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När gamla ränder går ur, träder nya linjer in

Wikberger, Emma LU (2016) STVK02 20162
Department of Political Science
Abstract
In the wake of the autonomy reform, most Swedish universities have gone from a dualistic management system, with both collegial governance and chain of command, to limiting collegial governance in favour of increased chain of command. This thesis examines how teachers at Malmö University, a university that has shifted towards increased chain of command after the reform, consider how the organizational changes have affected them. The thesis is based on two theoretical standpoints; academic freedom of research and education, and professionalism. The thesis is based on five semi-structured interviews with teachers at Malmö University; two professors, two associate professors and one PHD-student. The results show that teachers feel that their... (More)
In the wake of the autonomy reform, most Swedish universities have gone from a dualistic management system, with both collegial governance and chain of command, to limiting collegial governance in favour of increased chain of command. This thesis examines how teachers at Malmö University, a university that has shifted towards increased chain of command after the reform, consider how the organizational changes have affected them. The thesis is based on two theoretical standpoints; academic freedom of research and education, and professionalism. The thesis is based on five semi-structured interviews with teachers at Malmö University; two professors, two associate professors and one PHD-student. The results show that teachers feel that their academic freedom regarding their research is assured, but that the support does not come from within the organization. Instead their sense of academic freedom is based on if their research is being externally funded. The result shows that if teachers instead had to conduct research funded internally, they would feel much more controlled in their research. This was due to the fact that they experienced that the University's management and managers largely determine that research that is conducted within the university. Regarding education the results showed that teachers felt freedom in their teaching in the classroom and in the meeting with the students. However, they considered themselves completely lacking formal means to influence the education internally within the organization, which is something that affected their commitment and enthusiasm for teaching. The results also show that their professional role within the organization had been negatively affected. The teachers experienced that their professional knowledge was used in their individual work, but was not utilized in the organization as a whole or in the decision-making of the organization. The senior teachers were those who felt that their professional role had been marginalized to the greatest extent after the organizational changes. (Less)
Please use this url to cite or link to this publication:
author
Wikberger, Emma LU
supervisor
organization
course
STVK02 20162
year
type
M2 - Bachelor Degree
subject
keywords
autonomireformen, kollegialstyrning, linjestyrning, professionalism, utbildning, akademisk frihet, forskning
language
Swedish
id
8896147
date added to LUP
2017-02-08 15:13:35
date last changed
2017-02-08 15:13:35
@misc{8896147,
  abstract     = {In the wake of the autonomy reform, most Swedish universities have gone from a dualistic management system, with both collegial governance and chain of command, to limiting collegial governance in favour of increased chain of command. This thesis examines how teachers at Malmö University, a university that has shifted towards increased chain of command after the reform, consider how the organizational changes have affected them. The thesis is based on two theoretical standpoints; academic freedom of research and education, and professionalism. The thesis is based on five semi-structured interviews with teachers at Malmö University; two professors, two associate professors and one PHD-student. The results show that teachers feel that their academic freedom regarding their research is assured, but that the support does not come from within the organization. Instead their sense of academic freedom is based on if their research is being externally funded. The result shows that if teachers instead had to conduct research funded internally, they would feel much more controlled in their research. This was due to the fact that they experienced that the University's management and managers largely determine that research that is conducted within the university. Regarding education the results showed that teachers felt freedom in their teaching in the classroom and in the meeting with the students. However, they considered themselves completely lacking formal means to influence the education internally within the organization, which is something that affected their commitment and enthusiasm for teaching. The results also show that their professional role within the organization had been negatively affected. The teachers experienced that their professional knowledge was used in their individual work, but was not utilized in the organization as a whole or in the decision-making of the organization. The senior teachers were those who felt that their professional role had been marginalized to the greatest extent after the organizational changes.},
  author       = {Wikberger, Emma},
  keyword      = {autonomireformen,kollegialstyrning,linjestyrning,professionalism,utbildning,akademisk frihet,forskning},
  language     = {swe},
  note         = {Student Paper},
  title        = {När gamla ränder går ur, träder nya linjer in},
  year         = {2016},
}