| 1. |
- Holte, Kjersti Lien, 1974-
(författare)
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Hysj : En kritisk didaktisk relasjonsanalyse av Curriculum Silentium; den skjulte policyen for taushet om arbeidsrelatert kritikk hos ansatte.
- 2009
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This study has developed a tool for explaining why employees fail to speak up with regard to work related criticism; there is a hidden policy of silence that teaches employees to remain silent. This hidden policy is here designated as the "Curriculum Silentium" and is described in detail on the basis of empirical and theoretical data. After identifying a gap between the intentionally and experienced policy for employees freedom of speech in organizations I suggest that there are on-going unofficial, partially hidden learning processes in the organizations. The overall research question is; How does the Curriculum Silentium; the hidden policy of silence among employees, look like? I make an analytic construction of the hidden policy as if it were planned policy, using the didactic categories applicable to organizations. These didactic categories are: goals, content, teaching strategies and the motivation of employees. The empirical data was collected in three different organizations: an elementary school, a home for the elderly and a factory in the process industry, using qualitative methods such as interviews and observation. The theoretical foundation of the study is taken from existing theory within the field of work life research and educational science. The study is not a comparative study of the three organizations, but does involve a comparison of whether and how the Curriculum Silentium is expressed in three such different organizations. The challenge of examining hidden relationships in organizations was met through the development of guidelines for an analytical approach called a critical didactic relations analysis. The study concludes that a hidden policy of silence resembling that presented here exists in organizations where employees fail to voice working life related criticism.
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| 2. |
- Andersen, Camilla Eline, 1972-
(författare)
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Mot en mindre profesjonalitet : "Rase", tidlig barndom og Deleuzeoguattariske blivelser
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis deals with professionalism in early childhood education in relation to «race» and whiteness in primarily a Norwegian landscape. The overall aim of the study is to investigate how sociomaterial «race»-events can be understood as constitutive of preschool teachers’ subjectivity. The thesis is a theoretical experimentation with strong ties to a real social landscape. One of the main problems that the study evolves around is how «race» is silenced in the dominant discourse contributing to how preschool teachers can create socially just and indiscriminating pedagogical practices in a current «multicultural society». Hence, there seem to be a lack of tools for preschool teachers to think through how «race» might be part of their pedagogical practice in preschools, and how «race» is an important issue to address when working with how to perform pedagogy ethically and politically. More specifically and in a philosophical-theoretical manner, the study explores «white» preschool teachers’ relation to «race». The philosophical-theoretical-methodological conceptual toolbox for the study is mainly constructed from the philosophical work of Gilles Deleuze and Félix Guattari (1977, 1987). E.g. machinic assemblage, stratification, Body without Organs, nomadic subject, affect, individuation, micropolitics, becoming, actual/virtual and event. The methodological approach is highly inspired by decolonizing-, feminist poststructural- and critical methodologies. However, immersed with Deleuze and Guattaris philosophy of desire, what started out as a poststructural autoethnography transformed into a cartography of «my own» racial becomings in/with an early childhood landscape. The study shows how subjectivity, when understood as produced through sociomaterial «race»-events, offers another understanding of doing professionalism. Further, it offers an alternative understanding of how to create more socially just pedagogical practices in early childhood education.
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| 3. |
- Moren, Jan, 1965-
(författare)
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Om reformer : En studie av Kvalitetsreformen, Politireform 2000 og Kunnskapsløftet
- 2011
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis studies three major reforms in the public sector of Norway. The sectors studied are the police, higher education, and primary schools. The main motive for studying these reforms are of a theoretical nature, the reason to study them is to produce general knowledge about reforms. The study aims to answer two main questions. One is about the possibilities and limitations contained in using reforms to change organizations. The second is about how organizations can promote the ideals of representative democracy. In its efforts to attain answers to these questions the thesis blends empirically-oriented research with aspects of organization theory and political theory. The thesis is divided into four different parts. First, there is a descriptive presentation of the three reforms. Secondly, there is a discussion of various theories of reforms and organizations. The primary aim of this analysis is to illuminate and explain the empirical data, but this discussion should also provide its own answers to the main questions asked in the thesis. Thirdly, these theories are applied to analyze data from the three reforms. And finally, the study concludes with a summary of what general insights about the reforms we are left with after studying the Quality Reform, The Police Reform 2000, and the Knowledge Reform. The study shows that reforms have both policy and content aspects, and that it is important to distinguish between the two in order to analyse and understand them. The policy aspect is that reforms are a strategy for change - they are tools for implementing change in organizations. The content aspect is that reforms have a specific content - they have certain objectives that they want to realize. The study concludes that in order to understand this complex and fascinating phenomenon, we need to understand reforms both as instrumental tools, institutional adaptations and symbols.
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| 4. |
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| 5. |
- Sørensen, Charlotte, 1970-
(författare)
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Annektering og identitetsforsterkning : En casestudie om internasjonalisering av høyere utdanning
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of this thesis is to investigate what happens when the management idea of internationalisation becomes a management strategy for organisational change. Academic operations are a key driving force and concern colleges imitating universities and wanting to become universities. This is the case because a university provides more benefits and is perceived as more attractive in society. Internationalisation is thus being used as a tool to change the status of the institution from college to university. The starting point of applying the management idea of internationalisation as a management strategy for organisational change is that academia has inherent international features. To develop on those, the academics in this study propose that internationalisation must fit with current practice and that international activities must be enjoyable to engage in. Instead, if the management rolls out a strategy aimed at altering the international practice of the academics, a strategy infused with specific content aimed at changing the academics’ identity, then the academics perceive this as the annexation of their work. There are two reactions, loyalty and resistance, both driven by identity reinforcement, which involves emphasising that one’s identity is rational, appropriate and correct within the context in which the work is performed. As a result of identity reinforcement, identity as part of the work is given more emphasis than before. The initial reaction of loyalty from academics involves staying employed at the organisation, despite dissatisfaction. Loyalty thus fosters various forms of resistance, that is, actively antagonising the management, with a focus on its strategy of identity work. Academics may employ five forms of resistance: distancing and dissent, discursive resistance, pseudo-loyalty, humour, and professional reinforcement. These resistance forms are aimed at safeguarding the academics’ integrity and autonomy.
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| 7. |
- Borgen, Turid, 1957-
(författare)
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Mellom samfunnsoppdrag og marked : En studie av utviklingen av sjefredaktørrollen i utvalgte norske og svenske mediehus fra 1985 til 2015
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The dissertation analyses changes in the role of editors-in-chief in ten leading Norwegian and Swedish media houses – today owned by either Bonnier or Schibsted – in light of the potential tensions between journalistic ideals and market demands. This duality is studied over a period of 30 years, from 1985 to 2015. The most defining changes in the structural framework under which editors-in-chief work are the ongoing technological revolution, the transformation from an analogue into a digital society, and structural, economic changes related to this development. Methodologically, the study builds on data from qualitative in-depth interviews, mainly with 33 past and present editors-in-chief. It also contains a study of how the role of editors-in-chief has been reported and discussed in the magazines of two media branch organisations. The changing role of editors-in-chief is analysed within an institutional perspective. The main empirical results are as follows: (1) Owners and company management have considered the recruitment of editors-in-chief to be highly important throughout the period, and they have used their influence actively. Internal recruitment processes are a standard procedure. Very few of those chosen are women; men recruit other men. The last decade shows a recruitment process becoming more centralized and professionalized. (2) Most editors-in-chief represented in the study have a background in the newsroom. This has traditionally been the main qualification. (3) Regular meetings have structured most of the working hours for editors-in-chief. From an institutional perspective, meetings have played a norm-setting and ritualised role. During the last decade, some of those meetings have included not only journalists but also employees from other departments. (4) Those respondents who were active during the last period investigated perceive the increased speed of work on a daily basis and the more complex editorial role as the main changes and challenges. (5) Many of the respondents are so-called ‘silent’ editors. Due to a lack of time, they do not write much in their own papers. Lately, this has changed to some extent, especially among Swedish editors. This finding is one of the major differences between Norwegian and Swedish editors-in-chief. (6) Editors are still responsible for journalistic content, but demands on the part of commercial management have gradually become more important, and strategic decisions have become more centralized. The metaphor about the need to balance the demands of the ‘Marketplace and Cathedral’ has been replaced by the metaphor ‘We are all in the same boat’. The journalistic institution is under pressure. (7) Despite the immense technological and economic changes in the business and in the structural framework, there is also stability in the role due to the robust nature of journalism as an institution. The role of editor-in-chief is complex, and during the last 30 years, it has become even more so. The structural conditions have affected the role in various ways. While the basic tasks of editors-in-chief remain rooted in editorial work, downsizing and market demands have simultaneously undermined the autonomy and power of editors-in-chief, especially in relation to central media group management.
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| 8. |
- Bredvold, Randi, 1957-
(författare)
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Entreprenørers fortellinger : en identitetsstudie i det opplevelsesbaserte reiselivet
- 2011
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This is a narrative study in which five entrepreneurs in the experience-based tourist industry have told their life-stories in connection with their establishing and running their own enterprises. Over the last decades the number of adventure-based companies has markedly increased in tourist industry, but the knowledge gained through the research on the persons who establish these companies is scant. Through focusing on the constructions of identity of the entrepreneurs, this study gives nuanced pictures of the chain of events that had lead an individual to establish one`s own company. In addition, these pictures offer deeper understanding of how these individuals perceive themselves as the founder and manager of an experience-based company. Over the last decades research in entrepreneurship has criticized the imbalanced focus on the entrepreneurs' personal characteristics and it's use as an explanation of their entrepreneurial activities. In the same critical vein I question whether motivational studies are able to explain why certain individuals choose to establish their own business. Indeed, these five stories show that an entrepreneur is not something one is but something one becomes. Although the concept of an experiential economy appeared at the end of the 1990s, the production of experiences has a long tradition in the tourist industry. Norwegian tourism has faced an uphill struggle for several decades, which worries both the authorities and the industry itself. In recent decades the focus has been directed more and more on the dimension of experience. One hopes that the creation of new and attractive adventures will help to reverse the negative trend in the industry. Effecting this reversal places a heavy responsibility on the entrepreneurs since they are to be the driving force in this process. Tourist adventures have been one of several core themes within the field of research in tourism for decades, but this focus has mainly been on the perspective of the consumer. In contrast, this study concentrates on the producers, a group about whom we know much less. The five entrepreneurs who tell their story in this study give detailed descriptions of their life until the establishment of their businesses, and we see that each of them describes a number of causal chains that are interwoven and together create a meaningful picture of their choice. Through focusing on their reflexive identity-constructions and viewing these in light of the concrete situations they were in, before they established their enterprises, we gain a deeper understanding of this choice. Through the process of categorizing these reflexive identity-constructions, three distinct ontological positions emerge, that is, different ways in understanding reality. The study shows that there is a connection between these ontological positions and the ways that the entrepreneurs run their businesses, as well as their understanding of how they create and produce adventures for their guests.
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| 9. |
- Brekke, Mary
(författare)
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Lærerutdanning i nord : et historisk kasus gjennom tre tidsperioder
- 2000
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Avhandlingen beskriver den historiske utviklingen av lærerutdanningen, med spesiell vekt på lærerutdanningsdidaktikk, ved en spesiell utdanningsinstitusjon i Nord-Norge i perioden 1826-1940. Studien er i hovedsak basert på arkivdokumenter som kildemateriale. Det studerte kasus er den eldste statlige lærerinstitusjonen i Norge. Som andrehåndskilder er brukt historisk forskning om norsk seminar-/lærerutdanning og norsk allmue-/folkeskole. Samtidige lærebøker og håndbøker, aviser og fagtidsskrift for lærere er brukt som supplerende kilder. Studien er delt inn i tre tidsperioder; 1826-1848, 1848-1902 og 1902-1940. Inndelingen er gjort på bakgrunn av sentrale hendelser, enten i institusjonens historie eller i nasjonal lærerutdanningshistorie, avhengig av hva som brakte de viktigste didaktiske endringene. Studien er gjort så induktiv som mulig. Funnene er derfor satt inn i en teoretisk ramme først mot slutten av avhandlingen. De teoretiske begrep som er benyttet er hentet fra didaktisk og sosiologisk teori. Selv om tilnærmingen er induktive, er det likevel foretatt en kontinuerlig tekst- og kildeanalyse med tilhørende tolkninger i forbindelse med kildearbeidet, datainnsamlingen og funnene underveis i studien. Studien viser at den lærerutdanningsdidaktiske utvikling har gått gjennom en stille revolusjon, fra en pedagogisk kode dominert av lærer, fag, kirke, kristne normer og strenge regler for atferd til en mer usynlig didaktisk/pedagogisk kode. Samtidig har utdanningen bevart sentrale grunnverdier, slik som troen på metodeoverføring, lærerutdanneren som yrkesmodell og praksiserfaringer som grunnleggende for danningen til lærer.
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