| 1. |
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| 2. |
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| 3. |
- Hanberger, Anders, 1953-, et al.
(författare)
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Navigating the evaluation web : evaluation in Swedish local school governance
- 2016
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Ingår i: Education Inquiry. - : Co-Action Publishing. - 2000-4508. ; 7:3, s. 259-281
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Tidskriftsartikel (refereegranskat)abstract
- This paper explores the use, functions and constitutive effects of evaluation systems in local school governance, and identifies how contextual factors affect various uses of evaluation in this context. This case study of three Swedish municipalities demonstrates that local evaluation systems are set up to effectively sustain local school governance and ensure compliance with the Education Act and other state demands. Local decision makers have learned to navigate the web of evaluations and developed response strategies to manage external evaluations and to take into account what can be useful and what cannot be overlooked in order to avoid sanctions. The study shows that in contexts with high issue polarisation, such as schooling, the use of evaluation differs between the political majority and opposition, and relates to how schools perform in national comparisons and school inspections. Responses to external evaluations follow the same pattern. Some key performance indicators from the National Agency of Education and the School Inspectorate affect local school governance in that they define what is important in education, and reinforce the norm that benchmarking is natural and worthwhile, indicating constitutive effects of national evaluation systems.
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| 4. |
- Hanberger, Anders, 1953-, et al.
(författare)
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School evaluation in Sweden in a local perspective : a synthesis
- 2016
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Ingår i: Education Inquiry. - : Co-Action Publishing. - 2000-4508. ; 7:3, s. 349-371
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Tidskriftsartikel (refereegranskat)abstract
- This article synthesises the role of evaluation at the municipal, school, classroom and parental levels of governance, and discusses the results of the articles appearing in this special issue. The discussion concerns the role of evaluation in school governance, the value of evaluation for local school development, the constitutive effects of evaluation, what explains the present results, how knowledge produced by evaluation can be used, and methodological issues. The results indicate that evaluation systems legitimise and support governance by objectives and results, parental school choice, and accountability for fairness and performance. Evaluation systems emphasise measurable aspects of curricula and foster a performance-oriented school culture. The most important evaluations for improving teaching and schools are teachers' own evaluations. The article suggests two explanations for the actual roles of evaluation in local school governance. First, both the governance structure and applied governance model delimit and partly shape the role of evaluation at local governance levels. Second, how local school actors use their discretion and interpret their role in the education system, including how they respond to accountability pressure, explains how their roles are realised and the fact that actors at the same level of governance can develop partly different roles.
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| 5. |
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| 6. |
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| 7. |
- Lindgren, Lena, 1954, et al.
(författare)
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Evaluation Systems in a Crowded Policy Space : Implications for Local School Governance
- 2016
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Ingår i: Education Inquiry. - : Taylor & Francis. - 2000-4508. ; 7:3, s. 237-258
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Tidskriftsartikel (refereegranskat)abstract
- Evaluation systems of various types are an integral part of a country’s education policy space, within which they are supposed to have the basic functions of enhancing accountability and supporting school development. Here we argue that in a crowded policy space evaluation systems may interfere with each other in a way that can have unintended consequences and create new ‘policies by the way’ that are not the result of intentional policy decisions. To shed light on this argument, we examine five of approximately 30 evaluation systems operating in the Swedish education system. Our analysis examines a situation in which many evaluation systems are doing almost the same thing, i.e. collecting a similar and limited set of quantitative data, and addressing the same local governance actors with the primary goal of supporting school development in the same direction. By doing so, these evaluation systems could thus give rise to several unintended consequences, including a scaling down of the school law and curriculum, multiple accountability problems, increased administration and new intermediary job functions at the level of local education governance.
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| 8. |
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| 9. |
- Montin, Stig, 1954, et al.
(författare)
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The Institutionalization of Performance Scrutiny Regimes and Beyond: The Case of Education and Elderly Care in Sweden
- 2017
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Ingår i: Koprić I., Wollman H., Marcou G. (Eds.) Evaluating reforms of local public and social services in Europe. - Cham, Switzerland : Palgrave macmillan. - 9783319610900 ; , s. 97-114
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Bokkapitel (refereegranskat)abstract
- The chapter provides an overview of the institutionalisation of performance scrutiny regimes related to local government level in Sweden. The most important driving forces behind the development is analysed, and some effects with special focus on primary education and elderly care are highlighted. The intended effects can be observed, as well as a number of unintended effects such as less democratic control, de-professionalisation, and bureaucratisation, and even decreased trust. Some observed negative effects of performance scrutiny within education and elder care have recently been put on the central government’s agenda. However, it is an open question whether this new policy orientation will affect and change the performance scrutiny regime.
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| 10. |
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| 11. |
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| 12. |
- Andersson, Eva, 1957, et al.
(författare)
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Towards a theory of study circle logic
- 2011
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Ingår i: Presented at the 4th Nordic Conference on Adult Learning, April 11-13 2011.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 13. |
- Backman, Christel, 1979, et al.
(författare)
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Synliggöra högskolepedagogisk kompetens vid institutionerna. Rapport och lathund
- 2018
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Detta är ett förslag till samtalsunderlag för institutionerna vid Samhällsvetenskapliga fakulteten, Göteborgs universitet, för diskussion om och hur kompetenser från högskolepedagogiska kurser kan tillvaratas. Underlaget är framtaget av Pedagogiska utvecklingskommittén (PUK), vid Samhällsvetenskapliga fakulteten. Syftet är att stödja institutionsledningar, lärarlag och medarbetare i att synliggöra dels egna erfarenheter av högskolepedagogiska kurser; och dels om och hur den högskolepedagogiska kompetensen tillvaratas vid institutionerna och i lärarlag. Syftet är därmed både att öka möjligheterna till erkännande och delaktighet för enskilda medarbetarbetare, och att stödja arbetet med pedagogisk organisationsutveckling. Rapporten innehåller en kort beskrivning av PUK:s tillvägagångssätt i arbetet med samtalsunderlaget, en beskrivning av vilken slags kunskap olika frågor kan generera i samtal, och rekommendationer i form en lathund med förslag till frågor och samtalsform.
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| 14. |
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| 15. |
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| 16. |
- Börjesson, Angelica, et al.
(författare)
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Policy making "by the way" in a crowded education policy space: The case of the Swedish teacher certificate reform.
- 2017
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Ingår i: Offentlig förvaltning. Scandinavian Journal of Public Administration. - 2001-7405 .- 2001-7413. ; 21:4, s. 97-119
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Tidskriftsartikel (refereegranskat)abstract
- Education has always been a reform-intensive policy sector, perhaps more so now than ever before. In studying education reforms, analysis has typically emphasised elements and/or the entire policy process of individual reforms. The same is essen-tially true for the management of education reforms, which tends to treat an individ-ual reform as a cycle in which every element is subject to organisational management practices. In contrast to approaching education policies as stand-alone phenomena, we argue that policies exist in context: they are occupants of a “policy space”. In this paper, we draw on a contemporary Swedish teacher certification (STC) reform to ex-plore what happens when a reform is implemented in a policy space that can poten-tially be portrayed as crowded, or even overcrowded. The main results indicate that while diverse local implementation strategies have been employed, STC has ended up in an overcrowded educational policy space. In this space, new and former reforms jostle against each other, giving rise to various unforeseen problems that are diffi-cult or even impossible to solve locally. Based on these observations, we identify several different interactions and unintended consequences or "policies by the way", thereby adding components useful in refining the theory of policy space.
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| 17. |
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| 18. |
- Carlsson, Björn, 1958, et al.
(författare)
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Serum leptin concentrations in relation to pubertal development.
- 1997
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Ingår i: Archives of disease in childhood. - 1468-2044. ; 77:5, s. 396-400
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Tidskriftsartikel (refereegranskat)abstract
- The amount of adipose tissue influences pubertal development and fertility in girls. A candidate for mediating this is the hormone leptin, derived from adipocytes. This work was carried out to determine whether the leptin concentration in serum is regulated during pubertal development.
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| 19. |
- Grdic, Dubravka, 1968, et al.
(författare)
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Splenic marginal zone dendritic cells mediate the cholera toxin adjuvant effect: dependence on the ADP-ribosyltransferase activity of the holotoxin.
- 2005
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Ingår i: Journal of immunology (Baltimore, Md. : 1950). - 0022-1767. ; 175:8, s. 5192-202
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Forskningsöversikt (refereegranskat)abstract
- The in vivo mechanisms of action of most vaccine adjuvants are poorly understood. In this study, we present data in mice that reveal a series of critical interactions between the cholera toxin (CT) adjuvant and the dendritic cells (DC) of the splenic marginal zone (MZ) that lead to effective priming of an immune response. For the first time, we have followed adjuvant targeting of MZ DC in vivo. We used CT-conjugated OVA and found that the Ag selectively accumulated in MZ DC following i.v. injections. The uptake of Ag into DC was GM1 ganglioside receptor dependent and mediated by the B subunit of CT (CTB). The targeted MZ DC were quite unique in their phenotype: CD11c(+), CD8alpha(-), CD11b(-), B220(-), and expressing intermediate or low levels of MHC class II and DEC205. Whereas CTB only delivered the Ag to MZ DC, the ADP-ribosyltransferase activity of CT was required for the maturation and migration of DC to the T cell zone, where these cells distinctly up-regulated CD86, but not CD80. This interaction appeared to instruct Ag-specific CD4(+) T cells to move into the B cell follicle and strongly support germinal center formations. These events may explain why CT-conjugated Ag is substantially more immunogenic than Ag admixed with soluble CT and why CTB-conjugated Ag can tolerize immune responses when given orally or at other mucosal sites.
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| 20. |
- Hanberger, Anders, et al.
(författare)
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Audit and Accountability
- 2017
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Ingår i: Blom, B., Evertsson, L. & Perlinski, M. (Eds.) Social and Caring Professions in European Welfare States.. - Bristol, UK. : Policy Press. - 9781447327196
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Bokkapitel (refereegranskat)
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| 21. |
- Hanberger, Anders, 1953-, et al.
(författare)
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Evaluation systems in local eldercare governance
- 2019
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Ingår i: Journal of Social Work. - : SAGE Publications. - 1468-0173 .- 1741-296X. ; 19:2, s. 233-252
-
Tidskriftsartikel (refereegranskat)abstract
- This article explores how three evaluation systems in eldercare governance, two national and one local, operate and interact at the municipal, administrative, and service levels in a Swedish municipality. The case study focuses on the three systems' contributions to accountability and to improving eldercare quality. It is based on multiple sources, including 28 interviews with local key actors involved in local eldercare governance, and the results derive from a directed content analysis guided by four research questions. Findings The study demonstrates that the three evaluation systems support accountability and quality improvement in different ways and have different consequences for local actors. The systems create multiple accountability problems and have multiple constitutive effects, for example, creating different notions of what quality in eldercare means. The systems' contributions to improving eldercare quality differed: the net effect of the two national systems was negative, whereas the local system has helped improve eldercare quality without any identified negative effects so far. Applications The article broadens our theoretical understanding and knowledge of regulatory mechanisms in eldercare governance. It has significance for eldercare policy by finding that policymakers and service providers must be aware of and manage multiple evaluation systems and accountability problems. Its implication for eldercare practice is that local actors must build evaluation capacity to manage existing evaluation systems in order to improve their own practices.
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| 22. |
- Hanberger, Anders, et al.
(författare)
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Hur kan granskning av äldreomsorgen studeras?
- 2018
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Ingår i: Perspektiv på granskning inom offentlig sektor : Med äldreomsorgen som exempel. - Malmö : Gleerups Utbildning AB. - 9789151100654
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 23. |
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| 24. |
- Hanberger, Anders, 1953-, et al.
(författare)
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School evaluation in Sweden: a local perspective
- 2016
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Konferensbidrag (refereegranskat)abstract
- Evaluation has expanded at all levels of governance as part of the broad doctrine of New Public Management (NPM) (Hood 1991; Pollitt and Bouckaert 2011). According to this doctrine, market mechanisms should be introduced to enhance efficiency and, in the context of school governance, to support competition between schools, free school choice, improved educational quality, and school effectiveness (Lubienski 2009; Lundahl 2013 et al; Merki 2011). Education systems guided by NPM and characterized by results-based management and local autonomy increasingly rely on evaluation at all levels (Mintrop and Trujillo 2007; OECD 2013). Strengthened accountability is assumed to enhance education quality and promote school development (OECD 2015; SOU 2015:22), and a combination of control- and improvement-oriented evaluation systems has been institutionalized at various levels of the school system to promote school development and enhance education quality. However, this development is contested by research claiming that the consequences of growing accountability pressure are problematic for school practice (Hoyle and Wallace 2009; Ravitch 2010). It may create multiple accountability problems, i.e. uncertainty among target groups as to which evaluation system is supposed to do what and for whom and with what authority (Schillemans and Bovens, 2011). Teachers are subjected to too much accountability that can have negative effects on professionals and education (Green 2011; Koretz 2009; Lingard and Sellar, 2013; Hargreaves 1994, Day 2002, Ball 2003, Mausethagen 2013a, 2013b).Although evaluation is a cornerstone in local school governance it has not been studied much in this context. Local school governance refers to all the public and private school actors’ and institutions’ (e.g. education committees, opposition parties, school principals, teachers and parents) steering of local schools and education. We need more knowledge of the role and consequences of evaluation systems at the local governance level, and into how local school actors respond to these systems. What local decision makers, school providers, principals, and teachers consider relevant, useful, and actionable knowledge (Stehr & Grundmann 2012) is crucial in understanding the role of evaluation in local school governance.This paper explores how local school actors in Swedish compulsory education have responded to prevailing evaluation systems and the growing accountability pressure emerging from the recentralization, marketization, and globalization of education governance. It synthesizes results from a Swedish research project (see method) and aims to improve our understanding of the role and consequences of evaluation in local school governance. It contributes with knowledge of the role and consequences of evaluation at the municipal, school, classroom, and parent/citizen levels. Special attention is paid to the value and consequences of various evaluations for local school development. A close look at evaluation in Sweden is an illustrative case as the education evaluation arena is overcrowded and the decentralised education system provides freedom of choice that actors operating in other education systems in Europe (OECD, 2015; Lawn, 2011) and elsewhere can learn from.The paper is developed as part of a larger research project; Consequences of evaluation for school praxis –steering, accountability and school development, financed by the Swedish Research Council (2012-2015). The project explores evaluation in compulsory schools (age 13-15) in four municipalities, and this paper synthesises and discusses the results presented in detail five separate papers.MethodsThe conceptual framework, developed in a separate article (Hanberger, manuscript), pays attention to the role of evaluation in three models of decentralised governance, the state model, the local government and the multi-actor model. It focuses on three main possible functions that evaluation can have in local school governance, steering, accountability and school development. It presumes that a governance model intends to steer evaluation to meet the governance models’ and governing actors’ evaluation needs, and that evaluations (performance measurements, stand-alone evaluations, synthesis reports and informal/concrete evaluations) can contribute to these functions. Evaluations may also affect governance in unintended and unexpected ways (Hanberger, 2012). Hence, the framework also accounts for constitutive effects (Dahler-Larsen, 2013) of evaluation systems, that is, to tacit or indirect effects, for example, how evaluation (systems) can shape discourses, defining what is important in education and school systems.Four medium-sized municipalities with populations of 75,000–100,000 were selected strategically to reflect differing local conditions and contextual factors that may affect education and the role of evaluation in local school governance. The municipalities differ in political majority, school performance, and share of independent schools, and eight schools were selected for in-depth interviews. The municipalities are anonymized, being referred to as “North”, “West”, “East”, and “South”.The paper is based on the analysis of documents, reports, and studies treating global and national evaluation systems, national and municipal policy documents treating school governance and evaluation, minutes from municipal education committee meetings (2011–2013), municipal websites, and 76 interviews. Four politicians from majority parties and three from opposition parties, 10 administrators (i.e. Head of the Education Department, senior administrators, and evaluation experts), five politically elected local auditors, three representatives of independent schools, eight school principals, and 43 teachers were interviewed in person or, in a few cases, by phone. In addition, an electronic questionnaire sent to teachers was used to complement the interviews with them, to obtain an overview of teachers’ experiences of evaluation in the studied municipalities. Conclusions about the functions, effects, and consequences of evaluation were generated by interpreting interviewees’ responses and various texts (e.g. policy documents, minutes, and websites).Expected outcomesThis study shows that multiple accountability problems emerge as a result of overlapping evaluation systems and that local decision makers set up their own evaluation systems to meet the needs of municipal school governance.Most of the evaluation systems identified in Swedish compulsory education (for students aged 13–15 years) produce quantitative data capturing measurable aspects of education, whereas data capturing other parts of the curriculum, more difficult or impossible to measure (e.g. how schools have succeeded in achieving democracy, sustainability, and solidarity objectives), are lacking. A few key performance measures are used in several systems.The identified evaluation systems induce local school actors and institutions to think and act according to the principles of NPM; these are aligned with most decision makers’ and managerial-oriented principals’ endeavours but not with those of all local school actors. This indicates that evaluations in local school governance serve to support and legitimize the applied governance model and current education policy. Stakeholder evaluations that can provide a more multifaceted understanding, including critical accounts that school actors can use for informed deliberation about the status of schools, consequences of current school policy, and where to go in the future, are not found in our case communities.The workload and accountability pressure have increased for both principals and teachers. The consequences have been the most negative for teachers, however, as external evaluations have questioned their professional competence and authority, unintentionally damaging teacher motivation. The external evaluation systems had little or no value in terms of helping teachers improve their teaching practice. Instead, teachers used their own evaluations regarding what works for various groups and students to continuously improve teaching and schools. A few school providers and principals succeeded in developing evaluations addressing the needs of teachers and were used in developing teaching and daily practices.
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| 25. |
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| 26. |
- Hanberger, Anders, et al.
(författare)
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Utvärderingssystem i lokal äldreomsorg
- 2018
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Ingår i: Perspektiv på granskning inom offentlig sektor : Med äldreomsorgen som exempel. - Malmö : Gleerups Utbildning AB. - 9789151100654
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 27. |
- Hanberger, Anders, et al.
(författare)
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Äldreomsorgsgranskning i förändring
- 2018
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Ingår i: Perspektiv på granskning inom offentlig sektor: med äldreomsorgen som exempel. - Malmö : Gleerups Utbildning AB. - 9789151100654
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 28. |
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| 29. |
- Justice, A. E., et al.
(författare)
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Genome-wide meta-analysis of 241,258 adults accounting for smoking behaviour identifies novel loci for obesity traits
- 2017
-
Ingår i: Nature Communications. - : Springer Science and Business Media LLC. - 2041-1723. ; 8
-
Tidskriftsartikel (refereegranskat)abstract
- Few genome-wide association studies (GWAS) account for environmental exposures, like smoking, potentially impacting the overall trait variance when investigating the genetic contribution to obesity-related traits. Here, we use GWAS data from 51,080 current smokers and 190,178 nonsmokers (87% European descent) to identify loci influencing BMI and central adiposity, measured as waist circumference and waist-to-hip ratio both adjusted for BMI. We identify 23 novel genetic loci, and 9 loci with convincing evidence of gene-smoking interaction (GxSMK) on obesity-related traits. We show consistent direction of effect for all identified loci and significance for 18 novel and for 5 interaction loci in an independent study sample. These loci highlight novel biological functions, including response to oxidative stress, addictive behaviour, and regulatory functions emphasizing the importance of accounting for environment in genetic analyses. Our results suggest that tobacco smoking may alter the genetic susceptibility to overall adiposity and body fat distribution.
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| 30. |
- Karlsson, Lars, 1964, et al.
(författare)
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Avsnitt 9: Etik
- 2020
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Ingår i: Förvaltningspodden - Förvaltningshögskolans poddradio.
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- Hur kommer AI att påverka hur vi tänker på etik inom offentlig förvaltning? Är tjänstemannaidealet på väg tillbaka, och vad är skillnaden mellan att göra saker rätt och att göra rätt saker? Det är några punkter som behandlas i det här avsnittet av Förvaltningspodden, med tema etik.
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| 31. |
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| 32. |
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| 33. |
- Lindgren, Lena, 1954
(författare)
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Ett hungrigt monster
- 2009
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Ingår i: Pedagogiska Magasinet. ; 2009:3, s. 28-33
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 34. |
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| 35. |
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| 36. |
- Lindgren, Lena, 1954
(författare)
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Granskning för kontroll och utveckling i och av socialt arbete
- 2023
-
Ingår i: Staffan Johansson, Peter Dellgran och Stafan Höjer (red): Människobehandlande organisationer: Villkor för ledning, styrning och professionellt välfärdsarbete.. - Stockholm : Natur & Kultur. - 9789127462205
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 37. |
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| 38. |
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| 39. |
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| 40. |
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| 41. |
- Lindgren, Lena, 1954
(författare)
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Hur mycket utvärdering pallar skolan?
- 2014
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Ingår i: Pedagogiska magasinet. - 1401-3320. ; :3, s. 28-33
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 42. |
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| 43. |
- Lindgren, Lena, 1954
(författare)
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If Robert Merton said it, it must be true: A bibliometric analysis in the field of performance measures.
- 2011
-
Ingår i: Evaluation. - : SAGE Publications. - 1356-3890 .- 1461-7153. ; 17:1, s. 7-19
-
Tidskriftsartikel (refereegranskat)abstract
- This article is inspired by the current attention paid to bibliometric methods to evaluate research relevance and impact. The logic behind the trend is examined by comparing highly and less cited publications in the same knowledge field (i.e. performance measurement) to see if and how they are different, especially in terms of research design and methods used. Findings indicate that various research designs and methods are equally represented among highly and less highly cited works, and that the only feature that does seem to play a role is if the cited author is an internationally renowned scholar. Findings also indicate an indiscri-minate use of citation where the quality and relevance of secondary data is taken for granted. A vague hint of something, found in a single case study or inferred from a purely theoretical work, may thus over time and with more citations added become universal fact or even ‘evidence’.
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| 44. |
- Lindgren, Lena, 1954
(författare)
-
Kan likvärdighet (vad det nu är) styras fram? Utvärdering av förskolan och grundskolans organisering i Göteborgs stad.
- 2022
-
Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Rapporten handlar om hur kvalitet, likvärdighet och ansvar i Göteborgs kommunala förskolor och grundskolor förändrats mellan åren 2018 och 2021, och undersöker hur en centralisering av styrningen av skolförvaltningen påverkade dessa faktorer. Centraliseringen av skolförvaltningen i Göteborg kan ses som en utslag av en allmän förvaltningspolitisk trend, bort från 1980-talets lösningar – då geografiskt baserade kommun- och stadsdelsnämnder infördes i stor skala till – och tillbaka till mer av centralistiskt och sektorsbaserat styre i landets kommuner. Denna rapporten är den femte och avslutande studien i ett flerårigt samverkansprojekt mellan Göteborgs stad och Förvaltningshögskolan vid Göteborgs universitet, där professor Lena Lindgren har utvärderat organisationsförändringen. Rapporten belyser om omorganiseringen varit en framgång i förhållande till de policyproblem som var upprinnelsen till dess genomförande, och innehåller en utförlig diskussion av vad en förbättring av kvalitet, likvärdighet och ansvar egentligen innebär.
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| 45. |
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| 46. |
- Lindgren, Lena, 1954
(författare)
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Kritiska röster om resultatmätning
- 2006
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Ingår i: Evalueringsnyt. ; 2006 jan:9, s. 5-10
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Med utvärdering sägs den offentliga verksamhetens kvalitet, produktivitet och effektivitet bli bättre samtidigt som insyn, jämförelse, kontroll och ansvarsutkrävande blir lättare. De goda argumenten till trots förnimmer jag och många med mig en växande skepticism mot de ständigt ökande kraven på utvärdering som innebär att det samlas in och produceras mer utvärderingsinformation än någonsin.
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| 47. |
- Lindgren, Lena, 1954
(författare)
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Kunskapsbidrag
- 2020
-
Ingår i: Andra hjälpen: allt du behöver veta för att skriva en uppsats. Abrahamson Löfström, C., och Rombach, B. (red.). - Lund : Studentlitteratur. - 9789144130682 ; , s. 31-41
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 48. |
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| 49. |
- Lindgren, Lena, 1954
(författare)
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Kvalitetsmätningars användning och effekter i svensk äldreomsorg
- 2016
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Ingår i: Nordiske Organisasjonsstudier. - 1501-8237. ; 18:1, s. 31-55
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Tidskriftsartikel (refereegranskat)abstract
- System för kvalitetsmätning, på engelska "performance measures" har sedan slutet av 1990-talet utvecklats till en globalt strategi för förbättring och kontroll som upptar ett allt större intresse och resurser i den offentliga sektorn i många länder. Samtidigt är dessa mätsystem föremål för en omfattande kritisk diskussion med motstridiga uppfattningar om deras verkan. Denna artikel utgör en empirisk undersökning av ett dominerande svenskt system för kvalitetsmätning, Öppna jämförelser (ÖJ). I ljuset av lärdomar från litteraturen om kvalitetsmätning som kombineras med teorier och forskning om organisatoriskt lärande undersöks hur ÖJ används inom kommunal äldreomsorg, vilka effekter ÖJ har för omsorgens kvalitet samt vilka organisatoriska förhållanden som kan tänkas förklara den observerade användningen och effekterna. Resultat visar att ÖJ skapat ett avsevärt ökat intresse för frågor om äldreomsorg och satt dessa på den politiska dagordningen. ÖJ har också integrerats i en rad olika administrativa och politiska processer, även satt avtryck i många kommuners styrande måldokument. Trots allt detta har ingen kommun höjt sitt mätresultat i ÖJ på något dramatiskt sätt. Det anpassningsinriktade lärande som ÖJ främst föranlett har bidragit till att lågt rankade kommuner höjt sitt resultat medan högt rankade sänkt sitt resultat, och på så vis har skillnaderna i äldreomsorgskvalitet mellan kommunerna minskat.
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