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Torbjörnsson, TomasORCID iD iconorcid.org/0000-0001-9328-8100
Publications (10 of 26) Show all publications
Torbjörnsson, T. & Lundholm, C. (2019). Potential conflicts between ownership rights and environmental protection: Swedish undergraduate students? views. Environmental Education Research (12), 1790-1803
Open this publication in new window or tab >>Potential conflicts between ownership rights and environmental protection: Swedish undergraduate students? views
2019 (English)In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, no 12, p. 1790-1803Article in journal (Refereed) Published
Abstract [en]

This study examines the perspectives of Swedish undergraduate students regarding potential conflicts between ownership rights and environmental protection. Conceptions of ?ownership? are relevant in relation to the environment and environmental protection as they can highlight a more transboundary relationship between the individual/society and nature. Students studying economics, law and political science were chosen because of their potential future transformative roles as decision makers and policy makers. Content analysis was employed to examine the written responses of 747 students from seven different universities to the open-ended survey question: Can ownership rights and environmental protection come into conflict? Students? responses were measured twice: at the very beginning of the first semester and then again at the end of the semester. The results show that students expressed a dominant view of ownership in terms of individual ownership, and associations to collective ownership were largely absent. In regards to the potential conflict between ownership rights and environmental protection, most students perceived such a conflict, and it was more common for the environment to be conceptualised as the losing party rather than the landowner. More research is needed regarding how teaching and instruction can deal with the potential conflicts between ownership (private/corporate/governmental) and environmental protection.

Place, publisher, year, edition, pages
Oxon, UK: Routledge, 2019
Keywords
Environmental protection, ownership rights, ecology of law, environmental conceptions, social sciences
National Category
Didactics Human Geography
Research subject
Geography
Identifiers
urn:nbn:se:kau:diva-75937 (URN)10.1080/13504622.2019.1677860 (DOI)000494149800001 ()
Available from: 2019-12-12 Created: 2019-12-12 Last updated: 2020-03-31Bibliographically approved
Torbjörnsson, T., Lundholm, C. & Harring, N. (2018). Environmental Sustainability and Legal Education: Swedish Law Student´s Value Orientation. Retfærd. Nordisk Juridisk Tidsskrift, 41(3-4), 99-115
Open this publication in new window or tab >>Environmental Sustainability and Legal Education: Swedish Law Student´s Value Orientation
2018 (English)In: Retfærd. Nordisk Juridisk Tidsskrift, ISSN 0105-1121, Vol. 41, no 3-4, p. 99-115Article in journal (Refereed) Published
Abstract [en]

In this study we compare Swedish law students’ value orientation with students in economics and political science and investigate how law students’ value orientation change during their first year of training. Drawing on theories and research from environmental psychology “values” are operationalized in three main categories: altruistic, biospheric and egoistic. Considering our sample groups as future power-professionals and potential agents of environmental and social change, we believe that a better understanding regarding the impact of legal education on students’ value orientation is essential. Our starting point is that when coping with bigger-than-self problems, as climate change, self-transcendence values as altruism and biospherism are important. Our findings demonstrate that legal education beginners report weaker biospheric values than the comparison groups. Another finding is that egoistic value orientation is not strengthened after one year of law education, a result that is counter indicative to previous research and debate among law scholars from U S and other countries outside of Sweden.

Place, publisher, year, edition, pages
DJØF Förlag, 2018
Keywords
Law students, legal education, value orientation, agents of change, environmental problems, climate change, sustainability, socialization
National Category
Learning Didactics Pedagogy
Research subject
Law
Identifiers
urn:nbn:se:kau:diva-72172 (URN)
Funder
Swedish Research Council, 2011-5991
Available from: 2019-05-27 Created: 2019-05-27 Last updated: 2020-01-09Bibliographically approved
Harring, N., Torbjörnsson, T. & Lundholm, C. (2018). Solving Environmental Problems Together?: The Roles of Value Orientations and Trust in the State in Environmental Policy Support among Swedish Undergraduate Students. Education Sciences, 8(3), Article ID 124.
Open this publication in new window or tab >>Solving Environmental Problems Together?: The Roles of Value Orientations and Trust in the State in Environmental Policy Support among Swedish Undergraduate Students
2018 (English)In: Education Sciences, E-ISSN 2227-7102, Vol. 8, no 3, article id 124Article in journal (Refereed) Published
Abstract [en]

This paper explores whether value orientation (VO) and trust in the state (TIS) are linked to support for environmental intervention and steering among Swedish students in economics, law, and political science. Furthermore, we considered whether environmental personal norms mediate the link between VO and support for environmental policy instruments and finally, whether TIS moderates the link between environmental personal norms and support for environmental policy instruments, testing this on a sample of over 800 Swedish students. We found a positive link between both a self-transcendence VO and TIS on environmental policy support; however, we cannot confirm a moderating effect of TIS on the relation between environmental personal norms and policy support. Furthermore, left-wing students displayed stronger support for environmental intervention. We conclude that more knowledge on programme-specific characteristics regarding environmental values, beliefs, and attitudes among freshman students can enhance sustainability teaching intended to develop the students' critical and reflective capabilities.

Place, publisher, year, edition, pages
MDPI, 2018
National Category
Environmental Sciences related to Agriculture and Land-use
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-69578 (URN)10.3390/educsci8030124 (DOI)000445338600034 ()
Available from: 2018-10-11 Created: 2018-10-11 Last updated: 2020-01-10Bibliographically approved
Harring, N., Lundholm, C. & Torbjörnsson, T. (2017). The Effects of Higher Education in Economics, Law and Political Science on Perceptions of Responsibility and Sustainability. In: Walter Leal Filho, Luciana Brandli, Paula Castro, Julie Newman (Ed.), Handbook of Theory and Practice of Sustainable Development in Higher Education: Volume 1 (pp. 159-170). Springer
Open this publication in new window or tab >>The Effects of Higher Education in Economics, Law and Political Science on Perceptions of Responsibility and Sustainability
2017 (English)In: Handbook of Theory and Practice of Sustainable Development in Higher Education: Volume 1 / [ed] Walter Leal Filho, Luciana Brandli, Paula Castro, Julie Newman, Springer, 2017, p. 159-170Chapter in book (Refereed)
Abstract [en]

Problems of environmental degradation are often conceptualized in terms of collective action dilemmas, and imply an increased demand for coordination and steering by public authorities. Social science is struggling with understanding how attitudes to collective action dilemmas and state intervention actually are formed. In the literature on environmental attitude formation, education is often claimed to be an important factor. It is argued for example that people with university degrees develop certain values essential for beliefs about personal responsibility and concern for the environment. Still there are a number of questions unanswered. For example, we know little about the effects of different educational programs. In this study we test the hypotheses by using a unique longitudinal data set based on surveys distributed to students in economics, law, and political science at seven universities in Sweden. Our results show a slight decrease in ascribed personal responsibility for environmental protection among the students after one semester. Instead, students ascribe an increased responsibility to various institutions and actors.

Place, publisher, year, edition, pages
Springer, 2017
Series
World Sustainability Series, ISSN 2199-7373
Keywords
Higher education, Sustainability, Longitudinal data, Environmental support, Economics, Law, Political science
National Category
Educational Sciences
Research subject
Educational Science
Identifiers
urn:nbn:se:kau:diva-62991 (URN)10.1007/978-3-319-47868-5_10 (DOI)978-3-319-47867-8 (ISBN)978-3-319-47868-5 (ISBN)
Funder
Swedish Research Council
Available from: 2016-11-13 Created: 2017-09-11 Last updated: 2020-01-09Bibliographically approved
Harring, N., Lundholm, C. & Torbjörnsson, T. (2015). Attitudes to Climate Change Solutions among Students in Economics, Political Science and Law. In: : . Paper presented at World Environmental Education Congress, Gothenburg, Sweden, June 29 - July 2, 2015.
Open this publication in new window or tab >>Attitudes to Climate Change Solutions among Students in Economics, Political Science and Law
2015 (English)Conference paper, Published paper (Refereed)
Keywords
higher education, social science students, attitudes, climate change, solutions
National Category
Educational Sciences
Identifiers
urn:nbn:se:kau:diva-62992 (URN)
Conference
World Environmental Education Congress, Gothenburg, Sweden, June 29 - July 2, 2015
Projects
The Climate Change Challenge. Solutions among students in economics, law and political science
Funder
Swedish Research Council
Available from: 2016-01-09 Created: 2017-09-11 Last updated: 2020-01-09Bibliographically approved
Harring, N., Lundholm, C. & Torbjörnsson, T. (2015). Attitudes to Climate Change Solutions among University Students. In: : . Paper presented at European Conference on Educational Research, Corvinus University, Budapest, Hungary, September 7th - 11th, 2015.
Open this publication in new window or tab >>Attitudes to Climate Change Solutions among University Students
2015 (English)Conference paper, Published paper (Refereed)
Keywords
higher education, social science students, attitudes, climate change, solutions
National Category
Educational Sciences
Identifiers
urn:nbn:se:kau:diva-62993 (URN)
Conference
European Conference on Educational Research, Corvinus University, Budapest, Hungary, September 7th - 11th, 2015
Projects
The Climate Change Challenge. Solutions among students in economics, law and political science
Funder
Swedish Research Council
Available from: 2016-01-09 Created: 2017-09-11 Last updated: 2020-01-09Bibliographically approved
Torbjörnsson, T., Wee, B. & Oldebring, L. (2015). Exploring children’s perceptions of the environment. In: : . Paper presented at International Geographical Union Conference (IGU), Moscow, Aug 17-21, 2015.
Open this publication in new window or tab >>Exploring children’s perceptions of the environment
2015 (English)Conference paper, Oral presentation only (Other academic)
Abstract [en]

The language children use when they talk about the environment opens a window into the societal norms and values that affect human – environmental relationship. To adapt environmental education to a specific cultural context thus requires knowledge about how the environment is defined within that context. This study investigates children´s perceptions of the environment in Sweden. In a geographical context it focuses our attention on children’s sense of place, that is, how people inhabit spaces. In an educational context the objective of the study is to examine the different discourse(s) that emerges in children`s drawings, texts and talks about the environment.  Specifically, we ask: what does the environment mean to children and what attachments, if any, do children have with the environment through their discourse about the environment? The research questions are focusing how the children visualize the present and the future environment in drawings and how they explain their drawings. Specifically, we ask: what does the environment mean to children and what attachments, if any, do children have with the environment? Drawings and interviews are used to elicit children’s responses to these questions. Study participants consist of 35 children in year 6 drawn from a school in Stockholm. After establishing inter-rater reliability, we conduct content and thematic analysis of drawings as well as open coding of interviews to generate interpretive findings. Visual methodology and social constructivism are lenses that frame this study and validate children’s sense of place. Implications for equity in geography and environmental education are discussed.

National Category
Human Geography
Identifiers
urn:nbn:se:kau:diva-63014 (URN)
Conference
International Geographical Union Conference (IGU), Moscow, Aug 17-21, 2015
Available from: 2016-01-04 Created: 2017-09-11 Last updated: 2020-01-09Bibliographically approved
Torbjörnsson, T., Wee, B., Oldebring, L. & Lundholm, C. (2015). Exploring children´s sense of place and promoting equity in geography education. In: NoFa5 Book Of Abstracts: . Paper presented at NoFa5 - the 5th Nordic conference on subject education, Helsinki 27-29 May 2015 (pp. 37-37).
Open this publication in new window or tab >>Exploring children´s sense of place and promoting equity in geography education
2015 (English)In: NoFa5 Book Of Abstracts, 2015, p. 37-37Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

This study investigates how cultural factors shape children views of the environment in Sweden. In a geographical context it focuses our attention on children’s sense of place, that is, how people inhabit spaces. This deepens our understanding of society and sustainability to create an inclusive education. Specifically, we ask: what does the environment mean to children and what attachments, if any, do children have with the environment? Drawings and interviews are used to elicit children’s responses to these questions. Study participants consist of 150 children in year 6 drawn from two schools in Stockholm and Sodertalje, each reflecting different communities. After establishing inter-rater reliability, we conduct content and thematic analysis of drawings as well as open coding of interviews to generate interpretive findings. Visual methodology and social constructivism are lenses that frame this study and validate children’s sense of place. Implications for equity in geography and education are discussed.

Keywords
sense of place, children, visual methodology, equity
National Category
Educational Sciences
Research subject
Geography with Emphasis on Human Geography
Identifiers
urn:nbn:se:kau:diva-63015 (URN)
Conference
NoFa5 - the 5th Nordic conference on subject education, Helsinki 27-29 May 2015
Available from: 2016-01-05 Created: 2017-09-11 Last updated: 2020-01-09Bibliographically approved
Wiklund, J. & Torbjörnsson, T. (2015). Geografi. 4-6, Grundbok. Falköping: Capensis
Open this publication in new window or tab >>Geografi. 4-6, Grundbok
2015 (Swedish)Book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Falköping: Capensis, 2015. p. 160
Keywords
Geografi, Lgr11, kursplan
National Category
Educational Sciences
Identifiers
urn:nbn:se:kau:diva-63017 (URN)978-91-85887-75-0 (ISBN)
Available from: 2016-01-10 Created: 2017-09-11 Last updated: 2020-01-09Bibliographically approved
Wiklund, J. & Torbjörnsson, T. (2015). Geografi 4-6, Lärarbok. Falköping: Capensis
Open this publication in new window or tab >>Geografi 4-6, Lärarbok
2015 (Swedish)Book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Falköping: Capensis, 2015. p. 64
Keywords
geografididaktik, kursplan, Lgr 11
National Category
Educational Sciences
Identifiers
urn:nbn:se:kau:diva-63016 (URN)978-91-85887-76-7 (ISBN)
Available from: 2016-01-10 Created: 2017-09-11 Last updated: 2020-01-09Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-9328-8100

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