DOCSLIB.ORG

Nordic Visual Arts Education in Transition Education Nordic Visual Arts

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Nordic Visual Arts Education in Transition Education Nordic Visual Arts 14:2008 IN T RANSITION NORDIC VISUAL A RTS EDUCATION The Committee for Educational Sciences has, right from the outset in 2001, initiated a large number of overviews and surveys. The purpose has been to provide a stimulus for discussion about the area of educational science and also to provide further data on the basis of which the Committee can take strategic decisions. This overview presents Nordic research in the realm of visual arts education. The pedagogy of art can be studied on the basis of knowledge of art or teaching. It can be described in terms of visual communication or visual culture. Professor Lars Lindström at Stockholm University, who is the editor of the overview, commences with several articles explaining the conceptual framework and the historical background. This is followed by overviews from the five Nordic countries on research topics between 1995 and 2006 or later. By way of conclusion there is a comprehensive bibliography of literature in the realm of visual arts education. NORDIC VISUAL ARTS EDUCATION IN TRANSITION Klarabergsviadukten 82 | SE-103 78 Stockholm | Tel +46-8-546 44 000 | Fax +46-8-546 44 180 | [email protected] | www.vr.se VETENSKAPSRÅDETS RAPPORTSERIE A Research Review The Swedish Research Council is a government agency that provides funding for basic research of the highest scientific quality in all disciplinary domains. Besides research ISSN 1651-7350 funding, the agency works with strategy, analysis, and research communication. ISBN 978-91-7307-148-2 The objective is for Sweden to be a leading research nation. VETENSKAPSRÅDETS RAPPORTSERIE 14:2008 NORDIC VISUAL ARTS EDUCATION IN TRANSITION A Research Review Editor: Lars Lindström With national reviews by Helene Illeris, Denmark Rósa Kristín Júlíusdóttir, Iceland Lars Lindström, Sweden Liv Merete Nielsen, Norway Marjo Räsänen, Finland Nordic Visual Arts Education in Transition This report can be ordered at www.vr.se VETENSKAPSRÅDET (Swedish Research Council) SE-103 78 Stockholm © Swedish Research Council ISSN 1651-7350 ISBN 91-7307-148-2 Cover Photo: Kennet Ruona Graphic Design: Erik Hagbard Couchér, Swedish Research Council Printed by CM Gruppen, Bromma, Sweden 2009 FÖRORD Utbildningsvetenskapliga kommittén har, alltsedan starten 2001, initierat ett stort antal översikter och kartläggningar. Detta dels för att stimulera till diskussioner om det utbildningsvetenskapliga området och dels för att få ytterligare underlag till strategiska ställningstaganden i kommitténs arbete. På samma sätt som övriga råd och kommittéer vid Vetenskapsrådet har kommittén även i uppgift att behandla forskningspolitiska frågor och arbeta med forskningsinformation. Kommittén fördelar medel till forsknings projekt och forskarskolor. Utöver detta stöder kommittén även forskarnätverk, arrangerar konferenser och delar ut resebidrag för att stimulera internationellt utbyte mellan forskare. I denna översikt presenteras nordisk didaktisk forskning på bildområdet. Bildämnets didaktik kan studeras med utgångspunkt i bildkunskap eller pedagogisk kunskap, ämnet kan beskrivas i termer av visuell kommunikation eller visuell kultur. Professor Lars Lindström, Stockholm universitet, som är redaktör för översikten, inleder med fl era artiklar som förklarar begrepp och ger historisk bakgrund. I en av dessa redovisas en studie av bilddidaktisk forskning och kursplaner i bild i Sverige fram till och med 1994. Därefter följer översikter från de fem nordiska länderna kring temata i forskningen 1995-2006 eller senare. Avslutningsvis fi nns omfattande bibliografi er över didaktisk litteratur på bildområdet. Stockholm i november 2008 Sigbrit Franke Elisabet Nihlfors Ordförande Huvudsekreterare NORDIC VISUAL ARTS EDUCATION IN TRANSITION 3 CONTENTS ENGLISH SUMMARY ............................................................................................................................................................................................................................................................................. 7 SAMMANFATTNING PÅ SVENSKA ................................................................................................................................................................................................................... 9 INTRODUCTION ............................................................................................................................................................................................................................................................................................ 10 ISSUES IN VISUAL ARTS EDUCATION .................................................................................................................................................................................................. 13 A Conceptual Framework Lars Lindström FROM PSYCHOLOGY TO SEMIOTICS ................................................................................................................................................................................................... 36 Swedish Studies and Curricula until 1994 Lars Lindström MEDIATED ACTION AND AESTHETIC LEARNING ................................................................................................................................................... 52 Themes in Swedish Studies 1995–2008 Lars Lindström BETWEEN VISUAL ARTS AND VISUAL CULTURE .................................................................................................................................................... 80 Themes in Danish studies 1995–2008 Helene Illeris MULTICULTURALISM AND ARTS-BASED RESEARCH .................................................................................................................................... 95 Themes in Finnish Studies 1995–2006 Marjo Räsänen MULTIFACETED APPROACH TO VISUAL ARTS EDUCATION ..................................................................................................... 113 Themes in Icelandic Studies 1995–2007 Rósa Kristín Júlíusdóttir ART, DESIGN AND ENVIRONMENTAL PARTICIPATION ........................................................................................................................ 127 Themes in Norwegian Studies 1995–2007 Liv Merete Nielsen APPENDIX 1 Swedish Publications 1995–2008 ......................................................................................................................................................................................................................... 146 APPENDIX 2 Danish Publications 1995–2006 ........................................................................................................................................................................................................... 160 4 NORDIC VISUAL ARTS EDUCATION IN TRANSITION APPENDIX 3 Finnish Publications 1995–2006 ............................................................................................................................................................................................................. 174 APPENDIX 4 Icelandic publications 1995–2007 .................................................................................................................................................................................................. 195 APPENDIX 5 Norwegian Publications 1995–2006 .......................................................................................................................................................................................... 198 NORDIC VISUAL ARTS EDUCATION IN TRANSITION 5 ENGLISH SUMMARY This review of Nordic research in visual arts education (VAE) is part of a series, funded by the Swedish Research Council, on teaching and learning in diff erent school subjects. It presents, to begin with, a multidimensional, conceptual framework describing the knowledge base of VAE. For example, VAE can be studied by taking either the visual arts or education as the star- ting point when formulating research questions, etc. Another important dimension is whether the subject matter being taught is mainly defi ned in terms of visual communication or visual culture. In a substudy, “From psychology to semiotics”, Swedish research and VAE curricula until 1994 are reviewed. After these conceptual and historical introductions, authors from each one of the Nordic countries present a review on trends and themes in her or his country from 1995 until 2006 or later: • Themes in Swedish Studies: Mediated action and aesthetic learning. • Themes in Danish Studies: Between visual arts and visual culture. • Themes in Finnish Studies: Multiculturalism and arts-based research. • Themes in Icelandic Studies: Multifaceted approach to visual arts education. • Themes in Norwegian Studies: Art, design and environmental participation. • Finally, extensive national bibliographies of studies in VAE are made available. • These include Ph.D. theses, books, chapters, articles and reports. NORDIC VISUAL ARTS EDUCATION IN TRANSITION 7 SAMMANFATTNING PÅ SVENSKA Denna översikt över nordisk didaktisk forskning på bildområdet ingår i en serie rapporter, utgivna av Vetenskapsrådet, om undervisning och lärande i olika skolämnen. Undersökningen presenterar, till att börja med, en mång- dimensionell, begreppslig referensram avsedd att beskriva den bildrelaterade didaktikens kunskapsbas. Bildämnets didaktik kan exempelvis studeras med utgångspunkt antingen i bildkunskap eller i pedagogisk kunskap. En annan viktig dimension handlar om huruvida ämnet bild beskrivs i termer
Load more

Recommended publications
  • Stockholm Academic Forum Annual Report 2017
    Stockholm Academic Forum Annual Report 2017 STOCKHOLM ACADEMIC FORUM INTRODUCTION The year 2017 has been eventful for Staf, Stockholm Academic Forum. We became 18 members when Beckmans College of Design joined Staf. This means that all higher education institutions in Stockholm are now members of Staf. Academic diversity characterises Stockholm with its many universities and colleges and Staf has the past year played an important role when it comes to inclusion in the job market, both within and outside Academia. An example is Staf’s de- velopment of sdcn, Stockholm Dual Career Network, which has been highly effective and much needed. Within sdcn, the Academia collaborates with businesses and the city of Stockholm and many international partners find jobs thanks to Staf’s efforts. As chairman of Staf I witness how Academia strategically works together with other stakeholders to strengthen Stockholm and Swedish competitiveness. The important target to clearly position Stockholm as an excellent academic destination continues and we are looking forward to an exciting 2018. Lars Strannegård, Chairman of the Board 4 STOCKHOLM ACADEMIC FORUM Our mission Stockholm Academic Forum shall profile Stockholm as an excellent academic destination. Stockholm Academic Forum shall work for net- working and dialogue among the universities in Stockholm and the City of Stockholm, and the partners of our society. Our goal is achieved by gathering the 18 universities and the City of Stockholm in the member organisation Stockholm Academic Forum. or centuries, the Academia has cultivated The operational goals for Stockholm Academic F knowledge. It has developed methods to share Forum during 2017 have been: knowledge, think across boundaries, and advance • Stockholm Academic Forum shall profile Stock- new approaches to address the changes humanity holm as an outstanding academic destination and has faced and continues to face.
    [Show full text]
  • Swedish Universities & University Colleges
    Report 2012:18 R Swedish Universities & University Colleges. Short Version of Annual Report 2012 Swedish Universities & University Colleges Short Version of Annual Report 2012 In English Report 2012:18 R www.hsv.se Report 2012:18 R Swedish Universities & University Colleges Short Version of Annual Report 2012 Högskoleverket (Swedish National Agency for Higher Education) • Luntmakargatan 13 Box 7851, SE-103 99 Stockholm • phone +46 8 563 085 00 • fax +46 8 563 085 50 e-mail [email protected] • www.hsv.se Swedish Universities & University Colleges Short Version of Annual Report 2012 Published by Högskoleverket 2012 Högskoleverkets rapportserie 2012:18 R ISSN 1400-948X EDITOR Andrea Amft GRAPHIC DESIGN AND GRAPHICS Alexander Florencio PHOTO, COVER Blekinge Institute of Technology/Eddie Andersson PHOTO, INLAY Eva Dalin PRINT Ineko, Stockholm, September 2012, Printed on environmentally-friendly paper Contents INTRODUCTION 5 SWEDEN IN AN INTERNATIONAL PERSPECTIVE 7 FACTS ABOUT HIGHER EDUCATION IN SWEDEN 13 Higher education in Sweden 14 The structure of programmes and qualifications 16 Admission to higher education 17 Tuition fees 18 Student aid 18 TRENDS AND DEVELOPMENTS 21 First and second-cycle courses and programmes 22 Third-cycle courses and programmes 28 International mobility 32 Education and employment 36 Teachers and researchers 38 Finance and research funding 40 KEY FIGURES FOR HIGHER EDUCATION INSTITUTIONS 45 First and second-cycle programmes and courses 46 Third-cycle programmes and courses 46 Teaching and research staff 46 Funding 46 UNIVERSITIES AND UNIVERSITY COLLEGES IN SWEDEN 55 Introduction This summary of the Swedish Universities and developments prior to and including the fiscal University Colleges Annual Report 2012 gives year of 2011 for public-sector and independent an outline picture of higher education activities universities and university colleges.
    [Show full text]
  • Anna Hägg Translating Swedish University Webpages Into English
    Estetisk-filosofiska fakulteten Anna Hägg Translating Swedish University Webpages into English A study of translation strategies Engelska C-uppsats Termin: Vårterminen 2011 Handledare: Elisabeth Wennö Karlstads universitet 651 88 Karlstad Tfn 054-700 10 00 Fax 054-700 14 60 [email protected] www.kau.se Abstract Titel: Translating Swedish University Webpages into English. A study of translation strategies. Författare: Anna Hägg Antal sidor: 31 Abstract: The focus of this paper is on university webpages and the translation of these. With the help of existing translation strategies, it aims to map out the strategies used in Swedish webpages in English with a focus on names and words/expressions for which there are no direct equivalents in English. The study shows that the most common strategies regarding the translation of names were translating word for word and using the nearest equivalent. Regarding language-specific expressions, the most common strategies were using cultural equivalents and reduction. Not surprisingly, additions in the text were most often matters of importance to an international audience, and the most common omissions were matters that only had a local interest. Nyckelord: University webpages, translation, translation strategies, Swedish, English Table of Contents 1. Introduction and aims ...................................................................................................... 1 1.1. Introduction .............................................................................................................
    [Show full text]
  • Study in STOCKHOLM
    Study IN STOCKHOLM Stockholm – an international environment with strong universities Stockholm is the capital of Sweden and the largest university town in the Nordic countries. About 80 000 students, 5 000 of whom are international, study at the somewhat more than twenty universities and university colleges in this area. There is a broad supply The Swedish Parliament building of education and there are many master’s programmes in English among which to choose. The academic level at the universities/university colleges is high with enthusiastic and competent teachers and researchers. Stockholm is doing well in an international comparison. Cooperation between university colleges and universities in other countries is common and the latest research findings, the la- test methods and the best tools are included in the teaching. There is a relaxed atmosphere at the uni- versities/university colleges, thereby providing good opportunities for informal contacts between teachers and students. A city for everyone Stockholm is an international environment where you meet people from all over the world. By stud- ying abroad, you are given the possibility of getting to know the habits and behaviour of other people. Most Swedes speak good English and are positive and help- ful. Swedes are also one of the groups of people in the world with the highest level of equality. Stockholm has a pulsating nightlife and offers a broad range of cultural events. Green and safe Stockholm is one of the cleanest cities in Europe with many green areas, parks and beaches in the middle of the city. Interspersed among the residential quar- ters are shops, theatres, restaurants, museums, pubs and cafés.
    [Show full text]
  • Assistant Professorships in Sweden – an Evaluation November 2020 Assistant Professorships in Sweden – an Evaluation
    Assistant professorships in Sweden – an evaluation November 2020 Assistant professorships in Sweden – an evaluation 1 Assistant professorships in Sweden – an evaluation November 2020 Assistant professorships in Sweden – an evaluation Published by the Young Academy of Sweden 2020 Project group and authors: Academy members Frida Bender, Ronnie Berntsson, Magnus Jonsson, Aryo Makko, Pontus Nordenfelt, Jakob Nordström, Christian Ohm, Karl Wennberg, Sebastian Westenhoff and Helena Rosik at the Young Academy of Sweden’s secretariat. Project manager: Pontus Nordenfelt Secretary to the investigation: Helena Rosik Cover illustration: https://webstockreview.net Graphic design: ©Fräulein Design AB Translation: Clare Barnes, Åre Translation Text and diagrams may be freely reused. Please cite this publication: The Young Academy of Sweden. 2020. Assistant professorships in Sweden – an evaluation. Report. Stockholm: The Young Academy of Sweden. THE YOUNG ACADEMY OF SWEDEN is an interdisciplinary academy for a selection of the most prominent younger researchers in Sweden. The academy is an independent platform that provides younger researchers with a strong voice in the science policy debate and which works to disseminate research to children and young adults. At the academy, young researchers meet across disciplinary and institutional boundaries. The academy was founded in 2011 at the initiative of the Royal Swedish Academy of Sciences and has about 35 members who are elected for a five-year period. Sveriges unga akademi, c/o Kungl. Vetenskapsakademien, Box 50005, SE-104 05 Stockholm Besök: Lilla Frescativägen 4A +46 8 673 95 00 [email protected] | https://www.sverigesungaakademi.se | Twitter: @Ungaakademin Assistant professorships in Sweden – an evaluation November 2020 Content Terminology 5 Summary 6 1.
    [Show full text]
  • Staf Analytics. Doctoral Students in Stockholm
    Staf Analytics. 1081 Doctoral Students in Stockholm 36 – An Overview 22 14 Main Content 1/3 of Sweden’s doctoral students are in Stockholm 43% from abroad Doctoral students from more than 100 countries International doctoral students have increased in proportion Staf Analytics, October 2019 Brita Lundström, Ph. D Stockholm Academic Forum Valhallavägen 79 114 28 Stockholm, Sweden www.staforum.se Staf Analytics. There are almost 5,500 doctoral students enrolled at a university or university college in Stockholm. Among them, 43% came to Stockholm for their postgraduate education from another country, compared to 36% in the rest of Sweden. In the last ten years, the proportion of internationa l doctoral students has increased significantly, as much as 14 percentage points. The Stockholm Academy is a very attractive place for researchers, which explains the high degree of internationalization in postgraduate education in Stockholm. Sweden also boasts favorable conditions for doctoral students compared to many other countries. This report presents an overview of postgraduate education in Stockholm: its size, gender distribution, degree of international ization, and subject distribution. 3 Staf Analytics. A Third of Doctoral Students in Sweden In the autumn semester, 2018, there were 5,440 doctor- cific areas of research. This also means that these institutions al students enrolled at a university or university college in have a small number of doctoral students and that their Stockholm, which amounted to 32% of all doctoral stu- postgraduate education is still partly under construction. dents in Sweden.1 Nine of the eighteen universities and uni- Södertörn University welcomed doctoral students in 2010 versity colleges in Stockholm offer postgraduate education.
    [Show full text]
  • Employability of Foreign Graduate Students in Sweden and Finland: Attraction, Integration and Employment of International Graduates in National Labour Market
    Employability of Foreign Graduate Students in Sweden and Finland: Attraction, Integration and Employment of International Graduates in National Labour Market Nataliia Strukova Master’s Thesis Master’s Degree Programme Nordic Cultural and Social Resilience Faculty of Humanities University of Turku May 2020 The originality of this thesis has been checked in accordance with the University of Turku quality assurance system using the Turnitin OriginalityCheck service. THE UNIVERSITY OF TURKU Nordic Cultural and Social Resilience Faculty of Humanities STRUKOVA, NATALIIA: Employability of Foreign Graduate Students in Sweden and Finland: Attraction, Integration and Employment of International Graduates in National Labour Market Master’s thesis, 96 p., 10 appendix pages Nordic Cultural and Social Resilience May 2020 The thesis focuses on the phenomenon of employability among foreign graduate students in Finland and Sweden and how it is supported by the national higher education and migration policies. To do that, the thesis aims to analyse how both countries attract foreign students to higher education institutions, what conditions they create for their successful integration to the local society and labour market and, finally, how well the foreign degree students get employed after graduation. In the theoretical part, the paper investigates the countries’ policies and how they support or challenge the foreign students’ employability. The empirical part represents the data collected through questionnaire. As the result of the performed analysis, it is clear that both countries undergo similar processes in terms of internationalisation of higher education and, therefore, encounter comparable difficulties on the way of integration of the foreign students to the national market. However, student immigration regulations and higher education policies tend to be slightly more inclusive in Finland than in Sweden.
    [Show full text]
  • The Swedish Research Barometer 2016. an Overview of the Swedish Research System in International Comparison
    THE SWEDISH RESEARCH BAROMETER 2016 AN OVERVIEW OF THE SWEDISH RESEARCH SYSTEM IN INTERNATIONAL COMPARISON SWEDISH RESEARCH COUNCIL 2016 THE SWEDISH RESEARCH BAROMETER 2016 AN OVERVIEW OF THE SWEDISH RESEARCH SYSTEM IN INTERNATIONAL COMPARISON Translated and updated version of Forskningsbarometern 2016 (in Swedish), October 2016 Sara Monaco Marianne Wikgren Stina Gerdes Barriere Jonas Gurell Staffan Karlsson Henrik Aldberg THE SWEDISH RESEARCH BAROMETER 2016 – AN OVERVIEW OF THE SWEDISH RESEARCH SYSTEM IN INTERNATIONAL COMPARISON SWEDISH RESEARCH COUNCIL Box 1035 SE-101 38 Stockholm SWEDEN VR1614 ISBN 978-91-7307-338-7 CONTENTS PREFACE . 5 EXECUTIVE SUMMARY . 6 SAMMANFATTNING . 9 1 SWEDISH RESEARCH – AN INTERNATIONAL COMPARISON . 12 1.1 Increased investment in R&D and tougher competition . 13 1.2 Financing of R&D . 16 1.3 Human resources in the R&D system . 21 1.4 Swedish scholarly publication from an international perspective . 24 1.5 International co-publications . 30 2 A CLOSE-UP VIEW OF THE SWEDISH RESEARCH SYSTEM . 34 2.1 R&D resources in Sweden . 35 2.2 The personnel in Swedish higher education . 40 2.3 Scholarly publications at Swedish HEIs . 47 3 METHODS SECTION . 53 3.1 Selection of indicators . 53 3.2 Selection of countries . 53 3.3 Data sources . 53 3.4 Bibliometric analysis . 54 3.5 List of figures and indicators . 57 3.6 Glossary and abbreviations . 63 REFERENCES . 68 PREFACE The Swedish Research Council’s Research Barometer gives a picture of the state of Swedish research using a range of some 30 indicators. A regularly published Research Barometer that measures changes based on a number of indicators can be used to monitor how Sweden is developing as a research nation over time compared with other countries.
    [Show full text]
  • Higher Education in Sweden Sweden in Education Higher
    Higher education in Sweden 2013 status report status 2013 Sweden in education Higher Report 2013:3 In English Higher education in Sweden 2013 status report Report 2013:3 www.uk-ambetet.se/rapporter Higher education in Sweden 2013 status report Higher education in Sweden 2013 status report status 2013 Sweden in education Higher The Swedish Higher Education Authority is a government agency that deals with questions concerning universities and university colleges and is responsible for statistics about higher education. The SHEA works with the quality assurance of higher education courses and programmes, monitoring and evaluating effi ciency, legal supervision and leadership development in higher education. You can read more on the web-site www.uk-ambetet.se. Report 2013:3 Higher education in Sweden 2013 Status report Published by Universitetskanslersämbetet 2013 Rapportnummer 2013:3 Editor Andrea Amft Graphic design and graphics Åsa Till Photos Eva Dalin PRINT Ineko, Stockholm, June 2013, Printed on environmentally-friendly paper Swedish Higher Education Authority • Box 7703, SE-103 95 Stockholm Phone +46 8 563 085 00 • Fax +46 8 563 085 50 E-post [email protected] • www.uk-ambetet.se Contents Contents Introduction 5 Sweden in an international perspective 7 Facts about higher education in Sweden 15 Higher Education in Sweden 16 The structure of programmes and qualifications 18 Admission to higher education 19 Tuition fees 20 Student finance 20 Trends and developments 23 First and second-cycle courses and programmes 24 Third-cycle courses and programmes 35 International mobility 38 Education and employment 41 Teachers and researchers 45 Finance and research funding 48 Key figures for higher education institutions 53 First and second-cycle programmes and courses 55 First and second-cycle programmes and courses 56 Third-cycle programmes and courses 57 Teaching and research staff 58 Universities and university colleges in Sweden 59 Introduction The Swedish Higher Education Authority gulatory framework.
    [Show full text]
  • Degrees Languages Competence Development Courses Latest Positions
    Degrees 2002 Doctoral degree in Human-Machine-Interaction at Stockholm University, Sweden. Title: SENIOR CYBORGS - About Appropriation of Personal Computers Among Some Swedish Elderly People. Supervisors: Prof. Jacob Palme, Prof. Emerita Yvonne Waern 1985 Master of Arts at the University of Helsinki, Finland (Subjects: General ethnology, history of Finland, general history, general linguistics, sociology) Languages Finnish, Swedish, English, Romanian fluently French, Spanish, German basic skills Competence development courses 2011 To lead and coordinate, HRoffice, Stockholm University 2009 Supervision of doctoral students, Centre of University pedagogy, Stockholm university. 2008 Learning today and in the future – copyright, privacy andaccess to new teaching materials, Foundation Fakultetskurser. 2007 Basic course in evaluation, Ekonomistyrningsverket. 2007 Informal leader, IBC Euroforum. 2007 Economy for non-economists in the public administration, Confex Sverige AB. 2005 Pedagogy in higher education, 10 credit points, Stockholm Institute of Education. 2003 – 2004 Academic Leadership for Tomorrow. Cooperation between Karolinska Institute, KTH, Stockholm Institute of Education and Södertörn university. Latest positions 2011 July - Senior lecturer, researcher and director of undergraduate studies (KTH) at the Dept of Computer and Systems Sciences, Stockholm University 2008 Aug – 2011June Director of graduate studies at the Dept of Education in Arts and Professions at Stockholm University. Responsible for the master’s programme and doctoral programme in Didactics with specialisation in practical traditions of knowledge. Researcher in the area of ICT and learning; teacher education, professional development during practicum. Supervisor for doctoral students and for degree work in teacher education programme. International coordinator at the Department. 2008 Jan – 2008 July Director of undergraduate studies at the Office of Teacher Education at Stockholm University.
    [Show full text]
  • ANNIVERSARY 2020 1 Preface
    Baltic and East European Graduate School TH 20ANNIVERSARY 2020 1 Preface e are proud to celebrate BEEGS’ twen- BEEGS’ alumni, though fortunately both are tieth anniversary with this publication. growing in number every year. Each year, doctoral W We have updated and expanded the students receive their degree and the pen and, each information collected from all alumni since the year, new doctoral students from varied back- anniversary celebrations of 2015. grounds arrive at BEEGS and study their first year We have included all the doctoral alumni to have at CBEES. We welcome continued applications. presented their thesis over these 20 years, the first being from 2004. They represent different subjects WE ARE ALSO honoured to publish a statement from and countries, but share the BEEGS’ experience our financier and sponsor, the Foundation for Bal- and the focus on area studies. The broad spectra tic and East European Studies. covered by BEEGS’ alumni is striking, and follo- We hope that you enjoy reading this anniversary wing their different paths through the years is exci- text and its presentation of BEEGS’ journey through ting. They are presented in chronological order. the first 20 years. ● We have also asked randomly selected alumni to tell us about their own memories and reflections Florence Fröhlig, Director of Studies, BEEGS on BEEGS and area studies, and to provide advice for current doctoral students. Naturally, we are also delighted to share their individual experiences and grateful for their inspirational words. OUR CURRENT doctoral students, have not been for- gotten and are also listed. We have invited Söder- törn University’s four research areas for doctoral studies to introduce how their BEEGS’ doctoral students contribute to the research conducted in their area.
    [Show full text]
  • Higher Education in Sweden 2015 Status Report
    REPORT 2015:16 HIGHER EDUCATION IN SWEDEN HIGHER EDUCATION The Swedish Higher Education Authority (UKÄ) is a government agency that deals with questions concerning higher education. UKÄ is responsible for the official statistics on higher education and also works with the quality assurance of higher education courses and programmes, monitoring and evaluating efficiency, legal supervision and leadership development in higher education. You can read more on the web-site www.uka.se. REPORT 2015:16 REPORT Higher education in Sweden 2015 STATUS REPORT Introduction Higher education is Sweden’s largest public-sector service provider and the concern of many stakeholders. It is important for discussions about higher education and the decisions that affect the way it functions to be based on factual knowledge. Higher Education in Sweden – 2015 status report is a short English version of the annual statistical report on higher education institutions (HEIs) in Sweden published by the Swedish Higher Education Authority (Universitetskanslersämbetet, UKÄ). The ambition is to provide accurate information about the status of Sweden’s higher education. Here you will find answers to questions such as: • How well is Sweden doing from an international perspective? • How much does the Swedish state invest in higher education and the research undertaken at the country’s HEIs? • How many students are acquiring qualifications from higher education in Sweden? This report is based on the statistical data continually reported by the HEIs to Statistics Sweden and the data reported directly to UKÄ in connection with the submission of their annual reports to the Government. Initially, the report summarises some indicators for Swedish higher edu- cation from an international perspective and, under the heading Facts about higher education in Sweden, provides a basic description of the structure of Swedish higher education and the regulatory framework.
    [Show full text]