Editorial - Seeking time

As an academic, I constantly long for more time – time to research, time to prepare teaching, time to engage in the public debate. I can't perform at the level I want because there is simply not enough time. At the same time, there are economic and cultural currents that constantly want to squeeze more out of me, even though I have no more to give.

This longing for more time is further in conflict with my longing to give time to what is more important than my job – my loved ones, and my need for rest. As an academic, I thus balance between the time I have and the demands placed on me, both at work and in my everyday life.

My experience is not unique. I think that several of my colleagues recognize themselves in the experience I am laying out. Even those who are outside higher education can recognize the constant search for more time. As the German sociologist Hartmut Rosa notes, today's social, cultural, and economic trend is characterized by social acceleration. We are expected to do everything faster and more efficiently, which means that time becomes a precious commodity for each of us.

That's why I'm so grateful that several colleagues have offered some of their valuable time to contribute to the Journal of Teaching and Learning (JoTL). Their work contributes to our common knowledge of higher education and helps us to develop our knowledge and practices.

In this issue of JoTL you can read six articles. In " Studenters användande av Generativ AI" we can read about a survey study from Blekinge Institute of Technology, where Emma Jönsson and Jonas Knutsson investigate how generative AI tools have affected students' study techniques. The results show, among other things, that they mainly use generative AI for idea generation, text work, and comprehension, where AI thus acts as an extra teacher or fellow student.

In the article "Student expectations – An aspect easily overlooked" by Camilla Nordgren, Jonas Christensen, Daniel Spikol, and Petronela Tudorache, it is examined how students' expectations of a course affect their experience of the course. In their conclusions, it is emphasized that the course introduction is an underestimated part of the course design and should be used to clarify goals and meet students' expectations.

In the article "Enhancing Doctoral Supervision and Research Productivity through Overall Research Effectiveness (ORE): A Framework Inspired by Maintenance Engineering" by Hatem Algabroun, the ORE framework is proposed as a model for structuring and streamlining supervision of doctoral students. A hypothetical example shows how ORE can improve workflow, identify delays, and increase feedback quality.

"Motivators for extracurricular research project participation and perspectives of internationalisation: Criminology Students' Perspectives of vertically Integrated projects at Malmö University" by Sophie Claire Wood, Tabea Schleising, Alessandra Porcedda, Rebekka Bürkert, and Marie Väfors Fritz examines what motivates criminology students to participate in research projects outside of regular education and how they view internationalisation. Their results show that participation strengthens both academic and personal skills.

In the article " We’re not all in the same boat: On supervision in the field of Creative Writing" by Martin Cathcart Frödén, the relationship between supervisor and student in relation to creative writing is discussed. In the article, Cathcart Frödén emphasizes that it is important that both supervisor and student set and respect boundaries in functioning supervisor relationships.

Finally, Per Gralvik and Åse Nygren in the article "Om närvaro, studentaktivitet och genomströmning – Individuellt och kollaborativt lärande vid räkneövningar i matematik och fysik" investigate whether collaborative learning in arithmetic exercises in mathematics and physics increases attendance and engagement compared to traditional teaching. The results show that students who work in groups participate more actively and spend more time on the course even outside scheduled hours, suggesting that collaborative methods can improve both attendance and study outcomes.

Fredrik Portin
Editor-in-chief