Lärande även för lärare! – Förutsättningar för organisatoriskt lärande i teknisk utbildning
(2025) MAMM10 20251Ergonomics and Aerosol Technology
- Abstract
- Engineering Education faces increasing demands to improve the quality of teaching and learning. At the same time, universities are described as slow-moving institutions and evaluations highlight recuring challenges. A key prerequisite for change is learning. This thesis aims to investigate the relationship between organisational learning and teachers’ decisions regarding course development in engineering education, as well as enablers and barriers to these processes.
The study is based on semi-structured interviews with 15 teachers at three technical universities in Sweden. A thematic analysis is conducted and interpreted using the 4i-framework by Crossan et al. (1999) and complemented with theories on power and cognitive barriers.
... (More) - Engineering Education faces increasing demands to improve the quality of teaching and learning. At the same time, universities are described as slow-moving institutions and evaluations highlight recuring challenges. A key prerequisite for change is learning. This thesis aims to investigate the relationship between organisational learning and teachers’ decisions regarding course development in engineering education, as well as enablers and barriers to these processes.
The study is based on semi-structured interviews with 15 teachers at three technical universities in Sweden. A thematic analysis is conducted and interpreted using the 4i-framework by Crossan et al. (1999) and complemented with theories on power and cognitive barriers.
Results show that learning processes often occur informally and individually. Conversations about teaching are shaped by perceived usefulness, emotions, the content of discussions, disciplinary belonging, and perceived boundaries of responsibility. Despite high levels of engagement, incentives and structures that support shared understanding of colleagues’ interpretations and challenges are often lacking. Power dynamics and cognitive barriers should be considered to understand which ideas are granted legitimacy and which learning barriers need to be addressed.
The conclusion is that course development often occurs despite, rather than because of, organizational learning, as routines for integration and institutionalisation across courses are weak. Technical universities should therefore make course development visible, create safe forums for collective reflection, and support collegial ownership of both professional learning and their teaching.
Keywords: organisational learning, course development, engineering education, 4i-framework, higher education (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/9207871
- author
- Samuelsson, Jesper LU
- supervisor
- organization
- alternative title
- Learning for Teachers too! – Prerequisites for Organisational Learning in Engineering Education
- course
- MAMM10 20251
- year
- 2025
- type
- H2 - Master's Degree (Two Years)
- subject
- keywords
- organisational learning, course development, engineering education, 4i-framework, higher education
- language
- Swedish
- id
- 9207871
- date added to LUP
- 2025-07-03 11:18:56
- date last changed
- 2025-07-03 11:18:56
@misc{9207871,
abstract = {{Engineering Education faces increasing demands to improve the quality of teaching and learning. At the same time, universities are described as slow-moving institutions and evaluations highlight recuring challenges. A key prerequisite for change is learning. This thesis aims to investigate the relationship between organisational learning and teachers’ decisions regarding course development in engineering education, as well as enablers and barriers to these processes.
The study is based on semi-structured interviews with 15 teachers at three technical universities in Sweden. A thematic analysis is conducted and interpreted using the 4i-framework by Crossan et al. (1999) and complemented with theories on power and cognitive barriers.
Results show that learning processes often occur informally and individually. Conversations about teaching are shaped by perceived usefulness, emotions, the content of discussions, disciplinary belonging, and perceived boundaries of responsibility. Despite high levels of engagement, incentives and structures that support shared understanding of colleagues’ interpretations and challenges are often lacking. Power dynamics and cognitive barriers should be considered to understand which ideas are granted legitimacy and which learning barriers need to be addressed.
The conclusion is that course development often occurs despite, rather than because of, organizational learning, as routines for integration and institutionalisation across courses are weak. Technical universities should therefore make course development visible, create safe forums for collective reflection, and support collegial ownership of both professional learning and their teaching.
Keywords: organisational learning, course development, engineering education, 4i-framework, higher education}},
author = {{Samuelsson, Jesper}},
language = {{swe}},
note = {{Student Paper}},
title = {{Lärande även för lärare! – Förutsättningar för organisatoriskt lärande i teknisk utbildning}},
year = {{2025}},
}