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  • 1.
    Alexiadou, Nafsika
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Holm, Ann-Sofie
    Department of Education and Special Education, Gothenburg University, Gothenburg, Sweden.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Carlbaum, Sara
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Learning, unlearning and redefining teachers’ agency in international private education: a Swedish education company operating in India2023Ingår i: Educational review (Birmingham), ISSN 0013-1911, E-ISSN 1465-3397Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Private international education is on the rise, but we still have limited knowledge on how different commercial actors operate in this field and how it affects local teachers and their work in the schools abroad. Swedish school companies have been active in exporting schooling in the international arena, including “Swedish” education models. In this article, we examine one company and their operations in India. We explore the interpretations of the company education model by teachers in the Indian schools, and how this affects their professional capacity. Mixed qualitative methods of interviews, on-site school visits and documentary reviews, were used to examine the possibilities for teachers to exercise professional agency within their working environment. Our findings show that teachers operate within a highly structured pedagogical environment characterised by a given curriculum, a centralised learning platform and training programme, and a set of dominant discourses around values and teaching practices. Teachers are expected to embrace a new professional identity in a process of discarding past experiences and adopting the new professional language given by the company's particular education model. In willingly embracing the company discourses and expectations, teachers’ agency tends to be constrained.

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  • 2.
    Alexiadou, Nafsika
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Kefala, Zoi
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Preparing Education Students for an International Future?: Connecting Students' Experience to Institutional Contexts2021Ingår i: Journal of Studies in International Education, ISSN 1028-3153, E-ISSN 1552-7808, Vol. 25, nr 4, s. 443-460Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article focuses on "internationalization at home" (IaH) for education students in Swedish Universities and its significance for their professional formation and future practice. We draw on research in two large institutions and explore the perceptions and experiences of internationalization of home students in education. We find that while the "intercultural" understanding of students is well developed, the international and intercultural dimensions of experiencing IaH are limited, due to several institutional and learning environment contexts. This has consequences for the social dimensions of future teaching practice. In addition, the perception of the discipline as "national" is significant in shaping the outlook of students toward international questions and their own future personal and professional mobility. We contextualize these findings using documentary analysis and staff interviews, and argue that to achieve intercultural and international learning environments of quality, social relevance, and long-term social benefit, we need to rethink how internationalization perspectives are integrated in teacher education courses.

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  • 3.
    Alexiadou, Nafsika
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Kefala, Zoi
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Through the eyes of the disciplines: Student perspectives and positionings towards internationalisation-at-home2024Ingår i: European Journal of Higher Education, ISSN 2156-8235, E-ISSN 2156-8243, Vol. 14, nr 2, s. 249-266Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Debates around internationalisation-at-home (IaH) focus on the benefits accrued to students from the integration of internationalisation dimensions in their studies, curricular developments and interactions with international students, but, with scant attention to how these vary in different subject areas. In this article, we focus on the disciplinary experiences and framings of internationalisation from the perspectives of students in two Swedish universities. Drawing on 67 interviews with students sampled across different subject areas, we examine how the disciplinary definitions of study objects and pedagogic approaches filter the students’ experiences and shape their views around IaH, and their ambitions for the future. Our findings suggest first, a discipline-specific set of positionings regarding the nature of subject areas as lenses through which internationalisation is understood. Second, the students hold strong views around the contribution of IaH in strengthening the disciplines themselves. In addition, the student voices paint a dynamic picture of internationalisation positions, not always consistent with disciplinary stereotypes.

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  • 4.
    Alexiadou, Nafsika
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Lundahl, Lisbeth
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Shifting logics: education and privatisation the Swedish way2019Ingår i: 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, s. 116-131Kapitel i bok, del av antologi (Refereegranskat)
    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.

  • 5.
    Alexiadou, Nafsika
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Global ideas and their national embeddedness: the case of Swedish education policy2019Ingår i: Austerity and the remaking of European education / [ed] Anna Traianou and Ken Jones, London: Bloomsbury Academic, 2019, s. 93-116Kapitel i bok, del av antologi (Refereegranskat)
  • 6.
    Alexiadou, Nafsika
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Reading the internationalisation imperative in higher education institutions: external contexts and internal positionings2023Ingår i: Higher Education Policy, ISSN 0952-8733, E-ISSN 1740-3863, Vol. 36, nr 2, s. 351-369Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Sweden has actively pursued internationalisation policies at national level, in parallel to the pursuit of internationalisation strategies of individual universities. Thisarticle focuses on university responses towards internationalisation, and the inter -play between external higher education environments and institutional positioning.We draw on empirical qualitative research in two of Sweden’s largest universities, toexamine institutional responses to internationalisation, expressed through documen-tary material and interviews with 32 senior leaders. Our findings suggest that theglobal research environment acts as a strong discursive driver for internationalisa-tion actions, manifested in the strategic partnerships pursued by the two institutions.An equally powerful driver, is the national higher education sector as a context ofconstant comparisons and competition but also as a source of collaborative learningand exchange. The two universities exhibit strategic autonomy in their reading ofthe internationalisation imperative, and in constructing their actions and responses,although these are significantly framed by size and geography. In the Swedish highereducation landscape, these two dimensions constitute a constraining physical anddiscursive context, underpinning the links between a global, internationalised envi-ronment, and the universities’ self-image and positioning.

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  • 7.
    Alexiadou, Nafsika
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Transcending borders in higher education: Internationalisation policies in Sweden2022Ingår i: European Educational Research Journal, E-ISSN 1474-9041, Vol. 21, nr 3, s. 504-519Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article examines the national and European policy contexts that shaped the Swedish internationalisation agenda in higher education since 2000, the policy ideas that were mobilised to promote it, and the national priorities that steered higher education debates. The analysis highlights how domestic and European policy priorities, as well as discourses around increasing global economic reach and building solidarity across the world, have produced an internationalisation strategy that is distinctly ‘national’. Drawing on the analysis of the most recent internationalisation strategies we argue that the particular Swedish approach to internationalisation has its ideational foundations in viewing higher education as a political instrument to promote social mobility and justice, as well as a means to develop economic competitiveness and employability capacity. In addition, internationalisation has been used to legitimise national reform goals, but also as a policy objective on its own with the ambition to position Sweden as a competitive knowledge nation in a global context.

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  • 8. Baxter, Jacqueline
    et al.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Inspection and the media: the media and inspection2015Ingår i: Governing by inspection / [ed] Sotiria Grek, Joakim Lindgren, London: Routledge, 2015, s. 159-172Kapitel i bok, del av antologi (Refereegranskat)
  • 9.
    Carlbaum, Sara
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Benerdal, Malin
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen. Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling.
    Lindgren, Joakim
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Organizing local preschool markets in sweden: municipalities as key actors2022Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Today, one out of five Swedish children attend a privately operated preschool. Even if there are national policies targeting for instance parental choice and right for private actors to provide pre-primary education, municipalities in Sweden have extensive local autonomy in organizing and governing their ‘local preschool markets’ or, rather, quasi markets. As Brunsson and Jutterström (2018 p. 8) put it; “markets are formed by processes of organization. They are the objects of decisions. There are people and organizations that decide not only on their own actions in markets, but also on the actions of others”. Swedish municipalities are such key organizations that create market infrastructures via market shaping activities (c.f. Flaig et al 2021) including for instance to facilitate, support and police the market actors. 

    The aim of this paper is to explore the different ways in which Swedish municipalities create their local preschool markets to analyse how they act as market organizers in the pre-primary education setting. We do this through analysing documents, websites and interviews with municipal officers from 30 municipalities characterized as having either a large (N=10), medium (N=10) or small (N=10) private pre-primary sector. Theoretically, we turn to literature on organizations, governing and public-private relations.

    Our preliminary findings show that there are large variations on how municipalities act as local preschool market organizers and the paper elaborates three (ideal typical) modes: Endorsers are municipalities that actively promote, support and sponsor market actors. Frontiers denotes municipal territories that are unattractive or not yet fully explored by private preschool actors. Keepers are municipalities that strive to maintain balance or status quo between public and private providers, using various strategies and tools to this end. In sum, this paper seeks to contribute to the discussion on how public actors work to organize, enable or limit, private actor involvement. 

  • 10.
    Carlbaum, Sara
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Hult, Agneta
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Lindgren, Joakim
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Novak, Judit
    Institutionen vid pedagogik, didaktik och utbildningsstudier, Uppsala universitet, Uppsala.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Segerholm, Christina
    Avdelningen för utbildningsvetenskap, Mittuniversitetet, Härnösand.
    Skolinspektion som styrning2014Ingår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 23, nr 1, s. 5-20Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Governing by school inspection. In this article we argue that school inspection is an important and potentially influential way of governing education that deserves additional scholarly attention. This introductory article aims to situate and describe the origin, theoretical foundations and methods and materials gathered in the three research projects included in this special issue. We also briefly describe some important characteristics of the Swedish school inspection and finish off with short introductions to the six articles.

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    Skolinspektion som styrning
  • 11.
    Carlbaum, Sara
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Lindgren, Joakim
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Benerdal, Malin
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    The local market makers: Swedish municipalities as preschool quasi-market organisers2024Ingår i: Education Inquiry, E-ISSN 2000-4508, Vol. 15, nr 1, s. 63-84Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    National policies aiming at marketisation and privatisation in welfare sectors such as Early Childhood Education and Care (ECEC) require governance and organisation to be realised. In Sweden, the municipalities are key but largely under-researched organisers for preschool quasi-market infrastructures. This study explores the different ways in which Swedish municipalities act as quasi-market organisers in the preschool setting. Following organisational theory, we analyse their market shaping activities in translating national regulations in efforts to influence, support and control their local preschool quasi-market. Documents, websites, and interviews with public officials from 30 municipalities characterised as having either a large (N = 10), medium (N = 10), or small (N = 10) private ECEC sector are analysed. The analysis highlights large variations on how municipalities act as market makers, which is further discussed in the form of three ideal types: the Frontier, the Keeper, and the Endorser. We conclude that municipalities' varying and hybridised market shaping activities and local characteristics are important to understand the implications that emerge in terms of different rules of the game, stakeholder interdependencies and relationships, composition of market actors etc. Attentiveness to the sub-national/local actors are essential in understanding different welfare quasi-markets within national policy frameworks of marketisation and privatisation.

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  • 12.
    Carlbaum, Sara
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Transforming Nordic early childhood education and care in times of marketisation, privatisation and commercialisation2024Ingår i: Education Inquiry, E-ISSN 2000-4508, Vol. 15, nr 1, s. 1-10Artikel i tidskrift (Övrigt vetenskapligt)
    Abstract [en]

    This special issue focuses on important facets of market-oriented reforms in Nordic Early Childhood Education and Care (ECEC). It aims to promote discussion on interlinked dimensions of marketisation, privatisation and commercialisation in Nordic ECEC and their manifestations in policy, practice and outcomes. With contributions from authors in five Nordic countries, the articles in the special issue offer accounts of marketisation, including the organisation of ECEC quasi-markets and shifts in the use and function of parental choice. The articles also analyse privatisation by researching the delivery of private services and the nature of the non-state providers within early childhood education markets. Finally, the theme of commercialisation is addressed through research on the commodification of preschool knowledge within Nordic countries but also its export in the global education industry. This special issue highlight how a variety of market-oriented policies, parental choice and private actor involvement are evolving. Taken together, the articles illustrate connections and mutually-reinforcing mechanisms of policy and practice that contribute to the expansion of marketisation, privatisation, and commercialisation in Nordic ECEC. This special issue provides a call to continue exploration of how these processes and actors contribute to the transformation of ECEC in the Nordic countries and elsewhere.

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  • 13.
    Carlbaum, Sara
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    "We help Germany create greater equality": logics and rationales in exporting 'Scandinavian' early childhood education and care2024Ingår i: Education Inquiry, E-ISSN 2000-4508, Vol. 15, nr 1, s. 11-29Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study targets hitherto largely understudied empirical processes and activities through which certain ideas and imaginaries are being commercialised and used by corporate actors in the global Early Childhood Education and Care (ECEC) industry. The aim is to analyse and critically discuss representations of the Scandinavian ECEC regime in the context of ECEC export. This is achieved empirically through a case study of a Swedish education company and its expansion in Germany, as well as by devoting analytical attention to the social, political and fantasmatic logics in the processes that constitute and characterise the "Scandinavian ECEC offer" as it is being exported. The analysis draws on corporate documents, websites and interviews with top-level company representatives. The analysis highlights how the Scandinavian ECEC regime is made up of four interlinked elements; equality, the autonomous child, integration of care and learning and outdoor pedagogy, aligned and sustained by "gripping" and "sticking" forces in fantasmatic logics that hide contingencies. In summary, the powerful imaginary of the Scandinavian ECEC regime, bringing accessibility, social justice, gender equality, nature, democracy, children's rights and autonomy, serves to conceal the political and ideological dimension of the economic logic of capitalism.

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  • 14. Cone, Lucas
    et al.
    Brøgger, Katja
    Berghmans, Mieke
    Decuypere, Mathias
    Förschler, Annina
    Grimaldi, Emiliano
    Hartong, Sigrid
    Hillman, Thomas
    Ideland, Malin
    Landri, Paolo
    van de Oudeweetering, Karmijn
    Player-Koro, Catarina
    Bergviken Rensfeldt, Annika
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap. Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen. Department of Education, University of Turku, Turku, Finland.
    Taglietti, Danilo
    Vanermen, Lanze
    Pandemic Acceleration: Covid-19 and the emergency digitalization of European education2022Ingår i: European Educational Research Journal, E-ISSN 1474-9041, Vol. 21, nr 5, s. 845-868Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    With schools and universities closing across Europe, the Covid-19 lockdown left actors in the field of education battling with the unprecedented challenge of finding a meaningful way to keep the wheels of education turning online. The sudden need for digital solutions across the field of education resulted in the emergence of a variety of digital networks and collaborative online platforms. In this joint article from scholars around Europe, we explore the Covid-19 lockdowns of physical education across the European region, and the different processes of emergency digitalization that followed in their wake. Spanning perspectives from Italy, Germany, Belgium, and the Nordic countries, the article’s five cases provide a glimpse of how these processes have at the same time accelerated and consolidated the involvement of various commercial and non-commercial actors in public education infrastructures. By gathering documentation, registering dynamics, and making intimations of the crisis as it unfolded, the aim of the joint paper is to provide an opportunity for considering the implications of these accelerations and consolidations for the heterogeneous futures of European education.

  • 15.
    Feltenius, David
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Regionalisering i det nordliga rummet: Nutida kunskapsläge och framtida utmaningar2007Rapport (Övrig (populärvetenskap, debatt, mm))
  • 16. Helgøy, Ingrid
    et al.
    Homme, Anne
    Lundahl, Lisbeth
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Combating low completion rates in Nordic welfare states: Policy design in Norway and Sweden2019Ingår i: Comparative Education, ISSN 0305-0068, E-ISSN 1360-0486, Vol. 55, nr 3, s. 308-325Artikel i tidskrift (Refereegranskat)
    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.

  • 17.
    Holm, Ann-Sofie
    et al.
    Department of Education and Special Education, Gothenburg University, Gothenburg, Sweden.
    Carlbaum, Sara
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    'How do we marry the two things together?': a Swedish education company expanding its business to India2024Ingår i: Globalisation, Societies and Education, ISSN 1476-7724, E-ISSN 1476-7732, Vol. 22, nr 2, s. 172-183Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article focuses on a Swedish school company and its operations in India, examining how setting up and operating schools in another national place forge particular spatial imaginaries. It contributes to literature on the Global Education Industry by focusing on international moves of commercial non-Anglo-Saxon actors. Drawing on interviews and extensive fieldwork in India, we show how the ‘marriage’ between the global (represented by the Swedish company) and local (the ‘Indian’) are manifested in the spatial imaginary of the ‘glocal school’, encompassing hierarchical otherings rooted in discourses of both globalisation and colonialism.

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  • 18.
    Hudson, Christine
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    State governing and local autonomy2007Ingår i: Recent changes and challenges in research on politics of education: 35th Nordic Conference on Educational Research, Turku, Finland, 15-17 March 2007 as a contribution in the symposium, 2007Konferensbidrag (Refereegranskat)
  • 19.
    Jarl, Maria
    et al.
    Göteborgs universitet, Statsvetenskapliga institutionen.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Skolpolitik: från riksdagshus till klassrum2015 (uppl. 2)Bok (Övrigt vetenskapligt)
    Abstract [sv]

    Varför ser skolan ut som den gör? Vilka aktörer försöker påverka de politiska besluten om skolan? Vad vill de olika aktörerna och hur för de fram sina krav? Den här boken skildrar det politiska spelet om skolan. En viktig utgångspunkt är att skolpolitiken inte bara handlar om politiska beslut i riksdag och regering utan också om lärares och rektorers dagliga gärningar i skolan. Skolpolitiken formas på olika nivåer i skolsystemet. Lärare och rektorer är nyckelaktörer i dessa processer, men även politiska partier, lärarförbunden och ministrar har viktiga roller. Boken Skolpolitik – från riksdagshus till klassrum fokuserar på fyra skolpolitiska huvudfrågor: makten över skolan som organisation, skolans uppdrag, makten över lärare och rektorer, granskningen av skolans verksamhet. I den andra upplagan har författarna reviderat samtliga kapitel och uppdaterat innehållet med hänvisning till de senaste årens skolpolitiska beslut. Den andra upplagan innehåller dessutom ett helt nytt avsnitt om det politiska spelet om lärarlegitimationerna. Boken vänder sig till studenter på lärar- och rektorsutbildningar, verksamma rektorer och lärare, men också andra läsare med intresse för skolpolitik.

  • 20.
    Jarl, Maria
    et al.
    Göteborgs universitet, Statsvetenskapliga institutionen.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Skolpolitik: från riksdagshus till klassrum2010Bok (Övrigt vetenskapligt)
  • 21.
    Jarl, Maria
    et al.
    Göteborgs universitet, Statsvetenskapliga institutionen.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Skolpolitik: från riksdagshus till klassrum2019 (uppl. 3)Bok (Övrigt vetenskapligt)
    Abstract [sv]

    Varför ser skolan ut som den gör? Vilka aktörer försöker påverka de politiska besluten om skolan? Vad vill de olika aktörerna och hur för de fram sina krav? Den här boken skildrar det politiska spelet om skolan. En viktig utgångspunkt är att skolpolitiken inte bara handlar om politiska beslut i riksdag och regering utan också om lärares och rektorers dagliga gärningar i skolan. Skolpolitiken formas på olika nivåer i skolsystemet. Lärare och rektorer är nyckelaktörer i dessa processer, men även politiska partier, lärarförbunden och ministrar har viktiga roller.

    Boken Skolpolitik – från riksdagshus till klassrum fokuserar på fyra skolpolitiska huvudfrågor: makten över skolan som organisation, skolans uppdrag, makten över lärare och rektorer, granskningen av skolans verksamhet.

    I den tredje upplagan har författarna reviderat samtliga kapitel och uppdaterat innehållet med hänvisning till de senaste årens skolpolitiska beslut.

    Boken vänder sig till studenter på lärar- och rektorsutbildningar, verksamma rektorer och lärare, men också andra läsare med intresse för skolpolitik.

  • 22.
    Kefala, Zoi
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Alexiadou, Nafsika
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Internationalisera mera på hemmaplan: Lärarstudenters erfarenheter av utbildningens internationella dimensioner2021Ingår i: Ämnet som blev: rapporter från den fjärde nationella konferensen i pedagogiskt arbete / [ed] Per-Olof Erixon; Anna Martín Bylund; Jacob Cromdal, Umeå: Umeå Universitet , 2021, s. 37-52Konferensbidrag (Refereegranskat)
    Abstract [sv]

    Det här kapitlet undersöker lärarstudenters upplevelser av så kallad internationalisering på hemmaplan (IPH) och hur exempelvis interkulturella och internationella dimensioner inlemmas och kommer till uttryck i undervisningen. Den svenska högskolan har en historia av att arbeta proaktivt med internationaliseringsfrågor, men det har ofta kommit att förstås som en fråga om mobilitet och utbyten av olika slag. På senare tid har även IPH lyfts fram som en allt viktigare internationaliseringsambition för landets lärosäten (SOU 2018:3). I detta kapitel analyseras intervjuer med 23 studenter från olika program inom lärarutbildningens område. Resultatet visar att även om studenterna resonerar mycket insiktsfullt om såväl interkulturella kompetenser som färdigheter är de internationella dimensionerna de mött i sin utbildning starkt begränsade. Lärarutbildning som kunskapsfält uppfattas i mångt och mycket som en utbildning orienterad mot den nationella sfären och det påverkar hur studenterna möter de ämnesmässiga inslagen i utbildningen liksom hur de förbereds för det framtida yrkeslivet. En central slutsats utifrån studenternas berättelser är att det finns ett betydande utrymme för att utveckla goda interkulturella och internationella lärmiljöer som kan möta de krav som ställs på såväl en högkvalitativ utbildning som i den kommande yrkesutövningen. 

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  • 23.
    Lindgren, Joakim
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Hult, Agneta
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Segerholm, Christina
    Mittuniversitetet, Härnösand.
    Mediating school inspection: key dimensions and keywords in official Swedish discourse 2003-20102011Ingår i: Network 23: Policy Studies and Politics of Education / [ed] European Educational Research Association (EERA), Berlin: ECER , 2011Konferensbidrag (Refereegranskat)
    Abstract [en]

    The paper reports on an analysis of texts published by the Swedish school inspection authorities describing the aims, directions and procedures of school inspection.The analysis serves to advance our understanding of the Swedish inspection regime. Inspection, or more precisely the mediation of inspection, is understood as part of contemporary education governing.

    Methodology: The study is a textual analysis of information materials, reports, official annual accounts and plans, and other official texts directed to the government, municipalities, schools and the public, produced by the National Agency for Education (between 2003-2008) and the Swedish Schools Inspectorate (2008-2010). The analysis concentrates on key themes and key words conveying dominant ideas of inspection and education and is structured around five dimensions based on an understanding of inspection as education governance and on characteristics of the Swedish education system.

    Conclusions: Preliminary results suggest that the rhetoric and dominant ideas in/of school inspection changed when the responsibility of inspection was transferred to the Swedish School Inspectorate in autumn 2008. Key concepts before then are more supportive to schools and municipalities, recognising local conditions. Later, a language more directed to detect shortcomings, and to support an ideology of individual rights and ?juridification? is apparent.

  • 24.
    Lindgren, Joakim
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Hult, Agneta
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Segerholm, Christina
    Pedagogiska institutionen, Mittuniversitetet.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Mediating school inspection: Key dimensions and keywords in agency text production 2003-20102012Ingår i: Education Inquiry, E-ISSN 2000-4508, ISSN 2000-4508, Vol. 3, nr 4, s. 569-590Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper reports on an analysis of how school inspection in Sweden – its aims, directions and procedures – is portrayed in texts produced by the responsible national authorities. The study involves a textual analysis of official annual accounts and plans (texts directed to the government,municipalities, schools and the public) produced by the National Agency for Education and the Swedish Schools Inspectorate. The analysis concentrates on key concepts conveying the dominant ideas of inspection and education. The analysis is structured around four dimensions that arebased on an understanding of inspection as education governance and on the characteristics of the Swedish education system. The results suggest that the rhetoric and dominant ideas of school inspection changed when the responsibility for inspection was transferred to the Swedish Schools Inspectorate in the autumn of 2008. Key concepts before that time are more supportive of schools and municipalities, recognising local conditions. Later, a language with the intention of detecting shortcomings and supporting an ideology of individual rights and juridification is apparent.

  • 25.
    Lindgren, Joakim
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Hayek and the red tape: the politics of evaluation and quality assurance reform – from shortcut governing to policy rerouting2019Ingår i: The Governing-Evaluation-Knowledge Nexus: Swedish Higher Education as a case / [ed] Christina Segerholm, Agneta Hult, Joakim Lindgren and Linda Rönnberg, Dortrecht: Springer, 2019, s. 83-101Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    In this chapter, we draw attention to the important political dimension of the governing-evaluation-knowledge nexus. The aim is to describe and analyse the processes leading up to the two most recent national evaluation and quality assurance (EQA) systems in operation from 2011 to 2014 and from 2016 onwards by analysing the formation of the respective EQA systems and the actors involved in these processes. The chapter outlines political justifications and ideological beliefs and highlights central shifts and continuities in these processes. We explore how formation of EQA systems can be understood within a wider context of the work of governing by contrasting the fast, competitive "shortcut governing" from the 2011–2014 EQA system with the more dialogue- and consensus-oriented process implying a "policy rerouting" later, as manifested in the process leading up to the 2016 EQA system. We also discuss quality assurance expansion in the context of higher education policymaking.

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  • 26.
    Lindgren, Joakim
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Knowing inspectors' knowledge: forms and transformations2017Ingår i: School inspectors: policy implementers, policy shapers in national policy contexts / [ed] Jacqueline Baxter, Cham: Springer, 2017, s. 159-181Kapitel i bok, del av antologi (Refereegranskat)
    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.

  • 27.
    Lindgren, Joakim
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Mimicry in an era of autonomy?: Quality assurance policies in Swedish Universities2017Konferensbidrag (Refereegranskat)
    Abstract [en]

    Contribution: There is a rich body of research on Europeanisation in education governance providing evidence that quality assurance (QA) policies–the external QA regulatory regime (Gornitzka & Stensaker, 2014)–has produced institutional pressure for convergence and uniformity, through for instance practices of diffusion, borrowing, exchange, norm-setting and standardisation by the use of soft governance, in the forms of networks, seminars, reviews and expert groups, etc. (Rosa & Amaral, 2014; Brady & Bates, 2016; Enders & Westerheijden, 2014; Maassen & Stensaker, 2011; Toots & Kalev, 2016). Even if not regulated by formal law, but rather by way of the ’soft’ principle of the Open Method of Coordination (Gornitzka, 2006), external QA ”has developed over the years at the European level, and national agencies and HE sectors have started to develop some basic beliefs about how this activity should be organised or conducted” across national contexts (Stensaker, 2014: 144).

    At the same time, the work of the European Association for Quality Assurance in Higher Education (ENQA) is explicitly based on the principle of ”diversity”. According to the Standards and Guidelines for Quality Assurance (ESG) in the European Higher Education Area 2015, adopted by the Ministers responsible for HE in the European Higher Education Area, the role of QA is to support higher education systems and institutions in responding to changes where they ”become more diverse” (ENQA, 2015: 6).

    In Sweden, reforms implemented in 1993 and in 2011 both cherished ideas on organisational diversity. The so called Autonomy reform in 2011 was argued to provide greater autonomy for the Higher Education institutions (HEIs). The national QA system, also from 2011, focussed on quality in terms of results and the question of how to achieve quality became a matter for HEIs to decide. The current national QA system, in operation from 2017 and onwards, takes these ideas of autonomy and diversity one step further, by decentralizing even more responsibility for QA to the HEIs themselves, in line with “fashionable” (Stensaker, 2007) ideas on ”enhancement” (see Saunders, 2014). Under the banner of ”ownership”, the main focus of the 2017 QA system is on the HEI’s internal quality assurance systems (IQAs), that are supposed to be complying with national regulations and to be based on ESG. Following the same ‘diversity rationale’ as for instance the ESG, it is emphasised that ”[t]he design of these systems are decided by each and every university and accordingly they will be able to vary between and within different universities” (Utbildningsdepartementet, 2016:7).

    Whether the IQAs actually will be diverse or not however remain to be explored: How Swedish HEIs actually have handled the leeway offered by the international and national levels, along with how local histories, conditions, resources, knowledge, beliefs and discretion frame the work with IQA, has not yet been researched. This paper is an empirical analysis of a selection of IQAs, designed to achieve ‘quality’ in the studied HEIs. Especially, the paper aims at exploring and analysing issues of uniformity and diversity in the dynamics between QA-policy and systems put in place to assure quality in particular HE-contexts.

    In order to explore these issues we draw on Harvey and Stensaker (2008) who outline a model based on grid-group theory particularly adapted to analysis of “quality cultures” in HEIs, identifying four ideal typical forms of such quality cultures – responsive, reactive, regenerative and reproductive – which we use as a heuristic device in our empirical exploration. We also draw on institutional theory, in particular with regards to isomorphism and mechanisms through which homogeneity occurs (DiMaggio & Powell, 1983).

    Method:We argue that a productive way to explore the issues is to pinpoint the processes through which these ideas and systems are formed, and not only to study ideas and systems as facts. This argument is connected to our methodological approach and the data we used for this study. We draw on empirical data from four case studies in four HEIs. The cases have been selected as a part of a wider research project (Segerholm et al, 2016) to represent different overall outcomes in the national evaluations in operation 2011-14 (as share of study programmes judged as “inadequate”) and different institutional characteristics (University or University College, old established institution or younger). In brief, Orion is a large old university with several faculties and subject areas that overall did well the evaluations on an aggregate level, Hercules is an old and specialised university with one faculty and mainly professional programmes that did not do as well, Virgo is a comparably recently established university college with mainly professional programmes that did well in the national evaluations, and Pegasus is a comparably recently established university with both professional and academic programmes and courses that overall did not succeed very well in the national evaluations. Thus, the cases are characterised by different contextual conditions as well as different outcomes of the national quality evaluations. In these four HEIs, we have interviewed vice chancellors and/or pro-vice chancellors and persons responsible for QA from faculties and departments (N=20), and our questions aimed at the actors’ views’ on the processes taking place regarding their work on and design of the internal QA systems. We have also collected and analysed different documents produced by the HEIs in these processes. In addition, we have studied documents from central stakeholders such as ENQA, The Swedish Higher Education Authority (UKÄ) and The Association of Swedish Higher Education (SUHF). Taken together, these sources provide information about ideas and systems of QA and their formation in a Swedish context.

    Expected Outcomes: This paper is work in progress and the results are preliminary. Earlier analysis of preparation work of Swedish HE-institutions, before the new national QA system, displayed local differences related to organizational structures and histories (Segerholm et al., 2016). However, similarities also seemed to evolve through “policy learning”, cooperation and exchange of experience of QA work. HEIs, understood as quality cultures, generally tend to gravitate towards the grid-side of the theoretical model since external QA, at least as we know them in Sweden, has evolved in response to external demands. Our tentative results indicates that ENQA and ESG are strong homogenising forces in the studied HEIs, whereas formal laws and regulations, the national QA system, the national agency for HE (UKÄ and The Swedish Association of Universities (SUHF) are important national influences for the HEIs in the work with IQA. These different forms of formal and informal pressures by outside organisations on HEIs, upon which they are dependent for legitimacy, produce coercive isomorphism. Mimetic isomorphism is derived from vague definitions of quality – for example the fact that ESG does not contain prescriptive procedural rules for national QA systems – which produce organisational sameness. Finally, we identify certain forms of ‘professionalization through networks’ that produce common norms within SUHF and the Swedish HE-sector that eventually result in homogeneity by processes of normative isomorphism. The growing cadre of professionals engaged in matters of QA in the HE sector at different levels; their background, norms and work are important components when it comes to understanding potential homogeneity regarding QA systems on different levels, including the institutional-, university-, national- and European. This paper thus hopes to contribute to raise important questions on evolving European HE policy and policy enactment, relevant also beyond the Swedish case and national setting.

  • 28.
    Lindgren, Joakim
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    The emotional politics of policy processes: governing in and by quality evaluation reforms in Swedish higher education2015Konferensbidrag (Refereegranskat)
    Abstract [en]

    The aim of this paper is to describe and analyse the processes and content of two recent quality evaluation reforms and to discuss how shifts and continuities can be understood with a particular focus on the role by affective governing and emotions in these processes. We want to explore if and in that case how policy processes preceding quality assurance reforms (‘governing evaluation’) are reflected in the enacted quality evaluation processes (‘governing by evaluation’), by focusing on the moves, intentions and emotions underlying two recent quality assurance reforms in Swedish Higher Education. Our analysis show an interdependence between the characteristics of the policy process and the actual design and (pre)fabrication of the enacted quality assurance evaluation framework. This paper draws attention to how certain modes and processes of governing, manifested in the emotional politics of policymaking, correspondingly also permeate the actual policy and argue that these findings empirically illustrate how ‘affective atmospheres’ in processes of ‘governing evaluation’ are reflected in the actual ‘governing by evaluation’.

  • 29.
    Lindgren, Joakim
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    The emotional politics of quality assurance reform: shifting affective atmospheres in Swedish higher education policy2018Ingår i: Higher Education Policy, ISSN 0952-8733, E-ISSN 1740-3863, Vol. 31, nr 1, s. 55-73Artikel i tidskrift (Refereegranskat)
    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.

  • 30.
    Lindgren, Joakim
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen. Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap. Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Benerdal, Malin
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen. Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap. Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling.
    Laurin, Emma
    Uppsala university.
    Exploring the 'Student Health Market': Swedish municipalities as buyers of commercial resources2024Konferensbidrag (Refereegranskat)
    Abstract [en]

    Research topic/aimIncreasing health issues among school children is a critical concern, given its profound and far-reaching implications across multiple domains. As principal organisers, the 290 Swedish municipalities are responsible for student health provision in theirschools. Still, they often struggle with the complexities of various health promotion strategies and preventative measures,addressing problems such as bullying, absenteeism, and low academic achievements, as well as hiring staff to implementsuch measures. In this context, commercial entities offer a range of student health resources to municipalities. Still, we knowvery little about which and how such commercial resources are purchased, used, and experienced in schools and municipalities. This paper, therefore, aims to undertake an initial exploration of experiences associated with the sale,procurement, and utilization of commercial resources in student health, from the perspective of Swedish municipalities.

    Theoretical frameworkAnalytically, we use the notion of projectification (Fred & Godenhjelm, 2023), encompassing the increasing reliance in thepublic sector on projects, seen as ‘temporary organisations’ (Sahlin-Andersson & Söderholm, 2002). Located in the widerliterature on Scandinavian institutionalism (Czarniawska & Savon, 2005), projectification is used as a lens to “scrutinise thelogic, politics and power behind temporary (or temporalities of) initiatives as well as their practices, contexts andconsequences” (Fred & Godenhjelm, 2023, p. 8).

    Methodological designThis study is part of the project Student health as a market (VR 2022-03782), and we draw on interviews from 30 municipalstudent health officers (or equivalent) from municipalities with varying demographic and socio-economic conditions. Thesampling was based on Swedish Association of Local Authorities and Regions’ categorisation of municipalities. The interviews,lasting around 60 minutes, included questions on purchases and motives, but also more generally on the organisation andexperience of municipal-private actor interaction in the context of student health services.

    Expected conclusions/findingsThe analysis shows that for instance staffing, different forms of consultancy and digital systems often are purchased fromprivate actors. There are certain and important variations in the interview data, relating to contextual and geographicalcharacteristics in the studied municipalities. Still, certain commonalities are also to be found, for instance on the rise ofdigitally based solutions marketed by private companies argued to resolve challenges that Sweden’s municipalities arefacing. The informants identify both challenges and benefits in relation to the commercial school health solutions, which weseek to unpack and problematise.

    Relevance to Nordic educational researchThe paper sheds light on the evolving commercial landscape of student health, and thereby contributes to the broaderdiscussion of the many faces of public-private interactions in education – issues of central relevance to all Nordic countriesand beyond.

  • 31.
    Lindgren, Joakim
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap. Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Carlbaum, Sara
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Benerdal, Malin
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen. Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap. Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling.
    The Local Market Makers: Swedish municipalities as preschool market organisers2022Konferensbidrag (Refereegranskat)
    Abstract [en]

    Although there is a growing body of literature addressing different aspects of implementation and translation of market-oriented policies, privatisation and choice reforms in both Nordic and European educational research, such processes in pre-primary education have received limited scholarly attention. Indeed, as in other sectors of education, European pre-primary education systems display great variation with regards to, for instance, the extent to which public and private for-profit and/or not-for-profit actors are responsible for preschool provision. In addition, funding policies and regulation varies extensively as well (c.f. Eurydice 2019; Loyd & Penn 2014; Ruutiainen et al 2020; Trætteberg et al 2021). This paper focuses on the Swedish pre-primary education case and is part of an ongoing research project entitled The Preschool as a market (Carlbaum, 2020).

    Today, one out of five Swedish children attend a privately operated preschool. Even if there are national policies targeting for instance parental choice and right for private actors to provide pre-primary education, municipalities in Sweden have extensive local autonomy in organising and governing their ‘local preschool markets’ or, rather, quasi markets. By creating a market infrastructure via market shaping activities (c.f. Flaig et al 2021) including for instance to facilitate, support and police the market actors, the 290 municipalities have extensive discretion on how to organise the local market for private preschool provision. Thus, market freedoms do not just appear, they require institutions and rules as well as protection and maintenance from, in this case, local authorities (c.f. Wilkinson, 2013). As Brunsson and Jutterström (2018 p. 8) put it; “markets are formed by processes of organization. They are the objects of decisions. There are people and organizations that decide not only on their own actions in markets, but also on the actions of others”. In the Swedish pre-primary education sector, municipalities are such key organisations and organisers of the local preschool market.  

    The aim of this paper is to explore the different ways in which Swedish municipalities create their local preschool markets to analyse how they act as market organisers and facilitators in the pre-primary education setting.  At this exploratory stage of the analysis, we ask: How do municipalities translate national regulations into a local market system? What are the characteristics of different modes of local market infrastructure? How are municipalities presenting themselves to stakeholders such as private preschool providers and parents? What information and support is given to private providers? What variations can be identified and how can these variations be understood?

    Theoretically, we turn to literature on governing, policy enactment and relations between public and private. We acknowledge that municipalities in many ways act as brokers (Ozga et al 2011), i.e., they organise, regulate and limits the local markets. Through processes of translation (Sahlin & Wedlin 2008), municipalities interpret and reconstruct national regulations and policies, they pick up and imitate ideas and modes of organisation to fit their local context. Local market governance architectures may constitute different forms of governance hybridity and organizational hybridity (Grohs 2014). The former denotes the type of organisation and the instruments by which municipalities are governed, e.g. approaches that gravitate towards state-centered (command and control), market-oriented (contracts and competition), and community-centered (trust and cooperation) modes. Organizational hybridity refers to the basic structural features of internal municipal steering, resource allocation, and policies and practices in terms of more classic bureaucratic organisation or market-oriented organization with internal contracts etc. (Grohs 2014). Here, we expect differences between municipalities when it comes to how and to what degree market mechanisms are integrated or fused with core municipal organisation and governing processes.  

    Beginning with data collection, an initial mapping of the 290 Swedish municipalities provided an indication of the varying level and extent of private pre-primary education provision measured as the amount of municipal pre-primary education budgets paid as a voucher to private providers. Next, we selected 30 municipalities characterized as having either a large private pre-primary sector (N=10), medium-sized (N=10) or few private preschool services (N=10). In this selection, we also strived for geographical variation and each of the three groups include municipalities located in different geographical areas of Sweden, with different contextual and demographical characteristics, etc. After these 30 municipalities were identified, we moved on to collect data from additional databases and statistics, as well as harvesting the municipalities’ websites to retrieve documents and information. This formed the basis for the construction of an interview guide directed to municipal officers with responsibility for the ECEC sector. These representatives were interviewed and asked, among other things, about how the municipality support, licence and inspect private pre-primary operators, informing us on different modes and densities of market infrastructure that serve to create choice, commercial appeal, trust, quality, control and competition. The documents and interviews have been analysed qualitatively via thematic content analysis involving several steps and including continuous discussions and interpretation between the project members on emerging categories and second order themes.   

    Our preliminary findings show that there are large variations on how municipalities act as market organisers. Some municipalities have developed rigorous and detailed systems where distinctions between private and public are blurred and appear dissolved. There are examples of purchaser/provider models, and one municipality applies this also for its public municipal preschools as a means to create equal competition between the private and public preschool providers. Private preschool friendly policies and extensive support to new and existing private preschool providers is often also accompanied by local rules and quality standards. At the other side of the continuum, we find municipalities with very limited private pre-primary involvement with both smaller ECEC-administration with low level of role differentiation in its administration. In addition, there are a number of municipalities with very varying contextual characteristics in which private preschool services is to be balanced or even held back by local policies and practices in various ways. Based on these findings, the paper elaborates three (ideal typical) modes of organising local preschool markets: Endorsers are municipalities that actively promote, support and sponsor market actors. Frontiers denotes municipal territories that are unattractive or not yet fully explored by private preschool actors. Keepers are municipalities that strive to maintain balance or status quo between both public and private providers, using various strategies and tools to this end. In sum, this paper seeks to contribute to the discussion on varying local enactments of market-oriented policies and addresses questions relating to the organisation, production and delivery of pre-primary education. Such issues are high on political agendas in several national contexts around Europe and how public actors (whether states, municipalities/local authorities or others) work to organise, enable or limit, private actor involvement are relevant topics not only in Sweden but also in a wider European perspective.   

    References:  Brunsson, N. & Jutterström, M. (2018). Organizing and Reorganizing Markets. Oxford: Oxford University Press.  Carlbaum, S. (2020). Preschool as a market. Application to the Swedish Research Council, grant no 2020-03157.   Eurydice (2019). Key data on early childhood education and care in Europe. Available at: https://data.europa.eu/doi/10.2797/966808  Flaig, A., Kindström, D. & Ottosson, M. (2021). Market-shaping phases—a qualitative meta-analysis and conceptual framework. AMS Rev, 11, 354–374. Grohs, S. (2014). Hybrid Organizations in Social Service Delivery in Quasimarkets: The Case of Germany. American Behavioral Scientist, 58 (11), 1425–1445. Lloyd, .E & Penn, H.  (2014). Childcare markets in an age of austerity, European Early Childhood Education Research Journal, 22(3), 386-396 Ozga, J. Dahler-Larsen, P., Segerholm, C. & Simola, H. (Red.) (2011). Fabricating quality in education: data and governance in Europe. London: Routledge. Ruutiainen, V., Alasuutari, M., & Karila, K. (2020). Rationalising public support for private early childhood education and care: The case of Finland. British Journal of Sociology of Education, 41(1), 32–47. Sahlin, K., & Wedlin, L. (2008). Circulating ideas : Imitation, translation and editing. In Handbook of Organizational Institutionalism (pp. 218–242). Trætteberg, H. S., Sivesind, K. H., Hrafnsdóttir, S., & Paananen, M. (2021). Private early childhood education and care (ecec) in the nordic countries. Development and governance of the welfare mix. Report 2021:06. Institute for Social Research.   Wilkinson, M. A. (2013). The spector of authoritarian liberalism: Reflections on the constitutional crisis of the european union. German Law Journal, 14(5), 527-560.       

  • 32.
    Lindgren, Joakim
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Hult, Agneta
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Segerholm, Christina
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Enacting a national reform interval in times of uncertainty: evaluation gluttony among the willing2019Ingår i: The Governing-Evaluation-Knowledge Nexus: Swedish Higher Education as a Case / [ed] Christina Segerholm, Agneta Hult, Joakim Lindgren and Linda Rönnberg, Dortrecht: Springer, 2019, s. 119-138Kapitel i bok, del av antologi (Refereegranskat)
    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.

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  • 33.
    Lindgren, Joakim
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Hult, Agneta
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Segerholm, Christina
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Evaluation machinery, qualocrats and the seemingly inevitable problem of expansion2019Ingår i: The Governing-Evaluation-Knowledge Nexus: Swedish Higher Education as a Case / [ed] Christina Segerholm, Agneta Hult, Joakim Lindgren and Linda Rönnberg, Dortrecht: Springer, 2019, s. 181-199Kapitel i bok, del av antologi (Refereegranskat)
    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.

    Ladda ner fulltext (pdf)
    fulltext
  • 34.
    Lindgren, Joakim
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Hult, Agneta
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Segerholm, Christina
    Mid Sweden university, Härnösand, Sweden.
    In your opinion, what is quality in Swedish compulsory education?: Conflicting conceptions of education quality in times of accountability and assessment?2014Konferensbidrag (Refereegranskat)
  • 35.
    Lindgren, Joakim
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Hult, Agneta
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Segerholm, Christina
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Relaunching national evaluation and quality assurance: governing by piloting2019Ingår i: The Governing-Evaluation-Knowledge Nexus: Swedish Higher Education as a Case / [ed] Christina Segerholm, Agneta Hult, Joakim Lindgren and Linda Rönnberg, Dortrecht: Springer, 2019, s. 157-180Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    This chapter seeks to explore and discuss enactments in the process of piloting a part of the 2016 national evaluation and quality assurance system, namely, the pilot of institutional reviews in which higher education institutions’ internal quality assurance systems were evaluated by the Swedish Higher Education Authority. The chapter analyses the work and experiences of the different actors that took part in these processes. It shows that the pilot includes extensive work that links people, places, policies, practices, and power in particular ways and that numerous translations are made at different stages and by different actors. The results highlight the amount and forms of work done in these processes in general and in particular by actors who we have labelled “qualocrats”. Their embodied form of expertise is mobilised as they move between and across different domains to enact and promote certain knowledge in and of evaluation and quality assurance. The chapter finally suggests that the deliberate temporal design as a pilot study opened up for mutual adjustments, learning, and dialogue but also gave rise to contradictory anticipatory governing signals.

    Ladda ner fulltext (pdf)
    fulltext
  • 36.
    Lundahl, Lisbeth
    et al.
    Umeå universitet, Fakultet för lärarutbildning, Barn- och ungdomspedagogik, specialpedagogik och vägledning.
    Erixon Arreman, Inger
    Umeå universitet, Fakultet för lärarutbildning, Barn- och ungdomspedagogik, specialpedagogik och vägledning.
    Lundström, Ulf
    Umeå universitet, Fakultet för lärarutbildning, Barn- och ungdomspedagogik, specialpedagogik och vägledning.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskaplig fakultet, Statsvetenskap.
    From expansion and integration to marketisation - and restoration: Policies of Swedish upper secondary education 1968-20082008Ingår i: Paper presented at the symposium “The Changing Forms of Knowledge in Contemporary Curriculum Reconfigurations”: The European Conference in Educational Research (ECER), Gothenburg August 10-12, 2008, Göteborg, 2008Konferensbidrag (Övrig (populärvetenskap, debatt, mm))
  • 37.
    Lundahl, Lisbeth
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Barn- och ungdomspedagogik, specialpedagogik och vägledning (BUSV).
    Erixon Arreman, Inger
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Barn- och ungdomspedagogik, specialpedagogik och vägledning (BUSV).
    Lundström, Ulf
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Barn- och ungdomspedagogik, specialpedagogik och vägledning (BUSV).
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Setting things right?: Swedish upper secondary school reform in a 40-year perspective2010Ingår i: European Journal of Education, ISSN 0141-8211, E-ISSN 1465-3435, Vol. 45, nr 1, s. 49-62Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article analyses reforms addressing and affecting the curriculum and organisation of Swedish upper secondary education over 40 years, up to an initiative by the present non-socialist government. The aim is to analyse the current reform of upper secondary education and relate it to previous reforms during a 40-year period in terms of continuity and breaks, mainly with regard to major functions of the reforms and the structuring and control of educational contents. Aiming to create a sharper division of students into three separate streams (academic and vocational education, and apprenticeship training), the reform constitutes a major break with the previously dominant trend towards greater integration. It is argued that it will result in a restriction and reformulation of the knowledge which is regarded as desirable. Similar moves are evident in relation to teacher education, which, if enacted, would involve moving from a model of high flexibility and a common core of knowledge to substantially stronger divisions between contents and programmes.

  • 38.
    Lundahl, Lisbeth
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för barn- och ungdomspedagogik, specialpedagogik och vägledning (BUSV).
    Nyroos, Mikaela
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap. Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    A matter of timing: time use, freedom and influence in school from a student perspective2003Ingår i: the 9th European Conference on Educational Research, Hamburg, Germany, 2003Konferensbidrag (Refereegranskat)
  • 39.
    Lundahl, Lisbeth
    et al.
    Umeå universitet, Fakultet för lärarutbildning, Barn- och ungdomspedagogik, specialpedagogik och vägledning.
    Nyroos, Mikaela
    Umeå universitet, Fakultet för lärarutbildning, Barn- och ungdomspedagogik, specialpedagogik och vägledning. Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    När styrningen av tiden blir skolans och lärarnas sak2005Ingår i: Utan timplan - forskning och utvärdering: Antologi från Timplanedelegationen, Stockholm: Fritzes , 2005, s. 55-76Kapitel i bok, del av antologi (Övrig (populärvetenskap, debatt, mm))
    Abstract [sv]

    Försöksverksamheten med utbildning utan timplan i grundskolan startade läsåret 2000/01. Timplanedelegationen har haft det övergripande ansvaret för att leda, stödja och utvärdera försöket. Vi har också haft i uppgift att lämna underlag till regeringen inför dess ställningstagande till om och i så fall hur timplanen i grundskolan kan avskaffas. Delegationen redovisade nyligen sina slutsatser och förslag i slutbetänkandet Utan timplan – för målinriktat lärande (SOU 2005:101). Av slutbetänkandet framgår att delegationen föreslår att den nationella timplanen skall avskaffas. Erfarenheterna av försöket visar sammantaget att en avveckling av timplanen på sikt kan bidra till en ökad måluppfyllelse genom att stimulera utvecklingen i skolorna. Enligt vår uppfattning bör dock en avveckling av timplanen kompletteras med andra åtgärder, bl.a. vad gäller den minsta garantera undervisningstiden, målsystemet samt utbildning och kompetensutveckling av lärare och rektorer. En avveckling behöver dessutom stödjas av en effektiv implementering. För de deltagande skolorna innebär försöksverksamheten en fullständig befrielse från den nationella timplanens uppdelning i tid per ämne eller ämnesgrupp. Skolor som deltar i försöksverksamheten omfattas av övriga bestämmelser som gäller för grundskolan. Det innebär bl.a. att de skall följa läroplanen (Lpo 94) och arbeta enligt de kursplaner som finns för grundskolans ämnen och ämnesgrupper, att bestämmelsen om antalet garanterade timmar för grundskolans nio år (6 665 timmar) gäller samt att eleverna skall få såväl en väl avvägd skoltid som väl avvägda läsår och skoldagar. Hur tiden skall disponeras bestäms dock av skolorna. Försöksverksamheten omfattar knappt 900 kommunala grundskolor i 79 kommuner. Försöket var från början tänkt att avlutas den 30 juni 2005, men har förlängts till den 30 juni 2007, i avvaktan på beredningen av delegationens förslag.

  • 40.
    Lundahl, Lisbeth
    et al.
    Umeå universitet, Fakultet för lärarutbildning, Barn- och ungdomspedagogik, specialpedagogik och vägledning.
    Nyroos, Mikaela
    Umeå universitet, Fakultet för lärarutbildning, Barn- och ungdomspedagogik, specialpedagogik och vägledning. Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för barn- och ungdomspedagogik, specialpedagogik och vägledning (BUSV).
    Skolans frihet och ansvar att styra sin tid: Delrapport från SKUT-projektet till Regeringens timplanedelegation2003Rapport (Övrigt vetenskapligt)
  • 41.
    Lundahl, Lisbeth
    et al.
    Umeå universitet, Fakultet för lärarutbildning, Barn- och ungdomspedagogik, specialpedagogik och vägledning.
    Nyroos, Mikaela
    Umeå universitet, Fakultet för lärarutbildning, Barn- och ungdomspedagogik, specialpedagogik och vägledning. Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Tidsanvändning i den svenska grundskolan: från statlig styrning till mikropolitik2002Ingår i: Teacher education in collaboration, Umeå, 2002Konferensbidrag (Övrigt vetenskapligt)
  • 42.
    Lundahl, Lisbeth
    et al.
    Umeå universitet, Umeå School of Education (USE).
    Nyroos, Mikaela
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Time use in Swedish schools: from state regulation to micro politics2002Konferensbidrag (Refereegranskat)
    Abstract [en]

    During the last twenty-five years, Sweden has turned from an education system characterised by strong central management and detailed regulation to having one of the most decentralised systems in Europe (OECD 1998). This shift has been accompanied by the introduction of market mechanisms, such as choice, vouchers and increased competition, and by considerable cuts in the budgets of municipalities and schools. Today the State prescribes the educational objectives of pre-school, primary and secondary school, and controls the extent to which educational goals have been reached. Most other decisions, however, concerning e.g. the organisation of work, choice of methods and class sizes, are delegated to the local and, in particular, to the school level. Recently, still further steps towards decentralisation and deregulation have been taken, in regards to the regulation of time use and time allocation in primary school. In this paper we critically examine the potential effects and importance of such a step, based upon an empirical study among school managers and headmasters. 1 Initially, the Swedish case is briefly presented and discussed in an international perspective.

  • 43.
    Lundahl, Lisbeth
    et al.
    Umeå universitet, Fakultet för lärarutbildning, Barn- och ungdomspedagogik, specialpedagogik och vägledning.
    Nyroos, Mikaela
    Umeå universitet, Fakultet för lärarutbildning, Barn- och ungdomspedagogik, specialpedagogik och vägledning. Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Time use in Swedish schools: from state regulation to micro politics2003Bok (Övrig (populärvetenskap, debatt, mm))
  • 44.
    Lundahl, Lisbeth
    et al.
    Umeå universitet, Fakultet för lärarutbildning, Barn- och ungdomspedagogik, specialpedagogik och vägledning.
    Nyroos, Mikaela
    Umeå universitet, Fakultet för lärarutbildning, Barn- och ungdomspedagogik, specialpedagogik och vägledning. Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Rönnberg, Linda
    Umeå universitet, Fakultet för lärarutbildning, Barn- och ungdomspedagogik, specialpedagogik och vägledning.
    Timmarna i skolan: Sammanfattande slutrapport från projektet Skola utan nationell timplan (SKUT)2005Rapport (Övrigt vetenskapligt)
  • 45.
    Lundahl, Lisbeth
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    And what happened next?: Managing the Swedish school choice revolution2016Konferensbidrag (Refereegranskat)
  • 46.
    Lundahl, Lisbeth
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Sweden: Extensive privatization of and in education2017Konferensbidrag (Refereegranskat)
  • 47.
    Lundahl, Lisbeth
    et al.
    Umeå universitet, Fakultet för lärarutbildning, Barn- och ungdomspedagogik, specialpedagogik och vägledning.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Nyroos, Mikaela
    Umeå universitet, Fakultet för lärarutbildning, Barn- och ungdomspedagogik, specialpedagogik och vägledning. Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    En styrning i tiden2004Ingår i: The 32nd Nordic Conference on Educational Research, Reykjavik, Iceland, Reykjavik, Island, 2004Konferensbidrag (Övrigt vetenskapligt)
  • 48.
    Lundahl, Lisbeth
    et al.
    Umeå universitet, Fakultet för lärarutbildning, Barn- och ungdomspedagogik, specialpedagogik och vägledning.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Nyroos, Mikaela
    Umeå universitet, Fakultet för lärarutbildning, Barn- och ungdomspedagogik, specialpedagogik och vägledning. Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    En styrning i tiden: [Time is on our side]2004Ingår i: Studies in Educational Policy and Educational Philosophy, ISSN 1651-6370, nr 1, s. 1-17, artikel-id 26818Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In a short time Sweden has changed from having one of the most centralised education systems to one of far-going decentralisation and management by objectives and results. Accordingly, state regulation of teaching hours in comprehensive education has gradually become weakened. The paper  addresses questions related to time governance and school development, mainly at the municipal and school level. How do local directors of education and headteachers reason about the national time table and other factors governing and constraining time allocation? What and who are defined as driving forces and obstacles in this respect?

  • 49.
    Lundahl, Lisbeth
    et al.
    Umeå universitet, Fakultet för lärarutbildning, Barn- och ungdomspedagogik, specialpedagogik och vägledning.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Nyroos, Mikaela
    Umeå universitet, Fakultet för lärarutbildning, Barn- och ungdomspedagogik, specialpedagogik och vägledning. Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Masters of their time?: time and teachers in an education policy context2005Ingår i: The 11nd European Conference on Educational Research, Dublin, 2005Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Teacher policies and the working condition of teachers have been paid attention to in several recent international inquiries and research projects. For example, the OECD project Attracting, developing and retaining effective teachers (OECD 2005) aimed at identifying "innovative and successful policy initiatives and practices" by analysing recruitment and working condition of teachers in 25 countries. In a recent Eurydice project (2003, 2004) the attractiveness, distinctive features and occupational content of the teaching profession in 30 European countries were studied. Also a Nordic research project on restructuring of education and teacher professionalism (Carlgren et.al. 2002) may be mentioned here. Such research clearly shows that global changes of teacher work have taken place during the 1990s and early 2000s, changes which are closely related to new demands on education - the demands of global economy for mobile, flexible and highly qualified workforce, and national, regional and local endeavours to promote economic growth and competetiveness. In the educational sphere the responsebility to realise such aims to a high extent is deployed to schools, principals and teachers, which are supposed to act autonomously and efficiently in order to attain the educational objectives. The "new teacher role" includes teamwork, individualisation, pupil-active teaching methods, and, increasingly, activities outside the classroom such as planning, documentation and evaluation. Teacher work seems to be characterised by less distinct boundaries between subject categories and teacher/staff categories. The matter of power and control over teachers´ working time is however rather complex. On the one hand, a gradual deregulation and decentralisation of decisions concerning school hours and teachers´ working time has taken place, e.g. in Sweden, allowing for increased local autonomy. Here, both politicians, the Swedish Association of Local Authorities and teacher unions have been in favour of this development. On the other hand increased work load and financial cuts put severe strain on teacher time (c.f Hargreaves 1994). Obsolete regulations of teaching and teacher hours may act "from behind" and preserve old power relations and time organisation. Also, as e.g. Andy Hargreaves (1994) correctly has underlined, teachers and administrators/decision-makers, respectively, may have quite different time perspectives. Against this background, the paper highlights and critically analyses the power and control over teachers´ working time. A Swedish experiment aiming at more flexible time use and school development is presented and discussed as an example (c.f. Nyroos et.al. 2004). The Swedish case is compared and contrasted to recent policies and change of teachers´ working conditions in other European countries. The discussion of the Swedish case is based on analysis of agreements and political documents, interviews with teacher union representatives and teachers participating in the experiment where schools are allowed to set aside the regulation of the national time schedule.

  • 50.
    Lundström, Ulf
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Att styra skolan med marknaden som förebild2012Konferensbidrag (Övrigt vetenskapligt)
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