Scientists from five Swedish universities were interviewed about open second cycle education. Research groups and scientists collaborate closely with industry, and the selection of scientists for the study was made in relation to an interest in developing technology-enhanced open education, indicated by applications for funding from the Knowledge Foundation 2013. The study is founded on Conole’s (2012) seven organizational purposes for open education, Coursera’s eight models (Daniel, 2012), and Clarke’s (2013) four strategies for open education, and raises the question whether open education and MOOCs might be a way to reinforce research collaborations and research environments. The researchers displayed a positive attitude towards expanding the technology-enhanced learning and openness, and foresee few problems with openness when industry participates in teaching. Nonetheless, the scientists’ operating models and strategies for developing technology-enhanced learning and open education, are vague. Conclusively: although the interest is obvious, in order to succeed with technology-enhanced open education and strengthening the research groups, the variables for purposes, operating models, strategies, pedagogic models, and obstacles need to be calibrated and made more deliberated, preferably in collaboration between the scientists and industry.

Allegorical Dreams, Playing Cards, Twigs. Strindberg’s Occult Diary

This article discusses August Strindberg’s The Occult Diary, 1896–1908, with an emphasis on its material characteristics. The text is analyzed as a form of training of perception: It is the visible that is being observed, the audible that is heard. The Diary is also an archive, which assembles text, paper clippings, playing cards, twigs, and quotes, and like all archives, it generates its own logic: The Diary functions as an adding machine, fed by Strindberg with incessantly new observations. At the same time, the Diary is marked by administrative measures, which ultimately regulate its balancing act between privacy and publicity. In the Diary, a type of writer emerges: the writer who cuts and pastes, who administrates both his life and his writing.

The misalignment between information technology (IT) and institutions continues to be a major problem, more particularly in higher education institutions. This state leads to a lack of technology value addition and poor institutional performance. Prior studies proposed models and frameworks with various organizational practices of IT-Business alignment. However, similar research, considering higher education institutions, is scarce. Therefore, this study explores and identifies the dimensions and practices of IT-institutional alignment from a higher education context. An exploratory embedded multiple-case study strategy was used on the two largest universities in Rwanda and Mozambique. Document survey and interviews were used for data collection. The literature and 14 interviews were analyzed using a thematic analysis approach to identify patterns related to the alignment practices. This study identified 45 IT-alignment practices reflected from both institutions, and they were classified into six metrics as presented in the framework. Of these alignment practices, 27 reflect exceptionally the higher education context of teaching, learning, and research. The identified alignment practices can serve as a frame of reference for creating and assessing the alignment between technology and university activities in the case study of institutions or similar contexts. A statistical test and validation of these alignment practices are recommended.

Hur gör man för att tänka om och tänka nytt? En boktitel som Rethinking National Literatures and the Literary Canon in Scandinavia väcker onekligen intresse, utan att den för den skull behöver vara särskilt kontroversiell. Men frågan är om författarna till antologins olika bidrag verkligen lyckas med det som framstår som antologins nyckelord, dess återkommande refräng: att utmana («challenge»). För frågan är onekligen också vad det är man utmanar, vad det är man tänker nytt om.

Objective: To evaluate the impact of demographic and psychosocial background factors and psychiatric and functional status before and at admission on the patients' satisfaction with care (PSC) among, first-episode psychosis (FEP) patients. Method: One year after entering the Parachute Project, 134 FEP patients completed a patient satisfaction questionnaire. Results Twenty-nine per cent of the variance of PSC was explained by factors such as educational level, social network, duration of untreated psychosis (DUP) and Global Assessment of Functioning (GAF) the year prior to onset. Conclusion: Affecting the public knowledge in psychiatric problems and psychiatric treatment, together with early intervention strategies aiming to decrease the prodromal and DUP period among FEP patients, can positively influence the pa:ients' experience of given care. By increasing the cnowledge of available psychiatric treatment, the sense of powerlessness might decrease among the affected persons, and the possibility of early help seeking might increase.

This study investigates the reliability of three originality check systems from the university teacher's perspective. It also describes a method for evaluating this type of systems. The three systems are examined with respect to the time used for the search, the ability to find plagiarism and the layout of the similarity report. The study was conducted in conjunction with the national procurement of a new national agreement for originality check systems and a Swedish higher education institution choice of a new system. The background is the teachers' use of the originality check system as part of the pedagogical efforts to prevent plagiarism and detect suspected fraud. The study does not discuss the whole plagiarism issue in higher education. Instead it focuses on the method used for the evaluation of and comparison between systems. Over 68,000 words from 167 plagiarized references, from different sources and subject areas were used to test the systems. The results show that systems can find only a portion of the plagiarized texts that were sent in to the systems for control and that there are major differences between the capabilities of the systems. 20, 63 and respectively 84 of the 167 references were indicated as plagiarism. Turnitin conducted searches of up to five minutes while the other two systems sometimes took considerably more time for the analysis. The investigation of the originality reports´ interface revealed that factors the evaluators considered differed between these systems. This disclosed that the reports can be more or less difficult to interpret. We can therefore not solely rely on the originality check system´s reliability. Consequently this leads to the conclusion that other educational activities should be emphasized as a much needed complement in the work of preventing and detecting fraud in the form of plagiarism

Massive Open Online Courses (MOOCs) have become a common feature in higher education. The idea of opening up education for a wider population has been welcomed by many. How these new learning environments correspond to the requirements of individual learning is an issue of vital importance. In this paper, we will examine the MOOC phenomenon with the theoretical lense of Habermas influenced communicative space and compare the MOOC environment with that of Swedish Study Circles. Our examination suggests that the strong democratic and collaborative tradition of study circles might provide MOOC designers with a model that can help scaffolding MOOC education in ways beneficial to individual learners.

Dewey's figures of thought have been inscribed into the Swedish political context since the end of the nineteenth century. His ideas of democracy, community, and communication have been used, directly n the name of Dewey and indirectly in the names of others, when hanging conditions and concerns about the future have put the Future, Society, Citizen, School, and the Child on the stage. From a genealogical point of view it is, furthermore, relevant to say that the indigenous foreigner Dewey even was in the Swedish context before he arrived, as a figure of thought and discursive practice.

With Susan Sontag’s seminal essay “The Aesthetics of Silence” as starting point, this chapter discusses what silence could mean in modern art. While the chapter’s argument acknowledges Sontag’s emphasis on silence as a relation—silence is always related to sound in different forms—it refutes her view of the artist as a liberal subject administering, applying, and ultimately controlling the presence of silence, as being too instrumental. This chapter uses works by Maurice Blanchot and Jacques Rancière, respectively, in order to articulate and emphasize the presence of silence in the work of art as a structural element, that the artist—whether painter, writer, musician, dancer, …—has to listen to and provide a form for. Works by American painter Agnes Martin exemplify how an experience of silence can be expressed in what Martin calls an “artwork which is also wordless and silent.” The activity that for Martin generates this silent work of art is “waiting”: both artist and beholder must wait for silence to make itself heard.

Does August Strindberg ever reach that pinnacle of Enlightenment called ”Mündigkeit”? It is of course Immanuel Kant, who states that “Mündigkeit” is the ultimate goal of the liberal individual, who thereby constitutes himself as a subject. But it is a strange word, this “Mündigkeit”: translated into Swedish, it means both the kind of individual, mature responsibility that Kant hinted at, as well as an institutional authority, even a government. Strindberg himself said that he “never wrote governmental poetry nor ministerial literature” (”Jag har aldrig skrivit regeringspoesi eller ministerlitteratur”). Still, Strindberg was always very interested in questions of government, how to govern both a state and oneself. My paper relates Strindberg’s late works to questions of governmentality, focusing on the presence and function of administrative discourses and practices in his works. My suggestion is that Strindberg verifies Michel Foucault’s hypotheses in The Birth of Biopolitics: ”And finally, the individual’s life itself— with his relationships to his private property, for example, with his family, household, insurance, and retirement— must make him into a sort of permanent and multiple enterprise.”

Folkuppfostran och hälsoupplysning har en lång tradiion i det svenska samhället. Myndigheterna har sedan mitten av 1700-talet intresserat sig för i vilken utsträckning som den svenska befolkningen har levt ett sa hälsosamt liv som möjligt, till gagn för de samhällsprojekt som formulerats under olika tider. Intresset har varit särskilt starkt under de perioder då samhället anses ha varit i kris. Här diskuteras de drömmar om den upplysta och hälsosamma medborgaren som har följt folkhemmets framväxt, utveckling och omstrukturering. Boken börjar i 1930-talets oro att det låga födelsetalet skulle hota landets framtida utveckling. Den slutar i 1990-talets diskussioner om I enskildes rätt att fa del av samhällets krympande sjukvårdsresurser.

Det material som analyseras är statliga utredningar som legat till grund for hälso- och sjukvårdens framväxt och övergripande inriktning. Ett genomgående tema är välfärdsstatens manipulerande och frigörande mekanismer. En central fråga är om nutidens framställning av de som röker kan sägas fylla samma funktion som föreställningarna om rasbiologiskt undermåliga individer gjorde i 1930-talets framtidsvisioner.

Effective alignment between IT and institutional activities has to be created to improve performance in the university service delivery. A specific IT-Institutional Alignment Model (ITIAM) with practices for improving institutional performance was earlier suggested. This study aims to evaluate the earlier developed model and provide an outline of the evaluation outcomes. Using a seven-evaluation criteria framework, 11 case study institutions from Rwanda were explored. Data from questionnaires and in-depth interviews were analyzed to understand the model relevance and acceptability level. Findings indicated a high degree of the model relevance to support in creating IT alignment with university services. Likewise, the evaluation showed a high degree of model acceptability per all the seven evaluation criteria. Version 2 of this model was proposed based on the stakeholders’ opinions. Practical evaluation of the ITIAM model along with a real-time IT system implementation in university services is left for further endeavors of this research. 

This dissertation focuses on educational dimensions of public health as they appear in the texts of govemmental committees on Public Health (SOU) from the middle of 1930's to the middle of 1990's. By educational dimensions is meant intention to influence peoples attiudes and behaviours.

The aim is to describe, analyse and compare discourses on health education as they appear in the texts. The method used is an application of poststructural text analysis based on eopragmatism and the work of Michel Foucault. Among the Foucauldian concepts used are discourse, govemmentality, power and subjectification. In the final chapter possibilities and imitations of Foucauldian analysis, in the light of a neopragmatic philosophy, are discussed. Three different discourses of health education are identified. One crucial difference concerns how relationships between individuals, state and society appear in the texts. A discourse of passive presence (in 1930's) deals with conditions and lifestyle of Swedes, but the subject constructed in the texts is essentially a passive receiver of health information antänd social eforms. A further discourse of passive absence tends not to problematize people's lifestyle and health habits at all. Towards the end of the 1970's a discourse of active presence appears in the texts. By the concept of presence is meant that people's lifestyle, health habits and living conditions once again become present in the texts. The concept active bears on the discoursive construction of a self-goveming and autonomous subject.

Syftet med föreliggande kapitel är att, ur en genealogisk infallsvinkel, problematisera nutidens pedagogiska tänkande genom att studera hur detta spelar in i utbildningssystemet samt i några andra sociala diskurser och praktiker som inte betraktas som pedagogiska i traditionell mening. De områden som vi hämtar våra empiriska exempel från är, förutom lärarutbildning, folkhälsoarbete och brottsförebyggande arbete.