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Rönnberg, Linda
Publications (10 of 78) Show all publications
Rönnberg, L. (2019). Att göra styrning och styra görande: Skolinspektionens aktiviteter för ökad genomströmning från gymnasieskolan. Nordiske organisasjonsstudier, 21(1), 34-57
Open this publication in new window or tab >>Att göra styrning och styra görande: Skolinspektionens aktiviteter för ökad genomströmning från gymnasieskolan
2019 (Swedish)In: Nordiske organisasjonsstudier, ISSN 1501-8237, Vol. 21, no 1, p. 34-57Article in journal (Refereed) Published
Abstract [en]

Problematiken med avhopp och hög andel elever med ofullständig gymnasieutbildning står högt på den svenska politiska dagordningen. Reformarbetet på området bedrivs av flera aktörer på olika nivåer, där myndigheter, kommuner, fristående skolhuvudmän och givetvis rektorer och lärare i gymnasieskolor är några av de mest centrala. Här studeras en av dessa policyaktörer, nämligen den statliga myndigheten Skolinspektionen (SI), med syftet att beskriva och analysera SI:s aktiviteter som kan kopplas till att förhindra avhopp och öka genomströmningen från gymnasieskolan. Empiriskt bygger studien på myndighetstexter och på intervjuer med myndighetsledning och skolinspektörer. Teoretiskt utgår studien från ett perspektiv där styrning ses som ett verb (Clarke 2015; Ozga 2016) och analyserar aktiviteter, processer och det arbete som utgör själva görandet av styrning och som sker både inom och mellan olika institutioner och organisatoriska nivåer. Studien visar att SI:s aktiviteter, som de har stor handlingsfrihet att utforma, och inte minst SI:s så kallade kvalitetsgranskningar, kan förstås ur detta perspektiv. SI lägger problemlösningsansvaret för att minska gymnasieavhopp hos rektorer, lärare och skolpersonal. I arbetet rekommenderas och premieras vissa arbetsmetoder, ansatser och kunskapsbaser. Dessa styrningsaktiviteter bygger på vissa föreställningar och kunskaper som görs manifesta och genom inspektörernas arbete i form av ett slags »skuldbeläggandets politik«.

Place, publisher, year, edition, pages
Bergen: Fagbokforlaget, 2019
Keywords
School inspection, education governing, drop-out prevention, school completion, upper secondary education, organization, Skolinspektion, styrning, avhopp, genomströmning, gymnasieskola, organisering
National Category
Pedagogical Work
Research subject
political science; education; educational work
Identifiers
urn:nbn:se:umu:diva-157281 (URN)
Funder
Swedish Research Council
Available from: 2019-03-13 Created: 2019-03-13 Last updated: 2019-03-14Bibliographically approved
Helgøy, I., Homme, A., Lundahl, L. & Rönnberg, L. (2019). Combating low completion rates in Nordic welfare states: Policy design in Norway and Sweden. Comparative Education
Open this publication in new window or tab >>Combating low completion rates in Nordic welfare states: Policy design in Norway and Sweden
2019 (Swedish)In: Comparative Education, ISSN 0305-0068, E-ISSN 1360-0486Article in journal (Refereed) Epub ahead of print
Abstract [en]

Low completion rate in upper secondary education is seen as a bigproblem in the Nordic countries. School failure has shown todramatically increase the risks for unemployment and  labourmarket exclusion with severe consequences for both society andthe young person. This paper analyses national policy measures tocombat low upper secondary education completion rates inNorway and Sweden, often regarded as representing a socialdemocratic welfare model and a universalistic transition regime.The analysis demonstrates that although this issue has receivedextensive political attention, the two countries display somewhatdifferent policy designs. The Norwegian approach is proactive andtargeted while the Swedish policy is more general and directedtowards reforming organisational structures in upper-secondary education. In sum, our analysis demonstrates that nationalgovernance structures shape and influence policy design in thecontext of an increasingly diversified Nordic social democraticwelfare state regime.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2019
Keywords
Upper secondary education, school completion, policy design, Sweden, Norway, education
National Category
Pedagogical Work
Research subject
political science; educational work
Identifiers
urn:nbn:se:umu:diva-159199 (URN)10.1080/03050068.2019.1619328 (DOI)
Funder
Swedish Research Council
Available from: 2019-05-21 Created: 2019-05-21 Last updated: 2019-06-24
Rönnberg, L., Lindgren, j. & Lundahl, L. (2019). Education governance in times of marketization: The quiet Swedish revolution. In: R. Langer and T. Brüsemeister (Ed.), Handbuch Educational Governance Theorien: (pp. 711-727). Wiesbaden: Springer
Open this publication in new window or tab >>Education governance in times of marketization: The quiet Swedish revolution
2019 (English)In: Handbuch Educational Governance Theorien / [ed] R. Langer and T. Brüsemeister, Wiesbaden: Springer, 2019, p. 711-727Chapter in book (Refereed)
Abstract [en]

In this chapter, we focus on how education governance can be conceptualized and understood in a context of far-reaching marketization and privatization. We address the challenges and limitations of (political) education governance in times of educational marketization. We argue that the Swedish case is a good starting point for such analytical exploration, since Sweden has experienced quite a far-reaching transformation in this regard, from a strongly centralist and state-led education system to a dispersed, multi-actor and marketized education system, which may be of relevance and importance for additional theorizing in this area. We show that few current political and societal challenges to the dominant policy trajectory exist and that both social democratic and non-socialist governments follow an entrenched policy path, governing largely by preservation and restoration. We argue for the need to critically discuss and unpack the complexities of governing education in a policy context in which market forces have entered, and fundamentally are affecting, education in all policy stages.

Place, publisher, year, edition, pages
Wiesbaden: Springer, 2019
Series
Educational Governance, ISSN 978-3-658-22236-9, E-ISSN 978-3-658-22237-6 ; 43
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-154908 (URN)10.1007/978-3-658-22237-6_31 (DOI)978-3-658-22236-9 (ISBN)978-3-658-22237-6 (ISBN)
Projects
HOPESGoing Global
Funder
Academy of FinlandSwedish Research Council, 2018-04897
Available from: 2019-01-04 Created: 2019-01-04 Last updated: 2019-01-04
Alexiadou, N. & Rönnberg, L. (2019). Global ideas and their national embeddedness: the case of Swedish education policy. In: Anna Traianou and Ken Jones (Ed.), Austerity and the remaking of European education: (pp. 93-116). London: Bloomsbury Academic
Open this publication in new window or tab >>Global ideas and their national embeddedness: the case of Swedish education policy
2019 (English)In: Austerity and the remaking of European education / [ed] Anna Traianou and Ken Jones, London: Bloomsbury Academic, 2019, p. 93-116Chapter in book (Refereed)
Place, publisher, year, edition, pages
London: Bloomsbury Academic, 2019
Keywords
education policy, global travelling policies, national responses
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-159163 (URN)9781350028487 (ISBN)9781350028494 (ISBN)
Available from: 2019-05-21 Created: 2019-05-21 Last updated: 2019-08-21Bibliographically approved
Alexiadou, N., Lundahl, L. & Rönnberg, L. (2019). Shifting logics: education and privatisation the Swedish way. In: Jane Wilkinson, Richard Niesche and Scott Eacott (Ed.), Challenges for public education: reconceptualising educational leadership, policy and social justice as resources for hope (pp. 116-131). Abingdon: Routledge
Open this publication in new window or tab >>Shifting logics: education and privatisation the Swedish way
2019 (English)In: Challenges for public education: reconceptualising educational leadership, policy and social justice as resources for hope / [ed] Jane Wilkinson, Richard Niesche and Scott Eacott, Abingdon: Routledge, 2019, p. 116-131Chapter in book (Refereed)
Abstract [en]

During the last 40 years, many countries have launched radical reforms of their public education systems in a neoliberal direction that emphasises a mixed economy of schooling. The reforms have been accompanied by discourses of ‘a crisis’ of the public sector, and shared broadly similar elements of varying degrees of decentralisation and new public management (NPM), choice, competition and the introduction of private actors and interests in public education. Much social policy and education research on marketisation reforms has focused on Anglo-Saxon countries, where institutional changes towards more choice and competition have led to a similar dismantling of the welfare state. This has included turning citizens (students, parents) into customers, with all the resulting implications for ethnically and socio-economically based differentiation (Cahill & Hall, 2014; Campbell et al., 2009; Clarke et al., 2007; Roda & Stuart Wells, 2013). However, despite the numerous similarities in the direction of education reforms, the existing literature on marketisation does not capture the peculiarities of the Nordic education policy settings, where choice and competition coexist with a strong sense of education as a public good.

Place, publisher, year, edition, pages
Abingdon: Routledge, 2019
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-153785 (URN)9781138348226 (ISBN)9780429791949 (ISBN)9781138348202 (ISBN)
Available from: 2018-12-03 Created: 2018-12-03 Last updated: 2018-12-07Bibliographically approved
Rönnberg, L. (2019). Swedish school companies going global. In: Magnus Dahlstedt and Andreas Fejes (Ed.), Neoliberalism and market forces in education: lessons from Sweden (pp. 183-196). London: Routledge
Open this publication in new window or tab >>Swedish school companies going global
2019 (English)In: Neoliberalism and market forces in education: lessons from Sweden / [ed] Magnus Dahlstedt and Andreas Fejes, London: Routledge, 2019, p. 183-196Chapter in book (Refereed)
Place, publisher, year, edition, pages
London: Routledge, 2019
Series
Routledge research in education policy and politics
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-157282 (URN)9781138600881 (ISBN)9780429470530 (ISBN)
Funder
Swedish Research Council, 2018–04897
Available from: 2019-03-13 Created: 2019-03-13 Last updated: 2019-04-05Bibliographically approved
Rönnberg, L., Hult, A., Lindgren, J. & Segerholm, C. (2018). Assuring quality assurance in Swedish higher education: A national try-out evaluation. In: Abstract book NERA, 8-10 March 2018: Educational Research: Boundaries, Breaches and Bridges: 211. Paper presented at 8-10 March 2018 NERA 2018 (pp. 210-210). University of Oslo
Open this publication in new window or tab >>Assuring quality assurance in Swedish higher education: A national try-out evaluation
2018 (English)In: Abstract book NERA, 8-10 March 2018: Educational Research: Boundaries, Breaches and Bridges: 211, University of Oslo , 2018, p. 210-210Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In the Nordic countries and beyond, evaluation and quality assurance are becoming increasingly insitutionalised as means to govern the welfare state (Dahler-Larsen, 2011). Higher education is no exception (Leiber, Stensaker & Harvey, 2015; Jarvis, 2014). Since the 1990s, different national evaluation systems have been developed and implemented in Swedish Higher Education (HE) (Segerholm, 2016). Over time, these systems have displayed different political purposes and designs. One major component in the most recent system in operation from 2017 and onwards is national evaluation of the higher education institutions’ (HEIs) own internal quality assurance systems, carried out by the Swedish National Agency for Higher Education (SHEA) (Lindgren & Rönnberg, 2017).This paper aims to analyse a SHEA try-out evaluation in which HEIs internal quality assurance were evaluated. The following questions guide our study: What enactments do these try-out exercises entail and what actors are involved? What kind of knowledge is mobilized and used in these enactments? We focus on two cases where the work with and experiences from a) HEI actors, b) officials at the SHEA, and c) external review panels are analysed. We collected data as the national try-out evaluation was implemented. This include near 30 interviews with SHEA staff, HEI actors, and members in external review panels. Extensive documentary materials, such as self-evaluations from the HEIs, schedules, plans and SHEA decisions, were also analysed.This paper is part of a larger research project, “Governing by evaluation in higher education in Sweden”, analyzing how evaluative activities govern Swedish Higher Education policy and practice. We conceptualise governing as activities composed of assemblages of places, people, policies, practices and power (Clarke, 2015). Following this, we analyse the activities and the actual work connected to quality assurance and its policy-making, and how it is enacted and learned (Ball et. al, 2012). Drawing on Freeman and Sturdy (2014), we see knowledge in policy as taking different forms, i.e. as embodied, inscribed and enacted.

Place, publisher, year, edition, pages
University of Oslo, 2018
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-145973 (URN)
Conference
8-10 March 2018 NERA 2018
Available from: 2018-03-23 Created: 2018-03-23 Last updated: 2019-08-20
Lindgren, J. & Rönnberg, L. (2018). The emotional politics of quality assurance reform: shifting affective atmospheres in Swedish higher education policy. Higher Education Policy, 31(1), 55-73
Open this publication in new window or tab >>The emotional politics of quality assurance reform: shifting affective atmospheres in Swedish higher education policy
2018 (English)In: Higher Education Policy, ISSN 0952-8733, E-ISSN 1740-3863, Vol. 31, no 1, p. 55-73Article in journal (Refereed) Published
Abstract [en]

The aim of this study is to describe and analyse two recent quality assurance (QA) reforms in Swedish higher education (HE) and to discuss how shifts and continuities can be understood with a particular focus on the role of affects and emotions. Using conceptual devices from the literature on affects and emotions in the context of policy, official documents, media materials and interviews with stakeholders were analysed. In conclusion, the reforms were surrounded by distinctive affective atmospheres in which different emotional registers were circulated and articulated. The 2010 reform was criticised due to a lack of deliberation and produced a QA system described by HE actors in negative terms prior to its implementation. The second policy process after 2014 was emotionally reframed as being open for dialogue and collaboration in the creation of the reformed QA system. These affective atmospheres were framed by their particular policy histories and memories, but they also involved strategic attempts to create certain feelings, responses and actions.

Place, publisher, year, edition, pages
Basingstoke: Palgrave Macmillan, 2018
Keywords
quality assurance, policy making, emotion, affect, higher education, Sweden
National Category
Pedagogy Pedagogical Work
Research subject
statskunskap; Education; educational work
Identifiers
urn:nbn:se:umu:diva-132576 (URN)10.1057/s41307-017-0045-9 (DOI)000429387400004 ()
Funder
Swedish Research Council
Available from: 2017-03-16 Created: 2017-03-16 Last updated: 2018-06-09Bibliographically approved
Rönnberg, L. (2017). From national policy-making to global edu-business: Swedish edu-preneurs on the move. Journal of education policy, 32(2), 234-249
Open this publication in new window or tab >>From national policy-making to global edu-business: Swedish edu-preneurs on the move
2017 (English)In: Journal of education policy, ISSN 0268-0939, E-ISSN 1464-5106, Vol. 32, no 2, p. 234-249Article in journal (Refereed) Published
Abstract [en]

This study explores the movements of some Swedish former education policy-makers that are currently active as commercial edu-business actors with the ambition to expand in the Global Education Industry (GEI). The aim is to map and analyze how a selection of Swedish edu-preneurs affiliated with a particular Swedish school chain enter the GEI and thereby market both their commercialized services and the policy ideas about so-called free schools, in its Swedish version. The study shows how these edu-preneurs move from the domestic to global arenas and how their business and policy advocacy activities are framed and represented. Mobilization and public exposure of previous and present policy advocacy networks are important assets for these edu-preneurs as they navigate the GEI. The study illustrates how these actors make use of particular forms of knowledge, from department ministerial work and party politics, which blends with work in public relations and various edu-businesses, pointing to the interrelatedness of politics, policy, business, power, and ideology. The paper concludes by raising issues in need of further exploration and debate, pertaining to our understanding of education policy-making and, ultimately, democracy.

Keywords
Marketization, education, free schools, edu-business, policy-making
National Category
Educational Sciences Pedagogical Work
Research subject
statskunskap; educational work
Identifiers
urn:nbn:se:umu:diva-129396 (URN)10.1080/02680939.2016.1268725 (DOI)000392990100007 ()
Funder
Swedish Research Council, 2007-4031
Available from: 2016-12-26 Created: 2016-12-26 Last updated: 2018-06-09Bibliographically approved
Lindgren, J. & Rönnberg, L. (2017). Knowing inspectors' knowledge: forms and transformations. In: Jacqueline Baxter (Ed.), School inspectors: policy implementers, policy shapers in national policy contexts (pp. 159-181). Cham: Springer
Open this publication in new window or tab >>Knowing inspectors' knowledge: forms and transformations
2017 (English)In: School inspectors: policy implementers, policy shapers in national policy contexts / [ed] Jacqueline Baxter, Cham: Springer, 2017, p. 159-181Chapter in book (Refereed)
Abstract [en]

This chapter focuses on the governing work of Swedish school inspectors with regards to the role and function of knowledge. As professionals, inspectors are situated as relays and brokers of policy standing in contact with both the political arena and practice arenas. School inspectors use and produce knowledge and they rely on, search for, accumulate and communicate different forms of knowledge. In this chapter, we seek to understand knowledge in the inspection context as existing in three phases, namely as embodied, inscribed and enacted (Freeman and Sturdy, 2014). The aim is to identify and discuss different phases of knowledge in inspectors' work by asking how the different forms of embodied, inscribed and enacted knowledge are manifested, incorporated and transformed in the course of inspection. The chapter illustrates how different forms of knowledge are intertwined with issues of legitimacy, accountability and control, which is argued to be importat for how inspection and the work of inspectors' are perceived and judged in different contexts and settings.

Place, publisher, year, edition, pages
Cham: Springer, 2017
Series
Accountability and Educational Improvement, ISSN 2509-3320, E-ISSN 2509-3339
Keywords
School inspector, Forms of knowledge, Regular supervision, Sweden
National Category
Educational Sciences
Research subject
statskunskap; Education
Identifiers
urn:nbn:se:umu:diva-132190 (URN)10.1007/978-3-319-52536-5_8 (DOI)978-3-319-52535-8 (ISBN)978-3-319-52536-5 (ISBN)
Funder
Swedish Research Council
Available from: 2017-03-06 Created: 2017-03-06 Last updated: 2018-06-09Bibliographically approved
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