Open Access Journals at Aalborg University
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Kvaliteten af selvrapportering af trafikulykker: Artikel
No full textPolitiets ulykkesdata er belastet af et betydeligt mørketal, hvilket betyder, at mange trafikulykker, især med bløde trafikanter, ikke fremgår af den officielle ulykkesstatistik. Dette kan føre til fejlagtige prioriteringer i trafiksikkerhedsarbejdet. For at mindske mørketallet undersøger Trafikforskningsgruppen i forskningsprojektet Bedre data om trafikulykker muligheden for at anvende selvrapportering af trafikulykker som supplement til politiets data.Som led i dette arbejde har kandidatspecialet undersøgt kvaliteten af disse selvrapporteringsdata for at belyse, i hvor høj grad de kan anvendes til formålet. Undersøgelsen bygger på data fra forskningsprojektet og omfatter en kvalitativ analyse i form af interviews med ti respondenter, der har gennemført en selvrapportering, samt en statistisk analyse med udgangspunkt i et større datasæt, hvorselvrapporteringerne er sammenlignet med tilsvarende politirapporter med fokus på inter-rater reliabilitet, dvs. graden af overensstemmelse mellem de to datakilder.Resultaterne viser høj overensstemmelse ift. parametrene dato, ulykkessituation, transportmiddel, modpart og sikkerhedsudstyr, mens overensstemmelsen er lavere ift. parametrene skadesgrad, ulykkessted, føre, vejr- og lysforhold. Specialet peger på, at selvrapportering har potentiale til at supplere politiets data ift. at indsamle generelle ulykkesoplysninger og samtidig kan bidrage med oplysninger til trafiksikkerhedsarbejdet, som ikke findes i andre datakilder
Caring Pedagogies in Action: Utilising Student Engagement Data to Develop Sustainable Learning Environments
Get PDFIn the context of growing class sizes and limited institutional resources, student-centred and respon- sive education is increasingly important although challenging to implement effectively. A central part of responsiveness involves interpreting and acting on student-generated data -a task that can be par- ticularly challenging for novice engineering educators, as their background and training often guide both how they understand the data and how they respond to it. This paper reflects on our experiences, as teaching assistants and course lead, in developing and running a data analysis process for a large- scale problem-based learning engineering mathematics course. Using autoethnographic data from written reflections and transcripts, we applied an adapted version of Sochacka et al.’s (2009) three-tier reflexivity model to analyse how our understandings evolved regarding (i) what counts as data, (ii) how it can be interpreted, and (iii) what matters in its analysis. Through dialogic exchange, we identified significant shifts in our conceptualisations of the task of educational data analytics, as well as the value we placed on the different types of data. 
Stakeholder-informed multi-criteria decision-making for sustainable heat supply
Get PDFThe heating transition presents municipalities with the challenge of integrating technical, economic, and socially acceptable aspects into the planning and implementation of climate-neutral heating systems. This paper introduces a Multi-Criteria Decision Analysis (MCDA) approach to support heat planning processes. The goal is to facilitate investment decisions by incorporating the priorities of various stakeholders and evaluating heating supply options based on a shared factual basis. At the same time, conflicts of interest are identified and addressed. The developed decision-making model consists of six steps, including the selection and weighting of criteria as well as the evaluation of alternative scenarios. The methodology was applied within the WAERMER project, supported by stakeholder participation and a prototype interactive visualization. The evaluation is based on twelve quantitative and qualitative criteria across the categories of environment, economy, technology, and social compatibility. Using a case study in an urban district of a mid-sized city in Northern Germany, scenarios were compared to identify optimal solutions for heat supply. The paper illustrates how a participatory MCDA process can support municipal heat planning by making stakeholder priorities visible and enabling transparent scenario evaluation. While implementation remains context-dependent, the structured approach lays a foundation for informed and socially accepted planning decisions
Consumers’ Intention on Rooftop PV Adoption to Promote Renewable Energy using Extended UTAUT Model in Indonesia
No full textTo address air pollution and reduce dependence on fossil fuels, the Indonesian government has set a target to achieve net zero emissions by 2060 through the acceleration of new and renewable energy utilization. Among various technologies, rooftop photovoltaic (PV) systems are considered highly viable, particularly for the residential sector, which accounts for 43% of national electricity consumption. However, despite their potential, rooftop PV adoption in Indonesia remains underdeveloped, primarily due to low consumer intention and negative public perception. This study examines consumer perspectives on rooftop PV adoption. An extended Unified Theory of Acceptance and Use of Technology (UTAUT) framework is utilized, incorporating Knowledge and Perceived Cost as additional factors. Spearman’s correlation analysis is employed to assess the significance and relationships among key factors. The findings indicate that the majority of respondents demonstrate a moderate to high intention to adopt rooftop PV. Perceived Cost emerges as the most significant factor influencing adoption, emphasizing the high investment costs associated with renewable energy technology. Other influential factors include Facilitating Conditions, Social Influence, Effort Expectancy, Performance Expectancy, and Knowledge. These insights provide empirical guidance for policymakers and industry stakeholders in designing strategies to enhance rooftop PV adoption and support Indonesia’s transition towards sustainable energy
The Textual Representation of Double Materiality in ESG Reports: Developing a Content Analysis Codebook within a Business Model Perspective
Get PDFPurpose: This study aims to operationalise the analysis of textual patterns in ESG reports from the perspective of double materiality, enabling the distinction between value and impact statements across environmental, social, and governance initiatives. This aligns with the transformative nature of ESG reporting, which promotes more sustainable business models by integrating environmental and social impacts into core value creation, facilitating the management of risks and opportunities linked to the interests of various stakeholders.
Design/Methodology/Approach: The paper develops guidelines for exploratory content analysis to examine ESG reports through a structured codebook approach, focusing on topic prevalence, tone, and integration levels. It combines signalling, stakeholder, legitimacy, institutional, and attribution theories as complementary elements.
Findings: The research establishes a methodological framework for analysing double materiality in ESG reports facilitating the recognition, systematisation, and analysis of textual choices in ESG reporting.
Practical implications: The developed codebook provides a structured approach to analyse and compose ESG reports, helping organisations balance standardisation requirements with reporting flexibility while ensuring transparent, decision-useful information for stakeholders. This benefits both academics and practitioners.
Originality/Value: This paper presents a novel methodological approach to analyse ESG reports through the lens of double materiality, bridging theoretical understanding with practical application. This supports the use of ESG reporting as a tool for transformation towards more sustainable business models
Affective Somaesthetics: Reflections on Flowing and Feeling with Fire Dancers in Thailand
Get PDFThis paper reflects on the entanglement of embodiment and affect in ethnographic research with male fire dancers in Southern Thailand’s tourism industry. I explore my embodied learning with dancers, and my attempts to attune to the affects that structure their worlds and their artistry. Central to fire dancers’ art form is the cultivation of “flow” and particular energies that can be felt through this experience and aesthetic. I examine how my gendered embodiment affected how I moved in and through spaces with fire dancers, and my learning to sense and feel in new ways. The felt experiences and affects in fieldwork created opportunities for different bodily relationalities, including the sharing of embodied knowledge and affects, but they also created moments of rupture and disconnect. In conversation with concepts of affect, embodiment, and somaesthetics, this paper foregrounds “flow” as an affective and embodied methodology that highlights the relational nature of our engagements in the field
Ethical Implications of Generative AI in Collaborative Learning for Decision-Making in Circular Construction
Get PDFGenerative AI (GAI) is increasingly embedded in collaborative learning environments, shaping how students negotiate trust, authority, and responsibility in decision-making. This article examines how students in a circular construction course navigate the potential role of GAI during early-stage, value-laden design processes. Drawing on focus group interviews with interdisciplinary student teams, the analysis is framed through a socio-material perspective that views GAI as an entangled actor rather than a neutral tool. Findings show that students often position GAI critically, engaging with it as a creative catalyst in early ideation phases, but maintaining professional distance when accountability, traceability, and domain-specific knowledge are at stake. Hesitation and non-use emerge as meaningful forms of ethical positioning, shaping collaborative dynamics as much as active use. The study highlights the need for pedagogical strategies that support students in critically navigating algorithmic authority and integrating GAI transparently and responsibly into collaborative design practices
Work-Integrated Reflective Learning and Business Outcomes Among College Graduates
Get PDFEntrepreneurship is a key driver of economic development, and higher education plays a pivotal role in nurturing entrepreneurial potential. Multiple studies have examined the relationship between students' entrepreneurial intentions and various individual and entrepreneurship support factors. However, relatively little attention has been paid to the role of work-integrated reflective learning in entrepreneurship and its relationship with other support factors, particularly in relation to the longevity of the entrepreneurial activities of the business programme’s graduates. The aim of this research is to investigate which educational factors related to work-integrated reflective learning along with individual factors of students predict the sustainability of entrepreneurship one year after graduation among alumni of the short-cycle professional higher education program in Micro, Small, and Medium Enterprise Management at the College of Business Administration (CBA) in Latvia. Survey data were collected from 67 graduates who completed the programme between 2019 and 2023. The data were analyzed using logistic regression analysis. The results show that two factors - entrepreneurial experience prior to studies and the perceived usefulness of business development skills acquired through work-integrated learning - significantly increased the likelihood of graduates maintaining an active business one year after graduation. Among the two, previous entrepreneurial experience emerged as the strongest predictor. The results provide important insight into how to support new entrepreneurs effectively during the initial years of their ventures. The findings may be useful for educational institutions in improving professional higher education programmes in entrepreneurship, especially in the design of internship programmes
Designing Successful and Sustainable Interdisciplinary PBL in Engineering Education: A Cross-case Analysis of System Projects in Practice
Get PDFInterdisciplinary collaboration is considered a key competence for engineers and necessary to solve society’s wicked problems in environmentally and socially sustainable ways. However, designing and developing successful and sustainable interdisciplinary PBL-projects that provide students with opportunities to engage in interdisciplinary learning, is no easy task. It requires cross-cutting collaboration, not only between students themselves but also between supervisors and facilitators, study management and administration. This paper provides indicative and explorative insights into potentials and challenges related to designing interdisciplinary PBL, exemplified through an empirical cross-case analysis of the “System Projects” initiative at the Technical Faculty of IT and Design at Aalborg University. Through in-depth interviews with project coordinators, we identify eight dimensions of system project integration and develop a curricular model for mapping variation within system projects: the System Project curricular spiderweb. We discuss key drivers for success and typical challenges, finding that successful interdisciplinary PBL can be achieved when the definition of the type of project is not too rigid, when we provide space for prototyping, experimentation and co-creation between staff, students and stakeholders, and when the objectives are perceived by all involved as engaging and important with purpose extending beyond just academic goals. 
The Bigger the Team, the Bigger the Dream: Navigating the Madness of Leading Large-Scale Interdisciplinary Projects
Get PDFAs engineering education responds to increasingly complex global challenges, the demand for interdisciplinary competencies continues to grow. Interdisciplinary team projects have become a key pedagogical strategy for developing these skills, but scaling such projects to accommodate cohorts of 900+ students presents significant challenges. This paper investigates the practical realities of running extremely large-scale interdisciplinary modules through a comparative narrative inquiry. Building on earlier studies that examined theoretical and pedagogical dimensions of large-scale teaching, this third paper in the series shifts focus to the day-to-day implementation strategies that make such teaching possible. Drawing on the experiences of two practitioners working in research-intensive institutions in the global north and south, the study explores how intentional activity design and assessment practices are adapted at scale. The findings highlight the importance of calculated decision-making, inventive resource use, and structured communication in managing complexity. Rather than offering a definitive model, the paper surfaces practical strategies and tensions that others may encounter when scaling interdisciplinary education. In doing so, it contributes to a growing body of work aimed at supporting educators and institutions navigating the realities of mega-class interdisciplinary project delivery.