1,720,975 research outputs found
There Is Not Enough Women
No full textDet er stor etterspørsel etter ansatte innen naturvitenskap, teknologi, ingeniørfag og matematikk (STEM). Samtidig er kvinner enormt underrepresentert på mange av disse feltene. Bedrifter og organisasjoner har forsøkt å snu denne negative trenden det siste tiåret. Mange introduserte dedikerte rekrutteringsstrategier for å inkludere flere kvinner i STEM. I denne masteroppgaven forsket jeg på to pågående rekrutteringsstrategier for å forbedre kjønnsbalansen innenfor en spesifikk kontekst av European Council for Nuclear Research (CERN) og Universitetet i Agder (UiA). Den kvinnelige representasjonen i disse organisasjonene har vært stillestående det siste tiåret. Eventuelle tidligere intervensjoner for å forbedre situasjonen var ikke vellykket nok siden endringstakten var for lav. Disse dedikerte rekrutteringsstrategiene har flere mål, men fokuset i denne masteroppgaven var høytidelig på kjønnsbalansen. CERNs spesifikke rekrutteringsstrategi 25 av ‘25 ble foreslått i 2021 for å øke gjennomsnittlig antall kvinnelige ansatte i hele organisasjonen til 25 % innen 2025. UIAs Handlingsplan for likestilling, inkludering og mangfold for 2021-2024 har som mål å oppnå en kjønnsbalanse på 40 % og 60 % i hele organisasjonen. Når det gjelder UiA, fokuserte jeg spesielt på den kvinnelige representasjonen på professornivå ved Fakultetet for teknologi og realfag. Gjennom den kvalitative forskningen basert på ti semistrukturerte intervjuer (fem intervjuobjekter fra CERN og fem fra UiA), ønsket jeg å bedre forstå disse spesifikke organisasjonspolitikkene og deres effekt på å redusere kjønnsubalansen. Mitt konkrete forskningsspørsmål var hvordan disse nye rekrutteringsstrategiene kunne bidra til å forbedre kjønnsbalansen og dermed forbedre den generelle likestillingen i disse organisasjonene. Selv om CERN og UiA brukte noe forskjellige tilnærminger, bekrefter hovedfunnene noen samlende faktorer. Strategiene, selv om de er ledelsesledet med et overordnet fokus på mangfold og likeverd i hele organisasjonen, må de implementeres nedenfra og opp basert på den individuelle situasjonen i mindre organisasjonsenheter
"Me too… I Can’t Breathe", Welfare and Social development of Violated immigrant women in Norway. (Immigrant’s women married to Norwegian).
No full textThis thesis aims to explore women migrating to Norway to marry Norwegian and their migration and integration journey to excavate hidden social problems that linger in the society.The research intend to present that IPV is not only an individual phenominen its consequances and human toll is multidimensional, having acute destruction not only on the victims but also the society, its economy, and future generation and becomes a social problem.Finally, it offers several avenues for recommendations and resolutions for future improvements and preventive actions
Meanings, mechanisms, and obstacles of integration in Lindesnes, Norway: How refugees, immigrants, and the receiving society encounter one another, each other, and themselves
Get PDFIn the past decade, an unprecedented number of people have come to Europe seeking refuge. This has thrust immigration into the spotlight, especially for generous welfare states such as Norway. As rural areas of the country become more diverse, understanding social interaction among immigrants – including refugees – and the receiving society is critical for improved integration outcomes. Through ethnographic research, this master’s thesis sheds light on how immigrant and ethnic Norwegian residents of Lindesnes municipality define and relate to integration. The data reveal factors that contribute to and hinder integration. These findings are then analyzed through the use of Garcés-Mascareñas and Penninx’s (2016) heuristic model for the study of integration, which puts a focus on the interaction between and among immigrants and the receiving society. The findings reveal the importance of the receiving society to both individual and societal integration outcomes. How individuals, organizations, and institutions in Norway perceive and interact with immigrants is paramount. Based on the findings and subsequent discussion, specific recommendations are made for Lindesnes municipality. While each place comes with its own unique characteristics, the findings and recommendations may be useful to other communities in Norway and beyond
Likestilling i kommuneplanens samfunnsdel: hvor mye og for hvem?
Get PDFThe region of Lister in Agder is known for being latent and nonprogressive regarding equality compared to the rest of Norway. This master thesis studies four of the municipalities in the region of Lister and their plans for development towards equality. In this thesis we have examined the extent of deliberate focus regarding equality in the community part of the municipality’s master plan. The study is executed through a document study, and the analysis is done through content analysis and a custom tool for analysis which we created for the thesis. Our analysis specifies a universal group as well as four specific groups of interest; gender, disabled, lgbt+ and immigrants. The analysis also differentiates strategies in their depth as well as explicit and implicit recognition of groups. Our findings show that the strategies for the municipalities vary some, but the focus is primarily the same. All municipalities have prioritized the universal and/or the gender group. Most municipalities have chosen general strategies, except Hægebostad who relied more on specific strategies. The gender imbalance has been given some priority in the region, however the focus is primarily in relation to part-time work and childcare, which leaves out other aspects of equality and gendered expectations. Focus on men and childless women are predominantly missing, although Hægebostad has some strategies related to seeing men as caregivers. Disabled and immigrants are in some cases included, however the focus is either very narrow or general and all-encompassing. The lgbt+ group is largely omitted. This groups only mention is as an addition to a general statement. The region of Lister has a good base to understanding of equality, and a grand potential to make this an including region for all. However, if not understood as a problem and without taking action towards, it will be hard to create a more socially sustainable community
Livets første utdanningsvalg
Get PDFThe theme of this research is the recruitment of girls to the STEM field. The aim of the research is to find out what makes girls apply for the upper secondary education program “Information Technology and Media Production” (IM). I have with me my experiences and commitment as a teacher in this work. To answer the problem, I have the following research questions: (1) What do previous experiences mean for girls' choice of ICT education in upper secondary school? (2) What and who influences their choice of higher education? (3) How can we understand the role of counselors in this educational choice? As a theoretical starting point, I have gone into the extension of Corneliussen's critique of Stoet and Geary's "Gender Equality Paradox". According to Corneliussen context is lacking and the paradox places too much emphasis on women's choices over the surrounding factors. This study is an example of the need to delve into specific cases for a more comprehensive understanding in the terms of situated knowledge. I have a qualitative approach and take a feminist perspective where I have first and foremost chosen to see things from girls' point of view. This is based on the fact that knowledge is situated; that all knowledge production must always be understood in a given context. I have conducted eight semi-structured interviews; five girls from IM and three counselors from the upper secondary school where the data material has been analyzed thematically. The research shows that previous experience with technology in many cases is a prerequisite for making an early ICT-related educational choice. Parents, and especially fathers, influence choice to a very large extent by showing the way to technology. The girls who have chosen IM have not paid much attention to friends. The advisers have a great deal of room for maneuver in the form of a lack of clear guidelines. This in turn leads to coincidences deciding too much in terms of professional updating and awareness related to non-traditional gender choices
Digitale verktøy i skolen - En kvalitativ studie av digitale verktøy i et sosioteknisk nettverk, styringsrelasjoner og deres betydning for lærere og elever i videregående skole.
Get PDFDenne masteroppgaven undersøker hvordan digital teknologi påvirker læreres pedagogiske valg i videregående skole. Bakgrunnen for studien er den omfattende digitaliseringen av det norske skoleverket fra 1980-tallet og frem til i dag. Det overordnede målet med oppgaven har derfor vært å forstå hvilke mekanismer som ligger til grunn for lærernes valg av digitale verktøy, og hvilken effekt dette kan ha på elevene (sett fra lærerne sitt perspektiv).
For å svare på problemstillingen er det gjennomført en kvalitativ case-studie med semistrukturerte intervjuer av ti lærere ved én videregående skole. Utvalget er strategisk sammensatt for å representere variasjon i fagområder, kjønn, alder og erfaring. Det teoretiske rammeverket består av Aktør-nettverksteori (ANT) og Institusjonell etnografi (IE). ANT brukes for å analysere hvordan ulike aktører og aktanter – som teknologier, politiske føringer og kommersielle interesser – inngår i et sosioteknisk nettverk og påvirker hverandre gjensidig. IE bidrar til å forstå hvordan styringsdokumenter og ideologiske koder kan virke inn på lærernes praksis gjennom lokale og translokale relasjoner.
Funnene viser at lærernes pedagogiske valg i stor grad er påvirket av fire hovedkategorier av digitale verktøy: fysiske enheter (hardware), læringsplattformer, nettressurser og programvare (software). Det avdekkes at teknologier ofte fremstår med sterke «inskripsjoner» – det vil si innebygde forventninger til bruk – som kan styre undervisningspraksisen på måter som ikke nødvendigvis er pedagogisk forankret. Eksempelvis opplever flere lærere at elever som har brukt iPad og Chromebook i grunnskolen mangler grunnleggende IKT-kompetanse, noe som påvirker undervisningsopplegget i den videregående skole. Dette belyser hvordan valg tatt på kommunalt nivå i grunnskolen – som hvilken enhet elevene får utdelt – skaper langsiktige konsekvenser i det videre skoleløpet.
Et annet viktig funn er lærernes opplevelse av at elevene i dag vil bli underholdt samtidig som de ikke innehar samme stamina som tidligere. Her kan aktantenes agens og inskripsjoner via ANT, sammen med translokale styringsdokumenter via IE, være med på å forklare noe av denne effekten. Noe av det samme ligger bak – i tillegg til bruk av ideologiske koder i en del styringsdokumenter – når flere uttrykker en bekymring for overdreven teknologipositivisme og teknologiimplementering som veier tyngre enn læringsutbytte.
Oppgaven konkluderer med at digital teknologi ikke er nøytral, men at den inngår i et komplekst samspill av institusjonelle, kommersielle og teknologiske føringer som påvirker læreres handlingsrom. Lærerne er dermed både påvirket av aktører og aktanter, men også de bakenforliggende prosessene i et større sosioteknisk nettverk. Ulike styringsdokumenter er også med på å forme de lokale praksisene innenfor skolen. Gjennom en bedre forståelse av disse prosessene, kan man arbeide mot mer pedagogisk forankrede teknologivalg i fremtidens skole
Assessing the role of eLearning on the quality of education in higher institutions of learning: A case study of the School of Women and Gender Studies (SWGS), Makerere University-Uganda
Get PDFThe integration of eLearning in higher education has revolutionized the global educational landscape by enhancing flexibility, accessibility, and inclusivity. In Uganda, this shift was expedited by the COVID-19 pandemic, compelling institutions to adopt eLearning to ensure academic continuity. This study assessed the role of eLearning on the quality of education in the Master of Arts in Gender Studies program at Makerere University's School of Women and Gender Studies (SWGS). It explored student and lecturers’ perceptions of eLearning, highlighting the challenges and benefits while examining the intersections of gender, socio-economic status, and technology. With its focus on whether access necessarily means quality. The research is guided by three questions: How do lecturers perceive the challenges and benefits of digital teaching? How do students experience eLearning’s benefits and obstacles? How does gender and intersecting social categories shape these experiences?
Theoretical frameworks used included Self-Determination Theory (SDT), which emphasizes the psychological needs of autonomy, competence, and relatedness; Intersectionality, which explores overlapping identities like gender and socio-economic status; and Constructivism, which underscores collaboration and interaction in learning. Using a qualitative approach, semi-structured interviews were conducted with students and lecturers, employing purposive sampling to capture diverse perspectives. Thematic analysis revealed several insights: Poor internet connectivity, high data costs, and inadequate access to digital devices disproportionately affect students from low-income backgrounds. Limited digital literacy among both lecturers and students further undermined engagement, Gendered Digital Divide, Isolation and Collaboration. Despite challenges, eLearning’s flexibility is a significant advantage, reducing commuting burdens and enabling self-paced learning. The study contributes to theory by applying SDT in a resource-constrained setting, highlighting how socio-economic and gendered barriers influence autonomy, competence, and relatedness. It also underscores the need for equitable, inclusive learning environments
Equal access to e-learning at Makerere University in Uganda: Exploring students’ benefits and challenges.
Get PDFEqual access to e-learning at Makerere University in Uganda: Exploring students’ benefits and challenges
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
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