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- Axelsson, Jonas, 1974-, et al.
(författare)
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Arbeiderkollektivet i dag : Replikasjon og teoretisk utvikling
- 2016
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Ingår i: Tidsskrift for samfunnsforskning. - : Universitetsforlaget AS,Scandinavian University Press. - 0040-716X .- 1504-291X. ; 57:2, s. 105-134
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Tidskriftsartikel (refereegranskat)abstract
- Lysgaards teori om arbeiderkollektivet er fortsatt en innflytelsesrik klassiker i skandinavisk arbeidslivsforskning. Studien ble gjennomført i en masse- og papirfabrikk på 1950-tallet, og vi har returnert til fabrikken for å finne ut hva som har skjedd med arbeiderkollektivet. Gjennom observasjoner på arbeidsplassen og intervjuer med arbeidere, ingeniører og sjefer, i tillegg til at vi har hatt tilgang til data fra 1950- og 1980-tallet, kan vi kartlegge den teknologiske og arbeidsorganisatoriske utviklingen og dens påvirkning på arbeiderkollektivet. På basis av dette foreslår vi to typer endringer av Lysgaards teori. Den ene er å dele opp det Lysgaard omtaler som det teknisk/økonomiske system i to relativt autonome system, det tekniske respektive det økonomiske systemet. Den andre er å analysere hvordan kollektivet har infiltrert det tekniske, men ikke det økonomiske systemet.
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- Bakke, Tove Margrethe, 1953-
(författare)
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Gjør MPA - utdanningen noen forskjell? : En studie av MPA -kandidatenes vurderinger av studiets effekter på ledelse, karriere og nettverk.
- 2008
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Annan publikation (populärvet., debatt m.m.)abstract
- The choice of research theme is motivated by an interest of how theory influences practices. The MPA study programme is designed with a special emphasis on management practices, and the impact of these practices will develop over time. A retrospective research design is therefore chosen for studying how former students assess the impact of the study. Throughout the programme, student experiences and opinions are monitored on a regular basis, whereas there are few studies of the long-term impacts of the study. Hence, The University College of Hedmark and the University of Karlstad have expressed their interest in this retrospective study. Commencing with the explicit formulation of the aims and goals of the study programme, I have designed a survey for analyzing how former students perceive the impact of the study. My aim is to investigate their assessment of the MPA study programme for their current work practices, and for their career development. The research question is: In retrospect, how do you assess the impact and importance of the MPA study programme for you as a manager and / or employee in the public sector? I have chosen to address three aspects: The impact for the conduct of their profession, and their role as managers The impact on their career development The impact for the establishment and maintenance of professional networks In this thesis, my aim is to investigate the former MPA-students’ assessment of the study programme. While acknowledging the major role of other, external factors, it is the goal to identify the distinctive impact of the MPA programme. Within the scope of this thesis, a structured survey approach is chosen, with the possibility of providing supplementary comments. The current study encompasses the students from the first two classes, receiving their education in the years 1999-2005 (MPAI and MPAII). Based on the formulated goals of the study programme, it addresses the former students’ assessment of the impact of the programme on management skills and practices, career development, and network establishment and maintenance. The study takes as its starting point the theories of management and leadership, as formulated in the works of Tor Busch and Joan Ole Vanebo, and quantitative methodology as formulated by Ottar Hellevik. Based on the responses to the survey, it seems clear that the former students give positive assessments of the programme for their subsequent management practices, career development, and networking, and that the programme thereby seems to have achieved its goals and ambitions. One possible exception is that no one reports cross-national networking resulting from the programme. A dominant trend is that women give a more positive assessment of the impact of the programme for their management skills, and their career development. The study shows no significant differences between the two classes MPAI and MPAII, neither are there significant differences between the Swedish and the Norwegian respondents.
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- Banik, Vibeke, et al.
(författare)
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Kollektive minner og universalisering. Holocaust i den nye norske læreplanen for grunnskolen
- 2022
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Ingår i: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; 12:2022:3, s. 149-170
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Tidskriftsartikel (refereegranskat)abstract
- In the new national curricula for Norwegian basic education (Kunnskapsløftet, LK20), introduced in 2020, Holocaust is included as a historical subject for the very first time. This is in itself an interesting development, made even more significant by the fact that every other historical subject is removed from the national curricula. However, no explanation for this contradiction is given, nor does the curricula give any insight into how teachers and students should interpret it. In this article, we argue that the contradictory and somewhat poorly defined role given to the Holocaust in LK20, together with other perspectives introduced in the new curricula, is likely to lead to two major shortcomings. Firstly, the curricula’s insistence on dealing with the past only on an individual level may create blind spots for the students when they try to make sense of the Holocaust as a historical subject. What LK20 fails to acknowledge, in our opinion, is the important role played by collective memory in dealing with the past. These are significant when confronted with historical subjects related to the Second World War, as these collective memories are particularly strong in cultures with a history related to this conflict. Secondly, we argue that the contradictory introduction of the Holocaust in LK20 is likely to strengthen the universalisation of the Holocaust in Norwegian schools, i.e. using the genocide of the European Jews as a generic symbol of prejudice, racism and evil. We argue that the preventive perspective of teaching the Holocaust in school may suffer from this approach, as it decontextualises the genocide from its historical context, thereby making it more difficult for the students to understand. However, we also discuss how these shortcomings may be alleviated through a realisation of the importance of a collective memory culture when learning about the Holocaust, and how a historical contextualisation of the genocide may contribute to improved understanding of this historical subject.
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