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The purpose of this paper is to explore how healthcare first-line managers think about and act regarding workplace survey processes.

This interview study was performed at a hospital in south Sweden. First-line healthcare managers (n=24) volunteered. The analysis was inspired by phenomenography, which aims to describe the ways in which different people experience a phenomenon. The phenomenon was a workplace health promotion (WHP) survey processes.

Four main WHP survey process approaches were identified among the managers: as a possibility, as a competition, as a work task among others and as an imposition. For each, three common subcategories emerged; how managers: stated challenges and support from hospital management; described their own work group and collaboration with other managers; and expressed themselves and their situation in their roles as first-line managers.

Insights into how hospital management can understand their first-line managers’ motivation for survey processes and practical suggestions and how managers can work proactively at organizational, group and individual level are presented.

Usually these studies focus on those who should respond to a survey; not those who should run the survey process. Focusing on managers and not co-workers can lead to more committed and empowered managers and thereby success in survey processes.

In the present discourse of university politics, collegiality has come to be viewed as a slow force – seemingly inefficient and conservative compared to popular management models. Concerns have thus been raised regarding the future prospects of such a form of governance in a society marked by haste and acceleration. One way to bring perspectives on this contentious issue is to perceive it in the light of the long history of the university. In this article, I derive insights about the shifting state of collegial governance through a survey of an intense period of reforms in Sweden c. 1850–1920 when higher education was allegedly engaged in a process of modernization and professionalization. Drawing on recent work in historical theory and science and technology studies (STS), I revisit contests and debates on collegiality in connection to a number of governmental commissions. Focusing on the co-existence – and collisions – of multiple temporalities reveals that overcoming potential problems associated with heterogeneous rhythms required an active work of synchronization by universities in order to make them appear timely, as higher education expanded along with the mounting ambitions of national politics, focused on centralization, efficiency, and rationalization. The analysis is structured around three focal issues for which collegial ideals and practices, including their temporal characteristics, were particularly questioned: (a) the composition of the university board, (b) the employment status of professors, and (c) hiring or promotion practices. Pointing at more structural challenges, this study highlights how collegiality requires a constant maintenance paired with an awareness of its longer and complex history.

The purpose of this paper is to utilize illustrative examples from the industrialisation period in Sweden to analyse the interlace between poor legislation and school legislation.

It deals with how state regulation and societal transformations intervened in the lives of poor children and their parents. In particular, this article examines how collaboration between schools and poor relief resulted in normative judgements about their social inclusion and exclusion.

Overall, the article illuminates a new era in the history of social policy, an epoch when old assumptions were abandoned and fresh links were forged between industrialisation, national economics, education, gender relations, and social welfare. These changes are clarified not only by reference to nineteenth century sources but also to national and international research, and ideas about capital and gender relations associated with, among others, Hannah Arendt and Pierre Bourdieu.

The study illustrates how and why the official public spirit affects children and why understanding of this relationship needs to be broadened as well as deepened.

Research on sustainability in higher education institutions (HEIs) is unequally distributed globally. The existing publications on sustainability in HEIs have largely focussed on the Global North. Meanwhile, little is known about the state of sustainability in HEIs located in the Global South, and within African HEIs in particular. This study aims to fill this gap and investigates the status of sustainability activities in participating African HEIs.

A Delphi study involving 32 experts from 16 African countries and a total of 29 HEIs was conducted between December 2017 and May 2018. Experts were asked to share their insights on sustainability and Africanisation through an online questionnaire in two rounds.

Although 30 of the 32 participants agreed with the provided definitions of sustainability and sustainable development (two participants did not answer), 11 of the participants commented that important issues such as governance and culture were missing. This trend indicates that the sustainability discussion is still led from a western vantage point. Nevertheless, Africanisation plays a role in around two-thirds of participating HEIs’ sustainability activities, with the language factor representing the most pressing issue.

The findings of this study provide valuable insights into the current state of sustainability activities and Africanisation of participating African HEIs, and the importance of language and culture in this process.

This study is one of few works that have investigated the state of sustainability activities in African HEIs. Furthermore, it adopts a positive stance on sustainability in Africa, rather than focussing on negative circumstances.