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  • 1. Andersson, Catrin
    et al.
    Erlandsson, Magnus
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Sundström, Göran
    Marknadsstaten2014In: Alla dessa marknader / [ed] Jenny Björkman, Björn Fjæstad, Susanna Alexius, Makadam Förlag, 2014, p. 37-50Chapter in book (Other academic)
    Abstract [sv]

    I den här artikeln tar vi utgångspunkt i en omfattande kartläggning av de myndigheter som vi menar har som huvuduppgift att påverka marknader. Vi är intresserade av vad dessa myndigheter gör till vardags, inom ramen för den mer övergripande marknadsregleringen i form av konkurrenslagar, avtalslagar, konsumentköplagar och så vidare. Det ska sägas att vi inte har synat den påverkan som myndigheter har på marknader genom att själva vara (ibland dominerande) säljare eller köpare på olika marknader. Vidare intresserar vi oss endast för myndigheter vars verksamhet på ett mer direkt sätt riktas mot marknader. För varje myndighet har vi ställt tio marknadsrelaterade frågor. Svaren har vi funnit i offentligt material – som myndigheternas instruktioner, regleringsbrev, årsredovisningar, rapporter och webbsidor. Det sammanställda materialet omfattar över 300 sidor. Nedan analyserar vi svaren på några av våra mer centrala frågor.

  • 2. Andersson, Catrin
    et al.
    Erlandsson, Magnus
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Sundström, Göran
    Alexius, Susanna
    Aspers, Patrik
    Garsten, Christina
    Strandqvist, Kristoffer
    Tamm Hallström, Kristina
    Brunsson, Nils
    Att organisera marknader: slutrapport från ett forskningsprogram2015Book (Other academic)
    Abstract [sv]

    Forskningsprogrammet ”Att organisera marknader” har drivits vid Stockholms centrum för forskning om offentlig sektor (Score) och finansierats av Riksbankens Jubileumsfond. I denna bok redovisar vi några resultat från programmet. Boken bygger på ett stort antal böcker och artiklar vilka anges i slutet av boken. En fullständig förteckning av alla de publikationer som programmet hittills gett upphov till finns att tillgå på rj.se. Denna bok har flera författare förutom undertecknad: Susanna Alexius, Catrin Andersson, Patrik Aspers, Christina Garsten, Magnus Erlandsson, Kristoffer Strandqvist, Göran Sundström och Kristina Tamm Hallström. Samtliga är verksamma som forskare vid Score.

  • 3.
    Erlandsson, Magnus
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Att leda på värdegrund: en handlingskompass2016In: Upplyftande ledarskap i skola och förskola / [ed] Bim Riddersporre, Magnus Erlandsson, Natur & Kultur , 2016, p. 23-39Chapter in book (Other academic)
  • 4.
    Erlandsson, Magnus
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Att utvärdera kvalitet i högre utbildning2014In: Demokrati och förvaltning: en festskrift till Rune Premfors / [ed] Bengt Jacobsson, Göran Sundström, Stockholm School of Economics Institute for Research , 2014, p. 183-200Chapter in book (Other academic)
    Abstract [sv]

    Vad är kvalitet i högre utbildning? Och hur bör kvalitet i högre utbildning utvärderas? Redan när vi ställer frågorna på detta sätt har vi möjligen accepterat ett par premisser; att högre utbildning har ett syfte – ett mål, en egenskap, en kvalitet! – och att utbildningens närhet till detta syfte kan mätas. Dessa premisser kan förstås diskuteras. Liksom varför och med vilka konsekvenser kvalitetsbegreppet fått utrymme i politisk styrning av svensk högre utbildning. Och genom att göra utbildning till föremål för utvärdering och jämförelser, har vi inte då slagit in på en väg som slutar i likriktning och insnävad akademisk frihet? Men även om sådana diskussioner läggs åt sidan, om vi kan antas vara överens om att högre utbildning finns till för ett visst syfte, och att utbildningens resultat i relation till detta övergripande syfte kan fångas, kan vi ha vitt skilda åsikter om vilket detta syfte ska vara och hur vi bäst bedömer måluppfyllelsen. Här viks mest utrymme åt det senare: om hur kvalitet i högre utbildning utvärderas. I texten görs några korta nedslag i några andra länders sätt att utvärdera högre utbildning, men framför allt diskuteras det nuvarande svenska kvalitetsvärderingsystemets egenskaper och effekter.

  • 5.
    Erlandsson, Magnus
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL). Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Universitetslektor.
    Bepröva erfarenhet i förskolan2023In: Den utbildningsvetenskapliga kärnan för förskolan / [ed] Susanne Kjellander, Jonas Stier, Bim Riddersporre, Stockholm: Natur och kultur, 2023, p. 380-399Chapter in book (Other academic)
  • 6.
    Erlandsson, Magnus
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Bland planer och dokument: att finna sin egen väg2016In: Upplyftande ledarskap i skola och förskola / [ed] Bim Riddersporre, Magnus Erlandsson, Natur & Kultur , 2016, p. 135-145Chapter in book (Other academic)
  • 7.
    Erlandsson, Magnus
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Konventioner som verktyg för offentliga myndigheter: Om vägval och följder inför Sveriges eventuella ratificering av Farokonventionen2013Report (Other academic)
    Abstract [sv]

    Den här rapporten är en del i Riksantikvarieämbetets pågående regeringsuppdrag att utreda förutsättningar och konsekvenser av en eventuell anslutning till den så kallade Farokonventionen (vilket är det korta namnet på ”Europarådets ramkonvention om kulturarvets värde för samhället” ). I rapporten genomförs dels en studie kring några av de organisations- och förvaltningsrelaterade effekter för svenska kulturarvs- och kulturmiljömyndigheter som ratificeringar av konventioner, och här särskilt Farokonventionen, kan innebära. Dels utförs en mindre kartläggning av de olika strategier och alternativ som står till buds i samband med ett lands signering, ratificering och implementering av en konvention. Rapporten har inte analyserat vilka eventuella författningsändringar som kan bli aktuella vid en ratificering av konventionen. Studien byggs till viss del på empiri och teori ur tidigare forskning, men framförallt av nya intervjuer och dokumentstudier. Intervjuer har genomförts med chefer och tjänstemän på flera svenska myndigheter. Om ens strävan är att redogöra för de olika strategier och alternativ Sverige, inför en eventuell ratificering, har att överväga, och undersöka några av de konsekvenser som en ratificering kan få för de offentliga kulturmiljömyndigheternas organisation och förvaltning – ja, då finns förstås flera möjliga fält och fenomen att studera. En rapport utifrån dessa rubriker – om konventioner, alternativ och konsekvenser – kunde fokusera enbart Farokonventionen och genom en närstudie av konventionens innehåll och möjliga innebörd försöka avgöra vad just denna konvention erbjuder för valmöjligheter för Sverige och vilka konsekvenser de olika valen skulle kunna få för myndigheter och övrig förvaltning. Studien skulle också kunna handla om andra länders sätt och erfarenheter av att hantera och införliva Farokonventionen i sin lagstiftning och förvaltning, och möjligen skulle dessa lärdomar ha bäring på svenska förhållanden och vara till nytta för Sveriges överväganden och kommande praktik. En tredje möjlighet vore att syna processerna utifrån den institution som skapar, utfärdar och sprider konventioner (i Farokonventionens fall Europarådet), och se på vilket sätt man genom olika ansträngningar i olika slags forum försöker generera nationell anpassning och efterlevnad, och på vilket sätt Sverige, genom sina representanter i dessa forum, försöker påverka konventionernas innehåll. Listan på alternativa studier kan förstås göras längre, och man kan tänka sig kombinationer av studier i olika länder, på olika institutioner, på olika nivåer, och med olika empiriskt fokus. Den här rapportens syften är dock framför allt att 1) ge en bild av Sveriges alternativ inför en eventuell ratificering av Farokonventionen, att 2) diskutera några av de konsekvenser som en ratificering kan få för kulturmiljömyndigheternas organisation och förvaltning, samt 3) föra en diskussion kring olika konventioners möjligheter att fungera som effektiva verktyg i myndigheters arbete för att nå de mål konventionerna eftersträvar. Farokonventionen är bara en i en lång rad av konventioner med inriktning mot kulturarv och kulturmiljö, och i rapporten kommer därför fler konventioner än Farokonventionen att diskuteras, särskilt eftersom Farokonventionen i sig har effekter på flera tidigare konventioner, och därmed också på den svenska förvaltningen på kulturarvsområdet. I studien görs en kartläggning och en bedömning av de olika strategier och alternativ som ett land har när det gäller hanterandet av konventioner. Farokonventionen är en typ av ramkonvention som saknar bindande krav, och kan betraktas som ett inriktningsdokument där viktiga mål och insatser definieras. Det finns olika sätt att nå dessa mål och det heter att varje enskilt land väljer den väg som passar dem bäst i relation till befintlig lagstiftning och den politiska situationen. Alla konventioner ger inte denna rörelsefrihet, men aktualiserar ändå olika nationella strategier och alternativ. Det spelar till exempel stor roll om konventioner tar vägen om ändrade nationella lagar och författningar eller om budskapet från politiskt håll är att ”vi följer den här konventionen, men utan författningsändringar”. Och att ratificera även en sådan konvention som man – genom sina konsekvensutredningar – funnit skäl att inte ratificera, kan vara ett viktigt symboliskt uttryck för deltagande och solidaritet, och möjligen kan denna gest vara viktigare än de eventuella oönskade effekter eller kostnader som en ratificering för med sig. Texten kommer också att innehålla ett par teoretiska reflektioner kring konventioner som verktyg för politisk förändring och standardisering. Studien hämtar här inspiration i nyinstitutionell teori om idéspridning, konvergens och staters ”invävdhet” i EU och i världen. Rimligen har vi inte än på länge sett den sista konventionen med bäring på kulturarv och kulturmiljö och förhoppningen är att denna studies fokus på strategier och konsekvenser kan skapa ett slags förberedelse inför nästa konventions entré.

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  • 8.
    Erlandsson, Magnus
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Normer och strukturer i skolutveckling: strategier hos förvaltningschefer och skolledare i implementering av inkluderande lärmiljöer2015In: Från idé till praxis: vägar till inkluderande lärmiljöer i tolv svenska kommuner: forskarnas rapport; / [ed] Susan Tetler, Ifous , 2015, p. 17-30Chapter in book (Other academic)
    Abstract [sv]

    Den här studien identifierar och analyserar betydelsen av professionella normer och organisatoriska strukturer i skolutveckling. I fokus är framför allt förvaltningschefers och skolledares strategier för att leda, organisera och realisera skolutveckling genom förändring av just normer och strukturer. Forskningsfrågan är: Vilka professionella normer och organisatoriska strukturer driver skolutveckling? Studien intresserar sig också för de mekanismer som underlättar eller försvårar arbetet mot förändrade normer och strukturer. Studiens empiri är hämtad från förändringsprocesser på ett flertal svenska grundskolor med det gemensamma syftet att implementera inkluderande lärmiljöer. Studien bygger i huvudsak på en mängd intervjuer med olika förvaltningschefer och skolledare, genomförda vid två tillfällen, dels i form av gruppintervjuer (i början av ett kommunövergripande och treårigt skolutvecklingsprojekt för implementering av inkluderande lärmiljöer), dels i form av individuella intervjuer (i slutet av detta projekt). Men studien har också haft tillgång till intervjuer genomförda med projektets så kallade inkluderingskoordinatorer på förvaltningsnivå, samt med särskilt ansvariga pedagoger och specialpedagoger på de deltagande skolorna, liksom till de analyser av förändringsprocesserna som de deltagande skolorna själva genomfört. Studiens resultat pekar mot att normer och strukturer kan förändras och främja skolutveckling när förvaltningschefer, skolledare och pedagoger har en gemensam vision (som kan bära reformarbetet, med klara syften och mål; ett gemensamt kognitivt paraply (med gemensamma definitioner av vad inkludering och inkluderande lärmiljöer kan vara); ett delat och delegerat ledarskap (med deltagande och inflytande från både pedagoger och elever); samt en organisatorisk struktur (som organiserar, administrerar och skapar arenor för dialog). Kunskap hos förvaltningschefer och skolledare om vilka normer och strukturer som underlättar eller försvårar skolutveckling – och redskap för att förändra normer och strukturer – är enligt denna studie en viktig faktor för framgångsrik skolutveckling.

  • 9.
    Erlandsson, Magnus
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Strama tyglar eller lösa tömmar.: Om regeringens myndighetsstyrning.2022In: Förvaltningen i samhället / [ed] Anders Ivarsson Westerberg; Bengt Jacobsson, Lund: Studentlitteratur AB, 2022Chapter in book (Other academic)
  • 10.
    Erlandsson, Magnus
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Styrningsförsök och återkoppling: En studie av tio myndigheters instruktioner, regleringsbrev och årsredovisningar över tid2014Report (Other academic)
    Abstract [sv]

    Givet alla dessa möjliga fenomen att studera för att få grepp om ”hur staten styr sina myndigheter” blir det uppenbart att instruktioner, regleringsbrev och årsredovisningar bara är några pusselbitar. Men dessa kan ändå sägas utgöra ett slags koncentrat av regeringens försök att styra och myndigheternas försök att följa denna styrning. I denna text finns därför dels jämförelser – av bland annat innehåll, prioriteringar, språk, framställning och layout – mellan ett urval av tio olika myndigheters instruktioner, regleringsbrev och årsredovisningar från 2003 och fram till idag, dels ett försök till analys och förklaringar av skillnader och likheter mellan dokumenten från då och nu.

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  • 11.
    Erlandsson, Magnus
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Tillitsbaserad granskning: Om Skolinspektionens potentiella roll för skolutveckling2018Report (Other academic)
    Abstract [sv]

    I den här studien följs en försöksverksamhet på Skolinspektionen, kallad regelbunden kvalitetsgranskning, i vilken myndigheten kompletterar den regelbundna tillsynens avvikelserapportering – om skolorna uppfyller författningarnas krav eller inte – med en mer formativ granskning av skolornas utbildningskvalitet och utvecklingsförmåga inom de fyra områden man granskar: undervisning, rektors ledarskap, trygghet och studiero, samt bedömning och betyg Utifrån en analys av den här studiens empiri, grundad på dokument och intervjuer på utbildningsdepartementet, Skolinspektionen och några av de skolor som granskats i försöket, tycks regelbunden kvalitetsgranskning vara kvalitetsdrivande, särskilt för de skolor som inte nått upp till ”god kvalitet” enligt Skolinspektionens bedömning. I studien ställs dock inte bara frågan om denna form av granskning av skola är kvalitetsdrivande, utan också frågor om hur granskning av skola kan bli mer kvalitetsdrivande, mindre administrativt belastande och mer tillitsbaserad (i bemärkelsen bygga på ett större förtroende för de granskades kompetens, kunskap och erfarenhet). Ett resultat av min studie är att regelbunden kvalitetsgranskning i den form som nu testats är kvalitetsdrivande, särskilt för vissa skolor, men till förfång för en mer tillitsbaserad och mindre administrativt belastande granskning. I rapporten lämnas därför några förslag på hur den regelbundna kvalitetsgranskningen skulle kunna utvecklas, om syftet vore att göra den mer kvalitetsdrivande, mindre administrativt belastande och mer tillitsbaserad.

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  • 12.
    Erlandsson, Magnus
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    To lead and coordinate school development towards inclusive learning environments: changes in school culture, professional norms and practice2017Conference paper (Other academic)
    Abstract [en]

    This paper elaborates on school leaders’ strategies in efforts to change school culture and teachers’ professional norms. The point of departure is the opportunities and obstacles that emerged in a large-scale program (with over thirty participating schools in twelve different municipalities) for the implementation of inclusive learning environments. The paper has an organisation-cultural theoretical approach, focusing on how to change teachers’ practices through the change of school culture and teachers’ professional norms. The empirical data has been collected through several recurrent interviews with principals at school levels (in as many as 31 schools), as well as coordinators and executives at the administrative levels (in 12 different municipalities). The results stress the importance of a shared and delegated leadership between different levels and units. Successful implementation rests on the participation of many, the possibilities to influence the processes, and shared responsibility between school leaders, educators – and pupils. As the study shows, this is not progressions or practices that can be forced through binding rules or new formulations in policy documents. The change in professional norms – a prerequisite for changes in pedagogical practises enabling inclusion – must grow from below, using the impetus, inspiration and legitimacy from the levels of principals, but where renewed practice should find its forms through a shared, delegated and collegial leadership.

  • 13.
    Erlandsson, Magnus
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Serder, Margareta
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Edu-preneurial marketing to school leaders: strategies, stories and consequenses2019In: NERA 2019 Abstract Book, 2019, p. 187-188Conference paper (Other academic)
    Abstract [en]

    Research topic: New actors in the field of education – ‘edu-preneurs’ – now offer a multitude of products and services to schools: digital solutions, school development models, teaching material, conferences, professional development, etc. This paper is part of a larger study, of which the purpose is to explore under what conditions, in what forms and with which consequences these ‘edu-preneurial’ actors market, sell and implement their products and services in Swedish schools. Theoretical framework: Theoretically this project learns from earlier studies concerning neoliberal governing, the marketization of school and the ongoing blurring of boundaries between public and private sectors. Methodological design: The larger study is accomplished through interviews with school leaders as well as with edupreneurial companies. In this specific paper we study what happens inside school because of edupreneurial engagement. We analyse the total amount of marketing material sent via mail and e-mail (and collected in this research study) to 12 participating school leaders during 2018-2019 and our interviews with these school leaders about the collected material. In focus of the paper are the implications for school leaders and how they experience the impact of edu-preneurial actors; what areas and tasks are outsourced, why and how the school organization is affected in terms of administration, teaching and learning. We are also interested in the strategies and marketing of the edu-preneurs themselves and what messages they want to convey to school leaders. The data is analysed from the following questions: • Quantity and distribution. What is the extent of the collected material and how is it distributed between different schools? • Stories. What does the empirical data tell us about the Swedish schoolÅLs challenges and solutions? • Themes. Is every possible school issue addressed, is there something for everyone, or is it all about one dominant theme? Expected findings: The data collection is ongoing and the results to be presented will be preliminary. We expect to have results telling us about 1) the extent and content of the marketing material sent out to school leaders by edu-preneurial actors in the Swedish context, 2) what products and services school leaders buy and under what terms and conditions, and 3) what kind of impact these external actors and solutions have, for school leaders, staff, pupils, and school practice. Relevance: Previous research has studied these questions on a policy-level. This study explores the micro-level where the operationalisation of different policies can be observed. We assert that knowledge about the micro-level help us understand the effects of outsourcing essential parts of education to external actors. As edu-prenurial engagement in education is a global phenomenon this is of importance in our Nordic context. We conclude by discussing this in terms of what counts as valid knowledge, good teaching and effective learning.

  • 14.
    Erlandsson, Magnus
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Serder, Margareta
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Inboxes and Outputs: Stories from edu-preneurial marketing to school leaders2019Conference paper (Other academic)
    Abstract [en]

    In their Inboxes, Swedish school leaders are confronted with offers of a multitude of products and services awaiting their action: digital solutions, school development models, conferences, professional development, etc. These emails are the point of departure of this study, aiming to analyse what happens inside school because of edu-preneurial engagement. Our study is part of a larger research project aiming to explore under what conditions, in what forms and with which consequences ‘edu-preneurial’ actors market, sell and implement their products and services in Swedish schools. An underlying thesis is that external actors are part of translating educational policy as well as offering tools for implementation of these policies. While previous research has studied these questions on a policy-level (Simons, Lundahl & Serpieri 2013; Ball 2009), our study explores the micro-level where the operationalisation of policies can be observed. Theoretically this project learns from earlier studies concerning neoliberal governing (Rizvi and Lingard 2010), the marketization of school (Bunar and Ambrose 2016), and the ongoing blurring of boundaries between public and private sectors (Ball 2007). The collection of empirical data is ongoing and consists of audiotaped focus group interviews with twelve school leaders as well as all the marketing material sent via mail and e-mail to them and gathered for three weeks (for each school leader, covering the whole year together) in 2018-2019. The data is analysed from the following themes and questions: 1) Stories, themes and policy. What does the empirical data tell us about the Swedish school´s challenges and solutions? How does this story, according to school leaders, resonate with school leaders’ actual realities and with ongoing national educational policy changes? 2) Quantity and distribution. What is the extent of the collected material and how is it distributed between different schools? 3) Content, timing and motive. What products and services do the school leaders eventually buy, when and why? In this symposium we expect to present results from all three themes, all though putting an emphasis on the first one: the stories emerging from the collected marketing materials and the stories about these stories. We assert that researching the educational micro-level in this way contributes to the understanding about the effects of national policies and the impact of external actors in implementing policy. As edu-prenurial engagement in education is a global phenomenon this is of importance in our European context. References: Ball, S.J. 2007. Education Plc: Understanding private sector participation in public sector education. London: Routledge. Ball, S. (2009). Privatising education, privatising education policy, privatising educational research: network governance and the ‘competition state’, Journal of Education policy, 24(1), 83-99. Bunar, N., & Ambrose, A. (2016). Schools, choice and reputation: Local school markets and the distribution of symbolic capital in segregated cities. Research in Comparative and International Education, 1, 1-18. Rizvi, F., & Lingard, B. (2010). Globalizing education policy. London: Routledge. Simons, M., Lundahl, L., & Serpieri, R. (2013). The Governing of Education in Europe: Commercial Actors, Partnerships and Strategies. European Educational Research Journal, 12(4), 416-424.

  • 15.
    Ideland, Malin
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Childhood, Education and Society (BUS).
    Hultén, Magnus
    Angervall, Petra
    Axelsson, Thom
    Malmö University, Faculty of Education and Society (LS), Department of Childhood, Education and Society (BUS).
    Beach, Dennis
    Dahlstedt, Magnus
    Dovemark, Marianne
    Erlandsson, Magnus
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Harling, Martin
    Jobér, Anna
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Lundberg, Janna
    Malmö University, Faculty of Education and Society (LS), Department of Society, Culture and Identity (SKI).
    Player-Koro, Catarina
    Reimers, Eva
    Sjögren, Hanna
    Malmö University, Faculty of Education and Society (LS), Department of Childhood, Education and Society (BUS).
    Strandler, Ola
    Urban, Susanne
    ”En hemlig skola röjer det orimliga"2020In: Svenska Dagbladet, ISSN 1101-2412, no 2020-08-30, p. 1Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Det är affärslogiken som styr när statistik om skolor och betyg nu ska sekretessbeläggas. Samtidigt visar detta hemlighetsmakeri tydligt att friskolan blivit norm och att andra värden felaktigt får stå tillbaka, skriver forskare.

  • 16.
    Ideland, Malin
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Jobér, Anna
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Axelsson, Thom
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Erlandsson, Magnus
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Serder, Margareta
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Edu-preneurs in the welfare state. On how commercial actors make themselves indispensable through defining problems and offering solutions2018In: NERA abstract book, 2018, p. 480-480Conference paper (Other academic)
    Abstract [en]

    Research topic/aim: According to current debates, Swedish schools are experiencing severe problems: decreasing results in international large-scale assessments, increasing segregation, and not preparing students for job markets. This discourse has enabled an apparatus of commercial actors, ‘edu-preneurs’, offering solutions. This paper explores what happens when governing and practicing of education becomes distributed on commercial actors. The aim is to shed light on how educational policy is moved, translated, and fixed in entanglements of public and private rationalities and what this means for understandings of knowledge, teaching, and learning. Theoretical framework: We understand this growing apparatus of edu-preneurs as a result of that a shift in the responsibility of Swedish schooling is taking place (Ball, 2009). ‘Statework’, in terms of educational governance, is now carried out through an assemblage of public and private actors. This shift is understood in a historical context of neoliberalism. With Ball’s (2009) words we can call it a ‘recalibration of the state’, through which the organization of public institutions has changed – but also the meanings and practices of schooling as well as possible subjectivities for teachers and students. Methodological design: Empirically, the paper illuminates what we call the public/private statework through entering three different policy fields: research-based education, digitalization, and entrepreneurship. The data consist of a nethographical mapping of edu-preneurial companies and a close-up analysis of how three companies make themselves up as normalized educational actors. The analysis employs actor-network theory to explore of how the idea of schooling is constructed on the edu-preneurs’ websites through, formulating problems and solutions and enrolling a range of actors into the governing and practices of education. Findings and conclusions: The edu-preneurs made up themselves as taken for granted as actors, first, as defining problems: the Swedish school system is in crisis and in need for help. This is done through explicitly relating to a narrative of teaching as outdated, educational research as ‘fuzzy’ and unpractical, and schools distanced from ‘reality’ and the labour market. In the companies’ solution to this problem, they become important actors through talking about structured work, practical solutions, and modern (digital) ways of teaching. They enrol ‘friends’ into the assemblage in the shapes of education superstars, partner companies, technological devices, and policy bodies. We suggest that the companies translate the idea of schooling and carry with them epistemic implications, as well as a cultivation of desirable subjectivities. Understandings of what is useful ‘research’ as well as ‘important knowledge’ are claimed and limited. Teacher subjectivity is characterized as flexible and effective and the student subjectivity as entrepreneurial. The ideas of what knowledge is, and how teaching and learning should ‘happen’, privilege ‘business-like’ methods. Relevance to Nordic educational research: The Swedish case is interesting in a wider Nordic context since it sheds light on on-going processes in the Nordic countries through which the welfare state is transformed into a market. References: Ball, S. J. (2009). Privatising education, privatising education policy, privatising educational research: network governance and the ‘competition state’, Journal of Educational Policy, 24(1), 83-99.

  • 17.
    Jobér, Anna
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Dovemark, Marianne
    Player-Koro, Catarina
    Dobrochinski Candido, Helena Hinke
    Serder, Margareta
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Erlandsson, Magnus
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Popkewitz, Thomas
    Seppänen, Piia
    Thrupp, Martin
    Doing democracy. Research Perspectives on Risks and Responsibilities within a Marketised Education. PART 12019Conference paper (Other academic)
    Abstract [en]

    Description of the symposium A general aim for school systems around the world is to prepare future citizens to participate in and contribute to society. In most western countries, this is upheld and developed within notions and practices of democracy and citizenship. Consequently, there is a close relationship between education and democracy. In times of increased global movements and diversity among students, issues of democracy therefore gain further attention, becoming a high-stake concept, recently seen in for example the new OECD framework on Global competence. At the same time, marketisation and privatisation of education rapidly change the foundations of schooling (Ball, 2009; Rizvi, & Lingard, 2010). This could be understood as parts of global transformations and trends that in many cases are supported by neoliberal visions, visions that reshape educational systems (Beach, 2010; Popkewitz, 2008). This rearrangement influences all parts of schooling and creates consequences on many levels. To name a few, the rearrangement involves profitable businesses, competitive and governing structures, digitalisation, rearranging of decision-making and responsibility, and renegotiation of discourses, positions and processes (Ball, 2009; Bunar, & Ambrose, 2016; Dovemark & Erixon Arreman, 2017; Verger, Lubienski, & Steiner-Khamsi, 2016). Furthermore, new ways of acting and communicating can be seen when policy actors, private companies, NGOs, school leaders, researchers, and lobby groups collaborate in entangled networks resulting in blurring boundaries and interwoven practices (Ball, 2018; Simons, Lundahl, & Serpieri, 2013). This in turn impacts on accountability, risk-taking, responsibility and transparency. Thus, educational spaces become fundamentally transformed and issues of democracy, societal problems, citizenship, accessibility and the like need to be renegotiated in relation to a changed educational landscape. This symposium will illuminate and discuss these changes and their consequences. For example, what happens with decision-making processes, accessibility, diversity, and political actions? What logics becomes changed, manifested or inscribed? What can be marketed, and becomes possible to sell? Could one say that citizenship and democracy have become commodities, something to trade? These questions will be addressed at the symposium alongside the discussion of the role of educational research. We stress that researchers’ engagement in education are of great importance in our European context and have the possibility to affect schools, national and international policy-makers, so called edu-preneurs and all actors involved in education. The symposium consists of contributions representing a wide range of perspectives and approaches taken by researchers from Sweden, Finland, Norway, New Zealand, and Brazil. Consequently, the symposium will mirror a variety of national and educational contexts all with the dual focus on the theme of the symposium and the theme of the conference. Many of the researchers in the symposium belong to a newly formed network called Researchers on education and marketization (the REM network) founded within the Swedish research project Education Inc. The network now consists of nineteen researchers from three countries and eight universities that in different ways problematise and scrutinise marketisation and education and the urgent and necessary issues that evolves in when education becomes marketised and new logics change the conditions for schooling. The symposium has two parts. The first part starts with an introduction given by Anna Jobér, coordinator and co-founder of the REM network followed by presentation of six papers in two sessions. They are arranged in order to give a thought-proving and interesting symposium regarding the variety of research project, methodological and theoretical perspectives as well as cultural contexts. Finally, the symposium is wrapped up by a discussant, Professor Marie Brennan https://www.vu.edu.au/contact-us/marie-brennan.

  • 18.
    Jobér, Anna
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Ideland, Malin
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Erlandsson, Magnus
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Axelsson, Thom
    Malmö University, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Serder, Margareta
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Good Intentions and Altruistic Objectives: Observing ‘Edu-preneurs’ at a School Fair2018Conference paper (Other academic)
    Abstract [en]

    Background: As an answer to a discourse on a Swedish school in crisis a large edu-political apparatus has been implemented. Arguments on e.g. decreasing results, segregation, and equal opportunities has reinforced a number of actors to enter the educational field – actors here called “edu-preneurs” (Rönnberg, 2017). The actors offer a multitude of products and services and essential parts of everyday schooling thus become outsourced on external actors using education as an arena to reach the core of the society – the children. This process, nurtured by political reforms such as the possibility to profit on public funds (Jober, submitted) has “re-calibrated” the Swedish school – from a government-dominated and unified educational system to an unruly free market (Ball, 2009; Hamilton, 2011). This market and its edu-preneurs will be investigated in the project ‘Education Inc.’, funded by the Swedish Research Council (Ideland, Axelsson, Jobér & Serder, 2016). The project aims to study how private actors and logics change the conditions for what counts as good education. Three forms of commodification of education, outlined by Molnar (2006), will be studied: (1) actors selling to schools; (2) actors selling in schools; and (3) actors buying for schools. In order to create a baseline for the Education Inc. project this paper describes one the first sub studies. This sub study aims to scrutinise foremost actors selling toschool when presenting themselves and engage with the school community at a school fair. Research Questions: The overarching aims of the Education Inc. project is to study under what conditions, in what forms and with which consequences ‘edu-preneurial’ actors engage in Swedish schools. This particular sub study focus on with what objectives do edu-preneurial companies, NGOs and their employees engage in Swedish school. Objectives: The aim of this sub study is to conceptualise and analyse processes on how good intentions and altruistic objectives are used as arguments to justify actors’ place in education. An earlier pre-study (Jobér, submitted) showed that tutoring companies, actors in the educational market, used arguments regarding children with special needs to justify their presence and actions. This pre-study raised a number of questions: Will the companies, whatever good intentions, overlook profit? Are arguments regarding children with special needs used as a lever for businesses to survive and profit rather than to help? Similar has been showed elsewhere (Dovemark & Erixon Arreman, 2017), therefore we claim there is a risk that actors in the educational market will not consider all children as profitable enough. There is therefore a need to scrutinize if money spent (through public funds) will increase profits and exclusion rather than to support inclusion, and in addition, if students with low exchange value fit into a neoliberal market. Theoretical framework: We argue that processes in Sweden, which is a traditionally strong and well-trusted welfare state, have become entangled with neoliberal rationalities (see e.g. Dahlstedt, 2009) and that ways of imagine and practice schooling today are shaped by neoliberal logics (Rizvi & Lingard, 2010). The neoliberal state has opened up for a commodification of education (Steiner-Khamsi, 2016) and educational reforms become a way to make up a specific kind of subjectivity (Ong, 2007). The marketization of education is thus not only about earning money, but also about making up meanings and practices of schooling and a certain kind of ideal citizen (Olmedo, Bailey & Ball 2013). This is what Ong (2007) conceptualizes as a neoliberalism which concerns how possible and desirable subjectivities are produced. The questions are what kind of objectives the actors put forward and how this correspond with what kind of desirable subjects that are produced in this neoliberal logic. Method: The sub study presented here will take a closer look at the actors selling to school when they attend a large school fair, SETT, which will take place in Sweden in April. In a pre-study to the larger ‘Education Inc.’ project this kind of educational ‘trade fairs’ has been identified as one of the spaces where policy becomes translated and turned into business ideas (Ideland et al, 2006). Observations will take place at this fair by four researchers. The observations will be written down using an observation scheme. The observations will also include photographs of the showcases and the messages that can be found there. In addition the research team will gather advertisement such as flyers and follow ongoing twitter flows. These data will be reflected on within the research group and finally analysed employing an analytical framework developed from the work by Callon (1986, used by, e.g., Hamilton 2011). The aim with this analysis is to more carefully explore how a problem is articulated through the actors and their relationships i.e. the problematisation moment in Callons work (1986). Callon proposes that translation of actions and actors analytically can be studied as four different moments: Problematization, Interessement, Enrolment, and Mobilization. It is the first step, the problematization moment and how a problem is articulated through the actors and their relationship that is in focus here. The problematization is the moment when actors (such as those the selling to schools at the school fair) or clusters of actors articulate a problem. It often involves a focus on a particular goal or a problem to be solved where the actors locate themselves as gatekeepers and problem solvers. Within the problematisation moment, the analysis can show what problems actors enhance (for example, in schools or in society), how do they want to solve these problems, and the argument that makes them indispensable to the problem and action. With this framework we can thus scrutinise with what kind of intentions and objectives these actors engage in Swedish school. Expected Outcomes: The hypothesis is that the observations conducted at this school fair and its following analyses will give insights in with what objectives and intention edu-preneurial companies, NGOs and their employees engage in Swedish school. Building on a pre-study (Jobér, submitted) and earlier research (e.g. Dovemark & Erixon Arreman) the hypothesis is also that the actors will bring forward a number of altruistic arguments. These might regard supporting the society to decrease widening socioeconomic gaps, including children with special needs, opening possibilities to equal opportunities for all, and reaching out to students living in rural areas of Sweden. However, as shown in above earlier studies, these are complicated arguments, given for example that a number of initiatives in the educational market, such as private tutoring, is not used at all by those with low incomes (Björkman, 2014, 21 November). There are reasons to believe that the expected outcomes from this pre-study not only will show what kind of altruistic objectives the actors use to justify their presence but also bring forward initial data that in forthcoming studies can be used to identify if the actors in educational market desire profits rather than inclusion and equal opportunities for all. References: Ball, S. (2009). Privatising education, privatising education policy, privatising educational research: network governance and the ‘competition state’, Journal of Education policy, 24(1), 83-99. Callon, M. (1986). Elements of a sociology of translation: Domestication of the Scallops and the Fishermen of St Brieuc Bay. In J. Law (Ed.), Power, Action and Belief: A New Sociology of Knowledge? London: Routledge, pp 196-233. Clarke, J. (2002). A new kind of symmetry: Actor-network theories and the new literacy studies. Studies in the Education of Adults, 34(2), 107-122. Dahlstedt, M. (2009). Governing by partnerships: dilemmas in Swedish education policy at the turn of the millennium, Journal of Education Policy, 24(6), 787–801. Dovemark, M. & Erixon Arreman, I. (2017). The implications of school marketisation for students enrolled on introductory programmes in Swedish upper secondary education. Education, Citizenship and Social Justice, 12(1), 1–14. Hamilton, M. (2011). Unruly Practices: What a sociology of translations can offer to educational policy analysis. Educational Philosophy and Theory, 43(1), 55–75. Ideland, M., Axelsson, T., Jobér, A. & Serder, M. (2016) Helping hands? Exploring school’s external actor-networks. Paper accepted for ECER, Dublin, August 2016. Jobér, A. (submitted). How to become Indispensable: Tutoring Businesses in the Education Landscape. Submitted to Special Issue of Discourse titled Politics by Other Means: STS and Research in Education. Latour, B. (2005). Reassembling the social: An introduction to actor-network theory. Oxford: Oxford University Press. Molnar, A. (2006). The Commercial Transformation of Public Education, Journal of Education Policy, 21(5), 621-640. Olmedo, A., Bailey, P. L., and Ball, S. J. (2013). To Infinity and Beyond…: heterarchical governance, the Teach For All network in Europe and the making of profits and minds. European Educational Research Journal, 12(4), 492–512. Ong, A. (2007). Neoliberalism as a mobile technology. Transactions of the Institute of British Geographers, 32(1), 3-8. Rizvi, F. & Lingard, B. (2010). Globalizing education policy. London: Routledge. Rönnberg, L. (2017). From national policy-making to global edu-business: Swedish edupreneurs on the move. Journal of Education Policy, 32(2), 234–249. Steiner-Khamsi, G. (2016). Standards are good (for) business: standardised comparison and the private sector in education. Globalisation, Societies and Education 14(2).

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  • 19.
    Muhonen, Tuija
    et al.
    Malmö University, Centre for Work Life and Evaluation Studies (CTA). Malmö University, Faculty of Culture and Society (KS), Department of Urban Studies (US). Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Serder, Margareta
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Erlandsson, Magnus
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Edvik, Anders
    Malmö University, Centre for Work Life and Evaluation Studies (CTA). Malmö University, Faculty of Culture and Society (KS), Department of Urban Studies (US).
    From National Policy to Local Practices: Systematic Quality Work in Education from the Perspective of Local Authorities2023Conference paper (Refereed)
    Abstract [en]

    Over the last 20 years systematic quality work has become the main tool for developing Swedish schools (Håkansson & Adolfson, 2022). According to the Education Act (2010:800), quality work – at the local educational authority level as well as in the schools themselves – should be conducted in a systematic and continuous way, with respect to planning, follow-up, analyses, and actions taken to develop education. By continuous assessments and evaluations, the goal of the systematic quality work is to identify and address issues that need improvement for students to achieve the educational goals (Swedish National Agency for Education, 2012a). A review of the literature reveals the problematic aspects of evaluation practices and quality management, such as the risk to focus on what is measurable rather than what is desirable as well as the diverse definitions of quality (Lundström, 2015). However, what the local quality systems consist of, how they have been designed, and what practices and perceptions of quality they entail is less understood.

    Previous research has primarily focused on individual schools’ quality work (Håkansson, 2013; Jarl, et al., 2017) , while less attention has been paid to the way the local educational authorities conduct systematic quality work. Thus, the aim of this study is to fill this knowledge gap by investigating how the ideas of systematic quality work in the Swedish Education Act's requirements are interpreted, translated, and materialized at the local education authority level.

    The following research questions will guide our study:

    1. How do local educational authorities interpret and translate the systematic quality work regulations and requirements in the Education Act?

    2. How do these interpretations och translations materialize in the local quality work practices?

    Theoretically we approach the phenomena of systematic quality management within the Swedish school sector from an organizing (Czarniawska, 2014) and practice-oriented perspective (Gherardi, 2019; Nicolini, 2009; 2012). These theoretical perspectives provide us a framework to analyse how the institutionalized ideas (as mental images that are well spread within the society) of systematic quality management - through authorities, policies, regulations, and quality models - are translated and materialized (Czarniawska & Joerges, 1996) into the local quality work organization and practices. The latter refers to the practices of doing and saying something related to the ideas of systematic quality management in different social contexts and time (Gherardi, 2019; Nicolini, 2009; 2012). Although the national guidelines involve the entire school system, these are interpreted, translated, and materialized by actors operating in a local context, which means that quality is understood in different ways and that the systematic quality work is conducted in different ways. An organizational perspective also includes aspects related to the tensions that arise when different interests and logics collide (for example between political, administrative, and professional interests and logics; see Czarniawska, 2014).

    Methodology, Methods, Research Instruments or Sources UsedIn this project five Swedish municipalities have participated in a study of what systematic quality work means at a local education authority level and what practices materialize from the national regulations. At the heart of the study is the recognition that quality systems are locally designed to meet the national requirements, thereby allowing diverse interpretations and translations to occur.

    The local education authorities can be understood as mediators, partly between state and municipal control, partly between needs and agendas at different levels in the chain of command. This understanding also characterizes the design of the study. The empirical data has been collected through three complementary methods: document studies, observations, and interviews. The document studies consist of analysing different central documents, e.g., quality reports, provided by the local education authorities covering the past two years. We have also observed meetings related to the systematic quality work (so called “quality-dialogues”). Besides the local education authorities, the key actors in these meetings were the principals, assistant principals, and teacher representatives of the school being followed up. 

    The interviews were conducted with key persons in five different local Swedish education authorities individually by the authors. The duration of the interviews was approximately one hour, and they were conducted either face-to-face, via Zoom, or telephone. The interviews were based on an interview guide including questions about the participants’ role, their experiences, and activities in relation to the systematic quality work, the expected and actual effects, as well as challenges and potential for improvement of systematic quality work. The interviews were recorded with informed consent and were later transcribed verbatim.

    All the research material described above is now gathered and will be analysed during the Spring 2023. As a tool for data analyses, we will apply Bacchi´s (2012) method “What is the problem represented to be?”.

    Conclusions, Expected Outcomes or FindingsEqual education for all is includes three fundamental aspects: equal access to education, equal quality of education and the compensatory nature of education (Swedish National Agency for Education, 2012b). All students should receive an equivalent education, regardless of the area they live in, the socio-economic conditions they come from, or their functional variations. But study after study shows that Swedish students' schooling is not equal, and that who you are and where you live play a decisive role in the quality of the education you receive. Many of the last decade's school policy reforms and targeted initiatives have had as their overarching goal to address this lack of equality, so far with few concrete results. In order to break this trend, there has been an increasing focus on the local educational authorities’ responsibility for the individual school's shortcomings, quality, and development. Furthermore, lack of equality is a problem within rather than between different local educational authorities. Although there is paucity of research, the limited results show that schools are often isolated with their problems and that there is a lack of supportive structures and a functional systematic quality work (Jarl, et al., 2017; Swedish Schools Inspectorate, 2021).

    The paper will present results from the ongoing study, results that we believe will have relevance both in the Swedish, Nordic and in a wider European context. Through our investigation we will contribute knowledge regarding how the National Educational Act's requirements for systematic quality work are interpreted, translated, and materialized at the local level, and how this in turn shapes, promotes or hinders the quality work of individual schools.

  • 20.
    Riddersporre, Bim
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Erlandsson, MagnusMalmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Att styra förskolan med värdegrund2022Collection (editor) (Other academic)
    Abstract [sv]

    Förskolan präglas i dag av social, etnisk, kulturell, språklig och religiös mångfald, och ibland uppstår motsättningar när förskolans värdegrund möter medarbetares eller vårdnadshavares värderingar och traditioner. Barn behöver omges av trygga och tydliga vuxna, men riskerar att hamna i en förvirrande korseld av vuxnas olika uppfattningar och övertygelser. I den här boken visar författarna hur olika värdegrundsrelaterade problem i mötet mellan hem och förskola kan förebyggas och hanteras för barnets bästa. Alla exempel i boken syftar till att öppna upp för reflekterande samtal och diskussioner kring förskolans värdegrunds­uppdrag. I boken diskuteras även de juridiska krav som ställs på förskolans värdegrundsarbete, liksom på förskolors främjande, förebyggande och åtgärdande arbete mot kränkande behandling och diskriminering. Att styra förskolan med värdegrund är ett samarbete mellan forskare, utbildare, praktiker och jurister och riktar sig till såväl verksamma som blivande rektorer, förskollärare och barnskötare.

  • 21.
    Riddersporre, Bim
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Erlandsson, Magnus
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Beprövad erfarenhet i förskolan: En metodbok2018Book (Other academic)
    Abstract [sv]

    Beprövad erfarenhet i förskolan beskriver hur beprövad erfarenhet kan se ut och utveckla verksamheten i förskolor. Genom tydliga, konkreta redskap och spännande exempel vill författarna Bim Riddersporre och Magnus Erlandsson inspirera alla som arbetar i förskolan till att på olika sätt bepröva sin erfarenhet – som ett sätt att utmana, utveckla och stimulera både medarbetare och barn.

  • 22.
    Riddersporre, Bim
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Erlandsson, Magnus
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Pedagogiskt ledarskap i förskolan: Handbok för förskolechefer2018Book (Other academic)
  • 23.
    Riddersporre, Bim
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Erlandsson, Magnus
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Skolkultur: en bas för utveckling2016In: Upplyftande ledarskap i skola och förskola / [ed] Bim Riddersporre, Magnus Erlandsson, Natur & Kultur , 2016, p. 66-75Chapter in book (Other academic)
  • 24.
    Riddersporre, Bim
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Erlandsson, MagnusMalmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Upplyftande ledarskap i skola och förskola2016Collection (editor) (Other academic)
    Abstract [sv]

    Du som är rektor eller förskolechef – eller som funderar på att ta språnget – här är boken som gör uppdraget roligare, mera hanterbart och som dessutom underlättar ett kollegialt lärande er chefer emellan! Upplyftande ledarskap i skola och förskola handlar om vägar och verktyg för att hantera skolledaruppdragets många utmaningar – med fokus på det roliga, konstruktiva och genomförbara. Bokens tio kapitel följer tre övergripande teman: skolledare i vardagen, att leda på längre sikt, och ett uthålligt ledarskap. Ett syfte med boken är att berika och vässa skolledarnas gemensamma professionsspråk – som ett sätt att göra kollegiala samtal och erfarenhetsutbyten effektivare och rikare. 

  • 25.
    Serder, Margareta
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Jobér, Anna
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Ideland, Malin
    Malmö University, Faculty of Education and Society (LS), Department of Childhood, Education and Society (BUS).
    Axelsson, Thom
    Malmö University, Faculty of Education and Society (LS), Department of Childhood, Education and Society (BUS).
    Erlandsson, Magnus
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Utbildning AB Villkor och konsekvenser för en marknadiserad skola: Rapport från ett forskningsprojekt2022Report (Other academic)
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