Bo Persson

Interests, Ideas and Legacies of the Past: Analysing the Positions and Strategies of Swedish Policy Actors in the Establishment of the European Research Council.

In the past decade, the number of EU policy activities in research and higher education has increased greatly. The governance processes in these areas are increasingly characterized as multilayered, involving actors with a variety of roles, functions and loyalties. This article focuses on the forces shaping the policy positions and strategies of national science policy actors and coalitions in transnational policy processes through a case study of the positions, ideas and strategies held by central Swedish science policy actors in the process of building the European Research Council (ERC) during the first decade of the 2000s. The case is analysed from the perspectives of three versions of neo-institutional theory, each of which has somewhat different views on how institutions, interests and policy ideas interact in these kind of processes. The analysis shows that the Swedish influence on this process consisted primarily of an advocacy coalition of individuals with strong institutional positions in the Swedish science policy system and affiliations to transnational policy institutions and communities. Furthermore, the study shows that the policy actors largely functioned as normative entrepreneurs who related to general policy ideas shared by members of a transnational community, but also that the drivers of the development and the policy solutions were largely anchored in experiences and legacies from a national context.

Mobilising for change in vocational education and training in Sweden : a case study of the ‘Technical College’ scheme

Abstract In this article, we analyse a recent industry-driven initiative in Sweden for the organisation and operation of Vocational Education and Training. In the context of a statist and school-based system for VET, this is an initiative which seems to be an example of an anomaly in the present system. The initiative is called the Technical College scheme and is a certification scheme for upper secondary school education in technology. The aim of this article is to describe and explain the establishment of the Technical College scheme in Sweden from a historical institutionalist approach. Based on this approach, the case is analysed as a process of incremental institutional change, with a focus on initiatives and strategies by different stakeholders driving the invention and implementation of the scheme, the importance of the power balances between central interests, and how the process has been shaped by institutional conditions. Our study shows how previously marginalised actors in a VET system can mobilise for change without radically changing the rules of the game. The process that we characterise can be explained by changes in the power balances between key actors, but also by changed institutional conditions that have provided windows of opportunity for new initiatives.