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Rationalisierung und Individualisierung:Wie Organisationen gesellschaftliche Werte verändern
No full textMedia Review: Competition: What it is and why it happens
No full textBrankovic J. Media Review: Competition: What It Is and Why It Happens. Arora-Jonsson Stefan, Brunsson Nils, Hasse Raimund, and Lagerström Katarina (Eds.), Oxford, UK: Oxford University Press, 2021. Organization Studies. 2023
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Konstruksjonen av den problematiske lærerutdanningen Lærerutdanningen i et institusjonelt og politisk landskap
Get PDFSammendrag
Norsk lærerutdanning er under stort press fra media, politikere og ett offentlig utdanningssystem opptatt av hvordan man kan reformere og forbedre norsk skole og lærerutdanningen. Avhandlingen retter fokuset på hvordan problemer og løsninger defineres av ulike aktører tilknyttet lærerutdanningen og lærerprofesjonen. Ett ensidig fokus på lærerutdanningens formelle organisering, og hvordan ting burde være, gir et lite nyansert bilde av de faktiske utfordringer lærerutdanningen og nyutdannede lærere møter i praksis.
Studien er orientert av to forskningsspørsmål. For det første hvilke forståelser av problemer og løsninger sentrale aktører i lærerutdanningen og i utdanningsfeltets institusjonelle omgivelser har. For det andre hvordan læreres kompetanser verdsettes og omsettes i og utenfor skolen.
Studien viser hvordan lærerstudentene og lærerutdannerne møtes av motstridende forventninger knyttet til spørsmålet om hva lærerutdanningen er og bør være. Mange studenter starter ved utdanningen ut i fra sin interesse for barn og unges oppvekstsvilkår og trivsel i skolen. Et økt faglig fokus i lærerutdanningen fører til at deres pedagogiske kompetanse og interesser miskjennes og underkommuniseres. De må derfor selv bygge bro mellom en økende akademisk orientert opplæring og et praksisfelt i skolen hvor de må beherske en hel rekke praktiske utfordringer som ikke gis prioritet i lærerutdanningen. Lærerutdannerene, som må forholde seg til organisatoriske og ytre politiske målsetninger i sin yrkesrolle har en delvis annen oppfatning enn studentene om formålet med lærerutdanningens organisering. Spriket mellom formell struktur og praksis blir dermed løst koblet.
Analysene knyttet til læreres kompetanser viser hvordan de kan omsettes i og utenfor skolen. Utdanningen motiverer og kvalifiserer til ulike karrierer. Dette belyser frafall fra læreryrket som et mer sammensatt fenomen.
Prosjektet kombinerer metodiske tilnærminger gjennom tematisk analyse av dokumenter, fokusgruppeintervju, dybdeintervju og spørreskjema. Ved å sammenligne stemmene til ulike aktører tilknyttet lærerutdanningen utfordres ideen om en lærerutdanning i krise.
Nøkkelord: Lærerutdanning, utdanningspolitikk, nyutdannede lærere, nyinstitusjonell teori, avkoblingSummary
During the last decades, the Norwegian teacher education has been placed under increasing media and political pressure, and has been subject to frequent reforms. Political interventions into the school system are based on assumptions of what problems school systems’ face, and how to improve their overall quality. A focus on formal organisation and on how things ideally should be tends to disregard the challenges faced by teachers and other actors within the teacher education.
The thesis addresses two research questions. Firstly, how central actors perceive problems and solutions in the teacher education and its institutional environment. Secondly, it asks how teachers’ capabilities are appreciated and valued inside and outside the school sector.
The analysis shows how central actors decouple their practices and understandings from the official framework, challenging official definitions of problems with their own conceptions. While the teachers’ educators seek legitimacy through local implementation of the official framework, students are subject to contradictory expectations. Many have chosen a teacher career based on an interest for children’s wellbeing in schools. Their pedagogical competences and interests are taken for granted, and it is up to them to bridge the gap between an increasing academic focus in the education and other practical challenges in the profession. Teachers’ competencies are appreciated both within and outside the school context.
There is an extensive number of students leaving the education, as well as teachers leaving the profession after a few years. Several political measures are taken to improve the quality of the education and to recruit more teachers to the profession, based on assumptions of organizational insufficiency. The political interest in dropout from the teacher education and the teaching profession is premised on the idea of a crisis in the educational and school system. The results in this dissertation suggest that this is a highly problematic conclusion. The credentials acquired in the teacher education is also in demand outside of the school system, demonstrating a public trust of the broader repertoire of skills associated with teachers.
The study is based on thematic analysis of documents, focus group interviews, in-depth-interviews and questionnaires. By comparing the narratives of different actors such as teacher students, teacher educators, educational supervisors, bureaucrats and teachers outside the school sector, the study challenges the widespread notion of a teacher education in crisis.
Keywords: Teacher education, educational governance, novice teachers, neo-institutionalism, decouplin
Was ist eine Institution?:Der organisationale Institutionenbegriff zwischen Pornographie und Fußball
Get PDFVariations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Was ist eine Institution?:Der organisationale Institutionenbegriff zwischen Pornographie und Fußball
Get PDFWas ist eine Institution?:Der organisationale Institutionenbegriff zwischen Pornographie und Fußball
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