Zeitschriftenartikel: „University Students in Sweden“

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Gao, Yishan, und Yi Zhang. „A Qualitative Analysis of Shell Nouns Used by University Students from China and Sweden“. International Journal of Languages, Literature and Linguistics 3, Nr. 3 (September 2017): 157–61. http://dx.doi.org/10.18178/ijlll.2017.3.3.126.

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Nilsson, Per Anders, und Britt-Marie Stålnacke. „Life satisfaction among inbound university students in northern Sweden“. Fennia - International Journal of Geography 197, Nr. 1 (28.02.2019): 94–107. http://dx.doi.org/10.11143/fennia.70337.

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Will life satisfaction among international students change after having an experience of studying abroad? Some previous studies indicate inequalities and issues of social mobility embedded in international student mobility. International student mobility implies physical movement and new experiences gained while studying abroad. The ubiquity of international students and their generally successful adaptation makes it necessary to understand how they manage to turn a seemingly difﬁcult situation into satisfying adaptation. One area of such concern that this study sought to explore was the students’ level of satisfaction with life. This study investigated the self-reported life satisfaction of inbound university students upon arrival to a university in northern Sweden and at follow-up six months later. After the study period abroad, the students’ levels of perceived satisfaction with their somatic health and activities of daily living had significantly increased. Higher levels, while non-significant, were found for the domains life as a whole, study situation and economy. These findings may indicate that studying abroad could have an impact on students’ reported life satisfaction, which highlights the value of a period of studying abroad. However, when exploring life satisfaction outcomes among internationally mobile students, it seems pertinent to study student mobility within a context. This study mostly targets international student mobility in a Western/European context.

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Tydén, T., S. Olsson und C. Björkelund-Ylander. „Female university students in Sweden: sex, contraception and STDs“. Advances in Contraception 7, Nr. 2-3 (Juni 1991): 165–71. http://dx.doi.org/10.1007/bf01849406.

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Uusimaki, Liisa, und Susanne Garvis. „Reflections of Learning Experiences of International Students in Sweden“. Journal of International Students 10, S2 (10.11.2020): 36–50. http://dx.doi.org/10.32674/jis.v10is2.2757.

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The purpose of this article is to present a qualitative study exploring a small cohort of nine international students’ in-depth reflections about their teaching and learning experiences studying at a major Swedish University. Interestingly while there have been numerous studies reporting on the experiences of international students attending Anglo-Saxon universities, few studies have explored teaching and learning experiences of international students studying in Sweden. Using Carol Rodgers (2002) model of four functions of reflections provided a novel way to explore international students’ reflections about their learning experiences in Sweden, especially how these are shown in the following different cycles, of presence, description, analysis and experimentation. Making sense of international students’ experiences allows us as university lecturers to enhance our understanding how to better support international students’ in their learning away from their home universities.

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Påhlman, Lars. „Surgical training in Sweden“. Bulletin of the Royal College of Surgeons of England 89, Nr. 5 (01.05.2007): 162–63. http://dx.doi.org/10.1308/147363507x198141.

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Introduction Sweden has six medical schools, from which 1,000 students graduate yearly. The programme in these schools is broadly identical and after 5.5 years at university the students do not receive a specific academic title, just a 'doctor's examination' (in Swedish). A graduate cannot, however, work as a physician after those 5.5 years. A further 18–24 months of internship are obligatory; all then work as doctors within surgery, internal medicine, psychiatry and finally as general practitioners. In total 7–7.5 years of study (with the last two years as an intern) are required, which include a final theoretical examination in surgery, internal medicine and psychiatry. Having passed those examinations the doctor receives certification from the Swedish National Board of Health and may work as a 'board-certified doctor'.

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Sandahl, I., und A. Wikström. „Space education in Kiruna, Northern Sweden“. Advances in Geosciences 3 (16.06.2005): 35–40. http://dx.doi.org/10.5194/adgeo-3-35-2005.

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Abstract. The town of Kiruna in the north of Sweden has a concentration of space activities and space research with, for example, the Swedish Institute of Space Physics, Esrange, the ESA Salmijärvi satellite station, and EISCAT (European Incoherent Scatter Radar) Scientific Association. The Department of Space Science is a joint department between the two most northern universities in Sweden, Luleå University of Technology and Umeå University in collaboration with the Swedish Institute of Space Physics. It offers a range of education programmes in the space field. There are bachelor and master programmes in space engineering, and a bridging programme for students without a science background from secondary school. The Department also contributes to courses for teachers, Ph.D. courses and secondary school level courses. One master´s program and a three week summer course are given entirely in English and welcome international students. Thanks to good cooperation with Esrange students can build and fly experiments on high altitude balloons and sounding rockets and also take a large responsibility for the management of the projects. Close interaction with research and industry is an important part of the education.

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Welinder, Stig. „Archaeological University Education and Professional Archaeology in Sweden“. Current Swedish Archaeology 8, Nr. 1 (10.06.2021): 209–21. http://dx.doi.org/10.37718/csa.2000.12.

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During the 19th century very few persons in Sweden recieved a doctoral degree in archaeology. Most of them found prestigious top-positions. Today there are about 100 persons with Ph. D.'s working in Swedish archaeology in positions from the top to the bottom of the professional hierarchy. Each year 150-200 students finish their basic education in archaeology. Most of them will never find a permanent full-time job as an archaeologist. The future of Swedish archaeology will very much depend on the ambitions of the general public, including tens of thousands of persons with a formal university education in archaeology but no job within the profession.

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Nilsson, Per A. „Expectations and Experiences of Inbound Students: Perspectives from Sweden“. Journal of International Students 5, Nr. 2 (01.04.2015): 161–74. http://dx.doi.org/10.32674/jis.v5i2.432.

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This paper explores expectations and outcomes for inbound students at Umeå University, Sweden, comparing their expectations with what they actually experienced. Based on an initial sample of 296 students, 116 answered surveys before and after experiencing of studying abroad. The same individuals have been followed. Most of the respondents’ expectations were fulfilled. Hence, the comprehension of what to expect when it comes to ‘personal’ experiences was shown to be in line with the respondents’ expectations. However, the ‘academic’ experiences seemed to be more difficult to grasp in advance. Some respondents also changed their opinions regarding some of their expectations. The study has followed the same individuals over time and adds new knowledge to the field of student mobility.

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Bengtsson, Elias, und Britta Teleman. „MOTIVATION, LEARNING STRATEGIES AND PERFORMANCE AMONG BUSINESS UNDERGRADUATES AT UNIVERSITY COLLEGES IN SWEDEN“. Business, Management and Education 17, Nr. 2 (09.10.2019): 111–33. http://dx.doi.org/10.3846/bme.2019.10512.

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Purpose – This paper brings new material to the understanding of interlinkages between motivation, learning and performance in academic contexts. By investigating these interlinkages in a new context – students of business and management at a Swedish university college – it seeks to answer the following research questions: How do students’ degree and type of motivation relate to their learning strategies?; how do students’ degree and type of motivation and learning strategies relate to their academic success?; and how do student characteristics in terms of experience and gender influence the nature and strength of these relationships? Research methodology – The data used in this paper is based on student surveys and a centralised system of reporting and archiving academic results. The latter contains information on the academic performance of individual students, whereas the surveys gathered information on the students’ background characteristics (experience and gender), their motivation for pursuing academic studies and their learning strategies. The difference in proportion tests and OLS regressions were then applied to investigate differences between student groups and relationships between the different variables. Findings – The findings reveal that business students are more extrinsically than intrinsically motivated; that deep learning approaches lead to higher grades for particular examination forms, and that female students are typically more intrinsically motivated, engage more in deep learning approaches and perform better than their male counterparts. Practical implications – The findings suggest that practitioners in higher education involved with the business and/or university college students have good reasons to stimulate motivation generally, and intrinsic motivation in particular. However, this must be accompanied by examination forms that promote deep learning. Originality/Value – In contrast to most research, this paper focuses on the interlinkages between motivation, learning and performance among business students in a university college setting. This contrasts most research on this topic which tends to be focused on university students, particularly in the US, in other fields of study or accounting. Moreover, this paper also takes student characteristics into account and uses a variety of measures to operationalise academic performance.

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TYDÉN, TANJA, MARIA PALMQVIST und MARGARETA LARSSON. „A repeated survey of sexual behavior among female university students in Sweden“. Acta Obstetricia et Gynecologica Scandinavica 91, Nr. 2 (16.12.2011): 215–19. http://dx.doi.org/10.1111/j.1600-0412.2011.01297.x.

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Saroia, Asher Irfan, und Shang Gao. „Investigating university students’ intention to use mobile learning management systems in Sweden“. Innovations in Education and Teaching International 56, Nr. 5 (12.12.2018): 569–80. http://dx.doi.org/10.1080/14703297.2018.1557068.

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Nyblom, Heidi. „The use of address pronouns among Finnish and Finland-Swedish students“. Australian Review of Applied Linguistics 29, Nr. 2 (01.01.2006): 19.1–19.12. http://dx.doi.org/10.2104/aral0619.

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This article examines the use and choice of address pronouns among Finnish and Finland-Swedish students in various situations. The study is based on a questionnaire on address usage distributed to university students in the city of Vaasa in Finland. The aim of the study is to investigate potential differences between the use of T and V in Finnish and Finland-Swedish and to compare the results with those of a recent study on address in Sweden-Swedish. The results reveal that the Finland-Swedish students use V somewhat less than the Finnish students. The Finland-Swedes also use V in fewer contexts, primarily in service situations and occasionally to strangers and public authorities. The Finnish students use V in the same contexts as the Finland-Swedish, but they also use V to older people.

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Nyblom, Heidi. „The use of address pronouns among Finnish and Finland-Swedish students“. Australian Review of Applied Linguistics 29, Nr. 2 (2006): 19.1–19.12. http://dx.doi.org/10.1075/aral.29.2.04nyb.

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This article examines the use and choice of address pronouns among Finnish and Finland-Swedish students in various situations. The study is based on a questionnaire on address usage distributed to university students in the city of Vaasa in Finland. The aim of the study is to investigate potential differences between the use of T and V in Finnish and Finland-Swedish and to compare the results with those of a recent study on address in Sweden-Swedish. The results reveal that the Finland-Swedish students use V somewhat less than the Finnish students. The Finland-Swedes also use V in fewer contexts, primarily in service situations and occasionally to strangers and public authorities. The Finnish students use V in the same contexts as the Finland-Swedish, but they also use V to older people.

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Elgàn, Tobias H., Natalie Durbeej und Johanna Gripenberg. „Breath alcohol concentration, hazardous drinking and preloading among Swedish university students“. Nordic Studies on Alcohol and Drugs 36, Nr. 5 (21.07.2019): 430–41. http://dx.doi.org/10.1177/1455072519863545.

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Background: Approximately half of all young adults in Sweden are university students, and alcohol consumption is often a central part of students’ social lives. Heavy drinking is associated with negative consequences, such as poor study skills, sexual risk-taking, violence and accidents. The aim of the present study is to assess the levels of alcohol intoxication as well as hazardous alcohol use among students at Swedish universities. Methods: In an alcohol field study, students (≥18 years old) were randomly selected and invited to participate. The settings were eight different parties at four universities in Sweden. Alcohol intoxication was measured using a breath analyser for breath alcohol concentration (BrAC). Demographic data (i.e., sex, age, number of years at the university) and responses to the Alcohol Use Disorders Identification Test-Consumption (AUDIT-C) were gathered through face-to-face interviews for the assessment of hazardous alcohol use. Results: In total, 723 students were invited to participate, 605 of whom consented (84% response rate). The mean age of the respondents was 22.2 years, and the proportion of women was 37%. A majority of the respondents (91%) reported drinking before arriving at the parties. Among those who had consumed alcohol before arriving, the average BrAC was 0.086%, and 36% had BrACs of 0.100% or more. The proportion of students reporting hazardous use was 86% for women and 87% for men. Conclusions: This study provides the actual levels of intoxication among university students in four different cities. Alcohol intoxication and hazardous use among Swedish university students is a concern, and the university setting is an important arena for implementation of alcohol prevention strategies.

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Wolming, Simon, und Per-Erik Lyrén. „Admission to University Engineering Programs in Sweden: A Multipurpose Approach“. Psychological Reports 94, Nr. 3_suppl (Juni 2004): 1125–26. http://dx.doi.org/10.2466/pr0.94.3c.1125-1126.

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This brief article provides a description of some new ideas about admission of university engineering students in Sweden. The current system of admission is based on upper-secondary school grades and the Swedish Scholastic Assessment Test. These measures are used for admission to all higher education. For many reasons, ideas for a new admission model have been proposed. This model includes a sector-oriented admission test, which the universities are supposed to use for different purposes, such as selection, eligibility, diagnostics, and recruitment.

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Just, Edyta. „Learning and Students’ Experiences with Blended Education“. International Journal of Higher Education 10, Nr. 6 (17.08.2021): 213. http://dx.doi.org/10.5430/ijhe.v10n6p213.

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The article presents the outcomes of the research project supported by Linköping University, Sweden. The research project constitutes a part of an umbrella project called Pedagogiska Utvecklingsmedel för E-lärande 2019 (Pedagogical Development Tools for E-learning 2019). The research project focuses on the International Master's Program “Gender Studies - Intersectionality and Change” offered at the Unit of Gender Studies, Department of Thematic Studies, Faculty of Arts and Sciences, Linköping University, Sweden. The main aims of the research project are to determine which teaching content, teaching methods, learning activities, teacher’s role, and students’ own strategies matter for learning i.e., for acquiring knowledge and skills/competences in an international blended, face-to-face and online, Master’s Program, and to present students’ experiences with face-to-face and online education in the Program. The project is based on qualitative, semi-structured interviews with the 2nd year students and alumni who have participated in the Program. The interviews were conducted online in November and December 2019. The article presents which content, teaching methods, learning activities, teacher’s role, and students’ own strategies matter for the acquirement of knowledge and skills by the students in blended education. It describes how Campus and online phases of the Program matter for students’ learning. Next to that, it indicates the challenges related to online study, but also educational methods that may help to overcome them.

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Kloep, Marion, und Leo B. Hendry. „In three years we'll be just like Sweden! — Anomie, Albania and university students“. YOUNG 5, Nr. 4 (Dezember 1997): 2–19. http://dx.doi.org/10.1177/110330889700500401.

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Lottes, Ilsa L., und Martin S. Weinberg. „Sexual coercion among university students: A comparison of the United States and Sweden“. Journal of Sex Research 34, Nr. 1 (Januar 1997): 67–76. http://dx.doi.org/10.1080/00224499709551867.

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Andersson, Linus. „Online Distance Education and Transition to Parenthood Among Female University Students in Sweden“. European Journal of Population 35, Nr. 4 (28.11.2018): 795–823. http://dx.doi.org/10.1007/s10680-018-9503-3.

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Kavathatzopoulos, Iordanis, Ryoko Asai, Andrew A. Adams und Kiyoshi Murata. „Snowden’s revelations and the attitudes of students at Swedish universities“. Journal of Information, Communication and Ethics in Society 15, Nr. 3 (14.08.2017): 247–64. http://dx.doi.org/10.1108/jices-02-2017-0009.

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Purpose This study aims to map Swedish students’ attitudes towards Snowden’s revelations and their effects in the political and socio-cultural environment of Sweden. Design/methodology/approach A questionnaire was answered by 190 Swedish university students. The quantitative responses to the survey and qualitative considerations of free text answers were statistically analysed. Findings Swedish students had a high level of knowledge about the Snowden revelations; they actively searched for information, gave a positive judgement of Snowden’s actions and were willing to follow his example in Sweden, although not in the USA. They trusted their country and most of its institutions and authorities except for secret service agencies and the internet and computer software companies. Practical implications This study could be used as a design of education for university students, especially in information technology programmes. Social implications The study can be used for developing and applying policies on privacy, surveillance and whistle-blowing. Originality/value This study is part of a bigger international study to map students’ attitudes towards Snowden’s revelations and their opinions about privacy, surveillance and whistle-blowing opening up for cross-cultural analyses.

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Marklinder, Ingela, Roger Ahlgren, Anna Blücher, Stina-Mina Ehn Börjesson, Frida Hellkvist, Madeleine Moazzami, Jenny Schelin, Elin Zetterström, Gustaf Eskhult und Marie-Louise Danielsson-Tham. „Food safety knowledge, sources thereof and self-reported behaviour among university students in Sweden“. Food Control 113 (Juli 2020): 107130. http://dx.doi.org/10.1016/j.foodcont.2020.107130.

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KINROSS, P., J. BESER, K. TROELL, C. SILVERLÅS, C. BJÖRKMAN, M. LEBBAD, J. WINIECKA-KRUSNELL, J. LINDH und M. LÖFDAHL. „Cryptosporidium parvuminfections in a cohort of veterinary students in Sweden“. Epidemiology and Infection 143, Nr. 13 (30.01.2015): 2748–56. http://dx.doi.org/10.1017/s0950268814003318.

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SUMMARYIn March 2013, a veterinary student tested positive forCryptosporidium; four classmates reported similar gastrointestinal symptoms. We aimed to identify source(s) and risk factors forCryptosporidiuminfection in university persons symptomatic between 21 January and 14 April 2013. Sixty-four (79%) students from a cohort of 81 fourth-year veterinary students completed questionnaires, identifying 13 cases; four wereCryptosporidium parvumGP60 subtype IIaA16G1R1b, two were IIdA24G1, seven did not submit stool samples. Thirteen cases attended the university's field clinic before symptom onset (13/37 attendees, 35%); 11 visited at least one of four farms where students recalled seeing calves with diarrhoea.C. parvumsubtype IIaA16G1R1b was identified in calves at one of the farms. Entering pens of calves with diarrhoea [relative risk (RR) 7·6, 95% confidence interval (CI) 1·7–33·5] and eating in clinic cars (RR 9·1, 95% CI 1·3–65·8) were associated with being a case. Washing hands at least twice per farm visit (0 cases,P= 0·03) was protective. This outbreak investigation was notable for rapid and effective collaboration between public health, veterinary and environmental sectors, leading to swift identification of a microbiological and epidemiological link between cases, infected calves and their farms. We recommend frequent hand-washing using proper technique and dissuasion from eating in clinic cars to minimize possible exposure to contaminated surfaces.

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Cunningham, Una. „Using Nigerian English in an International Academic Setting“. Research in Language 10, Nr. 2 (30.06.2012): 143–58. http://dx.doi.org/10.2478/v10015-011-0036-7.

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This study examines the English pronunciation of a group of Nigerian students at a university in Sweden from the point of view of their intelligibility to two groups of listeners: 1) native speakers of English who are teachers at the university; 2) nonnative speakers of English who are teachers at the university. It is found that listeners who are accustomed to interacting with international students do better than those who are not, and that native speakers of English do no better or worse than non-native listeners. The conclusion is drawn that locally useful varieties of Nigerian English may not easily be used as for wider communication and that students preparing to study abroad would find it useful to gain access to a more widely intelligible variety.

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Bengtsson, Stina. „Digital distinctions: mechanisms of difference in digital media use“. MedieKultur: Journal of media and communication research 31, Nr. 58 (13.05.2015): 30. http://dx.doi.org/10.7146/mediekultur.v31i58.18501.

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This article aims at understanding to understand the distinctive mechanisms of digital media use, seen in relation to cultural practices at large. The empirical material is a survey study of university students at the Business Administration, Media and Communication Studies, Political Science and Philosophy departments at Södertörn University, Sweden. The empirical analysis deals with the students’ digital media use and preferences, and how these are related to their broader cultural practices and preferences. Specific attention is paid to the webpages the students mention in the survey, and how these are distributed among the groups. By showing detailed information on these areas, the mechanisms of difference of digital media use are revealed.

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Sjogren, Karina. „The Medical Library at Umeå University during the coronavirus pandemic“. Journal of EAHIL 16, Nr. 3 (02.10.2020): 22–24. http://dx.doi.org/10.32384/jeahil16402.

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The coronavirus pandemic changed the days rather dramatically for the universities in March this year and still does. In the Medical Library at Umeå University we had to change the library service in many ways from one week to another. This article shows how we managed to have the library open for our customers; while keeping students, faculty and hospital staff safe. We did not close down as libraries in many countries did and also many university libraries in Sweden.

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Kapranov, Oleksandr. „The use of metonymy and metaphor in descriptive essays by intermediate and advanced EFL students“. Linguistics Beyond and Within (LingBaW) 3 (30.12.2017): 87–101. http://dx.doi.org/10.31743/lingbaw.5652.

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This article involves an empirical linguistic study aimed at elucidating the use of metonymy and metaphor in descriptive essays written by a group of intermediate EFL students (further referred to as ‘participants’). 20 participants were recruited at Stockholm University, Sweden and matched with a control group comprised of 20 advanced EFL students at the same university. The participants and their respective controls were given five pictorial stimuli containing famous architectural landmarks in Sweden. The participants and the control group were instructed to write a one paragraph descriptive essay about each pictorial stimulus using either i) an imaginary and creative approach or ii) a non-imaginary and purely descriptive approach. The corpus of the participants’ and controls’ essays was subsequently analysed in the computer program WordSmith (Scott, 1996). Quantitative analysis in WordSmith yielded descriptive statistics involving word frequencies. Then, the corpus was analysed manually for the presence of metonymy and metaphor. Qualitative findings seem to support previous research (MacArthur, 2010; Haghshenas & Hashemian, 2016), which suggests that the use of metonymy tends to be associated with the intermediate level of EFL writing, whilst both metonymy and metaphor are predominantly found in the writing by advanced EFL learners.

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Larsson, Knut, und Josef Frischer. „The Education of Research Psychologists in Sweden“. European Psychologist 8, Nr. 1 (März 2003): 34–38. http://dx.doi.org/10.1027//1016-9040.8.1.34.

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The education of researchers in Sweden is regulated by a nationwide reform implemented in 1969, which intended to limit doctoral programs to 4 years without diminishing quality. In an audit performed by the government in 1996, however, it was concluded that the reform had failed. Some 80% of the doctoral students admitted had dropped out, and only 1% finished their PhD degree within the stipulated 4 years. In an attempt to determine the causes of this situation, we singled out a social-science department at a major Swedish university and interviewed those doctoral students who had dropped out of the program. This department was found to be representative of the nationwide figures found in the audit. The students interviewed had all completed at least 50% of their PhD studies and had declared themselves as dropouts from this department. We conclude that the entire research education was characterized by a laissez-faire attitude where supervisors were nominated but abdicated. To correct this situation, we suggest that a learning alliance should be established between the supervisor and the student. At the core of the learning alliance is the notion of mutually forming a platform form which work can emerge in common collaboration. The learning alliance implies a contract for work, stating its goals, the tasks to reach these goals, and the interpersonal bonding needed to give force and endurance to the endeavor. Constant scrutiny of this contract and a mutual concern for the learning alliance alone can contribute to its strength.

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Björkman, Beyza. „‘So where we are?’ Spoken lingua franca English at a technical university in Sweden“. English Today 24, Nr. 2 (Juni 2008): 35–41. http://dx.doi.org/10.1017/s0266078408000187.

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ABSTRACTThis article discusses the use of English as a lingua franca (ELF) by engineering students and its effectiveness in content courses at a technical university, reporting the preliminary results of part of a study that investigates authentic and high-stakes speech events at a Swedish technical university. The main aim of my research is to find out what kind of divergence from standard morphosyntactic forms of English if any leads to disturbance, i.e. breakdown, in ELF speech.

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Gustavsson, Linda, Cali Nuur und Johan Söderlind. „An Impact Analysis of Regional Industry—University Interactions“. Industry and Higher Education 30, Nr. 1 (Februar 2016): 41–51. http://dx.doi.org/10.5367/ihe.2016.0291.

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The authors discuss Triple Helix collaborations in the context of regional competitiveness. Through an exploratory case study, they identify and analyse the impact of the establishment of industrial PhD schools for participating industry and universities. The study was conducted in Sweden in 2014 and focuses on three industry–university initiatives involving a total of 57 doctoral students, 9 universities and 39 companies. The results indicate that PhD schools based on the dynamics of the Triple Helix can be of great benefit for both industry and regional universities. In addition, the paper identifies critical success factors for industry–university collaborations involving joint PhD education.

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Sundström, Malin, und Johan Hagberg. „Bridging Marketing Theory and Practice for Consumer Behaviour Master's Students“. Industry and Higher Education 24, Nr. 5 (Oktober 2010): 377–80. http://dx.doi.org/10.5367/ihe.2010.0004.

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This paper describes the planning, implementation and outcome of a graduate-level consumer behaviour course taught in autumn 2008 at the University of Borås in Sweden. The course was jointly developed by marketing academics and business representatives in order to combine research-oriented studies with practical experience in a retail context. The perspectives of the lecturers, students and business representatives are considered in reviewing the benefits and drawbacks of this form of pedagogy. The findings indicate that the collaboration proved valuable to all parties and that the model could usefully be used with other marketing courses.

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Johnson, Thomas C. „International Students' Perceptions of Shelter-In-Place Notifications: Implications for University Officials“. Journal of International Students 4, Nr. 3 (01.07.2014): 247–61. http://dx.doi.org/10.32674/jis.v4i3.465.

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Emergency notifications and shelter-in-place warnings on college and university campuses are generally issued in English and presuppose either a common shared language and culture or the adaptation of the warning system to a multilingual and multicultural social structure. This study examined the roles that language, culture, and emergency literacy played in international students’ perceptions of shelter-in-place notifications on a college campus. Students from Sweden, Bulgaria, and Kenya were recruited to participate in a focus group shortly after they had experienced shelterin-place warnings after an armed robbery occurred near their campus. These students were interviewed about their perceptions of emergency notification and shelter-in-place warnings. The study’s results suggest that, while an international student may be proficient in the English language, cultural issues, local practices and customs, and emergency illiteracy may hinder international students from understanding and appreciating the need to shelter-in-place or engage in self-protecting actions during a violent crime.

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Jönsson, Karin, und Lena Landgren. „Editorial“. Nordic Journal of Information Literacy in Higher Education 5, Nr. 1 (07.12.2013): 1–2. http://dx.doi.org/10.15845/noril.v5i1.202.

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This special issue of the Nordic Journal of Information Literacy in Higher Education summarizes the conference Creating Knowledge VII held in Lund, Sweden, August 14-16, 2013. The conference was hosted by Lund University Libraries in cooperation with NordINFOLIT. The title was Win-win ways: educational enhancement through collaborative partnership between students, academics, and librarians.

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Christie, Michael, Sorrel Penn-Edwards, Sharn Donnison und Ruth Greenaway. „Selective Planning of the First Year Experience in Higher Education: A Sweden-Australia Comparative Study of Support“. International Journal of Higher Education 7, Nr. 2 (23.03.2018): 128. http://dx.doi.org/10.5430/ijhe.v7n2p128.

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Literature on the support of the First Year Experience (FYE) in institutions of Higher Education provides a range of modelled approaches. However, we argue that institutions still need to selectively plan which approach/es and attendant strategies are best suited to their particular contexts and institutional policy and practice frameworks and how their FYE is to be presented for their particular student cohort. This paper compares different ways of supporting students in their first year in two contrasting universities. The first case study focuses on a first year course at Stockholm University (SU), Sweden, a large, metropolitan, single campus institution, while the second investigates a strategy for supporting first year students using a community of practice at a satellite campus of the University of the Sunshine Coast (USC), a small regional university in South-East Queensland, Australia. The research contrasts a formal, first generation support approach versus a fourth generation support approach which seeks to involve a wider range of stakeholders in supporting first year students. The research findings draw conclusions about how effective the interventions were for the students and provide clear illustrations that selective planning in considering the institution’s strategic priorities and human, physical, and resource contexts was instrumental in providing a distinctive experience which complemented the institute and the student cohort. (212 words)

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Roberts, Maud. „Fashion literature collection development at Stockholm University Library“. Art Libraries Journal 42, Nr. 3 (02.06.2017): 169–74. http://dx.doi.org/10.1017/alj.2017.24.

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The Centre for Fashion Studies was established at Stockholm University in Sweden, in July 2006 through a generous donation from the Erling Persson Family Foundation, connected to clothing manufacturer H&M.Fashion Studies at Stockholm University is an independent, theoretical discipline with an interdisciplinary approach looking at the past, present and future, and it includes different areas of critical discourse within the humanities and social sciences. Stockholm University Library plays a key role in research and education conducted at the university, and the library works in close collaboration with all disciplines to provide adequate support to researchers and students in a rapidly changing information society. In this article I will focus on and describe the process of acquiring fashion literature at Stockholm University Library from 2006–2013.

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Ekdahl, Johanna, Ida Flink, Linnea Engman und Steven J. Linton. „Vulvovaginal Pain from a Fear-Avoidance Perspective: A Prospective Study Among Female University Students in Sweden“. International Journal of Sexual Health 30, Nr. 1 (02.01.2018): 49–59. http://dx.doi.org/10.1080/19317611.2017.1404543.

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Wigertz, O., J. Persson und H. Ahlfeldt. „Teaching Medical Informatics to Biomedical Engineering Students: Experiences over 15 Years“. Methods of Information in Medicine 28, Nr. 04 (Oktober 1989): 309–12. http://dx.doi.org/10.1055/s-0038-1636807.

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Abstract:The Departments of Biomedical Engineering and Medical Informatics at Linkoping University in Sweden were established in 1972-1973. The main purpose was to develop and offer courses in medicine, biomedical engineering and medical informatics to students in electrical engineering and computer science, for a specialization in biomedical engineering and medical informatics. The courses total about 400 hours of scheduled study in the subjects of basic cell biology, basic medicine (terminology, anatomy, physiology), biomedical engineering and medical informatics. Laboratory applications of medical computing are mainly taught in biomedical engineering courses, whereas clinical information systems, knowledge based decision support and computer science aspects are included within the medical informatics courses.

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Rampasso, Izabela S., Rosley Anholon, Dirceu Silva, Robert Eduardo Cooper Ordóñez, Osvaldo Luiz Gonçalves Quelhas und Luis Antonio De Santa-Eulalia. „Developing in engineering students a critical analysis about sustainability in productive systems“. International Journal of Sustainability in Higher Education 20, Nr. 2 (04.02.2019): 229–44. http://dx.doi.org/10.1108/ijshe-03-2018-0048.

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PurposeThe Mechanical Engineering course at the University of Campinas is composed of different disciplines in the areas of materials, mechanical design, manufacturing (production and manufacturing), computational systems, thermal and fluids. In the manufacturing area, in particular, there is a discipline entitled Productive Systems whose main objective is to offer to the student a global vision about operations management. In the field of operations management, sustainability is gaining more and more importance; thus, it is important to develop in the students a critical sense about social and environmental aspects. Thus, this paper aims to present the main initiatives developed in the discipline to promote sustainability in engineering students.Design/methodology/approachSince 2015, the professors responsible for the Productive Systems discipline, assisted by post-graduate students and professors from other universities, have begun to redesign the discipline, including debates, lectures, projects and other initiatives to provide a critical view concerning the traditional concepts taught. The discipline has been performed three times with this new conception. The methodology to structure this research was literature review, documental analyses of the discipline records and meetings with professors that participated in the initiatives. An Action Research approach was performed by two professors and a graduate student. The authors of this paper also compared the results with those obtained by initiatives performed at Chalmers University of Technology (Sweden).FindingsThis study allowed to reinforce some results from initiatives performed at Chalmers University of Technology (Sweden); however, some differences were identified. For example, similar to the initiatives mentioned, the professors of University of Campinas had problems with didactic books, as they loosely integrate the basic operations management concepts with sustainable development fundamentals. On the other hand, debates related to social sustainability were considered positive from the point of view of the professors and students, differing from initiatives performed at Chalmers University of Technology.Research limitations/implicationsResults come from one field study (University of Campinas) when professors of the Mechanical Engineering course try to integrate operations management concepts and sustainable development. Different results may be observed by other higher education institutions.Practical implicationsThe authors of this paper believe that the diffusion of these initiatives can stimulate other professors and researchers in the field to broaden the academic debate about the insertion of sustainability into engineering courses.Originality/valueThere are few papers presenting didactic experiences and empirical results about the integration of operations management concepts and sustainable development. Results of this paper reinforce some good practices and they also present other ones, in a way that extend the debate about educational engineering.

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Blanco, Miguel, Lydia Bares und Oksana Hrynevych. „UNIVERSITY BRAND AS A KEY FACTOR OF GRADUATES EMPLOYMENT“. Marketing and Management of Innovations, Nr. 3 (2019): 193–208. http://dx.doi.org/10.21272/mmi.2019.3-15.

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The aim of this article is to establish a comparison in the degree of efficiency of European universities in the management of the labour insertion of their graduates. The methodology used is the data envelopment analysis (DEA). This type of analysis enables the measurement of the relative efficiency of different organizational units in situations where there is information about multiple inputs and outputs of resources. We define one hundred and twenty-six Decision Making Units (DMU) corresponding to each of the European universities analysed in our study. Developed analysis has allowed to determine the position that each of them occupies in relation to an efficiency frontier. Obtained results have allowed identifying 13 universities that show a score 100. In the interval 99-90 are 5. Between 89-80, we have 7. Between 79-70, 7. For the interval 69-60, 13. Between 59-50 are 19. Between 49-40, 20. Between 39-30, 13. And finally between 29-20 there are 19. The universities with a score of 100 belongs to France (Ecole polytechnique and Ecole des Ponts ParisTech), Italy (Politecnico di Torino), Portugal (Universidade Nova de Lisboa), Spain (University of Navarra and University Carlos III of Madrid), Sweden (Chalmers University of Technology), Switzerland (University of St. Gallen) and United Kingdom (University of Cambridge and University of Oxford). These universities represent the optimum of efficiency if they are compared with the others analysed. The universities that have to improve the employability of its graduates by more than 74% to reach the optimum of efficiency are mostly in the United Kingdom and Sweden, but there are in other regions as Austria, Belgium, Denmark, Germany and Netherlands. Among the main conclusions of this study, we would like to highlight how European university students present employment levels above those workers with lower levels of education. This data points to the high level of general efficiency achieved by university education in improving the degree of employability of its students.

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Persson, Erik, Klara Anna Capova und Yuan Li. „Attitudes towards the scientific search for extraterrestrial life among Swedish high school and university students“. International Journal of Astrobiology 18, Nr. 3 (30.01.2018): 280–88. http://dx.doi.org/10.1017/s1473550417000556.

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AbstractThe aim of this study is to increase our understanding of the attitudes towards the scientific search for extraterrestrial life among high school and university students in Sweden. The most important results of the analysis are that: (a) the great majority of students believe that extraterrestrial life exists; (b) most students regard searching for extraterrestrial life to be quite important or very important; (c) very few students think that we should actively avoid searching for extraterrestrial life; (d) the most common motive for assigning a high priority to search for extraterrestrial life is that it is interesting, the most common motive for assigning a low priority is that such knowledge would not be practically useful, or that the money would be better spent elsewhere; (e) most students do not think they are very well informed regarding the search for extraterrestrial life. A higher percentage of the students who judge themselves to be well informed also believe that extraterrestrial life exists. We have also found some differences between subgroups (men/women, high school students/university students and different fields of study), but the differences are with few exceptions small in comparison with the overall trends, and they mostly differ in degree rather than direction.

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Zymina, Svitlana. „Development of innovations in Sweden HEIs: a case study of Uppsala University“. International Scientific Journal of Universities and Leadership, Nr. 8 (20.11.2019): 78–92. http://dx.doi.org/10.31874/2520-6702-2019-8-2-78-92.

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The article emphasizes that in the context of accelerated democratization and European integration, the use of a value model of the management in higher education, based on the university autonomy and their public («third») mission, is urgent for the HEIs of Ukraine. Creating innovations is its integral part. Sweden experience, as a country with a high innovation index, regarding the development of innovation in higher education institutions is analyzed. The country's policy on the organization of research at universities, aimed at strengthening the «strategic» research areas, such as interdisciplinary industrial and social research, is considered. The main initiatives of the country's government, which have helped to strengthen the strategic fields of research activity and stimulate the emergence of new values in the higher education sector, such as entrepreneurship and competitiveness, are given. In the case study a successful example of Uppsala University infrastructure was studied using the HEInnovate method and the following key criteria - governance, potential of HEI/ financing/personnel/initiatives, entrepreneurial education, innovation support, knowledge sharing and collaboration, Internationalization, digital transformation. The main values and cultural guidelines of the institution, its governance at different levels and communication between different stakeholders and university are characterized. The main productive initiatives of the university, aimed at developing the skills and competencies of researchers and students, necessary for the successful implementation of projects, commercialization, and start-ups are considered. A number of factors that have had a positive impact on the innovation potential of Swedish universities as well as on the country's position in global innovation rankings have been identified. It is suggested to use the experience in dealing with innovators and external stakeholders of Uppsala University by Ukrainian research universities for upgrading their infrastructure.

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Henry, Alastair, und Angela Goddard. „Bicultural or Hybrid? The Second Language Identities of Students on an English-Mediated University Program in Sweden“. Journal of Language, Identity & Education 14, Nr. 4 (10.07.2015): 255–74. http://dx.doi.org/10.1080/15348458.2015.1070596.

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Hagelin, Joakim, Jann Hau, Steven J. Schapiro, Mbaruk A. Suleman und Hans-Erik Carlsson. „Religious beliefs and opinions on clinical xenotransplantation - a survey of university students from Kenya, Sweden and Texas“. Clinical Transplantation 15, Nr. 6 (Dezember 2001): 421–25. http://dx.doi.org/10.1034/j.1399-0012.2001.150610.x.

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Stenhammar, Christina, Ylva Tiblom Ehrsson, Helena Åkerud, Margareta Larsson und Tanja Tydén. „Sexual and contraceptive behavior among female university students in Sweden – repeated surveys over a 25‐year period“. Acta Obstetricia et Gynecologica Scandinavica 94, Nr. 3 (25.01.2015): 253–59. http://dx.doi.org/10.1111/aogs.12565.

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Gustafsson, Maria, Andy Wallman und Sofia Mattsson. „Education Satisfaction among Pharmacy Graduates in Sweden“. Pharmacy 9, Nr. 1 (18.02.2021): 44. http://dx.doi.org/10.3390/pharmacy9010044.

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Education satisfaction is considered important for development of a professional identity and to increase learning. The aim was to investigate and compare education satisfaction over time among pharmacists who have graduated from the pharmacy programs at Umeå University, Sweden. Data concerning education satisfaction were collected using an alumni survey of pharmacists who graduated between 2015 and 2018. This was compared with pharmacists graduating between 2006 and 2014. The majority of the pharmacy graduates were very satisfied with their education (96%) and thought that the programs gave them a clear professional identity (92%). No differences in education satisfaction between graduation years 2015 and 2018 and 2006 and 2014 were found. A majority of the graduates considered that the knowledge and skills acquired during their education were useful in their present job (83%). Of the graduates who thought that the studies gave them a clear professional identity, a higher proportion were satisfied with their job (p < 0.001) and thought that their work duties reflected their studies (p = 0.005). Exploring education satisfaction may help educators to further develop the education and to better prepare the students for their professional working life.

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Komalasari, Adesti. „Developing 21st Century Education and Digital Literacy Skills through Intercultural City Stories Project“. PIONEER: Journal of Language and Literature 13, Nr. 1 (30.06.2021): 1. http://dx.doi.org/10.36841/pioneer.v13i1.737.

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As a higher education institution that highlights the 21st education, Sampoerna University has encouraged the lecturers to do projects that give students opportunities to develop skills needed in Industry 4.0 so they can participate in global competition. Besides having the skills, the students must also have Intercultural Communicative Competence (ICC) to be able to participate in the competition and by knowing the importance of the skills and the competence, students of Sampoerna University participated in a collaborative project with students from Malmo University in Sweden. The project encouraged learners to develop their critical, creative and digital skills by collaboratively studying the city as text. The focus was on critical multiliteracy and the promotion of intercultural communicative competence through first-hand experiences of virtual exchange in cross-cultural groups. The objectives of this research are to find out how Intercultural City Stories project applies the elements of Intercultural Communicative Competence, to analyze how Intercultural Communicative Competence gives impacts for Cross Cultural Understanding, to observe how the digital outcome of multimodal narratives improves the understanding of Intercultural Communicative Competence and digital literacy and to identify the reasons why Intercultural Communicative Competence plays important roles in 21st century education and in literacy.

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Lifintsev, D. S., T. P. Blyznyuk und M. O. Kokhan. „Prospects for Cross-Cultural Business Cooperation in the Context of Ukraine’s European Integration“. Business Inform 5, Nr. 520 (2021): 371–77. http://dx.doi.org/10.32983/2222-4459-2021-5-371-377.

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The research is aimed at studying and analyzing the attitude of the Ukrainian generation Z to potential cooperation with partners from the countries of the European Union. The article identifies and analyzes the priority of choosing specific countries for cooperation, as well as the motives of such a choice. To verify the hypotheses formulated in the course of research, empirical data collection was carried out by conducting an online survey using the survio.com. 403 respondents took part in the survey: 97 boys (24.1%) and 306 girls (75.9%). The respondents were students of Kyiv National Economic University named after Vadym Hetman (n = 130), Lviv National University named after Ivan Franko (n = 108), Kharkiv National Economic University named after S. Kuznets (n = 165). The results of the research showed that the vast majority of respondents are positive about cooperation with partners from the European Union countries. The research displayed that Ukrainian students are most interested in cooperation with partners from Germany, Sweden, Austria, France and Italy. It is worth noting that the countries that took the two highest positions in the overall ranking (Germany and Sweden), as well as France, which shared the overall third place with Austria, were in the top 5 according to the survey results in each of the three cities where it was conducted, i.e.: Kyiv, Lviv, Kharkiv. The respondents who have no experience of cross-cultural interaction also expressed a desire to interact with partners from the EU countries. At the same time, the top 5 countries that are interesting for potential interaction, according to these respondents, completely coincide with the overall top five. Among the main motives for choosing countries priority for business interaction, the respondents defined the following: «General positive impression of the country», «High level of economic development of this country», «Reliability of partners from this country», and «High probability of profit from interaction with partners from this country». Ukrainian youth are interested in cooperation with business partners from the countries of the European Union, which is extremely important in view of the European integration of our country. Among the countries that students have identified as priorities for business interaction are both lower-context Germany, Sweden and Austria, and higher-context France and Italy. This once again demonstrates the importance of professional preparation for cross-cultural interaction and the acquisition by Ukrainian students of the competencies of doing business in a global multicultural business environment.

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Temiz, Serdar, und Lakshmi Pradip Salelkar. „Innovation during crisis: exploring reaction of Swedish university libraries to COVID-19“. Digital Library Perspectives 36, Nr. 4 (26.11.2020): 365–75. http://dx.doi.org/10.1108/dlp-05-2020-0029.

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Purpose While universities are using more digital tools such as learning management systems (canvas, blackboard, etc). or massive open online courses (MOOCS) such as MIT, OpenCourseWare, edX, Coursera, digitalization has also influenced university libraries. Digital services of academic libraries need exploration on how they provide digital services and how they respond to COVID-19. Therefore, the purpose of this paper is to explore and map digital services of academic libraries and their response to COVID-19 in Sweden. Design/methodology/approach Qualitative research approach is used in this study. Through a Web search, data was gathered from all 39 universities in Sweden through two means: visiting university and their respective library websites; examination of other documents provided by the university such as press releases, announcements. Evaluation of the content and digital services and libraries response to COVID-19 is conducted by thematic coding. Findings In response to the ongoing COVID-19 spread, a general trend seen among all is limited working hours, shutting down physical libraries for general public, unmanning operations. All 39 number of universities in Sweden have moved their offerings toward using online tools. The main themes that have been identified from our study are as follows: Availability of Information, Accessibility of resources, Collaboration with other actors, Increased use of existing services, motivation and support to practice social distancing. Research limitations/implications Owing to the limitations of COVID-19 conditions, time and other aspects, there was not any opportunity to visit the university libraries or book time to interview librarians or students, which led to limited level and imperfect research. There are many other activities that university libraries are offering to their employees and using their internal newsletters and email groups to reach their audience; as a result, some of digital services that are offered during COVID-19 might have not been noticed. Practical implications These findings can provide base to other universities on how to react to COVID-19 and bring more discussion. Social implications COVID-19 has big social impact on people. The findings present that libraries can go beyond their responsibilities and provide emotional and psychological support the community towards social distancing such as videos, social online meetings, live video workshops. Originality/value The findings from this study call for a review digital services of academic libraries and their response to COVID-19 in Sweden, so that best reactions and services could be understood.

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White, Jonathan R. „Standardisation of Reduced Forms in English in an Academic Community of Practice“. Pragmatics and Society 5, Nr. 1 (05.05.2014): 105–27. http://dx.doi.org/10.1075/ps.5.1.05whi.

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The process of standardising reduced forms in English, such as clippings and informal forms, used in academic chat discourse is the focus of this article. Textchat data from an introductory MA linguistics course run by a university in Sweden involving non-native English-speaking students and their native English-speaking teachers is analysed to identify if any forms are standardised. Topic-specific forms are seen to be standardised as much as are high frequency forms, although few have been standardised. It is the students above all who lead the process, and the teachers do not have much influence even if they use a different reduction.

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Gardulf, Ann, Jan Florin, Marianne Carlsson, Janeth Leksell, Margret Lepp, Christina Lindholm, Gun Nordström, Kersti Theander, Bodil Wilde-Larsson und Jan Nilsson. „The Nurse Professional Competence (NPC) Scale: A tool that can be used in national and international assessments of nursing education programmes“. Nordic Journal of Nursing Research 39, Nr. 3 (22.04.2019): 137–42. http://dx.doi.org/10.1177/2057158518824530.

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The quality of basic nursing bachelor programmes nationally and internationally must regularly be assessed to ensure that they fulfil requirements and are appropriate in relation to developments and changes in societies and healthcare systems. There is a need for instruments in helping to assess this. The aim of this study was to investigate whether the Nurse Professional Competence (NPC) Scale could serve as a tool to measure and detect possible differences between universities/university colleges regarding nursing students’ self-reported competence. Totally, 543 nursing students who had just completed their academic three-year nursing bachelor programmes at 10 universities/university colleges in Sweden participated in the study (response rate 71%). The students answered the NPC Scale with its 88 items constituting eight competence areas (CAs) and two overarching themes. The results from using the NPC Scale by the students were then compared between the 10 universities/university colleges. Significant mean score differences were found between the universities/university colleges on all CAs and on both themes. The highest mean score differences were found for the CAs ‘Medical and technical care’ and ‘Documentation and information technology’. The lowest mean score differences were found for the CAs ‘Value-based nursing care’ and ‘Leadership in and development of nursing’. It is concluded that the NPC Scale can serve as a useful tool in national and international assessments of nursing bachelor programmes.

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Herzig Van Wees, Sibylle L., Mats Målqvist und Rachel Irwin. „Achieving the SDGs through interdisciplinary research in global health“. Scandinavian Journal of Public Health 47, Nr. 8 (29.11.2018): 793–95. http://dx.doi.org/10.1177/1403494818812637.

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The Swedish Global Health Research Conference held in Stockholm, 18–19 April 2018, convened researchers from across Sweden’s universities to foster collaboration and new research. In response to the theme of the conference, How can Sweden contribute to the Sustainable Development Goals? From research to action, many of the plenary and keynote speakers highlighted the importance of interdisciplinary research and teaching. This commentary draws upon a workshop discussing interdisciplinarity, which took place at the conference. Participants included senior professors, lecturers, students and collaborators from the private sector and civil society and we discussed the conceptual and structural challenges that prevent engagement in interdisciplinary research. Although the workshop focused on the Swedish context, issues will be familiar to researchers working outside of Sweden. The 17 Sustainable Development Goals highlight the grand challenges for global society and are intertwined, with progress in one affecting progress in all others. With this starting point, we argue that interdisciplinary research is the way to achieve them. Accordingly, we need to overcome the conceptual and structural challenges that can hinder it. We therefore argue for a paradigm shift of how we value knowledge. We also call for fundamental changes in external and internal (university-level) funding structures, and for the strengthening of interdisciplinary global health teaching.

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