| 1. |
- Askling, Berit, 1938
(författare)
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En förnyad lärarutbildning
- 2006
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Ingår i: Uniped. Tidskrift för universitets- og höyskolepedagogikk. ; 29:2
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Tidskriftsartikel (refereegranskat)
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| 2. |
- Askling, Berit, 1938
(författare)
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Enhetlighet och/eller profilering i det svenska högskolelandskapet?
- 2012
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Ingår i: Pedagogisk forskning i Sverige. - 1401-6788. ; 17:1-2, s. 1-22
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Tidskriftsartikel (refereegranskat)abstract
- In the article it is argued that structural measures undertaken around the world in the 1970s in order to meet the expansion might be more or less congruent with recent claims for specialization and competition. By using Sweden as a case, the relationship between objectives and structural models is brought to the fore. Sweden adopted an integrated model when expanding its higher education system and included all postsecondary institutions in one unitary "högskola", covering almost all tertiary education. Since then, Sweden has followed intrenational trends regarding governance and management. Today, autonomous institutions have to find a balance between being competitive on international knowledge markets and respect the "soft" national objectives of the 1970s. Institutions are encouraged to specialize, cooperate or merger, but no formal measures are taken ny the government in order to reshape the system in a more binary direction.
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| 3. |
- Cliffordson, Christina, 1949-, et al.
(författare)
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Different grounds for admission : Its effects on recruitment and achievement in medical education
- 2006
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 50:1, s. 45-62
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study is to examine effects of the admission system to higher education on background diversity of students and study efficiency. By using data from a longitudinal project, the students admitted to medical education on different admission grounds are compared. The results indicate that admissions based on upper secondary grades best promote the goal of diversity. In addition, those students perform nearly as well as those admitted via step-wise procedures. The step-wise procedures promote study efficiency, but tend to favour applicants with upper-middle-class and Swedish backgrounds compared to those admitted via grades. Those admitted on the basis of SweSAT scores perform more poorly than those admitted via grades and step-wise procedures. Furthermore, the results indicate that admission via SweSAT scores contradict rather than promote the goals of increasing social, educational, and national diversity in higher education. © 2006 Scandinavian Journal of Educational Research.
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