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Higher Education Policy and Changing Transnational Expertise in Sweden A contribution to the symposium Globalization and The Nordic model: conflicting, resisting and converting tendencies in policy of education
University of Borås, School of Education and Behavioural Science. (PAUS)
University of Borås, School of Education and Behavioural Science. (PAUS)
2014 (English)Conference paper, Published paper (Refereed)
Sustainable development
The content falls within the scope of Sustainable Development
Abstract [en]

This paper aims to analyze current impact of transnational organizations and multinational corporations in governance of higher education in Sweden. We put this in context of welfare state restructuring and performative governing by means of indicators and ranking and related to changing policy demands on research and expertise. Are these changes in higher education policy and research policy working in tandem as could be suggested by science - technology studies (Nowotny et al, 2003)? Our study will be based on policy network analysis and identification and analyses of expertise in education policy discourses. We analyze current policy discourses (since 2006 and onwards) giving special attention to what expertise that are referred to in these discourses, as well as the meanings and objects of the expertise concept in use. In relation to our aim of analyzing the impact of transnational organizations and multinational corporations in educational policy making, we refer to the studies on transnational governance by Djelic Sahlin-Anderson (2006) and the increasing use of incomplete organizing (Ahrne & Brunsson, 2010) in higher education. Concepts of "thin descriptions" (Porter, 2012) and potential "looping" (Hacking, 2004) are used here. As a result important changes in higher education governance and expertise are identified. Our analyses lead to a discussion of couplings between governance and research policy in higher education. This paper is attached to the symposium "Globalization and The Nordic model - conflicting, resisting and converting tendencies in policy of education" in Network 21, "Politics of Education and Education Policy Studies". References: Ahrne, G. & Brunsson, N. (2009). Complete and incomplete organisation (Scores Reports 2009:2). Stockholm: University Djelic, M. L., & Sahlin-Andersson, K. (Eds.). (2006). Transnational governance: Institutional dynamics of regulation. Cambridge University Press. Hacking, I. (1995). The looping effects of human kinds. Causal cognition: A multidisciplinary debate. D. Sperber, D. Premack and A. J. Premack. Oxford: Clarendon Press: 351-94. Nowotny, H.; Scott, P.; Gibbons, M. (2003): Introduction: Mode 2'Revisited: The New Production of Knowledge. Minerva, 2003, 41.3: 179-194. Porter, T. M. (2012). Thin Description: Surface and Depth in Science and Science Studies. Osiris, 27(1), 209-226.

Place, publisher, year, edition, pages
NERA , 2014.
Keyword [en]
Higher Education
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
URN: urn:nbn:se:hb:diva-7226Local ID: 2320/14269OAI: oai:DiVA.org:hb-7226DiVA: diva2:887935
Conference
NERA 42nd Congress. Education for Sustainable Development, 5-7 march 2014 Lillehammer, Norway.
Available from: 2015-12-22 Created: 2015-12-22 Last updated: 2016-12-01Bibliographically approved

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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
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Output format
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