A total of 316 consumers participated in an interview study on their opinions on genetic modification (GM). Most participants were negative to use of GM in general. About 20 percent of the respondents were willing to accept GM foods for marketing in Sweden and were also willing to buy such products. Almost all respondents stated that GM products should be labelled. The respondents were most positive to applications “GM of bacteria for medical purposes (e.g. insulin producing bacteria)” and “Genetic approaches to fighting hereditary diseases”. Males were generally more positive to GM, so were the younger respondents. No significant differences in consumer attitudes were found with respect to level of education or place of residence. The results indicate that Swedish consumers in general are negative towards GM. However, the motives underlying the consumers’ opinions are far from clear. Consumer concerns are very complex and difficult to study. Therefore, individual and group interview strategies could prove to be valuable in attempts to further understand consumer attitudes to this new technology.

Learning the language is crucial to be included in a new society. For migrants, the smartphone is a commonly used device for staying connected, which could also be used for language learning purposes. This research concerns mobile literacy with newly arrived Arabic speaking migrants to Sweden and the use of mobile learning as a means for integration. The purpose is to investigate how mobile technology can be designed to support migrants’ language learning process. The research concerns technology development where versions of a mobile application (app) are explored from a bottom-up perspective with Arabic speaking migrants. A qualitative method approach is applied, built on design principles focusing on the construction of situated artefacts and evaluation of performance. The results show that intuitive design and engaging content with connections to everyday social situations play important parts in sustaining motivation to engage with an app.

Purpose – More collaborative and open learning models are suggested as part of the paradigm shift in the way knowledge is produced, distributed, and used. The purpose of this paper is to explore a work-based learning (WBL) model, based on systemic negotiations between actors from the three parties: the academy, the industry, and the students. The purpose is to investigate how teachers, supervisors, and students value negotiated WBL as a boundary activity and to enhance the understanding of the learning potential at the boundary. Design/methodology/approach – Activity theory is used as a lens to analyse the results from a survey to the three stakeholder groups and interviews of students. The four learning mechanisms are used to explore learning at the boundary between the two activity systems. Findings – Diversity and mobility in education and work addressed by the notion of boundary crossing are associated with both challenges and a learning potential. There is a constant dynamic between structure and age...

Teachers' motivations behind their view on value and adoption of open educational resources (OER) were investigated based on 101 questionnaire answers from teachers in animal welfare, animal science and food science. A factor analysis uncovered the underlying dimensions for teachers’ motives and indicated that they were complex and linked to subject area. Underlying dimensions for the motives to adopt OER were identified at three levels; individual (e.g. altruism), institutional (e.g. collaboration with peers), and societal (e.g. reaching beyond borders of the academy). The underlying dimensions for the inhibitors for adoption at individual and institutional level were challenges regarding individual competences, quality assessment and teaching practices. When using activity theory, an affinity space could be identified for teachers in animal welfare with its own norms and expectations with regards to the open educational practices. The results suggested that sharing for the benefit of others and collective collaboration with other peers were stronger incentives for teachers in the specific subject of animal welfare than it was for teachers in broader and less contested subject areas. Animal welfare teachers also had low agreement with problems such as OER being deviant to higher education and for being difficult to adapt to teaching context, and these teachers also had a higher adoption rate than other teachers. Furthermore, this study provides evidence that OER challenges the boundaries of higher education and that an affinity space can enable OER adoption.