Malmö University Publications
Change search
ExportLink to record
Permanent link

Direct link
BETA

Project

Project type/Form of grant
Project grant
Title [sv]
Utbildning AB. En studie av villkor för, och konsekvenser av, eduprenöriellt engagemang i svensk skola
Title [en]
Education Inc. Exploring conditions, forms and consequences of edu-preneurial engagement in Swedish schools
Abstract [sv]

Om projektet

Den svenska skolan beskrivs ofta i termer av kris. Storskaliga mätningar visar på brister i kunskaper, undervisningen påstås inte alltid ske på vetenskaplig grund och skolan möter inte heller de behov som samhälle och arbetsliv kräver - nu och i framtiden. Det formella skolpolitiska systemet har svarat genom reviderade läroplaner, krav på forskningsförankring och mål för digitalisering. Men även utanför detta reglerade system finns kommersiella aktörer som erbjuder produkter och tjänster som ska förbättra skolan, undervisningen och lärandet. Dessa aktörer, som vi kallar edu-prenörer, har olika skepnader. En del arbetar transnationellt (t ex OECD) medan andra återfinns lokalt och nationellt. En del är kommersiella, andra idédrivna, några båda delar. 

Projektet Utbildning AB studerar under vilka förhållanden, i vilka former och med vilka konsekvenser företag engagerar sig i svensk skola. Vad betyder detta för föreställningen om vad som är värdefull kunskap, god undervisning och hur man lär sig på bästa sätt? Detta vill vi undersöka genom att intervjua och observera dels personer som arbetar på företag och intresseorganisationer som riktar sig till skolor, dels skolledare och politiker som ansvarar för utbildningen. Vi kommer även att göra en historisk studie av fenomenet, både genom intervjuer och arkivmaterial.  

Genom projektet anknyter vi till ett forskningsfält som studerar hur gränserna mellan stat och marknad har upplösts och vad detta betyder det för hur man "gör skola”. Jämfört med tidigare forskning, som ofta har rört sig på policynivå, vill vi undersöka frågan ”inifrån”; hur den förändrade organisationen av skolan tar sig uttryck i människors vardags- och arbetsliv. Vi vill studera den här frågan från två håll, det vill säga från skolans såväl som från företagarnas.

Mer information om projektet

Abstract [en]

About the project

During later years a number of new actors have emerged in the field of education; “edu-preneurs” who offer a multitude of products and services to schools such as e.g. digital solutions, evidence-based teaching models, teaching material and teacher training. 

Through a combination of ethnographical investigations and a historicizing of the present, we aim to study how private actors and logics change the conditions for what counts as good education. The purpose is to study under what conditions, in what forms and with which consequences ‘edu-preneurial’ actors engage in Swedish schools. This will be accomplished through interview and observation studies on 1) companies selling services and products; 2) school leaders who are responsible for contacts with edu-preneurs. Furthermore, the phenomenon will be historicized with help from different kinds of archive material and previous research.

The project will contribute with knowledge about the consequences of the outsourcing of essential parts of Swedish education into a private market external the educational system. This phenomenon is a blind spot in research – nationally and internationally. Even though, the marketization of Swedish education is one of the most rapid and extensive processes in the world. The project will inform research as well as ongoing political discussions on how Swedish school best can be organized in a public/private market.

Publications (2 of 2) Show all publications
Serder, M. (2024). Knowledge for sale: The construction of desired knowledge and identities in edu-marketing. European Educational Research Journal, 23(1), 72-86
Open this publication in new window or tab >>Knowledge for sale: The construction of desired knowledge and identities in edu-marketing
2024 (English)In: European Educational Research Journal, E-ISSN 1474-9041, Vol. 23, no 1, p. 72-86Article in journal (Refereed) Published
Abstract [en]

The aim of this study is to examine how a particular object for consumption, professional development for teachers and principals, is marketed to schools, and what propositions and understandings are embedded in such offers. Adopting a conceptualization of marketing as a “perpetual questioning machine,” the study deploys and develops a theoretical approach from marketing studies to a new context: edu-marketing. The study is guided by the assumption that marketing functions as projection screen for the products and services offered to schools, but, also as a social and cultural space where dreams and desires are performed and governed. As such, marketing to school is not exclusively about selling things; but about what to be or who to become. Besides the theoretical contribution, the study contributes with empirical knowledge about (1) what concerns and desires this marketing “questioning machine” mobilizes and circulates and (2) how objects for consumption are de/stabilized in the education market. Thereby, it demonstrates some of the intricate relations between the growing education market and the values that those who work in schools are invited to strive for. It is argued that consumption at the education market-place is a question of identity, and therefore of branding and possible success.

Place, publisher, year, edition, pages
Sage Publications, 2024
Keywords
marketing, objects for consumption, professional development, education advertising, education market
National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-58834 (URN)10.1177/14749041221148232 (DOI)000917756600001 ()2-s2.0-85147311254 (Scopus ID)
Funder
The Crafoord Foundation, r 20180742Swedish Research Council, 2017-01657
Available from: 2023-03-27 Created: 2023-03-27 Last updated: 2024-02-27Bibliographically approved
Jobér, A. (2024). Private actors in policy processes. entrepreneurs, edupreneurs and policyneurs. Journal of education policy, 39(1), 20-39
Open this publication in new window or tab >>Private actors in policy processes. entrepreneurs, edupreneurs and policyneurs
2024 (English)In: Journal of education policy, ISSN 0268-0939, E-ISSN 1464-5106, Vol. 39, no 1, p. 20-39Article in journal (Refereed) Published
Abstract [en]

As the privatisation of the public sector has grown rapidly in Sweden in the last decade, private companies have become an imperative part of education. Private companies sell and deliver consultancy, hardware, software, services, etc. to schools and municipalities. This study examines a growing rate of activities from companies and businesses working within public sectors. It also examines consequences of cooperation between private and public actors. Findings show that multiple actors meet in different forms and with different functions, in multiple ways and with diverse agendas. What can be discerned is strong Public-Private Partnerships (PPP), where actors and networks are linked together, directly or indirectly, in fluid and flexible relations and partnerships. Private actors on educational markets not only becomes edupreneurs but policyneurs, a new concept introduced. As private actors engage in the policy making and the public sphere, a complex and disorganised landscape with new formations of strong actors emerge, entailing a number of consequences. One implication is the establishment of lobbyism in the Swedish educational landscape, with potentially negative consequences for democracy. One conclusion is that new formations of power dissolve the roles and functions of private and public actors within education, with implications on decision-making, transparency, and democracy. 

Place, publisher, year, edition, pages
Taylor & Francis, 2024
Keywords
Policy; policy processes; private-public partnership; privatised education
National Category
Pedagogy
Identifiers
urn:nbn:se:mau:diva-57639 (URN)10.1080/02680939.2023.2166128 (DOI)000910173200001 ()2-s2.0-85146218670 (Scopus ID)
Funder
Swedish Research Council, 2017-01657
Available from: 2023-01-19 Created: 2023-01-19 Last updated: 2024-02-08Bibliographically approved
Project OfficerIdeland, Malin
Co-InvestigatorAxelsson, Thom
Co-InvestigatorErlandsson, Magnus
Co-InvestigatorJobér, Anna
Co-InvestigatorSerder, Margareta
Coordinating organisation
Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS)
Funder
Period
2018-01-01 - 2021-12-31
National Category
PedagogyEducational Sciences
Identifiers
DiVA, id: project:2808

Search in DiVA

PedagogyEducational Sciences

Search outside of DiVA

GoogleGoogle Scholar

Link to external project page