Person
asa.lindberg-sandahu.luse |
2013-09-27
Handledare
- Utbildningsvetenskap
- Institutionen för utbildningsvetenskap
Docent, universitetslektor
- Högskolepedagogisk utveckling, AHU
- Institutionen för utbildningsvetenskap
Kontaktinformation
E-post asa.lindberg-sandahu.luse
Besöksadress
Sölvegatan 16, MNO-huset, Lund
Postadress
Box 117, 221 00 Lund
Internpost hämtställe 11
I am a pedagogical developer with a PhD in pedagogy. From the 1st of January 2013 I am also the director of CED. I have worked in different roles at Lund University since 1995., combining teaching in education at all levels with different projects and investigations on behalf of the university, for instance as a quality coordinator. Today I mostly teach in pedagogical courses for research supervisors at CED. My research concerns the prerequisites and conditions for adult people’s learning in social and organisational contexts. By adult people I today mostly refer to university teachers in higher education contexts, though I in my PhD studied student learning in nursing programmes. i have also studied the significance of the Bologna Process for Swedish university education, with particular attention to questions concerning student assessment, curricular change and quality enhancement.
Forskning
Min profil i Lunds universitets forskningsportal
Böcker (3 st)
- Brodin, E., Lindén, J., Sonesson, A. & Lindberg-Sand, Å. (2020). Doctoral supervision in theory and practice. Studentlitteratur AB.
- Brodin, E., Lindén, J., Sonesson, A. & Lindberg-Sand, Å. (2016). Forskarhandledning i teori och praktik. Studentlitteratur AB.
- Lindberg-Sand, Å. (1996). Spindeln i klistret : Den kliniska praktikens betydelse för utveckling av yrkeskompetens som sjuksköterska: en etnografisk-fenomenografisk studie. Lund University. Doktorsavhandling.
Artiklar (4 st)
- Loughlin, C., Lygo-Baker, S. & Lindberg-Sand, Å. (2021). Reclaiming constructive alignment. European Journal of Higher Education, 11, 119-136. Taylor & Francis.
- Dahl, B., Lien, E. & Lindberg-Sand, Å. (2009). Conformity or confusion? Changing higher education grading scales as a part of Bologna Process: the cases of Denmark, Norway and Sweden. Learning and Teaching in the Social Sciences, 2, 39-79.
- Lindberg-Sand, Å. & Olsson, T. (2008). Sustainable assessment? Critical features of the assessment process in a modularised engineering programme. International Journal of Educational Research, 47, 165-174. Elsevier.
- Lindberg-Sand, Å. & Sonesson, A. (2008). Compulsory higher education teacher training in Sweden: development of a national standards framework based in the scholarship of teaching and learning. Tertiary Education and Management, 14, 123-139. Routledge.
Bokkapitel (6 st)
- Geertsema, J., Huang Hoon, C., Lindberg-Sand, Å. & Larsson, M. (2017). Teaching Academies as a Means of Developing Institutional Quality : Academic Identities, Levels of Engagement and Organizational Cultures. I Stensaker, B., Bilbow, G. T., Breslow, L. & van der Vaart, R. (Red.) Strengthening Teaching and Learning in Research Universities : Strategies and Initiatives for Institutional Change (pp. 129-159). Springer.
- Lindberg-Sand, Å. (2016). Högskolans lärandemiljöer i förändring. Framtidens lärandemiljöer : Rapport från SUHF:s arbetsgrupp, 17-45. Sveriges universitets- och högskoleförbund (SUHF).
- Frisk, H., Johansson, K. & Lindberg-Sand, Å. (2015). Acts of Creation : Introduction. I Frisk, H., Johansson, K. & Lindberg-Sand, Å. (Red.) Acts of Creation : Thoughts on artistic research supervision (pp. 7-18). Brutus Östlings Bokförlag Symposion.
- Lindberg-Sand, Å. & Sonesson, A. (2015). Contextual and conceptual ambiguities in supervision of artistic research : experiences from Konstnärliga forskarskolan. I Frisk, H., Johansson, K. & Lindberg-Sand, Å. (Red.) Acts of Creation : thoughts on artistic research supervision (pp. 189-220). Brutus Östlings Bokförlag Symposion.
- Lindberg-Sand, Å. (2012). The Embedding of the European Higher Education Reform at the Institutional Level: Development of Outcome-based and Flexible Curricula?. I Curaj, A. (Red.) European Higher Education at the Crossroads: Between the Bolonga Process and National Reforms (pp. 191-207). Springer.
- Lindberg-Sand, Å. (2005). Utmaningarnas taxonomi - ett perspektiv på handledning i högskolan. I Larsson, M. & Lindén, J. (Red.) Handledning - perspektiv och erfarenheter. Studentlitteratur AB.
Konferensbidrag (40 st)
- Brodin, E., Sonesson, A. & Lindberg-Sand, Å. (2021). Forskning om svensk forskarutbildning : Hittills och härnäst?.
- Sonesson, A., Lindberg-Sand, Å., Elmgren, M. & Forsberg, E. (2019). Evaluation practice of examination committees in doctoral education.
- Brodin, E., Bergqvist Rydén, J., Larsson, M., Lindberg-Sand, Å., Ljungqvist, M. & Sonesson, A. (2018). A critical perspective on historical images of teaching in Swedish academia.
- Lindberg-Sand, Å., Geertsema, J. & Larsson, M. (2018). Teaching academies in research-intensive universities: How are learning cultures and SOTL strengthened?.
- Lindberg-Sand, Å. (2017). From the administration into a discipline : Hazards in the institutional re-classification of a SoTL-community of academic developers. Building an academic field of professional inquiry?.
- Lindberg-Sand, Å., Frisk, H. & Johansson, K. (2017). The ambiguous space for recognition of doctoral supervision in the fine and performing arts.
- Elmgren, M., Forsberg, E., Lindberg-Sand, Å. & Sonesson, A. (2014). Doctoral education shapes the academy – what shapes doctoral education?. ICED 2014. Educational Developments in a Changing World: Abstracts, 274-274.
- Edgren, G. & Lindberg-Sand, Å. (2012). A challenge for professional influence on syllabi in medicine and nursing.
- Lindberg-Sand, Å. & Edgren, G. (2012). Något har förändrats. Frågan är bara vad? Om Bolognaprocessens inverkan på läroplanskulturen i två svenska yrkesprogram.
- Lindberg-Sand, Å. & Sonesson, A. (2011). Bedömning av examensmål i forskarutbildningen.
- Lindberg-Sand, Å. & Sonesson, A. (2011). Learning Outcomes in Doctoral Education – Achieved and Assessed?.
- Sonesson, A., Ahlberg, A. & Lindberg-Sand, Å. (2010). Exploring strategies for developing doctorateness: a diagnostic theory-based tool for supervisors’ self-evaluation. In S. Leshem (ordf.), Developing Doctorateness. Symposium.
- Lindberg-Sand, Å. & Lindberg, V. (2009). Student assessment and quality assurance in Nordic higher education: Does educational research add to our understanding of new conditions for student assessment?.
- Lindberg-Sand, Å. & Olsson, T. (2009). Programme structures, learning outcomes, and student assessment - did the Bologna process make any difference?.
- Lindberg-Sand, Å., Olsson, T. & Olsson, A. (2009). Programme structures, learning outcomes, and student assessment - did the Bologna process make any difference?. Proceedings 2:a Utvecklingskonferensen för Sveriges ingenjörsutbildningar. LTH.
- Olsson, T., Lindberg-Sand, Å. & Olsson, A. (2009). Assessment Processes in Higher Education - changes in light of the Bologna process.
- Dahl, B., Lien, E. & Lindberg-Sand, Å. (2008). Changing grading scales in higher education as apart of the Bologna process - the case of Denmark, Norway and Sweden.
- Lindberg-Sand, Å. (2008). Löftena kunna ej svikas.
- Lindberg-Sand, Å. (2008). The dark matter of the Bologna process - the phenomenon "learning outcomes".
- Lindberg-Sand, Å. (2007). The Swedish Bologna process - reckless race or revitalising reform?.
- Lindberg-Sand, Å. & Olsson, T. (2007). Examination Processes in Higher Education. [Publication information missing].
- Lindberg-Sand, Å. & Olsson, T. (2007). Researching assessment – in the dividing line between tests and assignments, formal rules and regulations and the individual student’s examination process.
- Olsson, T. & Lindberg-Sand, Å. (2007). Examination Processes in Higher Education. [Publication information missing].
- Lindberg-Sand, Å. & Olsson, T. (2006). Sustainability and survival – analysing examination processes as conditions for students’ and teachers’ work in higher education. I Rust, C. (Red.) Improving Student Learning through Assessment (pp. 156-170). The Oxford Centre for Staff and Learning Development.
- Lindberg-Sand, Å. & Olsson, T. (2006). Sustainable Assessment in Engineering Education – critical features of the examination process.
- Lindberg-Sand, Å. & Olsson, T. (2006). Sustainable Assessment in Engineering Education – critical features of the examination process. [Host publication title missing]. Lunds Tekniska Högskola (LTH).
- Lindberg-Sand, Å. & Olsson, T. (2006). Sustainable Assessment in Engineering Education – critical features of the examination process. I Löfgren, K., Henriksson, W. & Wikström, C. (Red.) ECTS and Assessment in Higher Education – Conference Proceedings (pp. 72-80). Department of Educational Measurement, Umeå University.
- Lindberg-Sand, Å. & Olsson, T. (2006). Towards Sustainable Assessment in Engineering Education – Critical Features of the Examination Process. [Publication information missing].
- Lindberg-Sand, Å. & Sonesson, A. (2006). Compulsory higher education teacher training in Sweden; Development of a national standards framework.
- Lindberg-Sand, Å. & Sonesson, A. (2006). Development of Compulsory Higher Education Teacher Training – An endeavour included in the second cycle of the Bologna process or as informal in-door staff development or both? The case of Sweden in comparison with other Nordic countries.
- Sonesson, A. & Lindberg-Sand, Å. (2006). Compulsory higher education teacher training in Sweden : a nucleus for sholarship of teaching and learning.
- Lindberg-Sand, Å. (2005). Examinations as enacted views of knowldge: Internal development versus external demands in Swedish higher education.
- Lindberg-Sand, Å. (2005). Examinations as enacted views of knowledge - A theoretical approach to examination systems and their impact on students' and teachers' work in Higher Education.
- Lindberg-Sand, Å. & Olsson, T. (2005). Analysing examination processes as conditions for students’ and teachers’ work in higher education. [Publication information missing].
- Lindberg-Sand, Å. & Olsson, T. (2005). Examinationsprocesser i högre utbildning - brytpunkter i mötet mellan studenters lärande, lärares bedömningsarbete och det formella examinationssystemet. I Järnefelt, J. (Red.) Proceedings (pp. 159-169). Karstad universitet/Rådet för högre utbildning.
- Lindberg-Sand, Å. & Olsson, T. (2005). Sustainability and survival – analysing examination processes as conditions for students’ and teachers’ work in higher education. I Järnefelt, I. (Red.) [Host publication title missing] (pp. 159-169). Utvecklingskonferensen för högre utbildning.
- Lindberg-Sand, Å. & Olsson, T. (2005). Utformning av examinationssystem - konsekvenser för studenternas studier och lärares arbete.
- Lindberg-Sand, Å. & Olsson, T. (2005). Utformning av examinationssystem - konsekvenser för studenternas studier och lärares arbete. [Host publication title missing]. Lunds Tekniska Högskola.
- Lindberg-Sand, Å., Sonesson, A., Lörstad, B., Gran, B., Gustafsson, N., Järnefelt, I. & Lundkvist, H. (2005). Pedagogisk utbildning för högskolans lärare : Pilotprojektet vid Lunds universitet 2002-2005. Resultat, förslag och sedan?. Proceedings 2005 : utvecklingskonferensen 16-18 november i Karlstad, 183-192. Lund University.
- Lindberg-Sand, Å. & Olsson, T. (2004). Assessment in Higher Education – a project combining pedagogical research, renewal of assessment systems and competence development in teacher action-learning groups. [Publication information missing].
Rapporter (8 st)
- Karlsson, S., Fjellström, M., Lindberg-Sand, Å., Scheja, M., Pålsson, L., Alvfors, J. & Geren, L. (2017). Högskolepedagogisk utbildning : och pedagogisk meritering som grund för det akademiska lärarskapet. Sveriges universitets- och högskoleförbund (SUHF).
- Areskoug Josefsson, K., Blomqwist, L., Fahlvik Svensson, S., Lundqvist, S., Peterson, P. & Lindberg-Sand, Å. (2016). "Should I stay or should I go?" : Tolvhundra doktoranders syn på avhopp och akademisk karriär. Avdelningen för högskolepedagogisk utveckling, Lunds universitet.
- Elmgren, M., Forsberg, E., Lindberg-Sand, Å. & Sonesson, A. (2016). The formation of doctoral education. Joint Faculties of Humanities and Theology, Lund University.
- Maja, E., Forsberg, E., Lindberg-Sand, Å. & Sonesson, A. (2014). Ledning för kvalitet i forskarutbildningen. SUHF:s rapportserie. Sveriges universitets- och högskoleförbund (SUHF).
- Lindberg-Sand, Å. (2011). Koloss på lerfötter? Utveckling av metodik för ett resultatbaserat nationellt kvalitetssystem i svensk högre utbildning. Centre for Educational Development, Lunds universitet.
- Lindberg-Sand, Å. & Sonesson, A. (2011). How the learning outcomes of the doctoral degree are conceived of and assessed in some research disciplines at Lund University : a report to the EQ11. Lund University.
- Lindberg-Sand, Å. (2008). Läranderesultat som utgångspunkt för högskolans kurs- och utbildningsplaner. Lunds universitet, Centre for Educational Development.
- Lörstad, B., Lindberg-Sand, Å., Gran, B., Gustafsson, N., Järnefelt, I., Lundkvist, H. & Sonesson, A. (2005). Pedagogisk utbildning för högskolans lärare. Slutrapport från Pilotprojektet vid Lunds universitet. Lund University.
Övrigt (1 st)
Handledning vid Lunds universitet (2 st)
- Johansson, M. (2008). Att bära världen på sina axlar. Miljövetares uppfattningar av och förhållningssätt till miljöproblem och sin profession. Department of Education, Lund University. Doktorsavhandling.
- Brodin, E. (2007). Critical Thinking in Scholarship: Meanings, Conditions and Development. Department of Education, Lund University. Doktorsavhandling.
Handledare
- Utbildningsvetenskap
- Institutionen för utbildningsvetenskap
Docent, universitetslektor
- Högskolepedagogisk utveckling, AHU
- Institutionen för utbildningsvetenskap
Kontaktinformation
E-post asa.lindberg-sandahu.luse
Besöksadress
Sölvegatan 16, MNO-huset, Lund
Postadress
Box 117, 221 00 Lund
Internpost hämtställe 11