Martin G Erikson
Biographic Data
| ID | 1501854 |
|---|---|
| NAME | Martin G Erikson |
| GIVEN NAMES | Martin G |
| FAMILY NAME | Erikson |
| SIGNATURE | ERIKSON M G |
| AFFILIATIONS | University of Borås |
| ORCID | 0000-0003-4005-310X |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 12 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 2 |
The right to teach at university
The right to teach at university is a distinctive philosophical and legal conundrum but a largely unexplored question. Drawing on Humboltdian principles, the legitimacy of the university teacher stems from their continuing engagement in research rather than possession of academic and teaching qualifications alone. This means that the right to teach needs to be understood as a privilege and implies that it is always provisional, requiring an ongoi…
Learning outcomes and critical thinking - good intentions in conflict
The notion of critical thinking and its theoretical complexity are used as a case for an epistemological critique of the model of intended learning outcomes. The conclusion is that three problems of learning outcomes, previously discussed in the literature, become even more challenging when seen in the light of critical thinking. The first problem concerns interpretations, as the use of learning outcomes is dependent on advanced but implicit inte…
A single-question qualitative bachelor’s programme evaluation
Conventionally, quantitative surveys are used for student evaluations in higher education, but the validity of this practice has been questioned. In the present study, we investigated a qualitative method for evaluating a bachelor’s programme. Forty-one first-year students and twenty-eight third-year students on a bachelor’s programme in Public Administration were asked to answer a single question in relation to their programme: ‘What could have …
A taxonomy of motives to cite
In this study, we explicate citing behavior in the writing of scientific papers by presenting a taxonomy of motives to cite. The suggested taxonomy consists of four main categories, which are purely descriptive: Argumentation, Social Alignment, Mercantile Alignment, and Data. These categories are divided into a suggested set of subcategories. We argue that the complexities of citing practice show how little can be assumed about actual citing beha…
A taxonomy of motives to cite
In this study, we explicate citing behavior in the writing of scientific papers by presenting a taxonomy of motives to cite. The suggested taxonomy consists of four main categories, which are purely descriptive: Argumentation, Social Alignment, Mercantile Alignment, and Data. These categories are divided into a suggested set of subcategories. We argue that the complexities of citing practice show how little can be assumed about actual citing beha…
Learning outcomes and critical thinking - good intentions in conflict
The notion of critical thinking and its theoretical complexity are used as a case for an epistemological critique of the model of intended learning outcomes. The conclusion is that three problems of learning outcomes, previously discussed in the literature, become even more challenging when seen in the light of critical thinking. The first problem concerns interpretations, as the use of learning outcomes is dependent on advanced but implicit inte…
The right to teach at university
The right to teach at university is a distinctive philosophical and legal conundrum but a largely unexplored question. Drawing on Humboltdian principles, the legitimacy of the university teacher stems from their continuing engagement in research rather than possession of academic and teaching qualifications alone. This means that the right to teach needs to be understood as a privilege and implies that it is always provisional, requiring an ongoi…
A taxonomy of motives to cite
In this study, we explicate citing behavior in the writing of scientific papers by presenting a taxonomy of motives to cite. The suggested taxonomy consists of four main categories, which are purely descriptive: Argumentation, Social Alignment, Mercantile Alignment, and Data. These categories are divided into a suggested set of subcategories. We argue that the complexities of citing practice show how little can be assumed about actual citing beha…
A single-question qualitative bachelor’s programme evaluation
Conventionally, quantitative surveys are used for student evaluations in higher education, but the validity of this practice has been questioned. In the present study, we investigated a qualitative method for evaluating a bachelor’s programme. Forty-one first-year students and twenty-eight third-year students on a bachelor’s programme in Public Administration were asked to answer a single question in relation to their programme: ‘What could have …
Learning outcomes and critical thinking - good intentions in conflict
The notion of critical thinking and its theoretical complexity are used as a case for an epistemological critique of the model of intended learning outcomes. The conclusion is that three problems of learning outcomes, previously discussed in the literature, become even more challenging when seen in the light of critical thinking. The first problem concerns interpretations, as the use of learning outcomes is dependent on advanced but implicit inte…
The right to teach at university
The right to teach at university is a distinctive philosophical and legal conundrum but a largely unexplored question. Drawing on Humboltdian principles, the legitimacy of the university teacher stems from their continuing engagement in research rather than possession of academic and teaching qualifications alone. This means that the right to teach needs to be understood as a privilege and implies that it is always provisional, requiring an ongoi…
Epistemology (3 works) · Higher education (3 works) · Psychology (3 works) · Sociology (3 works) · Computer Science (2 works) · Evaluation of Teaching Practices (2 works) · Higher Education Practises and Engagement (2 works) · Mathematics education (2 works) · Pedagogy (2 works) · Philosophy (2 works)