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The development of Saab's strategy over the past decade is described. This has been a success story where conventional marketing methods adapted to Saab's special conditions and applied with the organisation's determination and energy, have brought about this complete turnaround situation.

Immigration represents one of the most contentious and complicated issues for social democracy in many national contexts. In Scandinavia, the social democratic parties have been particularly tormented, being split internally on central concerns related to immigration policy. Social democratic parties in Scandinavia have had a basically ambiguous relationship to the issue from the initiation of the era of ‘new immigration’. This chapter argues that this can be explained by the specifically strong attachment and ‘ownership’ of these parties to the Scandinavian welfare model, with its particular claims on a strong tax base and an orderly labour market. ‘Social democracy’ is dealt with mainly as an institutional and political entity, close to what goes as ‘The Nordic Model’ in the international literature. The chapter describes and analyses similarities and differences between the three Scandinavian countries, through a historical exposé of the period after the early 1970s; on the one hand, the institutional and normative prerequisites for social democracies in handling migration, and on the other hand, the way in which recent flows of migrants have influenced the very same social democracies. Theoretically, the chapter is drawing on conceptual tools from political economy, citizenship discourse and institutional theory.

The maker movement has been gaining increased attention worldwide and has recently spread to universities, strengthening the entrepreneurial university. Makerspace communities are seen as open and democratic social spaces where knowledge sharing and peer-to-peer learning are essential. However, few scholars have examined the social learning dynamics in makerspace communities. The purpose of this paper is to contribute to these recent calls to investigate makerspaces and their relevance in enhancing learning in a university context.

The authors used a case study design to explore the social learning dynamics in the maker community. The authors used observations and interviews to gather rich data from ten members, including two founders. The study occurred over a five-month period.

In contrast to free-choice activities, this makerspace community practised a highly hierarchical and well-managed regulation of activities. The high emphasis on project work and serious play illustrates a community where technology is a means of delivering value through projects rather than a means to play and learn in itself.

Seen in the light of rapid technological development, educators are facing the danger of teaching outdated skills. The makerspace model represents an advanced type of pedagogy and mastery development in science, technology, engineering and mathematics subjects and has the potential to inspire educational designs while challenging traditional education.

The research provides insights into makerspace as a producer of talents, repositioning of technology transfer and value creation from an entrepreneurial university.

Lyrics hold a complex status, not only within the world of metal music. They are subject to diverse motivations and backgrounds within groups of individuals and may serve various functions – as poetry, as means of channelling social criticism or feelings. Lyrics may be barely perceptible as produced by human beings, they may be hard to understand and they may not even be printed in CD booklets. While some bands claim their lyrics do not matter, others translate and/or explain underlying concepts and metaphors used in the texts to ensure the listeners' understanding and intended interpretation of the words of a song in other languages than English. Thus, metal lyrics are an interesting subject for analysing various stances of identity, of cultural implications, and of politics, especially when it comes to the use of specific languages within a societal context.

In Norway, bands such as Enslaved, Solefald, and Wardruna already expressed themselves in their native languages in an early phase of their careers, simultaneously engaging in Norse themes, such as the Viking Age and Norse mythology. Based on my work on cultural identity in Norwegian metal music and three sample bands, the author will take a closer look at the interplay of lyrics, language and cultural identity. In this paper, the author will show how the bands engage in Nynorsk, Bokmål or Høgnorsk lyrics and what it means for the bands to deal with the languages' history and meaning.

Introduction Consider a hi‐fi loudspeaker manufacturing company acquired on the brink of insolvency by an American multinational. The new owners discover with growing concern that the product range is obsolete, that manufacturing facilities are totally inadequate and that there is a complete absence of any real management substance or structure. They decide on the need to relocate urgently so as to provide continuity of supply at the very high — a market about to shrink at a rate unprecedented in its history.

Is there a specific way of thinking about organisational learning in Nordic countries? Are concepts such as organisational learning and learning organisations imported, or do they emerge with specific meanings from more local discourses? Beyond that, are they supported by specific learning theories? The purpose of this paper is to trace the way that the concepts of organisational learning and learning organisations appear in research and policy documents in Norway and to identify what sort of learning theories pertain to those concepts. The authors discuss whether Norway’s case exemplifies a Nordic way of thinking about learning in organisations.

Through an archaeological investigation into the concepts of organisational learning and learning organisations, the authors explore the theoretical and cultural framing of the concepts in research and policy. The authors limit our work to large industrial field experiments conducted in the 1960s and to large education reform in the 2000s.

During the industrial field experiments in the 1960s, the concept of organisational learning evolved to form participatory learning processes in non-hierarchical organisations able to contribute to democracy at work. Education policy in the 2000s, by contrast, imported the concept of the learning organisation that primarily viewed learning as an instrumental process of knowledge production. That strategy is incommensurable to what we define as a Nordic way, one in which learning is also understood as a cultural and social process advanced by democratic participation.

The authors add to organisational learning theories by demonstrating the importance of cultural context for theories and showing that the understanding of learning is historically and culturally embedded.