Summaries nr 1 1998

Summaries nr 1 1998

Summary

Lise Vislie, 1998: Educational research in Sweden: The Swedish Council for Research in the Humanities and Social Sciences (HSFR) examines the nine ‘full’ departments of education /Pedagogisk forskning i Sverige: HSFR granskar de nio ‘stora’ pedagogikinstitutionerna/. Pedagogisk Forskning i Sverige, Vol 3, No 1, Pp 1-36. Stockholm. ISSN 1401-6788.

In this chapter short descriptions of the nine departments (Pedagogiska institutioner) linked to the universities in Sweden with chairs in pedagogik (or related names) are presented. The purpose is to outline the institutional contexts within which educational research is carried out in Sweden. The focus is on past and present traditions and conditions, the main activities of the departments, as well as their problems, plans and possibilities. Each presentation is to a large extent built around a similar set of main points:

  • Information concerning the size and the structure of the scientific staff and on research funds. In addition to the resources for research represented by the scientific staff itself, other funds available for support of research at the departments, including research training, have been considered – particularly external grants for research which are known to be a highly significant part of the research system in Sweden. Data on staff and funds are of 1993/94, unless otherwise specified.
  • The postgraduate study programmes are not outlined in the following, as they are nationally structured, i.e. mostly composed upon the same elements, but with some content variations across the university departments. Only ”special features” are reported, if such have been observed, otherwise we focus on generalf gures (number of students, dissertation rates, etc.).
  • Contributions to the evaluation (publications/works) have been collected from the researchers through the departments and sent to HSFR or directly to the evaluators. The previous chapters have focused on the content and quality of these contributions. In this section we are using the stock of contributions for other purposes. We are, for example, looking at the contributors to the evaluation. The group consists of persons holding permanent or temporary posts, or scientific personnel otherwise closely associated with the department (including some retired staff members). Thus the number of contributors is seldom identical with, for example, figures reported on scientific posts, – in most cases is the number higher, but in some cases it is even lower. All publications/works received from the departments were registered by us2, and data on each department are presented below in terms of number of contributors, including percentages of female contributors, and number of contributions, publications/works in English 3, etc.
  • Finally, and the most difficult point, concerns the research of the departments. We have tried to grasp the research profile of each department by considering past and present traditions, the organisation of research at the department, external research relations and networks, – eventually also each department’s particular strengths, for example, to what extent or in what ways it contributes to the discipline as a national endeavour.

The nine departments are presented below in ”historical” order, i.e.:

  • Uppsala University, Department of Education
  • Lund University, Department of Education
  • Gothenburg University, Department of Education
  • Stockholm University, Department of Education
  • Stockholm Institute of Education (HLS), Department of Educational Research
  • Lund University, (Malmö) Department of Educational and Psychological Research
  • Umeå University, Department of Education
  • Linkšping University, Department of Education and Psychology
  • Stockholm University, Department of International Education

Summary table of all the main data presented

Lise Vislie, Institute for Educational Research, Oslo University, Box 1092 Blindern, N-0317 Oslo, Norway.

 

pp 77-79

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