Universitetet i Agder: UiA Journal System
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Book review: Microcosmographia Academica: Being A Guide for the Young Academic Politician
No full textF.M. CornfordBowes & Bowes Cambridge 1908ISBN 0 370 00145
Reflecting on the Coping with the future conference
No full textReflecting on the Coping with the future conferenc
How does the PRIDE theory describe leadership and organisation that enhances vocational education teachers’ (VET) enthusiasm? An analysis of enthusiastic Finnish VET-teachers’ perceptions
No full textThe purpose of this research was to analyse vocational education teachers’ (VET) perceptions of enthusiasm at work. The analysis leaned on positive organisational theory and an index called PRIDE. Finnish VETs (N=15) who described themselves as enthusiastic teachers were interviewed with a themed interview method. The analysis followed the principles of qualitative content analysis. The data were categorised in a theory-based manner into the elements of PRIDE theory: positive practices, relationship enhancement, individual attributes, deviant leadership, and emotional well-being. According to the findings, the elements of PRIDE appeared interconnected in a manner that could be enhanced through leadership and organisation of work. Three themes appeared common to all elements: opportunities for development and to develop work, recognition and use of strengths and potential, and enhancement of interaction and collaboration. The research brought important information about how VETs could cope with the current changing work, and maintain their enthusiasm during the reform process of vocational education taking place in Finland. In addition, suggestions were made on how to lead and enhance teacher enthusiasm as a part of renewing vocational teaching
Social mechanisms of performance systems
No full textProduction systems have continuously evolved since early attempts to standardise parts, processes and work modes to enhance mass production. This was further refined by the Japanese automotive industry, which has been the global benchmark for decades. Lately, such systems have been developed as company specific production systems to create common identities and production principles, to form global production networks and performance systems. The purpose of this article is to investigate the introduction of new systems, or the introduction of new combined systems, casting light on what happens inside the organisation, making these systems work over time. The article illustrates how true change occurred in a multinational company over the period from 2000 to the present. The key point for this study is not the system as a formalised structure for improving overall company efficiency, based on measures regards to flexibility, cost, quality and time. Our concerns relate to mechanisms and agents behind the system itself, and evolution over time. We focus on the two mechanisms, mentor-sponsor and insider-outsiders, understanding how these mechanisms are related and eventually support each other. The article argues that popular managerial and performance tools and systems are less important than how mechanisms for initiating and maintaining focus on performance are managed as a symbiosis between local and central change agents
Industrial Cognitive Engineering
No full textThe term “cognition” describes mental processes, such as perception, memory, thought, learning, and language. Independent, although interacting, developments contribute to the fact that the proportion of cognitive functions in industrial work systems is steadily increasing and that their contribution to value added is becoming more performance-defining. Companies across-the-board are not sufficiently prepared for changes of this kind. Consequently, there is a strong demand for reliable methods with the help of which all tasks related to cognitive functions and the resulting complexity of industrial value added can be mastered in a target-oriented way and on an appropriate industrial level. “Industrial Cognitive Engineering” meets both these requirements. It combines cognitive engineering with the approved practical approaches and experiences of industrial engineering. Furthermore, its integration into the framework of workplace innovation is discussed
Reflexiones para una práctica docente de integración de destrezas y contenidos en los programas de español a nivel universitario
No full textSUMMARY This article is a reflection on the possibilities that the concept of Content and Language Integrated Learning (CLIL), can provide for the teaching of foreign language programs at the university level, using as an example the programs of Hispanic studies in Norway. After reviewing the concept of CLIL, and placing it in the context of Hispanic studies, the article investigates its practical, political, and educational applications. It is argued that integrating skills and content fully at the university level is a task that depends on specific administrative infrastructures, as well as on methodological resources that can make this integration an object of study and reflection. In this context, this work aims to promote the creation of new teaching proposals for university programs of foreign languages that respond to the challenges and demands that are currently facing the humanities. RESUMEN Este artículo se concibe como una reflexión sobre las posibilidades que el concepto de Aprendizaje integrado de contenido y lengua (AICLE), puede aportar para la enseñanza los programas de lenguas extranjeras en las universidades, utilizando como ejemplo los programas de estudios hispánicos en Noruega. Tras revisar el concepto de CLIL, y situarlo en el contexto de los estudios hispánicos, el artículo indaga sobre su aplicación práctica y político-educativa. Se arguye que integrar destrezas y contenidos plenamente a nivel universitario es una tarea que depende de infraestructuras administrativas específicas, así como de recursos metodológicos que hagan de dicha integración un objeto de estudio y reflexión. En este sentido, este trabajo quiere impulsar la creación de nuevas propuestas docentes para los programas universitarios de lenguas extranjeras que respondan a los retos y exigencias a los que actualmente se están enfrentando las humanidades
Interlanguage Development in Speech Act Strategy Choices: Apologies by Norwegian Pre- and In-service Teachers of English
No full textPrevious research on interlanguage pragmatics suggests that performance of apologies in a second language can pose challenges for adult language learners. The goal of this paper is to contribute to the growing body of research on L2 pragmatic development. The cross-sectional study presented here focuses on the variation in the use of apology strategies in response to discourse completion tasks produced by 110 Norwegian pre- and in- service English teachers at three different proficiency levels. The apologies were classified using coding procedures adopted from Blum-Kulka and Olshtain (1984), Blum-Kulka et al. (1989) and Rose (2000). The findings are reported using descriptive statistics and selected examples from the data. One-way ANOVAs and Chi-square tests were run to determine if the differences between the groups were statistically significant. Developmental patterns were revealed in the use of apology modifications (adjunct strategies), particularly in the amount of and variation of modifications, with participants with higher proficiency level employing significantly more varied and extensive modifications. However, no significant differences in the production of the main apology and the employment of lexical intensifiers were found