The aim of this paper is to show, on the basis of a categorisation of course literature, how six Swedish pedagogic university institutions during the period of 1975-2000 have navigated to meet general currents within the social sciences and have paid attention to discipline of pedagogic itself. Theoretical departure for analysis is taken in Hofstetter & Schneuwlys concept of professionalization. The categorisation of the empirical material has partly been inspired by concepts borrowed from Dahllöf’s ”Pedagogiska hus”, partly from a model presented in the HSFR-evaluation of pedagogical research. For every department, (Uppsala, Lund etcetera), there is an account given for what is typical for the whole period of 1975-2000 as well as departmental development within the period. The analysis shows, that Linköping and Lund have a greater sensitivity concerning general theoretical and methodological currents within the social sciences, whilst Stockholm shows less sensitivity in this regard. Concerning changes within the discipline of pedagogic, Stockholm, Lund and Göteborg show movements across the whole field of micro/macro levels, as well as in relation to philosophy and theory of science. Göteborg emphasises on the macrolevel, while Uppsala focuses on the meso. Umeå and Link