NIFU Open Access Archive (Nordic Institute for Studies innovation, Research and Education)
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Waiting for the revolution: how higher education institutions initially responded to ChatGPT
Full text linkAlthough debates regarding the integration of digital technologies in higher education are far from new, the launch of ChatGPT in November 2022 was considered by many as something different from the developments that had come before. This article explores how higher education institutions make sense of the potentiality inherent in artificial intelligence and the early responses to the proliferation of ChatGPT. Through a qualitative interview-based study carried out at three HEIs in Norway, and applying Scott’s (2005) three pillars of institutions as an analytical framework, the article examines the type of change pressure ChatGPT was perceived to represent in the period following its launch and the type of organizational response this perception warranted. The findings show that while it was expected that ChatGPT and related technologies not only could threaten — and potentially challenge — key norms and values in the long run, in the short term it was primarily perceived as a regulatory issue that needed to be controlled by higher education institutions. The article points to an epistemic and temporal imbalance in both the expectations and response to ChatGPT, coupled with a lack of technological competence to fully consider the kind of transformation that artificial intelligence technology potentially represents. Coupled with the sense of artificial intelligence being a “moving target”, this led higher education institutions to an initial state of organizational paralysis, in turn adopting a “wait and see” strategy.publishedVersio
Vilkår for inkluderende opplæring: Sluttrapport fra prosjektet Forskning på opplæringstilbud til nyankomne elever
Full text linkDette er sluttrapporten fra prosjektet Forskning på opplæringstilbud til nyankomne elever som er gjennomført på oppdrag fra Utdanningsdirektoratet. Den viser at vilkårene for inkluderende opplæring av nyankomne elever omfatter blant annet anerkjennelse av elevenes kunnskaper og ressurser, læreres kompetanse i tilrettelegging for andrespråkslæring, godt samarbeid mellom ulike yrkesgrupper og oppfølging av den lovfestede retten til særskilt språkopplæring
EuroGraduate2022 – Country report from Norway. National Report with Comparative Data from the 2nd Pilot Survey of Higher Education Graduates in Europe
Full text linkThis report documents EuroGraduate2022 for Norway and compares Norwegian data to that of other countries participating in the survey on a range of important indicators. The report covers three cohorts: Bachelor graduates from 2016/17 and 2020/21, and Master graduates from 2016/17. The survey covered a range of different topics, which are presented in the report. The main topics of the survey were employment, job match/mismatch and various aspects of the job graduates get (e.g. job satisfaction and job security). Additionally, the survey also covers experiences during studies and study satisfaction, as well as international mobility both during studies and after graduation.publishedVersio
The changing role of ICT-coordinators in schools: a longitudinal study
Full text linkAs schools become more digitalized, teachers need strong skills in teaching, learning, and administration. Some teachers, known as ICT coordinators, play a key role in promoting digital technology use, acting as liaisons between management and teaching. This study, based on a literature review and interviews with Norwegian ICT coordinators over five years, found increasing diversity in their tasks and roles. With the rise of one-to-one digital device use (e.g., Chromebooks, iPads), the ICT coordinator’s role is expected to grow in importance. The study highlights the complexity of this role and its future development.publishedVersio
Forskningsrådets rolle og funksjoner: Oppsummering fra Kunnskapsdepartementets møteserie høsten 2023
Full text linkDette arbeidsnotatet gir en oppsummering av diskusjonene under Kunnskapsdepartementets møteserie om Forskningsrådets rolle og funksjoner i det norske forskningssystemet. Møteserien ble avholdt høsten 2023, og inngår som del av innspillene til regjeringens arbeid med en stortingsmelding om forskningssystemet
Universiteter og høgskolers beredskapsarbeid i lys av covid-19-pandemien
Full text linkDen globale covid-19-pandemien skapte en stor og uventet krisesituasjon i alle deler av samfunnet, som også norske universiteter og høgskoler ble tvunget til å respondere på. Men hvor godt var lærestedene forberedt på en slik krise? I dette notatet belyses universitets- og høgskolesektorens beredskapsplaner og -rutiner i forkant av pandemien, og i hvilken grad de var til hjelp i møte med endringene som pandemien førte med seg. Undersøkelsen viser at eksisterende beredskapsplaner var nyttige for mange i den innledende fasen av pandemien, men at UH-institusjonene i stor grad opplevde å måtte improvisere og tilpasse sin respons etter hvert som pandemien trakk ut. Videre indikerer studien at pandemien har ført til økt bevissthet om at kriser kan inntreffe, og at forankringen av beredskapsarbeidet er styrket internt
The digital divide in higher education. Results from a rapid review
Full text linkThis working paper presents a rapid review on digital exclusion and the digital divide in higher education. The review has been funded by NIFU’s basic grant and is a part of a strategic investment in the topic of digitalisation in higher education.
The aim of the study was to identify and synthesise relevant research on the digital divide and digital exclusion in higher education – both internationally (European context) and nationally (Norwegian context). We have conducted systematic and strategic literature searches in order to identify relevant literature. Additionally, we have followed a two-step screening procedure in line with the PRISMA framework, in order to evaluate the studies eligibility to our research question. A total of 25 articles were included in the review.publishedVersio
A scoping review of school leadership practices in Lesson Study
Full text linkThere is growing interest in the value of teacher–learning communities for practice improvement. Lesson Study is an approach to build capacity, strengthen professional communities among teachers, and improve teaching. This article explores the function of leadership in LS. Literature searches were conducted in social science and education databases (Web of Science, Scopus, ERIC) with no time restrictions. The search focused on three areas: (1) studies on Lesson Study, (2) leadership and (3) elementary or middle school. Articles were screened by title and abstract, and the remaining articles were screened in full text. Thematic analysis identified facilitators and barriers for teachers’ professional development. Results show a lack of research on Lesson Study leadership until 2011. Of the 15 studies included, 9 were qualitative, 4 mixed-methods, and only 2 quantitative. Thematic analysis revealed a limited focus on school leadership practices, emphasizing their importance for Lesson Study sustainability, tied to five helping factors and two obstacles. Key factors include collaborative vision building, effective time and resource management, trust, school–university collaborations, and multilevel leadership.publishedVersio