Oslo and Akershus University College of Applied Sciences (HiOA): Open Access Journals
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Tillit og kontroll i Osloskolen: En studie av oversettelse og iverksetting på ulike organisasjonsnivå
No full textIn this article, we examine how actors at different organizational levels in the schools in the City of Oslo have theorized trust and control and the relationship between trust and control in trust-based management (TBM). Theorizing, understood as notions of what something means or “is”, is often seen as the core of the diffusion and implementation of management concepts. We study the actors’ theorizations through interviews and document studies at three organizational levels: the city council, the educational agency, and the schools. We found that the municipality’s attempt to implement more TBM may have resulted in less trust in the top agency management among some school leaders, possibly due to internal conflicts in the top management. Furthermore, we found that while trust and control had been theorized as opposites at higher organizational levels, trust and control were not seen as opposites in the schools. Because trust is theorized as being trustworthy by employees, the top management’s theorization of the need for a “trust reform” could be perceived as meaning that employees have previously not been trustworthy. In addition, we found that many school leaders referred to prior education rather than the city’s initiative to implement TBM, as their main sources of knowledge about TBM. Notions of trust, control and TBM at the lowest organizational levels appeared to be decoupled from the theorizing that had been made at the higher levels of the organization. The findings point to challenges in getting an organizational concept to “travel” down through the hierarchical organizational levels and show that notions of and perceived benefits of TBM cannot be taken for granted in all communities of practice in complex organizations.I denne artikkelen undersøker vi hvordan aktører på ulike organisasjonsnivåer i Osloskolen har teoretisert tillit og kontroll og forholdet mellom tillit og kontroll i tillitsbasert styring og ledelse (TBSL). Teoretisering, forstått som forestillinger om hva noe innebærer eller «er», ses gjerne som kjernen i spredning og iverksetting av organisasjonskonsepter. Vi belyser aktørenes teoretiseringer gjennom intervjuer og dokumentstudier på tre organisatoriske nivåer: byrådet, skoleetaten og skolene. Vi fant at kommunens forsøk på iverksetting av mer TBSL kan ha gitt mindre tillit til den øverste etatsledelsen blant noen skoleledere, muligvis pga. interne konflikter i toppledelsen. Videre fant vi at mens tillit og kontroll var blitt teoretisert som motsetninger på høyere nivå i organisasjonen, ble tillit og kontroll ikke sett på som motsetninger i skolene. Fordi tillit teoretiseres som «å stole på» av medarbeidere, kan ledelsens teoretisering av behovet for en «tillitsreform» oppfattes slik at medarbeiderne tidligere ikke har vært til å stole på. I tillegg fant vi at mange skoleledere refererte til utdanning snarere enn etatens initiativ for å iverksette TBSL, som deres hovedkilder for kunnskap om tillitsbasert styring og ledelse. Forestillinger om tillit, kontroll og TBSL på de laveste organisatoriske nivåene forekom frikoblet fra den teoretiseringen som var blitt foretatt på høyere nivå i organisasjonen. Funnene peker på utfordringer ved å få et organisasjonskonsept til å «reise» ned gjennom organisasjoners nivåer, og viser at forestillinger om og opplevde nytte av TBSL ikke kan tas for gitt i alle praksisfellesskap i komplekse organisasjoner
Om å selge på Finn.no: Flanere blant ting og skrift
No full textThis essay explores the notion of the superfluous, the act of writing, and the composition of academic texts. At its core stands the German philosopher Walter Benjamin (1892–1940), whose thought provides a guiding light throughout the work.
The superfluous is represented by objects listed for sale on the digital marketplace Finn.no. Among them: an old typewriter, herbarium sheets dated 1920, and a collection of bottle caps from the 1980s. The dialogue between these seemingly trivial items and Benjamin’s writings serves to illuminate how value is ascribed to things – and how shifts in perspective can transform our understanding of them. The essay adopts the ideal of the flâneur – one who observes the world with casual attentiveness, moving through it without a fixed route or destination.
Photo: Ingvard Bråten
A central aim of this text is to explore the possibilities of academic writing beyond conventional formats, particularly the IMRAD structure. Rather than bending the content to fit a predefined form, the form of the essay has been shaped by its content. In this way, the text operates on two levels: it reflects on dealing with the superfluous at the digital marketplace, while simultaneously experimenting with how academic writing itself can be composed.
Dette essayet handler om overflødige ting, det handler om skrift og det handler om å skrive en akademisk tekst. Den tyske filosofen Walter Benjamin (1892-1940) står sentralt for å belyse arbeidet.
De overflødige tingene er lagt ut for salg på den digitale markedsplassen Finn.no. Blant tingene som er solgt er en gammel skrivemaskin, ark fra et herbarium anno 1920 og en samling av flaskekorker fra 1980-tallet. Vekslingen mellom tingene som er lagt ut for salg og Benjamin sine skrifter illustrerer hvordan vi vurderer ting ulikt og hvordan forskjellige tilnærminger og ulike ståsted kan endre vår forståelse. Idealet for min tilnærming er flanørens, en som sorgløst kan betrakte noe før en kan gå videre, uten at reisens rute eller endepunkt er bestemt.
Det er en målsetnng for dette tekstarbeidet å utforske mulighetsrommet for akademiske tekster og utfordre den tradisjonelle IMRAD-strukturen. Teksten er gitt en form som søker å tilpasse seg innhold, framfor å la innholdet tilpasse seg en gitt form. Essayet opererer slik sett på to nivåer. Det handler om å selge på den digitale markedsplassen, med fokus på skrift (innholdet), samtidig som en utforsker hvordan teksten kan bygges opp rundt dette (formen).
Foto: Ingvard Bråten
Skapande arbeid i skaparverkstader: Ei studie i norsk skule sine skaparverkstader
No full textThis article investigates how making unfolds in makerspaces in Norwegian primary schools. The study adopts an Art and Crafts perspective and is based on qualitative data from observations and interviews. The study finds that central ideas from international maker-oriented pedagogy, such as problem-solving, collaboration, and exploration approaches, are put into practice. However, other makerspace concepts, like non-linear processes and open-ended tasks without predefined goals, prove challenging to implement, particularly in the lower grades. This is partly due to students not yet having acquired basic skills in crafts, tools, and technology. Teachers highlight the difficulty of navigating the growing number of maker-oriented learning tools offered by various actors, ranging from “objects to think with” to maker-kit with predefined tasks. This article shows that curriculum goals and content from the Art and Crafts subject, related to materials, tools, sustainability, quality, knowledge, and skills, take on unexpected content, form and meanings in the making in Norwegian school makerspace.Artikkelen undersøker, med eit kunst og handverksfagleg (KOH) blikk, korleis skapande arbeid i norske grunnskular sine skaparverkstader artar seg. Gjennom observasjonar og intervju finn me at sentrale idear innanfor internasjonal skaparorientert pedagogikk blir praktisert, som problemløysing, samarbeid og utforskande arbeidsmåtar. Andre skaparverkstads-konsept som ikkje-lineære prosessar og oppgåver utan konkrete mål viser seg utfordrande å få til, særleg i dei lågare skuletrinna m.a. sidan elevane ikkje enda innehar grunnleggande ferdigheiter i handverk, verktøy og teknologi. Lærarane held fram at det er ei krevjande øving å manøvrere i den veksande mengda løysingar for skaparorientert læring som ulike aktørar innom rørsla tilbyr, frå ‘konkretar til å tenke med’ til byggesett med rettsvar-oppgåver. Artikkelen gjer synleg at KOH-faglege læreplanmål og innhald, knytt til material- og verktøyval, berekraft, kvalitet, kunne og ferdigheiter får uventa innhald i det skapande arbeidet i skaparverkstaden
Beyond \u27Where do you really come from?\u27: : Rethinking positionality and racial dynamics in Nordic exceptionalism
No full textEngaging with the complex dynamics of positionality, racialisation, and social demarcation, this study situates itself at the intersection of critical race theory (CRT) and understandings of reflexivity and positionality. It aims specifically to challenge and expand traditional understandings of ‘positionality’, which have largely centred on introspective concerns, such as how researchers’ individual experiences influence their methodological choices. As such, the paper argues for a more nuanced application of positionality, beginning from the Nordic exceptionalist post-colonial context where the societal self-perception is that Nordic countries are free of colonial legacies and uniquely progressive and egalitarian. To this end, the study employs a reflexive methodology deeply rooted in the authors’ own intersectional lived experiences. The paper critically engages with the potent, yet often unspoken question, frequently posed to people of colour in Nordic countries: ‘Where do you really come from?’ This intrusive curiosity is not just one of geographic origin but is intricately tied to perceived racialised positionality (PRP), highlighting a clear connection between the question and assumptions about identity and belonging. Furthermore, the query serves as a mechanism of social demarcation that separates ‘us,’ the presumed native Nordics, from ‘them,’ the racialised ‘Other.’ By focusing on this divisive question, the paper aims to dissect the social, ethical, and methodological implications of ‘perceived racialised positionality’ (PRP) – a term which captures the essence of how others’ perceptions of our racial identity can influence teaching and research specifically, and more generally processes and outcomes of scholarly enrichment of the ethical and intellectual landscape in Nordic settings and beyond.
The paper critically engages with the potent, yet often unspoken question, frequently posed to people of colour in Nordic countries: ‘Where do you really come from?’ This intrusive curiosity is not just one of geographic origin but is intricately tied to perceived racialised positionality (PRP), highlighting a clear connection between the question and assumptions about identity and belonging. Furthermore, the query serves as a mechanism of social demarcation that separates ‘us,’ the presumed native Nordics, from ‘them,’ the racialised ‘Other.’ By focusing on this divisive question, the paper aims to dissect the social, ethical, and methodological implications of ‘perceived racialised positionality’ (PRP) – a term which captures the essence of how others’ perceptions of our racial identity can influence teaching and research specifically, and more generally processes and outcomes of scholarly enrichment of the ethical and intellectual landscape in Nordic settings and beyond
Creolizing reflexivity:: Autoethnographic stories and theoretical entanglements
No full textThis article contributes to ongoing debates on generating interconnected transformative possibilities for decolonizing knowledge production in Nordic educational research without erasing power differences and tensions. Drawing from my PhD research, I entangle various research practices from the previously ignored or discredited margins, which go beyond hegemonic gazes and approvals for legitimacy. I particularly highlight everyday knowledges stemming from multiple senses, encounters, and unexpected connections, which might seem from a scientific perspective less rigorous or considered research at all. These may disrupt Nordic exceptionalism and color-evasiveness in researchers’ racialised positionalities. I show how the concept of creolization intersects with the method of autoethnography as Anzaldúan autohistoria-teoría with the aim of entangling multiple unequal knowers and knowledges, imagine and experiment with unforeseeable possibilities in and beyond research, and thus creolize reflexivity. This can expand the research imagination with regards to what constitute data generation and analysis, co-researching, co-writing, co-authoring publications, and presenting the research to wider audiences
Karbonionbehandling: En Nødvendighet for Morgendagens Strålebehandling?
No full textIntroduction: Carbon ion therapy is an advanced and highly precise form of radiotherapy, offering significant physical and radiobiological benefits over traditional photon and proton therapies. With its adoption on the rise, there are now 12 treatment centers across five countries worldwide utilizing carbon ions in radiotherapy. Despite its promising advantages, the field faces substantial challenges due to inherent complexity and high costs, which represent the primary barriers to further implementation.
The aim of this study was to evaluate the advantages and disadvantages of carbon ion therapy, as well as to examine the role of this treatment in current and future cancer therapy.
Method: A partially systematic literature review was conducted using the database PubMed with the following keywords: “carbon ion”, “carbon ion therapy”, “c-ion”, “radiotherapy”, “heavy ion”, “future”, “potential”, and “advantages”. The search process took place from February 27, 2024, to March 11, 2024. Articles were included based on selected inclusion and exclusion criteria and were subsequently analyzed independently by the first and second author.
Results: The search process identified nine relevant articles that highlighted the benefits of the Bragg peak for precise energy deposition and the high LET value of carbon ions, which increases treatment efficacy for radioresistant and hypoxic tumors. Challenges such as the fragmentation tail and various calculations of Relative Biological Effectiveness (RBE) need to be addressed for optimal treatment planning. Economic barriers, including high costs for facilities and operations, limit global accessibility. Further studies on standardization, miniaturization, and the clinical effectiveness of carbon ion therapy are needed.
Conclusion: Further development and research on carbon ion therapy are necessary due to its physical and radiobiological advantages, such as high LET value and targeted energy deposition. Economic barriers and uncertainties related to the fragmentation tail and RBE calculations must be addressed. International collaboration and clinical studies are crucial to assess the role of carbon ion treatment in future cancer therapy.Introduksjon: Karbonionbehandling er en relativt ny og svært presis form for strålebehandling med en rekke fysiske og radiobiologiske fordeler sammenlignet med fotoner og protoner. Flere behandlingsinstitusjoner verden over tar i bruk karbonioner i strålebehandlingen mot sjeldne krefttyper, og det finnes til nå 12 sentre i fem forskjellige land. Til tross for disse fordelene er dette feltet preget av betydelig kompleksitet og høye kostnader, hvilket er de største barrierene for videre utvikling. Målet med denne studien var å kartlegge fordeler og ulemper med karbonioniobehandling, samt undersøke behandlingens rolle i nåværende og fremtidig kreftbehandling.
Metode: Det ble gjennomført en delvis systematisk litteraturstudie i databasen PubMed med følgende søkeord “carbon ion”, “carbon ion therapy”, “c-ion”, “radiotherapy”, “heavy ion”, “future”, “potensial” og “advantages”. Søkeprosessen foregikk i perioden 27.02.24-11.03.24. De inkluderte artiklene ble basert på utvalgte inklusjon- og eksklusjonskriterier, og deretter analysert individuelt av første- og andreforfatter.
Resultat: Søkeprosessen identifiserte ni relevante artikler som fremhever fordelene med Bragg-toppen for presis energideponering, samt karbonioners høye LET-verdi som øker behandlingseffektiviteten for stråleresistente og hypoksiske tumorer. Utfordringer som fragmenteringshale og ulike beregninger av Relativ Biologisk Effekt (RBE) må adresseres for optimal behandlingsplanlegging. Økonomiske barrierer, inkludert høye kostnader for anlegg og drift, begrenser global tilgjengelighet. Videre studier på standardisering, miniatyrisering og kliniske effekt av karbonionbehandling er etterlyst.
Konklusjon: Karbonionets fysiske og strålebiologiske fordeler, som høy og målrettet energiavsetning, er av stor interesse for behandling av tumorer som i dag har lite effektivt behandlingstilbud. Ulik modellering av RBE samt økonomiske barrierer må adresseres gjennom internasjonalt samarbeid for videre utvikling og forskning på karbonionbehandling. Kliniske studier for dokumentasjon av effekt er avgjørende for å vurdere karbonionbehandlingens rolle i fremtidig kreftbehandling
Youth organizations’ capacity building on youth media literacy: A comparative study of youth NGOs in Finland, Norway and Romania
No full textThis study investigates the intersection of media literacy and civic engagement within the context of youth organizations across three countries: Finland, Norway and Romania. Employing a comparative cross-national research design, and drawing on interviews with youth organizations, we explore how NGOs understand and conceptualize media literacy and civic engagement. Subsequently, we identify national NGOs\u27 capacity building strategies for working with media literacy in ways that encourage youth civic engagement. Our findings reveal nuanced differences in the operationalization of media literacy and civic engagement concepts across the three countries, shaped by local political, economic, and cultural contexts. We found that whereas the term “media literacy” is understood similarly in all three countries, the position and role of the youth organizations themselves seems to be quite different depending on country context.
By highlighting the distinct strategies employed by NGOs in Finland, Norway, and Romania, this study underscores the critical role of tailored capacity-building initiatives in addressing national disparities. The findings offer actionable insights for policymakers, educators, and NGOs, emphasizing the need for cross-sectoral collaborations and international knowledge exchange to enhance youth empowerment. It also emphasizes the importance of understanding contextual factors in shaping organizational approaches to media literacy and civic engagement and contributes to the discourse on youth empowerment and civic participation in the digital age
Ämnesintegrering i yrkesautentisk miljö med par-undervisning som didaktisk metod
No full textThe research literature calls for effective teaching approaches that prepare students in vocational education to use and apply mathematics in their future careers. This study analyses the use of team teaching as an approach of subject integration in vocational education in an upper secondary school in Sweden. Based on a thematic analysis of interviews with mathematics teachers, vocational teachers and students in five vocational programmes, the results show that the teaching method contributes to increased motivation and workplace relevance for students, while at the same time promoting productive collaboration between mathematics and vocational teachers, which faciliates students\u27 learning in mathematics and in the vocational subject. Students described the approach as preparing them for the world of work. Different organisational conditions and the support of the management are crucial for the successful implementation of paired teaching. The study also shows that students have a positive attitude of paired teaching and want more of it. The study provides new insights into how paired teaching can be applied to support students\u27 learning and preparation for working life. Further research projects include investigating the implementation of this teaching approach in more schools to see if the results can be replicated and to explore if and how different school settings might affect the results.Effektiva undervisningsmodeller som förbreder yrkeselever att hantera matematik i sitt komande yrkesliv efterfrågas i forskningslitteraturen. Denna artikel analyserar användningen av team-undervisning som metod för ämnesintegrering inom yrkesutbildningar på ett yrkesgymnasium i Sverige. Baserat på en tematisk analys av intervjuer med matematiklärare, yrkeslärare och elever på fem yrkesprogram, visar resultaten att undervisningsmetoden bidrar till ökad motivation och yrkesrelevans för eleverna, samtidigt som den stärker ett produktivt samarbetet mellan matematiklärare och yrkeslärare som gynnar elevers kunskapsutveckling i matematik och i yrkesämnet. Eleverna upplever att undervisningsmetoden förbereder dem för arbetslivet. Olika organisatoriska förutsättningar och ledningens stöd är avgörande för att implementera team-undervisning framgångsrikt. Studien visar även att eleverna har en positiv syn till team-undervisningen och önskar mer sådan undervisning. Studien bidrar med nya insikter om hur team-undervisning kan användas för att främja elevers lärande och förberedelse inför arbetslivet. Fortsatta forskningsprojekt handlar om att undersöka implementeringen av denna undervisningsmetod på fler skolor för att se om resultaten kan upprepas och för att undersöka eventuella skillnader mellan olika skolmiljöer.Effektiva undervisningsmodeller som förbreder yrkeselever att hantera matematik i sitt komande yrkesliv efterfrågas i forskningslitteraturen. Denna artikel analyserar användningen av team-undervisning som metod för ämnesintegrering inom yrkesutbildningar på ett yrkesgymnasium i Sverige. Baserat på en tematisk analys av intervjuer med matematiklärare, yrkeslärare och elever på fem yrkesprogram, visar resultaten att undervisningsmetoden bidrar till ökad motivation och yrkesrelevans för eleverna, samtidigt som den stärker ett produktivt samarbetet mellan matematiklärare och yrkeslärare som gynnar elevers kunskapsutveckling i matematik och i yrkesämnet. Eleverna upplever att undervisningsmetoden förbereder dem för arbetslivet. Olika organisatoriska förutsättningar och ledningens stöd är avgörande för att implementera team-undervisning framgångsrikt. Studien visar även att eleverna har en positiv syn till team-undervisningen och önskar mer sådan undervisning. Studien bidrar med nya insikter om hur team-undervisning kan användas för att främja elevers lärande och förberedelse inför arbetslivet. Fortsatta forskningsprojekt handlar om att undersöka implementeringen av denna undervisningsmetod på fler skolor för att se om resultaten kan upprepas och för att undersöka eventuella skillnader mellan olika skolmiljöer
Understanding The Everyday Digital Lives of Children and Young People
No full text“Understanding The Everyday Digital Lives of Children and Young People”, edited by Halla Holmarsdottir, Idunn Seland, Christer Hyggen and Maria Roth is an exploration of the impact of technological transformations on children and young people aged 5-18 years, referred to as the Digital Generation. This book is a useful and important contribution to increasing our insight into children and young people\u27s digital everyday lives today, in a holistic and curious way, as it goes beyond the technological determinism implicit in studies that repeatedly find small correlations between online activity and adolescent well-being. The book is also an important starting point for further research on children and young people and can especially be of inspiration regarding the use of various creative methods that involve children and young people in research, to bring out the young people\u27s own perspectives, understandings, thoughts, feelings and practices