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Segerholm, Christina
Publications (10 of 77) Show all publications
Segerholm, C., Hult, A., Olovsson, T. G., Lindström, G. & Almerud, M. (2020). Konsekvenser av prestationsbaserad ekonomistyrning i högre utbildning: Lärarhögskolan vid Umeå universitet som exempel. Umeå: Umeå universitet
Open this publication in new window or tab >>Konsekvenser av prestationsbaserad ekonomistyrning i högre utbildning: Lärarhögskolan vid Umeå universitet som exempel
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2020 (Swedish)Report (Other academic)
Place, publisher, year, edition, pages
Umeå: Umeå universitet, 2020. p. 34
Series
Pedagogiska rapporter från Pedagogiska institutionen, ISSN 1403-6169 ; 98
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-167301 (URN)978-91-7855-201-6 (ISBN)
Available from: 2020-01-15 Created: 2020-01-15 Last updated: 2020-01-17Bibliographically approved
Segerholm, C. (2019). Appendix. In: Christina Segerholm, Agneta Hult, Joakim Lindgren, Linda Rönnberg (Ed.), The Governing-Evaluation-Knowledge Nexus: Swedish Higher Education as a Case (pp. 201-208). Dordrecht: Springer
Open this publication in new window or tab >>Appendix
2019 (English)In: The Governing-Evaluation-Knowledge Nexus: Swedish Higher Education as a Case / [ed] Christina Segerholm, Agneta Hult, Joakim Lindgren, Linda Rönnberg, Dordrecht: Springer, 2019, p. 201-208Chapter in book (Refereed)
Abstract [en]

This appendix serves the purpose of informing readers about the design, the overall theoretical approach and methodology, and the different sub-studies, methods and materials in the research project that is reported in the book: Governing by evaluation in higher education in Sweden, 2013–2018. Two particular issues concerning our research process are also included: the redirection of one sub-study due to unforeseen policy developments, and the problem of denied access. Both, we believe, may be concerns for researchers in the social sciences in general, that can open possibilities or restrict the knowledge generation process so vital for democratic societies.

Place, publisher, year, edition, pages
Dordrecht: Springer, 2019
Series
Evaluating Education: Normative systems and institutional practises, ISSN 2570-0251, E-ISSN 2570-026X ; 4
Keywords
Access, Design, Methodology, Unexpected research conditions
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-167220 (URN)10.1007/978-3-030-21143-1_11 (DOI)978-3-030-21142-4 (ISBN)978-3-030-21143-1 (ISBN)
Funder
Swedish Research Council, 721-2012-5424
Available from: 2020-01-13 Created: 2020-01-13 Last updated: 2020-01-13Bibliographically approved
Lindgren, J., Carlbaum, S., Hult, A. & Segerholm, C. (2019). Cultivating the juridified self?: Regulation, socialisation and new forms of work against degrading treatment in schools. In: NERA 2019 Abstract Book 2019-03-06: . Paper presented at NERA 2019 – Education in a Globalized World, 6–8 March 2019, Uppsala, Sweden (pp. 826-827).
Open this publication in new window or tab >>Cultivating the juridified self?: Regulation, socialisation and new forms of work against degrading treatment in schools
2019 (English)In: NERA 2019 Abstract Book 2019-03-06, 2019, p. 826-827Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

A popular contemporary narrative asserts that Sweden has become “the society of easily offended victims” (Eberhard, 2009; see also Berensten, 2014; Dahlstrand, 2012; Heberlein, 2005; Zaremba, 2008). Official statistics show how defamation of character claims have increased dramatically over time (The Swedish National Council for Crime Prevention, 2018). Such observations relates to developments in the school system where the number of complaints regarding degrading treatment (DT) have also increased (The Swedish Schools Inspectorate, 2018). Overall, schools’ work against DT is framed by increasing awareness of the role of formal obligations, trials, evidence, damages, individual rights and childrens’ subjective experiences of being offended. Plans, preventions, expanding forms of investigations and documentation are enacted in order to provide guarantees that DT do not occur; that is, that students are not exposed to any behaviour that violates their “dignity” (The Swedish Education Act SFS 2010:800, §6).

The increasing legal framing when it comes to schools’ work with problems of DT has been discussed in terms of juridification (Lindgren, Carlbaum, Hult & Segerholm, in press). The overall aim of this study is to explore how new judicial forms of work against DT in Swedish schools affect young people’s socialisation and identity. In a previous study, based on interviews with students, we could not confirm any radically new patterns of socialisation (Lindgren, Hult, Carlbaum & Segerholm, 2018). The present study then, is an attempt to validate these results by including the perspective of experienced school actors who have a different overview and relation to the issues at hand. We thus analyse interviews with both school actors and students from grade five and grade eight when reasoning about problems of DT and how such problems are understood and acted on in schools.

Our theoretical framework establishes a direct link between juridification and socialisation through Habermas’ ideas on the colonisation of the lifeworld by the instrumental rationality of bureaucracies and market-forces (Habermas, 1987). Juridification thus describe how intuitive forms of everyday communication, norms and values becomes reified by legal logic (Habermas, 1987). Drawing on these ideas Honneth (2014) has offered examples of social pathologies that significantly impairs the ability to take part in important forms of social cooperation.

We interviewed students, teachers, head teachers, school staff and responsible officials at the municipality level at five schools in two municipalities. Both students and school staff talk about the juridified significance of DT, that it is decided by the offended person, but have ambiguous ideas ofthe juridified way that the school handle incidents. Both school staff and students claim that the word DT (kränkning) mostly is used by students jokingly, e.g. when reprimanded. Students hesitate in informing teachers of incidents because it sets in motion disproportionate investigations, e.g. informing parents. Thus, students want the teachers to see and know of incidents, but not necessarily to act upon them according to formal standards. Overall, such preliminary results indicate that increasing regulation in school may cultivate juridified selves by stressing subjective feelings and formal investigations while muting dialogue.

National Category
Pedagogical Work
Identifiers
urn:nbn:se:umu:diva-158896 (URN)
Conference
NERA 2019 – Education in a Globalized World, 6–8 March 2019, Uppsala, Sweden
Funder
Forte, Swedish Research Council for Health, Working Life and Welfare, 2015-00654
Available from: 2019-05-14 Created: 2019-05-14 Last updated: 2019-05-20Bibliographically approved
Lindgren, J., Rönnberg, L., Hult, A. & Segerholm, C. (2019). Enacting a national reform interval in times of uncertainty: evaluation gluttony among the willing. In: Christina Segerholm, Agneta Hult, Joakim Lindgren and Linda Rönnberg (Ed.), The Governing-Evaluation-Knowledge Nexus: Swedish Higher Education as a Case (pp. 119-138). Dortrecht: Springer
Open this publication in new window or tab >>Enacting a national reform interval in times of uncertainty: evaluation gluttony among the willing
2019 (English)In: The Governing-Evaluation-Knowledge Nexus: Swedish Higher Education as a Case / [ed] Christina Segerholm, Agneta Hult, Joakim Lindgren and Linda Rönnberg, Dortrecht: Springer, 2019, p. 119-138Chapter in book (Refereed)
Abstract [en]

This chapter offers an empirical illustration of the governing-evaluation-knowledge nexus by pinpointing a particular situation, a pause between two national evaluation and quality assurance (EQA) reforms, while a new national system was being planned and prepared, but its final design was not yet decided upon. This situation – unusual in the Swedish higher education policy context – adds uncertainty to the situation and opens a potential space for policymakers and higher education institutions (HEIs) to navigate. We draw on interviews and documents collected from four HEIs during this reform interval. We analyse and discuss how the four institutions navigate, coordinate, mobilise, copy, and learn in a situation without a formal national EQA system in place but in which the wider higher education policy context is deeply infused with contemporary trends and international policies and ideas on quality assurance (QA). We found that context and institutional preconditions set their mark on the work undertaken during this interval. We also discerned tendencies of homogenisation and isomorphism. Finally, we highlight the tendency of further expansion of EQA activities.

Place, publisher, year, edition, pages
Dortrecht: Springer, 2019
Series
Evaluating Education: Normative systems and institutional practises, ISSN 2570-0251, E-ISSN 2570-026X ; 4
Keywords
Anticipatory governing, Enactment, Expansion, Isomorphism, Quality assurance reform
National Category
Pedagogical Work Educational Sciences Political Science
Research subject
educational work; education
Identifiers
urn:nbn:se:umu:diva-165811 (URN)10.1007/978-3-030-21143-1_7 (DOI)978-3-030-21143-1 (ISBN)978-3-030-21142-4 (ISBN)
Funder
Swedish Research Council, 721-2012-5424
Available from: 2019-12-04 Created: 2019-12-04 Last updated: 2019-12-06Bibliographically approved
Segerholm, C. & Hult, A. (2019). Europe in Sweden. In: Christina Segerholm, Agneta Hult, Joakim Lindgren, Linda Rönnberg (Ed.), The Governing-Evaluation-Knowledge Nexus: Swedish Higher Education as a Case (pp. 43-63). Dordrecht: Springer
Open this publication in new window or tab >>Europe in Sweden
2019 (English)In: The Governing-Evaluation-Knowledge Nexus: Swedish Higher Education as a Case / [ed] Christina Segerholm, Agneta Hult, Joakim Lindgren, Linda Rönnberg, Dordrecht: Springer, 2019, p. 43-63Chapter in book (Refereed)
Abstract [en]

The increased importance given to European policy concerning evaluation and quality assurance in higher education in the Swedish national policy context is explored in this chapter. The description rests on interviews with what here is labelled policy brokers and on the material from the European Association for Quality Assurance in Higher Education (ENQA), as well as government bills, parliamentary minutes, national agency reports, and university teachers’ union journals. The results show that ENQA membership requirements played a significant role in the Swedish policy debate on the design of the 2016 national evaluation and quality assurance system. Dissemination channels between Europe and Sweden are populated by individuals with similar functions and positions, e.g. that ministers often meet ministers. Within Sweden, European policy is disseminated by and through individuals who move between different positions within the ministry of education, national agencies, and higher education institutions. Different organisations also communicate with each other within Sweden, ensuring European policies reaching into higher education institutions. Such European governing attempts are carried out in activities like networks, conferences, papers, guidelines, and by using different forms of knowledge, both inscribed, embodied, and enacted.

Place, publisher, year, edition, pages
Dordrecht: Springer, 2019
Series
Evaluating Education: Normative systems and institutional practises, ISSN 2570-0251, E-ISSN 2570-026X ; 4
Keywords
Dissemination, Europe, Higher education, Quality standards, Policy brokers
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-167214 (URN)10.1007/978-3-030-21143-1_3 (DOI)978-3-030-21142-4 (ISBN)978-3-030-21143-1 (ISBN)
Funder
Swedish Research Council, 721-2012-5424
Available from: 2020-01-13 Created: 2020-01-13 Last updated: 2020-01-23Bibliographically approved
Lindgren, J., Rönnberg, L., Hult, A. & Segerholm, C. (2019). Evaluation machinery, qualocrats and the seemingly inevitable problem of expansion. In: Christina Segerholm, Agneta Hult, Joakim Lindgren and Linda Rönnberg (Ed.), The Governing-Evaluation-Knowledge Nexus: Swedish Higher Education as a Case (pp. 181-199). Dortrecht: Springer
Open this publication in new window or tab >>Evaluation machinery, qualocrats and the seemingly inevitable problem of expansion
2019 (English)In: The Governing-Evaluation-Knowledge Nexus: Swedish Higher Education as a Case / [ed] Christina Segerholm, Agneta Hult, Joakim Lindgren and Linda Rönnberg, Dortrecht: Springer, 2019, p. 181-199Chapter in book (Refereed)
Abstract [en]

In this chapter we initially discuss the relation between governing, evaluation, and knowledge. Then we go back to the ideal typical notion of increasingly institutionalised evaluation machinery and locate the important work of what we label as qualocrats and what may be termed the burden of judgements within this overall frame. We finally discuss the expansion and the increasing complexity of evaluation and quality assurance work in higher education and point to some possible implications and problems.

Place, publisher, year, edition, pages
Dortrecht: Springer, 2019
Series
Evaluating Education: Normative systems and institutional practises, ISSN 2570-0251, E-ISSN 2570-026X ; 4
Keywords
Complexity, Expansion, Judgements, Technologies, Qualocrats
National Category
Pedagogical Work Educational Sciences Political Science
Research subject
educational work; education
Identifiers
urn:nbn:se:umu:diva-165814 (URN)10.1007/978-3-030-21143-1_10 (DOI)978-3-030-21143-1 (ISBN)978-3-030-21142-4 (ISBN)
Funder
Swedish Research Council, 721-2012-5424
Available from: 2019-12-04 Created: 2019-12-04 Last updated: 2019-12-06Bibliographically approved
Segerholm, C. (2019). Evaluation systems and the pace of change: The example of Swedish higher education. Educational Philosophy and Theory
Open this publication in new window or tab >>Evaluation systems and the pace of change: The example of Swedish higher education
2019 (English)In: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812Article in journal (Refereed) Epub ahead of print
Abstract [en]

The aim of this article is to illuminate and discuss evaluation and evaluation systems in relation to the pace of change. It is argued that evaluation promotes and accelerates change. The article will thus contribute to a critical scrutiny of evaluation as a societal phenomenon and as a widespread practice in education. To accomplish this aim, the inherent purpose of evaluation and evaluation systems is brought forward. National evaluation systems for Swedish higher education are used as an empirical example. An analysis using Rosa’s three aspects of social acceleration (technical acceleration, acceleration of social change, and acceleration of the pace of life) is offered to demonstrate how the evaluation systems are related to, sustain, and promote an increase of the pace of change (acceleration) in educational practice in higher education.

Place, publisher, year, edition, pages
Routledge, 2019
Keywords
Evaluation systems, higher education, social acceleration
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-162439 (URN)10.1080/00131857.2019.1654372 (DOI)000481938000001 ()
Available from: 2019-08-20 Created: 2019-08-20 Last updated: 2019-10-31
Segerholm, C., Rönnberg, L., Lindgren, J. & Hult, A. (2019). Governing by Evaluation: Setting the scene. In: Christina Segerholm, Agneta Hult, Joakim Lindgren and Linda Rönnberg (Ed.), The Governing-Evaluation-Knowledge Nexus: Swedish Higher Education as a Case (pp. 1-23). Dortrecht: Springer
Open this publication in new window or tab >>Governing by Evaluation: Setting the scene
2019 (English)In: The Governing-Evaluation-Knowledge Nexus: Swedish Higher Education as a Case / [ed] Christina Segerholm, Agneta Hult, Joakim Lindgren and Linda Rönnberg, Dortrecht: Springer, 2019, p. 1-23Chapter in book (Refereed)
Abstract [en]

This introductory chapter starts by outlining the aim of the book: to analyse and discuss the interplay between governing, evaluation and knowledge with an empirical focus on Swedish higher education. It then goes on to locate this aim and the intended contribution within the wider research context and in previous studies. The chapter also highlights some important national traits of the Swedish case and Swedish higher education policy development, before presenting the overall conceptual frame employed in the book and the project it builds on. Finally, an outline of the forthcoming chapters is provided.

Place, publisher, year, edition, pages
Dortrecht: Springer, 2019
Series
Evaluating Education: Normative systems and institutional practises, ISSN 2570-0251, E-ISSN 2570-026X ; 4
Keywords
Evaluation, Governing, Higher education, Knowledge, Sweden, Quality assurance
National Category
Pedagogical Work Educational Sciences Political Science
Research subject
educational work; education
Identifiers
urn:nbn:se:umu:diva-165809 (URN)10.1007/978-3-030-21143-1_1 (DOI)978-3-030-21143-1 (ISBN)978-3-030-21142-4 (ISBN)
Funder
Swedish Research Council, 721-2012-5424
Available from: 2019-12-04 Created: 2019-12-04 Last updated: 2019-12-06Bibliographically approved
Segerholm, C. & Lindgren, J. (2019). National evaluation systems. In: Christina Segerholm, Agneta Hult, Joakim Lindgren and Linda Rönnberg (Ed.), The Governing-Evaluation-Knowledge Nexus: Swedish Higher Education as a Case (pp. 25-42). Dordrecht: Springer
Open this publication in new window or tab >>National evaluation systems
2019 (English)In: The Governing-Evaluation-Knowledge Nexus: Swedish Higher Education as a Case / [ed] Christina Segerholm, Agneta Hult, Joakim Lindgren and Linda Rönnberg, Dordrecht: Springer, 2019, p. 25-42Chapter in book (Refereed)
Abstract [en]

The national reform context for evaluation and quality assurance (EQA) in Swedish higher education along with the designs of the different national EQA systems during 1995–2014 is described and analysed in this chapter. This historical account establishes the background for the coming chapters in the book. Our aim is to scrutinise the relationship between the EQA systems and governing. We used government bills, official reports, research reports, articles, and books to describe and analyse the different policy contexts and EQA systems. In the analysis, we observe shifts and continuities as institutional reproduction and change. In this chapter, we also discuss governing in terms of the different expectations raised by the national EQA systems and liken the historical expansion of the systems to an evaluation machinery.

Place, publisher, year, edition, pages
Dordrecht: Springer, 2019
Series
Evaluating Education: Normative systems and institutional practises, ISSN 2570-0251, E-ISSN 2570-026X ; 4
Keywords
Design, Expectations, Evaluation systems, Governing
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-167213 (URN)10.1007/978-3-030-21143-1_2 (DOI)978-3-030-21142-4 (ISBN)978-3-030-21143-1 (ISBN)
Available from: 2020-01-13 Created: 2020-01-13 Last updated: 2020-01-13Bibliographically approved
Segerholm, C. (2019). Relaunching national evaluation and quality assurance: expectations and preparations. In: Christina Segerholm, Agneta Hult, Joakim Lindgren, Linda Rönnberg (Ed.), The Governing-Evaluation-Knowledge Nexus: Swedish Higher Education as a Case (pp. 139-156). Dordrecht: Springer
Open this publication in new window or tab >>Relaunching national evaluation and quality assurance: expectations and preparations
2019 (English)In: The Governing-Evaluation-Knowledge Nexus: Swedish Higher Education as a Case / [ed] Christina Segerholm, Agneta Hult, Joakim Lindgren, Linda Rönnberg, Dordrecht: Springer, 2019, p. 139-156Chapter in book (Refereed)
Abstract [en]

In this chapter, we describe and analyse the design of the evaluation and quality assurance system decided by the Swedish Parliament in 2016. Particular stress is put on how one part of this system – the institutional reviews of the higher education institutions’ internal quality assurance processes – was set up by the Swedish Higher Education Authority (SHEA). The aim was to explore governing of higher education in the signals expressed through the design and requirements decided by the SHEA. The SHEA public reports, guidelines, criteria, and templates for the higher education institutions and evaluators, and interviews with SHEA staff were used for this purpose. The analysis shows that the Standards and Guidelines for Quality Assurance in the European Higher Education Area were important influences in the design work. It also shows that the design supports the governing by objectives and outcomes logic and a notion of “quality” in higher education as equivalent to work with internal quality assurance systems at higher education institutions. We argue that this design forms the basis for constitutive effects like an instrumental notion of higher education.

Place, publisher, year, edition, pages
Dordrecht: Springer, 2019
Series
Evaluating Education: Normative systems and institutional practises, ISSN 2570-0251, E-ISSN 2570-026X ; 4
Keywords
Evaluation design, Governing by objectives, Institutional reviews
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-167219 (URN)10.1007/978-3-030-21143-1_8 (DOI)978-3-030-21142-4 (ISBN)978-3-030-21143-1 (ISBN)
Funder
Swedish Research Council, 721-2012-5424
Available from: 2020-01-13 Created: 2020-01-13 Last updated: 2020-01-13Bibliographically approved
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