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Lundström, Ulf
Publications (10 of 61) Show all publications
Lundström, U. (2018). Lärares professionella autonomi under New Public Management-epoken. Utbildning och Demokrati, 27(1), 33-59
Open this publication in new window or tab >>Lärares professionella autonomi under New Public Management-epoken
2018 (Swedish)In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 27, no 1, p. 33-59Article in journal (Refereed) Published
Abstract [en]

Teachers’ Professional Autonomy During the New Public Management Epoch. The last few decades of intensive school reform has affected and continue to affect teachers’ work and the construction of the teaching profession. This article examines how upper secondary school teachers perceive and respond to the consequences for their professional autonomy of recent school reforms and restructurings. Based on empirical material from interviews of 119 teachers in three studies conducted between 2002 and 2014, the findings indicate that teacher autonomy has been reduced by school reforms and restructurings since the late 1980s. Most of these policies are neo-liberal policies or New Public Management technologies. The findings testify to the on-going emphasis on the significance of market logics as well as on how these work together with bureaucratic logics to shift occupational professionalism to organizational professionalism and licensed autonomy to regulated autonomy.

Teachers’ Professional Autonomy During the New Public Management Epoch. The last few decades of intensive school reform has affected and continue to affect teachers’ work and the construction of the teaching profession. This article examines how upper secondary school teachers perceive and respond to the consequences for their professional autonomy of recent school reforms and restructurings. Based on empirical material from interviews of 119 teachers in three studies conducted between 2002 and 2014, the findings indicate that teacher autonomy has been reduced by school reforms and restructurings since the late 1980s. Most of these policies are neo-liberal policies or New Public Management technologies. The findings testify to the on-going emphasis on the significance of market logics as well as on how these work together with bureaucratic logics to shift occupational professionalism to organizational professionalism and licensed autonomy to regulated autonomy.

Keywords
Lärares autonomi, skolreform, New Public Management, gymnasieskoa
National Category
Pedagogical Work Public Administration Studies
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-150916 (URN)
Funder
Swedish Research Council
Available from: 2018-08-20 Created: 2018-08-20 Last updated: 2018-08-20Bibliographically approved
Varjo, J., Lundström, U. & Kalalahti, M. (2018). The governors of school markets?: Local education authorities, school choice and equity in Finland and Sweden. Research in Comparative and International Education
Open this publication in new window or tab >>The governors of school markets?: Local education authorities, school choice and equity in Finland and Sweden
2018 (English)In: Research in Comparative and International Education, ISSN 1745-4999, E-ISSN 1745-4999Article in journal (Refereed) Epub ahead of print
Abstract [en]

As one of the key elements of the Nordic welfare model, education systems are based on the idea of providing equal educational opportunities, regardless of gender, social class and geographic origin. Since the 1990s, Nordic welfare states have undergone a gradual but wide-ranging transformation towards a more market-based mode of public service delivery. Along this trajectory, the advent of school choice policy and the growing variation in the between-school achievement results have diversified the previously homogenous Nordic education systems.

The aim of our paper is to analyse how Finnish and Swedish local education authorities comprehend and respond to the intertwinement of the market logic of school choice and the ideology of equality. The data consist of two sets of in-depth thematic interviews with staff from the local providers of education, municipal education authorities. The analysis discloses the ways in which national legislation has authorized municipal authorities to govern the provision of education.

Place, publisher, year, edition, pages
Sage Publications, 2018
Keywords
Finland, Sweden, marketization, school choice, local school governance, equality, segregation
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-152759 (URN)10.1177/1745499918807038 (DOI)
Funder
Swedish Research Council, 5509
Available from: 2018-10-22 Created: 2018-10-22 Last updated: 2018-10-22
Kärnebro, K. & Lundström, U. (2018). Utvärdering av Läslyftet. Delrapport 5: Läslyftets organisering och genomförande i förskolan. Umeå: Umeå universitet
Open this publication in new window or tab >>Utvärdering av Läslyftet. Delrapport 5: Läslyftets organisering och genomförande i förskolan
2018 (Swedish)Report (Other academic)
Place, publisher, year, edition, pages
Umeå: Umeå universitet, 2018. p. 50
Series
Evaluation report, ISSN 1403-8056
National Category
Other Social Sciences not elsewhere specified
Identifiers
urn:nbn:se:umu:diva-148243 (URN)978-91-7601-896-5 (ISBN)
Available from: 2018-05-31 Created: 2018-05-31 Last updated: 2018-08-30Bibliographically approved
Lundström, U. (2017). Att mäta det vi värderar eller värdera det vi kan mäta?: Resultatindikatorer som grund för skolval. Utbildning och Demokrati, 26(1), 43-66
Open this publication in new window or tab >>Att mäta det vi värderar eller värdera det vi kan mäta?: Resultatindikatorer som grund för skolval
2017 (Swedish)In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 26, no 1, p. 43-66Article in journal (Refereed) Published
Abstract [en]

To Measure What We Value or to Value What We Can Measure? Performance Indicators as a Basis for School Choice. The main objective of this article is to examine and critically discuss indicators that represent student achievement and are used as a basis for school choice in the Swedish compulsory school. It focuses on analyzing the performance indicators in some of the commonly used evaluation systems and to what extent they represent the National curriculum. Five evaluation systems used to inform school choice are selected and analyzed in relation to the Swedish national curriculum, based on perspectives from curriculum and evaluation theories. Most indicators represent a narrow subject discourse, while the discourses that represent the broad goals of the curriculum, such as citizenship, are largely absent. The indicators constitute a conception of student achievement as easily measurable subject knowledge.

Place, publisher, year, edition, pages
Örebro: , 2017
Keywords
Result indicators, school choice, curriculum, performance, Skolval, resultat, indikatorer, läroplan, kvalitet, marknad
National Category
Social Sciences
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-134861 (URN)
Projects
Inkluderande och konkurrerande. Gymnasieskolan i skärningspunkten mellan social inkludering och marknadisering
Funder
Swedish Research Council, 721-2011-5509
Available from: 2017-05-14 Created: 2017-05-14 Last updated: 2018-06-09Bibliographically approved
Lundström, U., Holm, A.-S. & Erixon Arreman, I. (2017). Rektor i skärningspunkten mellan likvärdighet och skolmarknad. Utbildning och Demokrati, 26(1), 19-41
Open this publication in new window or tab >>Rektor i skärningspunkten mellan likvärdighet och skolmarknad
2017 (Swedish)In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 26, no 1, p. 19-41Article in journal (Refereed) Published
Abstract [en]

In a global education policy context, school leadership is increasingly regarded as crucial for improving school outcomes as well as equity in education. The purpose of this article is to analyze Swedish upper secondary school principals’ perceptions of the impact of school reforms in relation to equity.  Empirical datawas collected in an online survey distributed to all upper secondary principalsaffiliated to the national Association of School Principals. The results of the survey are discussed in relation to governance and previous research. The study indicates that a majority of the principals related equity in education to state governance, while reforms counteracting equity were connected tomarketization/New Public Management reforms. The findings also indicate variations between groups of principals employed in the public or private school sector, including differing local (school market) conditions. Further,irrespective of sector, teachers were considered as the main resource for realizing equity in school.

Place, publisher, year, edition, pages
örebro: , 2017
Keywords
rektor, likvärdighet, marknad, reformer, skolledare
National Category
Social Sciences
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-135234 (URN)
Projects
Inkluderande och konkurrerande? Gymnasieskolan i skärningspunkten
Funder
Swedish Research Council
Available from: 2017-05-22 Created: 2017-05-22 Last updated: 2018-06-09Bibliographically approved
Dovemark, M. & Lundström, U. (2017). Tema: Skolan och marknaden. Utbildning och Demokrati, 26(1), 5-18
Open this publication in new window or tab >>Tema: Skolan och marknaden
2017 (Swedish)In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 26, no 1, p. 5-18Article in journal (Refereed) Published
Place, publisher, year, edition, pages
Örebro: , 2017
Keywords
marknadisering, skola, utbildningspolicy
National Category
Social Sciences
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-135229 (URN)
Projects
Inkluderande och konkurrerande? Gymnasieskolan i skärningspunkten
Funder
Swedish Research Council, 721-2011-5509
Available from: 2017-05-22 Created: 2017-05-22 Last updated: 2018-06-09Bibliographically approved
Hult, A., Lundström, U. & Edström, C. (2016). Balancing managerial and professional demands: school principals as evaluation brokers. Education Inquiry, 7(3), 283-304
Open this publication in new window or tab >>Balancing managerial and professional demands: school principals as evaluation brokers
2016 (English)In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 7, no 3, p. 283-304Article in journal (Refereed) Published
Abstract [en]

The evaluation trend in the global education field implies new professional challenges for school principals. The purpose of this article is to describe and analyse Swedish school principals’ experiences of prevailing evaluations and the implications for the profession. Specifically, we examine: a) how principals respond to evaluations and their consequences in their schools; and b) the implications of the evaluations for the profession in light of professional responsibility and accountability. The interviewed principals are ascribed huge evaluation responsibilities and are in this respect key actors but to some extent are also ‘victims’ of external pressures. All schools are embedded in a web of evaluation systems. They share the view that evaluations that are useful for improving teaching, student achievement and everyday school life are those conducted close to practice, and involve teachers. Most of them are also aware of the risks for the reduction of the broad goals of schooling and for work overload. The principals express a desire to protect the fundamental values of professional responsibility but the total demands of the local evaluation web have involved.a shift in their professional role towards professional accountability.

Place, publisher, year, edition, pages
Co-Action Publishing, 2016
Keywords
school leader, assessment, governance, professionalism
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-125153 (URN)10.3402/edui.v7.29960 (DOI)
External cooperation:
Available from: 2016-09-06 Created: 2016-09-06 Last updated: 2018-06-07Bibliographically approved
Lindgren, L., Hanberger, A. & Lundström, U. (2016). Evaluation Systems in a Crowded Policy Space: Implications for Local School Governance. Education Inquiry, 7(3), 237-258, Article ID 30202.
Open this publication in new window or tab >>Evaluation Systems in a Crowded Policy Space: Implications for Local School Governance
2016 (English)In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 7, no 3, p. 237-258, article id 30202Article in journal (Refereed) Published
Abstract [en]

Evaluation systems of various types are an integral part of a country’s education policy space, within which they are supposed to have the basic functions of enhancing accountability and supporting school development. Here we argue that in a crowded policy space evaluation systems may interfere with each other in a way that can have unintended consequences and create new ‘policies by the way’ that are not the result of intentional policy decisions. To shed light on this argument, we examine five of approximately 30 evaluation systems operating in the Swedish education system. Our analysis examines a situation in which many evaluation systems are doing almost the same thing, i.e. collecting a similar and limited set of quantitative data, and addressing the same local governance actors with the primary goal of supporting school development in the same direction. By doing so, these evaluation systems could thus give rise to several unintended consequences, including a scaling down of the school law and curriculum, multiple accountability problems, increased administration and new intermediary job functions at the level of local education governance.

Keywords
evaluation systems, crowded policy space, policies by the way, unintended consequences, multiple accountability problems.
National Category
Educational Sciences
Research subject
Education; statskunskap
Identifiers
urn:nbn:se:umu:diva-121160 (URN)10.3402/edui.v7.30202 (DOI)
External cooperation:
Projects
Konsekvenser av utvärdering för grundskolans praktik
Funder
Swedish Research Council, 721-2011-6157
Available from: 2016-05-27 Created: 2016-05-27 Last updated: 2018-06-07Bibliographically approved
Alexiadou, N., Dovemark, M., Erixon-Arreman, I., Holm, A.-S., Lundahl, L. & Lundström, U. (2016). Managing inclusion in competitive school systems: The cases of Sweden and England. Research in Comparative and International Education, 11(1), 13-33
Open this publication in new window or tab >>Managing inclusion in competitive school systems: The cases of Sweden and England
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2016 (English)In: Research in Comparative and International Education, ISSN 1745-4999, E-ISSN 1745-4999, Vol. 11, no 1, p. 13-33Article in journal (Refereed) Published
Abstract [en]

The last 40 years have seen great political attention paid to issues of inclusion in education, both from international organisations and also individual nations. This flexible concept has been adopted enthusiastically in education reforms concerned with increased standardisation of teaching and learning, decentralisation of education management, reduced teacher autonomy and marketisation of school systems. This paper draws from a research project that explores inclusion as part of the education transformations in England and Sweden. These two countries have been very different in their state governance and welfare regimes, but have been following similar directions of reform in their education systems. The paper evaluates the changing policy assumptions and values in relation to inclusion in the schooling changes of the last few decades, through an analysis of policy contexts and processes, and a presentation of selected empirical material from research in the two countries. We argue that, despite the similar dominant discourses of competition and marketisation, the two education systems draw on significantly different paradigms of operationalising inclusion, with distinct outcomes regarding equality.

Place, publisher, year, edition, pages
London: Sage Publications, 2016
Keywords
Education policy, marketisation, inclusion, England, Sweden
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-116811 (URN)10.1177/1745499916631065 (DOI)
Projects
Inclusive and competitive? Changing understandings and practices of social inclusion in upper secondary
Funder
Swedish Research Council, 2011-5509
Available from: 2016-02-12 Created: 2016-02-12 Last updated: 2018-06-07Bibliographically approved
Lundahl, L., Erixon Arreman, I., Holm, A.-S. & Lundström, U. (2016). Marketizacija edukacije po švedsko. In: Marjan Šimenc & Veronika Tašner (Ed.), Komu je napoti kakovostno javno šolstvo?: (pp. 85-115). Ljubljana: CEPS and SVIZ
Open this publication in new window or tab >>Marketizacija edukacije po švedsko
2016 (Slovenian)In: Komu je napoti kakovostno javno šolstvo? / [ed] Marjan Šimenc & Veronika Tašner, Ljubljana: CEPS and SVIZ , 2016, p. 85-115Chapter in book (Refereed)
Abstract [sl]

Švedska je bila ponavadi prikazana kot zgleden primer socialnodemokratske ureditve države blaginje (Esping-Andersen, 1996), za katero sta značilna obsežno državno upravljanje in aktivna vključenost v vprašanja družbene dobrobiti. V zadnjih dvajsetih letih pa sta bila švedski javni sektor in edukacijski sistem podvržena radikalni in temeljiti usmeritvi v neoliberalizem, spremembi, ki je sledila obsežni decentralizaciji procesov odločanja, ko so ti prešli iz rok države na raven lokalnih skupnosti in šol. V tem besedilu bomo povzeli naravo, obseg in nekatere posledice notranje in zunanje marketizacije švedske edukacije v prvih letih novega tisočletja, še zlasti pa bomo izpostavili vpliv konkurence na notranje delovanje srednjih šol. Prišli smo do sklepa, da se je zunanja marketizacija zelo razširila in da Švedska v večini vidikov popolnoma sprejema nov javni menedžment, na primer t. i. notranjo marketizacijo edukacije. Navkljub temu pa lahko pri dodeljenih funkcijah, vrednotah in upravljanju edukacije še zmeraj zaznamo posamezne vidike stare socialnodemokratske paradigme.

Place, publisher, year, edition, pages
Ljubljana: CEPS and SVIZ, 2016
Keywords
Švedska, marketizacija, edukacijska politika, srednješolsko izobraževanje
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-117919 (URN)978-961-92131-5-5 (ISBN)
External cooperation:
Projects
Gymnasiet som marknadInclusive and Competitive
Funder
Swedish Research Council
Note

Kapitlet är en översättning av artikeln Lundahl, L; Erixon Arreman, I; Holm, A-S & Lundström, U (2013) Educational marketization the Swedish way.  Education Inquiry, 4(3), 497-517.

Available from: 2016-03-06 Created: 2016-03-06 Last updated: 2018-06-07Bibliographically approved
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