Oslo and Akershus University College of Applied Sciences (HiOA): Open Access Journals
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Från output till input: Strategier och förväntningar kring en förändrade fördelningsmodell i högre utbildning
No full textThis study examines the effects of changed resource allocation models for research funding at two faculties at a Swedish higher education institution. Previously, resources have been allocated based on performance-based indicators such as external research funding and publications, which has strengthened competition and differences between departments. The new model entails a shift from output- to input-oriented management, where grants are instead allocated based on the number of permanently employed researchers and lecturers. Through a qualitative analysis of 24 interviews with faculty, department heads and economists, the study highlights how this change affects strategic decisions, governance and the academic environment. The results show that respondents believe that the new models will increase predictability and enable long-term strategic planning, but at the same time raise questions about research incentives and academic excellence. The study contributes by presenting empirical examples of the handling of consequences of a governance on the output side and analysing the reasoning around changed governance.Denna studie undersöker effekterna av förändrade resursfördelningsmodeller för forskningsfinansiering vid två fakulteter vid ett svenskt lärosäte. Tidigare har resurser fördelats utifrån prestationsbaserade indikatorer såsom externa forskningsmedel och publikationer, vilket har förstärkt konkurrens och skillnader mellan institutioner. Den nya modellen innebär en förskjutning från output- till input-orienterad styrning, där anslag i stället allokeras baserat på antalet tillsvidareanställda forskare och lärare. Genom en kvalitativ analys av 24 intervjuer med fakultets-, institutionsledare och ekonomer, belyser studien hur denna förändring påverkar strategiska beslut, styrning och den akademiska miljön. Resultaten visar att respondenterna tror att de nya modellerna kommer öka förutsägbarheten och möjliggöra långsiktig strategisk planering, men samtidigt väcker förändringen av modellerna frågor om forskningsincitament och akademisk excellens. Studien bidrar genom att presentera empiriska exempel, på resonemang gällande konsekvenser av en styrning på output-sidan, och övervägande vid en förändring av styrning mot input-sidan
Användning och förändring av begreppsparet teori-praktik i svensk slöjdpedagogisk forskning: En begreppshistorisk analys
No full textThe article presents how the concept pair theory and practice have been used and changed in a selection of texts related to the school subject crafts in Sweden from the late 19th century to the 21st century. The text analysis is based on Koselleck\u27s (2002, 2004a, 2004b) conceptual history theory of synchronous and diachronic time with associated concepts. Koselleck describes how concepts change over time within semantic fields in a historical context. The article examines texts from four semantic fields: historically significant initiators of the school subject crafts in Sweden, historically significant international inspirers, contemporary national inspirers in philosophy and pedagogy and contemporary actors in craft pedagogical research in Sweden. The results show how the concept pair theory and practice have been used and changed over time within the school subject crafts in Sweden. When designing the subject crafts, the initiators used both practical and theoretical knowledge. The theoretical knowledge was indirectly expressed in concepts such as understanding, judgment and sharpness of thought. Based on contemporary craft pedagogical research, it is clear that other concepts are used to describe how the pair of concepts are intertwined and interact during the manufacturing process. Despite this, the argument remains that the subject is practical, including in society and in research.Syftet med artikeln är att undersöka hur begreppsparet teori-praktik har använts och förändrats i texter relaterade till skolämnet slöjd i Sverige från slutet av 1800-talet till 2000-talet. Artikeln utgår från Reinhart Kosellecks (2002, 2004a, 2004b) begreppshistoriska teori om synkron och diakron tid, med tillhörande begrepp. Koselleck beskriver hur begrepp förändras över tid inom semantiska fält i historisk kontext. Analysen omfattar texter från fyra identifierande semantiska fält: 1) historiskt betydelsefulla initiativtagare inom skolämnet slöjd i Sverige, 2) historiskt betydelsefulla internationella inspiratörer, 3) samtida nationella inspiratörer inom filosofi och pedagogik och 4) samtida aktörer inom slöjdpedagogisk forskning i Sverige. Resultatet visar att begreppsparet i den tidiga utformningen av slöjdämnet användes indirekt, genom begrepp som förtydligar kroppsliga och kognitiva erfarenheter. I samtida forskning framträder både en förståelse av begreppsparet som integrerade kunskapsformer och en kvarvarande distinktion, där teori förknippas med dokumentation och praktik med görande. Denna dubbelhet speglar hur historiskt etablerade kunskapshierarkier fortsättningsvis påverkar ämnets positionering.
Nyckelord: slöjd, teori-praktik, Koselleck, begreppshistorisk teori, synkron och diakron ti
Inquiry in social studies and social science: Linking teachers’ perspectives and classroom practice
No full textInquiry-oriented teaching has been central to social science education literature and curricula for years. However, few empirical studies, especially in the Nordic context, have examined such teaching practices across various contexts. This study drew on teacher interviews and video-recorded classroom observations in Norwegian lower and upper secondary social studies and social science to explore teachers’ perceptions and implementations of inquiry under a new national curriculum reform. We used a comparative approach, combining content analysis of interviews and the EDUCATE observation protocol, to identify the prevalence and characteristics of inquiry-oriented teaching practices in the classroom videos.
Our findings suggest clear links between teachers’ perspectives on inquiry in social studies and social science and the teachers’ implementation of inquiry-oriented teaching practices. Most teachers viewed inquiry as inherent to the subject and implemented it in various ways in most lessons. Teachers largely understood inquiry as allowing students to seek information and develop answers independently; they emphasised the importance of scaffolding and differentiation; and while teachers discussed various social science topics, there was limited focus on research methods in the interviews.
Using the EDUCATE observation protocol for inquiry-oriented teaching, we found that most lesson segments included inquiry-oriented practices; however, they primarily included the investigation phase, while preparation and consolidation of inquiry were observed to a lesser extent. The implications include specific suggestions for developing inquiry-oriented teaching in social studies and social science education
Beyond exceptionalism: Decolonising the Nordic educational mindset
No full textThe idea of Nordic countries as benevolent, egalitarian nations largely innocent of colonialism, is increasingly challenged by researchers. Yet, there is still reluctance within Nordic education systems to properly examine issues of coloniality, race, and white privilege. In this conceptual paper we first draw on research from Denmark, Finland, Norway, and Sweden to deconstruct the notion of Nordic exceptionalism. We highlight a shared history of colonial complicity and ongoing coloniality towards Indigenous and minoritised groups. We also show that the Nordic emphasis on societal equality is based on a narrative of cohesion, an imagined sameness, that increasingly fails to reflect their diverse populations. This egalitarian ideology results in colour-blindness in society and an unwillingness to acknowledge or confront issues of race, white supremacy, or inequality for fear of disturbing the equilibrium.
Using decolonial theory, we then suggest that within education, Nordic exceptionalism has led to a singular historical narrative and attempts to assimilate minoritised groups, in the process valorising Western epistemology. Educators either dismiss, or are ignorant of, what Quijano (2000) terms the colonial matrix of power: the system of Western domination that continues to normalise epistemic violence and devalue other knowledges and perspectives. Educators prefer to protect white sensitivities rather than allow critical discussion and uncomfortable questions of coloniality. We demonstrate that Nordic education needs to decolonise itself, but that this cannot be achieved until it overcomes a discomfort with difference that prevents alternative knowledges and practices from being valued or adopted. We conclude with some thoughts on how to begin this process
What’s the Difference? Market vs State Alignment in the Professional Consequences of Diversity
No full textAcross the UK and industrialised West, corporate law and medicine have diversified according to gender, yet their power has moved in opposite directions. This article asks what difference diversification makes to professions and the forms of power they exercise, with diversification defined here primarily as the increased representation of women and thus quantitative change. While mainstream accounts emphasise a ‘business case’ for diversity, which is expected to deliver organisational benefits such as productivity and performance, research on occupational segregation shows that demographic shifts can reduce occupational status even when outcomes remain equal. This paper brings related theories into dialogue with the sociology of the professions, using corporate law and medicine to argue that the effects of diversification vary by alignment: market-aligned law assimilates diversity as managed legitimacy to maintain power and hierarchy, while state-aligned medicine interprets or constructs feminisation as devaluation under audit and austerity. The paper advances a framework for understanding when diversity legitimises, destabilises, or enhances professions’ capacity to serve the public good
Professional Expertise, Scientific Knowledge, Citizens’ Insights and Non-Knowledge. When to Trust Experience-Based Knowledge Claims
No full textThis paper compares the status and qualities of different forms of expertise and distinguishes them from non-knowledge. It contrasts professional and scientific expertise with a less institutionalised and credentialed but increasingly prominent form: practical, experience-based “lay” or “citizen” expertise. Drawing on social studies of knowledge, expertise, science and the professions, the paper asks when expertise claims are reliable and how the value of experience-based claims can be assessed.
Expertise is conceptualized pragmatically as specialized knowledge that provides orientation to others. While different forms of expertise may be provided by different actors, conveyed through different means and relevant in different contexts, they respond to shared validity standards: authoritative claims must be non-ubiquitous, problem-relevant, and advanced by trustworthy, impartial speakers with specialized capabilities. However, these standards must be translated into context- and knowledge-specific indicators. Assessing experience-based expertise is particularly challenging because conventional markers of epistemic authority are absent. The paper discusses two responses that build on professionalising, processing and certifying lay expertise, thereby partially transforming its character
Editorial
No full textCelebrating curiosity, craft and courage, this last RERM issue in 2025 brings together five articles that all reimagine what educational inquiry can be. Through methodologically inventive studies and arts‑based experiments, the contributors offer counter‑maps of traditional scholarship, material and playful engagements with texts and data, multimodal practices that render and contest racialized structures, and posthuman provocations that attend to plants and other more‑than‑human actants. Together they constitute an invitational provocation to attend to perhaps unexpected agencies and relations in educational research
English
No full textIntroduction: The rapid and continuous technology development in radiology departments is seen globally. Swedish radiographers experience high workloads and difficulties in retaining colleagues and have few opportunities to develop the profession. It is therefore important to gain insight into radiographers’ own perspectives of this concern for professional development in a national survey; however, the topic seems sparsely investigated. The aim of this pilot study was firstly to explore Swedish radiographers’ experienced need for additional post-registration knowledge in their profession and opportunities for clinical advancement based on their everyday work, and secondly to generate items for a questionnaire.
Methods: Eight radiographers with diverse clinical experiences were interviewed. The interviews were recorded, then transcribed verbatim and analyzed using manifest content analysis. The empirical data was used for formulating questionnaire items.
Results: Three categories were found in this pilot study; Need to deepen previously learned knowledge; Need for mandatory educational program regulated by the law; Organization of education and clinical implementation of further knowledge
Ten items were generated from empirical data on a 10-point Likert scale which was pilot tested. Open-ended questions were formulated for each item, and demographic questions were added to obtain background data.
Conclusion: The results and opinions in the selected informants show a probable need for and wish of further education which could be done on a national scale through a quantitative questionnaire study, of which this study is the basis for
Dysplastic Foot with Soft-Tissue Hypertrophy: Radiographic Features Suggestive of Proteus Syndrome
No full textIntroduction: Proteus syndrome is a rare, sporadic, and highly variable disorder characterized by asymmetric and disproportionate overgrowth of multiple tissues, including bone, skin, and adipose tissue. The condition results from somatic mosaic activating mutations in the AKT1 gene and may pose challenges due to its overlap in presentation with other congenital overgrowth syndromes.
Case presentation: This case report is of a 22-year-old female with a congenital, progressively enlarging deformity of the right foot and ankle. Radiographic evaluation revealed severe dysplastic changes involving metatarsals, phalanges, and tarsal bones with massive soft tissue hypertrophy but without aggressive or neoplastic features, suggesting the diagnosis of a localized overgrowth disorder consistent with Proteus syndrome.
Discussion: Asymmetrical patchy skeletal overgrowth with soft tissue hypertrophy in the absence of vascular malformations should raise the suspicion of Proteus syndrome during imaging. Among the overgrowth disorders, Proteus syndrome needs to be differentiated from Klippel-Trénaunay syndrome, neurofibromatosis type 1, and tuberous sclerosis complex. While radiographic findings are highly suggestive, they are not diagnostic, and genetic confirmation of the AKT1 mutation remains the gold standard.
Conclusion: Radiography is essential to identifying the specific features of the congenital overgrowth disorders and guiding a differential diagnosis. Recognition of characteristic imaging patterns can lead to early suspicion of Proteus syndrome and appropriate referral for genetic testing and multidisciplinary management of patients
Exploring Boundaries of Healthcare Roles: The Boundary Work of Hospital Professionals in a Community-Based Health Intervention
No full textThis article examines how hospital-based professionals establish and negotiate their roles without relying on institutional agendas and logics, representing a reconfiguration of professional boundaries through community-based participatory research. Operating outside traditional clinical settings, we examine through interviews and observations how these professionals interact with elderly residents and researchers in shaping a community-oriented role for health professionals. Using Sida Liu’s concepts of boundary making and boundary blurring, the analysis shows how professional roles are actively enacted through individual reflection and collaborative efforts. Instead of simply reproducing or dissolving familiar roles, boundaries are intentionally reaffirmed, adapted, or co-created in response to the specific context and relational dynamics. The findings enhance boundary work literature by highlighting the micro-social and situational aspects of professional role negotiation. The study also prompts broader questions about how hospital-based professionals can engage in community healthcare practices through flexible, participatory approaches