Matchningsdilemmat

sciencevetOther academicÖvrigt vetenskapligtAnnet vitenskapeligreportrapReportRapportRapportbookThelinMikael1971-autHögskolan i Halmstad, Akademin för lärande, humaniora och samhälleorcid.org=0000-0002-6578-6310diva-portal.org=authority-person:18872UrbasAnders1977-autHögskolan i Halmstad, Akademin för lärande, humaniora och samhälleorcid.org=0000-0002-7810-7911diva-portal.org=authority-person:33667Högskolan i HalmstadAkademin för lärande, humaniora och samhällepblMatchningsdilemmatforskningsöversikt & intervjustudiesweHalmstadHalmstad University Press20252025-04-11T12:12:0051978-91-89587-83-0978-91-89587-82-3https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-55857textSocial SciencesEconomics and BusinessSamhällsvetenskapEkonomi och näringslivTRAINSResearch subjectTRAINSResearch subjectRegion Hallandhttps://hh.diva-portal.org/smash/get/diva2:1951532/FULLTEXT02.pdfmikthehh2025-04-112025-04-15diva2:1951532sciencevetOther academicÖvrigt vetenskapligtAnnet vitenskapeligreportrapReportRapportRapportbookThelinMikael1971-autHögskolan i Halmstad, Akademin för lärande, humaniora och samhälleorcid.org=0000-0002-6578-6310diva-portal.org=authority-person:18872PetäjäUlf1967-autHögskolan i Halmstad, Akademin för lärande, humaniora och samhälleorcid.org=0000-0003-2160-7891diva-portal.org=authority-person:61553Högskolan i HalmstadAkademin för lärande, humaniora och samhällepblHot och hat mot politikerEn strukturerad litteraturöversikt över forskningsfältet som undersöker hot och hat mot politikersweStockholmSveriges Kommuner och Regioner (Skr)20242024-03-27T11:27:4223978-91-8047-247-0https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-52997textSocial SciencesPolitical ScienceSamhällsvetenskapStatsvetenskapFör att få en fördjupad bild över forskningsfältet som undersöker hot och hat mot politiker har Sveriges Kommuner och Regioner finansierat en strukturerad litteraturöversikt. Översikten har utförts av statsvetaren Ulf Petäjä och kulturgeografen Mikael Thelin, båda verksamma vid Högskolan i Halmstad.Litteraturöversikten visar att forskningsfältet utgörs av tre huvudsakliga forskningsinriktningar, varav den genusbaserade inriktningen är störst. När det gäller orsaker till utsatthet så har fokus i första hand inriktats mot att undersöka hot och hat i relation till politikers personliga karaktäristika. Forskning inom fältet bygger främst på kvantitativa undersökningsmetoder, samt undersökningar som utförts i engelskspråkiga länder.Resultatet från litteraturöversikten visar på ett behov av att öka kunskapen om hot och hat mot politiker på lokal nivå, inte minst gällande strategier för att såväl stävja förekomst av hot och hat som att stödja politiker som blivit utsatta. Slutligen pekar resultatet från litteraturöversikten mot behovet av en tydlig och enhetlig definition av begreppen som används när man under- söker och diskuterar hot och hat mot politiker. © Sveriges Kommuner och Regioner, 2024jehehh2024-03-272024-03-27diva2:1847339sciencevetOther academicÖvrigt vetenskapligtAnnet vitenskapeligreportrapReportRapportRapportbookThelinMikael1971-autHögskolan i Halmstad, Akademin för lärande, humaniora och samhälleorcid.org=0000-0002-6578-6310diva-portal.org=authority-person:18872PetäjäUlf1967-autHögskolan i Halmstad, Akademin för lärande, humaniora och samhälleorcid.org=0000-0003-2160-7891diva-portal.org=authority-person:61553Högskolan i HalmstadAkademin för lärande, humaniora och samhällepblFörtroendevaldas utsatthetEn forskningsrapport om hur svenska kommunpolitiker upplever hat och hotsweHalmstadHalmstad University Press20242024-03-22T17:26:0042978-91-89587-45-8978-91-89587-44-1https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-52960textSocial SciencesPolitical ScienceSamhällsvetenskapStatsvetenskaphttps://hh.diva-portal.org/smash/get/diva2:1846551/FULLTEXT01.pdfhttps://hh.diva-portal.org/smash/get/diva2:1846551/PREVIEW01.jpgjehehh2024-03-222024-09-11diva2:1846551refereedrefRefereedRefereegranskatFagfellevurdertconferencePaperkonConference paperKonferensbidragKonferansepaperproceedingabstractsUrbasAnders1977-autHögskolan i Halmstad, Akademin för lärande, humaniora och samhälleorcid.org=0000-0002-7810-7911diva-portal.org=authority-person:33667MalmbergClaesprofessor1956-autHögskolan i Halmstad, Akademin för lärande, humaniora och samhälleorcid.org=0000-0002-7643-1355diva-portal.org=authority-person:33865ThelinMikaelautHögskolan i Halmstad, Akademin för lärande, humaniora och samhälleorcid.org=0000-0002-6578-6310diva-portal.org=authority-person:18872RafoltSusanneautUniversity of Innsbruck, Innsbruck, AustriaHögskolan i HalmstadAkademin för lärande, humaniora och samhällepblValuepremises in Sustainability Education Researcheng20232023-09-11T12:38:00https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-51608https://eera-ecer.de/ecer-programmes/conference/28/contribution/55057textSocial SciencesEducational SciencesSamhällsvetenskapUtbildningsvetenskapThe aim of the study is to analyse how researchers handle value-premises in environmental and sustainability education research. The theoretical perspective that is used consists of three ways of dealing with value-premises:1. Value-premises are explicitly stated and argued for,2. Values-premises are explicitly stated but not argued for, and3. Values-premises implicitly incorporated without discussion and seen as given and unproblematic.We will, furthermore, argue that it is crucial that researchers critically reflect on and argue for the choice of values-premises – as opposed to other value-premises (and values) – and discuss the possible consequences of not doing so.Scientific research is traditionally based upon observation and empirical knowledge; it describes and explains and has the observable world in its focus. Scientific research thus differs from religion, ideology, and politics as these are built on opinions in which people’s values and norms are blended with descriptions and explanations (Myrdal 1970).An implication of the focus on the observable world in science is that values – normally thought of as goals – in themselves are beyond the reach of scientists in their scientific – empirical – endeavour. Scientific research is characterized by scientific value relativism meaning that a value in itself cannot be empirically proved to be better or more correct than another value.Our point is that scientific research, in the sense of observation of observable reality, cannot prove that specific values are inherently superior and more important than other values (Brecht 1959). For example, if one considers the Covid-19 pandemic and the issue of the lock-down and its effects or consequences, there is no way for scientists to prove, through observations, that saving human life in itself is superior to, for example economic growth, human freedom, physical health, young people's education or the absence of domestic violence. Scientific research can, of course, by observation identify what values individuals, groups of citizens, politicians or policy makers prefer. But this is something different than choosing and deciding between conflicting values.It is important to acknowledge that scientific research and scientific value relativism are bound together due to science focus on observation of reality. However, the claim is not unproblematic. Scientific research is performed by humans and is therefore, to a high extent, impregnated by values. Scientific research is characterized by value-based choices in all its parts, from the selection of a problem and theory, the operationalization, the collection of data to the analysis and the conclusions. But science is also in many cases driven by a chosen value-premise or, differently expressed, a chosen goal that the scientist desire and wants to be achieved. If we turn it around; there are few scientists who believe that scientific research is totally free from values. The key point, however, is that value-premises and values can be handled in a least three different ways: (1) Value-premises are explicitly stated and argued for, (2) Values-premises are explicitly stated but not argued for, and (3) Values-premises are implicitly incorporated without discussion and seen as given and unproblematic (Myrdal 1970).This study analyses environmental and sustainability education research from the three ways in which value-premises can be handled. It furthermore discusses why it is important that researchers critically reflect on and argue for the choice of values-premises.Methodology, Methods, Research Instruments or Sources UsedThe study is based on a qualitative text analysis (Lindberg 2017). In order to analyze how researchers, handle value-premises in environmental and sustainability education research a systematic reading of scientific articles from three journals published during 2022 will be done. The analysis consists both of systematizing and critical scrutiny of the content in the articles. The theoretical perspective used in the analysis is whether value-premises are (1) explicitly stated and argued for, (2) explicitly stated but not argued for, or (3) implicitly incorporated without discussion and seen as given and unproblematic.Conclusions, Expected Outcomes or FindingsBased on an ongoing study (Rafolt et.al, forthcoming) and previous studies and knowledge within the field (Urbas 2009) the expected findings are that value-premises to a large extent are present in the research on education for sustainable development. Furthermore, the expected findings are that value-premises and values are predominantly within categories 2 and 3, i.e. they are either stated but not critically discussed or implicitly incorporated without discussion and seen as given and unproblematic.The implications of the expected findings are several. Firstly, a lack of clarity regarding the difference between a) value-statements, (e.g., desired end states or goals), b) descriptive statements (e.g., descriptions and explanations) and c) prescriptive statements (e.g., norms and recommendations) (Lindberg 2017) contributes to a problematic confusion. The problem is a confusion of, on one hand, what scientific research is characterized by and what scientists as scientists can achieve knowledge about and, on the other hand, political activism. For example; there is a difference between a) empirically establishing that having one less child significantly reduce the individuals carbon footprint (Wynes & Nicholas 2017) and b) arguing that the government should prohibit citizens from having more than one child. Secondly, a lack of clarity regarding the fact that value-premises are chosen by the scientist (based on, for example, political ideology), might lead to the effect that citizens believe that the chosen values are scientifically proven.These implications can undermine both scientific research and democratic politics.</titleInfo></relatedItem><name type="conference"><namePart>European Conference on Educational Research (ECER 2023), Glasgow, UK, 22-25 August 2023</namePart></name><note type="funder">Högskolan i Halmstad</note><recordInfo><recordOrigin>clamal</recordOrigin><recordContentSource>hh</recordContentSource><recordCreationDate>2023-09-11</recordCreationDate><recordChangeDate>2023-11-20</recordChangeDate><recordIdentifier>diva2:1795944</recordIdentifier></recordInfo></mods><mods xmlns="http://www.loc.gov/mods/v3" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xmlns:xlink="http://www.w3.org/1999/xlink" version="3.7" xsi:schemaLocation="http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-7.xsd"><genre authority="diva" type="contentTypeCode">science</genre><genre authority="svep" type="contentType">vet</genre><genre authority="diva" type="contentType" lang="eng">Other academic</genre><genre authority="diva" type="contentType" lang="swe">Övrigt vetenskapligt</genre><genre authority="diva" type="contentType" lang="nor">Annet vitenskapelig</genre><genre authority="diva" type="publicationTypeCode">report</genre><genre authority="svep" type="publicationType">rap</genre><genre authority="diva" type="publicationType" lang="eng">Report</genre><genre authority="diva" type="publicationType" lang="swe">Rapport</genre><genre authority="diva" type="publicationType" lang="nor">Rapport</genre><genre authority="kev" type="publicationType" lang="eng">book</genre><name type="personal" authority="hh" xlink:href="mikthe"><namePart type="family">Thelin</namePart><namePart type="given">Mikael</namePart><namePart type="date">1971-</namePart><role><roleTerm type="code" authority="marcrelator">aut</roleTerm></role><affiliation>Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle</affiliation><description>orcid.org=0000-0002-6578-6310</description><description>diva-portal.org=authority-person:18872</description></name><name type="corporate" authority="hh" xlink:href="16902"><namePart>Högskolan i Halmstad</namePart><namePart>Akademin för lärande, humaniora och samhälle</namePart><role><roleTerm type="code" authority="marcrelator">pbl</roleTerm></role></name><titleInfo lang="swe"><title>Hur ser elevers preferenser ut inför val av gymnasieskola?sweUppsalaInstitutet för arbetsmarknads- och utbildningspolitisk utvärdering (IFAU)20232024-03-27T11:47:1529https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-52999https://www.ifau.se/globalassets/pdf/se/2023/2023-2-hur-ser-elevers-preferenser-ut-infor-val-av-gymnasieskola.pdftextRapport IFAU1651–11582023:2Social SciencesPolitical ScienceSamhällsvetenskapStatsvetenskapEn av de största politiska reformerna inom den offentligt finansierade sektorn har varit skapandet av en skolmarknad som kännetecknas av valfrihet och konkurrens. Reformerna var bland annat tänkta att bidra till en utbildnings- och kunskapsutveckling eftersom det antogs att elever – om de gavs möjlighet – skulle välja skola utifrån preferenser för utbildnings- och kunskapsrelaterade faktorer. Trots att antagandet om elevernas preferenser är en central premiss för reformernas utfall, saknas kunskap om huruvida antagandet stämmer. Syftet med denna studie är att undersöka elevers preferenser för skolspecifika faktorer inför gymnasievalet. Datainsamlingen bygger på en experimentell metod för att undersöka en individs preferenser för enskilda faktorer som tillsammans utgör en produkt (i det här fallet en skola). Analysen visar att blivande gymnasielever, förutom att lägga vikt vid utbildnings- och kunskapsrelaterade faktorer, lägger vikt vid faktorer som är utbildningsmässigt irrelevanta. Analysen visar även att det finns ett samband mellan elevernas preferenser och deras individegenskaper. Exempelvis uppvisar elever med låga betyg (i jämförelse med elever med höga betyg) starkare preferenser för faktorer som egentligen är utbildningsmässigt ovidkommande, såsom att få en Ipad, avstånd till skolan eller att få gå tillsammans med kompisar.jehehh2024-03-272024-03-27diva2:1847349sciencevetOther academicÖvrigt vetenskapligtAnnet vitenskapeligmonographDoctoralThesisdokDoctoral thesis, monographDoktorsavhandling, monografiDoktoravhandling, monografidissertationThelinMikael1971-autUppsala universitet, Kulturgeografiska institutionenorcid.org=0000-0002-6578-6310ÖsthJohnDocentthsUppsala universitet, Kulturgeografiska institutionenAnderssonRogerProfessorthsUppsala universitet, Institutet för bostads- och urbanforskning (IBF)HåkanssonJohanDocentthsHögskolan Dalarna, Institutionen för industri och samhälleLundmarkMatsProfessoropnÖrebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskapValfrihetens geografi och rationella gymnasievalEn experimentell studie om elevers preferenser vid val av skolasweUppsalaDepartment of Social and Economic Geography20192019-09-19T10:00:002020-12-08T16:21:32259978-91-506-2775-6https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-43672http://uu.diva-portal.org/smash/get/diva2:1323391/PREVIEW01.jpgtextPreferencesRational choice theoryConjointExperimentUpper secondary school choiceSwedenSocial SciencesSocial and Economic GeographySamhällsvetenskapSocial och ekonomisk geografiThe increased possibility to choose school and adaption of market mechanisms has created a Swedish upper secondary school market that exhibits spatial variations. However, in the general political and medial debate on choices in the educational sector of today, geography has come to have a hidden place. Based on the rational choice theory, the reform proponents have taken for granted that students’ preferences reflect the quest for the best school of knowledge. Studying students’ preferences is thus central to be able to highlight the importance of the freedom-based reforms in the publicly founded sector.The aim of this thesis is to examine students’ preferences for attributes that are central to the choice of upper secondary school. A further purpose is, based on the preferences, to examine the reform-bearing rational choice theory. The empirical data is based on a feasibility study conducted on 587 students in Halmstad and on a larger national study with data from 1440 students. The national study is carried out on 16 different schools, divided into 12 different municipalities.The results of the thesis show that the students’ preferences are characterized by both academic and non-academic considerations. In other words, the students’ academic preferences have competition from other, non-academic preferences that also are of importance for the students and therefor affect how attractive a school is considered. Further, there are differences in preference between the students and it is mainly their grades that correlate with these differences. The study also shows that there are small differences between the students’ preferences that can be related to their spatial context. The fact that students’ preferences do not fulfill the expectations in the underlying and reform-bearing theory, raises the question of how the educational producers and the students use choices to design the school market. There is a fundamental positive value in being able to choose and people in general want to be free and self-determined. For both the individual and the knowledge society, it is, however, crucial that the freedom of choice is not used to deselect knowledge. In this context, understanding of students’ preferences is important.Diss. , 2019sweSal IV, Universitetshuset, Biskopsgatan 3https://hh.diva-portal.org/smash/get/diva2:1507426/FULLTEXT01.pdfmikthehh2020-12-072020-12-08diva2:1507426refereedrefRefereedRefereegranskatFagfellevurdertarticleartArticle in journalArtikel i tidskriftArtikkel i tidsskriftarticleThelinMikael1971-autUppsala universitet, Kulturgeografiska institutionenorcid.org=0000-0002-6578-6310NiedomyslThomasautLunds universitetThe (ir)relevance of geography for school choiceEvidence from a Swedish choice experimentengElsevier20152020-12-07T16:14:00https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-4367310.1016/j.geoforum.2015.11.003000367023200012textSchool choice; Rational choice; Policy reform; Upper secondary school; Geographies of education; SwedenSocial SciencesSamhällsvetenskapSocial SciencesSocial and Economic GeographySamhällsvetenskapSocial och ekonomisk geografiPedagogikResearch subjectEducationResearch subjectGeographyResearch subjectGeografiResearch subjectThe increased opportunity to choose one’s school of preference has been raised as a key factor in many countries to promote equal opportunities and a higher quality of education. This has been endorsed by policymakers who assume that students make well-informed rational choices and that students stress only academic quality when deciding which school to attend. If this is true, it will benefit schools of high academic quality, rendering improved school quality overall. To date, little research has examined the validity of these assumptions despite the profound effects they have had for changing the school systems in many countries. This article describes an experiment to investigate the relative importance of factors in school choice. The aim is to test the validity of the theoretical assumptions that guided the school choice reforms in Sweden. Specifically, we draw on experimental data from prospective upper secondary school students in Sweden to contrast the principal school quality attributes behind the policy change (knowledge reputation and program feasibility), with the presence of friends and geographical attributes such as distance, location and accessibility, while controlling for individual characteristics. The results have important policy implications as they show that geographical factors are highly relevant for school choice preferences. In contrast to the reforms’ intentions, geography appears to have become more important than ever before. The findings thus reveal significant flaws in the assumptions that motivated the school choice policy reform.Geoforum0016-71851872-939867110120Publishedhttps://hh.diva-portal.org/smash/get/diva2:1507425/FULLTEXT01.pdfmikthehh2020-12-072020-12-08diva2:1507425sciencevetOther academicÖvrigt vetenskapligtAnnet vitenskapeligmonographLicentiateThesislicLicentiate thesis, monographLicentiatavhandling, monografiLicentiatavhandling, monografidissertationThelinMikael1971-autUppsala universitet, Kulturgeografiska institutionenorcid.org=0000-0002-6578-6310ÖsthJohnDoktorthsUppsala universitet, Kulturgeografiska institutionenTrumbergAndersDoktoropnÖrebro universitetElevers val av gymnasieskolaEn experimentell studie om elevers geografiska, akademiska och sociala preferensersweUppsalaKulturgeografiska institutionen20142014-06-13T13:00:002020-12-08T16:21:50123978-91-506-2399-4https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-43670http://uu.diva-portal.org/smash/get/diva2:713856/PREVIEW01.jpgtextSchool choicerational choiceeconomic manstated preferencesexperimentconjointSwedenHalmstadSocial SciencesSocial and Economic GeographySamhällsvetenskapSocial och ekonomisk geografiSocial and Economic GeographyResearch subjectKulturgeografiResearch subjectIncreased possibilitiesof choosing one’s school of preference hasbeen raised as a key factor in many countries to promote equal opportunitiesand higher quality of education. This has been endorsed by policymakers whoassume that students make well-informed rational choices and that students only stress academic quality whendeciding which school to attend. If this is true, it will benefit schools ofhigh academic quality, rendering improved school quality overall. To date,little research has examined the validity of these assumptions despite theprofound effects they have had for changing the school systems in manycountries. This study employs an experimental approach to investigate therelative importance of attributes in school choice. Specifically the study isbased on experimental data from 587 prospective high school students inHalmstad, Sweden. The purpose is to contrast the principal school qualityattributes behind the policy change (academic reputation and programfeasibility), with the presence of friends and geographical attributes such asdistance, location and accessibility, while controlling for individualcharacteristics. The results are disturbing as they reveal flaws in theassumptions that motivated the school choice policy reform. The study presents evidence of differencesin preferences and that grades are the most important background characteristic for this difference. The study also shows that all studentsare not rational to the same extent as theory predicts. Hence theSwedish school reforms have been based on a slightly biased theory. Finally, the study indicates that differentgeographic contexts (e.g. where the studentslive) affect students' preferences.Lic.-avh. , 2014sweEkonomikum sal B115, Uppsala, https://hh.diva-portal.org/smash/get/diva2:1507430/FULLTEXT01.pdfmikthehh2020-12-072021-05-11diva2:1507430refereedrefRefereedRefereegranskatFagfellevurdertarticleartArticle in journalArtikel i tidskriftArtikkel i tidsskriftarticleNiedomyslThomasautLund University, Lund, SwedenEllderErikautUniversity of Gothenburg, Gothenburg, SwedenLarssonAndersautDepartment of Human and Economic Geography, University of Gothenburg, Gothenburg, SwedenThelinMikaelautKulturgeografiska institutionen, Uppsala University, Uppsala, Swedenorcid.org=0000-0002-6578-6310diva-portal.org=authority-person:18872JansundBodilautUniversity of Gothenburg, Gothenburg, SwedenLearning Benefits of Using 2D Versus 3D MapsEvidence from a Randomized Controlled ExperimentengNew YorkTaylor & Francis20132020-12-07T16:16:00https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-4366910.1080/00221341.2012.7098760003191708000012-s2.0-84875928935text2D versus 3D mapslearning benefitsGIScartographic visualizationcontrolled experimentSocial SciencesSocial and Economic GeographyHuman GeographySamhällsvetenskapSocial och ekonomisk geografiKulturgeografiThe traditional important role of maps used for educational purposes has gained further potential with recent advances in GIS technology. But beyond specific courses in cartography this potential seems little realized in geography teaching. This article investigates the extent to which any learning benefits may be derived from the use of such technologies. A controlled experiment was conducted to examine whether information recall is improved when cartographic information on population distribution is presented in 2D versus 3D form. The results show statistically significant differences in learning benefits between the two formats, largely in favor of 2D representation. These findings suggest that learning benefits can be derived from paying greater attention to map format in educational settings. © 2013 Copyright Taylor and Francis Group, LLC.Journal of geography (Houston)0022-13411752-686811238796Publishedmikthehh2020-12-072023-11-20diva2:1507429sciencevetOther academicÖvrigt vetenskapligtAnnet vitenskapeligarticleartArticle in journalArtikel i tidskriftArtikkel i tidsskriftarticleThelinMikael1971-autUppsala universitet, Kulturgeografiska institutionenorcid.org=0000-0002-6578-6310Länkningen mellan kursmål och kunskapskrav i geografiämnet i Gy 2011sweGeografilärarnas Riksförening20122020-12-07T16:15:00https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-43671http://www.geografitorget.se/gn/nr/2012/bil/3-05.pdftextGeografiämnetKursmålKunskapskravGymnasietSocial SciencesSamhällsvetenskapPedagogikResearch subjectEducationResearch subjectGeographyResearch subjectGeografiResearch subjectGeografiska Notiser0016-724X703110123Publishedhttps://hh.diva-portal.org/smash/get/diva2:1507427/FULLTEXT01.pdfmikthehh2020-12-072020-12-08diva2:1507427

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Mikael Thelin

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