Mari Kågström
Biographic Data
| ID | 6273120 |
|---|---|
| NAME | Mari Kågström |
| GIVEN NAMES | Mari |
| FAMILY NAME | Kågström |
| SIGNATURE | KÅGSTRÖM M |
| AFFILIATIONS | Swedish University of Agricultural Sciences |
| ORCID | 0000-0003-4177-7492 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 31 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
In pursuit of an actor-centric understanding of policy integration. Theorizing on the sustainability coordinators in local governance
Policy integration is a key strategy for promoting sustainability, yet recent research calls for more actor-centric approaches to understand it in practice. This article addresses this gap by theorizing on systemic, organizational and individual-level factors that influence how Swedish Sustainability Coordinators engage with critical tasks to integrate sustainability in local governance. Our framework demonstrates how sustainability and governanc…
Exploring environmental assessment competence in higher education
This article aims to explore how teaching in higher education can contribute to the understanding of knowledge and learning in EA based on the theoretical framework regarding EA education as an arena for sustainable development. The article builds on a study of Swedish EA course syllabi exploring: which students are offered education, how can EA competence be assessed in higher education, and whether and how does academic education on EA develop …
Towards an attitude-inclusive understanding of environmental assessment competence in higher education
This paper brings together competence frameworks from Education for Sustainable Development (ESD) and Environmental Assessment (EA) teaching – including EIA and SEA – to explore how attitudes can be more fully integrated into EA competence development in higher education. While existing EA teaching frameworks primarily emphasise knowledge and skills, the attitudinal dimension – essential for ethical reflection, value-sensitivity, and sustainabili…
Interdisciplinary insights into navigating the maze of landscape multifunctionality
Increasing demands for land to deliver multiple and sometimes conflicting services to people and nature have led to the development of an extensive body of research focussed on multifunctional landscapes. However, this has created both insight and confusion, as authors from a variety of disciplines have independently tackled the question of how to manage the trade‐offs and synergies inherent in landscapes that are required to produce multiple fun…
Collaboration between researchers and practitioners in environmental assessment
Exploring researcher’ roles in collaborative spaces supporting learning in environmental assessment in Sweden
Between ‘best’ and ‘good enough’
Space for action
Human health frames in EIA – the case of Swedish road planning
How human health is framed provides boundaries for choices in practice and bias for certain actions in health assessments in Environmental Impact Assessment (EIA). This study examines health frames in legislation and policies of importance for EIA in Swedish road planning and their implications for practice. The emphasis is on different approaches, such as promotion of health and prevention of ill-health. Indicators of the choices in practice for…
Human health frames in EIA – the case of Swedish road planning
How human health is framed provides boundaries for choices in practice and bias for certain actions in health assessments in Environmental Impact Assessment (EIA). This study examines health frames in legislation and policies of importance for EIA in Swedish road planning and their implications for practice. The emphasis is on different approaches, such as promotion of health and prevention of ill-health. Indicators of the choices in practice for…
Space for action
Between ‘best’ and ‘good enough’
Collaboration between researchers and practitioners in environmental assessment
Exploring researcher’ roles in collaborative spaces supporting learning in environmental assessment in Sweden
Interdisciplinary insights into navigating the maze of landscape multifunctionality
Increasing demands for land to deliver multiple and sometimes conflicting services to people and nature have led to the development of an extensive body of research focussed on multifunctional landscapes. However, this has created both insight and confusion, as authors from a variety of disciplines have independently tackled the question of how to manage the trade‐offs and synergies inherent in landscapes that are required to produce multiple fun…
In pursuit of an actor-centric understanding of policy integration. Theorizing on the sustainability coordinators in local governance
Policy integration is a key strategy for promoting sustainability, yet recent research calls for more actor-centric approaches to understand it in practice. This article addresses this gap by theorizing on systemic, organizational and individual-level factors that influence how Swedish Sustainability Coordinators engage with critical tasks to integrate sustainability in local governance. Our framework demonstrates how sustainability and governanc…
Exploring environmental assessment competence in higher education
This article aims to explore how teaching in higher education can contribute to the understanding of knowledge and learning in EA based on the theoretical framework regarding EA education as an arena for sustainable development. The article builds on a study of Swedish EA course syllabi exploring: which students are offered education, how can EA competence be assessed in higher education, and whether and how does academic education on EA develop …
Towards an attitude-inclusive understanding of environmental assessment competence in higher education
This paper brings together competence frameworks from Education for Sustainable Development (ESD) and Environmental Assessment (EA) teaching – including EIA and SEA – to explore how attitudes can be more fully integrated into EA competence development in higher education. While existing EA teaching frameworks primarily emphasise knowledge and skills, the attitudinal dimension – essential for ethical reflection, value-sensitivity, and sustainabili…
Environmental and Social Impact Assessments (7 works) · Political science (7 works) · Environmental planning (5 works) · Engineering (4 works) · Sustainable Building Design and Assessment (4 works) · Business (3 works) · Computer Science (3 works) · Engineering ethics (3 works) · Environmental impact assessment (3 works) · Environmental resource management (3 works)