Utbildning för kundmöten om mat och dryck. En enkätstudie om Systembolagets grundläggande dryckesutbildning i huvudsakligen digitaliserad form

Sammanfattning: Purpose: The aim of the study is to make research into the participants’ experience and ap praisal from the view of content and the pedagogical processes in a digitalized course context that lay the foundations of theoretical and practical knowledge on alcoholic beverages and the combination of the beverages with food. The researched course was the first of its kind at the Swedish retail monopoly of Systembolaget. Theory: The study was carried through on the one hand in perspective of asynchronous and synchronous communication and on the other hand in perspective of program theory mechanisms. The concept of a so-called high performance learning journey out of which the course drew inspiration, was also part of the theory. How understanding is mediated along with the possibility that the experience of understanding would have been better had the course not almost exclusively utilized asynchronous tools and communication are focal points of the theory. Method: A survey was conducted among 38 course participants within the retail monopoly of Systembolaget during the winter 2021/2022. The design is a case study with program theory approach employing abductive research logic. The study utilizes hierarchical cluster analysis and multiple regression analysis along with path analysis. In the re gression analysis understanding is used as a mediating concept between course pro cesses and effect on meetings with consumers. Findings: The findings indicate that a digitalized course characterized by asynchronous commu nication with participants dominated by generation Y and Z probably should have en joyed higher appraisal from the view of content and the pedagogical processes had there been more synchronous parts. The pedagogical implications of the findings sug gest that the course is redesigned and take into consideration the relatedness of the participants. A careful timetabling for all parts of the course content seems necessary to guarantee that there is also room for cognitive parts such as reflection. Add to that a smarter use of smart screens to implement technology to be in step with time and also appeal to more participants across generation boundaries in order to render greater variation possible