Description: The purpose of the paper is to address the question of 'Pedagogik' as an academic discipline in Sweden from the perspective of the social study of science/knowledge. The philosophical and epistemological issues, what constitute the conceptual question about the nature and content of educational science will be, although crucial, periphery in the article. Focus is directed upon ongoing reforms in higher education and the changing institutional settings of educational sciences. During the last decade there has been a remarkable restructuring of higher education in Sweden and the landscape educational science has been reshaped by for example five new universities with educational departments conducting educational research. Yet, the disciplinary consequences remains to a large extent unexplored. The paper ends up with some outlines for further research on the disciplinary formation of 'Pedagogik' in Sweden. Methodology: Self-descriptions and self-evaluations from all educational departments in Swedish higher education has been collected (n=32) and provide with the empirical material for analysis. The material consists of quantitative statistics of the resources and activities of the departments as well as qualitative self-descriptions and self-evaluations on the nature, content and orientations of their undergraduate and postgraduate programmes in the subject area of education. Text analysis has been conducted of descriptions of (i) disciplinary status (internal identity and autonomy), (ii) position in disciplinary fields of social and behavioural sciences (iii) disciplinary relations to professional fields. Conclusions: Three general tension fields are identified in the disciplinary positioning of educational departments; as an autonomous academic discipline, as a multidisciplinary field or as a provider of professional knowledge. The positions differ between well established universities (awarding doctorate degrees in a broad range of disciplines), new regional universities (awarding doctorate degrees in a limited range of disciplines) and colleges ('Högskolor'- awarding only undergraduate degrees or diplomas in a broad range of subjects). Yet all departments seem to have, as consequences of ongoing reforms in higher education and teacher education, to increasingly respond to imperatives of interdisciplinarity and professional demands. This, it is assumed, will have far reaching consequences of the formation of the discipline 'Pedagogik' in Sweden.