This page provides information on our researchers and their research interests. The researchers are listed in alphabetical order.
Tom Adawi’s principal research interest is a sociocultural approach to learning. He conducts research in three general fields: learning for sustainable development, authentic learning environments and ICT in teaching.
Tahereh Dehdarirad is a bibliometrics expert and her research interests are bibliometrics, altmetrics, gender differences in science and social network analysis. She is currently working on two studies: ‘Which Type of Research is Cited More Often in Wikipedia? A Case Study of PubMed Research’ and ’Quantifying the reproducibility of scientometrics analyses: a case study’.
Andreas Eriksson’s research primarily concerns how communication is integrated in engineering education (‘Integrating Content and Language – ICL’). The research focuses on writing and the approach taken by students and teachers to the role of writing in education and what characterises writing in a specific discipline. He has also participated in genre-oriented studies into how students and researchers in chemical engineering comment on figures and tables in scientific texts. The research helps describe genres in a specific subject area and can also be used to contrast writing in different disciplines.
Magnus Gustafsson’s research focuses primarily on how learning can be enhanced using better designed, carefully considered communication activities. Much of his research focuses on writing for learning and how such learning activities can be effectively integrated in various subject programmes. In this respect, his research is linked to discipline-specific communication and academic discourses. A large part of his work also concerns students’ or researchers’ feedback on each other’s texts in the context of both undergraduate studies and publications.
Hans Malmström researches into applied linguistics, learning, and text and discourse analysis. His research primarily concerns aspects of second language learning (in particular academic vocabulary and terminology) in academic learning environments in which English is used as the teaching language. Another part of Hans’ research studies how language and communication that are deliberately integrated in the learning of a subject can enhance learning. A small part of Hans’ research also focuses on text and discourse analysis (in both religious discourse and estate agent discourse). In 2017–2018, Hans has been guest editor for the journal TESOL Quarterly. Hans is Vice Head of Department for Research and Doctoral Programmes at the Department of Communication and Learning in Science.
Raffaella Negretti’s research concerns issues relating to language learning and communicative knowledge, particularly in academic and scientific writing, and learning processes such as self-regulation and metacognition. She is interested in how students become writers in their disciplines and how writing stimulates cognitive development and critical thinking, such as which writing teaching methods best encourage rhetorical flexibility and effectiveness in science communication. She has researched into digital language learning and intercultural communication, and will begin research into interdisciplinary and popular science communication: what new ways (genres) of communicating science are available to researchers and students, and how can we prepare students for managing communication in different contexts and with different people? She is working on the project ‘Writing that Works’, which focuses on writing transfer, and is also involved in studies on metacognition in genre pedagogy of scientific writing, metacognition in subject teacher training and teaching students’ approach to academic writing.
Jakaria Rahman’s research interests are in scientometrics and Open Access. He focuses on the composition of expert panels for research assessment. His research compares the cognitive distance between panel members and research groups, based on publication portfolios available in Web of Science and the Scopus database. He also carries out bibliometric network analysis and visualisation and his aim is to explore the most important members of the ALISTORE network. For many years, he has also worked on the challenges facing the university from predatory journals and the issue of how to manage this type of journal in the system of performance-based research funding.
Marco Schirone’s thesis studies researchers’ information behaviour when they make references and choose publication channels. The methods employed are bibliometrics and ethnography. In addition to research in the bibliometric tradition, he also applies theories and models from other research fields, including information behaviour studies, the theory of science and the sociology of science. The thesis attaches particular importance to developing a theoretical framework for studying reference practices from the perspective of the sociology of science.
Christian Stöhr’s research concerns both formal and informal aspects of learning and comes under the umbrella of technically enhanced lifelong learning. Part of his current research focuses on studying MOOCs, their pedagogy, their impact and their relationship with society. This includes teacher development via MOOCs and analysis-based studies on the use of mobile devices on MOOCs. As part of Chalmers’ support for Blended Learning, he works with teachers at Chalmers and other universities, helping them apply a scientific attitude to their development as teachers. In this context, he conducts research into technically enhanced learning, for example the flipped classroom and video-based learning, and its impact on student learning. Through these cumulative case studies, we study how and/or why something works, for whom it works and under which circumstances it works.