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- Bjurulf, Bo, et al.
(författare)
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Negotiating transparency: The role of institutions
- 2004
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Ingår i: Journal of Common Market Studies. - : Wiley. - 0021-9886 .- 1468-5965. ; 42:2, s. 249-269
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Tidskriftsartikel (refereegranskat)abstract
- On 30 May 2001, a new regulation on public access to EU documents was presented and was heralded in the European press as a breakthrough for transparency. We argue that a focus on institutions can cast light on the negotiation processes that led to this decision, and explain the final - for realist negotiation theory puzzling - outcome. We demonstrate the importance of institutions in EU negotiations by detailing actor interests and strategies in the transparency case, and by tracing and analysing the negotiation process that resulted in the regulation. The institutions that receive particular attention are: agenda-shaping rules, decision-making procedures and voting rules, informal norms, timetables and deadlines, and intervention by institutional actors.
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| 10. |
- Bjurulf, Bo, et al.
(författare)
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Order of Voting Effects
- 1982
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Ingår i: Power, voting, and voting power. - 3790802662
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Abstract is not available
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- Bjurulf, Bo, et al.
(författare)
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Riksdagsvalet 1991
- 1994
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Ingår i: Väljare i kommunalvalet. Om missnöje, misstroende och politisk kultur. - 9171505474
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Abstract is not available
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- Bjurulf, Veronica, 1970-
(författare)
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Teknikämnets gestaltningar : En studie av lärares arbete med skolämnet teknik
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The thesis deals with how technology as a school subject is presented to the pupils in the Swedish compulsory school at junior high school level. The main focus is on how teachers work with the subject matter in teaching, which is on the level of the enacted curriculum. The official documents established by the national school authorities, the intended curriculum, and the hidden curriculum are both of special interest in the study. The hidden curriculum refers to possible, but not intended consequences of the enacted curriculum for pupils’ understanding of technology as a school subject. The empirical analysis of the study is based on a narrative analysis on the one hand and the variation theory on the other. The empirical data collection consists of data from: (a) interviews with five teachers and (b) a series of classroom observations, covering an entire section of each teacher’s course of the subject matter. The data from the interviews with these teachers indicated that they understood the concept of technology as human made artefacts aiming to satisfy practical needs. When it came to the understanding of technology as a school subject the teachers differed between understanding the aim of the subject as to: (1) practice craftsmanship, (2) prepare the pupils for future careers as engineers, (3) illustrate science, (4) strengthen girls’ technical self-confidence and (5) get the pupils interested in technology in order to become inventors in the future. The data from the classroom observations indicated that the teaching presented in technology gave the pupils the opportunity to develop three specific capabilities: (1) evaluate and test functionality, (2) be precise and accurate and (3) construct, build and mount. The three capabilities were possible to develop when accomplishing tasks of practical character. Results also indicated that technology as a school subject was taught in different ways depending on the teachers’ educational background, the physical learning environment and the size of the school class. Variation theory was applied as a tool in the analysis of the data from the classroom observations, i.e. the teachers’ ways of working with the subject matter. The analysis indicated that the most frequently used pattern of variation was ‘contrast’. Through the contrast-variation the teachers managed to contrast better or worse alternatives of constructing and using artefacts. It can be argued that this pattern of variation, ‘contrast’, is the proper pattern when pupils are working with limited or expensive material. The overall conclusion of the study is that teachers’ interpretations of current intended curriculum and their choices of subject matter and teaching methods affect which abilities the pupils are offered to develop in technology as a school subject. Based on the results of the study it can be argued that the education and the teaching of technology lacks realism and the result is that technology as a school subject may be experienced by pupils as not very important. It is obvious that the school subject technology, as well as teaching in technology, in the Swedish compulsory school, demands more attention from the national school authorities, in order to develop the pupils’ understanding that technology as a subject is related to the future development of society and social welfare.
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- Edgerton, David, et al.
(författare)
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Systemvalet
- 1994
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Ingår i: Det politiska missnöjets Sverige. ; , s. 69-144
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 17. |
- Elgström, Ole, et al.
(författare)
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Coalitions in EU negotiations
- 2001
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Ingår i: Scandinavian Political Studies. - : Wiley. - 1467-9477 .- 0080-6757. ; 24:2, s. 111-128
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Coalitions will probably become an increasingly important theme in European Union (EU) politics. The spread of decision making by majority voting promotes coalition-building behaviour. The impending enlargement is predicted to differentiate and polarize policy standpoints within the EU. Increasing levels of policy conflict imply increased propensities for coalition building. Still, the role and nature of coalitions in EU negotiations are obscure. This article raises important research questions: What characterizes coalition building in the EU? How important are coalitions? What coalition patterns are discernible?Using data from a questionnaire to Swedish participants on EU committees, it is shown that coalitions are more frequent when majority voting occurs than when unanimity rules. Coalition behaviour is, however, important also under unanimity. The existence of consensus norms diminishes the propensity to form coalitions. As regards coalition patterns, there is a prevalence of coalitions based on policy interests and/or on cultural affinity. Contrary to conventional wisdom, consistent and durable coalition patterns seem to exist. The north–south divide is one such persistent pattern. The Swedish respondents thus reveal a close cooperation between the Nordic member states and Great Britain, whereas France and Spain are seldom approached for coalition-building purposes. As to future research, evidence from other member states and from case studies is needed in order to learn more about the bases for coalition building in EU negotiations.
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- Jönsson, Christer, et al.
(författare)
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Negotiations in Networks in the European Union
- 1998
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Ingår i: International Negotiation. - : Brill. - 1382-340X .- 1571-8069. ; 3:3, s. 319-344
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Multi-level governance is a term that is commonly used to characterize the nature of the European Union. In this article we argue that multi-level governance requires a research focus on negotiations and networks. Our focus is on day-to-day negotiations rather than ``history-making'' decisions, and we proceed from the assumption that negotiations vary in character across issue areas. After discussing the distinctive features of EU negotiations and applying the multidimensional network concept to the EU, we formulate a number of hypotheses as to why network patterns vary across issue areas and how network characteristics affect negotiations. Some illustrative cases are briefly presented, and some tentative observations are proffered concerning the role of networks in EU negotiations.
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