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Vímuefnaneysla ungmenna skoðuð í ljósi líðanar þeirra og tengsla við foreldra
No full textDuring adolescence, individuals face various changes and challenges. Parents tend to become insecure in the parenting role during these years. Concerns have been directed at how their children will fare in the coming years and in the future. Some caregivers strive to prepare them as best they can, fostering their well-being, communication skills, and health. Others experience challenges in their upbringing, feeling that they are losing control and unable to steer the child in the right direction. This is not without reason. The period of adolescence increases young people’s vulnerability to mental health problems as many mental illnesses appear during these years. Mental well-being is the prerequisite for people’s prosperity both as individuals as well as citizens where everyone’s ingenuity and skills should be recognized. It is, therefore, worrying that mental stability is deteriorating among young people in the Western world. Mental health policy has been called on as well as different resources and treatments and already many nations have placed mental health at the center of their agendas. In adolescence experiments with substances are also common. In Iceland adolescent binge drinking was strikingly common in the 70s, 80s and 90s but with joint preventive efforts of parents, schools, and authorities there has been a positive trend in the direction of much less alcohol being used by teenagers in junior high school. However, as teenagers get older, substance use rises, both in frequency as well as quantity, with increasing variety of substance types. Since the 80s there has also been constant growth in adult alcohol consumption in Iceland and young people aged 18–34, are among these consumers and the group at greatest risk for heavy drinking. Cannabis use among adolescents in Iceland is also on the rise, even in junior high school. In addition, young people are using more prescription drugs. All this is a matter of concern. Studies in Iceland have focused on different risk and protective factors, both related to mental well-being and substance use. Various aspects have been examined, relating both to individuals and the environment. The aim of this study is: Firstly, to map young people’s drug consumption and mental well-being by using a measure of psychosomatic symptoms. Secondly, to examine these factors in relation to gender and the quality of the young people’s relationship with parents. Thirdly, to explore young people’s mental well-being, the quality of their relationship with parents, their gender and economic background in relation to their alcohol and cannabis use. The data used came from the study, Health Behaviors in School-Aged Children. Students in 10th grade answered a questionnaire asking about these factors. The results showed that a quarter of young people experience poor relationships with their parents and that they are more likely to feel bad and use alcohol and cannabis than those who experience good or very good relationships. Girls did not use less alcohol than boys, although their cannabis use was lower, and they were more likely than boys to evaluate their relationship with their parents as poor and less likely to evaluate it as good. There was a connection between the young people’s dysphoria that appeared as psychosomatic symptoms, a poor relationship with parents and a poor economic background and being more likely to have an experience of using both alcohol and cannabis than those who feel better, have a better relationship and a higher economic background. There was also an association between dysphoria and alcohol and cannabis use, regardless of the young people’s relationship with their parents. The findings emphasize the importance of early intervention when symptoms of dysphoria appear. Parents need to be encouraged to nurture good relationships with their children, discuss daily issues and challenges with them to help them take better decisions. Caregivers’ aptitude to recognize early signs of young people’s dysphoria needs to be improved as well as their ability to respond to it and provide them with further services. Finally, it is essential to ensure better access to mental health services, to reduce the likelihood of their condition deteriorating further as well as drug abuse becoming their lifeline to feel better.Á unglingsárum takast einstaklingar á við ýmsar breytingar og áskoranir. Góð andleg líðan er forsenda velferðar fólks og því vekur það áhyggjur að henni fer hrakandi hjá ungmennum á Vesturlöndum. Áhyggjur beinast einnig að vímuefnaneyslu ungmenna en sífellt koma fram nýjar áskoranir í því efni. Markmið rannsóknarinnar var að kortleggja andlega líðan og vímuefnaneyslu ungmenna og skoða samband þessara þátta við gæði tengsla við foreldra og kyn. Einnig átti að kanna hjá ungmennum samband andlegrar líðanar, gæða tengsla við foreldra, kyns og efnahagslegs bakgrunns við áfengis- og kannabisneyslu. Notuð voru gögn úr rannsókninni Heilsa og lífskjör skólabarna þar sem nemendur í 10. bekk svöruðu spurningalistakönnun. Niðurstöður gáfu til kynna að fjórðungur ungmenna upplifði slök tengsl við foreldra og að þau væru líklegri en hin sem upplifa góð eða mjög góð tengsl, til að líða illa og nota vímuefni. Stúlkur notuðu ekki minna áfengi en drengir þó kannabisneysla þeirra væri minni, þær voru líklegri en drengir til að meta tengsl við foreldra slök og ólíklegri til að meta tengslin mjög góð. Tengsl voru einnig milli andlegrar vanlíðanar ungmenna, slakra tengsla við foreldra og verri fjárhagsstöðu fjölskyldu og þess að vera líklegri en þau sem líður betur, hafa betri tengsl og búa við betri fjárhagsstöðu, til að nota bæði áfengi og kannabis. Jafnframt voru tengsl milli vanlíðunar og vímuefnaneyslu óháð tengslum ungmenna við foreldra. Nýta þarf snemmbær inngrip þegar einkenni um andlega vanlíðan gera vart við sig. Hvetja þarf foreldra til að hlúa að góðum tengslum við börn sín og auka þarf þekkingu og hæfni uppeldisaðila til þess að bregðist við vanlíðan ungmenna. Loks þarf að tryggja betra aðgengi að geðheilbrigðisþjónustu í samfélaginu og draga þannig úr líkum á að andleg vanlíðan á unglingsárum þróist á verri veg og ungmenni leiti til bjargráða eins og vímuefna til þess að deyfa hana
„Ég held að þetta hafi gefið okkur hugrekki til að láta í okkur heyra“ Um frumkvæði nokkurra ungmenna að breytingum á námskrá og menntun í grunnskóla
No full textThe aim of this study is to shed light on how a few 15-year-old students called for changes in the National Curriculum for Compulsory Schools in Iceland which they found obsolete to some extent. The objective, furthermore, is to analyse the impact of their proposals on their peers, their school, the municipality where the school is located and on government policy making. By examining the students’ initiative, the research seeks to understand whether anyone listens to students’ views, actions, and activities and whether their opinions can lead to changes in the content of learning and teaching. The research questions asked what made a few young students in a compulsory school in Iceland call for changes to the National Curriculum Guide for Compulsory Schools and what the effect of their call for change was. Students’ voices and their influence have attracted researchers’ attention in recent years, as young people have become increasingly involved in the public arena. The theoretical framework is based on theories and studies on children’s social activism, the “Greta Thunberg Effect” and on children’s voices, and agency in line with the United Nations Convention on the Rights of the Child. The study also reflects on the impact of the students’ initiative and the adultism that surfaces when children want to take matters in their own hands, on the pretext of knowing better and protecting them.The research is based on available information about the initiative of the students, the association Our Education System, formed by the students and media coverage of its proposals and actions. Further sources are a group interview with the students that formed the board of the association, and interviews with the school administrator and the department head of education at Hafnarfjarðarbær, where the compulsory school the students attended is located. A question-frame and research emphases were prepared with the aim of the study in mind. Permits were obtained from the participants and the parents of the students. According to the results, the students found that the initiative to form the association, compile the proposals and present them, had given them more courage to make themselves heard and increased their self-confidence. A great deal of learning had taken place and the students involved had, among other things, learned to seek information, form an opinion and to present their case in a matter-of-fact manner. The initiative was well received by most parties concerned and the students attracted a good deal of press coverage; they met with the school and municipal authorities, the, the prime minister and the minister of education in Iceland. Everyone who spoke to the students considered it important to transfer their recommendations directly into the policy discussion that would now take place concerning the upcoming new education policy of the state and in the city of Hafnarfjörður as well. But even though many people showed interest in their initiative and called for advice, the students were not sure that their actions would lead to change. It is interesting to note that the proposals were also met with negativity both from young people on social media, and from some teachers in the school who called the students involved to a meeting where the curricula were discussed and pointed out which subjects fall under them. The results show that students in compulsory schools can and have taken social action in affairs that they feel adults are not addressing. This can increase adults’ understanding of students’ views towards daily life and what is important to them. Besides, teachers can learn from students, something which may well initiate change through proposals and actions and create good role models for others in social activismLögð er áhersla á að börn og ungmenni láti til sín taka og hafi áhrif á samfélag sitt. Í þessari grein er fjallað um niðurstöður rannsóknar á frumkvæði nokkurra ungmenna að stofnun félagsins Menntakerfið okkar og þær tillögur að breytingum á námskrá sem félagið hefur staðið fyrir. Varpað er ljósi á tilurð, markmið og tilgang félagsins og hvaða áhrif frumkvæðið hefur í ljósi kenninga um mikilvægi samfélagslegrar virkni ungmenna. Einnig er gerð grein fyrir viðbrögðum fullorðinna og jafningja við tillögum þeirra og hvort þar megi greina birtingarmyndir fullorðinshyggju. Byggt er á fyrirliggjandi upplýsingum um félagið, fjölmiðlaumfjöllun um aðgerðir þess og viðtölum við stjórnarmenn, skólastjórnendur og sviðsstjóra hjá Hafnarfjarðarbæ. Helstu niðurstöður sýna að börn og ungmenni geta átt frumkvæði að breytingum með tillögum og aðgerðum og verið öðrum góð fyrirmynd í samfélagslegri virkni. Frumkvæði stjórnar félagsins Menntakerfið okkar og tillögum að breytingum var víða vel tekið, fjallað um þær í ýmsum fjölmiðlum og stjórnin kölluð til ráðgjafar af yfirvöldum sveitarfélaga og ríkis. Má meðal annars greina áherslur félagsins í menntastefnu til ársins 2030. Viðbrögðin voru þó ekki á einn veg og mætti frumkvæðið einnig neikvæðni jafningja á samfélagsmiðlum og hjá kennurum sem töldu að skilja mætti á málflutningi stjórnar félagsins að það væri ekki verið að kenna öll fög í skólanum og að kennararnir kenndu ekki það sem þeir ættu að kenna. Mikilvæg viðbrögð fullorðinna við frumkvæði ungmenna er að styðja við þau og sýna þeim fram á að þau geti verið virk í samfélaginu og tekið þátt í að móta það
Áherslur á mannréttindi í skólastarfi: Innsýn í aðferðir Réttindaskólans
No full textViolations of children’s human rights occur in many parts of the world due to wars, various types of crises and multiple other reasons. Children are especially vulnerable in such situations which behoves the international community and civil societies to react. In accordance with international obligations of the Convention on the Rights of the Child, children\u27s rights need to be ensured, for example by supporting their development and education, offering them participation opportunities, and educating them about their rights. This emphasis has in recent decades become stronger in the educational policies of western countries, which includes Iceland. In this article, the history of education legislation will first be traced, how children’s and young people’s rights develop and get a deeper and broader meaning from the first comprehensive Icelandic legislation in 1907 on children’s education (7–13 years) to the most recent in 2008 on primary education (6–15 years). The current education system emphasizes that children and young people need to learn about their rights and responsibilities as a prerequisite for living with other people in the society. The developmental project of UNICEF’s Rights School in Iceland emerged from this background in 2016–2017. The aim was to create democratic environments in schools and strengthen students’ welfare by implementing the Convention on the Rights of the Child. At the end of year 2017, the first schools in Iceland were accepted as UNICEF Rights Schools. Secondly, data was obtained from two Rights Schools’ websites about the ideology and emphasis of the schoolwork. The following data was also obtained from UNICEF about the Rights School project: UNICEF’s summary of experience with the project, Rights School Handbook (Eriksson and Fryknäs, n.d.), Implementation and participation in Rights Schools, Rights School Project book and Introduction to Rights Schools. Thirdly, to give an insight into how human rights emphasis appears in schoolwork the aim of the paper is to present findings of the first case study in Iceland on UNICEF’s Rights Schools. Data was collected by taking three interviews with one principal and two supervisors of the Rights School project. They were asked about their views and experiences of the project, and it’s aims, methods and values within their schools. Findings indicated that the schools benefited from UNICEF’s support during the project’s implementation phase but at the same time the schools had enough flexibility to develop and adapt the project to the schools’ ideology and emphasis. The project also proved to support aims in the primary school legislation as well as the fundamental pillars of the National Curriculum Guide, in particular human rights and democracy. Participation in the project turned out to be an incentive to democratic practices, where students’ voices are recognized, and participation opportunities offered. The teachers felt that students’ knowledge and understanding of their rights and responsibilities grew and they were interested in taking part in the Rights council which was among the main aspects of the project. Two children from each age group were members in the Rights council along with school staff and parent representatives. At the council, children often took the initiative to discuss issues they felt should be tackled in the school environment, such as schoolyard safety issues. Subsequently they became the custodians of reforms. The Rights council also proved to be a good forum for bringing together the forces of the school community. Students’ representatives in the Rights Council learned to seek a democratic mandate and proposals for reform from other students, for example at class meetings, which became fora for students to discuss issues they felt were important, such as communication problems. Interviewees also explained that the project had introduced valuable opportunities for students to work with human rights in schoolwork through various participation opportunities, such as in the environment council, but also through working with various values in communication such as safety, rights, trust, responsibility, respect, empathy, and tolerance. They also said that the project had contributed to a better school culture, communications, and co-responsibilities within the school community. UNICEF’s support and ‘toolbox’, with, e.g., the comprehensive handbook and project book, proved to be a great support in the implementation process. The project’s main challenges include sharing essential project information with school staff and parents, being able to involve parents in the project and creating opportunities for students to be active in decisions about diverse aspects of the schoolwork, not only practical aspects such as the organization of the school outdoor area. Furthermore, challenges in working with communication issues and prejudice occurred regularly, such as when comments are based on stereotypes. This study is part of a larger research project on children’s rights and responsibilities. The next step in the research will be to get students’ views on participation in the Rights School project.Áhersla á mannréttindi hefur á síðustu áratugum komið sterkar fram í menntastefnum vestrænna ríkja og er Ísland þar á meðal. Máttur menntunar er mikill, sér í lagi þegar tryggja þarf mannréttindi og mannúð í síbreytilegum heimi. Því er mikilvægt að menntakerfi leggi áherslu á að börn og ungmenni læri um réttindi sín, ábyrgð og skyldur sem er grunnur þess að lifa í samfélagi með öðrum. Með þetta að leiðarljósi varð þróunarverkefnið Réttindaskóli UNICEF til hér á landi árið 2016–2017. Tilgangur greinarinnar er í fyrsta lagi að rekja í sögulegu ljósi hvernig réttindi barna og ungmenna þróast í íslenskri menntalöggjöf og fá dýpri og víðari merkingu frá fyrstu löggjöfinni um fræðslu barna árið 1907 til þeirrar nýjustu árið 2008 um grunnskólastarf. Í öðru lagi að kynna niðurstöður úr fyrstu tilviksrannsókn hér á landi á Réttindaskólaverkefni UNICEF. Tekin voru þrjú viðtöl við skólafólk í tveimur Réttindaskólum um sýn þess á markmið, leiðir og gildi verkefnisins. Einnig var aflað gagna frá UNICEF um hugmyndafræði Réttindaskóla og af vefsíðum þeirra tveggja um áherslur skólanna. Fram kom að skólarnir nutu mikilvægs stuðnings UNICEF við innleiðingu Réttindaskólaverkefnisins. Samhliða hafi verkefnið verið þróað og aðlagað að ferlum sem fyrir voru í skólunum. Viðmælendum þótti vel hafa tekist til við að auka þekkingu og skilning nemenda á réttindum sínum og ábyrgð og verkefnið hafa stutt við áherslur núgildandi grunnskólalaga og aðalnámskrár. Tækifæri til þátttöku nemenda í skólastarfi hafi aukist, til dæmis með setu í réttindaráði og nemendafulltrúar lært að sækja lýðræðislegt umboð til annarra nemenda. Í hnotskurn má segja að Réttindaskólaverkefnið sé að mati viðmælenda gott veganesti fyrir nemendur í samtíð og framtíð. Það hafi stuðlað að framförum í skólastarfi með bættum skólabrag, samskiptum og aukinni samábyrgð. Það hafi einnig stutt við lýðræðislega starfshætti og tækifæri til að vinna með mannréttindi og aðrar grunnstoðir í skólasamfélaginu
Þriðja hlutverk háskóla í íslensku samfélagi: Greining á umfangi og áherslum
No full textThe objective of our research is to analyse the extent of third mission engagement in Iceland, the main collaboration partners of academics, and barriers to collaboration. Hereby, we develop and modify scales regarding third mission activities (TM) of academics, and regarding academics’ perceptions of barriers to collaboration. For the research, a survey was sent out to the total population of 674 permanently employed academics at the University of Iceland in early 2021. Findings reveal that academics mostly collaborate within their own department and with foreign universities, but the least collaboration is with Icelandic or foreign companies. Most academics are positive towards increasing collaboration but tend to lack the time or opportunities. Overall, participation in TM is not very high, and on our innovation measure it is very low. Most common activities relate to lectures, public debates or talks to non-academic organisations. Women are more likely to take part in educational activities, and men in innovation activities. When analysing TM by academic position, professors score higher in all activities except educational activities. Academics at the School of Humanities are least likely to take part in any activities linked to TM. Teaching is the main perceived barrier to increasing collaboration, and we observe a gender difference where women perceive teaching and commercialisation activities as higher barriers than men. For non-professors teaching is a higher barrier than for professors. Academics belonging to the School of Humanities regard external factors in their environment as higher barriers to collaborate than do academics in other schools.Markmið þessarar rannsóknar er að greina umfang verkefna sem tengjast þriðja hlutverki háskóla á Íslandi, sem og samstarfsaðila háskólafólks í slíkum verkefnum og hindranir í samstarfi. Við smíðum kvarða um verkefni háskólafólks tengd þriðja hlutverkinu (ÞH) og um skynjaðar hindranir sem standa í vegi fyrir auknu samstarfi. Könnun var send á alla 674 fastráðna akademíska starfsmenn Háskóla Íslands snemma árs 2021. Niðurstöður sýna að háskólafólk á í mestu samstarfi innan eigin deildar og við erlenda háskóla, en í minnstu samstarfi við íslensk og erlend fyrirtæki. Háskólafólk er almennt jákvætt fyrir auknu samstarfi en skortir tíma og tækifæri. Yfir það heila er þátttaka í ÞH ekki mjög mikil, og kvarði okkar sýnir mjög litla virkni í viðskiptatengdri nýsköpun. Algengustu verkefni tengjast fyrirlestrum, málstofum og kynningum utan háskólaumhverfisins. Konur eru líklegri til að taka þátt í fræðslutengdum verkefnum og karlar í nýsköpunartengdum verkefnum. Þegar ÞH er greint út frá akademískri stöðu kemur fram að samanborið við aðra akademíska starfsmenn mælast prófessorar hærri á öllum þáttum fyrir utan fræðslutengd verkefni. Háskólafólk við Hugvísindasvið er ólíklegast til að taka þátt í verkefnum tengdum ÞH. Kennsla er helsta skynjaða hindrunin fyrir auknu samstarfi og kynjamunur er á skynjuðum hindrunum, að því leyti að konur skynja kennslu og markaðsfærslu sem stærri hindranir en karlar. Akademískir starfsmenn sem ekki eru prófessorar skynja kennslu sem stærri hindrun en prófessorar. Háskólafólk við Hugvísindasvið skynjar frekar þætti utan háskólaumhverfisins sem hindranir fyrir samstarfi, samanborið við önnur fræðasvið
Leiðbeiningar um stjórnarhætti fyrirtækja í fræðilegu og hagnýtu ljósi: Dæmi frá Íslandi
No full textCorporate governance has established itself as an independent research field in recent decades. Initially, research on governance was limited to the theoretical elaboration and development and to solve the problem of agency and control that arose when business owners began to hire professional executives to lead their companies. Later, governance theories also began to revolve around communication with other stakeholders. At the same time, stakeholders were beginning to place more emphasis on the legal framework of governance and governance guidelines, not least because the problems and risks posed by governance are in fact manifested through losses when companies fall due to misconduct. This article sheds light on the development of guidelines on governance. On the one hand, insight is provided into theoretical research on corporate governance from the perspectives of shareholders, stakeholders, legal aspects and on guidelines of corporate governance. On the other hand, attention is focused on the practical aspects of governance where a study is made of the development of guidelines on corporate governance in Iceland. First the content of the guidelines on corporate governance is reviewed, and second all versions of the Icelandic guidelines that have been published in the last 17 years are studied in more detail, six versions. Initially, since 2004, the emphasis has been on guidelines for shareholders, the board and directors. After the collapse of the financial sector in 2008, more emphasis was placed on guidelines regarding board members and the provision of information to the community, in addition to further stipulating the role of the board. In recent years, most attention has been paid to the development of guidelines regarding the work of sub-committees and the position of those committees vis - à - vis shareholders, the board and the executive board.Stjórnarhættir fyrirtækja hafa fest sig í sessi sem sjálfstætt fag á síðustu áratugum. Fyrst í stað voru rannsóknir á stjórnarháttum afmarkaðar við þróun kenninga á þeim umboðs- og eftirlitsvanda sem varð til þegar eigendur fyrirtækja fóru að fá til sín atvinnustjórnendur til að veita fyrirtækjum forystu. Síðar fóru kenningar um stjórnarhætti að rýna í samskipti við fleiri hagsmunaaðila. Samhliða þróast lagaleg umgjörð stjórnarhátta og leiðbeiningar um stjórnarhætti ekki síst vegna þess að þau vandamál og sú áhætta sem er viðfangsefni stjórnarhátta birtist í raun og veru gegnum stórfelld tjón þegar fyrirtæki fóru að falla vegna misbrests í stjórnarháttum og umboðssvika. Þessi grein miðar að því gefa innsýn í fræðasviðið og þróun leiðbeininga um stjórnarhætti. Annars vegar er áherslan á fræðilegt yfirlit yfir rannsóknir á stjórnarháttum þar sem fjallað er um stjórnarhætti fyrirtækja út frá hluthöfum, hagsmunaaðilum, lagalegri hlið og út frá leiðbeiningum. Hins vegar er athyglinni beint að hinum hagnýta þætti stjórnarhátta þar sem gerð er könnunar rannsókn á þróun leiðbeininga um stjórnarhætti fyrirtækja á Íslandi. Skoðað er hvað það er sem leiðbeiningar um stjórnarhætti fyrirtækja fjalla almennt um og síðan er rýnt í allar útgáfur af íslensku leiðbeiningum sem birtar hafa verið á síðustu 17 árum, en þær eru sex talsins. Fyrst í stað, frá 2004, var áherslan mest á leiðbeiningar varðandi hluthafa, stjórn og stjórnarmenn. Eftir hrun 2008 var lögð meiri áhersla á leiðbeiningar varðandi stjórnarmenn og upplýsingagjöf til samfélagsins samhliða því sem kveðið er nánar á um hlutverk stjórnar. Á síðustu árum hefur athyglin verið mest á þróun leiðbeininga varðandi starf undirnefnda stjórnar og stöðu þeirra nefnda gagnvart hluthöfum, stjórn og framkvæmdastjórn
Skapandi greinar - listsköpun eða viðskipti?
No full textIcelandic translation of the term skapandi greinar (creative disciplines), removes the emphasis on industries. Literature on the creative industries indicates that there is a tension between these two factors, creation and business, both of which are essential characteristics of the creative industries. This article seeks to analyze the attitudes of individuals in the creative industries towards the concept and environment of the creative industries in Iceland. It is based on nine interviews with individuals in the design, music and video game sectors. The analysis of interviews indicates that the tension between artistic creation and business is manifested in the fact that the video game sector finds it difficult to define itself as a ‘creative discipline’, as the term creative discipline, as used in Iceland, seems to refer primarily to the artistic part of the concept. The difference in attitudes is also reflected in the discussion on funding and human resources in the creative industries. There is a shortage of skilled labor in the video game sector. In the design and music sector, on the other hand, there are indications that there is an oversupply of people, and the interviewees also emphasized individuals’ access to grants and funds rather than the financing of companies, as in the video game sector. All the industries, however, had in common that they believed that the business environment in the creative industries was such that companies with growth potential emigrated. The conclusion of the article is that the emphasis within the creative industries in Iceland is on the artistic part of the creative industries, with the result that profit-driven companies such as in the video game sector find it harder to see themselves within the concept. In policymaking, this tension between artistic values and business must be considered.Hugtakið creative industries hefur verið þýtt sem skapandi greinar á íslensku. Í hugmyndinni um skapandi greinar sameinast áhersla á listsköpun og viðskipti. Fræðileg umfjöllun um hugtakið skapandi greinar gefur til kynna að togstreita sé á milli þessara tveggja þátta, sköpunarinnar og viðskiptanna, sem báðir eru nauðsynlegir eiginleikar skapandi greina. Í þessari grein er leitast við að greina viðhorf einstaklinga í skapandi greinum til hugtaksins og umhverfis skapandi greina á Íslandi. Byggt er á níu viðtölum við einstaklinga innan hönnunar-, tónlistar- og tölvuleikja geirans. Greining viðtala bendir til þess að togstreitan á milli listsköpunar og viðskipta birtist í því að tölvuleikjageirinn á erfitt með að skilgreina sig sem skapandi grein, enda virðist hugtakið skapandi greinar, eins og það er notað á Íslandi, fyrst og fremst vísa til listræna hluta hugtaksins. Viðhorfsmunurinn birtist einnig í umræðu um fjármögnun og mannauð í skapandi greinum. Í tölvuleikjageiranum er skortur á menntuðu vinnuafli. Í hönnunar- og tónlistargeiranum eru hins vegar vísbendingar um að offramboð á fólki sé að ræða og þar lögðu viðmælendur einnig áherslu á aðgengi einstaklinga að styrkjum og sjóðum fremur en fjármögnun fyrirtækja líkt og í tölvuleikjageiranum. Allar greinarnar áttu það þó sameiginlegt að telja að rekstrarumhverfi í skapandi greinum væri með þeim hætti að fyrirtæki með vaxtarmöguleika flytji sig úr landi. Niðurstöður greinarinnar eru þær að áhersla innan skapandi greina á Íslandi hallist að listræna hluta skapandi greina, með þeim afleiðingum að hagnaðardrifin fyrirtæki eins og í tölvuleikjageiranum eigi erfiðara með að finna sig innan hugtaksins. Í stefnumótun í málaflokknum þarf að taka tillit til þeirrar togstreitu sem er á milli listrænna gilda og viðskipta
Stuðningur við umönnunarábyrgð karla í völdum fjármála- og orkufyrirtækjum á Íslandi og í Noregi
No full textThe article addresses how four companies in Iceland and Norway support male employees in their caring role. The findings are based on interviews with human recourse managers, male workers, and their spouses in a financial institution and an energy company in each of the countries. Flexible working hours and the possibility to work from home were thought to be important supportive measures. Shorter working hours also gave the male employees a greater opportunity to com bine work and care. Interviewees also described a culture of support from managers and placed emphasis on the importance of managers being role models, for example by making use of paid parental leave or leaving work early to pick children up from daycare or school. However, flexibility could come as a cost. At times, the employees had to work after hours and often the boundaries between work and family life were blurred. Some expressed a heavy workload and the will to strive as an employee worked against the company policies of creating a family-friendly work environment. The loss of income, while on parental leave, also prevented fathers from using longer leaves. The research highlights the importance of placing emphasis on work-life balance and that companies measure the impact of such policies. Managers should also encourage employees to express their struggles to combine work and family life.Í greininni er fjallað um hvernig fjögur fyrirtæki á Íslandi og í Noregi styðja við umönnunarábyrgð karlkyns starfsmanna. Niðurstöður byggja á viðtölum við mannauðsstjóra, karlkyns starfsmenn og maka starfsmanna eins fjármálafyrirtækis og eins orkufyrirtækis í hvoru landi. Sveigjanlegur vinnutími og möguleiki á að vinna heima reyndust mikilvæg stuðningsúrræði og sömuleiðis skapaði stytting vinnutímans starfsmönnum aukin tækifæri til að samræma vinnu og umönnun barna. Stuðningur yfirmanna þótti skipta miklu máli sem og að stjórnendur færu fram með góðu fordæmi, svo sem með því að nýta sjálfir fæðingarorlof eða hætta snemma í vinnu til að sækja barn í leikskóla eða skóla. Sveigjanleikanum fylgdu þó líka gallar. Stundum þurfti að sinna verkefnum eftir að hefðbundnum vinnudegi lauk og oft voru mörkin milli vinnu og einkalífs óskýr. Sumir upplifðu mikið verkefnaálag og viljinn til að sanna sig í vinnu vann gegn markmiðum stjórnenda um að skapa fjölskylduvænt vinnuumhverfi. Þá þótti tekjuskerðing í fæðingarorlofi hindra karlkyns starfsmenn í að nýta lengra fæðingarorlof. Rannsóknin undirstrikar mikilvægi þess að fyrirtæki setji fram mælanleg markmið um hvernig skuli auðvelda starfsfólki að samræma vinnu og fjölskylduábyrgð. Einnig er mikilvægt að stjórnendur hvetji starfsfólk til að ræða erfiðleika við að samþætta vinnu og einkalíf
Corruption and state-building. The case of Iceland
Get PDFThe Nordic countries are generally considered relatively low-corrupt systems. A host of different factors have been invoked to account for the region’s distinctiveness in this respect, including both institutional and socio-cultural factors. The current study presents an addition to the literature on Nordic state building and corruption through the less studied case of Iceland. It is argued that the Icelandic case is important when weighing the relative impact of sociocultural vs. institutional factors in the emergence of corruption. Unlike the other Nordic states, Iceland experienced a significant amount of corruption during the twentieth century even if it shares many social and cultural features with the other Nordic states. What makes it stand apart is the lack of a strong institutional basis for bureaucratic autonomy, which contributed to relatively high levels of politicization in public life and greater corruption than commonly found in the Nordic countries
The complexities of the doctoral candidate-supervisor relationship: Voices of candidates at the University of Iceland
Get PDFThe aim of this study is to examine the complexities of the doctoral candidate–supervisor relationship within the doctoral programme at the University of Iceland through the voices of the doctoral candidates. Numerous studies suggest that doctoral candidates endure a stressful working environment and that one of the most important factors influencing this is the relationship with the supervisor. In this study we have chosen to focus on what doctoral candidates at the University of Iceland value most in communication with their supervisor and where they feel improvements can be made. Findings show that what doctoral candidates value the most is an available, encouraging and supportive supervisor who gives their candidates a sense of autonomy while still providing quality feedback on their work. Candidates who experience inactive, disorganised, dismissive and/or overly controlling supervisors indicate that these factors contribute to their dissatisfaction, anxiety and stress. These patterns are similar across all the University’s five schools. Based on these findings we suggest that doctoral candidates be allocated an ombudsman and that supervisors receive increased support and training