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After World War II, international organizations and research institutes dedicated to the development of local expertise thrived in Latin America. The desire to produce appropriate knowledge to solve the region’s socio-economic problems raised the question of the intellectual and material autonomy of these organizations. This article combines intellectual and social history to investigate the early years of the first Graduate School of Latin American Economic Studies (ESCOLATINA), founded in Chile in 1956. The mixture of archival research, collective biography, and sequence analysis allows us to examine the tensions between, on the one hand, the quest for epistemic autonomy and rapprochement with other social sciences, and, on the other hand, the influence of the US model of graduate schools of economics together with the dependence on foreign resources and experts. The history of ESCOLATINA also reveals how the academic and political environment in Chile shaped the school and transformed it over time. Après la Seconde Guerre mondiale, des organisations internationales et des instituts de recherche dédiés au développement de l'expertise locale ont prospéré en Amérique latine. Le désir de produire des connaissances appropriées pour résoudre les problèmes socio-économiques de la région a soulevé la question de l'autonomie intellectuelle et matérielle de ces organisations. Cet article combine histoire intellectuelle et sociale pour enquêter sur les premières années de la première École supérieure d'études économiques latino-américaines (ESCOLATINA), fondée au Chili en 1956. L’association de recherche d'archives, de biographie collective et d'analyse de séquences nous permet d'examiner les tensions entre, d'une part, la quête d'autonomie épistémique et le rapprochement avec d'autres sciences sociales et, d'autre part, l'influence du modèle nord-américain d'écoles supérieures d'économie ainsi que la dépendance à l'égard des ressources et des experts étrangers. L'histoire d'ESCOLATINA révèle également comment l'environnement académique et politique du Chili a façonné l'école et l'a transformée au fil du temps.

Understanding a well-functioning work environment during project processes is complex and continuous due to the dynamic risk management and physical er-gonomics. This thesis presents a study on (re)construction projects within a Swedish context from a project managers perspective in projects. The aim was to illuminate factors in a project planning and design process for prevention of physical ergonomic risks. The aim encompassed the research questions ‘What is the current process for setting criteria and requirement specifications for physi-cal ergonomic risks during the (re)construction phases?’ ‘How can the project planning process for (re)construction be improved?’ In this project inspired by a case study methodology with a qualitative approach, interviews and a work-shop were conducted among project managers of both genders and varied expe-riences. Using qualitative content analysis, an interview theme of ‘providing safe and healthy workplaces in project management with decent conditions’ was identified that interconnects through seven categories: ‘ Integrate diverse inter-ests and the project team’, ‘Steps in the life cycle of the project’, ‘An ongoing work environment management’, ‘Responsibilities in the project’, ‘Making de-cisions in the process’, ‘To design conditions in the project directive’ and ‘Fac-tors to consider’. The subsequent workshop resulted in an action plan containing areas in collaboration within the organization, competence and development within the processes and procurements. The findings revealed the ways in which physical ergonomics was an integrated factor in the project planning and design process of a project. The project processes in (re)construction consists of actors and processes where conditions and resources change which affect the overall work environment. Concludingly, the project managers’ reasoning mirror the various and complex factors in project process to improve physical ergonomic risks. This reflects the need of development, importance of setting requirements and defining work environment risks e.g. physical ergonomics, but also the meaningful co-creation and regular follow-ups. Further research are recom-mended on proactive approach of physical ergonomics with good examples and manageble methods among (re)construction projects.

Mainstream economic theories went through an intellectual crisis during the recession that hit Western economies in the late 1970s. Academic debates extended to public media and mass culture, starting with the TV shows led by John Kenneth Galbraith ( The Age of Uncertainty) and Milton Friedman (Free to Choose). Such a translation of ideas and language had a spillover effect on the academic community. The simultaneous pursuit of honors in distinct fields raises the question of the role of economists in the public debate. By shifting the focal point beyond the notions of expertise and public opinion, this article explores the mechanisms of the conquest of the public sphere by experts and intellectuals, and its consequences on the field of economics.