Björn Oskarsson

The foundation is, of course, the teaching itself – the meetings with students and the planning required to make these teaching and learning activities as rewarding as possible. Students invest several years of their lives in obtaining a good education, and as teachers we therefore have a responsibility to provide them with the best possible journey.

During my time at LiU, I have served as responsible examiner for approximately 65 course offerings, distributed across about ten different courses in Logistics and Supply Chain Management. In addition, I have participated as a teacher in a large number of other courses and supervised around 115 Master’s thesis projects as well as approximately 65 major project courses. Within Didacticum, I have also been involved in courses with a particular focus on teaching and supervision.

Educational development

Over the years, I have worked extensively with the development of teaching, assessment, and course design, with the aim of ensuring that these components together support students in achieving the intended learning outcomes – commonly referred to as constructive alignment. This perspective has also been central in a Didacticum course for course coordinators, for which I was responsible over a period of two years.

A guiding principle for me is that learning activities, such as teaching cases, should be both challenging and realistic, and designed to foster strong student engagement.

Administration and educational leadership

For more than 15 years, I had the privilege of serving as Director of Studies at the Division of Logistics and Quality Management at the Department of Management and Engineering (IEI), and was thereby responsible for the logistics education offered by the division. This role included administrative responsibilities (such as course staffing), educational leadership (creating a sense of team spirit and encouraging everyone to work towards common goals), and development activities (at the level of individuals, the group, and the organisation as a whole).

Within the framework of Didacticum, I have also been involved in the design of a new course in Educational Leadership, targeted at Directors of Studies, programme directors, and similar educational leaders.