Do pedagogical training courses for university teachers have desirable effects on the participants? We set out to answer this question by following a panel of 183 university teachers from Sweden's six largest universities, who participated in pedagogical training courses. Our study reveals that the participants' selfreported confidence in their role as teachers increased slightly, and their self-assessed pedagogical skills increased notably after they had finished their courses. Even though the courses were rather short, we could also observe some changes in fundamental approaches to teaching in some of the subgroups of respondents, both toward more student-centeredness and, perplexingly, toward more teacher-centeredness. Additionally, most respondents (7 out of 10) found the courses useful or very useful. Course satisfaction was most notable among participants with less than three years of teaching experience. Considering the fact that we find the positive effects of pedagogical training courses to be present mainly in the group of participants with less than three years of teaching experience, we discuss whether a policy of making these courses mandatory for all university teachers implies an overestimation of their impact. ARTICLE HISTORY

In 1980, Sweden was a highly regulated economy with several state monopolies and low levels of economic freedom. Less than twenty years later, liberal reforms turned Sweden into one of the world's most open economies with a remarkable increase in economic freedom. While there is resilience when it comes to high levels of taxes and expenditure shares of GDP, there has been a profound restructuring of Sweden's economy in the 1980s and 1990s that previous studies have under‐estimated. Furthermore, the degree of political consensus is striking, both regarding the welfare state expansions that characterized Sweden up to 1980, as well as the subsequent liberalizations. Since established theories have difficulties explaining institutional change, this article seeks to understand how the Swedish style of policy making produced this surprising political consensus on liberal reforms. It highlights the importance of three complementary factors: policy making in Sweden has always been influenced by, and intimately connected to, social science; government commissions have functioned as ‘early warning systems’, pointing out future challenges and creating a common way to perceive problems; and, as a consequence, political consensus has evolved as a feature of Swedish style of policy making. The approach to policy making has been rationalistic, technocratic and pragmatic. The article concludes that the Swedish style of policy making not only explains the period of welfare state expansion – it is also applicable to the intense reform period of the 1980s and 1990s.

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Sweden is consistently found at the top in international indices of corruption. In recent years, however, several instances of corruption have been exposed, and surveys show that large shares of Swedish citizens harbor perceptions that public corruption is widespread. Drawing on recent surveys, two questions are asked. First, to what extent do Swedish citizens believe that corruption constitutes a serious problem? Second, how do citizens' evaluations of the extent of public corruption affect support for the democratic system? Approaching the issue from a comparative Nordic perspective, the data indicate that Swedes are considerably more prone to believe that politicians and public officials are corrupt than their Nordic counterparts. The analysis also suggests that such perceptions constitute an important determinant of support for the democratic system. Thus, even in a least likely case of corruption, such as Sweden, growing concerns about corruption has a potential to affect democratic legitimacy negatively.