Category Archives: Research work

Attending the University’s Executive Program in 2020

I love attending leadership and management courses! They are often so inspirational and gives me a chance to reflect on who I am, and who I want to be. I see them as a chance to deepen my understanding of management and professional competence as a research leader and deputy head of department of Vi2. I also very much enjoy meeting and learning from other participants in the courses.

This year I was accepted to my 11th leadership course that includes seven occasions of two day meetings (14 days in total) in addition to individual coaching sessions. According to the information provided the executive program at Uppsala University aims to give you increased knowledge about the responsibilities and powers that the managerial assignment entails and about the laws and regulations that are applicable at the university. The training will also provide the conditions for developing your own leadership and leadership as well as offer support in the role based on your individual needs.

The first two days of the course will take place in Noors castle, see the picture of the blog post.

IEEE Frontiers in Education in Uppsala 2020

IEEE Frontiers in Edcuation (FIE) is a major international conference focusing on educational innovations and research in engineering and computing education. FIE will be running in Uppsala, Sweden Wednesday, October 21, 2020 to Saturday, October 24, 2020. Of course I will be attending this conference when it runs in Uppsala! The conference  really covers many interesting aspects of education, and I have published many papers with the UpCERG group at this conference. FIE is the place to be to be inspired by research on for example gender, professional competencies or employability in engineering and computing education.




Chair for Case study articles @ NordiCHI 2020


I will be chairing and organising the case study articles for NordiCHI 2020 in Tallin. NordiCHI is one of the conferences I attend every time it runs, and I really like it as it is a mix of researchers and practitioners. And I also have many good colleagues who also join that conference.

The case studies track is new for NordiCHI, and it is a track dedicated to case-study articles and this year NordiCHI targets:

* Future scenarios
* Global development
* Digital society –
* Industry applications

The conference runs October 25 – 29, 2020 in Tallinn, Estonia. The deadlines for case studies will be up on the web page soon.

On doing presentations and different audiences

I participated as a speaker on an event called “Competence – The opportunities and challenges of digitalisation” on Friday the 22nd of November. It was indeed super relevant and interesting! I wrote around 10 pages of notes from the event and it was really very interesting. I will definitely attend if similar events are organised again!

Somehow I got into a mode of being very funny, and people really laughed at my horrible numbers about failures related to IT in organisations and generally they thought I was quite funny. People also came up to me thanking me for a very interesting presentation, and the speaker after me started off by saying: “Well, it is not easy to give a seminar after such a funny speaker”. Being perceived as really funny was indeed a new experience for me! 

I sometimes give very similar lectures to this one for students at the university – an there no one laughs! They hardly look at me while talking, and few pay attention. Obviously different groups of people enjoy different things. 😮 

This was the information about the event: Do you run strategic issues related to skills supply, labor market and digitalization? Don’t miss our inspiring day with research and practical examples in the areas of skills provision, digitization and adult education. During the day, you will receive the latest research, examples from the construction and trade industries, and the opportunity to network with participants from municipalities, authorities and educational institutions.

The day was free of charge.

Amir Chizari, CIO / CDO, Riksbyggen
Åsa Cajander, professor of human computer interaction, Uppsala University
Anders Forslund, adjunct professor, Uppsala University
Sofia Hernnäs, PhD student at the Department of Economics, Uppsala University
Oskar Nordström Skans, professor of economics, Uppsala University and director of Uppsala University’s Center for Work Life Research (UCLS)

The talks were moderated by Laura Hartman, Uppsala University and Catrin Ditz, Storstockholm 

The event was organized by Uppsala University and Storsthlm in collaboration with the City of Stockholm and Digital @ Today

Being in the writing zone or having grit?!

I have noticed that sometimes I really struggle to write, and each word I write comes slowly and painfully. On these occasions I want to quit my job and spend my time doing easier things, and I have to use my grit not to give up. On other occasions I can really end up being in a “bubble” of flow, or in the zone where writing is an effortless achievement and the writing process is really giving me lots of energy. It is quite like being energised through the focus of writing, and the writing process absorbs be completely.

Indeed, the state of being in the writing zone (or not being there) is an interesting phenomena very central for academic work.

One could wonder if it is possible to increase the likelihood of writing as in the state of flow, and decrease the number of occasions when it is a pain?

This is my personal list of things that increases the likelihood of experiencing flow:

  1. Writing in a room together with other people often gives me inspiration.
  2. Having had a good nights sleep the night before
  3. A clear outcome is often helping. If I know what I want to say in the text it is easier.
  4. Deadlines might sometimes help – but sometimes they are just obstacles
  5. Take a short walk in the breaks
  6. Coffee


What are your tips for getting in the writing zone?

Panel Member Discussing Leadership in Academia

I was an invited member of a panel recently to discuss leadership in Academia. The panel was a part of a leadership course at Uppsala University. I must say that this was quite a nervous thing to do. It feels like you need to have all the answers to tricky leadership questions, and also you need to be a good leader. I always try to be a fair and supportive coach, but for sure there are areas of improvement for me when it comes to leadership -despite many leadership courses in the area.  One area of improvement is indeed creating an environment where people do their best in this competitive area, and don’t loose confidence when things don’t go their way, and where people experience wellbeing and a good work environment.

I managed to present myself for ten minutes, and not the fifteen minutes that was the plan, and then there was a discussion around different topics connected to leadership.

One topic that we discussed was diversity and my time management. Why do I chose to put time working with diversity in an environment where the academic achievement is what is counted – not aiming at being a more inclusive environment. My answer to this was that diversity is a core value for me, and that it feels really important to work with.

Another area that came up was work-life balance. I guess I got this question since I am a full professor with four kids. However,  I do not work more than full time any week of the year. I simply don’t have the time. Many weeks I think I work less, when the kids are going through tough periods. I don’t think that I said this at the panel but I think I am quite good at being efficient, lower quality of deliveries when possible, and I also work with many good people where collaboration works amazingly good so that everyone works less even though the results are really good.


Visit to Kila School for Kids to Talk about How to do Research

In Kila school the children who go to 6th grade participate in a competition where they work in teams around a theme. This year the theme is called City Shaper and the kids on the class I visited had chosen two quite different themes to work with. The class with work with the project for a number of weeks and then present their ideas in front of a jury.

Below is a YouTube video describing the set up of the project

I must say I was super impressed by this set up!! It is very similar to the IT in Society course for engineering students at Uppsala University and the focus is not only on knowledge but also on core values. This is a short translation of a description translated from their web page:

These are our core values:

  • Discover: We are exploring new knowledge and ideas.
  • Innovation: We use creativity and endurance to solve problems.
  • Impact: We apply what we learn to improve our world.
  • Inclusive: We respect each other and benefit from our differences.
  • Collaboration: We are stronger when we work together.
  • Fun: We have fun!

During my  afternoon in class I briefly presented what research we are doing, and then I sat down with the different teams to discuss their ideas with them. Very inspiring!

Several Rejects This Week – again :-(

Working in academia is not always fun, and there are lots of opportunities where you are valued in a competition about getting published, or getting funded. Often you have put down lots of time on the thing that you are submitting. Often the submission is the result of many discussions, and creative ideas to present what you want to say. The writing process can really be inspiring and fun!

However, when submitting to the top conferences the reject rate is often around 85% and with funding organisations it is around the same. This means that it is very likely that you are not accepted, and that you are not successful in getting funded even though you did you best.

I know that grit and perseverance are the two most important success factors for anyone in computer science. And most probably in academia also. I even wrote a paper on that with Roger McDermott and Mats Daniels, you find the paper here:

I know that you need to keep fighting and not fall into imposter syndrome if you fail, but it is still tough. Even in teaching I run into this feeling of being a failure. I work a lot with teaching development, and that is not always a success either. Student centred learning is for example not at all valued by all students. I wrote a paper about one of our more recent failures there where we tried an idea with a presentation for a real client in a course based on a gaming idea. You can read the paper here if you are interested:

I remember thinking that I will leave academia around five years ago when it was fail, fail, fail and fail all the time and I didn’t get any funders to believe in any of my ideas. My feeling was that obviously I am not the right person for this job, and it is not worth it! I also had quite a stressful situation at work generally with lots of conflicts and lack of support from important people.

We need to be better at supporting each other in academia, and to find ways where positive feedback is at the core of our work and not the negative and critical feedback. I am lucky to have a few of those very supportive people in my live, and I really appreciate them being there. I know some of them are reading this blog and they give me good and positive feedback:

  • Thank you for being such a support for me and always believing in me even when I fail, fail and fail!

To Tell or Not to Tell and the Title “Excellent Teacher”

I participated in the Uppsala University’s Academic Senate retreat the other week. Several very important areas were discussed related to teaching and research. One are that was discussed was the “Excellent Teacher” reform launched in Uppsala in 2011. First Maja Elmgren presented the background to the reform, and this was followed by Jan Lindwall who talked about his experiences being an Excellent Teacher.

Maja Elmgren described that Uppsala University has around 80 Excellent Teachers, most of whom come from the faculty of Science and Technology. I also know that a large part of those teachers are from my department, and that I am one out of many colleagues who have the title.

Maja Elmgren also described this faculty’s work with creating a community of practice with the people who has the title Excellent Teacher, and there were lots of discussions about possible future directions related to the title. Two of the questions that were discussed were:

  1. How can we take advantage of the excellent teachers to strengthen the link between research and education?
    2. If we think that the excellent teacher reform has passed its first phase, how can the excellent teacher role be designed in the future – in phase 2.0 – to strengthen the university as a whole?

Jan Lindwall presented his experience from being promoted to excellent teacher, which was really interesting and his talk resulted in a discussion around telling or not telling people that you have the title Excellent Teacher. It became obvious from the discussion that many of the people in the room who had the title seldom told anyone about it. Their experience was that:

  1. saying that you are an excellent teacher would raise people’s expectations of you as a teacher and they don’t want that
  2. It is not worth anything to say that you have the title since people are unaware that it exists
  3. It feels awkward for many to use the word “EXCELLENT” about themselves.
  4. Perhaps it should be possible to nominate others to become Excellent Teachers. There are too few who dare to apply.

I have a very different feeling about this and I have Excellent Teacher in the footer of my mail for example. I also celebrated being awarded this title in the same way as when I was awarded my more research oriented titles. My feeling about this is that of course we should tell that we have been awarded the title Excellent Teacher:

  1. I think that the Excellent Teacher reform is super important, and one step in the right direction for universities to focus on creating good learning environments for students.
  2. We should be promoting the fact that we have the title at our university, and help colleagues to be awarded the title too.
  3. We should aim at having many Excellent Teachers, and we should be proud of them.



Aiming at NO Academic Guilt

Academic guilt is something that haunts many in academia. Academic guilt makes it difficult to be off work, as there is a fear that you might miss things. One such fear is sometimes called FOMO syndrome: the fear of missing out things when others have a great time.

My guess is that it is stronger in young academics and in PhD students. There are hilarious PhD comic strips about this found at for example

For me academic guilt is connected to this feeling:

  • I should be working….
  • I should be working….
  • I should be working….
  • I should be working….
  • I should be working….
  • ….

Academia is a tough place in a number of different aspects. It is a kind of competition with other people related to number of publications, H-index or receiving grants. There is always someone who will be more successful than I am. Someone who has read more, knows more and overall have a better career.

Academia is also a place where lots of people suffer from stress symtoms, and more serious conditions such as depression or anxiety disorders. I have decided to take up the fight against Academic guilt, and this summer I chose to be more off work than any previous year.

Of course this has its down sides – such as the fact that I did not give feedback on a few papers, I did not prepare blog posts for the fall and I did not finish one of the ten papers I should be writing. Instead I took long walks every day, sometimes went jogging, read around 10 non work books, spent a lot of time with my family and also met one of my childhood friends a couple of times (this hasn’t happened in ages).

After a few weeks of being really off I felt very related, had energy to cope with conflicts with my kids and overall it is a very satisfying feeling. I strongly recommend fighting academic guilt and to be off work sometimes!