Followership and leadership in different sorts of sloyd practices

Abstract

This study examined the extent to which students fully embrace sloyd activities. Sloyd is a form of adventurous education in Sweden where school students take more control of the content and methods of learning as part of their weekly education. Hands on activities are often part of the adventure and it sometimes takes place outdoors. The study focused on two sloyd groups, one led by their school teacher in school time and one group who volunteered for sloyd out of school hours. Students in the school context were expected to follow the sloyd teacher's instructions and they were supposed to choose between an individual task or a group assignment at the beginning of the semester. The youngsters in the sloyd club context were expected to manage the sloyd activities themselves as and when they attended the voluntary sessions. That children and young people embrace sloyd is more or less taken for granted, whether it is part of students' school activities or youngsters' spare time activities. However, we found there was a variation in the extent to which students embraced sloyd from both the class based and voluntary groups. The class-based students' willingness to embrace sloyd depended on whether their activity assigned to them by the teacher was interesting to them. Although the out of school students voluntarily chose their activity, some of them still declined to embrace fully the sloyd approach due to a general lack of interest in the activities. Our conclusion is that sloyd leaders or facilitators need to consider individual differences to ensure sloyd is fully embraced.

The followership of hotel employees and the relationship between occupational burnout, job stress, and customer orientation: Targeting the hotel service providers at luxury hotels

“…Especially, as the hospitality industry such as hotel industry has been highly dependent on the human resources and it is more important to improve service quality than other industries, the role of followership from employees is also emphasized (Tagoe, 2011). Samuelsson (2013) has highlighted the importance of followership in hospitality industry where human resource management and improvement on service quality are the utmost important and the followership would make a significant impact on sympathy certainty and the quality of service.…”

FORMakademisk 8-2 2015 THE WHOLE ISSUE

“…Furthermore, in Sweden, pupils mostly have one semester with textile-sloyd followed by one semester with wood and metals sloyd; these topics are separated from each other (Samuelsson, 2013). According to earlier research (Good, Sikes & Brophy, 1973;Brophy, 1985;Eccles & Blumenfeld, 1985), disruptive boys can be found in all subjects, both sloydsubjects included.…”

Lära sig att stå ut

“…Inom slöjdforskning är motstånd i slöjdens arbetsprocesser och elevers förmåga att stå ut inget som i större utsträckning diskuterats på senare tid, vilket kan ha att göra med att de förmågor elever utvecklar i slöjd har tonats ned i den senaste kursplanen (Johansson, 2019) till förmån för mer konkret definierade och bedömningsbara lärandemål. Detta kan förstås som ett led i vad Biesta (2019) benämner som lärifiering och där lärare görs till någon som underlättar elevers lärande snarare än någon som tillför något i undervisningen som utmanar eleverna i ett vidare perspektiv (jfr Samuelsson, 2013;Hasselskog, 2010;Metcalfe, 2017). Biesta (2019) understryker det pedagogiska värdet i, och betydelsen av, att elever genom lärarens försorg möter motstånd i undervisningen och får erfara att deras intentioner och initiativ faktiskt hindras.…”

“…Vi menar att det för slöjdämnets potential att bjuda elever motstånd är av betydelse vilken position lärare i slöjd intar och om de agerar som ledare för eller följare av eleverna i undervisningen (Hasselskog, 2010;Samuelsson, 2013). Att föra eller följa handlar om att balansera motsättning och samverkan samtidigt som man också balanserar dominans och resignation (Wubbels m.fl., 2006).…”