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- Fjellman, Anna Maria, 1984, et al.
(författare)
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The plague of privatization: A futures analysis of the zombification of education
- 2023
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Ingår i: Policy Futures in Education. - : SAGE Publications. - 1478-2103. ; 21:5, s. 526-545
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Tidskriftsartikel (refereegranskat)abstract
- The article re-imagines the current developments of Swedish education into a possible future. Historically, education was organized and funded by the state; however, reforms towards privatization in the 1990s implemented school choice, private schools and a tax-financed voucher system with the option of turning profits on education. A new judicial decision enforced the withholding of data on private ownership and economic spending in education from the public, as transparency was deemed to damage the competitiveness of private schools. Hence, generating profits and business advantage are prioritized over public interests as the organization and provision of education is progressively shaped by privatization. These changes are what prompted us to consider ‘what if all education was privatized’? The first part of the article reviews important developments in public education towards privatization and introduces our theoretical framework. The second part draws on aspects of speculative fiction in a dystopian scenario of an imagined educational apocalypse. The scenario starts in contemporary times and ends in 2121 where the education system is dominated by a financial conglomerate called Nescience Ltd. In this technologically advanced society, artificial intelligence systems have replaced educational institutions and teachers. Expensive tuition and fees have made people indebted to Nescience while learning is transformed into the manufacturing of alienated labourers. To understand these economic transitions and the position of Nescience as a knowledge provider in the future, we use the concept of ‘zombification’ to theorize the infection of privatization in the educational sector.
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| 5. |
- Haley, Aimee, 1985
(författare)
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Defining geographical mobility: Perspectives from higher education
- 2017
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Ingår i: Geoforum. - : Elsevier BV. - 0016-7185. ; 83, s. 50-59
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Tidskriftsartikel (refereegranskat)abstract
- Context is generally overlooked when selecting measures to define geographical mobility in mobility and migration research. This paper contributes to a discussion on the importance of context when defining geographical mobility and draws on examples from higher education in Sweden. Using binary logistic regression, statistical outcomes are compared when different measures of mobility to and mobility from higher education are employed. The measures produce different statistical outcomes, and these differences are illuminated when comparing results of common measures of mobility (e.g. crossing administrative boundaries or moving a certain distance) against two measures constructed specifically for Swedish higher education-related mobility. The results indicate that using municipality boundaries for measuring mobility in the Swedish higher education context is particularly inappropriate because the measure does not differentiate commuters from movers. This challenge surfaces because mobility must be determined in relation to the locations of students’ higher education institutions since administratively registered moves are unreliable in the educational context. These findings emphasize the importance of considering the geographical locations and characteristics of higher education institutions in addition to feasible commuting possibilities in research on higher education-related mobility. The two measures developed for the Swedish higher education context are identified as most appropriate because they center on the geographical distribution of higher education, and this distribution is perceived as having an important role in influencing mobility in this context. Consequently, this study accentuates the need for considering the geographical arrangement of resources (e.g. schools, hospitals) relevant to the context under investigation when determining measures to define mobility.
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| 6. |
- Haley, Aimee, 1985
(författare)
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EMA Course Quality Advisory Board Initiative
- 2012
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Ingår i: 3rd Regional EM-iDEA Conference, University of Vilnius, Lithuania, 13 July 2012.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 7. |
- Haley, Aimee, 1985
(författare)
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Geographical differentiation in access to higher education in Sweden
- 2020
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Ingår i: Learning and Teaching. - : Berghahn Books. - 1755-2273 .- 1755-2281. ; 13:3, s. 61-81
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Tidskriftsartikel (refereegranskat)abstract
- Using Bourdieu’s Theory of Practice, this study examines the practices of Swedish students when entering higher education. Logistic regression is used to examine relationships between the educational resources and geographical origins of students born 1973–1982 (N = 382,198) and 1) their probability of migration when entering higher education and 2) the type of institution they entered. The results indicate that students’ practices differ by geographical origin, suggesting that students use migration in different ways to access higher education. For example, the students with the highest probability of migration are students originating from rural areas with high upper-secondary grades and students from large urban areas with low grades. Implications for expanding access to higher education while also creating sustainable communities are discussed.
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| 9. |
- Haley, Aimee, 1985, et al.
(författare)
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Initiating Internalization through Collaboration
- 2020
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Ingår i: Praxis Symposium III – Academic professional and student responsibility for a world worth living in, 5-6 October, University of Borås.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Universities engage in international collaboration for a number of reasons. In the Global North, which is characterized by wealth and power, universities increasingly use international collaboration for competitiveness and marketization. In contrast, the Global South engages in collaboration to strengthen research and build knowledge capacity. Prior studies argue that trust, mutual benefits, and achieving shared understandings and ways of working are important for sustainable collaboration. However, prior studies generally examine what makes a ‘good’ collaboration well after collaboration has been initiated. The contribution of this study is therefore to exemplify the relationship-building process between two Ethiopian university academics and two Swedish university academics. The study is based in ‘group reflection’ and uses data collected in April 2019 from questions composed by each set of academics, which were deliberated during the initial project meeting. Their experiences ofenablement and constraint in research collaboration and their motivations for pursuing a new collaboration are in focus.
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| 10. |
- Haley, Aimee, 1985, et al.
(författare)
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Internationalisation through research collaboration
- 2024
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Ingår i: Educational review. - : Informa UK Limited. - 0013-1911 .- 1465-3397. ; 76:4, s. 675-690
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Tidskriftsartikel (refereegranskat)abstract
- Universities engage in international collaboration for a number of reasons. In the global North, which is characterised by wealth and power, universities increasingly use international collaboration for competitiveness and marketisation. In contrast, the global South engages in collaboration to strengthen research and build knowledge capacity. Prior studies argue that trust, mutual benefits, and achieving shared understandings and ways of working are important for sustainable collaboration. However, the studies generally examine what makes a “good” collaboration well after collaboration has been initiated. The contribution of this study is therefore to exemplify the relationship-building process between academics from an Ethiopian and Swedish university. The study is based in “co-operative inquiry” and uses data collected in April 2019 from questions composed by each set of academics, which were deliberated during their initial meeting. Their experiences of enablement and constraint in research collaboration and their motivations for pursuing a new collaboration are in focus.
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