Research topic/aim 

Previous research has shown (Eilard, 2022) how the School Inspectorate´s use of sanctions underscores the purpose of accountability and turns up “the voice of the state” in the governing chain. It has also affected the way principals and superintendents govern. However, which strategies or patterns of action principals use to handle contradictory demands is not really explored, especially in relation to other local governing actors. The focus in this study is to explore principals’ and superintendents’ strategies and discretionary power (Karseth & Møller, 2020) in relation to the national governing system.

Theoretical framework

The study draws on theories about institutional crowding (Blomgren & Waks, 2015), which implies that different institutional logics (Thornton et al., 2012) fight for principals’ and other local actors’ attention as schools are increasingly in processes of marketization and juridification (Novak, 2018).This affects the local governing of schools, and inspection accentuates these contradictory institutional demands. Principals’ choice of strategies after an inspection including judicial sanctions, therefore induce several relevant questions.

Jacobsson och Svensson (2017) developed a model for analyzing principals´ and other local actors’strategies and discretionary power when handling post-inspection demands. Four relevant action categories were identified; adaption, prioritizing, de-coupling and negotiation. The model can be complemented by further one category; resistance (Lundquist, 1998).

Methodology/research design

The study reanalyses interview data from a previous study (Eilard, 2022) were principals, superintendents and local chairs were interviewed during the inspection process that ended up in the use of juridical sanctions and therefore enhanced institutional crowding. Using Jakobsson and Svensson’s (2017) model for analysis, the local governing actors’ strategies following an inspection order can be explored on school level (principal) as well as on the level of governing body (superintendent and political district chair).

Expected results/findings

Analyses are not finished yet, but further knowledge about which strategies principals´ and governing bodies´ use under institutional pressure and their discretionary power will be developed.Relevance to Nordic educational researchThis type of changes in governance systems have been made in all Nordic countries, albeit different in scope and manner, challenging central core values that has been typical för Nordic school systems.

References

Blomgren, M., & Waks, C. (2015). Profession och politiska reformer. I S. Lindblad & L. Lundahl (Red.), Utbildning: Makt och politik (ss. 21-39). Studentlitteratur.

Eilard, H. (2022). Styrning av skolan genom statliga sanktioner: Verkningar för rektorn av den skärpta tillsynen (Publication Number 2022:5) [Doctoral thesis, monograph, Karlstads universitet]. DiVA. Karlstad. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-89112

Jacobsson, B., & Svensson, J. (2017). Rektorer. Om konsten att hantera motstridiga krav. Studentlitteratur.

Karseth, B., & Møller, J. (2020). Legal regulation and professional discretion in schools. Scandinavian Journal of Educational Research, 64(2), 195-210. https://doi.org/10.1080/00313831.2018.1531918

Lundquist, L. (1998). Demokratins väktare: Ämbetsmännen och vårt offentliga etos. Studentlitteratur.

Novak, J. (2018). Juridification of Educational Spheres: The Case of Swedish School Inspection. [Doktorsavhandling]. Uppsala universitet.

Thornton, P. H., Ocasio, W., & Lounsbury, M. (2012). The institutional logics perspective : a new approach to culture, structure and process. Oxford University Press.

In 2023, the Swedish government submitted a policy proposal for a National Professional Program (NPP) for principals, teachers and preschool teachers. The purpose of the reform was to develop teaching quality, strengthen the attractiveness of these professions and increase equity for students in Swedish education (Prop. 2022/23:54).

The NPP follows the international trend of evidence-based practice with policy techniques, such as certification standards for teachers and teacher proficiency (Holloway & Larsen Hedegaard, 2021) which also applies for school leaders (Møller, 2009). Pettersson (2008) points to how new actors, such as transnational institutions and regimes, have come to play a central role in exerting pressure to increase the national reform agenda, and how these affect Swedish national politics. During the 21st century, international organisations such as OECD, have influenced educational systems, and PISA has taken on an increasingly prominent position as an authoritative measurement of knowledge, functioning as a regulatory mechanism (Lingard et al., 2013). The driving role of the OECD is viewed as a consequence of the neoliberal ideology rooted in the 1980s (Baltzer, 2020).      

Around the globe, a crisis discourse has emerged, which legitimises educational reforms (Nordin, 2014). Based on the declining performance of Swedish students in PISA 2012, the OECD (2015;216) recommended a comprehensive and system-wide national school improvement strategy in Sweden. One aim was to improve the attractiveness of teaching and school leadership, and professionalism was highlighted as a central concept, characteristic of high-performing countries.

The OECD (2015) also pointed to insufficient coherence in Sweden’s recent career reform efforts: There is a lack of clarity in responsibilities of education priorities at various levels of administration as well as varying capacity at local level. Further, they draw attention to an imbalance between accountability and local autonomy. OECD’s concrete policy recommendations were to design a career structure including national professional standards.

In line with the OECD:s recommendations, the Swedish government suggests introducing a national structure for professional development in Sweden, as well as a national qualification system for teachers and school leaders. This implies a continuous professional development (CPD) of teachers and school leaders, which will increasingly become a state concern (Prop. 2022/23:54, 2022/23:UbU13), contrary to the system from 1991 where local authorities have been responsible.

From an international perspective, the Swedish case is an example of transnational policy trends, carried by powerful agents such as OECD, including key elements of what Ball (2003) refers to as policy technologies and performativity. Professionals’ in-service training can be considered as part of state regulation, producing new professional roles and subjectivities.

By the NPP, professional performance and excellence, but also the life-long learning discourse, has been put high on the Swedish political agenda, as in many other countries. This can be seen as a part of an accountability regime that keeps a constant gaze on teacher performance, and also the life-long learning discourse (Heffernan, 2016; Rizvi & Lingard, 2009). 

The aim of the present study is to visualise the discourses underlying the proposed policy. We will critically examine the intentions and the effects of the NPP policy. The study is inspired by Bacchi’s (2009) Foucault-influenced analytic strategy. Drawing on Bacchi’s methodological framework, ‘What’s the problem represented to be?’ (WPR), the following research questions guide our study:

- What problem representations can be identified in the policy proposal of a National Professional Program?

- What presuppositions or assumptions underpin these problem representations and how have they come about?

- What effects for Swedish school leaders are produced by problematizing the policy proposal of a Swedish National Professional Program for principals, teachers and preschool teachers?

Method

Based on our research questions, the study is designed as a text analysis. A selection of official education policy documents constitutes the empirical data and includes a total of four documents in the policy process that led to the proposal for the NPP. The first document is the 2015 School Commission's report with proposals for a national strategy for knowledge and equality (SOU 2017:35). That proposal led to the appointment of a special investigator to prepare a framework for the professional development of teachers and principals (SOU 2018:17). The proposal culminated in the government's proposal for a national professional program for principals, teachers and preschool teachers (Prop. 2022/23:54). The following parliamentary committee report (2022/23:UbU13) of the bill is also included in the empirical material. To give perspective on the context, another report has been used, however without per se being included in the analysis; on the municipalization of the Swedish school (SOU 2014:5). Following Ringarp and Waldow (2016), we argue that reports by government committees, such as Swedish Government Official Reports (SOU), constitute the indicators for education policy-making discourse. In the analysis, a selection of Bacchi’s WPR-questions have been applied, as part of an integrated analysis (Bacchi, 2015). Bacchi’s Foucault-influenced poststructural analytic strategy makes it possible to open up policy proposals for critical scrutiny. According to Bacchi, policy proposals can be considered as prescriptive texts, setting out practices based on specific problematisations, having governing effects (Bacchi, 2012). By a close analysis of policy documents, the identified problem representations may reveal discourses on what can be talked about ‘as possible or desirable, or as impossible and undesirable’ (Bacchi, 2016, p.1). The problem representations will not only have discursive effects, but also subjectification and material effects (Bacchi, 2009). The preliminary analysis of the documents started with a screening followed by an identification of the problem representations. Thirdly, the underlying discourses and possible effects were analysed. The analysis is in progress and a more in-depth analysis will be presented at the conference.Expected OutcomesA number of problem representations have been identified in the initial analysis of the documents. The most prominent are the NPP as a governance problem, a profession problem, an equity problem as well as a quality problem. Formulations regarding the profession problem are teacher deficiency, low status of the teaching profession, and difficulty in recruiting teachers. The NPP proposal can be viewed as an answer to rectify previous career reforms that have not been as successful as anticipated, for example the career teacher reform. Various examples claim that the state must take a clearer responsibility pointing to a steering problem. It is argued that there are system weaknesses, including the failing capacity and responsibility of many local governing bodies. Problems associated with students' results and equity are most palpable as narratives of a crisis discourse. The documents highlight that teaching is not of sufficiently high quality in all classrooms, and the quality of education varies within and between preschools and schools. Across the documents, overlapping discourses of neoliberalism, lifelong learning and the equity discourse can be seen underpinning these problem representations. For teachers and principals to be "really successful in their profession, continuous competence development is required throughout their professional life" (SOU 2018:17, p. 22). Through "standards", the professional skills need to be strengthened as well as the status of the profession itself. By increasing the attractiveness of the profession, the student results will improve. Many of the problem representations and underpinnings, found in documents stem from the OECD (2015) recommendations, point to the policy influence by international actors. The effects produced by the NPP proposal for Swedish local school actors are both an undermining of the school leaders’ local decision making regarding professional development, and a responsibilisation of the local actors for what can be perceived as system failures.

References 

Bacchi, C. (2016). Problematizations in health policy: Questioning how “problems” are constituted in policies. Sage Open, 6(2), 1-16. Bacchi, C. (2015). Problematizations in alcohol policy: WHO’s “alcohol problems”. Contemporary Drug Problems, 42(2), 130-147. Bacchi, C. (2012). Why study problematizations? Making politics visible. Open journal of political science, 2(01), 1. Bacchi, C. L. (2009). Analysing Policy: What ́s the problem represented to be? Pearson. Ball, S. J. (2003). The teacher's soul and the terrors of performativity. Journal of education policy, 18(2), 215-228. Baltzer, C. (2020). Lärarlegitimation som facklig professionsstrategi: En analys av den svenska legitimationsreformen som argument för lärares (re)professionalisering. [Doktorsavhandling, Åbo Akademi]. En bättre skola genom mer attraktiva skolprofessioner. (Dir. 2016:76). Regeringskansliet. Holloway, J., & Larsen Hedegaard, M. L. (2021). Democracy and teachers: the im/possibilities for pluralisation in evidence-based practice. Journal of Education Policy, 1-20. https://doi.org/10.1080/02680939.2021.2014571 Lingard, B., Martino, W., & Rezai-Rashti, G. (2013). Testing regimes, accountabilities and education policy: Commensurate global and national developments. Journal of Education Policy, 28(5), 539–556. Møller, J. (2009). School leadership in an age of accountability: Tensions between managerial and professional accountability. Journal of Educational change, 10, 37-46. Nordin, A. (2014). Crisis as a discursive legitimation strategy in educational reforms: A critical policy analysis. Education Inquiry, 5(1), 24047. OECD (2015). Improving Schools in Sweden: An OECD Perspective. https://www.oecd.org/education/school/Improving-Schools-in-Sweden.pdf Rizvi, F., & Lingard, B. (2009). Globalizing education policy. Routledge. Med undervisningsskicklighet i centrum – ett ramverk för lärares och rektorers professionella utveckling. Slutbetänkande av Utredningen om en bättre skola genom mer attraktiva skolprofessioner (SOU 2018:17). Utbildningsdepartementet. Prop. 2022/23:54. Nationellt professionsprogram för rektorer, lärare och förskollärare. Utbildningsdepartementet. Pettersson, D. (2008). Internationell kunskapsbedömning som inslag i nationell styrning av skolan. (Uppsala Studies in Education, 120). Doktorsavhandling, Uppsala: Uppsala universitet Ringarp, J., & Waldow, F. (2016). From ‘silent borrowing’ to the international argument–Legitimating Swedish educational policy from 1945 to the present day. Nordic Journal of Studies in Educational Policy, 2016(1), 29583. Schleicher, A. (2016). Teaching excellence through professional learning and policy reform: Lessons from around the world, International summit on the teaching profession, OECD. Staten får inte abdikera - om kommunaliseringen av den svenska skolan. Betänkande av Utredningen om skolans kommunalisering (SOU 2014:5). Utbildningsdepartementet. 2015 års skolkommission (U 2015:03). Utbildningsdepartementet. Utbildningsutskottets betänkande (2022/23:UbU13). Nationellt professionsprogram för rektorer, lärare och förskollärare. Utbildningsdepartementet.

Skolan är en av välfärdssamhällets viktigaste institutioner. Den lyfts fram i den politiska debatten som möjliggörare för att varje enskilt barn ska utveckla sin unika egenart och förmåga att delta i samhällslivet. Skolan ska också bidra till att över tid upprätthålla de demokratiska värderingar som samhället vilar på.

Tillsyn är ett av de verktyg staten använder för att styra skolan. Sedan 1990-talet har tillsynen utökats från en obefintlig till en välorganiserad verksamhet som idag bedrivs i en myndighet med över 450 anställda. En annan förändring är den juridifiering av tillsynen som bland annat innebär att rättsliga sanktioner används för att få skolor och huvudmän att vidta åtgärder efter påpekanden vid inspektion. Under denna period har samtidigt rektorns ansvar och professionella friutrymme betonats som avgörande för skolors framgång. Även huvudmännens uppdrag att utifrån de nationella målen för skolan skapa förutsättningar för rektorers arbete har givits ett betydande utrymme.

I avhandlingen analyseras hur statens styrning, genom Skolinspektionens ingripanden med sanktioner, påverkar den lokala styrningen och ledningen av skolan, vilket utforskas både utifrån rektorns och huvudmannens perspektiv. Till grund för analysen ligger intervjuer och dokumentstudier på tre fallskolor som efter att inspektion fått olika former av sanktioner. I en dokumentstudie analyseras också en rad skärpningar av tillsynen som gjorts sedan 2015.

In this thesis the national governing system is studied through the Swedish Schools Inspectorate’s use of sanctions, and effects for the local governing and managing schools by principals and governing bodies. The study draws on theories about governing, auditing and management. In a document study, the reinforced supervision and the new sanctions were analysed. Case studies were also conducted at three different schools, which all have had different commands and sanctions imposed following inspection. Interviews and document studies are methods used for the case studies. The analytical concept of effects (Swedish: verkningar) is central, signifying both effects in terms of consequences and constitutive effects dependent on the contextual settings and assumptions. Governing system, policy enactment, scope for action, and the logics of accountability and professional responsibility are other concepts used for the analysis. The study shows that the use of sanctions underscores the purpose of accountability and turns up the voice of the state in the governing chain. The goal of compliance is central, and the purpose of deterrence is also visible in the use of sanctions. The results of an inspection are often utilized in an instrumental way by the principals and superintendents at the level of governing body and do not mainly contribute to local school development or other learning purposes. The use of sanctions changes the local actors’ scope for action, both directly and indirectly. Results from the study also show how principals and governing bodies under certain circumstances are “passivated”, waiting for normative dictum from the Inspectorate. The introduction of the reinforced supervision and the new sanctions is described and how the regulations are interpreted as a process of juridification. This process also interacts with the general regulations of schools, with further implications for the professional discretion of principals.

Education systems in the Nordic countries are to an increasing degree subject to new forms of legal and regulative processes (Arneback & Bergh, 2016; Hult & Segerholm, 2016; Karseth & Møller, 2018; Runesdotter, 2016). Following Novak (2018), a starting point for this study is that the changes in legislation regarding the mission and mandate of the Swedish Schools Inspectorate (SSI) can be seen as an empirical manifestation of such process. Since 2015, the SSI is commissioned by law to issue injunctions with a penalty fine when a school’s “…deficiencies seriously limit the student’s opportunities to reach the educational goals” (SFS 2010:800, Chap. 26, § 27). The SSI is also to inspect and, if found nessecary, demand from the responsible school authority to redistribute teacher resources at the school (SFS 2010:800, Chap. 26, § 2 and § 10).

The aim of the study is to critically analyse “the representation of the problem” and the underlying assumptions that led to the strengthening of inspection in 2015 and to discuss the consequences that have occurred for school leaders and principal organizers (huvudmän) in Sweden.

The study has its theoretical ground in the scholarly work on “juridification” (Blichner & Molander, 2008) – specifically, the juridification of education governance (Novak, 2018). Further, it makes use of Carol Bacchi’s WPR approach to policy analysis (Bacchi, 2009). Different policy documents such as Governmental White Papers and Bills leading up to the strenthened inspection model of 2015 are examined in depth. 

The results make visible both the “problem representations” pushing for the new mandate of the SSI as well as their underlying assumptions. The study shows that the intents of the legally strenghtened inspection model, as expressed in the policy documents, hold several paradoxes about the division of responsibilities and distribution of power in the school system. These findings are crucial to make visible and to discuss in order to seriously attend to the challenges and opportunities that school leaders in Sweden are currently facing when they need to handle a rather fragile situation after being sanctioned by the SSI.  

Referenser

Arneback, E., & Bergh, A. (2016). Redaktionellt U&D 25: 1. Tema: Juridifieringen av skolan. Utbildning och Demokrati, 25(1), 3-9. 

Bacchi, C. L. (2009). Analysing policy: what's the problem represented to be? Frenchs Forest: Pearson.

Blichner, L. C., & Molander, A. (2008). Mapping juridification. European Law Journal, 14(1), 36-54. doi: 10.1111/j.1468-0386.2007.00405.x

Hult, A., & Segerholm, C. (2016). The process of juridification of school inspection in Sweden. Utbildning & Demokrati: Tidskrift för Didaktik och Utbildningspolitik, 25(2), 95-118. 

Karseth, B., & Møller, J. (2018). Legal Regulation and Professional Discretion in Schools. Scandinavian Journal of Educational Research, 1-16. doi: 10.1080/00313831.2018.1531918

Novak, J. (2018). Juridification of Educational Spheres: The Case of Swedish School Inspection. (PhD Sammanläggning), Uppsala universitet, Uppsala.   

Runesdotter, C. (2016). Avregleringens pris? Om juridifieringen av svensk skola ur skolaktörers perspektiv. Utbildning & Demokrati: Tidskrift för Didaktik och Utbildningspolitik, 25(1), 95-112. 

SFS 2010:800. Skollag Stockholm: Utbildningsdepartementet.

Research topic/aim

In the era of New Public Management (NPM), there is no question about the great importance of school inspection in governing schools. The Swedish School Inspectorate has since 2008 focused on detecting failures in relation to the educational legislation, and require measures to be taken from the local school authority.

The aim of this study is to illuminate processes and phenomena that occur when schools are under heavy pressure from ‘the Inspectorate’ and how their conducts and actions can be understood.

Theoretical framework

Main themes in the educational reforms in the 1990´s and further are deregulation, decentralization, privatization and freedom of choice (Lundahl, Erixon Arreman, Holm & Lundström, 2013; Rönnberg, 2012) with enhancing foci on goal attainment, legal certainty and control (Runesdotter, 2016). The ethos of the professionals is an expressed idea in public administration, which is challenged by these changes. The assertion that there is a causal relation between school´s deficiencies in relation to the educational legislation and goal attainment for schools and students is a central aspect of the study as well.

Drawing on theories about performativity and judicalization, the institutional logics of the profession, the bureaucracy and the market (Scott, 2013) are used as analytical tools. 

Methodological design

Three case studies are tuned from a number of Swedish schools, which were inspected during 2016. These three settings were selected for being sanctioned with a fine for their deficiencies. ‘The Inspectorate’ is since 2015 obliged to use the fine sanction when a school´s “…deficiencies seriously limit the students preconditions to reach the educational goals”, as the Education Act says. The empirical data consist of interviews with principals and local heads of school authorities and politicians in charge. Method used is unstructured interviews. 

Expected conclusions/findings

The local school authority needs to handle a rather fragile situation after a fine, and their conduct has a huge impact on school level. Preliminary results show highly varied strategies on school level and both examples when the discretion of the principal is great extended because of the fine, as well as the quite contrary. Further result is about the phenomenon of governing at a distance and highlights difficulties in the division of responsibilities between national and local levels, as well as problems in the hierarchical structure of the school system.

Relevance to Nordic educational research. NPM reforms and enhanced frequency of inspection are global phenomena, not the least in Scandinavia where high trust otherwise has been significant in public administration. 

Referenser

Lundahl, L., Erixon Arreman, I., Holm, A.-S., & Lundström, U. (2013). Educational marketization the Swedish way. 2013, 4(3), 497-517. 

Runesdotter, C. (2016). Avregleringens pris? Om juridifieringen av svensk skola ur skolaktörers perspektiv. Utbildning & Demokrati: Tidskrift för Didaktik och Utbildningspolitik, 25(1), 95-112. 

Rönnberg, L. (2012). Reinstating national school inspections in Sweden: The return of the state. Nordic Studies in Education, 32(2), 69-83. 

Scott, W. R. (2013). Institutions and organizations: Ideas, interests, and identities: Sage Publications.

Research topic/aim/questions and theoretical framework

Juridification and governance of school, including enhanced frequency of inspections, are global phenomena, not the least in Sweden and Scandinavia where high trust otherwise has been significant in public administration. At least since 2003 there has been a general increase in legal and regulative processes in the Swedish school system (Lindgren, Hult, Segerholm & Rönnberg, 2012; Runesdotter, 2016). The institutionalization of a juridified school system is both a matter of the 2010 Act of Education and of the Swedish School Inspection (SSI) (Novak, 2018), installed in 2008. This referred transformation of the school system has had a major impact on the practice of local schools and actors like students, teachers and school leaders. Even actors at local school boards and authorities are concerned by the changes. 

SSI has focused on detecting failures and deficiencies in relation to the educational legislation with enhanced foci on goal attainment and legal certainty, and require measures to be taken from the local school authorities. In 2015 SSI gets an obligation in an amendment to the Education Act, to use injunctions with a penalty (fine) when a school´s “…deficiencies seriously limit the students preconditions to reach the educational goals” (Education Act, 26 chapter 27 §).

There is knowledge about school inspection and its consequences. But the further implications of the juridified mode of education governance is not clearly elaborated (Novak, 2018). This is the starting point of my research. To capture the phenomena of juridification, the SSI is of particular interest, as well as other regulatory agencies in the school system as the Swedish School Appeal Board (Skolväsendets överklagandenämnd), the Child and School Student representative (Barn- och Elevombudet) and the Teachers’ Disciplinary Board (Lärarnas ansvarsnämnd).

The aim of the study is to analyze processes of juridification and enactment on local school and authority level, when schools are under heavy pressure from SSI and other regulatory agencies. The research questions are: 

How do sanctions and injuctions with fines effect the local actors and institutions? 

How does it effect local actors and their practice when appeals against decisions made by teachers and school leaders, for instance about students with special needs, are challenged in judicial instances? 

The research is drawing on theories about judicalization and governance of school (Novak, 2018) and performativity (Ball, Maguire, Braun, Hoskins & Perryman, 2012). Also the framework of institutional logics (Friedland & Alford, 1991; Thornton, Ocasio & Lounsbury, 2012) is used in the analysis.

Methodological design

The research is a case study. Two inspection cases have been selected from a number of Swedish schools, which were inspected during 2016. The cases were tuned for being sanctioned with a fine for their deficiencies. In addition, a case is selected from the Swedish School Appeal Board, where the school´s decision about a student’s special need is challenged. The empirical data consist of interviews with principals and local heads of school authorities and politicians in charge. The method used is unstructured interviews. Policy texts and case documents are analyzed. 

Expected outcomes and relevance to educational research

The local school authority needs to handle a rather fragile situation after a fine. The judicial logic challenge the professional logic and there are consequences for the education and for the relations between schools and students as well as their homes. Preliminary results show situations when the local actors do policy in a way that feed the judicial demands but erode the education and the professional logic. Further result is about strategies on school level showing that discretion of the principal sometime is greatly extended because of the fine, and sometime is limited. Difficulties in the division of responsibilities between national and local levels, as well as problems in the hierarchical structure of the school system are elaborated.

Referenser

Ball, S. J., Maguire, M., Braun, A., Hoskins, K., & Perryman, J. (2012). How schools do policy: Policy enactments in secondary schools. London: Routledge.

Friedland, R., & Alford, R. R. (1991). Bringing society back in: Symbols, practices and institutional contradictions. 

Lindgren, J., Hult, A., Segerholm, C., & Rönnberg, L. (2012). Mediating school inspection: Key dimensions and keywords in agency text production 2003-2010 (Vol. 3, ss. 569-590). Umeå: Education Inquiry Umeå Universitet.

Novak, J. (2018). Juridification of Educational Spheres: The Case of Swedish School Inspection. (PhD Sammanläggning), Uppsala universiet, Uppsala.   

Runesdotter, C. (2016). Avregleringens pris? Om juridifieringen av svensk skola ur skolaktörers perspektiv. Utbildning & Demokrati: Tidskrift för Didaktik och Utbildningspolitik, 25(1), 95-112. 

Thornton, P. H., Ocasio, W., & Lounsbury, M. (2012). The institutional logics perspective : a new approach to culture, structure and process. Oxford: Oxford University Press.