Stockholm School Research Articles

Teacher Reflection on their Agency for Change (TRAC) - A tool for school-based social network learning

This short paper introduces an on-line log for Teachers’ Reflection on their Agency for Change (TRAC) designed to collect data and provide automatic visual feedback on teachers’ social networks. The TRAC tool was developed within a research project 'Making SENse of Teacher Agency for Change with Social and Epistemic Network Analysis'. The project aimed to understand how teachers exercise a form of relational agency defined as a capacity to work purposefully with others within and beyond schools, to support all learners, especially those at risk of exclusion, underachievement or other forms of marginalisation. Teachers’ reaching out to others and mobilising their social networks is an essential part of such agency. The study used Social and Epistemic Network Analysis to examine simultaneously the structural properties of teachers' social networks and the nature of content that flows through them. It also provided network visualisations and feedback to facilitate teachers’ professional reflection on how they use their relational agency to build inclusive school communities. The aim was to support teachers’ professional development by raising awareness about their individual and school network properties and nature of interactions within these networks. Part of the project was the development of the TRAC software that enabled teachers who engaged with a web-based reflective log to receive automatic feedback on their individual networks, as well as on thematic school networks, which were presented by the researchers in school development sessions. Network awareness – one’s knowledge of the resources embedded in their social ties – empowers teachers to improve the social environments of their schools. Provided alongside with the summary of research-based features of social network properties (degrees, diversity and intensity of ties), network feedback was used to facilitate professional and school development towards building inclusive communities. During the project, the TRAC tool was tested in partnerships with teachers and other staff in two schools in Stockholm. The project also had a knowledge exchange component to support relational and collaborative learning resulting from engagement with the network feedback. Network feedback based on the data from these sites was used to make adjustments to the prototype feedback tool. This short paper discusses the implications for future uses with a view towards rolling out research-informed professional reflection to larger numbers of schools and teachers anywhere, through dissemination in network learning community.

Mixing fluid mechanics with circus: how the performing arts can enhance learning in an undergraduate engineering course

ABSTRACT Our multifaceted society calls for engineers that are not only experts in their domain, but possess the flexibility to understand adjacent disciplines. The inclusion of the performing arts in engineering curricula has shown potential for cultivating creativity and equipping STEM students with problem-solving abilities. However, the literature offers limited examples of such integration in engineering courses. We present a unique learning experience involving engineering students from the Royal Institute of Technology (KTH) and circus students from Bachelor’s programme in Circus at Stockholm School of the Arts (SKH). Grounded in the concepts of docendo discimus, presentational dimension of circus and reflective thinking, our study aimed to: (1) explore engineering students’ acceptance of an unconventional collaboration with circus peers; and (2) assess the pedagogical value of this collaboration for the engineering students. We highlight challenges and potentialities of this collaboration, to inform educators interested in creative teaching approaches.

Mental health problems among adolescents during the COVID-19 pandemic: a repeated cross-sectional study from Sweden.

Most international studies have concluded that exposure to the COVID-19 pandemic was associated with worse mental health. Sweden implemented lighter restrictions than many other countries. We evaluated the association between changes in exposure of COVID-19 restrictions and changes in mental health problems among Swedish adolescents. Repeated cross-sectional data were derived from the Stockholm school survey, mandatory for all students in municipal schools and voluntary for students in private schools. Unexposed students were assessed in the year 2020 and exposed were assessed in 2022. Mental health was assessed using items similar to the psychosomatic problem scale. All variables were dichotomised, and a non-parametric logistic regression was used to evaluate associations. A significant positive association was found between exposure of COVID-19 restrictions and self-reports of five to seven mental health problems a week for girls (odds ratio (OR) 1.29, 95% confidence interval (CI) 1.18-1.41), but a non-significant association was found for boys (also after controlling for relevant covariates). Among boys and girls (shown), changes in mental health during the pandemic were moderated by social support from parents (OR 2.23, 95% CI 1.98-2.51), bullying victimisation (OR 2.24, 95% CI 2.06-2.66), a sensation-seeking temperament (OR 1.40, 95% CI 1.24-1.58) and school achievement (OR 1.34, 95% CI 1.18-1.51). Compared with boys, adolescent girls self-reported worse mental health following COVID-19 exposure. Girls may have been more affected by social distancing regulations in Sweden during the pandemic than boys and may require additional psychosocial support post-pandemic. Social support from parents may play an important role.

Menstrual symptoms and subjective well-being among postmenarchal adolescents

BackgroundMenstrual symptoms are predominantly studied among adults but may occur directly after menarche. Adolescent menstrual health care, however, faces specific obstacles and more research into menstrual symptoms as a determinant of adolescent well-being is therefore advocated. Objective(s)To study menstrual symptoms and their impact on everyday life and well-being among postmenarchal adolescents. Study Design: A survey was delivered to a random sample of 1644 schoolgirls, drawn from a population-based project involving 116 lower secondary education schools (7th-8th grade) in Stockholm, Sweden. Menstrual symptoms (i.e., dysmenorrhea; heavy bleeding; irregular periods; mood disturbance; other general symptoms) were investigated through multiple choice questions and defined according to their impact on everyday life as mild (seldom affected), moderate (affected but possible to cope) and severe (affected and difficult to cope). Subjective well-being was measured with the World Health Organisation Five Well-Being Index (WHO-5). Postmenarchal respondents were eligible for analysis whereas those with incomplete outcome data or using hormonal contraception were excluded. The frequency and severity of symptoms across different postmenarchal years (1st, 2nd, 3rd, 4th, or 5th+ year after menarche) were studied with Chi-square and Kendall's tau statistics. Analysis of variance was used to study the association between menstrual symptoms and WHO-5 scores. A composite Menstrual Health index variable was obtained through principal component analysis and used to study the overall impact of menstrual symptoms on well-being in regression analyses. ResultsOf 1100 postmenarchal girls (mean age 14.1±0.7), 93.2% reported menstrual symptoms, 81.3% had at least one moderate symptom and 31.3% had at least one severe symptom. The most frequent symptoms were dysmenorrhea (80.4%) and mood disturbance (81.1%), followed by irregular periods (67.9%), heavy bleeding (60.4%) and other general symptoms (60.4%). Throughout postmenarchal years, there was a significant increase in frequency and severity (p<.001) of dysmenorrhea (τ=0.148), heavy bleeding (τ=0.134), mood disturbance (τ=0.117) and other general symptoms (τ=0.110), but not irregular periods (τ=-0.0201; p=.434). Girls with menstrual symptoms had significantly lower WHO-5 scores than those without symptoms (mean difference [MD] =17.3; 95%CI 12.3-22.4). Analysis of variance showed significant associations (p<.001) with WHO-5 scores for each of the examined menstrual symptoms. In post-hoc pairwise comparisons with peers without symptoms, the greatest reductions in WHO-5 score were found among girls with severe symptoms (MD for: dysmenorrhea -20.72; heavy bleeding -15.75; irregular periods -13.81; mood disturbance -24.97; other general symptoms -20.29) but significant differences were observed even for moderate or mild symptoms. The composite Menstrual Health index was significantly associated with WHO-5 scores in regression analysis, independently of age, age at menarche, BMI, smoking, physical activity, own and parental country of birth, biparental care, and socioeconomic status. ConclusionsDespite growing awareness about the relevance of menstruation to women's health, unmet menstrual health needs are a potential threat to the well-being of adolescents. Education, screening, and clinical competence are important tools to reduce the burden of menstrual symptoms during adolescence and to prevent long-term consequences. The development of novel person-centered strategies should be a priority for clinical practice and research in adolescent menstrual health.

Understanding school segregation through micro-changes: evidence from upper secondary education in Stockholm

ABSTRACT Previous studies investigating how the school choice paradigm shapes school segregation have found that students’ ethnic school preferences drive school segregation by leading students to rank and change current schools following ethnic homophily orientations. This study investigates an intermediate moment in which these preferences contribute to the exacerbation of school segregation: students changing schools after being allocated to following admission rules but before the start of the academic year. We refer to these changes as micro-changes. Using Swedish register data on 9th-grade students applying to upper secondary education in Stockholm schools, this study evaluates how micro-changes affect school segregation. Our findings reveal that micro-changes are not neutral and increase school segregation levels because (1) students tend to reject of schools with a low share of in-group members and low representation of 9th-grade classmates, and (2) micro-changers move into schools with a high share of in-group members and 9th-grade classmates. Furthermore, our simulation model shows that micro-changes impact on school segregation have a cumulative effect.

Total factor productivity and outsourcing: the case of Vietnamese small and medium sized enterprises

PurposeThe paper aims to investigate the difference in total factor productivity (TFP) among those firms with and without outsourcing in a developing country like Vietnam. Also, it explores the effect of outsourcing activities on total factor productivity with a specified concentration on the Vietnamese small and medium-sized enterprises (SMEs).Design/methodology/approachThe panel data set of SMEs used in this study was originated from biannual surveys conducted under the collaboration between educational organizations and government agencies: Stockholm School of Economics (SSE), Department of Economics – the University of Copenhagen, the Institution of Labor Studies and Social Affairs (ILSSA) in the Ministry of Labor, Invalids and Social Affairs (MOLISA). In this study, the model is developed based on the production function in accordance with the model of Girma and Görg (2004). The firms’ TFP is the difference between the actual and the predicted output as with the approach by Levinsohn and Petrin (2003).FindingsThis study finds out that firms with outsourcing have higher total factor productivity than those without outsourcing activities. In addition, the more firms spend on outsourcing, the higher total factor productivity they can gain. Outsourcing to SMEs in a developing country can significantly increase its TFP by means of either maintaining core competencies or searching external resources in conducting some internal activities.Originality/valueAlthough outsourcing has been widely applied by large firms, the research studying its impact on productivity at firm level is limited. Especially, this study can shed light on the impact for the case of SMEs in a developing economy.

Perceived problematic alcohol use in the family and adolescents’ stress-related complaints: examining the buffering role of the school’s degree of student focus as rated by its teachers

BackgroundA non-negligible proportion of children grow up with problematic alcohol use in the family. Problematic familial drinking can be regarded as a stressor, and prior studies have consistently reported poorer mental health among adolescents who are exposed. However, it is also of relevance to identify modifiable protective factors which may buffer against stress-related ill-health in this group of adolescents. One context where such factors may be present is the school. The aim of this study is to examine the relationship between perceived problematic familial alcohol use and students’ stress-related complaints, and specifically to explore if the school’s degree of student focus can buffer against any such negative health consequences of problem drinking at home.MethodsData were drawn from four separate surveys, the Stockholm School Survey (SSS) and the Stockholm Teacher Survey (STS) conducted in 2014 and 2016 among 7,944 students (~ 15–16 years) and 2,024 teachers in 147 Stockholm senior-level school units. Perceived problematic familial alcohol use was measured by one item in the SSS. Stress-related complaints were captured by co-occurring somatic complaints and psychological distress, and reported by students in the SSS. The school’s student focus was measured by an index based on teachers’ ratings of four items in the STS. A set of covariates at the student and the school level were also included. Two-level binary logistic and linear regression models were performed.ResultsPerceived problematic familial alcohol use was linked with an increased likelihood of reporting co-occurring somatic complaints as well as psychological distress. Cross-level interactions revealed that the association between perceived problematic familial alcohol use and co-occurring somatic complaints was weaker among students attending schools with stronger teacher-rated student focus. Regarding psychological distress, the association was weaker for students attending schools with intermediate or strong teacher-rated student focus, compared with those attending schools with weaker teacher-rated student focus.ConclusionsThe findings provide support for the assumption that favourable conditions in schools can buffer against negative health consequences of problematic conditions in the family, thus serving a compensatory role.

Poor school performance and gambling among adolescents: Can the association be moderated by conditions in school?

IntroductionProtective factors of adolescent gambling at the school level and their buffering potential are scarcely explored in prior research. This study aims to examine the protective possibility of low student–teacher ratio on youth gambling, both directly and by moderating the effect of low school performance. MethodsData were derived from the 2016 Stockholm school survey, collected among 5,221 grade 11 students (∼17–18 years) in 46 schools, with information on schools’ composition and student–teacher ratio obtained through registers. Gambling and risk gambling were coded as binary variables. School performance was captured by self-reported marks in three core subjects, dichotomised into average/above average and below average, respectively. Student-teacher ratio was used both as a continuous and trichotomised variable. Two-level binary logistic regression analyses were performed. ResultsA below average school performance was associated with gambling and risk gambling but the association with gambling was only statistically significant at the 10%-level in the fully adjusted model. Student-teacher ratio was not directly associated with gambling and risk gambling but moderated the associations between school performance and both gambling and risk gambling, as these relationships were less pronounced in schools with a low student–teacher ratio. ConclusionsIn sum, a low student–teacher ratio may protect students from gambling and risk gambling by buffering against the adverse effects of other risk factors, such as poor school performance. These findings suggest that a higher teacher density in upper secondary schools can be beneficial beyond school matters by positively influencing student behaviour outside of school.

Hybrid Learning: Russian and International Practice

The paper delivers the results of the study analyzing the established advanced practices of combining distance and face-to-face forms of learning in higher education. The key criterion for hybrid learning is the ratio of synchronous and asynchronous online formats in the learning process, and its essential basis - the learner's agency. The praximetric analysis of the sources and cases of foreign and Russian universities resulted in peculiarities of hybrid learning models. In-depth interviews with representatives of 14 universities allowed us to specify organizational and didactic features of the hybrid learning as well as its advantages and its limitations. The geography of respondents from foreign universities (Harvard Business School, Stockholm School of Economics, University of Arizona) and leading Russian universities (St. Petersburg State University, ITMO University, Higher School of Economics, Tomsk State University, Moscow City University, Ural Federal University, Moscow School of Management SKOLKOVO, Skolkovo Institute of Science and Technology, University of Tyumen) makes the study representative. Based on the comprehensive analysis of the interviewees' answers, the authors consider the hybrid format not as a universal solution for higher education, but as an opportunity to solve specific educational goals, individualize learning and attract new target groups. The study focuses on the flexible hybrid format (HyFlex), which gives students the choice of attending the class on campus (face-to-face), participation of classes via videoconferencing, or studying the course completely asynchronously, i.e., from class recordings and other materials.

Problematic familial alcohol use and adolescent outcomes: Do associations differ by parental education?

Aim: To investigate the associations between problematic familial alcohol use and adolescent subjective health, binge drinking, relationships with parents, school performance, and future orientation, and to study whether these associations differ in relation to parental education. Methods: Cross-sectional data from the Stockholm School Survey (SSS) collected among students in the 9th and 11th grades in 2018 and in 2020 were used (n = 19,415). Subjective health, parent-youth relationships, and school performance were coded as continuous variables; binge drinking and future orientation were coded as binary variables. Familial drinking included three categories: problematic; don't know/missing; and not problematic. Parental university education distinguished between adolescents with two, one, or no university-educated parent(s). Control variables included gender, grade, family structure, migration background, parental unemployment, and survey year. Linear and binary logistic regression analyses were performed. Results: Problematic familial alcohol use was associated with worsened subjective health, a higher likelihood of engaging in binge drinking, worse relationships with parents, and a higher likelihood of having a pessimistic future orientation, even when adjusting for all control variables. Having less than two university-educated parents was associated with a higher likelihood of reporting problematic familial alcohol use. Parental university education moderated the association between problematic familial alcohol use and binge drinking as this relationship was stronger for adolescents with no and one university-educated parent(s). Conclusions: Adolescents with problematic familial alcohol use fared worse with regards to all studied outcomes, except for school performance. Parental university education only moderated the association between problematic familial alcohol use and binge drinking. However, since problematic familial alcohol use was more common among adolescents with less than two university-educated parents, we argue that at the group level, this category may be more negatively affected by alcohol abuse in the family. Policy interventions could benefit from having a socioeconomic perspective on how children are affected by alcohol's harms to others.

Consecration and meritocracy in elite business schools: The case of a Swedish student union.

Sociologists are paying increasing attention to the business and financial elites that control today's global economy; indeed, there's a great need to understand who these elites are, what they do, and what makes them tick, as individuals, and as a class. But we also need to understand how the economic elites aremade in the current social and economic system, and one significant way of doing this, is by examining elite business schools, that is, the institutions that aim to train and prepare people to assume important leadership and decision-making positions in business, finance and related sectors of critical importance to the management of modern capitalism. Based on the notion of consecration, I empirically examine how the student union of Sweden's premier business school, The Stockholm School of Economics, offers its members a learning environment partly separated from the school, and how this semi-independent organization contributes to making undergraduate students socially, morally and esthetically meritorious for elite jobs in primarily management consulting and finance; a process that is largely shaped by corporate actors that participate formally and informally in the student union activities. The paper contributes to the sociological literature on business schools and higher education and elites, both theoretically through the twin notions of meritocracy and consecration, and empirically through its unique focus on student union activities in an elite business school setting.

Criminal Behavior and Mental Health Problems among Adolescents: A Cross-sectional Study and Description of Prevention Policy in Sweden

The present study investigates the association between mental health problems and criminal behavior among adolescents in Sweden. Community crime prevention in a Swedish context is also discussed. Every two years, pupils from schools in Stockholm answer the Stockholm School Survey with questions and statements about their social situation, alcohol and drug use, attitudes, school climate, school grades and criminal behavior. Data collected from pupils who answered the survey in 2014, 2018 and 2020 form the basis of this study. A significant association between mental health problems and criminal behavior was shown, even after controlling for factors suggested in international literature. Mental health problems were shown to be a strong explanation for criminal behavior among adolescents.

Between obedience and resistance: transforming the role of pupil councils and pupil organisations in Sweden (1928–1989)

PurposeThe overall aim of this article is to discuss the conditions and character of collective protest in schools. When do pupils as a collective gain the ability to express critical views on the policies of schools, and what is that criticism about? Using Sweden as an example, I discuss this question by studying the collective organisation of pupils from the 1920s to the 1980s.Design/methodology/approachThe article discusses and compares two phases of pupils' collective organisation in Sweden: one dominated by pupil councils, one by national organisations. The article discusses how pupil councils at individual schools arose in the wake of the 1928 grammar school charter, and illustrates its influence using a case study of a grammar school in Stockholm. Furthermore, the article investigates how national organisations, first formed in 1952, expressed their concerns about national school policies.FindingsThe first phase (ca. 1928–1951) was dominated by the idea of discipline, and the main task of pupil councils was to help teachers in maintaining discipline. The second phase (ca. 1952–1989) was instead characterised by a heightened focus on protests and democracy. From then on, the main idea was that pupil councils and national pupil organisations should change the school, making it more suited to the needs of the pupils.Originality/valueThere is much research on university students and student uprisings. However, much of the previous research on the student voice is related to the upheavals of the long 1968. By concentrating its efforts on a limited time period when protest was more obvious, previous research has arguably not been able to discuss transformations over time.

Can school closures decrease ethnic school segregation? Evidence from primary and lower secondary schools in Stockholm, Sweden

ABSTRACT In recent decades, various cities in Sweden have implemented school closures as a desegregation strategy. Using simulation models calibrated with administrative data for all primary and lower secondary schools in Stockholm, Sweden, we assess the potential impact of school closure on ethnic school segregation. More specifically, we study how the characteristics of the school to be closed, the local opportunity structure for the displaced students, and the student reallocation criteria influence the effects of school closures on school segregation. Our findings show that the change in ethnic school segregation is highly dependent on reallocation criteria and local opportunity structures. Moreover, they demonstrate that the current practices associated with school closures in large urban areas (i.e., closing minority-dominated schools in minority-dominated neighborhoods) are likely to be ineffective in reducing school segregation, especially when students are reallocated to their nearest school or to schools whose composition resembles that of their former schools.

Teacher-rated school leadership and adolescent gambling: a study of schools in Stockholm, Sweden

Abstract Background So-called “effective schools” are characterised by features such as a strong and purposeful school leadership and a favourable school ethos. A prior study showed that a school's degree of teacher-rated ethos was inversely associated with student gambling and risk gambling. Building on these findings, the current study aims to examine the associations that teachers' ratings of the school leadership share with gambling and risk gambling among students in the second grade of upper secondary school in Stockholm (ages 17-18 years). Methods Data were drawn from two separate surveys performed in 2016: the Stockholm School Survey (SSS) and the Stockholm Teacher Survey (STS), with information collected amongst 5,191 students and 1,061 teachers in 46 upper secondary schools. Gambling and risk gambling was measured by student self-reports in the STS. School leadership was assessed by teachers' responses to ten items in the STS, which were added to an index and aggregated to the school level. School-level information from administrative registers was also linked to the data. The statistical method was two-level binary logistic regression analysis. Results Teachers' average ratings of the school leadership were inversely associated with both gambling (OR 0.96, 95% CI 0.93-0.998, p = 0.039) and risk gambling (OR 0.94, 95% CI 0.89-0.99, p = 0.031) among upper secondary students, whilst adjusting for sociodemographic characteristics at the student and the school level. Conclusions The findings lend further support to the assumption that characteristics of effective schools at different levels of the school organisation may reduce students' inclination to engage in health risk behaviours. Key messages Teachers’ ratings of the school leadership were inversely associated with student gambling and risk gambling, whilst adjusting for student- and school-level sociodemographic characteristics. The findings indicate that a strong school leadership, being one key feature of effective schools, may reduce students’ inclination to engage in health risk behaviours.

School collective efficacy and gambling: a multilevel study on 11th grade students in Stockholm

Abstract Background Earlier studies on risk factors of adolescent gambling and risk gambling have mainly focused on determinants at the individual or the family level. Yet, it is likely that also other social contexts in young people's lives affect their inclination to engage in gambling and in risk gambling. One such context is the school. The aim of the present study was to investigate the extent of between-school variation in gambling and in risk gambling, and to analyse the links between school collective efficacy and student gambling and risk gambling. Methods Data were derived from the Stockholm School Survey (SSS) and the Stockholm Teacher Survey (STS), conducted in 2016 among 5191 students and 1061 teachers in 46 upper secondary schools. School collective efficacy i.e. schools degree of social cohesion and informal control was assessed by teachers' responses to four items in the STS, which were added to an index and aggregated to the school level. Gambling and risk gambling were assessed by students' self-reports to four items in the SSS. Official register information on schools was also added to the data. Two-level binary logistic regression analyses were performed. Results Results show statistically significant between-school variation in both gambling (ICC=8.3%) and in risk gambling (ICC=18.1%). Compared with students attending schools with weak collective efficacy, those attending schools with strong collective efficacy were less likely to report both gambling (OR 0.58, 95% CI 9,40-0.82) and risk gambling (OR 0.40, 95% CI 0.22-0.71), even when adjusting for student- and school-level sociodemographic characteristics. Conclusions Students' inclination to engage in gambling and in risk gambling varies across schools. The findings suggest that a high level of school collective efficacy may contribute to counteract students' engagement in gambling and risk gambling. Key messages Students’ inclination to engage in gambling and in risk gambling varies across schools. The findings indicate that a strong school collective efficacy may contribute to reducing students’ inclination to engage in health risk behaviours.

Teacher-Rated School Leadership and Adolescent Gambling: A Study of Upper Secondary Schools in Stockholm, Sweden.

So-called “effective schools” are characterised by properties such as a strong and purposeful school leadership and a favourable school ethos. In a previous study we showed that a school’s degree of teacher-rated ethos was inversely associated with student gambling and risk gambling. Building on these findings, the current study aims to examine the associations that teachers’ ratings of the school leadership share with gambling and risk gambling among students in the second grade of upper secondary school in Stockholm (age 17–18 years). Data were drawn from the Stockholm School Survey and the Stockholm Teacher Survey with information from 5191 students and 1061 teachers in 46 upper secondary schools. School-level information from administrative registers was also linked to the data. The statistical method was two-level binary logistic regression analysis. Teachers’ average ratings of the school leadership were inversely associated with both gambling (OR 0.96, 95% CI 0.93–0.998, p = 0.039) and risk gambling (OR 0.94, 95% CI 0.89–0.99, p = 0.031) among upper secondary students, whilst adjusting for sociodemographic characteristics at the student and the school level. The findings lend further support to the hypothesis that characteristics of effective schools may reduce students’ inclination to engage in gambling and risk gambling behaviours.

Economics as symbolic capital: The consecration of elite business schools

AbstractEver since the first elite business schools were founded in Europe and the United States during the late 1800s and early 1900s, they have enjoyed an intimate relationship with economics. Despite some notable analyses of economics’ importance for the successful institutionalization of business schools, an understanding of the relation between economics and elite business schools requires further development. As such, this paper focuses on ‘economics as symbolic capital’ for the consecration of business schools as elite settings, with particular emphasis on the symbolic aspects of economics’ cultural and social capital. Consecration can be seen as critical to the institutionalization of elite business schools; in contrast to the primary focus of previous studies on the material significance of economics in business schools, my chief concern is the discipline’s symbolic power and importance for business schools’ status as elite institutions in many countries today. Data from a study on Sweden’s elite business school, The Stockholm School of Economics (SSE), were based on both historical and contemporary sources, including archival material, biographies, statistics, participant observations, and interviews with faculty and students. The SSE is one of the world’s oldest elite business schools where economics has played a critical role ever since its establishment; the SSE’s economics faculty has a unique relation to the ultimate source of capital for contemporary global economics, namely, The Nobel Prize in Economics, which exerts a significant influence on the discipline’s general standing and status today.

Taking expectations seriously: A leitmotif in Stockholm School economics

Dans les années 1920 et 1930, plusieurs économistes suédois, regroupés par Bertil Ohlin [1937] sous le label « École de Stockholm », ont exploré des méthodes dynamiques d’analyse macroéconomique. Ils ont développé les concepts d’analyse séquentielle ainsi que la double notion d’ ex ante et d’ ex post , qui ont servi à étudier le rôle des anticipations dans la coordination de plans incongrus dans le système des marchés. Le point de départ de ces travaux a été la thèse de Gunnar Myrdal sur la formation et le changement des prix ([1927], toujours non traduite), une tentative de montrer comment l’inclusion des anticipations dans le cadre d’une prévision imparfaite contribue à transformer les cadres statiques de l’analyse de l’équilibre général en théorie dynamique. Cela a conduit à une discussion précoce sur les « anticipations rationnelles », dans laquelle cette notion a été utilisée par Erik Lundberg et élaborée par Erik Lindahl comme un résultat endogène des processus cumulatifs Wickselliens. Cet article présente et examine ces contributions ainsi que d’autres contributions à la théorie des anticipations (en partie toujours non traduites) de Myrdal, Lindahl, Lundberg, Ohlin, Dag Hammarskjöld, Alf Johansson et Ingvar Svennilson.

The Theoretical Bases of the Scandinavian Economic Model: the Stockholm School of Economics and the Specialisation of the Capitalist System

The Theoretical Bases of the Scandinavian Economic Model: the Stockholm School of Economics and the Specialisation of the Capitalist System