Knowledge for the Unknown? A History of the Future in Swedish Higher Education and Research Policy, 1970-2020
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| Title: | Knowledge for the Unknown? A History of the Future in Swedish Higher Education and Research Policy, 1970-2020 |
|---|---|
| Language: | English |
| Authors: | Lars Geschwind (ORCID |
| Source: | Higher Education: The International Journal of Higher Education Research. 2025 89(2):349-365. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | European History, Educational History, Higher Education, Research and Development, Policy, Educational Trends, Futures (of Society), Foreign Countries, Policy Formation, Educational Technology, Lifelong Learning |
| Geographic Terms: | Sweden |
| DOI: | 10.1007/s10734-024-01210-4 |
| ISSN: | 0018-1560 1573-174X |
| Abstract: | This article analyses how the future has been discussed in Swedish higher education and research policy, providing an overview of public inquiries during the period 1970-2020. Expanding on the conceptual framework of German historian Reinhart Koselleck, the article approaches discourses on the future through the analytical lens of sociology of expectations. The findings demonstrate that all inquiries that attempt to advance arguments for policy change address the future--with temporal perspectives usually limited to the coming 15-20 years--whereby the future is conceptualised as an unknown and complex 'knowledge society', characterised by acceleration, high demands and fierce competition. A number of inquiries discuss the future development based on empirical data like shrinking age cohorts among potential students, while others describe threats and challenges based on needs for creating a sense of urgency. Inter- and multidisciplinarity, with respect to such future needs in both research and education, is consequently a key area of discussion throughout the period in question. Several other themes emerge as prevalent, including technological change and digitalisation as well as broader issues of how to organise the curriculum and lifelong learning. The historical analysis presented in this article is crucial for ongoing university debates, as it is demonstrated that temporal dynamics and future imaginaries have been highly formative for the development of Swedish higher education and research. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1461426 |
| Database: | ERIC |
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| Abstract: | This article analyses how the future has been discussed in Swedish higher education and research policy, providing an overview of public inquiries during the period 1970-2020. Expanding on the conceptual framework of German historian Reinhart Koselleck, the article approaches discourses on the future through the analytical lens of sociology of expectations. The findings demonstrate that all inquiries that attempt to advance arguments for policy change address the future--with temporal perspectives usually limited to the coming 15-20 years--whereby the future is conceptualised as an unknown and complex 'knowledge society', characterised by acceleration, high demands and fierce competition. A number of inquiries discuss the future development based on empirical data like shrinking age cohorts among potential students, while others describe threats and challenges based on needs for creating a sense of urgency. Inter- and multidisciplinarity, with respect to such future needs in both research and education, is consequently a key area of discussion throughout the period in question. Several other themes emerge as prevalent, including technological change and digitalisation as well as broader issues of how to organise the curriculum and lifelong learning. The historical analysis presented in this article is crucial for ongoing university debates, as it is demonstrated that temporal dynamics and future imaginaries have been highly formative for the development of Swedish higher education and research. |
|---|---|
| ISSN: | 0018-1560 1573-174X |
| DOI: | 10.1007/s10734-024-01210-4 |
