The Nordic Model and Management in International Corporations:A Scoping Review

The overall aim of this scoping review is to present empirical studies regarding how the Nordic model has been investigated in relation to management in international companies. The subse quent objective is to discuss the model’s robustness regarding internationalization. The question raised is how the Nordic model, in relation to management, is configured in empirical studies undertaken in international corporations. Using systematic literature searches to examine peer- reviewed articles published between 2000 and 2022, 15 out of 972 studies were eligible for a full review. Primarily, one facet of the model was investigated: workplace democracy. Foreign-owned companies operating in Nordic countries partly adopted the model, whereas the model was implemented to some extent in Nordic-owned companies abroad. Management’s support and employee involvement were considered important. This review indicates that there is pressure on the model, although it has extended beyond the Nordic border and appears to be adaptable to global working life

The Nordic model and management in international corporations : A scoping review

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Experiences of WNGER II Ph.D.Fellows During the COVID-19 Pandemic – A Case Study

Since January 2020 there have been over 97 million reported cases and 2 million deaths worldwide from COVID-19 and it is not over yet. In many ways, the COVID-19 pandemic is a slow-motion disaster and an ‘external intervention’ that suddenly began in early 2020 and has maintained its grip on the world. The pandemic has influenced the education sector strongly as well, and Ph.D. candidates enrolled in Ph.D. programs during COVID-19 (‘the Ph.D. corona generation’) at Western Norway Graduate School of Educational Research II (WNGER II) were examined in this case study. WNGER II is a research school consortium with seven universities and universities colleges, 97 Ph.D.-candidates, and 48 supervisors and was established in 2018 to complement the Ph.D.-programs and strengthen the Ph.D. education in Western Norway. A pilot phase (2016–2017) was used to identify and address specific challenges in Ph.D. education as experienced in the seven universities and university colleges in Western Norway. The pandemic has presented an urgent need for a better knowledge base to understand the professional, social, and existential conditions for doctoral fellows when society is shut down for an extended period. This explorative case study examined what the doctoral fellows experienced when home office, digital teaching, and digital supervision suddenly replaced physical presence in the workplace (more or less) from March 12, 2020 to November 30, 2021 as a result of the COVID-19 pandemic. A mixed-methods research, formative dialog research, and case study design was applied to try to bridge the conceptual and contextual understanding of this phenomenon. The main data sources were a survey (N = 62, 85% women, 15% men, response rate 70%) and semi-structured interviews (with six Ph.D. fellows). Supplementary data collection was based on formative dialog research and comprised field dialog (13 seminars, eight Ph.D. courses, three Ph.D. supervision seminars, and two Ph.D. gatherings, N = 26), one focus group (n = 11), 21 online observations, and document analysis of Ph.D. policy documents and course evaluations (N = 15). The explorative case study found that the WNGER II Ph.D. fellows are satisfied with the educational quality concerning digital teaching and supervision (micro-level) but have experienced several research-related and psycho-social challenges during the pandemic (meso-level). These changed frame factors have impeded their feasibility and doctoral progression. Even if the WNGER II Ph.D. fellows experienced support during the pandemic, it seems like it entailed incremental measures that have not been sufficient. The Ph.D. regulations were created before the pandemic under normal conditions for normal conditions, but it appears that no substantial adjustments have been made for these extraordinary pandemic conditions in which frame factors attached to data collection, publication delays, childcare responsibilities, social distancing, etc. have changed the premises for their feasibility. This has been particularly critical for these Ph.D. fellows, who have been in this slow-motion disaster for up to 20 months (55% of their 3-year scholarship). Therefore, results from the case study indicate it is more important than ever to understand the gap between formulation, -transformation, and realization arena when it comes to the distinction between incremental, semi-structural changes and fundamental changes in Ph.D. regulations and guidelines caused by societal crises. Even if time compensation has been offered, it seems like the overall Ph.D. guidelines, regulations, and assessment norms have remained unchanged in the transformation arena (meso-level), which might have given some unforeseen implications for some Ph.D.-candidates, which calls for better crisis preparedness on a doctoral level in the years to come.publishedVersio

Digital nødundervisning under covid-19-nedstengning: Lærerutdanneres utvikling av profesjonsfaglig digital kompetanse

Denne studien handler om hvordan digital nødundervisning og samhandling med studenter under covid-19-nedstengningen har påvirket lærerutdanneres profesjonsfaglige digitale kompetanse. 222 tekstresponser fra en spørreundersøkelse distribuert til lærerutdannere ved 5 grunnskolelærerutdanninger i Norge er analysert. Den tematiske analysen viser at følgende forhold har hatt påvirkning på kompetanseutviklingen: lavere terskel og større verktøykasse, drivkraft for didaktisk refleksjon og digital interaksjon og relasjon. Resultatene fra studien viser at omleggingen fra fysisk til heldigital undervisning utfordret lærerutdanneres undervisningspraksis og profesjonsfaglige syn på undervisning og læring med digital teknologi.publishedVersio

Digital storytelling in teacher education: A meaningful way of integrating ICT in ESL teaching

The purpose of this study is to examine how the use of digital storytelling (DST) in teacher education can help develop digital competence in secondary school English as a second language (ESL) student teachers, and promote the innovative use of information and communications technology (ICT) in ESL teaching. Following a case methodology and a design-based research approach, the study reports on two iterative design cycles of a DST workshop held at a Norwegian teacher education program where the aim was to promote secondary ESL student teachers’ digital competence and showcase innovative ways of integrating ICT into ESL teaching. A digital competence model is used as a research lens for the data analysis where data come from a quantitative survey, participant observations, reflection logs, digital artifacts, and semi-structured interviews. Findings point to a number of approaches that can be used in the workshop design such as modeling ICT integration and assessment, scaffolding student-active learning experiences with ICT, and linking theory and practice through reflection. Implications for teacher education are discussed

Digital storytelling in teacher education: A meaningful way of integrating ICT in ESL teaching

Hensikten med denne studien er å utforske hvordan bruken av digitale fortellinger i lærerutdanningen kan bidra til å utvikle lektorstudenters digitale kompetanse og fremme innovativ bruk av IKT i engelskundervisningen. Gjennom bruken av kasusstudie og en design-basert forskningstilnærming beskriver denne studien to gjennomføringer og design-sykluser av et verksted med bruk av digitale fortellinger ved en norsk lærerutdanning hvor det overordnede målet var å vise innovative og hensiktsmessige måter å integrere IKT i engelskundervisningen. En digital kompetansemodell er brukt som linse i dataanalysen hvor datamaterialet kommer fra en kvantitativ spørre-undersøkelse, feltobservasjoner, refleksjonslogger, digitale artefakter og semi-strukturerte intervjuer. Studiens funn viser en rekke tilnærmingsmåter som kan tas i bruk i gjennomføringen av verksted i digitale fortellinger, slik som modellering av integrering av IKT og vurdering med IKT, stillasbygging ved studentaktive læringsopplevelser med IKT, og brobygging mellom teori og praksis gjennom refleksjon. Implikasjoner for lærerutdanningen blir diskutert.Nøkkelord: profesjonsfaglig digital kompetanse, digitale fortellinger, lærer-studenter, lærerutdannere, lærerutdanning, engelsk fagdidaktikkAbstractThe purpose of this study is to examine how the use of digital storytelling (DST) in teacher education can help develop digital competence in secondary school English as a second language (ESL) student teachers, and promote the innovative use of information and communications technology (ICT) in ESL teaching. Following a case methodology and a design-based research approach, the study reports on two iterative design cycles of a DST workshop held at a Norwegian teacher education program where the aim was to promote secondary ESL student teachers’ digital competence and showcase innovative ways of integrating ICT into ESL teaching. A digital competence model is used as a research lens for the data analysis where data come from a quantitative survey, participant observations, reflection logs, digital artifacts, and semi-structured interviews. Findings point to a number of approaches that can be used in the workshop design such as modeling ICT integration and assessment, scaffolding student-active learning experiences with ICT, and linking theory and practice through reflection. Implications for teacher education are discussed. Keywords: professional digital competence, digital storytelling, student teachers, teacher educators, teacher education, ESL didactic

Preparing Future Teachers to Teach with ICT: An investigation of digital competence development in ESL student teachers in a Norwegian teacher education program

Røkenes’ doctoral thesis examines secondary school English as a Second Language (ESL) student teachers’ digital competence development at a Norwegian teacher education program. Design-based research and mixed methods were used in the study. Four cohorts of ESL student teachers over four academic semesters participated in the study. Quantitative and qualitative data were collected through surveys, observations, interviews, and artifacts, and analyzed using sociocultural theory and a digital competence model as a research lens. Article I reports on a review of the research literature focusing on how secondary student teachers develop digital competence in teacher education. Findings emphasize eight approaches used to develop student teachers’ digital competence: collaboration, metacognition, blending, modeling, authentic learning, student-active learning, assessment, and bridging the theory/practice gap. However, findings reveal a lack of underlying epistemological and theoretical frameworks in several studies, and a low number of studies from Scandinavian countries. Article II is a case study examining secondary school ESL student teachers’ digital competence development in an ESL didactics course at a Norwegian teacher education program. Findings indicate that student teachers’ mastery and appropriation of digital competence varies throughout teacher education, and that their overall digital competence is inhibited and enabled through a number of approaches. Results underscore the importance of systematic and reflexive use of ICT in teacher education, and note the value/importance that teacher educators play as digital role models for integrating ICT. Article III discusses a design-based research case study investigating how a digital storytelling (DST) workshop at a Norwegian teacher education program can promote secondary school ESL student teachers’ digital competence development and didactical ways of integrating ICT in ESL. Findings show how, through the workshop, the ESL student teachers gradually moved from mastering basic digital skills to appropriating the more complex dimensions of digital competence. Implications point to a need for setting aside time for student teachers to experience innovative ways of teaching ESL with ICT. The main contribution of Røkenes’ thesis is increased knowledge about approaches and innovative ways of teaching ESL with ICT with the goal of developing secondary school ESL student teachers’ digital competence in Norwegian teacher education

Flipped Classroom in Teacher Education: A Scoping Review

Although flipped classroom (FC) has been popular in education since the 2000s, there is a lack of reviews on how the teaching approach has been applied and what has been gained in the field of teacher education. Most reviews focus either on implementation and learning outcomes with students in higher education and disciplines other than education or on the latter approaches with primary and secondary school pupils. This article presents a scoping literature review of 33 studies published between 2014 until 2019 on flipped classroom (FC) in teacher education. Our analysis points out that studies were mainly conducted in the United States, with an increased implementation in European and Asian countries, and with adoption primarily in the disciplines pedagogy, science, and language arts. Moreover, a majority of studies employed mixed methods with surveys being the most commonly used instrument to collect data. Two main foci were identified across the reviewed studies: student perceptions and academic performance. The analysis of the former revealed six outcomes (1. Attitude, motivation, and emotion; 2. Content delivery; 3. Learning environment; 4. Learning experience; 5. Instructor and student presence; 6. Engagement). Based on our synthesis, we discuss current trends and future development in the research field, FC’s pedagogical value added in teacher education, and potential knowledge gaps in the research literatur

Extended editorial

There is a global challenge to educate future generations for workplace practices and jobs that do not yet exist (OECD, 2017). According to the Organisation for Economic Co-operation and Development (OECD, 2017) and the European Commission (European Commission, 2007, 2018), globalization and deindustrialization on the global stage change the skills and competencies we need for the future. Thus, preparing for future skills and competencies must be addressed in initial education (ibid). Digital competencies or literacies are considered an important way to prepare for an increasingly digital global job market and society, but also as a way to transform society and learning. Development of such competencies cannot be reserved just for a select group of people, but for all citizens, taking a lifelong perspective. The focus on competency development for lifelong learning is a dominant perspective in Norway (Ludvigsen, 2015; Ministry of Children and Education, 2018), and in all of the Nordic countries (Bocconi, Chioccariello, & Earp, 2018). Digital competence has also been an area of research attention for quite some time, in an effort to further develop the understanding of what it is and could be in TE (Dwyer et al., 1991; Erstad, 2005; Gilster, 1997; Hooper & Rieber, 1995; Krumsvik, 2006a; Krumsvik, 2012a; Lankshear & Knobel, 2003). An example which has had a high impact in the field is the TPACK (Technological pedagogical and content knowledge) framework (Mishra & Koehler, 2006) which delivered a conceptualization of teachers’ digital competence. The current special issue addresses professional digital competence (PDC) in teacher education (TE) in Norway from the perspective of a large government funded project with five TE institutions, initiated to meet some of the challenges of a global society and fast paced technological development

Extended editorial: Special issue on Teacher professional digital competence in Norwegian Teacher Education

There is a global challenge to educate future generations for workplace practices and jobs that do not yet exist (OECD, 2017). According to the Organisation for Economic Co-operation and Development (OECD, 2017) and the European Commission (European Commission, 2007, 2018), globalization and deindustrialization on the global stage change the skills and competencies we need for the future. Thus, preparing for future skills and competencies must be addressed in initial education (ibid). Digital competencies or literacies are considered an important way to prepare for an increasingly digital global job market and society, but also as a way to transform society and learning. Development of such competencies cannot be reserved just for a select group of people, but for all citizens, taking a lifelong perspective. The focus on competency development for lifelong learning is a dominant perspective in Norway (Ludvigsen, 2015; Ministry of Children and Education, 2018), and in all of the Nordic countries (Bocconi, Chioccariello, & Earp, 2018). Digital competence has also been an area of research attention for quite some time, in an effort to further develop the understanding of what it is and could be in TE (Dwyer et al., 1991; Erstad, 2005; Gilster, 1997; Hooper & Rieber, 1995; Krumsvik, 2006a; Krumsvik, 2012a; Lankshear & Knobel, 2003). An example which has had a high impact in the field is the TPACK (Technological pedagogical and content knowledge) framework (Mishra & Koehler, 2006) which delivered a conceptualization of teachers’ digital competence. The current special issue addresses professional digital competence (PDC) in teacher education (TE) in Norway from the perspective of a large government funded project with five TE institutions, initiated to meet some of the challenges of a global society and fast paced technological development