| 1. |
- Alerby, Eva
(författare)
-
Det pedagogiska rummet : Om erfarenheter, känslor och den rumsliga gestaltningen
- 2015
-
Ingår i: Thule. - Umeå : Kungl. Skytteanska samfundet. - 9789186438562 ; , s. 69-78
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- A university is among other things a building with its own spatial formations. These spatial formations can create expectations and be experienced as inspiring; they can create opportunities but also limitations. What then conveys the experience of these places? Based on the research study Places of a University, but also on previous studies about places of education, the overall aim of this article is to problematize and discuss the educational room. More specifically, I discuss how earlier experiences influence present experiences of educational rooms, but also the intertwined relationship between emotions and the spatial formations of a university. Student reflections exemplify the reasoning in the article.
|
|
| 2. |
|
|
| 3. |
- Gustavsson, Sverker, 1940-
(författare)
-
Systemfelet i universitetspolitiken
- 2016
-
Ingår i: Thule. - Umeå : Kungl. Skytteanska Samfundet. - 9789186438562 ; , s. 47-57
-
Bokkapitel (populärvet., debatt m.m.)abstract
- There is a systematic error, the author argues, in Swedish public policy towards research and higher education. Seen historically, the error consists of three accumulated mistakes. The first was made immediately after 1945, with the introduction of sectorial research: i.e., commissioned research outside the context of student education and unrelated to any specified application. The second mistake was made in the 1970’s, when public grants for research were separated from grants for higher education. At the level of university institutions, the effect was to make education and teaching into a second-order activity. The third mistake came in the 1990’s, when the theory of new public management was applied to research and higher education. This involved measuring performance by the flow rate of students and counting publications irrespective of their content. As a result of these three mistakes, universities in Sweden perform less well and with weaker effect in society as a whole. Their professionalism and academic spirit has been undermined. Swedish universities could achieve more and perform better if they were organized in an academically sound way.
|
|
