to find actionable knowledge in other sectors of working life. Especially as pedagogical leadership in school contexts seems contaminated with pedagogy being the core activity of a school organisation.

    By presenting an empirical study from the software communication industry we introduce learning-orientated leadership as an alternative concept to pedagogical leadership. The aim is to contribute knowledge about learning-orientated leadership as part of managers’ everyday work and to discuss this knowledge as relevant to the educational leadership in the school sector. Learning-orientated-leadership is defined as a task that intervenes into learning processes integrated in the carrying out of an organisations’ main tasks (Döös et al. 2013; Wilhelmson et al. 2013).

    Two theoretical strands are used: theory on work-integrated learning and on learning-orientated leadership. Work-integrated learning is closely connected to the development of skills and competence (Ellström 2001), and a key part of organisations’ performance. Such learning has the potential to enable people to individually and jointly carry out tasks in adequate ways in relation to intentions and goals. This theoretical lens opens up for identifying everyday learning processes that are intervened into, and to focus an aspect of managers’ everyday leadership actions as a learning-orientated task.

    Data was collected in semi-structured interviews with nine middle managers belonging to the top management team of a 1200 people R&D unit. In the analysis of managers’ influencing activities, we use a distinction between direct and indirect influence, and a fostering – enabling dimension to identify different qualities of learning orientated-leadership. Managers are found to facilitate work-integrated learning as direct influence of individual co-workers but also indirectly through the organising of work tasks. This knowledge is potentially useful for school principals in relation to their strive to fulfil the national educational goals.

  • 16.
    Döös, Marianne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Madestam, Jenny
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Örnberg, Åsa
    Stockholm University, Faculty of Law, Department of Law.
    The principle of singularity: A retrospective understanding of losing a collaborative potential through the legislation process behind Sweden’s Education Act2017Conference paper (Refereed)
    Abstract [en]

    The sharing of a principal’s position by two people on equal footing is described as a way of decreasing an often heavy burden and as favourable to principals and schools. However, when Sweden’s current Education Act (2010:800) became operative in 2011, it wetblanketed the issue of shared principalship. The act states the principle of singularity in that there must be a person with the title of principal in each, so-called, school unit and that this principal must be one. Thereby the collaborative potential of joint principalship (i.e. complete cooperation, where formal hierarchic equality is in place and work tasks are merged) was extinguished. This paper aims to shed light on how and why this prohibition was introduced in the legislative process. The fact that the prohibition of joint principalship came into effect may be understood as a con­sequence of the length, forms of work, extent and political prestige of the legislative process; shared leadership was at most a marginal issue. In the cathedral-building project there was no intent to question traditional ideas about leadership. The important lines of argument concerned lack of trust in the way the municipalities organised their schools. Therefore, there was a wish for increased direct state control by going via the principals as the appointed responsible authority., This, together with the late invented school unit concept had unforeseen effects for the organising of the principal’s position. The principle of singularity ruled and a ban on joint leadership was the consequence – with­out consideration whether this favoured the overarching aim of the law: increased pedagogical re­sponsibility and leadership with a focus on the students’ learning, results and democratic upbringing.

  • 17.
    Döös, Marianne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Categories of learning-oriented leadership: A potential contribution to the school context2015In: Nordic Journal of Studies in Educational Policy, ISSN 2002-0317, no 3, p. 77-87Article in journal (Refereed)
    Abstract [en]

    This paper presents knowledge about learning-oriented leadership as part of managers’ daily work. The aim is to contribute findings from an empirical study in the software communication industry, and discuss their potential contribution to leadership in the school context. Through an empirical and learning-theory based analysis of managerial acts of influence, learning-oriented leadership is suggested as an analytical concept. In the educational leadership literature concerning instructional, pedagogic or learner-centred leadership, the interpretation of each concept is shifting and thus unstable. The studying of a non-school empirical context contributes to an analytical separation of the pedagogical leadership task from the pedagogical core task, which may be useful when returning to the school context. The learning-oriented categorisation of managerial acts of influence presents different routes for managers – including school principals – to intervene in their employees’ learning and competence on both individual and collective levels. Here, we offer an alternative suggestion for how to understand what principals do to influence the work in their organisations.

  • 18.
    Döös, Marianne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Collective learning: Interaction and a shared action arena2010Conference paper (Refereed)
    Abstract [en]

    Enhancing the ability of an organization to learn and renew competence is as interesting as it is problematic. The aim of the paper  is to examine the genesis processes of collective learning. The theoretical contribution deals with the detection of variations in collective learning in different action contexts when moving from face-to-face learning within local teams, to networking across both internal and external organizational borders. The empirical foundation is derived from a case study of new product development in the telecom industry. Conclusions concern how collective learning can be comprehended in distributed and changing contexts and points at the importance of a shared action arena.

  • 19.
    Döös, Marianne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Collective learning: Interaction and a shared action arena2011In: Journal of Workplace Learning, ISSN 1366-5626, E-ISSN 1758-7859, Vol. 23, no 8, p. 487-500Article in journal (Refereed)
    Abstract [en]

    Purpose: The paper argues for a theoretical contribution that deals with the detection of collective learning. The aim is to examine and clarify the genesis processes of collective learning. The empirical basis is a telecom context with task-driven networking across both internal and external organizational borders.

    Methodology/approach: The research draws upon an integration of organizational learning theory and a relational and contextual branch of experiential learning theory framed as organizational pedagogy. A case study of R&D work serves as the empirical foundation. Four teams were studied through interviews, focus groups, and observations. Data were analyzed in interplay between empirical findings and theoretical concepts.

    Findings: Collective learning does not only occur within the boundaries of well-defined groups where previously identified. Characterized by distributed work processes and rapid changes in the telecom context, collective learning is associated with individual distribution of tasks, insufficiency as a foundation, a question-and-answer space, and the imprints of others in a shared action arena.

    Research limitations/implications: Conclusions concern how collective learning can be comprehended. The paper points to the importance of interaction and a shared action arena. The way in which knowledge develops is, to some extent, context-dependent. This indicates that the characteristics of the shared action arena vary.

    Practical implications: Differentiating learning processes have a practical significance for organizations wanting to focus upon competence issues.

    Originality/value: This study identified the importance for collective learning of the presence of a shared action arena. The theoretical contribution fills a gap in the understanding of how collective learning arises when moving from face-to-face learning within local teams, to networking across both internal and external organizational borders. This contributes to the understanding of how the learning of individuals links with the learning of an organization.

  • 20.
    Döös, Marianne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Delat ledarskap – en trend i vardande?2003In: Ute och inne i svenskt arbetsliv – forskare analyserar och spekulerar om trender i framtidens arbete, Stockholm: Arbetslivsinstitutet , 2003, p. 323-344Chapter in book (Other academic)
  • 21.
    Döös, Marianne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Distans och närhet. Om intersubjektiv dataanalys i forskarlag2007In: Pedagogisk Forskning i Sverige, Vol. 12, no 2, p. 135-153Article in journal (Refereed)
  • 22.
    Döös, Marianne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    In search of the high road: companies' efforts to organise for competitiveness2009In: Organising work for innovation and growth: experiences and efforts in ten companies. / [ed] Marianne Döös & Lena Wilhelmson, Stockholm: Vinnova , 2009, p. 9-20Chapter in book (Other academic)
  • 23.
    Döös, Marianne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Kollektivt lärande: om betydelsen av interaktion i handling och gemensam handlingsarena2005In: Pedagogisk Forskning i Sverige, Vol. 10, no 3-4, p. 209-226Article in journal (Refereed)
  • 24.
    Döös, Marianne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Lärorienterat ledarskap: om chefsarbete som pedagogiska ingripanden2016In: Kollektivt lärande: - i arbetslivet / [ed] Otto Granberg och Jan Ohlsson, Lund: Studentlitteratur AB, 2016, p. 123-150Chapter in book (Other academic)
    Abstract [sv]

    Kapitlet presenterar en del av en större studie angående lärande över intra-organisatoriska gränser. I studien utvecklades tankar om organisatoriskt lärande i vardagens myller av interaktioner och rela­tioner samt om hur vågor av förändring sveper igenom och sätter ny färg på myllrandet. I såväl var­dagsmyller som förändringsvågor identifierade vi ett lärorienterat ledarskap som påverkar bland annat riktning och styrka. I den studerade organisationen, här kallad Ypsilon, arbetar cirka 5000 per­soner och verksamhetsuppgiften är att utveckla mjukvara för kommunikationssystem. Utveckling av mjukvara går där hand i hand med utveckling av ledarskap och arbetssätt för att verksamheten ska vara konkurrenskraftig. I detta kapitel ges orga­nisationspedagogisk belysning avseende mellan­chefers tankar och handlingar när de som en del i sitt vardagsarbete avsiktligt försöker påverka och därigenom förändra, såväl människors tanke- och arbetssätt som organisationens strukturer.

  • 25.
    Döös, Marianne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Organising work for innovation and growth: Experiences and efforts in ten companies2009Report (Other academic)
  • 26.
    Döös, Marianne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Phases of proximity and distance: Intersubjective data analysis in a research team2012Conference paper (Refereed)
    Abstract [en]

    This article takes as its starting point difficulties associated with data analysis in qualitative studies. Its aim is to bring about a development of method by describing and discussing the analysis of qualitative data as an intensified research team activity. It addresses how research design and qualitative analytical method can be used by a research team so that empirical data are given the possibility of making a difference within a certain theoretical perspective. Phases and active ingredients are discussed in a methodical approach characterised by intersubjective data analysis integrated with data collection, by a shared meaning context, the use of footnotes, question marks and metaphors. Well-organised teamwork provides an opportunity for depth, elevation of quality and concentrated time use. Intradisciplinary research teams, however, should consider the risk of groupthink and critically scrutinise their analytical work in this respect.

  • 27.
    Döös, Marianne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Proximity and distance: phases of intersubjective qualitative data analysis in a research team2014In: Quality and quantity, ISSN 0033-5177, E-ISSN 1573-7845, Vol. 48, no 2, p. 1089-1106Article in journal (Refereed)
    Abstract [en]

    In qualitative field studies, researchers frequently deal with comprehending a multifaceted reality. Large quantities of data are collected for analysis at a later stage. Alternation between proximity and distance is a crucial mechanism in the analysis of qualitative data. This article’s aim is to make intersubjective analysis of qualitative data comprehensible through the investigation and description of phases and key components in a case of productive team co-operation. The argument is methodological, and addresses how empirical data can make a difference within a certain theoretical framework in analytical generalisation. Experiences from a case of intersubjective analysis work between four researchers are described and made sense of. Phases and key components are discussed. Close co-operation of a research team is suggested as a possibility in qualitative fieldwork and analysis. It is concluded that: (a) the idea of collectivity has hitherto been an underdeveloped possibility for qualitative research; (b) purposely intertwining data collection with analysis can be a powerful route for gaining reliable qualitative research; and (c) data analysis as close teamwork is promising as a means of keeping an openness to discoveries, thus gaining validity in the qualitative research endeavour. Coordinating with others in concentrated teamwork may defend the analytical task against other demands an academic post entails. 

  • 28.
    Döös, Marianne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Två på chefsstolen - om delat ledarskap2004In: Chefer & Ledare i vården, Vol. 36, no 2, p. 4-9Article in journal (Other (popular science, discussion, etc.))
  • 29.
    Döös, Marianne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Utveckling över vuxenlivet2004In: Lärprocesser i högre utbildning, Stockholm: Liber , 2004, p. 92-103Chapter in book (Other academic)
  • 30.
    Döös, Marianne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Work Processes of Shared Leadership2003In: The British Academy of Management Annual Conference, 2003Conference paper (Refereed)
  • 31.
    Döös, Marianne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Backlund, Thomas
    Kollektivt lärande på individualistiskt vis – ett lärdilemma för praktik och teori2001In: Lärdilemman i arbetslivet, Lund: Studentlitteratur , 2001, p. 43-78Chapter in book (Other academic)
  • 32.
    Döös, Marianne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Backlund, Thomas
    Dixon, Nancy
    Functioning at the Edge of Knowledge – a Study of Learning Processes in New Product Development2004In: The Workplace Learning from the Learner´s Perspective Conference, 2004Conference paper (Refereed)
  • 33.
    Döös, Marianne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Backlund, Thomas
    Dixon, Nancy
    Functioning at the Edge of Knowledge: A Study of Learning Processes in New Product Development2005In: Journal of Workplace Learning, Vol. 17, no 8, p. 481-492Article in journal (Refereed)
  • 34.
    Döös, Marianne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Backström, Tomas
    Mälardalens högskola.
    Delat ledarskap: om chefer i samarbete2013 (ed. 2)Book (Other academic)
    Abstract [sv]

    Mycket av det man tar för givet kan ses med andra ögon. Det gäller inte minst frågor kring ledarskap där det finns många förutfattade meningar och fördomar. Ledarskap vilar i dagens organisationer på en föreställning om att en chefsposition bör tillsättas med en enda ansvarig person. Den föreställningen bygger på tron att ledarskap som utförs av en enda person också är ett välfungerande och ansvarstagande ledarskap. Men i arbetslivet är det tvärtom allmänt känt att ledarskap ofta inte leder till önskat resultat och att chefers utövande av ledarskap är förknippat med en rad svårigheter.

    Delat ledarskap är ett exempel på att ledarskap kan organiseras annorlunda, mer kollektivt. Med delat ledarskap avses ett ledarskap som är kollektivt genom att det utövas av två eller flera personer tillsammans, i uppdelad eller gemensam form.

    Samledarskap är en av flera olika former av delat ledarskap och bygger på andra principer än tanken om att som singelchef delegera uppgifter. I samledarskap gäller likställdhet i organisationshierarkin, gemensamt ansvar och gemensamma arbetsuppgifter, såväl formellt som i praktiken. Det innebär att två chefer innehar chefsuppdraget tillsammans och samleder sin enhet.

    När chefer utvecklar ett välfungerande samledarskap kan de både hantera svårigheter och utveckla verksamheter på sätt som de menar att de inte kunde göra som singelchefer. Utifrån teori om erfarenhetslärande är detta förklarligt. När arbetsuppgifter och ansvar är gemensamma finns förutsättningar för utveckling av gemensam förståelse och gemensam kompetens, kompetensbärande relationer byggs. Samledarskapets interna samarbetsprocesser har såväl nödvändig interaktion som friktion inbyggd i sig vilket visat sig främja chefernas egen utveckling och bidra till verksamhetsutveckling.

    Det är rätt vanligt att tro att delat ledarskap är antingen bra eller dåligt, i sig självt. Inget kan vara mer fel. Som med de flesta saker som vi människor gör så beror bra eller dåligt på hur det utövas och görs.

    Kunskap om kollektiva former av ledarskap finns alltså, men har av olika skäl svårighet att få fäste på bred front. Ändå skulle man kunna säga att fenomenet finns lite varstans, det vill säga i organisationer där chefer går in i tätare samarbeten än vad som är brukligt att uppmärksamma. Att bara en person antas bära chefens ledarskap döljer då den verkliga karaktären av hur samarbetet sker.

  • 35.
    Döös, Marianne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Hemborg, Åsa
    Delat ledarskap som möjlighet2003In: Förnyelse på svenska arbetsplatser: Balansakter och utvecklingsdynamik, Stockholm: Arbetslivsinstitutet , 2003, p. 182-211Chapter in book (Other academic)
  • 36.
    Döös, Marianne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Hemborg, Åsa
    Smittande makt – samledarskap som påverkansprocess2003In: Ledmotiv, Vol. 3, p. 59-71Article in journal (Other academic)
  • 37.
    Döös, Marianne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Madestam, Jenny
    Örnberg, Åsa
    Stockholm University, Faculty of Law, Department of Law.
    Shared Principalship: The Perspective of Close Subordinate Colleagues2017In: Leadership and Policy in Schools, ISSN 1570-0763, E-ISSN 1744-5043Article in journal (Refereed)
    Abstract [en]

    This paper presents a study of five schools with shared principalship. It contributes knowledge about how shared principalship is experienced by people who work closely (“close subordinates”) with the shared principalship constellations. Data consists of 20 semi-structured interviews. Close subordinates describe that the shared principalship meant a reasonable workload for their principals and welcome their level of accessibility. Confidence in the leader collaboration was heightened if close subordinates were able to witness that collaboration in action with their own eyes. The findings are discussed in relation to the conditions introduced by current school legislation in Sweden.

  • 38.
    Döös, Marianne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Madestam, Jenny
    Örnberg, Åsa
    Stockholm University, Faculty of Law, Department of Law.
    The Principle of Singularity: A Retrospective Study of How and Why the Legislation Process behind Sweden’s Education Act came to Prohibit Joint Leadership for Principals2018In: Nordic Journal of Comparative and International Education, ISSN 2535-4051, Vol. 2, no 2-3, p. 39-55Article in journal (Refereed)
    Abstract [en]

    This paper provides insight into the legislative process behind the current Education Act of Sweden. The aim is to shed light on how and why it came to prohibit joint leadership for principals. Joint leadership is a sub-form of shared leadership between managers characterised by complete formal authority, hierarchic equality and merged work tasks. The sharing of a principal’s position is, in previous research, identified as potentially favourable for principals and schools as it decreases principals’ often heavy workload. Five retrospective interviews were done with people involved in the legislative process. The analysis points out both distrust in the governing line and uninformed notions of leadership among legislators as explanations behind the prohibition. In the legislative work, joint leadership was at most a marginal issue. Thus the legal prohibition was an unintended side-effect, yet completely in line with traditional and uninformed notions of leadership. The principle of singularity ruled and joint leadership was extinguished for principals without considering whether this favoured or harmed the overarching aims of the Education Act: increased pedagogical responsibility and leadership with a focus on the students’ learning, results and democratic upbringing.

  • 39.
    Döös, Marianne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Madestam, Jenny
    Örnberg, Åsa
    Stockholm University, Faculty of Law, Department of Law.
    The shared principalship: invitation at the top2018In: International Journal of Leadership in Education, ISSN 1360-3124, E-ISSN 1464-5092, Vol. 21, no 3, p. 344-362Article in journal (Refereed)
    Abstract [en]

    A school principal’s workload is recognised as being heavy, with an imbalance between demands and resources. This paper contributes to the development of collective leadership. The principalship constellations of six schools in Sweden were studied with the aim of strengthening the current knowledge about structures and experiences of shared principalship. The empirical basis is qualitative data from interviews with principals and vice-principals. The analytical focus was on how the sharing structures were organised and how the shared principalship was experienced. The results point to a considerable variation in the organisational structures of shared principalship. Despite the type of model, form and constellation, the principals and vice-principals voiced a striking sense of relief in not feeling alone in their duties, as problems and troubles became manageable. An intensified interaction level in the principalship constellation created opportunities to develop competence. Theoretically, this study broadens the invited leadership concept to include horizontal invitations across unit boundaries between principals in different units within the same school. The knowledge contribution of this study is useful in discussing the legal possibilities for shared principalship, which may be especially relevant in times when the Swedish school system is being criticised for not delivering good student outcomes.

  • 40.
    Döös, Marianne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Wilhelmsson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Backström, Tomas
    Chefer i samarbete: Om delat och utvecklande ledarskap2010Book (Other academic)
    Abstract [sv]

    Boken handlar om samarbeten mellan chefer – och framför allt om delat ledarskap. Sådana samarbeten förändrar förutsättningarna för inflytande, ledarskap, lärande och effektivitet och innebär spännande möjligheter för chefer i vår tid. Inte minst viktigt när tempot är högt och arbetsbelastningen stor. Det gäller att ha kvalitet i den löpande verksamheten, men också att kunna ställa om, ändra inriktning och arbetssätt. Kraven på detta snarare ökar än minskar.

    Du får läsa om hur chefer gör och tänker när de sköter chefsuppgifterna tillsammans, och om vad medarbetarna tycker. Chefer berättar i boken om hur delat ledarskap inleds och om vikten av att hitta sin egen väg. Även delat ägarskap, när man äger ett bolag tillsammans, tas upp.

    Boken belyser både framgångsfaktorer och fallgropar. Den visar hur delat ledarskap kan innebära en förnyelse av formerna för hur chefer arbetar och samarbetar. Här finns idéer som inspirerar till utvecklande arbetssätt i ditt vardagliga ledarskap.

    Författarna har många års erfarenhet av forskning i organisationer, speciellt med fokus på lärande, kreativitet, ledarskap och organisatorisk utveckling. Boken bygger på forskning och erfarenheter som de fått genom möten med chefer i olika sammanhang. Marianne Döös och Lena Wilhelmson är verksamma på Stockholms universitet och Tomas Backström vid Mälardalens högskola.

  • 41.
    Johansson, Peter
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Döös, Marianne
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Pedagogic managerial leadership: A middle manager’s task within a system of interpersonal influence.2012Conference paper (Other academic)
  • 42.
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Dialog i undervisning2004In: Lärprocesser i högre utbildning, Stockholm: Liber , 2004, p. 192-200Chapter in book (Other academic)
  • 43.
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Dialogkompetenta gruppsamtal – för ömsesidig handledning2008In: Grundskoletidningen, Vol. 18, no 4Article in journal (Other (popular science, discussion, etc.))
  • 44.
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Dialogue Meetings as Non-formal Adult Education in a Municipal Context2006In: Journal of Transformative Education, Vol. 4, no 3, p. 243-256Article in journal (Refereed)
  • 45.
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Dialogue Meetings as Non-formal Adult Education in a Municipal Context2005In: The Sixth International Transformative Learning Conference, 2005Conference paper (Refereed)
  • 46.
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Förnyelse på svenska arbetsplatser: Balansakter och utvecklingsdynamik2003Collection (editor) (Other academic)
  • 47.
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Joint Leadership in the Perspective of Transformative Learning2005In: The 4th International Conference on Researching Work and Learning, 2005Conference paper (Refereed)
  • 48.
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Kompetensbärande relation mellan chef och medarbetare2010In: Sociala relationer i arbetslivet: studier från föränderliga arbetsplatser / [ed] Annika Härenstam, Eva Bejerot, Malmö: Gleerups Utbildning AB, 2010, 1, p. 157-172Chapter in book (Other academic)
  • 49.
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Lära som vuxen2006In: Vuxenantologin: En grundbok om vuxnas lärande, Stockholm: Atlas Akademi , 2006, p. 358-385Chapter in book (Other academic)
  • 50.
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Lärande dialog: Samtalsmönster, perspektivförändring och lärande i gruppsamtal1998Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis is concerned with the prospects of learning from talking within a small group.

    The purpose of the study is to add to our knowledge of dialogue through group communication as a social event, based on human relations and seen as a situation where a process of learning takes place. The object is also to see if and how a pedagogical method (the dialogue meeting) affects the process of learning and to describe and systematically analyze such dialogue meetings from different angles and with different methods.

    The empirical data consists primarily of tape recordings and transcriptions of four group sessions and different forms of interviews undertaken at various stages, both before and after the group conversations. The research design is qualitative.

    The empirical study is founded on an interactionist perspective, the main theoretical frame of reference is the theory of transformative learning.

    Learning is defined as a change of assumptions with regard to a given phenomenon. It is the individual who learns, but in group communication this learning takes place in social interaction, where the individuals together may create new knowledge by going beyond the individual perspective of each person.

    The most important result shows that the more symmetrical the communication in a group meeting is, the higher is the quality of the learning of every individual speaker. Of importance is also the conversational style which can be more or less cooperative or competitive. Both ways of talking are needed if collective learning is to be developed. Before collective learning can occur there is a need for changing and transcending individual perspectives. This demands that the speakers have a capacity for critical reflective thinking.

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