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Med utgångspunkt i samtida debatter kring akademisk kapitalism och lärosätens anpassning till det omgivande samhället analyserar denna artikel svenska lärosätens visions- och strategidokument. Med hjälp av Bacchis What’s the problem represented to be-approach analyseras hur och i vilken utsträckning marknads- och samhällsanpassning av lärosätenas verksamheter förespråkas i visions- och strategidokumenten, samt vilka samhälleliga och institutionella problem sådan anpassning är tänkt att motverka. I samtliga dokument återfinns ett externaliseringsimperativ där lärosätena drar upp linjer för en anpassning till externa aktörers krav och intressen. Främst gäller detta ett förordande av ett nyttoideal där en instrumentalisering av den producerade kunskapen förespråkas, vari kunskapen görs till redskap för utanförstående aktörers mål och syften – bland annat kunskap som kommersialiseras eller används för privata aktörers vinning. Denna anpassningsprocess artikuleras som svarandes mot dels tidigare universitetsideals problematiska aspekter, som förstås som präglade av introspektion och exkludering, dels övergripande ”samhällsutmaningar” som förstås i enlighet med en hållbarhetsdiskurs. I artikeln diskuteras dessa problembilder kritiskt genom att kontextualiseras i förhållande till den immateriella produktionens tilltagande dominans inom den samtida kapitalismen samt kunskapens tilltagande postmodernisering.

AbstractThe article develops a model for how an academic discipline like Political Studies can embrace work-integrated learning (WIL) to the benefit of students, the discipline, and wider society by interpreting WIL in relation to discipline-specific forms of knowledge and knower. The model is of a new Master’s in WIL in Political Studies (WIPS) at University West, Sweden, an institution that is experimenting with the idea of WIL as a discipline beyond the mainstream framing of WIL as pedagogy only. In this innovative context, three ideas are central to WIPS. First, the content of WIPS is about research knowledge, rather than Political Studies knowledge. Second, drawing on political philosophy, the important relationship between theory or science (episteme) and practice (techne) is framed in terms of an additional concept of practical knowledge (phronesis) regarding the particulars of political action to equitable ends and wisdom (sophia) in regard to the philosophical and ethical nature of those ends. Third, WIPS re-thinks student learning in ontological ways that focus on the capabilities of the political knower. In sum, WIPS frames WIL as “reflective practice on research-intensive political work”, offering a novel and enriched theoretical model of higher education learning of interest to other academic disciplines looking to embrace WIL.

In the late 1980s and early 1990s the Swedish welfare state underwent a crisis which led to a transformation of society that has continued up until today. The main node of this has been an adjustment to the global ideological trend of privatization and individualism with a down-sized public sector ruled by market logic. Parallel with this Sweden has also changed from being relatively mono- cultural to becoming a more multicultural nation. Throughout these processes one constant has been how the memory of the traditional Swedish welfare state has been used and fought over by different political parties. This article deals with the struggle to appropriate this memory. The Social Democrats, in power for most of the twentieth century, are seen as the architects of the Folkhem (“The Home of the People”). But it was also the Social Democrats who – under pressure from global economy – initiated the neoliberal transformation through a series of decisions in the 1980s. Rhetorically they have treated this in two ways: one is through arguing that nothing really changed and one is through pointing out how much has changed but without acknowledging their own part in it. The ruling right-wing party The Moderates has done so through changing their rhetoric from criticizing the Social Democratic welfare state to now being the only ones representing its core values and the only ones capable of adapting them to a new situation. Furthermore, the Folkhem-metaphor has also been central for the xenophobic far-right (Sweden Democrats), claiming that the demise of the welfare state is the result of excessive immigration.

In this article we interrogate how University of Sweden (UoS), the leading Work-integrated learning (WIL) university in Sweden, represents WIL publicly, discussing this in relation to higher education's changing role within an increasingly knowledge-based capitalism, in which knowledge and research become subsumed under demands for market utility and student employability. Through analysis of WIL literature we distil a theory-practice 'gap' with spatial, institutional, epistemological and pedagogical dimensions that WIL as a field of educational practice tries to 'bridge'. We use this conception to deconstruct how (UoS) presents WIL to potential students, partners, employers, and society at large. We find that while the university at the central level presents WIL as a synergistic and multi-dimensional activity that bridges the theory/practice divide to produce 'advanced knowledge' and employable students, the actual educational programs articulate WIL in a manner which privileges practical usability and employability over theoretical knowledge, in line with an academic capitalist focus on utility. Further, there is a significant difference in how vocational and academic programmes implement WIL. Whereas WIL components seem relatively easily integrated into professional programs present, academic programs must undertake advanced discursive manoeuvres to incorporate WIL's principles into what would otherwise be quite theory-focused programs.

Purpose: This study aims to explore barriers and facilitators for knowledge transfer and learning processes by examining a cross-departmental collaborative project in the municipal organization. It is based on a R&D collaboration between University West and a Swedish municipality. Design/methodology/approach: To explore the barriers and facilitators, the data collection was made through observation of the project implementation process, as well as 20 interviews with public servants and external actors. To conduct a systematic qualitative-oriented content analysis, the article constructs and applies a theoretical analytical framework consisting of different factors influencing knowledge transfer and learning processes within a municipal organizational setting. Findings: This study explores the facilitators and barriers to knowledge transfer and learning processes, specifically focusing on strategic communication, individual roles, common goals, time pressure, group learning, trust and relationships and absorptive capability. Lack of communication affected the group learning process, while the close relation between time pressure, group learning and trust in colleagues is also pointed out as crucial areas. Trust developed through dialogue efforts helped overcome project fatigue. Coaching with a human rights-based approach improved organizational absorptive capabilities. Originality/value: The study gives important insights into organizational learning within a municipality in Sweden for the successful implementation of collaborative projects. Knowledge must be transferred for the organization to learn to develop and tackle future challenges and its complex responsibilities. The theoretical analytical framework provided in this article has proven to be effective and is therefore transferable to other organizations in both the public and private sectors.

Many Roma people in Sweden are on the margins of society and face problems of social exclusion, institutional discrimination, low education, unemployment, and poor health. The aim is to describe how a group of Roma people, in West Sweden, understand health, well-being, and quality of life within the Roma context, and how they cope with their life-situation. Data consisted of qualitative interviews. The data were analyzed qualitatively using a phenomenological hermeneutic approach. The respondents mainly understood the concept of Health as “being healthy” and “feeling good”. Elements that were crucial part of the respondents’ health perception were being employed, having an education, social support from family and friends, freedom and security, and the extent of involvement in society. The results indicate that the respondents perceive their health and life situation as good, despite of their marginalized situation and discrimination.