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Byline: Sverker SOrlin (1) Keywords: Bildung; civic competence; civility; culture and universities; democracy; economic growth; economic significance of universities; places of knowledge; social capital; social fabric; universitites Abstract: The discussion of universities anddemocracy has conventionally dealt first andforemost with the curriculum, or with thespirit of openness and tolerance whichcharacterises the scientific inquiry. In thisarticle I have added a discussion of thesituatedness of knowledge and knowledgeproduction, and, consequently, a discussion ofthe situated character of other roles of theuniversity, including the democratic role. Inthe light of the regress of political partiesand traditional popular movements -- phenomenawhich seem to be true both as regardsmembership numbers and as regards level ofactivity -- the role as a locally andregionally situated meeting place for avitalisation and defence of democracy seems apromising one for the contemporary university.The article has also emphasised the linksbetween culture, social capital (``the socialfabric'') in the surrounding society, and theeconomic growth and welfare of the city andregion. With concepts such as Bildung (oreducation), civic competence (or civility), andculture, and I have tried to draw our attentionto the actual ``places of knowledge,'' whoseimportance will certainly grow in the years tocome. The care, the cultivation, and thequalification of these places into supportinginfrastructures for cultural life, creativity,industry, and democracy should be seen as acoherent, holistic mission. It needsrecognition, and articulation, by all those whoare interested in the university as asignificant social factor: politicians,industry, the cultural sector, localcommunities, and, obviously, the academiccommunity itself. Author Affiliation: (1) Swedish Institute for Studies in Education and Research, Umea University and SISTER, SE-701 82, Stockholm, Sweden Article History: Registration Date: 18/10/2004

Byline: Tomas Englund (1) Keywords: Bildung; citizenship; cultural citizenship; democracy; higher education; liberal education Abstract: From a historical point of view, theuniversity as an institution has had the roleof educating an elite, rather than any obvioustask of enforcing democracy. But what kind ofexpectations regarding citizenship anddemocracy can we justifiably have when it comesto the role of higher education and ouruniversities today when higher education isundergoing a process of massification. Couldthe university eventually become a place fordeliberative communication, developingdeliberative qualities among its many students?According to the contributions presented here --stemming from a conference on the theme``Higher education, democracy and citizenship'',held at Orebro university, Sweden 2000 --the answer is yes, to some extent, if there isroom for pluralism in different dimensions,opportunities to challenge one's own tradition,and tolerance and respect for the concreteother. Author Affiliation: (1) Department of Education, Orebro University, SE-701 82, Orebro, Sweden Article History: Registration Date: 18/10/2004

Byline: Magnus Henrekson (1), Nathan Rosenberg (2) Abstract: The recent 'scientification' of commercial technology has brought the interface between universities and industry into sharp focus. In particular, academic entrepreneurship, i.e., the variety of ways in which academics take direct part in the commercialization of research, is widely discussed. The purpose of this paper is to suggest a framework for identifying the strategic individual decisions involved when educational choice is translated into science-based entrepreneurship. Identifying these decisions also allows us to hypothesize what incentive structures should be crucial. Our suggested framework is informally tested by an in-depth examination of the experiences of Sweden and the US. Despite large levels of R&amp D spending and comprehensive government support schemes, science-based entrepreneurship has been far less important in Sweden compared to the US. Our analysis points to weaknesses in the Swedish incentive structure in key respects: the rate of return to human capital investment, incentives to become an entrepreneur and to expand existing businesses, and insufficient incentives within the university system to adjust curricula and research budgets to outside demand. Several policy measures during the 1990s have reduced the weaknesses in the Swedish incentive structure. The current emergence of a more vibrant entrepreneurial culture in Sweden in some areas is consistent with these changes. Our analysis suggests that a policy aimed at encouraging science-based entrepreneurship should focus on strengthening individual incentives for human capital investment and entrepreneurial behavior both within universities and in business. Author Affiliation: (1) Department of Economics, Stockholm School of Economics, P. O. Box 6501, SE-113 83, Stockholm, Sweden (2) Department of Economics, Stanford University, Stanford, CA, 94305-6072, U.S.A. Article History: Registration Date: 08/10/2004

A group of 26 hard of hearing university students answered a questionnaire about their socioeconomic status, health, social support, well-being, and educational experiences. Results indicated that hard of hearing university students in Sweden are from families of higher socioeconomic status than their hearing peers, have a greater number of minor medical complaints, report more frequent feelings of loneliness and mild depression, are more pessimistic about the future, experience greater anxiety, and have slightly weaker social networks and support systems. However, variables related to their educational settings indicated stronger commitment, greater academic and classroom integration, and a less stressful academic experience than their hearing peers.

Of the five universities of Sweden in the 17th and 18th centuries, the history of Oriental studies has been often dealt with in the cases of Uppsala, Turku and Lund. While the University of Greifswald, though politically under Swedish rule (1648–1815), belongs more to the history of learning in Germany, it is my task here to give a short survey of the Oriental chair in Dorpat (now Tartu) and of studies connected with it. The University of Tartu (Dorpat) was founded in 1632 by Gustaf II Adold, and hence it was called the Academia Gustaviana. Its location near the frontier of ascendant Russia posed constant difficulties for the new university. After little more than twenty years it had to move to Tallinn (Reval) and soon afterwards to close its doors altogether (in 1665). In 1690 it was reopened, now as the Academia Gustavo-Carolina, but soon (in 1699) had to move to Pärnu on the west coast and after ten years once again, and this time permanently, closed its doors due to a new war.

Byline: Peter Dobers, Magnus Linderstrom, Malin Mobjork This article describes and elaborates on a case of institutional entrepreneurship for sustainable development in higher education and research collaboration in a Swedish academic milieu. We argue, much in line with the contemporary international policy debate about climate change, that universities can and should have a leading role in producing new knowledge and innovation for the promotion of sustainable development. We consider that higher education and the whole university organisation, rather than just research, should be analysed regarding institutionalising sustainable development, which is not emphasised in the policy debate. In our conceptualisation of sustainable development, we argue that entrepreneurship and, more specifically, institutional entrepreneurship, can be used as an interesting normative and theoretical model. By drawing upon the concept of institutional entrepreneurship, we try to open up for the reflective exploration of three projects that illustrate the institutionalisation of sustainable development. While doing so, we identify the critical areas for further theoretical and empirical research from the perspective of institutional entrepreneurship.