Here, eight university teachers in business administration describe their own teaching situations, on the basis of which they, with the help of pedagogical and philosophical theories, examine and reflect on their practical knowledge. What can these teachers’ accounts and reflections tell us about the working situation of university teachers? When problematic situations arise, how are they dealt with? How do the teachers encourage students with widely different expectations, contrasting backgrounds, and with varying degrees of motivation, to learn new ways of thinking and to develop into independent professionals?

Originally published in Swedish in 2014, this volume offers a compelling picture of how university teachers grapple with pedagogical challenges in a higher education system increasingly focused on efficiency and maximizing the number of students who complete their studies. The difficulties described by the teachers then have not diminished – if anything, they have grown. For this English edition, a new preface has been added, situating the discussion in a contemporary context of higher education pedagogy, along with a new chapter exploring how the transformation of the university system has impacted the actual practice of teaching today.