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Att gå från goda avsikter till god praxis

Christensen, Lena LU and Forsyth, Rachel LU orcid (2025) p.135-148
Abstract
In this chapter, we describe the work involved in developing a pedagogical framework at Lund University (LU). The work was carried out as a project. In our roles as educational developer and project manager for educational activities, we accepted an assignment to create a new framework that values pedagogical expertise.

We collaborated with appointment committees, pedagogical units, representatives from various administrative departments, directors of studies, student unions, heads of departments, and faculty leadership. Step by step, we built an understanding of the different stakeholders’ needs and interests.
Lund University is a highly decentralized organization, where very few decisions are made at the university-wide... (More)
In this chapter, we describe the work involved in developing a pedagogical framework at Lund University (LU). The work was carried out as a project. In our roles as educational developer and project manager for educational activities, we accepted an assignment to create a new framework that values pedagogical expertise.

We collaborated with appointment committees, pedagogical units, representatives from various administrative departments, directors of studies, student unions, heads of departments, and faculty leadership. Step by step, we built an understanding of the different stakeholders’ needs and interests.
Lund University is a highly decentralized organization, where very few decisions are made at the university-wide level, and development work is naturally closely tied to needs at the operational level. What we can contribute in university-wide projects are various frameworks and models that ensure faculties have the opportunity to work with development efforts based on their local conditions and needs.
It has therefore been important to conduct the project in close collaboration with the faculties and the pedagogical development units. Based on our inventory of the current situation, two key questions were formulated. In this chapter, these questions serve as a framework for our description of the process of moving from intention to practice. We present a situational analysis and offer suggestions on how recognition and reward of pedagogical expertise can be structured. (Less)
Please use this url to cite or link to this publication:
author
and
organization
alternative title
From good intentions to good practice
publishing date
type
Chapter in Book/Report/Conference proceeding
publication status
published
subject
host publication
Pedagogisk meritering i och för förändring
editor
Ryegård, Åsa and Winka, Katarina
pages
14 pages
publisher
Mälardalens universitet
ISBN
978-91-7485-687-3
language
Swedish
LU publication?
yes
id
63c5c9cb-8583-4a36-8b5b-1e599bd42996
alternative location
https://www.diva-portal.org/smash/get/diva2:1915740/FULLTEXT01.pdf
date added to LUP
2025-10-07 15:31:41
date last changed
2025-10-07 15:36:13
@inbook{63c5c9cb-8583-4a36-8b5b-1e599bd42996,
  abstract     = {{In this chapter, we describe the work involved in developing a pedagogical framework at Lund University (LU). The work was carried out as a project. In our roles as educational developer and project manager for educational activities, we accepted an assignment to create a new framework that values pedagogical expertise.<br/><br/>We collaborated with appointment committees, pedagogical units, representatives from various administrative departments, directors of studies, student unions, heads of departments, and faculty leadership. Step by step, we built an understanding of the different stakeholders’ needs and interests.<br/>Lund University is a highly decentralized organization, where very few decisions are made at the university-wide level, and development work is naturally closely tied to needs at the operational level. What we can contribute in university-wide projects are various frameworks and models that ensure faculties have the opportunity to work with development efforts based on their local conditions and needs.<br/>It has therefore been important to conduct the project in close collaboration with the faculties and the pedagogical development units. Based on our inventory of the current situation, two key questions were formulated. In this chapter, these questions serve as a framework for our description of the process of moving from intention to practice. We present a situational analysis and offer suggestions on how recognition and reward of pedagogical expertise can be structured.}},
  author       = {{Christensen, Lena and Forsyth, Rachel}},
  booktitle    = {{Pedagogisk meritering i och för förändring}},
  editor       = {{Ryegård, Åsa and Winka, Katarina}},
  isbn         = {{978-91-7485-687-3}},
  language     = {{swe}},
  month        = {{11}},
  pages        = {{135--148}},
  publisher    = {{Mälardalens universitet}},
  title        = {{Att gå från goda avsikter till god praxis}},
  url          = {{https://www.diva-portal.org/smash/get/diva2:1915740/FULLTEXT01.pdf}},
  year         = {{2025}},
}