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  • 1.
    Airey, John
    et al.
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för språk (SPR). Uppsala University.
    Lauridsen, Karen M.
    Aarhus University, Denmark.
    Rasanen, Anne
    University of Jyväskylä, Finland.
    Salo, Linus
    Stockholm University.
    Schwach, Vera
    Nordic Institute for Studies in Innovation, Research and Education, Norway.
    The expansion of English-medium instruction in the Nordic countries: Can top-down university language policies encourage bottom-up disciplinary literacy goals?2017Ingår i: Higher Education, ISSN 0018-1560, E-ISSN 1573-174X, Vol. 73, nr 4, s. 561-576Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Recently, in the wake of the Bologna Declaration and similar international initiatives, there has been a rapid increase in the number of university courses and programmes taught through the medium of English. Surveys have consistently shown the Nordic countries to be at the forefront of this trend towards English-medium instruction (EMI). In this paper, we discuss the introduction of EMI in four Nordic countries (Denmark, Finland, Norway and Sweden). We present the educational setting and the EMI debate in each of these countries and summarize relevant research findings. We then make some tentative suggestions for the introduction of EMI in higher education in other countries. In particular, we are interested in university language policies and their relevance for the day-to-day work of faculty. We problematize one-size-fits-all university language policies, suggesting that in order for policies to be seen as relevant they need to be flexible enough to take into account disciplinary differences. In this respect, we make some specific suggestions about the content of university language policies and EMI course syllabuses. Here we recommend that university language policies should encourage the discussion of disciplinary literacy goals and require course syllabuses to detail disciplinary-specific language-learning outcomes.

  • 2.
    Kuteeva, Maria
    et al.
    Stockholm University.
    Airey, John
    Uppsala University.
    Disciplinary differences in the use of English in higher education: reflections on recent language policy developments2014Ingår i: Higher Education, ISSN 0018-1560, E-ISSN 1573-174X, Vol. 6, nr 5, s. 533-549Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In post-Bologna Europe, there has been a noticeable increase in English medium instruction. In this article we take the case of Sweden as an illustrative example of the wider disciplinary issues involved in changing the teaching language in this way. By 2008 the use of English in Swedish higher education had risen to such an extent that it hadto be regulated at the governmental level and through university language policies. Such policies have attempted to provide generalised pragmatic guidelines for language useacross educational programmes. In this paper we argue that such general policies fail to take into consideration fundamental disciplinary differences and their potential impact onlanguage use. We present a theoretical argument about the knowledge structures of disciplines, relating these to the disciplinary literacy goals of educational programmes. We then illustrate our argument using data from an extensive survey carried out at a major Swedish university. We conclude that the disciplinary variation in the use of English can be seen as a product of different knowledge-making practices and educational goals. This conclusion problematises ‘‘one-size-fits-all’’ language policies which only deal with generalfeatures of language use and do not allow for discipline-specific adjustments.

  • 3.
    Silander, Charlotte
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    Haake, Ulrika
    Umeå universitet.
    Lindberg, Leif
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    The different worlds of academia: a horizontal analysis of gender equality in Swedish higher education2013Ingår i: Higher Education, ISSN 0018-1560, E-ISSN 1573-174X, Vol. 66, nr 2, s. 173-188Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Women are underrepresented in advanced positions in higher education in Europe. This study takes a horizontal perspective and focuses on the relationship between gender and discipline in order to combine research on gender in higher education with theories of disciplinary differences in academic cultures. The study points out substantial differences between disciplines in gender composition, specifically, the probability of a person leaving academia after earning a doctor’s degree and various attitudes towards gender equality work. Our approach, which is based on quantitative longitudinal as well as qualitative research methods, has yielded a more complex and contradictory picture of gender equality in higher education than have vertical cross-sectional studies.

  • 4.
    Silander, Charlotte
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    Stigmar, Martin
    Malmö university, Sweden.
    Individual Growth or Institutional Development? Ideological perspectives on motives behind Swedish Higher Education Teacher Training2019Ingår i: Higher Education, ISSN 0018-1560, E-ISSN 1573-174X, Vol. 77, nr 2, s. 265-281Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    What are the motives for offering or engaging in higher education teacher trainingcourses? This question is of interest for educational developers, teachers, university managers,and policy makers in order to design courses and to meet stakeholders’expectations. Previousresearch has mainly focused on the impact of higher education development courses on teacherpractice and student learning. Few studies have investigated the motives behind these courses.In this paper, the motives are investigated among students, teachers, university management,and the government. The study is based on national and local documents on educationaldevelopment and on interviews with representatives from four Swedish universities. Theresults show that all stakeholder groups are in favour of compulsory courses but the motivesdiffer. Students, management, and government embrace an institutional perspective on educa-tional development, in line with a social efficiency perspective on the purposes of highereducation emphasising usefulness, function, and the production of skills. University teachers,on the other hand, have a more individual-oriented view on educational development and aremore oriented towards a learning-centred perspective.

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