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  • 1.
    Bengtsson, Mattias
    et al.
    Göteborgs universitet.
    Börjesson, Mikael
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Gustavsson, Martin
    Hörnqvist, Magnus
    Stockholms universitet.
    Klassamhället i den officiella statistiken2012In: Fronesis, ISSN 1404-2614, no 40-41, p. 136-157Article in journal (Other academic)
  • 2.
    Bertilsson, Emil
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Börjesson, Mikael
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Broady, Donald
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Könsmönster i rekryteringen till svenska lärarutbildningar 1977-20072009Report (Other academic)
  • 3.
    Blanck, Dag
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of English.
    Börjesson, Mikael
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Transnational Strategies in Higher Education and Cultural Fields: The Case of the United States and Sweden in the 20th Century2008In: American Studies in Scandinavia, ISSN 0044-8060, Vol. 40, no 1-2, p. 80-89Article in journal (Refereed)
  • 4.
    Broady, Donald
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences.
    Andersson, Mats B.
    Börjesson, Mikael
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences.
    Gustafsson, Jonas
    Hultqvist, Elisabeth
    Palme, Mikael
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences.
    Skolan under 1990-talet: Sociala förutsättningar och utbildningsstrategier2000In: Välfärd och skola: antologi från Kommittén Välfärdsbokslut / [ed] Donald Broady et al., Stockholm: Fritzes , 2000, p. 5-133Chapter in book (Other academic)
  • 5.
    Broady, Donald
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Andersson, Mats B.
    Börjesson, Mikael
    Gustafsson, Jonas
    Hultqvist, Elisabeth
    Palme, Mikael
    Skolan under 1990-talet: sociala förutsättningar och utbildningsstrategier : rapport till kommittén Välfärdsbokslut2000Report (Other academic)
  • 6.
    Broady, Donald
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Börjesson, Mikael
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Arkeologin som fält: Rapportering av uppdrag för Riksantikvarieämbetet2005Report (Other academic)
  • 7.
    Broady, Donald
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Börjesson, Mikael
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    En social karta över gymnasieskolan2008In: Individ - samhälle - lärande: åtta exempel på utbildningsvetenskaplig forskning, Stockholm: Vetenskapsrådet , 2008, p. 24-35Chapter in book (Other (popular science, discussion, etc.))
    Abstract [en]

    Här ett prov på det slags utbildningssociologisk forskning där man ritar kartor över fördelningen av de tillgångar som eleverna har i bagaget: kulturellt kapital från föräldrahemmet, egna skolframgångar och annat. På en sådan karta kan man se var läkarnas, journalisternas eller polisernas döttrar och söner hamnar. Man kan också få ett grepp om hur skolorna konkurrerar om de mest åtråvärda eleverna. Och man kan förklara exempelvis varför friskolorna hittills haft ett så begränsat genomslag i en universitetsstad som Uppsala eller varför gymnasier i Stockholms innerstad är på väg att förvandlas till flickskolor.

  • 8.
    Broady, Donald
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Börjesson, Mikael
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    En social karta över gymnasieskolan2006In: Ord och bild, ISSN 0030-4492, E-ISSN 1402-2508, no 3-4, p. 90-99Article in journal (Other academic)
  • 9.
    Broady, Donald
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Börjesson, Mikael
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    En social karta över gymnasieskolan i Stockholm i slutet av 1990-talet2002In: Studies in Educational Policy and Educational Philosophy: e-tidskrift, ISSN 1652-2729, Vol. 1, no 1Article in journal (Other (popular science, discussion, etc.))
  • 10.
    Broady, Donald
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Börjesson, Mikael
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Go West!: O sistema de ensino sueco e os mercados transnacionais2002In: A Escolarização das elites: Um panorama internacional da pesquisa / [ed] Almeida, Ana Maria F. & Maria Alice Nogueira, Petrópolis: Vozes , 2002, p. 192-222Chapter in book (Other academic)
  • 11.
    Broady, Donald
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Börjesson, Mikael
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Gymnasieskolans sociala karta2005In: Utbildningsvetenskap 2005 - resultatdialog och överblick, Stockholm: Vetenskapsrådet , 2005, p. 32-37Chapter in book (Other academic)
  • 12.
    Broady, Donald
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Börjesson, Mikael
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    New Strategies on the Transnational Higher Education Market: The Case of Swedish Students in Paris and New York2005Conference paper (Refereed)
  • 13.
    Broady, Donald
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Börjesson, Mikael
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Nouvelles stratégies dans le marché transnational de l'enseignement supérieur: Le cas des étudiants suédois à Paris et à New York2005Conference paper (Refereed)
  • 14.
    Broady, Donald
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Börjesson, Mikael
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Transnational strategies in Swedish higher education1997Other (Other academic)
  • 15.
    Broady, Donald
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Börjesson, Mikael
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Bertilsson, Emil
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Temaintroduktion: Lärarutbildningens hierarkier2009In: Praktiske Grunde - Nordisk tidsskrift for kultur- og samfundsvidenskab, ISSN 1902-2271, no 4, p. 7-18Article in journal (Other academic)
  • 16.
    Broady, Donald
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Börjesson, Mikael
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Bertilsson, Emil
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Farkas, Gergei
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Gunneriusson Karlström, Märit
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Larsson, Esbjörn
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Lidegran, Ida
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Nordqvist, Ingrid
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Utvärdering av Rekryteringsdelegationen2006Report (Other academic)
  • 17.
    Broady, Donald
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Börjesson, Mikael
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Bertilsson, Emil
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Larsson, Esbjörn
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Lidegran, Ida
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Nordqvist, Ingrid
    Skolans kungsväg. Det naturvetenskapliga programmets plats i utbildningssystemet2009Report (Other (popular science, discussion, etc.))
  • 18.
    Broady, Donald
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Börjesson, Mikael
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Dalberg, Tobias
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Josefine, Krigh
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Lidegran, Ida
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Inventering av svensk utbildningsvetenskaplig forskning: Redovisning av ett uppdrag för Vetenskapsrådets utbildningsvetenskapliga kommitté2011Report (Other academic)
  • 19.
    Broady, Donald
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Börjesson, Mikael
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Lidegran, Ida
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Palme, Mikael
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Effets en Scandinavie2009In: Parcours d'une sociologue, figures d'un engagement: De la sociologie des élites à la transmission des savoir. Hommages à Monique de Saint Martin / [ed] Mihai Dinu Gheorghiu, Pascale Gruson, Daniella Rocha, Editura Universitattii "Alexandru Ioan Cuza" Iasi , 2009, p. 200-207Chapter in book (Other (popular science, discussion, etc.))
  • 20.
    Broady, Donald
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Börjesson, Mikael
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Lundin, Sverker
    Palme, Mikael
    Swedish Education in Science and Technology: Expansion and Transformations2004Conference paper (Other academic)
  • 21.
    Broady, Donald
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Börjesson, Mikael
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Palme, Mikael
    Det svenska högskolefältet under 1990-talet: Den sociala rekryteringen och konkurrensen mellan lärosätena2002In: Perspektiv på högskolan i ett förändrat Sverige / [ed] Furusten, Thomas, Stockholm: Högskoleverket , 2002, p. 13-154Chapter in book (Other academic)
  • 22.
    Broady, Donald
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Börjesson, Mikael
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Palme, Mikael
    Go West!: Swedish higher education and transnational markets1998Conference paper (Other academic)
  • 23.
    Broady, Donald
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Börjesson, Mikael
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Palme, Mikael
    Les transformations actuelles de la structure sociale du champ de l'enseignement supérieure en Suède2002Other (Other academic)
  • 24.
    Broady, Donald
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Börjesson, Mikael
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Palme, Mikael
    Social Classification and the Analysis of the Field of Higher Education - the Case of Sweden2003Other (Other academic)
  • 25.
    Bryntesson, André
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Forum för studier av den högre utbildningens internationalisering (SIHE).
    Börjesson, Mikael
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Forum för studier av den högre utbildningens internationalisering (SIHE).
    Internationella studenter i Sverige: Avgiftsreformens påverkan på inflödet av studenter2019Report (Other academic)
    Abstract [en]

    In the autumn of 2011, Sweden introduced tuition fees for third country free-mover students, i.e. students from outside the EEA and Switzerland who apply to Swedish higher education institutions (HEIs) independently, outside the framework of exchange programmes. This report interprets this as part of an ideological shift that has taken place within Swedish internationalisation policy. The emphasis in this policy has shifted over time, from a development aid perspective, through a discourse on diversity as a driver for enhanced quality, and later towards a competition centred perspective in line with international trends, where HEIs are viewed as educational goods producers who compete to attract international students on a global market.

    This report describes the changes in the inflow of students that took place when tuition fees were introduced, which followed a period in which there had been a significant increase in the number of incoming students. It was already well documented that the number of newly arriving students pertaining to the group targeted by fees initially dropped by four fifths when fees were introduced. Instead, this report maps out how the composition of the group of incoming students changed with respect to fields of study as well as the students’ geographical origin and the economic, political and cultural character of their countries of origin. The changes are then analysed in relation to the goals and values that were emphasised in Swedish policy regarding the internationalisation of higher education, in particular those highlighted in the national strategy for internationalisation from 2005, and in the bill introducing tuition fees and new scholarships.

    The report shows that the proportions of third country students with certain types of origin or fields of study changed in several ways, since the number of students in some groups dropped more so than in others. In the group targeted by fees, the number of students from wealthier, Christian and politically free countries dropped less than the average of the group as a whole. Simultaneously, the number of students from poorer and non-Christian countries dropped more than average. However, as the number of third country free-mover students gradually began to recover, the number of students in the most affected groups were among those that increased the fastest.

    Furthermore, there was a shift in the relative proportions of free-mover and exchange students in the third country student population in Sweden. The exchange student group came to make up a larger part than before, as the number of free-mover students dropped. This, in turn, was linked to an altered geographical representation. After the fee introduction, Western students came to make up a larger share of the incoming third country students, while students from several countries in southern Asia, eastern Europe and parts of Africa came to make up a smaller proportion.

    At the same time, changes in the inflow of students meant that sciences and technology lost more students than humanities and social sciences, both in absolute numbers and as a share of the incoming students. As the number of incoming students began to increase again during the years after the fee introduction, the number of students in sciences and technology began to recover.

    Based on the political aims and values concerning diversity of backgrounds and perspectives, poverty reduction, democratic development, and domestic undersupply of labour in technology and research, the above-mentioned changes were problematic. The national strategy for internationalisation emphasised diversity of perspectives and experiences among the students as a means to increase the quality of education. Such conditions, in terms of diversity, worsened as the student population became less heterogeneous. Furthermore, the reduction of students from developing countries impeded the development aid goal of fighting poverty and assisting democratic development in the students’ countries of origin. The changes were also negative regarding the notion that incoming students within certain disciplines should be encouraged to remain in Sweden after graduation, in order to meet the demand for skilled labour.

    On the other hand, after the fee introduction, HEIs may have been forced to make more of an effort in order to be internationally competitive, since it has clearly become more challenging to recruit third country students. Based on a logic of incentives, such pressure is a driver for increased quality. However, many of the disadvantages that Swedish HEIs face in international competition, such as the local language, climate, housing and labour market, lie outside the power of HEIs to change. The current tuition fee system does not formally leave much room for adjusting the price according to the status and attractiveness of particular programmes or courses. It is possible that high status institutions or programmes would stand to gain from charging higher fees, since price is sometimes perceived by students as an indication of quality.

    A key result in the report is that the presence of students from the poorest countries, and those that Sweden has a long-term development cooperation with, could only be maintained thanks to scholarships from the Swedish Institute. In absolute terms, this group of students did not drop much more in numbers than the average of the group, i.e. with around four fifths. Without scholarships, however, only a tiny fraction of the incoming students would likely originate from these countries. This means that the power of Swedish authorities and scholarship organisations over the flows of students from the weakest economies has grown. In other words, the direct political influence on these flows has increased. The scholarship programme would probably have to be expanded at a pace equal to the increase in the number of incoming students, if the proportion of students from the poorest countries is to be maintained at the same level.

    Another question concerns how we should understand the changes that the report documents. The increasing number of incoming students during the first decade of the 21st century could be interpreted in relation to the global development. Not only did the number of free-mover students increase globally, but on top of that, Sweden’s attractiveness to students was probably strengthened relative to other countries when several of them introduced tuition fees or increased already existing ones. Right before the fees were introduced in Sweden, knowledge of this change may also have, to some extent, increased the attractiveness of a Swedish education. The fact that the introduction of Swedish tuition fees was followed by such a large reduction in the number of third country students could simultaneously be seen as an indication that the majority of the Swedish HEIs could not compete as equals with the HEIs in the most market-oriented countries. To a large extent, this is probably due to the aforementioned factors that the Swedish HEIs cannot themselves change, such as the language spoken in the country. English speaking countries automatically have an advantage in the competition for international students.

    Finally, it is clear that the internationalisation of higher education is an area where policy often has a very direct and significant impact on what takes place in the concerned institutions. The introduction of tuition fees has clearly affected which international students study in Sweden, and the composition of this group. Economic means of control are undoubtedly powerful in this area. It is, however, a complex question in what way such means are to be used to achieve specific goals.

  • 26.
    Bryntesson, André
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Forum för studier av den högre utbildningens internationalisering (SIHE).
    Börjesson, Mikael
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Forum för studier av den högre utbildningens internationalisering (SIHE).
    Svenska studenter i Erasmus+: Livsbanor och sociala strukturer2019Report (Other academic)
    Abstract [en]

    Studying abroad is generally expensive for students, and research characterises it as more common among wealthier social groups. However, in Sweden, students in higher education who wish to study abroad can do so on highly beneficial terms, as the general system of Swedish student finance can easily be taken to the host country when studying abroad. Exchange programmes such as Erasmus also provide good opportunities for studying abroad within the framework of Swedish higher education. In spite of this, do students’ social backgrounds have an influence on who participates in Erasmus, as well as how they use and experience the programme?

    In this report, commissioned by the Swedish Council for Higher Education (UHR), André Bryntesson and Mikael Börjesson from the Swedish Centre for Studies of the Internationalisation of Higher Education (SIHE) at Uppsala University have investigated how students’ social backgrounds, qualifications and study choices are linked to their participation in Erasmus. The  study is based on data from the Erasmus programme’s obligatory participant  reports, submitted by everyone who applied to the exchange programme during 2014 and 2015, and who subsequently took part in an exchange. The data have been connected to register data for the students and their parents by Statistics Sweden (SCB). Using the equivalent data for all students in higher education, the Swedish Erasmus students have been compared to other students at Swedish higher education institutions in 2014 and 2015. The authors  have also investigated the extent to which the students’ backgrounds and  qualifications are linked to differences among the Erasmus students vis-à-vis their motivations for and experiences of exchange studies, as previously  mapped in UHR’s report 2018:11, Från Sverige med Erasmus+ (From Sweden  with Erasmus+).

    The first part of the report paints a picture of the typical Erasmus student and compares this group with other students in Swedish higher education. Compared to other students in higher education, Erasmus students were more often women, and their age was strongly concentrated around 23 years. Relatively few were under 21 or over 25, and compared to other students in higher education it was even more unusual for them to be married. They were much more likely to have high grades from upper secondary school – one third of them had at least an 18.5 out of 20 credit average – and a larger proportion, more than half, had specialised in French, Spanish or German. In higher education, the Erasmus participants were considerably more likely to be studying at second-cycle level and in programmes in the social sciences and languages. Political science was much more common, as were programmes in languages, law and business studies. However, very few students in education or teacher education programmes or in the health sciences participated in Erasmus.

    After this more descriptive picture, the report investigates how the links between socioeconomic background and Erasmus participation change when first gender, foreign background and age, then upper secondary qualifications and, finally, higher education study choices are held constant. The results show that the parents’ level of education primarily affected the likelihood of participating in Erasmus by influencing the students’ performance level. In general, the higher the parents’ level of education, the better the children performed in school. In turn, high performing students were overrepresented in the Erasmus programme. The remaining effect of the parents’ education was relatively weak.

    The family’s income primarily influenced participation in Erasmus in that family income was linked to the study choices the student made in higher education. The educational choices made by students from wealthier families were, in turn, associated with a higher level of Erasmus participation, while students from the least wealthy families made choices that were associated with lower participation. When upper secondary qualifications and study choices in higher education were held constant, only a very marginal positive effect of the parents’ income remained. Qualifications, language choices and study choices in higher education had a very strong positive effect on the likelihood of participating in Erasmus, even when other relevant factors were held constant.

    The results should not be interpreted as if participation in Erasmus were independent of social background. Quite the opposite, there are clear differences in participation due to social background. The report shows that this social selectivity was primarily linked to higher social groups’ higher levels of performance in school and their choice of higher education, which differed from the choices made by lower social groups. Higher social groups got better grades and students with higher grades were more likely to participate in Erasmus exchanges, regardless of social class. Students from wealthier homes were also more likely to be enrolled in programmes that had high entry requirements and where there was a higher likelihood of participating in Erasmus studies. However, students from less wealthy homes that were on this type of programme took the opportunity to go on an exchange about as often as the other students. Selection for Erasmus, relative to all students in Swedish higher education, can thus be said to be fairly meritocratic, and meritocratic selection tends to benefit higher social groups because they have better qualifications.

    The second part of the report investigated whether the students’ backgrounds and qualifications were associated with differences within the Erasmus group, in terms of the overarching patterns in the students’ motivations for studying abroad and their experience of this. The results indicate that this was not the case. The same factors that were highly significant for who participated in Erasmus and who did not thus had marginal importance among those who actually participated, as regards patterns in the students’ motivations for studying abroad and their experiences of the exchange period. The exceptions were language studies and high grades in these subjects, which to some extent, were associated with more cultural (including linguistic) reasons for studying abroad, as well as with exchanges in Mediterranean  countries.

    One of the main results of the report – the link between upper secondary grades and the likelihood of participating in Erasmus – leads to the issue of what specifically explains this association. Why exactly is it that students’ performance level influences their likelihood of participating in Erasmus?

  • 27.
    Bryntesson, André
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Swedish Centre for Studies of the Internationalisation of Higher Education (SIHE).
    Börjesson, Mikael
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Haru, Ashley
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Swedish Centre for Studies of the Internationalisation of Higher Education (SIHE).
    From Sweden with Erasmus+: The experiences, practices and preferences of outgoing exchange students2018Report (Other academic)
  • 28.
    Bryntesson, André
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Forum för studier av den högre utbildningens internationalisering (SIHE).
    Börjesson, Mikael
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Forum för studier av den högre utbildningens internationalisering (SIHE).
    Haru, Ashley
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Forum för studier av den högre utbildningens internationalisering (SIHE).
    Från Sverige med Erasmus+: Utresande utbytesstudenters upplevelser, praktiker och preferenser2018Report (Other academic)
  • 29.
    Börjesson, Mikael
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    An introduction to Manuel Castells' The information age1999Report (Other academic)
  • 30.
    Börjesson, Mikael
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Ballatore, Magali: Erasmus et la mobilité des jeunes européens: entre mythes et réaliteés2011In: European Societies: The Official Journal of the European Sociological Association, ISSN 1461-6696, E-ISSN 1469-8307, Vol. 13, no 5, p. 783-785Article, book review (Refereed)
  • 31.
    Börjesson, Mikael
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Det naturliga valet: en studie i studenters utbildningsval och livsstilar2002Report (Other academic)
  • 32.
    Börjesson, Mikael
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Det svenska gymnasiefältet: Ett exempel på utbildningssociologiska studier i Sverige2017In: Lärande, skola, bildning / [ed] Ulf P. Lundgren, Roger Säljö, Caroline Liberg, Stockholm: Natur och kultur, 2017, 4, p. 415-432Chapter in book (Other academic)
  • 33.
    Börjesson, Mikael
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Det svenska högskolefältet och lärarutbildningarna2003Report (Other academic)
  • 34.
    Börjesson, Mikael
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    En artegen rekrytering: Studenter i fri konst, 1986, 1996 och 20062012In: Konstens omvända ekonomi: Tillgångar inom utbildningar och fält, 1938–2008 / [ed] Martin Gustavsson, Mikael Börjesson och Marta Edling, Göteborg: Daidalos, 2012, p. 83-109Chapter in book (Other academic)
  • 35.
    Börjesson, Mikael
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Gymnasieskolans sociala struktur och sociala gruppers utbildningsstrategier: tendenser på nationell nivå 1997-20012004Report (Other academic)
  • 36.
    Börjesson, Mikael
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Högre utbildning och nationell härkomst: exemplet Södertörns högskola2004Report (Other academic)
  • 37. Börjesson, Mikael
    Kampen om det "internationella": En kartläggning av transnationella strategier vid högskolor och universitet i Stockholm1998Report (Other academic)
  • 38.
    Börjesson, Mikael
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Konstnärliga utbildningar och produktion av exklusivitet2012In: Konstens omvända ekonomi: Tillgångar inom utbildningar och fält, 1938–2008 / [ed] Martin Gustavsson, Mikael Börjesson och Marta Edling, Göteborg: Daidalos, 2012, p. 39-66Chapter in book (Other academic)
  • 39.
    Börjesson, Mikael
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Om att klassificera sociala grupper2006In: Fältanteckningar: Utbildnings- och kultursociologiska texter tillägnade Donald Broady, Uppsala: Forskningsgruppen för utbildnings- och kultursociologi, Uppsala , 2006, p. 249-258Chapter in book (Other academic)
  • 40.
    Börjesson, Mikael
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Oraison funèbre du modèle suédois: Trois dimensions de la marchandisation de l’enseignement supérieur2015In: La dérégulation académique: la construction étatisée des marchés universitaires dans le monde / [ed] Christophe Charle & Charles Soulié, Paris: Syllepse , 2015, p. 287-307Chapter in book (Refereed)
  • 41.
    Börjesson, Mikael
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Private and Public in European Higher Education2016In: Encyclopedia of Educational Philosophy and Theory / [ed] Michael A. Peters, Singapore: Springer Publishing Company, 2016, p. 1-7Chapter in book (Refereed)
  • 42.
    Börjesson, Mikael
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Rummet av kultur- och medievanor i Sverige 20152018Report (Other academic)
  • 43.
    Börjesson, Mikael
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Rummet av kulturvanor : En fördjupad analys av 2014 års SOM-undersökning2016Report (Other academic)
  • 44.
    Börjesson, Mikael
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Sociala grupper på pappret och i verkligheten2012In: Fronesis, ISSN 1404-2614, no 40-41, p. 112-116Article in journal (Other academic)
  • 45.
    Börjesson, Mikael
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Sociala kartor över utbildningslandskapet: Installationsföreläsning, professuren i utbildningssociologi vid Uppsala universitet, 11 november 20152016In: Sociologisk forskning, ISSN 0038-0342, Vol. 53, no 4, p. 421-437Article in journal (Other academic)
  • 46.
    Börjesson, Mikael
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Studentexplosionen under 1960-talet: Numerär utveckling och orsaker2011In: Praktiske grunde. Tidsskrift for kultur og samfunnsvitenskab, ISSN 1902-2271, E-ISSN 1902-2271, no 4, p. 11-27Article in journal (Refereed)
  • 47.
    Börjesson, Mikael
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    The global space of international students in 20102017In: Journal of ethnic and migration studies, ISSN 1369-183X, E-ISSN 1469-9451, Vol. 43, no 8, p. 1256-1275Article in journal (Refereed)
    Abstract [en]

    International students have become an increasingly importantresearch object–not only on the basis of the overall expansionand importance of international students in higher education andin national economic policies, but also since they constitute astrategicresearch object for understanding the global landscapeof higher education. By using correspondence analysis on a dataset on countries of destination and regions of origin, the globalspace of international students is depicted. The analysis reveals astructure with three main poles, a Pacific pole, a Central Europeanone and a French/Iberian one. The three poles correspond tothree different logics of recruitment: a market logic, a proximitylogic and a colonial logic. The three poles and logics are alsorelated to linguistic structures. The Pacific/Market pole isdominated by English, while the Central European pole hasGerman and Slavic languages as a common denominator, and theFrench and Iberian pole has French, Spanish and Portuguese incommon with their former colonies. It is argued that the Pacific/Market pole is the dominating pole in the space due to the highconcentration of resources of different sorts, including economic,political, educational, scientific and not least, linguistic assets.

  • 48.
    Börjesson, Mikael
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Transnationella utbildningsstrategier och nationella logiker2006In: Fronesis, no 21, p. 117-131Article in journal (Other academic)
  • 49.
    Börjesson, Mikael
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Transnationella utbildningsstrategier och nationella logiker2006In: Fronesis, ISSN 1404-2614, no 21, p. 117-131Article in journal (Other academic)
  • 50.
    Börjesson, Mikael
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Transnationella utbildningsstrategier vid svenska lärosäten och bland svenska studenter i Paris och New York2005Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Education is a neglected area within globalisation research, and, within educational research, very few studies have been devoted to transnational phenomena. In this study, transnational educational strategies are analysed as ingredients in social groups’ strategies, while the transnational investments of higher education institutions are understood primarily as resources in national educational field struggles.

    Three investigations are presented, two on Swedish students studying abroad – Paris and north-eastern USA – and one on transnational investments at educational establishments in Stockholm.

    The material consists of two surveys, interviews with Swedish students abroad and administrators at Swedish educational institutions, and analyses of statistics and documents. Central methods include those of geometrical data analysis, such as correspondence analysis and Euclidean classification, and interviews. The most significant concepts – field, capital and strategies – have been taken from Bourdieu’s sociological toolbox.

    The studies show that those who study in Paris constitute both a social and meritocratic elite, while the students in north-eastern USA have more social than meritocratic resources. Three types of transnational educational strategies appear. For one group of students, studies at prestigious higher education institutions constitute a complement to their main studies at leading Swedish counterparts. Another group has chosen to make nation-specific or international investments rather than invest in Swedish higher education. A third group comprises students lacking access to the Swedish system, and for whom studies abroad provide a second chance.

    One of the main results is that the most sought-after positions at foreign educational institutions are often attained through substantial investment in the Swedish educational system. The leading institutions have sufficient resources to ensure viability in a transnational educational market and take their place in exclusive networks. Those students who reach the top of the national hierarchies thus gain access to the most sought-after positions in a global educational market.

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