NIFU Open Access Archive (Nordic Institute for Studies innovation, Research and Education)
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Pandemi og gjennomføring av videregående opplæring
Full text linkKaraktergjennomsnitt og gjennomføringsgrad i videregående skole har økt under koronapandemien. Samtidig viser internasjonale studier at læringstapet under pandemien har vært stort, særlig for elever med lav sosioøkonomisk bakgrunn. Betyr det at vi har en situasjon der elever fullfører videregående opplæring uten egentlig å være studieforberedt? I denne artikkelen analyserer vi registerdata for å undersøke endringer i gjennomføring av studieforberedende utdanningsprogram på videregående skole for ulike grupper av elever under pandemien. Vi ser også på hvordan overgangen til arbeid og utdanning har utviklet seg for disse gruppene. Våre funn tyder på to sentrale ting. For det første ser vi at elever med svake karakterer i større grad klarte å fullføre og bestå videregående opplæring under pandemien. For det andre virker det som at disse elevene faktisk omsetter vitnemålet sitt til deltagelse i høyere utdanning. Hvorvidt denne deltagelsen resulterer i positive utdannings- og arbeidsmarkedsutfall på lengre sikt, er det for tidlig å si noe om.publishedVersio
Impact of international student mobility on international profile of jobs
Full text linkWhile the impact of international student mobility (ISM) on vertical labour market outcomes, such as wages and employment, has been widely studied, less is known about the impact of ISM on horizontal outcomes, such as job characteristics. We contribute to filling this gap by studying whether ISM experience is associated with having a job with an international profile, in terms of job content in the domestic labour market or working abroad. We analyse a large-scale Norwegian survey, enabling us to compare mobile to non-mobile master’s graduates 3 years after graduation while controlling for a rich set of demographic and educational characteristics. We find that graduates who pursued their entire degree abroad and graduates who undertook a part of their degree abroad are respectively 19–22 and 3–5 percentage points more likely to work abroad than their non-mobile peers. Moreover, both groups of mobile students have jobs with more internationally oriented features in the domestic labour market. In contrast to expectation, however, there were no significant differences between graduates with a full degree abroad and graduates with a shorter stay abroad regarding the latter aspect.publishedVersio
The role of board interlocks in increasing the use of wood in Norwegian construction
Full text linkThis paper studies the existence of board interlocks between woodbased firms in the Norwegian construction supply chain and firms in other industries, and their role in enabling increased use of wood in construction. Wood-based construction remains a niche market globally. The literature highlights two main barriers to wood-based construction: 1) lack of expertise with the material, and 2) lack of coordination and collaboration across the supply chain. As a form of interfirm governance structure, board interlocks may promote innovation in construction, such as applying new materials, products and processes, by fostering strategic collaborations. Drawing on resource dependence theory (RDT) and the theory of dynamic capabilities, we explore this through analysis of registry data, interviews and case studies. It was found that the majority of wood-based firms have board interlocks and that a majority of the firms they are interlocked with belong to industries within the construction supply chain. It was also found that the role of these board interlocks is primarily to secure access to immaterial resources, such as knowledge, expertise and skills, which enables the wood-based firms to engage in processes (sensing, seizing, and reconfiguration) that are important for their dynamic capabilities and therefore closely related to their ability to innovate.publishedVersio
Arbeidsgiverundersøkelsen 2022: utdanning i et kunnskapsintensivt samfunn. Virksomheters vurderinger knyttet til fagskole-, bachelor- og masterutdannede
Full text linkNIFU gjennomførte på oppdrag av Kunnskapsdepartementet den andre nasjonale Arbeidsgiverundersøkelsen. Formålet med undersøkelsen er å belyse arbeidsgivernes perspektiv på nyutdannede med fagskole-, bachelor- og masterutdanning. Kjernen i undersøkelsen er kompetansebehov og forventninger til og tilfredshet med kandidatenes kompetanse. Sentralt er også avveininger arbeidsgivere må gjøre med hensyn til ulik type kompetanse. Det er to datakilder i denne undersøkelsen: en spørreundersøkelse som ble gjennomført høsten 2022 og intervjuer med representanter for ulike virksomheter. NIFU stod for utforming og programmering av spørreskjemaet og for selve datainnsamlingen, mens Statistisk sentralbyrå (SSB) bidro med avgrensing av populasjon og utsending av undersøkelsen via Altinn samt påkobling av registerdata i ettertid
Deltakerundersøkelsen for den nasjonale rektorutdanningen 2023: Resultater fra en spørreundersøkelse til deltakere på rektorutdanningen
Full text linkDenne rapporten er skrevet på oppdrag fra Utdanningsdirektoratet. Rapporten presenterer resultater fra Deltakerundersøkelsen for den nasjonale rektorutdanningen 2023, en spørreundersøkelse rettet mot deltakere på rektorutdanningen. Hensikten er å undersøke deres opplevelse av utdanningen de har tatt
Back to work? The impact of education as vocational rehabilitation for work-impaired youth
Full text linkWe investigate the effect of regular education as vocational rehabilitation for young work-impaired adults in Norway. On 1 January 2004, the age limit for receiving support for regular education as a rehabilitation measure was raised from 22 to 26. This led to a substantial shift in the type of vocational rehabilitation offered – from education to subsidised employment – allowing us to address the issue of whether vocational rehabilitation through more education or work practice is best suited to increase the labour market participation of work-impaired youth. We find that the change led to a short-term (2–3-year) increase in employment (0.06–0.92-month increase per year), likely due to the lock-in effect of education. In the medium run (5–6 years), the effect turns negative (0.3–0.98-month decrease per year), consistent with education being superior to subsidised employment. However, we do not detect any effect on employment in the long run (8–9 years), suggesting that these effects fade out over time.publishedVersio
«Et bevis på at man trenger skolen, egentlig» Delrapport 2: Koronapandemiens langsiktige konsekvenser for elever på ungdomstrinnet
Full text linkDenne delrapporten er den andre publikasjonen fra prosjektet Koronapandemiens langsiktige konsekvenser for elever på ungdomstrinnet. Prosjektet gjennomføres på oppdrag fra Utdanningsdirektoratet av forskningsinstituttene NOVA og NIFU. Denne delrapporten legger vekt på å beskrive hvordan skoleerfaringer under pandemien varierer mellom undergrupper av elever og andre aktører i skolen, som ble berørt av pandemien på ulike måter og i ulik grad (ulike erfaringskontekster). For å gjøre det, benytter vi oss av casestudier, den longitudinelle studien Ungdom i Endring, spørreskjema til skoleledere og registerdata (Ungdata). I sluttrapporten vil vi bygge videre på analysene i denne delrapporten for å gå i dybden på langtidskonsekvenser av koronapandemien
Enabling and exploiting student expertise: the case of a Norwegian centre for excellence in education
Full text linkStudent involvement has been advocated for and studied by educational scholars in recent years. Simultaneously, measures to increase student involvement have surfaced, such as the Norwegian Centres for Excellence in Education (CEE) initiative. This study explores how students, staff and leaders have experienced student involvement through a CEE in the Norwegian context by turning to sociological institutional theory, in which governance structures and change processes are interlinked. The Centre for Excellence in Music Performance Education (CEMPE) was run from 2014 to 2023, situated at a music academy characterised by privatised teaching culture and a master/apprentice teaching model. In this instrumental case study, primary data were collected from 18 semi-structured interviews with students and staff who had occupied management roles at CEMPE/the Academy. Interview transcripts were triangulated with secondary data in the form of strategic documents such as annual reports, action plans, minutes from steering group meetings, applications and publication lists. The data were coded with thematic narrative analysis, and four distinct narratives on student involvement were identified: (1) students as participants; (2) students as creators; (3) students as facilitators; and (4) students as consultants. The findings indicate that the involved students were both empowered and burdened through their work in the centre. The paid student positions, in particular, enabled students to develop qualifications that staff members and the Academy benefitted from and where students took the roles as facilitators and consultants. However, student expertise can be exploited if not properly supported and fostered, which makes co-creation practices crucial in higher education.publishedVersio
Betydningen av ekstern finansiering for faglig profil og midlertidighet
Full text linkHva er virkningene av ekstern finansiering for norske forskningsmiljøer? I denne innsikten ser vi på forholdet mellom basisfinansiert og eksternfinansiert forskning i norsk forskning. Vi viser hvordan finansieringen er fordelt på fagområder og institusjoner og hvordan ekstern finansiering henger sammen med tematiske prioriteringer og midlertidighet
Improving the efficiency of research proposals evaluation: A two-stage procedure
Full text linkAn important share of research funding is allocated via competitive programs, which entail considerable direct and indirect costs, such as to develop and evaluate the proposals. The goal of this article is to explore whether adopting a two-stage evaluation procedure could improve the efficiency of the process. For this purpose, we study the evaluation system designed by the Foundation Dam (Stiftelsen Dam), one of the largest foundations in Norway supporting health research. In 2020, Foundation Dam adopted a new evaluation procedure consisting in a short proposal for a first stage of selection and, for those selected, a second-stage evaluation of a long proposal. We explore whether such a procedure reduces the evaluation costs and how the evaluation procedures compare in terms of reliability. Survey responses from 94 of the 594 applicants in the one-stage procedure (2018–19) and all the 668 applicants in the two-stage procedure (2020–21) show that the two-stage procedure reduced the average time that applicants spent in drafting the proposal(s) by 38%. According to the reviewers’ estimate, the two-stage procedure also reduced by 28% the time they spent on average to evaluate an applicant’s proposal(s). The analysis of the evaluation data of 594 long proposals in the one-stage procedure and 668 short proposals in the two-stage procedure shows that reviewers’ scores of short proposals display greater reliability and agreement than the reviewers’ scores of long proposals in the old one-stage procedure. Our findings suggest that a two-stage procedure can substantially improve the efficiency of grant writing and review, without harming the reliability of the evaluation.publishedVersio