UCLA class 2018 Niklas Salmose

STINT Teaching Sabbatical Programme

Teacher Exchange with the US, Singapore, Japan or Hong Kong

For educational renewal and new international networks

By giving Swedish researchers and university lecturers, who are passionate about education, international experience relevant to their teaching role rather than their research one, STINT wants to contribute to educational renewal and the creation of new networks. Great emphasis is put on the added value of the stay abroad, which is why STINT encourages candidates to search for new international experiences. There is particular focus on involving the university leadership and using the returning lecturers' experience in various dissemination impacts.

See here for a presentation of the programme by STINT.

Internal nomination process

Each year, the dean of each faculty can nominate two candidates to the STINT Teaching Sabbatical Programme. Nominees must hold a doctoral degree, be employed by, and well established at Linnaeus University.

Out of the nominees, Linnaeus University can appoint a maximum of three candidates to be included in the STINT matching process. It is up to STINT and its host institutions to appoint the STINT fellows. STINT is collaborating with selected universities based in the US, Hong Kong, Singapore and Japan.

Current issue: Be nominated for a STINT Teaching Sabbatical!

Each dean can nominate up to two lecturers for a teaching sabbatical at a STINT host institution in USA, Singapore, Japan, Hong Kong or Botswana during autumn 2025.

The sabbatical is intended to give the teacher the opportunity to reflect on his or her practice and for Lnu it is important that the scholar brings back new pedagogical ideas and teaching methods that could be developed at Linnaues University.

Application documents with information on what the application should contain and assessment criteria can be downloaded here.

Nominations/applications should reach registrator@lnu.se by 15:00 on 3 June, 2024.

For questions, contact Lena Kulmala, Office of external relations.

Lnu STINTonians

2024: No scholar

2023: Karin Lagergren, FKH, Department of Music and Art: Amherst College, MA, USA. Final report Karin Lagergren.

2022: Christopher Allen, FKH, Department of Languages: Singapore University and Marcus Nilsson, FTK, Department of Mathematics: University of California, Berkeley.

2021 - No scholar

2020 - Bishnu Chandra Poudel: FTK, Department of Forestry and Wood Technology: Ohio State University. Final report Bishnu. 

2019 - Soniya Billore: FEH, Department of Marketing: Arizona State University. Final report Soniya Billore

2018 - Niklas Salmose: FKH, Department of Languages: University of California Los Angeles (UCLA). Final report Niklas Salmose.

2017 - Anna-Sofia Rossholm: FKH, Department of Film and Literature: National University of Singapore. Final report Anna-Sofia Rossholm.

2016 - Stina Ericsson: FKH, Institutionen för svenska språket: Ohio State University. Final Report Stina Ericsson

2016 - Heiko Fritz: FSV, Department of Social Sciences: University of Tokyo. Final Report Heiko Fritz

2015 - Charlotte Silander: FSV, Department of Pedagogy and Learning: Williams College, Reportage i universitetsläraren

2014- Päivi Jokela: FTK, Department of Informatics: The Chinese University of Hong Kong. Final report (PDF 100 kB)

2013 - Mattias Lundin: FSV, Department of Education and Teachers' Practice: Ohio State University. Final report (PDF 873 kB)

2012 - Jörgen Bruhn: FKH, Department of Film and Literature: Williams College. Final report (PDF 354 kB)

2009 - Nils Nilsson  FEH, Department of Organisation and Entrepreneurship: Skidmore College. Final report Nils Nilsson.

2009 - Magnus Persson 
FKH, Department of Cultural Sciences - Richmond University

2008 - Martin Nilsson 
FSV, Department of Political Science: Washington and Lee University. Final report Martin Nilsson.

2008 - Daniel Silander
FSV, Department of Political Science: Haverford College. Final report Daniel Silander.

2007 - Anna Herbert, FHL, Department of Psychology: Bryn Mawr College, Final report (PDF 81 kB)

2006 - Irene Bohman, FHL: Biologi/miljövetenskap: Washington and Lee University. Final report Irene Bohman.

2003 - Rolf G Larsson: FEH, Samford University. Final report Rolf G Larsson.

2002 - Johan Höglund, FKH, Department of Languages: Samford University. Final report Johan Höglund

2001 - Idor Svensson, Pedagogik - Samford University. Final report Idor Svensson.

2001 - Anders Fröjmark , FKH, Department of Cultural Sciences: Hartford University. Final report Anders Fröjmark.

2000 - Anki Koch Schmidt, Naturvetenskap - Wellesley College. Final report Anki Koch Schmidt.

2000 - Lars Andersson, Ekonomihögskolan - St. Mary´s College. Final report Lars Andersson.


Former scholarship holders give their stories

Some of our former STINT scholarship holders give their stories

Mattias Lundin

Mattias Lundin
Professional significance
Experiences from another system that contributes to widened perspectives. This is the most essential experience and the one that has had most significance on the professional level.

Such experiences are made up of very diverse fields/areas: knowledge about other organisations, other prioritisations of resources or other requirements on students. Particularly worth noting are other universities’ solutions to problems that we ourselves have not yet paid much attention to and, therefore, not yet come up with solutions for.

Personal significance

  • More personal contacts with researchers in another country
  • Experience of another country with another culture and another language
  • Memorable milestone in life that brings family closer together
Bild J Bruhn

Jørgen Bruhn
My stay at Williams College, Massachusetts, gave me an insight into how a large liberal arts college in the US works. Williams College attracts the very best students from the US and the rest of world and these expect an elite education. Therefore, all focus is on education while research is secondary. Having well-reputed teachers who more or less never teach, like in Sweden, is unthinkable at American universities. A lot of energy and time is therefore put into the development of teaching and on gathering all new teachers at idea development seminars. Course evaluations are taken very seriously – for good and for bad.

I became convinced that our Swedish way of producing short courses is, from a pedagogical point of view, incredibly counterproductive. At Williams College (like in Copenhagen, Paris, Berlin) you work with semester-long courses where knowledge and experiences are built up in an efficient way, instead of being broken down into useless atoms. I have tried raising this issue at Linnaeus University many times, without success – primarily due to inertia in the system and resistance from the student union I believe.

Later on, my stay at Williams College has led to academic collaboration and student exchange – and lasting friendship. It was also a great experience for my family to experience another country and another culture for a longer period of time.