Johanna Köpsén
Biographic Data
| ID | 5985170 |
|---|---|
| NAME | Johanna Köpsén |
| GIVEN NAMES | Johanna |
| FAMILY NAME | Köpsén |
| SIGNATURE | KÖPSÉN J |
| AFFILIATIONS | Linköping University |
| ORCID | 0000-0003-3150-4853 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Teachers transformation of curricula in Swedish adult education and its implications for the purpose of education
This study explores how and why teachers in municipal adult education (MAE) in Sweden use curriculum documents in their teaching and what this reveal about the underlying purposes of MAE. The study draws on mixed-methods data, including a survey completed by 1,321 MAE teachers and follow-up interviews with 63 teachers across different subjects and educational levels. The results showed that teachers when describing the most important objectives o…
Michael Tåhlin, A Research agenda for Skills and Inequality, 2023
Employers placing orders and students as commodities
Established in 2009, Swedish Higher Vocational Education (HVE) gives employers an opportunity to initiate state-funded but locally conceptualised and managed training programmes. This article investigates the system, the ideas used in policy to mandate this arrangement of vocational education and training (VET) and the institutional relations of power and control between stakeholders that it represents. Fourteen Swedish educational policy documen…
Being successful in the educational market
Contemporary vocational education and training (VET), both initial and higher, is strongly market oriented, and governments shape systems with significant roles for employers. The study presented in this article aims at examining how employers are positioned in the practice of VET provision in such a system. Specifically, it recognises and interprets how employers are positioned in the provision of state-funded Swedish higher VET as expressions o…
Knowledge in VET curricula and power in society and labour market Policy and practice
"Knowledge in VET curricula and power in society and labour market Policy and practice: demands-based and employer-driven Swedish higher vocational education." Journal of Vocational Education & Training, 73(4), p. 612
No prominent works on this page.
Knowledge in VET curricula and power in society and labour market Policy and practice
"Knowledge in VET curricula and power in society and labour market Policy and practice: demands-based and employer-driven Swedish higher vocational education." Journal of Vocational Education & Training, 73(4), p. 612
Employers placing orders and students as commodities
Established in 2009, Swedish Higher Vocational Education (HVE) gives employers an opportunity to initiate state-funded but locally conceptualised and managed training programmes. This article investigates the system, the ideas used in policy to mandate this arrangement of vocational education and training (VET) and the institutional relations of power and control between stakeholders that it represents. Fourteen Swedish educational policy documen…
Being successful in the educational market
Contemporary vocational education and training (VET), both initial and higher, is strongly market oriented, and governments shape systems with significant roles for employers. The study presented in this article aims at examining how employers are positioned in the practice of VET provision in such a system. Specifically, it recognises and interprets how employers are positioned in the provision of state-funded Swedish higher VET as expressions o…
Michael Tåhlin, A Research agenda for Skills and Inequality, 2023
Teachers transformation of curricula in Swedish adult education and its implications for the purpose of education
This study explores how and why teachers in municipal adult education (MAE) in Sweden use curriculum documents in their teaching and what this reveal about the underlying purposes of MAE. The study draws on mixed-methods data, including a survey completed by 1,321 MAE teachers and follow-up interviews with 63 teachers across different subjects and educational levels. The results showed that teachers when describing the most important objectives o…
Sociology (5 works) · Economics (4 works) · Global Educational Policies and Reforms (4 works) · Pedagogy (4 works) · Curriculum (3 works) · Higher Education Learning Practices (3 works) · Political science (3 works) · Public relations (3 works) · Vocational education (3 works) · Business (2 works)