Klara Bolander Laksov
Biographic Data
| ID | 7245552 |
|---|---|
| NAME | Klara Bolander Laksov |
| GIVEN NAMES | Klara Bolander |
| FAMILY NAME | Laksov |
| SIGNATURE | LAKSOV K B |
| AFFILIATIONS | Karolinska Institutet |
| ORCID | 0000-0002-3345-3810 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Navigating uncertainty
The emergence of generative artificial intelligence (GAI) has given rise to diverse narratives about its transformative potential in higher education. Despite widespread speculation about how GAI might change teaching and learning, there is a significant gap in understanding how GAI artefacts are perceived in educational practices, particularly from the perspective of university teachers. This study investigates how GAI mediates teachers’ practic…
Hello GPT! Goodbye home examination? An exploratory study of AI chatbots impact on university teachers’ assessment practices
AI chatbots have recently fuelled debate regarding education practices in higher education institutions worldwide. Focusing on Generative AI and ChatGPT in particular, our study examines how AI chatbots impact university teachers’ assessment practices, exploring teachers’ perceptions about how ChatGPT performs in response to home examination prompts in undergraduate contexts. University teachers (n = 24) from four different departments in humanit…
Faculty development participants' experiences of working with change in clinical settings
Shifting to team-based faculty development
The value of traditional faculty development programmes has been questioned regarding its effectiveness in transforming clinical education. Rather than training faculty separately from their colleagues, the faculty development programme described in this paper presented an opportunity for teams of faculty to improve clinical education by developing tools grounded in medical education research. The five participating teams were interviewed in focu…
Safeguarding fairness in assessments—How teachers develop joint practices
Navigating without a map
Through an exploration of the interdependence between workplace affordances and individual engagement, this study addressed how medical students interact with clinical learning environments (CLEs). Building on the workplace participatory practices approach outlined by Billett, CLEs can be viewed as constructed through a negotiation of meaning between the workplace and the student. Inspired by ethnography, an observational study using field observ…
Academic leadership
Demands on academic leadership are increasing, which raises the need for leadership training. This article describes development and implementation of a group training intervention in academic leadership at a departmental level. Little systematic research has addressed the question of what forms of leadership training are associated with effectiveness of academic leadership teams. This study examined a comprehensive methodological approach includ…
No prominent works on this page.
Academic leadership
Demands on academic leadership are increasing, which raises the need for leadership training. This article describes development and implementation of a group training intervention in academic leadership at a departmental level. Little systematic research has addressed the question of what forms of leadership training are associated with effectiveness of academic leadership teams. This study examined a comprehensive methodological approach includ…
Navigating without a map
Through an exploration of the interdependence between workplace affordances and individual engagement, this study addressed how medical students interact with clinical learning environments (CLEs). Building on the workplace participatory practices approach outlined by Billett, CLEs can be viewed as constructed through a negotiation of meaning between the workplace and the student. Inspired by ethnography, an observational study using field observ…
Shifting to team-based faculty development
The value of traditional faculty development programmes has been questioned regarding its effectiveness in transforming clinical education. Rather than training faculty separately from their colleagues, the faculty development programme described in this paper presented an opportunity for teams of faculty to improve clinical education by developing tools grounded in medical education research. The five participating teams were interviewed in focu…
Safeguarding fairness in assessments—How teachers develop joint practices
Faculty development participants' experiences of working with change in clinical settings
Hello GPT! Goodbye home examination? An exploratory study of AI chatbots impact on university teachers’ assessment practices
AI chatbots have recently fuelled debate regarding education practices in higher education institutions worldwide. Focusing on Generative AI and ChatGPT in particular, our study examines how AI chatbots impact university teachers’ assessment practices, exploring teachers’ perceptions about how ChatGPT performs in response to home examination prompts in undergraduate contexts. University teachers (n = 24) from four different departments in humanit…
Navigating uncertainty
The emergence of generative artificial intelligence (GAI) has given rise to diverse narratives about its transformative potential in higher education. Despite widespread speculation about how GAI might change teaching and learning, there is a significant gap in understanding how GAI artefacts are perceived in educational practices, particularly from the perspective of university teachers. This study investigates how GAI mediates teachers’ practic…
Psychology (7 works) · Medical education (6 works) · Medicine (6 works) · Pedagogy (6 works) · Computer Science (5 works) · Political science (5 works) · Higher education (4 works) · Innovations in Medical Education (4 works) · Sociology (4 works) · Public relations (3 works)