Johanna Mufic
Biographic Data
| ID | 5819780 |
|---|---|
| NAME | Johanna Mufic |
| GIVEN NAMES | Johanna |
| FAMILY NAME | Mufic |
| SIGNATURE | MUFIC J |
| AFFILIATIONS | Linköping University |
| ORCID | 0000-0003-1835-8505 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 10 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Principals’ leadership strategies to shape inclusive education in local adult education institutions
This study examines principals’ leadership practices within Swedish Municipal Adult Education (SMAE), focusing on strategies for advancing inclusive education in a marketised system. Data consist of observation notes from dialogical network meetings with twenty-three principals and one quality manager representing twelve municipalities, organised collaboratively by the National Agency for Education and a university. The analysis applies the theor…
What is represented as the ‘problem’ in principals’ accounts of flexible and individualised education
National policy in Sweden is increasingly emphasising the principal’s responsibility for the quality and development of Municipal Adult Education (MAE). While there is extensive research on principals’ perceptions of their role and work, most of it focuses on principals in primary and secondary schools even though today more students are involved in adult education than attend secondary school. The MAE principle operates under partially different…
Principals’ perspectives on managing systematic quality work in a decentralised and market-oriented adult education system
Purpose This study examines how systematic quality work is enacted in the discussions by Municipal Adult Education (MAE) school leaders during a series of educational network meetings. By exploring how MAE school leaders navigate competing demands, this research offers deeper insights into educational leadership within Sweden’s market-oriented, decentralised and fragmented MAE system. Design/methodology/approach Empirical data is based on observa…
Scrutinising “crises” and “emergencies” in Unesco’s Global Reports on Adult Learning and Education
Education is a human right but one that remains elusive for displaced people and refugees affected by crises and emergencies. Against the background of global commitments to education, lifelong learning policies are essential to ensure self-sufficiency and autonomy for displaced people. While the field of Education in Emergencies (EiE) has successfully drawn attention to the educational needs of displaced people, lifelong learning receives compar…
And suddenly it’s not so flexible anymore!’ Discursive effects in comments from school leaders and staff about distance education
Distance education has received a lot of attention in contemporary policy as something that makes it possible for more students to participate, but also involves a certain set of challenges.When it comes to distance education, Swedish municipal adult education (MAE) stands out with its long history of flexible education, often provided on distance.Applying Bacchi's poststructural WPR approach, the aim of this study was to scrutinise how distance …
Lack of quality’ in Swedish adult education
This article focuses on how ‘problems’ regarding quality in adult education are constituted as particular sorts of ‘problems’. The analysis takes its point of departure in a poststructural analytic strategy called ‘What’s the problem represented to be?’. The material analysed consists of various policy documents concerning contemporary Swedish adult education. The results indicate that the concept of quality is described as being deficient and fa…
Measurable but not quantifiable’
‘Quality’ in education has become a global phenomenon, and is frequently discussed in transnational and national policy. In such discussions, ‘quality’ seems to be both worthwhile and demanded, but at the same time, the concept has also been criticised in previous research as it seems to have attained a ‘common sense’ status. In this context, the role of the Swedish Schools Inspectorate (SSI) is raised, as the SSI is commissioned by the Swedish G…
Lack of quality’ in Swedish adult education
This article focuses on how ‘problems’ regarding quality in adult education are constituted as particular sorts of ‘problems’. The analysis takes its point of departure in a poststructural analytic strategy called ‘What’s the problem represented to be?’. The material analysed consists of various policy documents concerning contemporary Swedish adult education. The results indicate that the concept of quality is described as being deficient and fa…
Measurable but not quantifiable’
‘Quality’ in education has become a global phenomenon, and is frequently discussed in transnational and national policy. In such discussions, ‘quality’ seems to be both worthwhile and demanded, but at the same time, the concept has also been criticised in previous research as it seems to have attained a ‘common sense’ status. In this context, the role of the Swedish Schools Inspectorate (SSI) is raised, as the SSI is commissioned by the Swedish G…
Lack of quality’ in Swedish adult education
This article focuses on how ‘problems’ regarding quality in adult education are constituted as particular sorts of ‘problems’. The analysis takes its point of departure in a poststructural analytic strategy called ‘What’s the problem represented to be?’. The material analysed consists of various policy documents concerning contemporary Swedish adult education. The results indicate that the concept of quality is described as being deficient and fa…
Measurable but not quantifiable’
‘Quality’ in education has become a global phenomenon, and is frequently discussed in transnational and national policy. In such discussions, ‘quality’ seems to be both worthwhile and demanded, but at the same time, the concept has also been criticised in previous research as it seems to have attained a ‘common sense’ status. In this context, the role of the Swedish Schools Inspectorate (SSI) is raised, as the SSI is commissioned by the Swedish G…
And suddenly it’s not so flexible anymore!’ Discursive effects in comments from school leaders and staff about distance education
Distance education has received a lot of attention in contemporary policy as something that makes it possible for more students to participate, but also involves a certain set of challenges.When it comes to distance education, Swedish municipal adult education (MAE) stands out with its long history of flexible education, often provided on distance.Applying Bacchi's poststructural WPR approach, the aim of this study was to scrutinise how distance …
Principals’ perspectives on managing systematic quality work in a decentralised and market-oriented adult education system
Purpose This study examines how systematic quality work is enacted in the discussions by Municipal Adult Education (MAE) school leaders during a series of educational network meetings. By exploring how MAE school leaders navigate competing demands, this research offers deeper insights into educational leadership within Sweden’s market-oriented, decentralised and fragmented MAE system. Design/methodology/approach Empirical data is based on observa…
Scrutinising “crises” and “emergencies” in Unesco’s Global Reports on Adult Learning and Education
Education is a human right but one that remains elusive for displaced people and refugees affected by crises and emergencies. Against the background of global commitments to education, lifelong learning policies are essential to ensure self-sufficiency and autonomy for displaced people. While the field of Education in Emergencies (EiE) has successfully drawn attention to the educational needs of displaced people, lifelong learning receives compar…
Principals’ leadership strategies to shape inclusive education in local adult education institutions
This study examines principals’ leadership practices within Swedish Municipal Adult Education (SMAE), focusing on strategies for advancing inclusive education in a marketised system. Data consist of observation notes from dialogical network meetings with twenty-three principals and one quality manager representing twelve municipalities, organised collaboratively by the National Agency for Education and a university. The analysis applies the theor…
What is represented as the ‘problem’ in principals’ accounts of flexible and individualised education
National policy in Sweden is increasingly emphasising the principal’s responsibility for the quality and development of Municipal Adult Education (MAE). While there is extensive research on principals’ perceptions of their role and work, most of it focuses on principals in primary and secondary schools even though today more students are involved in adult education than attend secondary school. The MAE principle operates under partially different…
Political science (6 works) · Global Educational Policies and Reforms (5 works) · Public relations (5 works) · Innovative Education and Learning Practices (4 works) · Pedagogy (4 works) · Sociology (4 works) · Adult and Continuing Education Topics (3 works) · Adult education (3 works) · Business (3 works) · Epistemology (3 works)