Swedish National Defence College

About: Swedish National Defence College is a education organization based out in Stockholm, Sweden. It is known for research contribution in the topics: Crisis management & Politics. The organization has 218 authors who have published 569 publications receiving 8074 citations.

Silence‐breaking butterfly effect: Resistance towards the military within #MeToo

Abstract: Systemic violence against women in the military has existed for decades, but they have mostly refrained from public resistance. However, in the context of the #Metoo‐movement in Sweden, 1768 women ...

Exploring the role of risk perception in influencing flood losses over time

Abstract: What implications do societies’ risk perceptions have for flood losses? This study uses a stylized, socio-hydrological model to simulate the mutual feedbacks between human societies and flood event ...

Efficient and Effective Learning for Safety from Incidents

Abstract: Learning from incidents is important for improving safety. Many companies spend a great deal of time and money on such learning procedures. The objectives of this paper are to present some early results from a project aimed at revealing weaknesses in the procedures for learning from incidents and to discuss improvements in these procedures, especially in chemical process industries. The empirical base comes from a project assessing organizational learning and the effectiveness of the different steps of the learning cycle for safety and studying relations between safety-specific transformational leadership, safety climate, trust, safety-related behavior and learning from incidents. The results point at common weaknesses in the organizational learning, both in the horizontal learning (geographical spread) and in vertical learning (double-loop learning). Furthermore, the effectiveness in the different steps of the learning cycle is low due to insufficient information in incident reports, very shallow analyses of reports, decisions that focus at solving the problem only at the place where the incident took place, late implementations and weak solutions. Strong correlations with learning from incidents were found for all safety climate variables as well as for safety-related behaviors and trust. The relationships were very strong for trust, safety knowledge, safety participation and safety compliance.

Non-state actors in cyberspace operations

Abstract: The growing importance of cyberspace to modern society, and its increasing use as an arena for dispute, is becoming a national security concern for governments and armed forces globally. The special characteristics of cyberspace, such as its asymmetric nature, the lack of attribution, the low cost of entry, the legal ambiguity, and its role as an efficient medium for protest, crime, espionage and military aggression, makes it an attractive domain for nation-states as well as non-state actors in cyber conflict.This paper studies the various non-state actors who coexist in cyberspace, examines their motives and incitements, and analyzes how and when their objectives coincide with those of nation-states. Literature suggests that many nations are currently pursuing cyberwarfare capabilities, oftentimes by leveraging criminal organizations and irregular forces. Employment of such non-state actors as hacktivists, patriot hackers, and cybermilitia in state-on-state cyberspace operations has also proved to be a usable model for conducting cyberattacks. The paper concludes that cyberspace is emerging as a new tool for state power that will likely reshape future warfare. However, due to the lack of concrete cyberwarfare experience, and the limited encounters of legitimate cyberattacks, it is hard to precisely assess future effects, risks and potentials.

Learning and transfer from a simple dynamic system.

Abstract: The amount of learning gained from being assisted in completing the task of bringing a predator-prey system into equilibrium by controlling the predator population was investigated. Learning was explored both by post-task questioning and by testing for transfer to another predator-prey task. Participants were 28 undergraduate psychology students, all female. They were randomly and evenly split into an experiment group that was subjected to a learning session with the first task before being tested in the second task, and a control group that only performed the second task. What was most needed in the first task was help in sticking to analytically derived conclusions by resisting "common sense" responses. There was a significant transfer effect on performance to the second task, stemming from learning shown by half the participants in the experiment group. The other half showed hardly any learning. Learning in about half the subjects has proven a stable finding.