Publikasjoner

  • Forskere: Ingrid H.E. Roaldsen
  • Forskere: Ann Kristin Eide
  • Forskere: Grete Kaare Hovelsrud, Julia Olsen, Gary Kofinas, Douglas Clark, Lillian Alessa, Helene Amundsen, Matthew Berman, Fikret Berkes, F. Stuart Chapin III, Bruce Forbes, James Ford, Craig Gerlach
  • Forskere: Tone Magnussen, Marit Jørgensen, Kirsten Semb Tørresen, Marit Dyrhaug, Ingrid Myrstad, Jan Svendsen, Anniken Førde, A. DiTommaso
  • Forskere: Cecilie Høj Anvik
  • Forskere: Hege Gjertsen, Terje Olsen
  • Forskere: Einar Lier Madsen, Tommy Høyvarde Clausen
  • Forskere: Evgueni Vinogradov, Ragnhild Holmen Waldahl, Tommy Høyvarde Clausen
  • Forskere: Jarle Løvland, Thomas Carlsen, Liv Hind, Thomas Johansen
  • This report is the final report of the research project Mapping of competence of the Educational and Psychology Counseling Service (EPCS). The report is made on request of the Norwegian Directorate for Training and Education and is part of their follow-up of the White paper 18 Learning toghether. The purpose is to establish background knowledge toward the Norwegian Directorate for Training and Education's work of developing a Competence Development Strategy for the EPCS. The report targets the status of competence in the EPCS and what competence needs they experience to meet their expectations. The report present the following thesis: 1. What are the status of competence in the EPCS? 2. What competence is regarded as significant to fulfilling the EPCS's tasks and mandate? 3. Are regional and local characteristics influencing the competence needs in the EPCS? 4. To which degree has the school owner, leaders of the EPCS and employees in the EPCS a common perception of the EPCS and their tasks? 5. How do the school owner and the leader of the EPCS make sure that they have enough competence to fulfill their tasks? The mapping is based on a research design containing of both quantitative and qualitative research methods. The mapping is divided into two sub-studies, where sub-study 1 contains of three surveys and sub-study 2 is based upon 8 focus group interviews. The following empirical studies has been made: • A survey to all leaders of EPCS. • A survey to all EPCS-employees. • A survey to all leaders of the municipal managers of Education. • 4 interviews of leaders of EPCS in focus groups. • 4 interviews of leaders of the municipal managers of Education in focus groups. The main conclusion of the report is that EPCS has very good competence, but need competence development in order to be "closer" to the teachers in schools and kindergarden teachers in kindergardens. In regard of developing such competence of action, it would be regarded fortunate to start local R & D projects were EPCS and schools/kindergardens is forced to develop new and better ways to interact with each other. The report also conclude that EPCS need competence development on some subject areas. This could be offered in regular courses and seminars. Multicultural understanding and knowledge about bilingual language stand out as subject areas that most of EPCS need competence development in. Some EPCS also need competence development on mathematics, psychic health and psycho-motoric development. Surprisingly, we find that EPCS is lacking knowledge about student assessment, an area that is of utter importance in obtaining adapted learning.
    Forskere: Bent Cato Hustad, Clara Luckner Strømsvik, Tommy Strøm
  • Forskere: Annelin Seppola, Ann Kristin Eide
  • The absence of clear signals from the Norwegian state concerning climate change adaptation provides an opportunity to investigate why some municipalities have addressed adaptation to climate change while others have not. Although difficulties associated with implementing adaptation to climate change are well documented, less is known about those individuals who take the lead. On the basis of in-depth interviews and interaction with eight Norwegian municipalities that have begun working with climate adaptation, we examine how climate adaptation has been added to the local agenda. We find that adaptation planning has progressed more in those municipalities where officials are engaged and actively seeking external expertise and support. We conclude that, without a clearer national adaptation policy and greater resource allocation and legislation, adaptation to climate change within Norwegian municipalities is unlikely to progress further.
    Forskere: Grete Kaare Hovelsrud, Halvor Dannevig, Idun Husabø
  • Forskere: Elisabet Carine Ljunggren, Friederike Welter, Robert Blackburn, Bjørn Willy Åmo
  • Forskere: Elisabet Carine Ljunggren, Gry Agnete Alsos, Sara Carter
  • There are many studies on the impacts of entrepreneurship education in higher education, but few studies have assessed how secondary schools can contribute to create a more dynamic enterprise culture. This paper assesses whether a European entrepreneurship programme directed at upper secondary school promote positive attitudes towards entrepreneurs. The programme investigated is called the company programme (CP), and the study is done in Norway where the programme CP reaches approximately 15% of all pupils. There is a particular focus on girls within entrepreneurship education in Norway, and we will present our results on the impact of CP for girls and boys separately. Results from multilevel models indicate that both boy and girl participants in CP are more likely than non-participants to think that an entrepreneur is "someone who wants to use his/her creativity" and less likely to think that an entrepreneur "is someone who cannot find another job". However, attitudes about entrepreneurs also vary among boy and girl CP-participants. Girls participating in CP are less likely to think that an entrepreneur is someone who wants to be his/her own boss. Boys in the CP programme are more likely to think that an entrepreneur "is someone who wants recognition by society" and less likely to perceive an entrepreneur as "someone who is not well educated".
    Forskere: Vegard Johansen, Tommy Høyvarde Clausen, Tuva Schanke
  • Nordlandsforskning har evaluert sammenslåingen av barnevernet i kommunene Herøy, Alstahaug, Dønna, Leirfjord og Træna. Evalueringen viser at halvparten av samarbeidspartnerne mener at gjenesten er blitt bedre, omtrent like mange at den er uforandret. Det er stor enighet om at man ikke ønsker å gå tilbake til gammel ordning med kommunale tjenester.
    Forskere: Hege Gjertsen, Willy Lichtwarck
  • Forskere: Einar Lier Madsen, Gry Agnete Alsos, Elisabet Carine Ljunggren, Tommy Høyvarde Clausen
  • Forskere: Marit Solstad, Eva Josefsen, Aila Marge Varsi Balto
  • Forskere: Hege Gjertsen
  • Open innovation (OI) is an innovation paradigm which argues that firms should use external knowledge in order to succeed in the innovation process. It is currently unclear however how firms are able to source external knowledge from external actors when attempting to innovate. In this paper we examine the relationship between absorptive capacity and firms’ ability to enter into innovation cooperation with external actors. Our econometric results show that internal R&D, training and an educated workforce, as core aspects of firms’ absorptive capacity, are positively associated with (the intensity of) innovation cooperation. An implication is that external knowledge does not enter the firm freely. The costs firms must invoke in order to be able to source external knowledge in the OI context is considerable. Without investing in internal R&D, training and recruiting workers with good educational qualifications, firms may not be able to follow the open approach to innovation.
    Forskere: Tommy Høyvarde Clausen