Politiker, beslutsfattare och opinionsbildare borde upptäcka vilka potentiella möjligheter att utveckla Nordostskåne som kan bli verklighet om samarbetet mellan kommunerna i området och Högskolan Kristianstad förbättras.

Bildningsbegreppet har haft olika betydelse över tid, inom olika utbildningsområden och i olika sociala sammanhang. Idag har begreppet fått förnyad aktualitet inom den högre utbildningen i Sverige. Artikeln diskuterar begreppet bildning, högre utbildningen i Sverige, liberal education i USA samt relationen mellan bildning och högre utbildning. Artikeln avslutas med några reflektioner kring kopplingen bildning, undervisning och lärande.

This study examines how university teachers in two Swedish higher education institutions grapple with the challenge of connecting research and teaching. With the increasing pressure in higher education to improve graduate employability, teaching is expected to include skills-oriented, vocational training which may (or may not) conflict with the more traditional Humboldtian ideal, in which teaching is built on research. Drawing on the rich bodies of literatures on employability and the teaching–research relationship, the authors find that university teachers practice the relationship in four ways: by using scientific articles in the curriculum; by teaching students a critical research attitude; by lecturing about their own research results; and by relying on the formal skills of fellow teachers. These practices of establishing a close connection between teaching and research are, this study suggests, met with resistance from colleagues, who are perceived to favor vocational training and emphasize employability; from students, who are also perceived to worry about employability; and finally from other policies that target partially conflicting objectives, including those for employability.

The global coverage and the need for consensus explain why the UN Paris agreement, in several critical dimensions, is characterizedby low levels of commitment and reciprocity. Hence, complementary designs are needed. This paper analyzes the parameters of such designs. New agreements should cover only nations that are willing to high levels of commitments and reciprocity. They should use measures that governments can control and be made accountable for. Commitments should be short-term and few dimensional and they should incentivize efficient reductions, prevent leakages to outside nations and provide sanctions for noncompliance. Further, they should provide incentives to outsiders to reduce emissions and encourage them to join the agreement. A Climate Club that harmonizes minimum national carbon prices (i.e. carbon taxes), introduces a common carbon tariff, and welcomes new members to meet these criteria. Such a complementary design also has the potential to expand and, with time, provide a global price on carbon.

Sett från högskolans horisont är det angeläget att utveckla området kring högskolan och bättre länka samman campus och centrum. Området kring högskolan behöver bli attraktivare för studenter och sträckan mellan högskolan och centrum behöver bli trevligare än den är i dag. Mot den bakgrunden välkomnar Högskolan Kristianstad en utveckling av området med bättre kommunikationer och vi ser gärna ett nytt badhus nära högskolan.

This paper analyzes insufficiencies in UN negotiations and identifies a set of characteristics that would make a complementary institutional design efficient. A coalition among nations with high climate ambitions is suggested. Such a coalition should introduce measures that leaders can control and be accountable for—measures that are short-term and fewdimensional, and that incentivize efficient reductions, prevent leakages to outside nations, and sanction non-compliance. A coalition should also provide incentives to outside emitters and encourage new members. A Climate Coalition that harmonizes minimum national carbon prices (i.e. carbon taxes), introduces a common carbon tariff, and welcomes new members would meet the criteria and have the potential to emerge at a global level.

The importance of policy networks has long been emphasized within the field of policy analysis. However, few attempts have been made to investigate the explanatory power of policy networks using the tools and theoretical concepts provided by social network analysis (SNA). This paper aims to address this need by determining if a relationship exists between the structural features of policy networks, their organizing capacities, and their performance. A comparative case study of four networks within the higher education policy sector confirms the assumption related to the existence of such a relation. It is proposed that an efficient and innovative policy network consists of a heterogeneous set of actors that are centrally and densely integrated. Furthermore, while the level of network heterogeneity is positively related to the function of resource mobilization in the process of policymaking, the level of centralized integration promotes the function of prioritizing. These findings are believed to contribute to our understanding of policymaking in contemporary society. The current paper indicates that a significant explanatory power exists in the concept of policy networks and that SNA is one way of advancing its possibilities.

Explanatory pictures and models are frequently used in teaching and learning situations. However, it seems to be simply assumed that they are always beneficial. In this article results from an investigation with 16 Swedish pupils aged 7–9 year are presented based on an analysis that has examined how well this assumption holds up. Concepts from multi-modal theory have been used to investigate how young learners deal with illustrations and text from an early reader booklet about composting domestic refuse. The analysis suggests that expectations that illustrations facilitate the meaning-making of young pupils may be exaggerated. Although the booklet claimed to provide interactive support between image and text most of the examples show pupils ignoring pictures or misinterpreting vital information about composting in both the verbal and non-verbal material. The illustrations did not compensate for the most crucial deficiencies in the written text.