Mot ökad stabilitet och ett breddat uppdrag – tendenser i utvecklingen av högskolepedagogiska enheter under det senaste decenniet

Abstract

The study examines how higher education pedagogy units are organized and financed and what activities the units are engaged in at Swedish higher education institutions today, and is a follow-up to Stigmar and Edgren's study (2014). The study covers 14 universities and 11 colleges where directors of the higher education units have been interviewed. In order to identify patterns and themes, a thematic analysis of the empirical data has been carried out. The result shows that the units are no longer constantly questioned and that their operations has become more extended and flexible. Their responsibilities have been broadened to include issues related to qualifications, quality work, digitization, sustainability and gender equality. The management's approach to higher education pedagogy is still of great importance for the stability of the higher education pedagogy unit, but also its own budget, organizational location, a clear business mission and that the business is characterized by good quality are mentioned as stabilizing factors. Other stabilizing factors are academic positions that allow research and regional and national relationships/networks, as they are considered to promote quality. The following four points need to be addressed by higher education educational units: (i) the contact between university management - the pedagogical unit - middle managers and university teachers is central, (ii) the expanded mission entails new tasks that require research-competent personnel in various fields (iii) it is important to follow up on the effects of higher education pedagogic activities and (iv) to find a balance between issues related to digitization and other activities. Keywords: Acdemic development, organization, financing, operations