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- Rabe, Linn, 1984-, et al.
(författare)
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Making risk communication in practice : dimensions of professional logics in risk and vulnerability assessments
- 2024
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Ingår i: Journal of Risk Research. - : Routledge. - 1366-9877 .- 1466-4461. ; 27:3, s. 389-403
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Tidskriftsartikel (refereegranskat)abstract
- Using the Risk and Vulnerability Assessment (RVA) as a lens, this study examines the making of risk communication in Swedish municipalities by comparing two central professions in this work, safety and communication. Sweden's decentralised responsibility for risk preparedness means that municipalities are given a central role in promoting increased preparedness among residents and local actors. However, there is little guidance on how to organise the work and how to coordinate between the different professions involved. Municipal officials are tasked with developing strategies to implement national policies, including conducting and communicating RVA. The study is comparing two central professions in Swedish municipalities' risk communication, safety, and communication, to analyse their views on central tasks and perceptions of their practice. The theoretical approach is based on risk communication and institutional theory, and the empirical material consists of an interview study with both safety and communication officers (N = 36). The findings reveal that while both professional logics are active in municipal risk communication, interactions, and negotiations between them are somewhat limited. The organisational structure of the RVA favours the logic of safety officers, which has implications for how risk communication is made in practice. The article concludes by discussing what effect this may have on preparedness.
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| 3. |
- Sataøen, Hogne Lerøy, 1979-, et al.
(författare)
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Creating the "University experience" : Promotional and multimodal video productions in Scandinavian higher education
- 2023
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Ingår i: Nordic Journal of Studies in Educational Policy. - : Routledge. - 2002-0317. ; 9:3, s. 260-275
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Tidskriftsartikel (refereegranskat)abstract
- Promotional videos produced by higher education institutions (HEIs) are an important medium for introducing new generations of students to HEIs and communicating their roles and purposes to the outside world. Despite the widespread use of such videos, research on their contents and implications is relatively sparse. This study addresses this gap by analysing videos from 12 Scandinavian HEIs. The study found that the videos aligned with the concept of the ‘Promotional University 2.0’, emphasizing an intention to ‘aspire to more’ and ‘add to the real world’, and portraying the university as an arena for play and joy. Three main categories of videos emerged: student-centred, market-centred, and organization-centred. The study also highlights the ideological implications of the representations, as they reflect the tension between traditional and commercialized views of the university. The results contribute to an understanding of how promotional videos shape the expectations of students and other stakeholders. This research is important as it helps us understand how HEIs communicate and represent themselves in the highly competitive marketplace of higher education. It also illustrates the incommensurability between higher education policies aiming to promote democratization and serve the public interest on the one hand, and the images of HEIs created by promotional multimodal content on the other.
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| 4. |
- Sataøen, Hogne Lerøy, 1979-, et al.
(författare)
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Distriktsvenleg, miljøvenleg og klimavenleg? : Drivkrefter i utviklinga av småkraft i Hardanger
- 2017
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Ingår i: Tidsskriftet Utmark. - Lillehammer : Norsk institutt for naturforskning (NINA). - 1502-3532. ; :1, s. 68-82
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Tidskriftsartikel (refereegranskat)abstract
- In Norway, small scale hydro power projects developed rapidly both in scope and volume in the post-millennium period. This was the result of a particular window of time in the environmental and energy field in Norway. In the Hardanger-region this development has been particularly noticeable, and thearticle describes the development through analyses of the licensing process and the regional general publics. The article asks the following questions: What characterizes the development of the licensing processes? What conflicts and arguments in the public domain characterize this development, and how is this played out against the historical development of natural resource management in the Hardanger-region?The analysis shows that in the early 2000s small scale hydro power projects were framed as both climate-friendly, environmentally benign and a catalyst for rural development. However, these arguments have all become contested in later years.
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| 7. |
- Sataøen, Hogne Lerøy, 1979-, et al.
(författare)
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"Sharing is Preparing" : The role of Information-sharing in Collective Crisis Sensemaking during the July 22 Attack in Oslo
- 2024. - 1
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Ingår i: Risk and Crisis Communication in Europe. - New York : Routledge. - 9781032437132 - 9781003375296 - 9781032450803
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Bokkapitel (refereegranskat)abstract
- In the wake of fast-burning crises ( ’t Hart & Boin, 2001) information-sharing and communication, within and between organizations, as well as between organizations and the public, pose perennial challenges (Boin et al., 2016; Quarantelli, 1988). This is primarily because fast-burning crises are rife with uncertainty about causes, consequences, and intervention options (Ansell et al., 2010). With communication increasingly being seen as an ongoing challenge in the actual management of crises, crisis communication has emerged as a distinct and cohesive field producing a large body of research in the last ten years (Diers-Lawson, 2017). Still, the fields of crisis communication and crisis management view the role and function of communication differently. Crisis communication researchers often focus on the external aspects of crisis communication, for instance crisis-response strategies, public relations, and image-repair efforts, rather than the internal aspects: the communication within the organizations handling the crisis (Frandsen & Johansen, 2011). Consequently, limited efforts have been made to theoretically and empirically reflect upon communicational conditions, processes, and activities during an ongoing crisis (Bundy et al., 2017). Crisis management research, on the other hand, tends to play down the role of communication during ongoing crises, paying more attention to issues such as decision-making, organizational learning, and organizational cultures (Johansen, et al., 2012). This chapter addresses this paradoxical situation through in-depth analysis of the terrorist attacks in Oslo on July 22, 2011. The analysis relies on Karl Weick’s (1976, 1979, 1988) sensemaking theory, which provides a valuable starting-point for understanding the role of information-sharing and communication during ongoing crises. Furthermore, the concept of collective crisis sense-making (Frandsen, 2020; Stieglitz et al., 2018), has the potential to bring together insights from crisis communication and crisis management research. During an ongoing crisis, collective sensemaking processes concern how social actors create their environment by (en)acting and paying attention to some information while ignoring other information (Young, 2018; Maitlis & Sonenshein, 2010). Hence, sensemaking pertains to the process of clarifying what is going on and bracketing cues from the environment (Stieglitz et al., 2018). Sensemaking is about attributing meaning to environmental stimuli, and it necessitates communication to connect cues to frames (Young, 2018). As crises typically consist of unexpected and incomprehensible events and situations, sensemaking is of the utmost importance for reducing confusion and guiding action (Waller & Uitdewilligen, 2008). Still, the actual processes whereby individuals put their different pieces of information together jointly and collectively have thus far largely been neglected (Maitlis & Christianson, 2014, 102). The aim of this chapter is to contribute to filling this gap by theorizing about how collective crisis sensemaking and the actual practice of putting together pieces of information within and outside organizations might contribute to the crisis communication and crisis management literatures respectively. More specifically, we elucidate how power, culture and polyphonic communication have roles to play in sensemaking processes. We ask the following research questions: (How) are individuals who holds different pieces of information during an ongoing, fast-burning crisis able to collectively construct meaning? What challenges are involved in the processes of collective crisis sensemaking? The empirical basis of the chapter comprises three communicative situations related to the so-called “car tip” during the two terrorist attacks in Oslo, 2011. In the aftermath of the crisis the police were strongly criticized (NOU, 2012). A quintessential example of what was widely perceived as a flawed police response was its handling of the “car tip.” This tip included detailed information about an armed person in uniform who was observed leaving the government complex only minutes prior to the explosion. In the chapter, the following situations are analyzed. First, we look at how an operator assistant at the Oslo police communicated with the operations commander by a written note, causing important information to go missing for significant amount of time. Secondly, we analyze the situation related to information about an armed man, which three separate operations operators received but did not link together. None of the operators had an overall picture, nor did they have the technology to combine the incoming information. Thirdly, we will focus on how information shared by the Oslo police operations center was decoded differently by different police districts close to Oslo. Using unique, real-time data, we map in detail how the police handled and shared information and how they tried, but, with one exception, failed to collectively make sense of witness reports.
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| 8. |
- Sataøen, Hogne Lerøy, 1979-, et al.
(författare)
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“Striking the right balance” : tensions in municipal risk communication management for preparedness
- 2023
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Ingår i: Journal of Communication Management. - : Emerald Group Publishing Limited. - 1363-254X .- 1478-0852. ; 27:4, s. 601-616
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: The aim of the study is to deepen the knowledge about municipalities’ risk communication for preparedness. This objective was pursued by analyzing how risk communication functions were organized in municipalities and by scrutinizing tensions in risk communication management.Design/methodology/approach: The study relies on 19 qualitative, semi-structured interviews with communication practitioners in Swedish municipalities. The sample was purposive and included Swedish municipalities varying in number of inhabitants, geographical location, degree of urbanization, size and risk profile.Findings: Risk communication is seen as a sub-field of crisis communication in municipalities’ communication management. The task of initiating risk communication activities and campaigns is frequently assigned to the municipalities’ safety units or emergency coordinators and is normally not part of communication practitioners’ duties. Municipal communication practitioners often face challenges in trying to demonstrate the significance of the practitioners’ role in risk communication and other risk-related activities within the municipality. The practitioners’ work is characterized by four categories of tensions that are identified as follows: constitutional/legal, organizational, cultural and technological.Practical implications: The identified tensions in risk communication are important for reflexive practitioners to consider, and the paper suggests three steps that municipal communication managers can take to handle them.Originality/value: The study contributes with novel knowledge about municipal communication management in a context of risk communication. The study challenges the existing and dominant risk communication research and offers amore contextual and reflexive understanding of actual risk communication processes inmunicipalities.
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| 9. |
- Sataøen, Hogne Lerøy, 1979-
(författare)
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Transforming the "€œThird Mission"€ in Norwegian Higher Education Institutions : A Boundary Object Theory Approach
- 2018
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Ingår i: Scandinavian Journal of Educational Research. - : Routledge. - 0031-3831 .- 1470-1170. ; 62:1, s. 52-67
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Tidskriftsartikel (refereegranskat)abstract
- Higher education institutions (HEIs) in Norway have been subjected to several reforms in recent decades. There are transformed relationships between institutions and their environment, and higher educations’ third mission is emphasized. To improve our understanding of HEIs’ third mission, this paper employs boundary object theory, enabling us to see how shifting projects are shaped and negotiated within these institutions. The paper concludes with a discussion of five main projects that are evident in third-mission presentations: the entrepreneurial project, the local and regional involvement project, the mode 2 project, the popular-science project, and the reputation project.
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| 10. |
- Sataøen, Hogne Lerøy, 1979-, et al.
(författare)
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What we stand for : Reputation platforms in Scandinavian higher education
- 2018
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Ingår i: Universities as Agencies<em></em>. - London : Palgrave Macmillan. - 9783319927121 - 9783319927138 ; , s. 155-181
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Bokkapitel (refereegranskat)abstract
- Reputation is derived from “being known for something” (Lange, Lee, & Dai, 2010, p. 157). Accordingly, reputation and branding literatures emphasize that reputation is built from “common starting points” (van Riel, 1995, p. 35), “an innermost substance” (Kapferer, 2008, p. 95), or “irrefutable essence” (Keller, 1999, p. 45), indicating what organizations stand for, and which “each company will be able to identify” (van Riel, 1995, p. 19). The definition of these characteristics typically results from strategy processes, and may include various symbolic expressions such as core values, visions, missions, brand propositions, and taglines. Positive associations are assumed to be stimulated in the minds of observers when all external communication is derived from such platforms in a consistent manner (van Riel & Fombrun, 2007).This chapter examines the contents of reputation platforms used by Scandinavian higher education institutions. More specifically, we focus on core value statements as they are presented on these institutions’ web sites. Core value statements are prominent aspects of reputation platforms not only because they define what organizations stand for and want to be known for (Sataøen, 2015), but also because they guide any work intended to influence reputation. Whereas a number of studies have revealed higher education institutions’ interest in a favorable reputation (Aula & Tienari, 2011; Bowman & Bastedo, 2009; Christensen & Gornitzka, 2017; Wæraas & Solbakk, 2009), no research has, to our knowledge, examined the platforms defined by universities and colleges as the starting point for their reputation management efforts and distinguished between the different types of desired reputations associated with these platforms. For example, it is not known whether higher education institutions fill their reputation platforms with core values implicating a performative or a moral reputation (see chapter 1). Accordingly, we ask, which types of values do Scandinavian higher education institutions seek to be known for, and which type of reputation do they implicate?
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