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Due to the global outbreak of Covid-19, Swedish teachers in upper secondary education were forced to conduct emergency remote teaching. As of today, there is a stream of research that addresses digitalization in education in light of the pandemic. Previous studies show that the challenges with the sudden intensification of digitalization have been particularly challenging in practical and aesthetic subjects. The research question is as follows: What challenges did vocational teachers experience during the emergency remote teaching caused by Covid-19 and what emergent tactics can be identified in vocational teaching practice?

The empirical data consists of (1) interviews with two vocational teachers and, (2) workshops with 25 teacher students from different vocational programmes that addressed vocational teaching during the Covid-19 crisis.

Emergency remote teaching meant challenges due to the changed socio-material environment that cannot easily be transformed to a vocational teaching setting. The challenges were related to authentic situations and material, problem solving and dexterity. Tactics that emerged as a response to the challenges were mainly connected to attempts to mimic vocational practices.

Contributions include explaining specific challenges and possibilities in developing vocational competence when teaching is digitalised. Furthermore, it increases the understanding of the relationship between theory and practice in vocational education. By adopting a socio-material perspective on vocational competence, the authors enhance the understanding of the importance of a shared socio-material environment.

The purpose of this paper is twofold: to describe work-integrated learning (WIL) related to healthcare pedagogics, and to describe the distinctive aspects of research on WIL with specialization in healthcare pedagogics.

The general purpose of this theoretical paper is to define and formulate a research agenda within WIL with specialization in healthcare pedagogics.

WIL with specialization in healthcare pedagogics is a multidisciplinary field of knowledge encompassing education, health sciences and social sciences, and focuses on research and knowledge-creation involving nursing schools in higher education, healthcare organizations and the surrounding community.

The starting point of the research environment is the ambition to gain knowledge about the conditions, processes and outcomes in healthcare education and healthcare organizations, both individually and collectively, intra- and inter-professionally, in the perspective of life-long learning. WIL with specialization in healthcare pedagogics is a research area that can carry out important research in healthcare education and healthcare organization and, thus, contribute to high-quality care meeting current and future needs.

Although there is a large body of literature available on the foundations of workplace learning (WPL), little is known about designated research methods that systematically combine intervention, design and learning at work. The purpose of this study is to propose action design research as an alternative method for organizing WPL in general and facilitating pedagogically rich activities in particular.

This research used a case study approach to focus the action design research method and exemplify its utility through two case studies that emphasize WPL in general and how the method can be used to facilitate pedagogically rich activities in particular.

The results of the case studies indicate that the action design research method had a significantly positive effect on organizing WPL in organizations systematically, as well as creating a narrative that structures the research process and its outcomes.

The findings help scholars that are in need of organizing WPL research in a systematic way. The findings do also help practitioners in organizations to solve real-world problems and develop new knowledge jointly together with scholars. Consequently, the findings contribute to the existing literature by exemplifying how to facilitate pedagogically rich activities and disseminate the outcomes of doing so in a formalized way.

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.

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.

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 agency, where structure, the negotiated model, influence the individual agency. When gradually removing scaffolding students can as boundary crossers engage behaviourally, emotionally, and cognitively and have agency to handle contradictions at a local level. However, they did not seem to prioritise both systems equally but instead they were gradually socialised into the activity system of the industry.

When WBL is framed by a negotiated partnership it can manage and customise inherent conflicts of interest and enhance individual learning opportunities at the boundary and can be conceptualised as an open learning practice.

In an action‐oriented research project, the Laboratorium for Interaction Technology at the University of Trolhättan Uddevalla, together with six of Sweden's county administrations, is aiming at developing an academy for all scholastic education and training hosted by the county administrations. The point of departure for the paper is a classification of the educational needs reported by national special interest groups covering a wide range of the fields of expertise that characterises work and organisation of the 21 county administrations of Sweden. The demanded courses can be classified with respect to two orthogonal dichotomies: inter‐ vs intra‐disciplinary scope of content and educational objectives being focused on adapting to, or changing a existing practice. The paper goes on to present and discuss three major challenges for work‐integrated e‐learning: the expert dilemma; situatedness vs decontextualisation of work practice; and the aspect of planning for the unknown. It is argued that addressing these obstacles calls for techno‐pedagogical designs that are inspired and influenced by a number of scholastic traditions ranging from traditional classroom education and case methodology to seminars and the learning circles of liberal adult education.

The purpose of the paper is to address money demand instability and investigate the impact of economic uncertainty, stock market uncertainty and monetary uncertainty on money demand in India over the period 2003Q1–2019Q4.

The study checks the stationarity of the variables through standard unit root tests. Based on the mixed order of variables' integration, the authors adopt the autoregressive distributed lag (ARDL) model to confirm the cointegration and check the stability of the money demand function (MDF).

The findings confirm the presence of cointegration and reveal a well-specified MDF, which exhibits stable parameters. Besides the conventional variables, all forms of uncertainties emerge as the essential long-term determinants of money demand. Long-run findings show that people demand more money to avoid the future financial crunch amid high economic, monetary and stock market uncertainties.

The paper recommends, based on the findings, incorporating the monetary aggregates in the monetary policy framework as one of the essential information variables to control the fluctuation in the price level under the current flexible inflation targeting (FIT) regime.

The findings also add to the knowledge of economic agents in terms of the overall response of individuals to changes in different forms of uncertainties, thereby helping to formulate their portfolios more diligently.

The current work is the first of its kind in the Indian context. The incorporation of uncertainty measures in the MDF adds to the existing knowledge on money demand.

Why did peasants in old-regime Europe scatter their land in small strips within open fields? According to an influential theory advocated by Deirdre McCloskey, the system’s main aim was risk reduction. By spreading out land, peasants were less exposed to the caprices of nature: heavy rains, droughts, frost, or hailstorms. In a time when other insurance institutions were lacking, this approach could be a rational solution, even if, as McCloskey suggests, it could be achieved only at the expense of overall agricultural productivity.

Over the years, McCloskey’s theory has repeatedly been debated. Still, it has never been empirically established to what extent the open fields actually reduced risk. McCloskey offered only indirect evidence, based on hypothetical calculations from short series demesne level yields. Risks on enclosed and open-field land farms were thus never compared.

This chapter presents farm-level harvest variation series, including observations from both types of land. It is based on tithe records of 1,700 farms in Southern Sweden from 1715–1860. Results show that scattering had a limited effect on agricultural risk. The system did protect against small-scale local crop failures. It was less efficient, however, when it came to the large-scale regional harvest disasters that constituted a much more serious threat to peasants of the time. From this perspective, the inner logic of the open-field system is taken up for renewed consideration.