USN Open Archive (University of South-Eastern Norway)
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Operationalizing Sustainability through LCA: Public Procurement in Bane NOR and Nordic Rail Infrastructure
Get PDFThis thesis examines how Life Cycle Assessment (LCA) is integrated into public procurement processes within the railway infrastructure sector, with a particular focus on Bane NOR, Norway’s state-owned infrastructure manager. The purpose of the study is to explore the extent to which LCA is operationalized in procurement practice and to identify key barriers and enablers for its implementation in railway infrastructure. By drawing on experiences from Trafikverket (Sweden) and Banedanmark (Denmark), the study considers how Norwegian practices relate to broader Scandinavian developments in sustainable procurement.
The analysis is based on qualitative data from semi-structured interviews, reviewed literature, internal documents and reports, interpreted through an abductive research strategy. The findings reveal a growing strategic commitment to sustainability and LCA, yet a persistent gap remains between policy ambitions and actual implementation. Structural challenges include lack of standardisation, unclear responsibility allocation, and limited mechanisms for translating environmental criteria into procurement decisions.
Despite these barriers, promising developments are emerging. Pilot projects in circular design, efforts to increase material reuse, and contractual environmental requirements indicate a gradual shift toward more integrated life cycle approaches. By drawing on theoretical frameworks such as EU Directives, Green (GPP) and Circular Public Procurement (CPP), International Organization for Standardization series (ISO), and the 3P Procurement Model, the thesis contributes both conceptually and practically to the understanding of how procurement systems can better support long-term climate goals. The study concludes with recommendations for clearer mandates and communication, establishing common procedures, and capacity-building to enhance the role of LCA in sustainable infrastructure development
Translation, cross-cultural adaptation, and validation of the Norwegian version of the Keratoconus Outcomes Research Questionnaire
Get PDFPurpose To translate and adapt the Keratoconus Outcomes Research questionnaire (KORQ) to Norwegian language, culture, and environment, and to validate the translated version in a Norwegian population with keratoconus. Methods KORQ was translated to Norwegian using a multi-step methodology. Persons with keratoconus submitted responses to KORQ-NO and NEI VFQ-25 through a digital platform, and a retest of KORQ-NO was performed over the telephone. Additional data from a clinical intervention study was included. The psychometric properties of KORQ-NO were assessed by Rasch analysis. Test-retest reliability, construct validity, and responsiveness were explored by Intraclass Correlation Coefficients, Spearman correlations and Wilcoxon Signed-rank test. Results KORQ-NO and NEI VFQ-25 were completed by 165 participants with keratoconus. With few adjustments, the “Activity limitations” (AL) and “Symptoms” (S) subscales of KORQ-NO exhibit acceptable psychometric properties with good model fit, high internal reliability, and well-targeted items to the population. Deletion of four items (AL3, AL3b, AL12, AL15) improved dimensionality of the “Activity limitations” subscale. Differential item functioning was present in two items (AL4 and AL6). Participants and optometrists confirmed content validity, and KORQ-NO exhibited good test-retest reliability (AL ICC = 0.90 and S ICC = 0.81), construct validity, and responsiveness. Conclusions Successful translation and adaptation of KORQ to Norwegian language, culture and environment was confirmed by acceptable psychometric properties, with good validity, reliability, and responsiveness. The authors support the use of KORQ-NO in research, clinical practice, and as documentation for national insurance benefit applications.publishedVersio
Viral Leadership: Algorithmic Amplification and the Rise of Leadership Fashions
Get PDFThis essay examines how AI-driven content curation reshapes leadership fashions through algorithmic amplification on social media platforms. Algorithms designed to maximize engagement selectively elevate certain leadership styles, such as authentic, servant, and transformational leadership, while marginalizing others, including transactional or directive approaches. Drawing on leadership fashion theory, an extension of management fashion theory, this essay analyzes how viral content, influencer dynamics, and algorithmic prioritization collectively construct contemporary leadership ideals. It highlights the central role of leadership gurus such as Simon Sinek, Brené Brown, and Gary Vaynerchuk, and critiques the risks of oversimplification and performative authenticity in algorithmically mediated leadership discourse. Using recent empirical findings and real-world examples, the analysis shows how emotionally resonant and morally charged content gains disproportionate visibility, potentially distorting leadership development and practice. This essay concludes by discussing implications for organizations, leadership education, and research, and calls for a renewed commitment to evidence-based leadership theory and practice in the face of algorithmic influence.publishedVersio
Comparing Open-loop Subspace System Identification Methods: The DSR and MOESP Methods
Get PDFThis thesis presents a comparative analysis of two subspace system identification algorithms—Deterministic and Stochastic Realization (DSR) and Multivariable Output Error State Space (MOESP)—focusing on their performance in open-loop identification of discrete-time, linear time-invariant systems. Subspace identification methods are widely used for deriving state-space models from measured input-output data, offering robustness in noisy conditions and efficient computation. The study addresses a critical research gap by evaluating algorithms’ accuracy, computational speed, and noise resilience through structured Monte Carlo simulations using MATLAB.
The simulations employed pseudo-random binary sequence (PRBS1) inputs and randomized system models to ensure statistical robustness. Evaluation criteria included Root Mean Square Error (RMSE), Mean Absolute Error (MAE), mean error, computational time, parameter variance for matrices and scaling criterion.
The results demonstrate that under noisy conditions, DSR outperforms MOESP in key areas: it achieved lower RMSE (0.5044 vs. 0.5131), lower MAE (0.3913 vs. 0.4004), and significantly lower parameter variance, particularly for matrix A.
Additionally, DSR was approximately three times faster than MOESP across all simulations, making it particularly suitable for real-time and resource-constrained applications. Although MOESP showed a slightly lower mean error (58.85%) than DSR (58.93%), this difference was marginal. In noise-free conditions, MOESP slightly outperformed DSR in RMSE and MAE suggesting it may be better suited for high-precision applications with minimal measurement noise.
Overall, the findings position DSR as a robust and computationally efficient method in noisy environments, while MOESP offers marginal advantages in noise-free scenarios requiring precision
Fremstillinger av US-Dakotakrigen i 1862
No full textIn 1862 a war broke out between the Dakota tribe and the United States government in Minnesota, a war that would affect all Native Americans in the state and most of the white settlers. After the end of the war, it would become a popular topic to write about, both right after the war and up until today. This thesis has studied how these writings on the US-Dakota War of 1862 have evolved, based on the research question; how and why has the portrayal of the US-Dakota war of 1862 changed from the 1860s to today in historical writing? To illustrate how these portrayals of the war have changed over time, the thesis studied seven different works published in three different time periods. The first time period being right after the war, the second being the 1890s, before the last three works of historical writing were published between 1970 and 2013. The main findings of the study were that we can observe an obvious shift in the contents, language and use of sources in the different writings. Right after the war the writings were based on memory and were often filled with prejudice towards the Dakota. Over time the writings became more nuanced and understanding of the Dakota and their circumstances, and the authors started to understand the importance of sharing where they got their information. Overall, the study presents how these seven portrayals of the war can be used to illustrate how historical writings have followed the changes in mainstream society’s reception of minority groups such as Native Americans. In addition to this, the study used these writings to show the development of history as a profession, and the differences between professional and non-professional historical writings
Joint appointments in nursing education: Exploring possibilities and challenges of using practice education facilitators in Norwegian nursing education: A realist-informed evaluation study
Get PDFBackground: Clinical competence is essential for ensuring patient safety and providing highquality nursing care, and it consists of a complex blend of knowledge, skills, values, and attitudes. A central learning activity for developing clinical competence in nursing is clinical placements, where nursing students can apply theoretical knowledge to real-life patient situations. In Norway, clinical placements constitute approximately 50% of the bachelor's degree in nursing, and for students to develop clinical competence, it is vital that these placements are of high quality.
In Norway, clinical placements are conducted in close collaboration between higher education institutions and healthcare services. Clinical placements typically involve students being placed in a department for a period of 6-12 weeks, where a registered nurse takes on the responsibility of daily supervision in the role of a clinical supervisor. Additionally, the student is followed up by a nurse educator employed by the higher education institution. The nurse educator has the overall responsibility for assessing the student midway and at the end of the placement period in collaboration with the clinical supervisor. Research, both nationally and internationally, has shown that the quality of clinical supervision and the collaboration between higher education institutions and clinical areas significantly impact students' learning outcomes during placements.
To enhance education quality in placements, the use of joint appointments has been recommended by the authorities. In Norway, the term ‘joint appointment’ is often used as a general term for positions where nurses work in two places, for example, in education and healthcare services, or in two different departments within healthcare services. In this thesis, we focus on the first type of joint appointments, where nurses are employed either by an educational institution or a healthcare service, or both organisations, to act as a liaison between the two settings with the aim of strengthening clinical placements as learning arenas. The term ‘practice education facilitator’ is used in this thesis in a generic sense for such positions.
Despite recommendations from authorities to increase the use of practice education facilitators, there is little knowledge about how and why such positions can contribute to enhanced quality in clinical placements.
Aim: The main aim of this thesis was to develop knowledge about the opportunities and challenges associated with the use of practice education facilitators in Norway. Furthermore, the aim was to explore how such positions can contribute to strengthened clinical learning environment for nursing students, under what circumstances, and why.
Materials and methods: The PhD project was carried out through three studies, all of which were informed by realism as a scientific lens. The first study was a systematic literature review (Study I), while the other two were qualitative interview studies (Study II and III). Study I was conducted as a realist review where the results from 27 included studies were synthesised using a "context-mechanism-outcome" (CMO) analysis to explore how, under what circumstances, and why (or why not) practice education facilitators can contribute to an enhanced clinical learning environment for nursing students.
Study II was a qualitative interview study with an exploratory design, using in-depth interviews with 12 practice education facilitators from three different healthcare trusts as the data collection method. The aim was to explore their experiences and views on how the practice education facilitator role influences the clinical learning environment for nursing students. The interviews were analysed using reflexive thematic analysis.
Study III was also conducted as a qualitative interview study with an exploratory design. Data collection was carried out using focus groups and in-depth interviews with a total of 12 clinical supervisors working in two healthcare trusts and in various departments that had an affiliated practice education facilitator. The aim was to explore clinical supervisors’ experiences and perceptions on how the practice education facilitator role influences the clinical learning environment for nursing students, under what circumstances, and why. Reflexive thematic analysis was also used as the analysis method in this study.
Main results: Familiarity with both the higher education institution and the clinical area provides the practice education facilitators with a unique opportunity to bridge the gaps between clinicians and educators, fostering better mutual understanding. To effect change, practice education facilitators must hold positions that allow for organisational influence. Although nurse educators are primarily responsible for student assessments in placements, clinical supervisors often feel the burden of this responsibility, particularly if they lack experience or face challenges with students struggling to meet learning outcomes. In such situations, practice education facilitators are valuable resources, offering support and guidance that boosts clinical supervisors’ confidence and judgement. Meta-supervision further enhances clinical supervisors’ knowledge and effectiveness. However, high clinical workloads, lack of dedicated supervision time, and varying motivation levels affect supervisors’ willingness to seek support from practice education facilitators. Familiarity with the facilitator’s role and relationship quality also plays significant roles.
To drive change, practice education facilitators need specific personal and professional attributes, including communication skills, flexibility, relationship-building abilities, clinical credibility, academic competence, and organisational understanding. Clarity about the facilitator's contributions and strong organisational integration are crucial. Timely support, accessibility, and visibility are essential for the role’s promotion. Factors like allocated time, responsibility scope, and flexibility in other roles influence the facilitator’s presence and impact.
Clinical supervisors who utilised support from practice education facilitators reported increased confidence and a reduced sense of isolation, leading to greater trust in their assessment and a lower risk of ‘failing-to-fail’ situations. Practice education facilitators also enhanced focus on practice learning across the healthcare organisation.
Conclusion: This PhD project has contributed to knowledge on how practice education facilitators can strengthen the clinical learning environment in Norwegian nursing education. The results show that practice education facilitators can act as important links between higher education institutions and the clinical area and thereby contributing to a better clinical learning environment for nursing students. Furthermore, they can serve as key resource persons for clinical supervisors, enabling them to better fulfil their supervisory responsibilities towards students. To achieve the full potential of these positions, it is important to appoint individuals with the right competence and suitability for the role. Additionally, there must be alignment between the tasks they are to undertake, and the resources allocated to the position, and the roles must be well-anchored at all levels within the organisation.publishedVersio
Comparing closed loop subspace system identification methods: The DSR_e and CLMOESP methods
Get PDFDSR_e and CLMOESP are two mainly used algorithms for closed loop system identification. The main purpose of this thesis to compare the theoretical difference and the performance. The performance of these two algorithms were evaluated by generating artificial inputs and outputs through a MATLAB simulator and carrying out the system identification by using these two algorithms. Different use cases have been used to generate different types of data for identifying the performance
Hvordan vil personifisering og eksponering i personlig tilpassede annonser påvirke forbrukeres irritasjon og kjøpsintensjon?
Get PDFDenne masteroppgaven undersøker hvordan personifisering og eksponering i personlig tilpassede annonser påvirker forbrukers irritasjon og kjøpsintensjon i norsk netthandel.
Personlig tilpassede annonser (retargeting) er en form for digital annonsering som bruker tidligere nettatferd for å tilpasse annonser til forbrukere og har blitt en sentral strategi i e-handel (Sahni et al.,2019). Til tross for økt bruk, er det begrenset forskning om hvordan denne typen annonsering faktisk oppleves av forbrukere, særlig med hensyn til emosjonelle reaksjoner og kjøpsintensjon (Baek & Morimoto, 2012).
Studien anvender et kvantitativt forskningsdesign og bygger på data samlet gjennom en digital spørreundersøkelse med 171 respondenter. Den konseptuelle modellen tar utgangspunkt i tidligere teori og undersøker både direkte og indirekte effekter av personifisering og eksponering, med irritasjon som mulig medierende variabel.
Funnene viser at personifisering har en positiv effekt på kjøpsintensjonen, og samtidig reduserer irritasjon. Dette tyder på at godt tilpassede annonser kan oppleves som relevante og verdifulle, istedenfor påtrengende. På den andre siden har eksponering ingen direkte effekt på kjøpsintensjonen, men en positiv effekt på irritasjon - som igjen har en negativ effekt på kjøpsintensjonen.
Studien konkluderer med at retargeting-annonser kan være en kraftfull og effektiv digital markedsføringsstrategi, når det brukes på riktig måte. Personifiserte annonser oppleves som relevante og verdifulle, og kan i større grad motivere forbruker til å gjennomføre og gjenta kjøp. Samtidig avdekker funnene i denne studien en viktig fallgruve der for høy eksponering kan gjøre forbruker irritert og dermed trekke seg unna. Tilpassede annonser viser i denne studien å engasjere, mens eksponering virker å irritere.This master's thesis investigates how personalization and exposure in tailored advertisements affect consumer irritation and purchase intention in Norwegian e-commerce.
Personalized advertisements (retargeting) are a form of digital marketing that utilizes previous online behavior to tailor content to individual consumers and have become a key strategy in e-commerce (Sahni et al., 2019). Despite their increasing use, there is limited research on how this type of advertising is actually perceived by consumers, particularly in terms of emotional reactions and purchase intention (Baek & Morimoto, 2012).
The study applies a quantitative research design and is based on data collected through a digital survey with 171 respondents. The conceptual model is grounded in previous theory and examines both direct and indirect effects of personalization and exposure, with irritation as a potential mediating variable.
The findings show that personalization has a positive effect on purchase intention and simultaneously reduces irritation. This suggests that well-personalized ads may be perceived as relevant and valuable rather than intrusive. On the other hand, exposure has no direct effect on purchase intention, but does increase irritation - which in turn negatively affects purchase intention.
The study concludes that retargeting ads can be a powerful and effective digital marketing strategy when used appropriately. Personalized advertisements are perceived as relevant and valuable, and may to a greater extent motivate consumers to complete and repeat purchases. At the same time, the findings reveal a key pitfall: excessive exposure can irritate consumers and lead them to withdraw. In this study, personalization appears to engage, while exposure tends to irritate
Kollegaveiledning for karriereveiledere. Aksjonsforskning i et oppfølgingstiltak
Get PDFKarriereveiledere i oppfølgingstiltak møter på ulike problemstillinger, og veisøkere med varierte utfordringer. Kollegaveiledning er allikevel ofte tilfeldig og lite systematisert, noe som kan føre til at karriereveilederne står alene i krevende saker. Denne oppgaven undersøker hvordan kollegaveiledning kan bidra til å styrke det faglige fellesskapet blant karriereveiledere i et oppfølgingstiltak. Tittelen på oppgaven er «Kollegaveiledning for karriereveiledere», og denne aksjonsforskningen vil prøve å gi noen svar på hvordan karriereveilederne sammen kan utvikle et faglig fellesskap gjennom kollegaveiledning.
Gjennom et aksjonsforskningsprosjekt har vi sett nærmere på hvordan strukturert kollegaveiledning kan styrke refleksjon, erfaringsdeling og profesjonell identitet blant karriereveilederne. Denne oppgaven tar utgangspunkt i et utviklingsprosjekt på en spesifikk arbeidsplass, der målet har vært å etablere en mer systematisk praksis for kollegaveiledning. Forskningen involverer reflekterende team, arbeid med SØT-modellen, refleksjonsnotater, logger, observasjonsskjemaer og samtaler med karriereveilederne for å belyse både muligheter og utfordringer ved kollegaveiledning.
Funnene viser at kollegaveiledning kan være et nyttig verktøy for å bidra til utvikling og læring, både individuelt og i kollegiet. Kollegaveiledning kan bidra til økt trygghet i yrkesrollen, mer systematisk kunnskapsutvikling og et sterkere fellesskap på arbeidsplassen. Samtidig peker funnene på behovet for å utvikle en felles forståelse for hvorfor man jobber med kollegaveiledning, og et behov for struktur og organisering for å få gjennomført kollegaveiledning på arbeidsplassen. Oppgaven gir innsikt i hvordan aksjonsforskning kan brukes som metode for utvikling av praksis for karriereveiledere i et oppfølgingstiltak. Videre undersøker oppgaven hvordan arbeidsplassen har arbeidet med å sette kollegaveiledning på dagsordenen for å styrke det faglige fellesskapet.Career counselors in follow-up support programs encounter various challenges and meet clients who face difficult life situations. However, peer counseling is often incidental and lacks systematic structure, which again can leave career counselors alone in the decision making when handling demanding cases alone. This study explores how a more structured approach to peer counseling can strengthen the professional community amongst career counselors in a follow-up support program. The title of the study is «Peer counseling for the career counselors», and this dissertation seeks to find meaningful answers to how career counselors can collectively build a professional community through peer supervision.
Through a research project, we have examined how structured peer counseling can enhance reflection and the sharing of knowledge and strengthen professional identity among career counselors. This study is based on a developmental project at a specific workplace, aiming to establish a more systematic practice for peer counseling. The research involves reflective teamwork, working with the “SWIT” model, reflection notes, logs, observation forms, and conversations with career counselors to highlight both the opportunities and challenges of this specific form of peer counseling.
The findings indicate that peer counseling can be a valuable tool for fostering development and learning, both individually and within the team. It can contribute to increased confidence in the professional role, more systematic knowledge development, and a stronger sense of community in the workplace. At the same time, the study highlights the need for a shared understanding of the goal of peer counseling, as well as the necessity of structure and organization to implement it effectively. This study provides insight into how this form of research can be used as a method for developing career counseling practices in a follow-up support program. The study also explores how the workplace collaborated to prioritize peer counseling with an aim to enhance its professional community
Uteskole, engasjement og læring: En sammenlikning av uteskole og tradisjonell klasseromsundervisning i naturfag på barnetrinnet: Hvordan kommer engasjement og skolefaglig læring til uttrykk?
Get PDFDenne masteroppgaven sammenlikner hvordan elevers engasjement og skolefaglige læring kommer til uttrykk i to ulike organiseringer av naturfagundervisning på barnetrinnet: Uteskole og tradisjonell undervisning i klasserommet. Studien er gjennomført som en intervensjonsstudie hvor jeg har hatt en dobbel rolle som lærer og forsker, og hvor jeg på den ene siden har hatt ansvar for planlegging og gjennomføring av undervisning – samtidig som jeg har forsøkt å bruke forskerens kritiske blikk til å beskrive og forklare hendelser gjennom deltakende observasjon og semistrukturerte intervjuer med elever og kollegaer i etterkant av undervisningen.
Studien bidrar med detaljerte beskrivelser av hvordan elevers engasjement og skolefaglige læring kommer til uttrykk i de to måtene å organisere naturfagundervisning på. Det er ikke grunnlag for å konkludere, med bakgrunn i denne studien, hvilken organisering som bidrar til størst engasjement og læringsutbytte. Imidlertid kan det se ut til at det avgjørende ikke er hvorvidt læringen er organisert som uteskole eller tradisjonell klasseromsundervisning, men heller hvorvidt elevene faktisk får muligheter til å delta aktivt i egen læringsprosess. På denne måten bidrar studien til å synliggjøre hvordan uteskole og tradisjonell klasseromsundervisning kan forstås som komplementære når det gjelder å møte elevers behov.This master's thesis compares how pupils’ engagement and subject-specific learning are manifested in two different approaches to science education at the primary level: outdoor education and traditional classroom teaching. The study has been conducted as an intervention study, in which I have assumed a dual role as both teacher and researcher. On the one hand, I was responsible for the planning and implementation of the teaching sessions; on the other, I sought to adopt a critical, research-oriented perspective by documenting and interpreting events through participant observation and semi-structured interviews with pupils and colleagues following the lessons.
The study offers detailed descriptions of how pupil engagement and academic learning are expressed within these two organisational frameworks for science education. Based on the findings, it is not possible to draw definitive conclusions regarding which approach fosters greater engagement or learning outcomes. However, the results suggest that what proves decisive is not whether the learning takes place outdoors or in a traditional classroom setting, but rather whether pupils are given genuine opportunities to participate actively in their own learning process. In this respect, the study highlights how outdoor education and traditional classroom teaching can be understood as complementary in addressing the diverse needs of pupils