The Bologna Process and Heis Institutional Autonomy
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Bitstream – Capacity Building for Innovation
Bitstream – Capacity Building for Innovation Final Report Mikael Söderström, Umeå Universitet Ulf Hedestig, Umeå Universitet Terje Fallmyr, Universitetet i Nordland Kjell Ellingsen, Universitetet i Nordland Hallstein Hegerholm, Høgskolen i Nesna Geir-Tore Klæboe, Høgskolen i Nesna WP-14.01 ISSN:1401-4580 Department of Informatics 1 Acknowledgments The project is financed by the European Interreg Botnia Atlantica and following partners 2 Introduction The report presents the realization of and results from the Botnia Atlantica funded project BitStream – Capacity Building for Innovation. The project started March 15 2013 and ended October 31 2014. Originally the project was scheduled to end April 15 2014, but for several reasons the project applied for and was granted extension until October 31 2014. The coordinating funding receiver has been Umeå University and the other Swedish partners has been the municipalities of Sorsele and Storuman. In Norway the partners has been Nesna University College, University of Nordland, the municipal of Bodø and the Norwegian National Collection Agency in Mo i Rana. In short, Bitstream is based on the starting-point that successful development of public administration requires good understanding of how its activities are conducted and how they are perceived by its citizens/customers. This means that process mapping and subsequent process analysis and impact mapping is a fundamental condition for innovative business development aimed at creating ICT innovations in the form of, for example, mobile apps or web-based services. The main objective of the project was to create a transnational platform for capacity building and exchange of experiences in the area of innovative business development. -
Crossing Borders Between Education and Work- Places
CROSSING BORDERS BETWEEN EDUCATION AND WORK- PLACES Hallstein Hegerholm, Nesna University College, NO, [email protected] Ulf Hedestig, University of Umeå, SE, [email protected] Geir-Tore Klæbo, Nesna University College, NO, [email protected] ABSTRACT This paper presents a case study on workplace learning were Swedish and Norwegian public authorities participated in an academic course in business process modelling. The aim has been to develop an un- derstanding of how partners in a transnational project can build bridges between the academic teaching and the students’ local learning at work. A sociocultural framework was applied in the study focusing on the use of tools, the building of knowledge and learning in the zone of proximal development, the crossing of boarders, and interaction and networking between activities. The source of data consisted of inter- views, surveys, observations, data from learning management system, and student’s reports. Analyse of the data was based on four dialogical learning mechanisms – identification, coordination, reflection and transformation. Our findings show that students’ local cases acted as key drivers for their developmental process, as the course transformed from distribution of information to case based knowledge building process at local work places. A mutual learning process occurred when teacher and students taught each other in a zone of proximal development. Further, the use of business model techniques made the inter- pretation of academic discipline easier, since it created a common language that served as a foundation for shared understanding when they discussed their local cases. Keywords: workplace learning, sociocultural framework. 1 INTRODUCTION The case in this study is the BitStream project where participants move between flexible, organized, aca- demic education and work. -
2011 1.Pdf (1.436Mb)
Education across borders Towards e-Didactics of International Module in Socio-cultural Aspects of ICT Editors: Beata Godejord Elzbieta Perzycka Pris kr. 120,- ISBN 978-82-7569-197-0 ISSN 1501-6889 2011, nr. 1 Om Fredrikke Tønder Olsen (1856-1931) Fredrikke Tønder Olsen ble født på handelsstedet Kopardal, beliggende i nåværende Dønna kommune. Det berettes at Fredrikke tidlig viste sin begavelse gjennom stor interesse for tegning, malerkunst og litteratur. Hva angår det siste leste hun allerede som ung jente ”Amtmannens døtre”. Kildene forteller at Fredrikke levde et fascinerende og spennende liv til tross for sine handikap som svaksynt og tunghørt. Hun måtte avbryte sin karriere som gravørlærling fordi synet sviktet. Fredrikke hadde som motto: ”Er du halt, er du lam, har du vilje kjem du fram.” Fredrikke Tønder Olsen skaffet seg agentur som forsikringsagent, og var faktisk den første nordiske, kvinnelige forsikringsagent. Fredrikke ble kjent som en dyktig agent som gjorde et utmerket arbeid, men etter 7 år måtte hun slutte siden synet sviktet helt. Fredrikke oppdaget fort behovet for visergutter, og startet Norges første viserguttbyrå. Hun var kjent som en dyktig og framtidsrettet bedriftsleder, der hun viste stor omsorg for sine ansatte. Blant annet innførte hun som den første bedrift i Norge vinterferie for sine ansatte. Samtidig var hun ei aktiv kvinnesakskvinne. Hun stilte gratis leseværelse for kvinner, inspirerte dem til utdanning og hjalp dem med litteratur. Blant hennes andre meritter i kvinnesaken kan nevnes at hun opprettet et legat på kr. 30 000,- for kvinner; var æresmedlem i kvinnesaksforeningen i mange år; var med på å starte kvinnesaksbladet ”Norges kvinder” som hun senere regelmessig støttet økonomisk. -
Annual Report 2012
Annual Report 2012 For Nord-Norge SpareBank 1 Nord-Norge in short SpareBank 1 Nord-Norge Design: Rød Tråd AS - Photo: Arthur AS - Photo: Arnesen Design: Rød Tråd SpareBank 1 Nord-Norge in short Operations 126 History 3 Group Management 128 Organizational charts 4 Main Board of Directors 130 Group key figures 6 Governing bodies 132 Important events in 2012 8 Corporate Governance 134 Vision and business concept 9 Risk management, internal control and capital management 140 The Bank’s history 10 Localization 11 Ownership structure 153 CEO’s report 12 Business description – Retail and corporate markets, SNN Markets 156 SpareBank 1-Alliance 162 Report and results 14 Corporate Responsibility 164 Annual Report 2012 16 Together we get things to happen 166 Annual Accounts - Income Statement 40 Spaceship Aurora 168 Annual Accounts - Balance Sheet 41 On a campervan tour with Hekla Stålstrenga 170 Annual Accounts - Changes in equity 42 Andsnes opens the Storm 172 Annual Accounts - Cash flow statement 44 Tromsø students receive Sirkus Eliassen Annual Accounts - Notes 45 as a donation from the Bank 174 Annual Accounts - Group profit analysis 121 Statement from the Main Board of Directors and the CEO 122 Report from the Control Committee 123 Auditor’s Report 124 2 HISTORICAL BACKGROUND 40 SpareBank 1 Nord-Norge is the result of the merger of about 40 savings banks in Nordland, Troms and Finnmark. 75 SpareBank 1 Nord-Norge has an extensive network with a total of 75 branches, whereof 73 are in the region, including one in Svalbard. The Bank also has two branches in Russia. -
Annual Report 2017 Content
Annual report 2017 Content Point Resources Pro-forma key figures 4 in brief A platform for further growth established 6 Our history 8 Five core strategic activities 10 A diversified portfolio focused on four proven core areas 12 Material remaining potential in the Balder and Ringhorne area 14 Reserves and resources 27 Executive Management 28 From the Board of Directors 32 Board room Corporate governance 34 Board of Directors’ report 2017 36 Responsibility statement 42 Financial Consolidated Financial Statements 44 Statements Alternative Performance Measures 93 Financial Statements Point Resources AS (Parent Company) 94 Auditor's report 129 In the section Point Resources in brief, pro-forma numbers are used mainly to illustrate the operational and financial effect of the acquisition of ExxonMobil’s operated NCS portfolio in 2017 by use of the economic date of the transaction, 1 January 2017, rather than the date for closing of the transaction, 1 November 2017. It is in the Board of Director’s opinion that use of pro-forma numbers for 2017 is a representative way of showing Point Resources’ underlying performance for 2017. The Consolidated Financial Statements prepared according to IFRS are based on the completion date 1 November 2017, and numbers for 2017 in this section may therefore differ from the Consolidated Financial Statements. All production, reserve and resource data in this annual report are net to Point Resources AS. Point Resources AS has an ambition to become a leading, independent E&P company on the Norwegian Continental Shelf -
Status for Fusjonsarbeidet
Soft Nano Science/Technology Jon Otto Fossum Norwegian University of Science and Technology - NTNU Trondheim Norway Norwegian University of Science and Technology NTNU Norwegian University of Science and Technology - NTNU Trondheim Oslo-Trondheim ~45 min by plane Norwegian University of Science and Technology - NTNU Norwegian University of Science and Technology - NTNU Foto: Carl-Erik Eriksson Norwegian University of Science and Technology STUDIES 14 University-level institutions in Norway 1) NTNU – Norwegian University of Science and Technology 13 2) University of Oslo 3) Norwegian University of Life Sciences 4) Norwegian School of Economics and Business Administration 5) Norwegian School of Sport Sciences 16 6) The Oslo School of Architecture and Design 7) The Norwegian Academy of Music 8) The Norwegian School of Veterinary Science 9) UniK – University Graduate Centre, Kjeller 1 10) The Norwegian Lutheran School of Theology 11) University of Stavanger 12) University of Bergen 12 13) University of Tromsø 2,3,4,5,6,7,8,9,10 14) The University Centre in Svalbard 11 15) University of Agder 15 16) University of Nordland Norway has ~ 5 million inhabitants May 2013 Academic history 1217 Schola Cathedralis Nidrosiensis 1760 Royal Norwegian Society of Sciences and Letters 1910 Norwegian Institute of Technology (NTH) 1922 Norwegian Teachers’ College [in Trondheim] (NLHT) 1950 SINTEF (the Foundation for Technical and Industrial Research at NTH) 1955 Norwegian Academy of Technological Sciences (NTVA) (Trondheim) 1968 University in Trondheim (UNIT) -
Utku Ali Riza Alpaydin.Pdf (1.050Mb)
University-Industry Collaborations (UICs): A Matter of Proximity Dimensions? by UTKU ALİ RIZA ALPAYDIN Thesis submitted in fulfilment of the requirements for the degree of PHILOSOPHIAE DOCTOR (PhD) PhD programme in Social Sciences UiS Business School 202 University of Stavanger NO-4036 Stavanger NORWAY www.uis.no ©202 Utku Ali Rıza Alpaydın ISBN: 978-82-7644-991-4 ISSN: 1890-1387 PhD: Thesis UiS No. 576 Acknowledgements First and foremost, I would like to thank the members of my supervisor team, Rune Dahl Fitjar and Christian Richter Østergaard. Thank you to my main supervisor, Rune, for all your help and support during this PhD. I have truly appreciated your irreplaceable academic assistance through your insightful comments. You have been a source of a professional and intellectual guidance for my research. Your encouragement to follow my ideas and assistance to support me on every step in the best possible way substantially facilitated my PhD life. I am grateful for your generosity to share your experiences and for your dedication to review all the papers included in this thesis. Thank you to my co-supervisor, Christian, for your contributions on this PhD especially during my term as a visiting scholar at Aalborg University. The suggestions you provided strengthened significantly the empirical part of this thesis. The papers in this PhD have been presented at a wide range of conferences. I would like to thank the organizers, discussants and participants at the following conferences: The 12th Regional Innovation Policies (RIP) Conference, in Santiago del Compostela, Spain, in October 2017; The 16th Triple Helix Conference, in Manchester, United Kingdom, in September 2018; Norwegian Research School on Innovation (NORSI) Conference, in Oslo, Norway, in January 2019; University-Industry Interaction (UIIN) Conference, in Helsinki, Finland, in June 2019; Technology Transfer Society (T2S) Annual Conference, in Toronto, Canada, in September 2019; and The 5th Geography of Innovation (GEOINNO) Conference, in Stavanger, Norway, in January 2020. -
THE YEAR 2015 NORWEGIAN AGENCY for QUALITY ASSURANCE in EDUCATION D E a R READER Terje Mørland Director General
NOKUT THE YEAR 2015 NORWEGIAN AGENCY FOR QUALITY ASSURANCE IN EDUCATION D E A R READER Terje Mørland Director General Finding a balance between a focus on education programmes. This is part of people who have studied abroad can excellence and a broad approach is a well- NOKUT’s development work, and it will use their qualifications in the Norwegian known problem for research initiatives, be completely separate from the accred- labour market. As the national resource though somewhat less so for education. itation process. The group is expected to centre for foreign education, we provide On several occasion in 2015, we expressed come up with activities and measures to employers and educational institutions our belief that it is high time that the focus stimulate innovation and raise competence. with advice and information about the on excellent research was also accompa- Norwegian recognition schemes through nied by a focus on excellence in education. Everyone shall be happy with the quality our turbo evaluation schemes. There will The signals and funding received from the of education at the institution they are probably be a growing need for this in Ministry of Education and Research for a studying at, be it a college of tertiary voca- the time ahead. new call for applications for Centres of tional education, a university college or a Excellence in Higher Education indicate university. In order to map the status in Many immigrants arrived in Norway in a growing focus on excellence in educa- this area, we have in recent years shifted 2015, and the number of applications for tion. -
Faculty for Biosciences and Aquaculture Annual Report 2016
FACULTY FOR BIOSCIENCES AND AQUACULTURE ANNUAL REPORT 2016 We educate for the future! MILESTONES IN 2016 NEW UNIVERSITY FIRST CLASS TO GRADUATE AS DOCTORS Nord University was established on 1 January 2016 as OF VETERINARY MEDICINE AT UVMP a result of a merger between the former University of The cooperation with the University of Veterinary Nordland, Nesna University College and Nord-Trøn- Medicine and Pharmacy (UVMP) in Slovakia is part of delag University College. It was a big milestone. The FBA’s international profile. The joint degree of Joint Board adopted a new faculty structure with five Bachelor in Animal Science constitutes the corner- faculties in June 2016. The “old FBA” in Bodø and stone of the cooperation. The first 11 veterinarians the “green” sectors in animal science and nature graduated in 2016. They started their studies in Bodø management at Steinkjer became a new Faculty of in 2010 and completed their bachelor’s degree in Biosciences and Aquaculture (FBA). Formally, the 2013. In June 2016 they got their degree in veteri- new faculty was established on 1.1.2017, and gave nary medicine, and were ready to start practice in FBA a solid growth both in number of employees Norway or other countries they wish to work. All and students. graduates had relevant work to go to the day they received their diploma. In the coming years, this Several processes and meetings among new collea- cooperation between FBA and UVMP, with study gues were carried out at both university and faculty starting in Bodø, will educate ± 25 veterinarians - a level during 2016. -
Dato: 09.09.2021 Sted: Bodø
Dato: 09.09.2021 Sted: Bodø Øyvind Fylling-Jensen styreleder Anders Söderholm medlem Lise Dahl Karlsen medlem Eva Maria Kristoffersen medlem Ellen Sæthre-McGuirk medlem Oddbjørn Johansen medlem Elisabeth Suzen medlem Tone Elisabeth Berg medlem Sissel Marit Jensen medlem Synne Witzø medlem Tord Apalvik medlem Øyvind Fylling-Jensen styreleder 1 Saksliste Vedtakssaker 62/21 Styrets konstituering og oppnevning av nestleder 3 63/21 Godkjenning av protokoll fra møtet 10.-11. juni 11 64/21 Rektor rapporterer 9. september 31 65/21 Forretningsorden for styret ved Nord universitet 32 66/21 Instruks for rektor ved Nord universitet 37 67/21 Delegasjonsreglement 2021 41 68/21 Budsjettforslag 2023 - Satsing utenfor rammen 51 69/21 Oppfølging av etatsstyring 2021 67 70/21 Statusrapport for forskning ved Nord universitet, 2020 75 71/21 Høringsinnspill til Langtidsplan for forskning og høyere utdanning, 2021 83 72/21 Klagenemndas årsrapport 2020 97 73/21 Lokale lønnsforhandlinger - 2021 107 74/21 Internrevisjon 2022, forslag til tema 111 75/21 Møteplan for styret for Nord universitet 2022 114 76/21 Langtidsorden 9. september 115 77/21 Referater 9. september 117 2 62/21 Styrets konstituering og oppnevning av nestleder - 21/00120-6 Styrets konstituering og oppnevning av nestleder : Styrets konstituering og oppnevning av nestleder Arkivsak-dok. 21/00120-6 Saksansvarlig Hanne Solheim Hansen Saksbehandler Linda Therese Kristiansen Møtedato 09.09.2021 STYRETS KONSTITUERING OG OPPNEVNING AV NESTLEDER Forslag til vedtak: Styret for Nord universitet konstitueres og oppnevner Anders Söderholm som styrets nestleder i perioden 01.08.2021 – 31.07.2025. 3 62/21 Styrets konstituering og oppnevning av nestleder - 21/00120-6 Styrets konstituering og oppnevning av nestleder : Styrets konstituering og oppnevning av nestleder Saksframstilling Nord universitets styresammensetning er regulert av Lov om universiteter og høyskoler (UH- loven) § 9-3. -
Council of the University of the Arctic: Strides in Strategic Development
Report to the Senior Arctic Officials of the Arctic Council Narvik, Norway November 28-29, 2007 University of the Arctic International Secretariat University of Lapland Report to the Senior Arctic Officials of the Arctic Council November 2007 Introduction The University of the Arctic (UArctic) is a cooperative network of universities, colleges, and other organizations committed to higher education and research in the North. UArctic constitutes 110 members from around the Arctic; 87 higher education institutions and 33 other organizations. It is now 10 years since the early idea of a University of the Arctic came from a small group of individuals at an AMAP meeting, leading to a proposal to the Senior Arctic Officials (SAOs). This proposal envisaged a geographically dispersed institution that would combine the strengths of existing establishments by bringing together students and staff. Benefits would include the sharing of Arctic knowledge, costs of expensive and/or underused facilities, and expanded opportunities for access to education among the region's residents, in particular, for the indigenous peoples of the region. The SAO’s mandated a feasibility study on the University of the Arctic, and the process led to the Iqualuit Declaration of 1998 where the Ministers, "welcome, and are pleased to announce the establishment of the University of the Arctic, a university without walls...". The official Launch of the University of the Arctic occurred in Rovaniemi, Finland, on June 12, 2001, in conjunction with the celebration of the 10th anniversary of the Rovaniemi process. In the years following the Launch, membership has increased steadily and the administrative structures to support governance and programs have been consolidated. -
The Bologna Process and Heis Institutional Autonomy
Athens Journal of Education - Volume 7, Issue 4, November 2020 – Pages 365-384 The Bologna Process and HEIs Institutional Autonomy By Linda Helén Haukland The Bologna Process has made a strong impact on the development of European higher education, although the greatest impact has not been from the process itself, but from the national reforms introduced along with it. With a relatively young higher education system, Norway was ahead of most European countries in implementing the Bologna Process and reforms indirectly linked to it. Due to path dependencies and the Higher Education Institutions being, to a certain extent, autonomous and carriers of their own culture, we cannot draw conclusions at the local level without empirical studies. Therefore, the case of Nord University shows us how this process directly and indirectly affected Higher Education Institutions in Norway. The Higher Education Institutions (HEI) integrated horizontally in an education system that was increasingly hierarchical and competitive. The need for standardisation in order to secure equality and efficiency, and the demand for greater autonomy in the HEIs was answered by strengthening some and weakening other forms of institutional autonomy along with the establishment of a new accreditation system. Three dimensions of autonomy are touched on in this study. Firstly, the question of who has decision-making power in the HEIs defines whether they are ruled by professional or administrative autonomy. Secondly, the question of the HEIs’ mission is decided either by the HEI itself, representing substantive autonomy, or by external demands on production and external funding, representing what I call beneficial autonomy. Finally, the question of how the HEIs fulfil their mission decides whether they have individual autonomy or procedural autonomy.