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Lillehammer University College
Research and development
at Lillehammer University College 2013
Lillehammer University College is located on Storhove, 5 kilometers north of Lillehammer.
ISSN 0809-1609
Information series no 41/2014
Questions regarding the report should be adressed to the individual research group, the research comittee or the rector.
Editors:
Yvonne Fritze, Lars Bærøe, Anne Sofie Lofthus and Sigbjørn Hernes
Layout and editing:
Gro Vasbotten
Data processing:
Biblioteket ved HiL
Photographers:
Ole Jacob Reichelt, Lars Teppan Johansen and Gro Vasbotten
Circulation:
Published on hil.no - prints may be ordered. Download from hil.no is accepted.
PREFACE
The Research and Development at Lillehammer University College
(LUC) hold high quality and provides basis for further reflection and
reflective action capability. The research shall provide new insights in
research issues on an empirical, theoretical and methodologically high
level. Besides providing new knowledge, we also hope that our research
can contribute to increase the quality and pace of innovation nationally
and regionally. It is also the foundation of research-based teaching at our
institution. The interaction between teaching and research contribute in
such a way that the teaching is in accordance with the latest research. We
therefor want to have permanent staff on hand who teach on the basis
of their research The most important research resource at LUC is the
allocated R&D time that is part of the academic positions, and we want
to keep it this way to stimulate increased quality and extent of research.
LUC is dedicated to having an R&D profile where the priority
areas are based on employee and institutional advantages and
special expertise. In recent years, LUC has emerged as an institution with a social science and media profile.
The two PhD-programs that are now accredited by the Norwegian Agency for Quality Assurance in Education
(NOKUT), “Child and Youth Participation and Competence Development” and “Innovation in Services - in
the Public and Private Sectors” provide education at the highest academic levels within two areas that are
central to LUC’s research activities. Furthermore, the Norwegian Film School has conferred doctoral degrees
to candidates participating in the Norwegian Artistic Research Fellowship Program. In 2013 we applied for
accreditation of the PhD-program “Audiovisual media”. The application is based on an academic collaboration
between the Faculty of Humanities at the Norwegian University of Science and Technology (NTNU) and the
Department of Social Sciences at LUC. The program will be a joint degree between these two environments.
As this annual report shows, there is also considerable research and development activity within other
fields and disciplines at LUC, including public policy, media studies, general and special education,
welfare and social studies, economics and business administration, management and organization
studies, tourism, international relations, history, law, sports, child welfare, social work, social
education, psychology, sociology, cultural project management, and film and television studies.
Although we have had a decline in the number of publication points in the national database
for documentation of research, LUC continues to rank well above average among university
colleges nationally when we measure the number of publication points per faculty member. It is
important to remember that artistic development productions at the film school, and productions
at the faculty of film and television production are not included in the current system
The level of formal competence among academic staff is high. About half of our faculty members
are employed as associate professors and in professorships, and a fifth are professors.
LUC wishes to further its competence and research culture and also maintain and strengthen its position regionally
as a research leader, with national and international leading academic environments in our academic focus areas.
As the rector of LUC, I wish to thank everyone who in various ways has contributed
to furthering our institution’s research and development activities in 2013.
Lillehammer, august 2014
Bente Ohnstad
Rector
1
RESEARCH AND DEVELOPMENT AT LILLEHAMMER UNIVERSITY COLLEGE 2013
TABLE OG CONTENTS
Preface ......................................................................................................................................... 1
Brief overview of the report ......................................................................................................... 3
PART A – MAIN FEATURES OF RESEARCH AND DEVELOPMENT .... 4
Why is high-quality R&D-activities important? .......................................................................... 4
Organization ............................................................................................................................... 5
LUC’S academic staff .................................................................................................................. 6
R&D production 2013 ............................................................................................................... 7
Research group and research centres ............................................................................................ 8
Doctoral programs ...................................................................................................................... 9
The central research committee ................................................................................................... 10
PhD committee ........................................................................................................................... 10
Research funding ......................................................................................................................... 10
PART B – DOCTORAL DEGREES .............................................................. 14
Child and youth participation and competence development ...................................................... 14
Innovation in services – in the public and private sector .............................................................. 14
The Norwegian Film School ........................................................................................................ 14
PhD fellows at LUC .................................................................................................................... 14
Dissertations 2013 ...................................................................................................................... 18
PART C - PUBLICATIONS ........................................................................... 20
Books published by LUC staff .....................................................................................................
Journals published at LUC ..........................................................................................................
Level-1 and level-2 publications ...................................................................................................
Non-scoring publications ............................................................................................................
National Science week 2013 ........................................................................................................
Artistic development work ...........................................................................................................
20
23
24
28
31
32
FIGURES AND TABLES
Figure 1: Organizational chart LUC 2013 ................................................................................... 4
Figure 2: Relation between R&D-intensity and educational intensity .......................................... 5
Table 1: Full-time equivalent faculty positions (teaching and research) in 2013 ........................... 6
Table 2: Academic publications 2007-2013 ................................................................................. 7
Table 3: Publication points by faculty 2009-2013 ........................................................................ 7
Table 4: Publication points by academic position 2009-2013 ...................................................... 8
Table 5: Publication points by academic position 2012-2013 (Per 01.10. both year) ................... 8
Table 6. Externally funded projects at LUC in 2013 .................................................................... 11
Table 7: New projects granted in 2013, to be started in 2014 ...................................................... 13
Table 8. PhD fellows at LUC per 31.12.13 .................................................................................. 14
2
BRIEF OVERVIEW
OF THE REPORT
This report presents the main features of Lillehammer University College’s (LUC) research
and development (R&D) activities in 2013. It also includes a more detailed account of
doctoral projects, external research funding, and publication activities.
Part A of the report describes main features of LUC’s research and development. Overviews of
formal competence, research production and acquisition of external research funding are
provided. It also presents LUC’s research centers, groups and committees.
Part B includes information about LUC’s doctoral programs, PhD fellows and dissertations.
Part C provides a more detailed overview of publications during 2013. Including a selection
of books written by LUC faculty, journals published at LUC, a detailed overview of scoring
and non-scoring publications and an overview over artistic development.
This report is published in Norwegian and English. Both versions are available from LUC’s
website hil.no, along with more information.
We hope you will enjoy the report!
Yvonne Fritze
Head of Research / Provost
3
PART A – MAIN FEATURES OF
RESEARCH AND DEVELOPMENT
This section describes the main features of LUC’s research and development. Overviews of formal
competence among the academic staff and research production in terms of publications and acquisition of
external research funding are provided. It also presents LUC’s strategic research goals and gives a brief
overview of the functioning of LUC’s research administration.
LUC’s aim is to offer education based on cutting-edge
knowledge emerging from research, academic and artistic
development, and experiential learning. Research-based
education ensures students’ access to the best and most
recent knowledge within the various academic fields. The
ideal of research-based knowledge is both a prerequisite
for meeting and a means to meet challenges that society
in general, and our region in particular, are facing.
tribute to increase the quality and pace of innovation in regional and national activities.
--Fulfill the obligation to offer research-based
education. High-quality research-based education
WHY IS HIGH-QUALITY R&DACTIVITIES IMPORTANT?
faculty members
--Offer opportunities for professional and academic
ensures recruitment of talented students.
--Recruit academic staff. Institutions that demonstrate excellence in research have an advantage both
in terms of recruiting new and keeping existing
development for our faculty members.
--Interact with national and international research
communities, administrative bodies and businesses
that provide new knowledge and ensure quality.
--Establishing programs on the highest level. High
academic competence is a requirement for the accreditation of Master and PhD programs.
--Contribute to the financial viability of LUC
through the performance-based public funding
scheme and through successful grant applications
to the Research Council of Norway, the EU and
other sources.
LUC’s aim is to offer education based on cutting-edge
knowledge emerging from research, academic and artistic
development, and experiential learning. Research-based
education ensures students’ access to the best and most
recent knowledge within the various academic fields. The
ideal of research-based knowledge is both a prerequisite
for meeting and a means to meet challenges that society
in general, and our region in particular, are facing.
Comprehensive and high-quality R&D activities are important in order to:
--Provide insight into the most current empirical,
theoretical, and methodological questions within
national and international research that might con-
In addition to resources and expertise, high-quality R&D
actives depends on freedom in the choice of topics, inde-
FIGURE 1: ORGANIZATIONAL CHART LUC 2013
UNIVERSITY COLLEGE BOARD
Study Committee
RECTOR
Central Research Committee
Learning Environment Com.
RECTORATE - DIRECTOR
International Committee
Ph.D. Committee
Working Environment Com.
Equal Opportunity Com.
Appoinment Committee
Central administration
- University College Management
Office and Archives Department
- Organization and Personnel Department
- Finance and Facilities Management
Department
- IT-section
- Department of Academic Affairs
- Library
- Centre for Lifelong Learning
Appointment Council
Faculty of
Social Science
Faculty of
Education
and Social Work
Faculty of
økonomi og
organisasjonsvitenskap
Faculty of Film and
Television production
The Norwegian
Filmschool
Faculty Board
Faculty Board
Faculty Board
Faculty Board
Faculty Board
Dean
Dean
Dean
Dean
Head of studies
4
Head of studies
Head of studies
Head of studies
Dean
Head of studies
PART A – MAIN FEATURES OF RESEARCH AND DEVELOPMENT AT LUC
pendence from delegating authorities as well as high
ethical research standards. LUC wishes to promote these
values within research.
ORGANIZATION
Lillehammer University College originates back to
1970, when Hedmark and Oppland Regional College
was established at Storhove. In 1977, the college split
in two regional departments, and Oppland Regional
College emerged as a separate institution. In 1994 ORC
became Lillehammer University College.
In the beginning of 2014, LUC had 4 800 enrolled
students and 363 employees. The research capacity
amounted to 80 full-time equivalent positions. These
numbers make LUC’s Storhove campus the largest in
the region.
LUC’s academic activities is organized in the following
five faculties (see figure 1):
Faculty of Education and Social Work, Faculty of Social
Science, Faculty of Economics and Organizational Studies,
Faculty of Film and Television Production, and the Norwegian Film School. In addition, the Centre for Continuing
Education (CEE) works within specially commissioned
teaching, continuing education and development projects.
The head of research / provost is responsible for the research at LUC, the rector and university college board
are senior bodies. The central research committee is the
university college board’s specialist body for research policy
and management of support schemes.
The head of faculty, dean, is responsible for the R&D activities at the faculties. The right and obligation to conduct
research is related to the position, not the holder of the
position. Professor and associate professor positions have
45% allotted time to R&D and lecture positions have
25% allotted time to R&D.
The college wishes to keep this structure, but also accommodates for individual adjustments according to research
production and grant acquisitions. Good working conditions including continuous research time is an important
condition for the quality of research. Several people of the
academic staff are part of research groups, both within
the faculty, inter-faculty groups and research groups with
members from different institutions. This will be described
in more detail later in this report.
The principle of research-based teaching along with a relatively high time allotment for research, make LUC’s in-
FIGURE 2: RELATION BETWEEN R&D-INTENSITY AND EDUCATIONAL INTENSITY
Source: Ministry of Education and Research’s status report (2014, page 227)
Comparison of Norwegian university colleges (acronym HiL = LUC) : X-axis (educational intensity) relation between production of credits and number
of academic staff (R&D-intensity). Y-axis – relation between publication points and number of academic staff.
5
stitutional profile share many features with the established
universities. According to the Ministry of Education and
Research’s status report (2014, page 227), LUC differs from
the other public university colleges with higher education
and research intensity. The other university colleges are
clustered together at the mean values for the two ratios.
addition we have employed two post doc employees (1.5
FTEs). In sum, positions at the level of associate professor
or higher comprised 52% of LUC’s total academic staff
in 2013.
As of 31.12.2013, 30 people (29.7 FTEs) were employed
in PhD fellow positions and 3 fellows had their work place
at LUC.
LUC’S ACADEMIC STAFF
At LUC, there are too few women in positions at the
associate and full professor level, even though there have
been a slight improvement in 2013. LUC work towards
changing this imbalance through recruitment initiatives
and various PhD fellow arrangements.
Overall the level of formal competence is relatively high at
LUC. According to statistics from the Database for higher
education (DBH) of the academic staff as of 1.10.2013,
positions at the full professor level amounted to 18.6%
of the academic staff. In comparison the average is 8.6%
for public university colleges and 25% for universities.
Positions at the associate professor level make up 61.2
full-time equivalent (FTE) R&D-positions in 2013. In
However, among PhD fellows, woman amounted to 62%.
A similar trend can be found at other institutions in Norway and internationally. This will probably make it easier
TABLE 1: FULL-TIME EQUIVALENT FACULTY POSITIONS (TEACHING AND RESEARCH) IN 2013
2005
2006
2007
2008
2009
2010
2011
2012
2013
Professor
18
22,2
24,6
30,0
32,8
29,6
34,1
36,2
34,7
Professor II (adjunct)
1,0
1,3
2,1
2,3
2,0
1,8
1,8
1,4
1,6
Dosent
1,0
1,6
1,6
2,0
2,0
1,3
2,0
2,0
2,0
0,6
0,2
0,5
0
0,0
0,0
University College Dosent
Ass. Prof. (Førsteamanuensis)
35,5
38,0
37,0
38,4
48,7
53,3
45,2
47,2
47,9
Ass. Prof. (Førstelektor)
14,4
16,0
15,2
18,7
16,6
18,2
17,1
14,8
13,3
Ass. Prof. (Amanuensis)
9,6
9,0
8,0
7,0
6,0
6,0
6,0
6,0
6,0
Ass. Prof. (Høgskolelektor)
33,1
33,8
42,1
43,4
42,3
43,3
46,2
47,1
47,7
University College Teacher
11,4
10,4
9,1
8,0
10,0
9,1
7,6
8,2
7,9
PhD Fellow
12,3
13,0
13,4
13,6
16,9
21,0
25,7
24,7
29,7
1,0
1,0
1,5
185,7
188,5
192,3
Postdoc
Totalt
6
136,3
145,3
153,0
164,9
177,3
184,1
TABLE 2: ACADEMIC PUBLICATIONS 2007-2013
Type publikasjon
2007
2008
2009
2010
2011
2012
2013
Articles in peer-reviewed journals
49
55
62
64
91
80
58
Articles in academic journals
4
6
11
4
14
13
7
Books / text books
17
15
25
19
15
18
19
Chapters in books / textbooks
17
81
87
28
71
60
56
Other academic reports published outside LUC
8
3
4
3
4
5
3
Other academic reports published by LUC
Lectures/papers presented at academic conferences
1
8
18
2
10
2
2
116
133
106
105
159
200
206
Total number of publications
248
301
313
225
364
378
351
Publication points
95,6
98,7
111,2
105,3
132,1
123,97
95,2
-*Proportion of level-2 publications by publication points1
9,4%
8,6%
3,4%
4,6%
7,0%
12,7%
10,8%
to recruit woman to the highest academic positions at
LUC in the future.
R&D PRODUCTION 2013
of Education and Research) in 2014 was NOK 363 million. Which means that the RBO for publication points
accounts to ca. 1.07 percent. For 2013 it amounted to
ca. 1.3 percent.
R&D work at a university college during a calendar year
includes a multitude of activities within the different stages
of the research process. This R&D work includes grant
acquisition, various forms of preparation for the particular
projects, including obtaining, processing and analysis of
data. Written descriptions of the conducted research are
published to communicate results to fellow researchers and
the public as well as for individual qualification. LUC’s
total publications therefor act as one of LUC’s academic
quality indicators.
The ministry has included a qualitative component in the
registration system. Journals and publishers are divided
into two categories, level-1 and level-2. Publication in a
level-1 journal or publisher gives 1 and 5 point for articles
and books respectively, and the equivalent for level-2 is
3 and 8 points.
These descriptions, which over time take the form of reports, articles and dissertations, may be based on research
from a previous year and has been made ready for publishing after being through a lengthy process. Therefore a lot
of the research work carried out in the current report year,
do not need to appear as published until several years later.
There may be several reasons for the decline, and some of
the reasons that have been pointed out are:
yyThe total amount of teaching hours has increased
as a result of more students per employee and as a
result of changes in the working time arrangements.
yyThe year 2011 was at a level that must be considered
extraordinary in terms of publication points, and
that a more realistic level will be the average of 20112013.
yyThe decline can be explained by changes in the research process, where there are periods with a strong
focus on acquisitions and data collection, while the
publication points are overlooked for the time being.
This implies that the sum of research publications, published in a given calendar year, does not give an accurate
impression of the total R&D work carried that year. The
overview over published publications is still the most
practical indicator of the R&D work carried out at LUC.
The change in the number of publication points, both for
faculties and position categories are presented in table 2
and 3. We can see that LUC after the peak in 2011 have
had a decline in publication activity two years in a row.
R&D work at the institutions form the basis for the performance-based allocation that LUC receives
from the government. This allocation is
TABLE 3: PUBLICATION POINTS BY FACULTY 2009-2013
calculated on the basis of publications in
Faculty
2009
2010
2011
2012
2013
approved journals and publishers. The alloFaculty of Social Science
22,1
38,3
45,5
42,0
27,9
cation income is included in the budget two
Faculty of Economics and
37,6
20,5
42,6
32,8
23,4
years after the publication is registered. The
Organisational Studies
total RBO-allocation (performance based
Faculty of Education and social
48,4
44,8
43,6
42,5
43,2
redistribution) for 2014 (based on reporwork ted 2012 figures) was NOK 4.7 million,
Faculty of Film and Television
1,5
of which publishing points amounted to
Production
NOK 3.88 million (124 points x 31290 kr).
Unspecified
3,233
1,666
0,5
5,1
0,7
LUC’s total allocation (from the Ministry
Sum
111,3
105,3
132,2
123,9
95,2
7
yyThe motivational factor associated with
the performance-based system is changing.
yyReorganization of study programs have
taken away time from research.
yyProductive researchers leave or are absent
for a period of time.
Above, we pointed out individual factors that
may have had an impact on the downward trend
in publication points in the previous years. There
are differences between the different faculties
and academic environments. The reasons for
the decline is therefor most likely composed
of several of the reason listed above. In 2014
LUC will try to identify and understand more
of the reasons behind this decline (see also table
3 and 4).
RESEARCH GROUPS AND
RESEARCH CENTERS
It is widely recognized that organizing researchers
into research groups can improve the aspects of
grant acquisitions and strengthen the quality
of research. LUC therefor aims to facilitate the
establishment of research groups and build local,
regional, national and international networks.
TABLE 4: PUBLICATION POINTS BY ACADEMIC
POSITION 2009-2013
Points pr academic position
2009
2010
2011
2012
2013
Professor
44,2
49,1
61,1
66,9
41,7
Dosent
0,0
0,0
0,0
0,0
0,0
Professor II (adjunct)
4,9
2,8
5,2
1,5
4,5
Ass. Prof. (Førsteamanuensis)
36,5
29,7
36,5
31,8
33,4
Ass. Prof. (Amanuensis)
1,4
0,5
1,0
0,6
0,3
Ass. Prof. (Førstelektor)
2,9
4,6
0,0
0,7
1,2
Ass. Prof. (Høgskolelektor)
7,4
2,9
10,5
7,3
5,3
University College Teacher
0,0
0,3
0,0
0,5
0,0
PhD fellow
9,9
13,7
17,3
9,5
7,4
Others
4,3
1,8
0,7
5,1
1,3
Total
111,3
105,3
132,2
123,9
95,2
TABLE 5: PUBLICATION POINTS BY ACADEMIC
POSITION 2012-2013
Institusjon
Publ.
poeng
UFFårsverk
2013
2012
2013
Change
Vestfold University College
173,2
273,4
0,48
0,63
0,15
Narvik University College
67,7
121,0
0,43
0,56
0,13
95,2
189,6
0,64
0,50
-0,14
Gjøvik University College
89,5
187,4
0,49
0,48
-0,01
The Research Centre for Child and Youth Competence Development: Research areas that are
emphasized in studies of child and youth competence development, vary over time depending on
changes in the community, but also as a result of
the research-related priorities done by the community and the various research environments.
At the present time these practice areas emerge
as the most important when it comes to studies
of most children and youth competence development in our society: family practices, peer practices, media practices, kindergarten practices and
school practices.
Buskerud University College
86,7
194,5
0,47
0,45
-0,02
Oslo og Akershus University College
414,8
1021,2
0,38
0,41
0,03
Telemark University College
149,9
383,8
0,33
0,39
0,06
Volda University College
68,4
192,0
0,48
0,36
-0,12
Stord/Haugesund University College
65,3
189,2
0,28
0,35
0,07
Finnmark University College
48,2
141,5
0,31
0,34
0,03
Hedmark University College
97,5
297,7
0,47
0,33
-0,14
Nord-Trøndelag University College
89,9
275,2
0,22
0,33
0,11
Sør-Trøndelag University College
151,5
475,8
0,28
0,32
0,04
Østfold University College
83,0
279,4
0,39
0,30
-0,09
Bergen University College
131,6
493,8
0,29
0,27
-0,02
More information at: www.hil.no/buk
Ålesund University College
32,6
122,7
0,25
0,27
0,02
Harstad University College
18,3
84,3
0,39
0,22
-0,17
The Centre for Innovation in Services: The
Nesna University College
15,9
77,2
0,32
0,21
-0,11
research conducted by CIS focus on innovation
Sogn og Fjordane University College
40,2
207,8
0,26
0,19
-0,07
processes in private-sector services, public innoSamí University College
6,9
37,6
0,8
0,18
-0,62
vation systems and welfare innovation. CIT has
organized several seminar series in collaboration
The Universities
1,04
1,01
-0,03
with international experts. The Centre has also
Source: Database for Statistics on Higher Education (DBH
in collaboration with other research institution
devoted considerable efforts into development of
research group for public innovation systems, The research
major research applications. Some of these applications
group for welfare innovation and The research group for
have already received positive outcomes. The Centre also
innovation processes in private-sector services.
works purposely towards strengthening the relations with
More information at: www.hil.no/forskning/forskningsregional actors as well as national and international research
omraader/innovasjon_i_tjenesteyting_ph_d
communities. CIT consists of three research groups; The
8
Research group for Tourism and experiences: The research group has a multidisciplinary character, and focuses
on different aspects of tourism. The research group includes economist, geographers, sociologist and staff with
other academic backgrounds. Key issues are innovation,
entrepreneurship, second homes as a phenomenon and
industry, tourist behavior, destination image, development
of experiences and events in the context of tourism. The
researchers participate in regional, national and international projects, teach courses, as well as disseminate to
the public. Some projects are conducted in co-operation
with the tourism industry. The research group is associated
with the Centre for Tourism Research, a collaboration
effort between The Eastern Norway Research Institute,
The Norwegian Institute for Nature Research (NINA),
Hedmark University College and LUC.
transport and trading, energy policy and international
relations, and innovation and renewal in the use of energy
and natural resources. LUC researchers within the energy
and natural resource group participate in several national
and international research projects, publish internationally
and convey information to the public.
More information at: www.reiselivsforskning.org
Centre for Media Pedagogics encompasses LUCs research
activities relating to media, technology and teaching, and
is based on a multidisciplinary cooperation. They publish
Audiovisual media is a research group that work towards
strengthening research, study portfolio and the regional and
international network in the field of audio-visual media.
For the time being, the group manage a project financed
by The Research Council of Norway with the title How
to succeed in the private film and television industries. In
addition to researcher from film and television sciences at
LUC, the project has participants from The University of
Utrecth, The University of the West of England and The
University of Southern Denmark. The project examines
how private film and television companies in Norway, the
Netherlands, Denmark and the UK operate to survive in
a industry characterized by major changes.
LiME, The Lillehammer Research Center for Medicine
and Exercise Physiology: This research group consists
of researchers from the department of sport science (Lillehammer University College), Innlandet Hospital Trust
and The Rheumatism Hospital. The primary focus is aimed
at identifying the effects of lifestyle and physical activity
on physical capabilities; from the everyday functioning to
physiological and cell biological level. This is examined
on both top athletes and on different patient groups. The
research work is grounded in the research strategy "The
TrainsOME- human cells adaptation to training and the
environment", which aims to develop methods for individual training guidance, focusing on the identification
of biomarkers.
The research group for energy and natural resources
work with economical and political analysis of energy markets and energy production, and sustainable utilization and
management of natural resources. The analyses are based
on approached from business economy, social economy
and political science. The group focuses on analyses of
markets for renewable and non-renewable resources, price
determination and production relations, management and
regulation of energy and raw-material production, energy
Research on disability has a multidisciplinary approach.
Central topics in the research group are disabled’s right
to participate and right of co-determination in their own
life and in different social arenas. Client participation,
inclusion and empowerment are important key words.
The research group for counseling has the following
focus areas: education and career choice, organizational
development and leadership, health, care and welfare management, and student/research counseling.
the journal seminar.net
ODA is a network for woman - and gender research at
Lillehammer University College (LUC), The Norwegian
Institute for Nature Research (NINA) and The Eastern
Norway Research Institute.
DOCTORAL PROGRAMS
Doctoral educations, PhD-programs, are formally considered as educational activities. However, the research
training programs deserve a place in the annual report
considering that the main content consisting of regular
research activities that aim to bring forth a comprehensive
dissertation.
LUC has two doctoral programs, accredited in 2010 and
2011: «Child and Youth Participation and Competence
Development» and «Innovation in Services - in the Public
and Private Sectors” Both programs are placed centrally
within LUC’s research activities. A third doctoral program,
“The audiovisual media aesthetics” is developed in collaboration with NTNU (Norwegian University of Science and
Technology). At this time the program is being evaluated
by NOKUT.
The Norwegian Film School has conferred doctoral degrees
to candidates participating in the Norwegian Artistic Research Fellowship Program. This program offers training
at the same level as ordinary PhD programs.
Presently, LUC has received funds from the Ministry of
Education and Research allocated for PhD-fellowships,
equivalent to 21 yearly PhD-fellowships. In addition, some
PhD fellowships are financed by external research funding.
These are used for candidates who are enrolled in doctoral
programs at other institutions and our two own doctoral
programs.
9
Johanne Kielland Servoll, Bjørg Midtskogen, Nisrine Lmariouh og Ulrika Christina Håkansson have been or is PhD Fellowes at LUC.
Candidates and doctoral defenses are discussed in detail
in part B.
THE CENTRAL RESEARCH
COMMITTEE
The central research committee at LUC shall provide advice and recommendations on the development of LUC’s
R&D policies and manage various support schemes for
the research activities.
The committee had the following members in 2013
Spring semester 2013
Ole Gunnar Austvik (leader), until march
Eva Bakøy
Jon Helge Lesjø
Leif Rydstedt
Liv J. Solheim
Ragnhild H. Bjørnsen (PhD fellow)
Flemming Kristiansen (student)
Fall semester 2013
Yvonne Fritze (leader)
Harald Thuen
Jon Helge Lesjø
Leif Rydstedt
Liv J. Solheim
Ragnhild H. Bjørnsen (PhD fellow)
Flemming Kristiansen (student)
Secretary: Research Advisor Lars Bærøe
PHD COMMITTEE
The overarching responsibility for administrating LUC’s
PhD-programs has been delegated from LUC’s board to
a central PhD- committee. The board had the following
members in 2013:
Vårsemester 2013
Ole Gunnar Austvik
(leder), til mars
Eva Bakøy
Harald Thuen
Lars Fuglsang
Iben Kardel
Halvard Aase (PhD fellow)
Høstsemester 2013
Yvonne Fritze (leder)
Eva Bakøy
Harald Thuen
Lars Fuglsang
Iben Kardel
Anne Jørgensen Nordli
(PhD fellow)
Secretary: Research Advisor Anne Sofie Lofthus
10
RESEARCH FUNDING
In addition to the regular budget funds, the research at
LUC is funded by external delegators and contributors
such as The Research Council of Norway (NFR), EU,
health trusts, foundations etc. as well as competitive based
assignments.
External funding is important as it increases the extent
of research activities and because it often leads to internationalization, participation in academic networks
and increased competence development. Projects funded
by the EU and NFR are especially important since the
Ministry of Education and Research’s reward scheme in
the performance-based budget component, imply that
NFR-projects are granted an additional 15% of the project
grant. EU-projects are granted an additional 107.6% of
the project grant. The application activity for EU-projects
is still low at LUC.
TABLE 6. EXTERNALLY FUNDED PROJECTS AT LUC IN 2013
PROJECT NAME
PROJECT OWNER (ITALIC) /
PROJECT PARTNERS
PARTICIPANTS FROM LUC
PERIOD
PROJECTS FUNDED BY THE RESEARCH COUNCIL OF NORWAY
Children living in families with parental
illness and/or substance abuse
Lillehammer University college
Innlandet Hospital Trust
Associate professor Astrid Halsa,
2013 - 2016
Associate professor Kerstin
Söderström,
Professor Finn Skårderud,
PhD-fellows Cathrine Grimsgaard and
Ulrika Håkansson
How to succeed in the private film and
television industries? A production culture
perspective
Lillehammer University college
Universiteit Utrecht
University of the West of England
University of Southern Denmark
2013 -2015
Professor Eva Bakøy
Professor Roel Pujik,
Professor Jan Anders Diesen, Professor
Tore Helseth,
Associate professor Audun Engelstad,
Associate professor Søren Birkvad
Associate professor Jo S. Moseng,
Associate professor Vilde S. Sundet
PhD-fellow Stine Sand Eira
Modelling and forecastingrisk in electricity,
carbon andrelated energy markets
Norwegian University of Science and
Technology
LUC
University of Molde
Professor Gudbrand Lien,
Post. doc Erik Haugom. PhD-fellow
Steinar Veka
2010-2014
Innovation in travelbusiness
LUC
Professor Mehmet Mehmetoglu,
Professor Christer Thrane,
Professor Håvard Teigen,
Professor Gudbrand Lien,
Associate professor Terje Slåtten
PhD-fellows Marit Engen og Monica
A. Breiby
2009-2013
Modernizing the Russian North: Politics and The Norwegian Institute og
Professor Ole Gunnar Austvik.
Practice
International Affairs,
Associate professor Kirsti Stuvøy.
(MODNORTH)
University of Nordland, University of
Kent,
University of Birmingham, Institute of
Law and Public Policy i Moskva.
LUC
2011-2013
Mountain areas in Norway as attractive
rural communities or urban recreational
playgrounds: the challenge to a mountain
policy
Eastern Norway Research Institute
University of Highland and
Island Studies (Australia), NORUT
(Tromsø), Norwegian University of
Science and Technology
University of Umeå
LUC
Professor Håvard Teigen
Associate professor Thor Flogenfeldt
2011-2014
What Buildings do: The Effect of the
Physical Environment on Quality of Life of
Asylum Seekers
Technology
SINTEF
The Norwegian Directorate of
Immigration
LUC
Associate professor Einar Strumse
Associate professor Anne Sigfrid
Grønset
2012 - 2014
Innovative Approaches to Work with
Neglected Families: Targeted intervention
and support for high -risk families in child
welfare
Nordland Research Insitute
LUC
Sør-Trøndelag Univ. College
Technology
Professor Halvor Fauske
2013-2017
11
PROJECT NAME
PROJECT OWNER (ITALIC) /
PROJECT PARTNERS
PARTICIPANTS FROM LUC
PERIOD
PROSJECTS FUNDED BY THE REGIONAL RESEARCH FUNDS
Exploring the connection between individual LUC
muscle phenotype and adaptations to exercise Sykehuset Innlandet
in women
Revmatismesykehuset
Assoiacte professor Stian Ellefsen
PhD-fellow Olav Vikmoen
2011-2013
Trends in tourism in
Innlandet
LUC
Hedmark University College, Eastern
Norway Research Institute
Lillehammer Turist AS
Professor Mehmet Mehmetoglu
Professor Gudbrand Lien
Professor Martin Rønningen
2011-2013
Humans as heat generators: irisin and
physical activity
LUC
Associate professor Stian Ellefsen
2013
PROJECTS WITH OTHER FUNDING SOURCES
Muscular adaptations to ischemic strength
training in women
LUC
Associate professor Bent Rønnestad
Associate professor Geir Vegge
2011-2013
Risk factors associated with and etiology of
infections in the upper airways
LUC
Associate professor Geir Vegge
2011-2013
The subjectivity of the objective
LUC
Norwegian Artistic Research
Programme
2011 - 2013
Associate professor and film director
Erik Poppe
User controlled personal assistance: Report
/ analysis of content, scope and effect of the
scheme
LUC
Professor Ole Petter Askheim,
Professor Ingrid Guldvik
Associate professor Jan Andersen
2013 – 2014
The art of teaching an art
– about the didactics of Filmmaking and
TV-production
LUC
Professor Yngve Nordkvelle,
Associate professor Yvonne Fritze
Associate professor Geir Haugsbakk
2013
The causal relationship of differences
in financial social security benefits in
municipalities in Gudbrandsdalen
LUC
Associate professor Liv Solheim
Associate professor Ingrid Guldvik
2013
12
TABLE 7: NEW PROJECTS GRANTED IN 2013, TO BE STARTED IN 2014
Title
Program
Participants
Period
Granted
(NOK)
Making user participation work - from
policy to practice.
The Research Council
of Norway
Professor Ole Petter Askheim,
Professor Ingrid Guldvik
Associate professor Jan Andersen, +
University of Bergen
2014 - 2017
8.0 mill
Municipal innovation research for
institutional development
Regional Research
Fund
Professor Rolf Rønning,
Professor Lars Fuglsang
Associate professor Ulla Higdem
Associate professor Aksel Hagen
+ Sintef Raufoss Manufacturing
Gjøvik University College
2014 – 2017
5.0 mill
Effect of poling motion specific training Olympiatoppen
for poling performance in trained crosscountry skier
2014
0.04 mill
The Order of Chaos. An investigation
and expansion of the language of The
Filmic Storyline
Norwegian Artistic
Research Programme
Associate professor Niels Pagh
Andersen
2014-2016
1.4 mill
Supporting Lifelong Learning with ICT
Inquiry-Based Education (LIBE)
EU Lifelong Learning
FP7
Roma Tre University, BirkbeckUniversity of London, Universiteit
Twente, Porto University. From LUC:
Stephen Dobson, Vegard Meland,
Brit Svoen, Anne Mette Bjørgen
Innovation and growth through
cooperation
The Research Council
of Norway - VRI3
Hedmark og Oppland counties ,
Hedmark University College, Eastern
Norway Research Institute. From
LUC: Martin Rønningen, Hans
Holmengen and Monica Breiby
2014-2016
3.6 mill
Citizen survey for central eastern
Norway. The political landscape of
central eastern Norway - residents ,
municipalities and regions
Regional Research
Fund
Hedmark University College. From
LUC: Jon Helge Lesjø and Ulla
Higdem
2014
0,2 mill.
Evaluation of «Partnerskapsinstituttet»
in Oppland
Oppland County
Council
Eastern Norway Research Institute.
From LUC: Ulla Higdem
2014
0,5 mill.
Number of applications submitted in the period 1.2013
– 2.2014
LUC has as project owner crafted 23 applications during this period, the majority of applications have been
submitted to The Research Council of Norway (16) and
the rest to various announcements; RFF-innlandet (2),
Extrastiftelsen (2), Olympiatoppen (1) and Helse sør-øst
/ Sykehuset Innlandet (1).
0.7 mill kr
Many of LUC’s researchers participate in research projects
with other universities and university colleges as project
owners. It it well worth mentioning that four LUC researchers affiliated with SeLL, participate in two applications
to the EU’s Lifelong Learning Program and been successful
in one of the applications; «Supporting Lifelong Learning
with ICT Inquiry-Based Education (LIBE)» with Roma
Tre University as project owner.
13
PART B – DOCTORAL DEGREES
CHILD AND YOUTH PARTICIPATION AND
COMPETENCE DEVELOPMENT
The PhD program in Child and Youth Participation and
Competence Development is an interdisciplinary doctoral
degree program. The aim of the program is to train researchers who want to build and disseminate knowledge
about the participation and competence development of
children and youth as they encounter a complex society.
The program was accredited by NOKUT and approved
by the Ministry of Education and Research in 2010.
At the end of 2013, 15 candidates were enrolled in the program, an increase of 7 candidates from the previous year.
INNOVATION IN SERVICES – IN THE
PUBLIC AND PRIVATE SECTORS
This PhD program focuses on innovation and innovation
processes in service production in both public and private
sectors. The PhD program includes the framing conditions,
the instruments and the implementation processes linked
to innovation. Policy changes and changes in political
organization that have effects on services are studied as
determinants of innovation activities. The program was accredited by NOKUT in December 2011 and approved by
the Ministry of Education and Research in January 2012.
The first PhD candidate was admitted to the program
in March 2012. At the end of 2013, 9 candidates were
enrolled in the program, an increase of 4 candidates from
the previous year.
THE NORWEGIAN FILM SCHOOL
NFS confers degrees to candidates participating the Norwegian Artistic Research Fellowship Program. The program is
parallel to other research educations organized as academic
PhD programs. The Fellow must be associated with one of
the Norwegian institutions offering one or more creative
and/or performing art educations within dance, design,
music, theater, visual arts and film.
The basis for assessment is an artistic project in any format followed by critical reflection of the process until the
final result «research through art». The final result must
be publically available and of a permanent nature.
One LUC candidate defended their project under this
program in January 2013. Nobody was enrolled in 2013,
but we expect to enroll one candidate during 2014.
PHD FELLOWS AT LUC
At the end of 2012, LUC employed 45 PhD fellows, in
addition to 6 candidates who presented their doctoral
thesis during the year.
All fellows have three years to work full-time on their degrees. Some fellows are employed in four-year fellowships.
These fellowships include a 25% work duty component
to be carried out for the faculty employing them (teaching
etc.), or the required work is agreed upon during the period.
The fellows are an important resource for the university
college for many reasons. They conduct research at a high
level, and develop new, fundamental knowledge in their
fields. Development of new knowledge through scientific
processes is one of the most essential characteristics of an
academic institution, and consequently the fellows give
an important contribution to the university college’s core
activities, including teaching. The fellows bring about a
vitalization of the research, partly because they are newcomers, carrying with them new academic impulses and
represent a bridge to the universities at home and abroad.
The fellows are admitted to PhD programs at LUC or at
other institutions. When fellows are enrolled in programs
at other institutions, their supervisors might come from
those institutions or those institutions might appoint a
LUC-faculty member to serve as supervisor. In the case of
the former, a co-supervisor from LUC is also appointed.
Below is a brief presentation of the PhD fellows and their
research projects.
TABLE 8. PHD FELLOWS AT LILLEHAMMER UNIVERSITY COLLEGE PER 31.12.13
STARTING DATE 2012 – 2013
Main supervisior (M) Co- supervisior (C)
PhD fellow’s name
Field of study
Working title of dissertation
Degree-granting institutions /
Aase, Halvard Mikal
Innovation
Bjørnsen, Ragnhild
Holmen
Nnthropology,
psychology
Innovasjon og læring - en studie av hemmende og
fremmende mekanismer for innovasjon i offentlig
sektor tjenester
Growing up in a life of global high mobilityExperiences for childhood and child rearing within
the institutional framework of the Norwegian
Foreign Service
LUC
M: Lars Fuglsang, LUC
C: Ulla Higdem, LUC
LUC
M: Dag Leonardsen, LUC
C: Frank Jarle Bruun, LUC
14
STARTING DATE 2012 – 2013
PhD fellow’s name
Field of study
Engen, Marit
Innovation
How to manage employee-driven service
innovation? Creativity, knowledge and innovation
Lmariouh, Nisirine
Social anthropology
Hammarström, Daniel
Sport science
Halvorsen, Janne Wiken
Social psychology
Hoffmann, Martin
Child welfare
Holen, Inger Elisabeth
Innovation,
Høegh-Guldberg, Olga
Travel and tourism
Håkansson, Ulrika
Psychology
Nasir, Stine Jeanette Lien
Innovation
Nordli, Anne Jørgensen
Travel and tourism
Pettersvold, Mari
Pedagogics
Restad, Helge
Organizations theory
Somby, Hege Merete
Pedagogics
Slaaen, Christian
Social anthropology
Valle, Rune
Film- and media
sciences
Nye drama i NRK - En studie av intern og ekstern
dramaserieproduksjon i NRK 2007-2012
NTNU
M: Roel Puijk, LUC
C: Jon Raundalen, NTNU
C: Jo Sondre Moseng, LUC
Vik, Stine Elisabeh
Special need
pedagogics
Tidlig innsats som pedagogisk prinsipp
LUC
M: Rune Hausstätter
LUC
M: Lars Fuglsang, LUC /Roskilde
C: Peter Magnusson, KAU
Childeren’s development of their every day practices LUC
and competences in the tension between tradition M: Pär Nygren, LUC
and modernity - Participatory action in a Berber
C: Frank Jarle Bruun, LUC
village in the Atlas Mountains of Morocco.
Determinants of intra-individual variation in
The swedish school of health and
adaptability to resistance training of different
sport sciences.
volumes, with special reference to skeletal muscle
M: Stian Ellefsen, LUC.
phenotypes
C: Bent Rønnestad, LUC
Motivasjon, selvpresentasjon og kroppsbilder i
LUC
trening- og kostholdsblogger – En studie basert på M: Eva Bakøy, LUC
kvalitative intervju, tekst- og bildeanalyse
Bruger- og praktikerperspektiver på deltagelse og
LUC
læring i psykosocial døgninstitustionsbehandling
M: Halvor Fauske, LUC
for anbragte børn og unge
C: Randi Nygård Andersen, Univ
College Sjælland
Innovation in the service sector – perspectives on
LUC
measurement and economic performance
M: Gudbrand Lien, LUC
C: Martin Rønningen, LUC
Dynamic perspective to innovative networks within LUC
tourism in the context of experience economy
M: Lars Fuglsang, LUC /Roskilde
C: Martin Rønningen, LUC
Hold meg i ditt sinn - Små barn og mødre med
rusproblematikk
LUC
M: Merete G. Øie, Innlandet
Hospital Trust
C. Finn Skårderud, LUC
C: Kerstin Söderström, LUC
Innovasjon Norge: Innovasjonspolitisk verktøy eller LUC
symbol?
M: Noralv Veggeland LUC
C: Knut Mikalsen (UiT)
C: Martin Rønningen LUC
Innovation in Norwegian Tourism
LUC
M: Martin Rønningen LUC
C: Christer Thrane LUC
Barns medvirkning i barnehagen – til barnets beste LUC
LUC
Learning how to manage systemic effects in the
M: Hans de Wit (Nederland)
implementation of international strategy at higher C: Ulla Higdem, LUC
education institutions
C: David Wheat, NMBU
Elever med særskilte behov og deres utbytte av
LUC
entrepenørskap i utdanningen
M: Rune S. Hausstätter, LUC
C: Vegard Johansen, NTNU
Ungdomsblikk: Deltakelse og kompetanseutvikling LUC
i multikulturelle kontekster
M: Anne Sigfrid Grønseth, LUC
15
STARTING DATE BEFORE 2011
PhD fellow’s name
Field of study
Amundsen, Stein
Organisations theory
Empowering leadership - leading emplyees to lead
themselves. Exploration of central characteristics,
implications, and self-other agreement of the empowering
leadership construct.
Norwegian University of Science
and Technology (NTNU)
Regional filmproduksjon i Norge
M: Audun Engelstad, LUC
Bjerkeland, Ingvild
Visual media
M: Jonathan Reams, NTNU
C Øyvind Marthinsen (BI)
C: Gunnar Iversen, NMBU
Breiby, Monica A.
Blom, Tine
Sonic Art
Connolley, Steven
Political science
Norwegian University of Life Science
M: Sjur Baardsen, UMB
C: Christer Thrane, HiL
Tuning into the world: Acoustic ecology, nature, inner
resonance and technology
Goldsmiths College/ University of
London
M: John Levack Drever,
C: Prof. Janis Jefferies
Liberal E-Democracy and Political Associations in Civil
Society.
University of Oslo
M: Harald Baldersheim, UiO
C: Jon Helge Lesjø, HiL
Digitalkompetanseutvikling og
kjønnsrepresentasjoner i kontekst av kvinnelige
tenåringers blogging i Norge
LUC
TV-programmes that make the difference. Documentary
production and capacity building within the context of
Communication for Development.
Karlstad University
M: Roel Puijk, LUC
C: Yngve Nordkvelle, LUC
C: Thomas Tufte, Roskilde univ.
Et bevisst profesjonelt forhold til egne motiver og verdier
- om profesjonsetikk og subjektfilosofi
University of Oslo
M: Svein Aage Christoffersen
Fra anerkjennelse til mestring”. – Et brukerperspektiv
med fokus på verdighet, mestring og livskvalitet.
Karlstad University
M: Ole Petter Askheim, LUC
C: Bengt Starrin, KAU
En studie av ungdoms læring og dannelse i den digitale
medieverden
LUC
M: Geir Haugsbakk, LUC
Emosjoner og naturomgivelser: Spesifikke emosjoner og
emosjonsregulering.
M:Einar Strumse, LUC
C: Torbjørn Rundmo, NTNU
University of Oslo
M: Ole Gunnar Austvik, LUC
C: Dag Harald Claes, UiO
Dmitrow-Devold,
Karolina
Digital competence
Engebregtsen, Nanna Helene
TV-science
Eriksen, Håkon Glommen
Philosophy
Godeseth, Marit
Social work
Gran, Lillian
Pedagogics
Johnsen, Svein Åge Kjøs
Environmental
Psychology
Landry, Paulina
Political science
Central and Eastern European Countries as an energy
sub-region and its influence on EU policy-making on
energy security
Letrud, Kåre
Philosophy
Ascertaining the Learning Pyramid: A study of the
origins, legitimacy, diffusion, authority and propagation
of an educational myth
Midtskogen, Bjørg
Social work
Myklestad, Synnøve
Pedagogics
Nygaard, Håvard
Sports Science
Nøkleby, Heid
Paulsen, Kaia
16
Aesthetics in nature-based tourism.
Travel and tourism
M: Pär Nygren, HiL
C: Hilde G. Corneliussen, UiB
C: Janneke van der Ros, LUC
Barns og profesjonelles kompetanser i barnehage
LUC
M: Lene Nyhus, LUC
C: Roger Mathiesen, LUC
Språkets betydning – Betydningens språk. Om språk og
subjektdannelse i lys av Julia Kristevas perspektiver.
NTNU
M: Hansjörg Hohr, NTNU
C: Øivind Haaland, LUC
Aktivitet etter måltid vs. aktivitet før måltid for å
redusere blodsukker hos personer med høy risiko for type
2 diabetes
University of Oslo
M: Arne Høstmark, UiO
C: Gerd Holmboe Ottesen, UiO
Sociology
Symptomer på spiseforstyrrelser og bruk av dopingmidler
blant kvinner og menn i behandling for rusavhengighet.
DISPUTAS VÅR 2014
LUC
M: Finn Skårderud, LUC
C: Marie Nordberg, KAU
Social work
Brukerperspektivet hos de ansatte ved et sosialkontor.
En studie av på hvilken måte ansatte i sosialtjenesten har
et brukerperspektiv i møte med langstidsmottakere av
sosialhjelp.
Karlstad universitet
M: Rolf Rønning, LUC
C: Berith Nyqvist-Cech, KAU
C:Lis Bodil Karlsson, KAU
STARTING DATE BEFORE 2011
PhD fellow’s name
Field of study
Røhnebæk, Maria
Social science
Schwind, Kai Hanno
TV and media studies
Servoll, Johanne Kielland
Standardized Flexibility. On the Role of ICT in the
Norwegian Employment and Welfare Services (NAV)
University of Oslo
M: Tian Sørhaug, UiO
C: Lars Fuglsang, LUC
The Office sitcom - a case study in transnational format
adaptation
University of Oslo
M: Birgit Hertzberg-Kaare, UiO
C: Eva Bakøy, LUC
Den norske auteuren: En begrepshistorisk analyse
University of Oslo
M: Liv Hausken, UiO
C: Tore Helseth, LUC
Velferdsforvaltning i forvandling - en studie av
etableringen av lokale velferdskontorer i forbindelse med
NAV-reformen
University of Tromsø
M: Kjell Arne Røvik, UiT
Hvilken plass har kjærlighet i profesjonelt sosialt arbeid?
En eksplorativ studie av profesjonelle relasjoner i
barnevernets praksisområde
LUC
C: Bjarne Øvrelid, LUC
Innovation in Norwegian rural tourism. Focusing on
networks and knowledge.
Technology (NTNU)
M: Britt Dale, NTNU
C: Martin Rønningen
Price formation and risk premium in the Nordic
electricity derivatives market
Technology (NTNU)
M:
Gudbrand Lien, LUC
C: Sjur Westergaard NTNU
Et prosjekt er et prosjekt er et prosjekt. En analyse av
prosjektbegrepets utvikling og betydning i det norske
språket, med hovedvekt på kulturpolitisk retorikk og
scenekunstdiskurs - DISPUTAS VÅR 2014
University of Bergen
M: Keld Hyldig, UiB
C: Tore Helseth, LUC
Effekten av styrketrening og muskelvekst på
prestasjonen i løp og sykling og effekten av samtidig
utholdenhetstrening på endringer i styrkeparametere og
muskelmasse ved styrketrening
Norwegian school of sport science
(NIH)
M: Truls Raastad, NIH
C: Stian Ellefsen, LUC
Film studies
Syversen, Trine Løvold
Political science
Thrana, Hilde Marie
Social work
Tolstad, Helene Kvarberg
Geography
Veka, Steinar
Financial studies
Velure, Hallfrid
Culture project
management
Vikmoen, Olav
Sport science
17
DISSERTATIONS 2013
Siri Senje defended her project «Imagining for the screen – cinematic fiction writing as
poesis» on January 11 at the University of Bergen. Senje’s work consists of two original
screenplays, one video essay and a critical reflection work. Senje has in her artistic
development work researched the creation process and poetics of screenplays.
The production process behind film works has been shaped by industrial perimeters
for more than a hundred years. The American film industry quickly developed a model
of production where the conceptual work behind the film was strictly separated from
the actual making of it. Simultaneously, the desire for maximum predictability in a
high-risk venture promoted certain conventions as to how screenplays for films should
be written. The conventions and the split between conception and execution have
influenced the discourse on film and our way of thinking about both screenplays and
films. Research in the film field has, until recently, focused on the finished film, leaving
the conceptual work of the film writer and the process through which screenplays come
into being in the shadows. Through the writing of two contrasting works of original
fiction for the screen and the employment of two different ways of developing a screenplay, this project will seek a deeper
understanding of the complex genre of screenwriting. Through reflection and analysis of the process, it will attempt to
challenge some of the orthodoxies that exist around cinematic writing and the status of the screenplay.
Øyvind Tønnesson defended his dissertation «With Christian L. Lange as a Prism: A
Study of Transnational Peace Politics, 1899-1919” on January 25 at the University of Oslo
The Norwegian Nobel Peace Prize laureate, Christian Lous Lange, set the agenda of
international peace policy of his time. He was particularly important during the first
World War when he acted as a communication center and a peace policy ‘agent’. In
1921 Lange and Swedish Prime Minister Hjalmar Branting were awarded the Nobel
Peace Price. He had earlier served as first secretary for the Nobel committee and in
1934 he was appointed as a member of the committee.
Tønnesson points out that Lange mostly operated across national boarders regardless
of narrow-minded national interests. In 1909 Lange was appointed secretary general of
the Inter-Parliamentary Union and was part of a network that worked towards liberal
international order. Their thinking was not lofty and detached from the prevailing
power relations, but their goal was still European global domination. The imperialism
that Lange and his like-minded foreigners believed in was civilized, not a white man’s rule. Lange’s early efforts clearly
points towards the current UN, but Tønnesson also suggest a peace policy link with Lange’s son, Halvard M. Lange who
as Norway’s foreign minister ensured NATO membership for Norway.
Kerstin Söderström defended her dissertation «Minding the Baby – Minding the Parent.
A qualitative interview study of the experience of parenthood in the context of substance
use disorder” January 25 at NTNU Trondheim.
In the dissertation Söderström investigates how the parents themselves, based on the
assumption that understanding the parental perspective is necessary in any intervention,
experienced parenthood and addiction.
Through four published papers Söderström illustrates how parenthood and problems of
substance addiction collide and result in a dominant experience of ambivalence, which
is further strengthened by professional and sociological ambivalence. This, together
with a sense of insecurity from being under critical examination can result in surface
adaptation and endanger the mental preparatory work to support parenthood and
caregiving. Fathers’ experiences of being weak and/or invisible call for more attention
to the fathering role of men with problems of addiction. A family oriented approach
where the professional helping relationship is used to enhance sensitive caregiving and parental mentalizing is suggested
to facilitate healthy child development as well as parental sobriety.
18
Lene Nyhus defended her dissertation «The communicative basis of educational development. A meta project» on February 8 at the University of Tromsø.
Nyhus has looked into schools’ efforts to evaluate and improve their own practice,
and also the more complex parts by looking into what the school development process
truly consists of. There is a lot of knowledge about educational development, but yet
there are still missing theories and strategies concerning the complex, chaotic and
contradictory in the educator’s everyday life, including development work.
In her dissertation Nyhus discusses the concept of quality and models for learning and
change at different levels. The study presents a theoretical reasoning where the communicative basis in the educational development is in focus. Concepts like structures
and dynamics, patterns and mechanisms are used as tools to understand what kind
of phenomenon we are dealing with. The main argument of the study is that these
components, and the concepts used to understand them, may help handle complexity.
It can also form a basis for common interdisciplinary language in educational development and educational practice.
Dag Helge Frøisland defended his dissertation «Children and adolescents with diabetes,
present state and future possibilities. A study of factors affecting competence and treatment
results in children and adolescents with type 1 diabetes” on June 13 at the University of
Oslo.
Frøisland has collaborated with the Norwegian Childhood Diabetes Registry and used
national data on how children and adolescents with diabetes and their parents assess
their children’s Health-Related Quality of Life (HRQOL) and factors that influence
HRQOL. HRQOL issues are important to reveal consequences of diabetes that may
have a large impact on everyday life of children and adolescents with type 1diabetes.
The study showed that boys experienced higher HRQOL than girls, but for both
genders poor metabolic control was associated with impaired HRQOL. No association
was found between HRQOL score and treatment modality (i.e. insulin pump versus
multi-injections) Parents scored their children’s HRQOL as poorer than the children
themselves. Less then one third of Norwegian children and adolescents had satisfactory regulation of the disease according
to international norms. It is also apparent that children and adolescents relate differently to their treatment regime then
other European children. This may have an effect on the level of treatment outcomes in Norway. The high occurrence
of reduced quality of life and correlation between impaired quality of life and an inferior disease control suggests that a
focus on quality of life should be an integrated part of the routine follow-up of children with diabetes.
Some adolescents also participated in the qualitative study on the development of, and their experiences with, two mobile
phone applications as a means of contact and guidance between themselves and the physician. The adolescents mastered
this method well, and reported an improved understanding and competence in relation to their own treatment. The
results are promising when in terms of being able to provide rapid and specific guidance to adolescents with diabetes.
Maria Konow Lund defended her dissertation «Moving-Image News Production in
Two Newsrooms. A news ethnography of discourses of professionalism, technology,
and journalistic practices at TV2 Newschannel and VG Nett/VGTV, 2007-2009” on
June 19 at the University of Oslo
This dissertation investigates the tension and interaction between two alternative
discourses of professionalism, occupational and organizational, in terms of the use of
technology and other routines and expectations related to journalism with moving
images.
The study is the result of field observation, field interviews, document analysis, and
semi-structured qualitative interviews with 125 informants.
Konow-Lund concludes with that we are witnessing the beginning of a new media
economy, within which journalists act as well as react and synthesize as much as create,
and this economy is strongly influencing the way journalists think about journalism.
19
PART C - PUBLICATIONS
Part C provides an overview of publications produced at LUC in 2013. A selection of books by LUC faculty members
are presented, journals published at LUC as well as a detailed overview of publications that generate publications
points and non-scoring publications.
BOOKS PUBLISHED BY LUC STAFF
Haugsbakk, Geir Olav; Weihe, Hans-Jørgen Wallin & Blekastad, Ivar. (2013). The great in the small:
Hans Aanrud 150 years: Gausdal historielag. [Textbook]
With this book Gausdal History Society want to honor Gausdal’s greatest poet. The book is not only about a significant
man in Gausdal’s cultural history. Hans Aanrud was also an important contributor in the development of Norwegian
literature, and has therefore held an important place in Norway’s literature and theater history.
Jørgensen, Sveinung & Pedersen, Lars Jacob Tynes. (2013). Responsible and Profitable: Strategies for
responsible business models: Cappelen Damm Akademisk [Scientific monograph]
Can responsibility be combined with increased profitability for an organization? And if so, how? Responsible and profitable explore how organizations can create and implement business models that are both responsible and profitable. It
requires responsibility to be integrated in the organization’s business model in a way that encourages the organization to
create, deliver and get hold of value.Nordby, Halvor; Bennin, Camilla & Buer, Bjørn Arne. (2013). Etikk i barnevern:
Gyldendal Akademisk. [Vitenskapelig monografi]
Nordby, Halvor; Bennin, Camilla & Buer, Bjørn Arne. (2013). Ethics in child protection: Gyldendal
Akademisk. [Scientific monograph]
The aim of this book is to present analyses and concept tools that are solution oriented in relation to challenging situations
that child protection workers are faced with. The book especially focuses on the relationship between execution of power
and user participation, but other issues related to ethics are also discussed.
Nygren, Pær Thomas & Øvrelid, Bjarne. (2013). Science in theory and practice: dialogues about
expertise, power and evidence in health and social sciences: Gyldendal Akademisk. [Scientific
monograph]
Scientific knowledge development can be formulated in a dialogic community where commitment, temperament and
dedication drive the professional conversation into unexpected directions and places. The material is presented in the form
of reflective dialogue and is therefor more instructive and engaging then traditional textbooks with static and finished
presentations. Knowledge is motion, it moves, it is shaken loose from book covers and bookshelves and ends up in the
state it should be in: unfinished and along the way.
Nyheim, May; Tangvold, Kari; Beghdadi, Med & Kaland, Nils. (2013). Social stories as a method:
assistance in promoting social understanding and functioning of autism and visual impairment:
Kommuneforlaget. [Textbook]
This book will give you insight into what social stories are, and how can be individually created and customized. The
issues presented in the book are related to autism and visual impairment and contains more then 200 specific suggestions
for social stories, divided into 16 categories. The method requires few resources and is easy to use. Although this book is
20
PART C – PUBLICATIONS
based on autism and visual impairment, the method will be useful for people with other social understanding difficulties.
For example people with hearing impairment, intellectual disability, different ethnic background, behavioral problems
and learning disabilities.
Ohnstad, Bente. (2013). Law for health and social workers: Fagbokforlaget. [Textbook]
Law for health and social workers is an introductory book on health and social legislation, including social insurance
legislation. Legal method and procedural rules in the public administration is reviewed. The book deals with a number
of fundamental topics that are essential to the health and social sector. Main themes are the principal of mandatory prosecution, rule of law, expertise and these concepts practical application and significance in the health and social services.
Pryser, Tore. (2013). 1814 in Oppland: farmers, authorities and soldiers: Pax Forlag. [Scientific
monograph]
How did people in Oppland county perceive and participate in the events surrounding the National Assembly at Eidsvoll
in 1814? We examine the grassroots movement of people that supported prince Christian Frederik in the fight against the
Treaty of Kiel where Denmark had to renounce the claim to Norway in favor of the Swedish king. We follow Christian
Frederik’s journey towards Trondheim through Oppland from Toten in the south, through Biri and Vardal and up north
through Gudbrandsdalen. We look closer at he war during the summer of 1814, and also the conditions in Oppland
in the years before and after 1814. The resolutions at Eidsvoll, and the first stortings (parliaments) did not only start a
growing democracy, but also economical problems at social unrest.
Ringen, Stein. (2013). Nation of devils: democratic leadership and the problem of obedience: Yale
University Press. [Scientific monograph]
Oxford University political theorist Stein Ringen offers a thought-provoking meditation on the art of democratic rule:
how does a government persuade the people to accept its authority? Every government must make unpopular demands
of its citizens, from levying taxes to enforcing laws and monitoring compliance to regulations.
Rønning, Rolf; Knutagård, Marcus; Heule, Cecilia & Swärd, Hans. (2013). Innovations in welfare:
possibilities and limitations: Liber. [Scientific monograph]
Europe's welfare democracies are currently facing a series of new problems. Birth rates are low and the population is
aging. At the same time, we know that the earth's resources are finite and the distribution of them unequal. To be able
to preserve our welfare despite these problems, we need new thoughts and ideas: innovations in welfare. But what does
innovation in welfare imply and how does it differ from innovations in the technology field? What potentials are there
for innovations in welfare, and what are the limitations? In this book the authors explain the concept, problematize its
meaning and provides a broad perspective on innovations in welfare. Various examples of innovations in welfare are also
presented, including social policy innovations addressing poverty and homelessness.
Veggeland, Noralv. (2013). Essays on regulatory governance: Nova Science Publishers, Inc. [Scientific
monograph]
"Essays on Regulatory Governance", is an ambitious study of the regulatory state and represents a timely and apposite
analysis. It incisively analyzes the regulatory top-down regimes that are currently dominant and in crisis. Taking a critical
perspective, the book offers an account of inherent vulnerability of regulatory governance caused by one-sided economic
thinking and the predominance of steering without rowing. From this thinking it has become common to derive a suggestion that regulatory governance is a universal solution to most problems nationally and internationally. It is not. Rich
with contemporary cases it will contribute to a better understanding of recent policy trends in western democracy. This
state-of-the-art book will be invaluable for students, researchers and scholars of political science, sociology and political
21
economy and will also provide an engaging read for civil servants and policymakers around the world.
Fuglsang, Lars; Rønning, Rolf & Enquist, Bo eds. (2013). Framing innovation in public service sectors:
Routledge. [Scientific anthology]
Innovation is seen as an interactive process that involves many actors within and across organizational boundaries. In
public sector services, innovation is a frequent, often holistic, and multi-layered process that involves many actors and
many services at the same time. However, most of the existing literature on innovation in public sector services is based
on the economics of innovation, which is heavily influenced by investigations of the private sector. Innovation in the
Public Sector develops a more context-sensitive and rich approach in order to explore the different logics of innovation
that prevail here. Rather than presenting a general theory of innovation, the book specifies how innovation and value
creation are interconnected with social and institutional elements.
Grønseth, Anne Sigfrid ed. (2013). Being human, being migrant: senses of self and well-being. New
York: Berghahn Books. [Scientific anthology]
Migrant experiences accentuate general aspects of the human condition. Therefore, this volume explores migrant’s
movements not only as geographical movements from here to there but also as movements that constitute an embodied,
cognitive, and existential experience of living “in between” or on the “borderlands” between differently figured life-worlds.
Focusing on memories, nostalgia, the here-and-now social experiences of daily living, and the hopes and dreams for the
future, the volume demonstrates how all interact in migrants’ and refugees’ experience of identity and quest for well-being.
Ringholm, Toril M; Teigen, Håvard & Aarsæther, Nils eds. (2013). Innovative municipalities: Cappelen
Damm Akademisk. [Scientific anthology]
Norwegian municipalities have been engaged in innovation for some time now. However, it is only in recent years they
started using the term innovation about this work, ranging from improvement of quality in services and organization, to
business and community development and democratic participation. This book presents a broad picture of innovative
measures utilized in Norwegian municipalities and discusses the theoretical challenges related to the study of these. A
key issue discussed is how innovation is affected by the municipal’s ability to understanding issues and their capacity to
solve them. What experiences have been made with various municipal innovations so far? Do the municipalities have
sufficient leeway to make centrally initiated reform proposals into real innovations?
Steinnes, Jenny Elise & Dobson, Stephen R. eds. (2013). Education beneath the tree of life: Akademika
forlag. [Scientific anthology]
The science of education has been in a state of crisis in Norway, reminiscent of the 1970s positivism struggle. One of
the main questions in the debate is: Should the science of education be a field of the social shaping of people, where
efficiency and reporting of measurable results largely determine the conditions for this academic field. The current
debate differs from the positivism struggle in several ways, but some of the key questions are still the same: What type of
skills are desirable, and why? They who today are trying to speak out against the dominant efficiency discourses do not
have revolution as their goal, but their protests are still founded in serious concerns for the development in Norwegian
schools and education. The authors of this book are interested in what type of resistance that is desirable and possible
in today’s educational environment. Their counter arguments in the ongoing debate about the future of the science of
education is largely inspired by the ideas developed by professor Øivind Haaland through his long career at Lillehammer
University College.
22
Veggeland, Noralv ed. (2013). Reforms in the Norwegian health and care services: Akademika forlag.
[Scientific anthology]
The Norwegian health and care system has been through several extensive reforms, and there seems to still be political
desire to continue the reform process. The desire for increased productivity and improved cost control in the sector is
some of the reasons. This book presents an outline of how the health sector will be organized in the next years. It is still
largely agreed upon that health and care services should be funded by the government, but it is unclear if there will be
increased privatization with freedom to choose treatment. This book presents a broad outline of the development in the
health and care sector, discusses the practical and theoretical challenges and highlights the reform related to business
organization.
JOURNALS PUBLISHED AT LUC
NORDIC JOURNAL OF SOCIAL RESEARCH
Nordic Journal of Social Research was established in 2010 as a collaborative effort
between the university colleges in Lillehammer, Gjøvik and Hedmard. NJSR is an
English-language, level-1, open-access journal, which publishes research results and
discussions related to social conditions in Norway, Sweden, Finland, Denmark, and
Iceland.Artikler i 2013:
yyJakobsson, N., Kotsadam, A. & Szebehely, M. Informal eldercare and care for disabled children in the Nordic
countries: prevalence and relation to employment
yyBungum, B. & Kvande, E. The rise and fall of cash for care in Norway: changes in the use of child-care policies
yyEriksson, U-B. & Janson, S. An explorative interview study of men and women on sick leave with a musculoskeletal diagnosis seeking an acceptable life role
yyJohansen, V. Risk factors of long-term sickness absence in Norway and Sweden
yyGlasdam, J., Praestegaard, N. Placed in homecare: Living an everyday life restricted by dependence and monitoring
yyBrowning, L., Brentlinger, J., Soernes, J-O & Stephens, K. The rhetoric of organizational stability and creativity:
an analysis of the term ‘platform’
yySnellman, F., Nygård, M. & Jungerstam, S. Conceptions and tendencies of age discrimination and attitudes.
yyGoth, U. & Småland, E. Civic engagement and social capital in ship-preservation work in Norway: The scope,
impact, and demographics of formal volunteering and publicly funded engagements
SEMINAR.NET
Seminar.net - International Journal of Media, Technology & Lifelong Learning – is a net-based, open access LUC level-1
journal. Artikler i 2013:
Volume 9, Issue 1
yyBrown, M. From Classroom to Digital Arena in Seeking Higher-level Learning: Student Experience
yyValtonen, T. et al. Challenges with social software for collaboration: Two case studies from teacher training
yyNilsen, R. & Nilsen, L. Interprofessional Participation and Reflection in a Digital Network
Volume 9, Issue 2
yyHug, T. Key Concepts in Education: Critical Issues beyond Definition and Discursive Practices.
yyRizzolli, M. Towards Considerations beyond Dichotomies: The Study of Material Culture faces challenges in
Online Playgrounds.
yyNes, K. & Wikan, G. Interactive whiteboards as artefacts to support dialogic learning spaces in primary schools.
yyKerneis, J. Theoretical analysis of three research apparatuses about media and information literacy in France.
23
LEVEL-1 AND LEVEL-2 PUBLICATIONS
Level-1 and level-2 publications are articles written by LUC faculty in peer-reviewed academic journals or books or
chapters published by select publishers. The journals and publishers are included in the national documentation
system for Norway’s performance-based research funding scheme. This scheme has financial implications for LUC. An
academic monograph produces 5 points (level 1) or 8 points (level 2), an article in an academic journal produces 1
point (level 1) or 3 points (level 2). A chapter in an anthology produces 0.7 points (level 1) or 1 point (level 2). The
list below is in alphabetical order by the name of the first author in cases where publications have been co-authored.
All level 1 and level 2 publications can be found at Cristin.no.
Amundsen, Stein & Martinsen, Øyvind L. (2013).
Empowering leadership: Construct clarification,
conceptualization, and validation of a new scale. Leadership
Quarterly, 5. [Fagfellevurdert artikkel i vitenskapelig
tidsskrift] Level 2, Points: 0,75.
Askheim, Ole Petter; Altmann, Liv & Hasvold, Tove. (2013).
"Ansikt til ansikt gir innsikt": brukere som medstudenter
i sosialfaglig utdanning. I: Ny praksis - ny kunnskap: om
utviklingsarbeid som sjanger, (Red.). Bjørke, Gerd; Jarning,
Harald & Eikeland, Olav: ABM-media AS. s.190-201.
[Artikkel i vitenskapelig antologi.] Level 1, Points: 0,7.
Bakke, Inger Marie & Holmberg, Lena. (2013). Besteforeldre
og barn i barnevernet. Fontene forskning (1):4-17.
[Fagfellevurdert artikkel i vitenskapelig tidsskrift] Level 1,
Points: 0,5.
Bjerkeland, Ingvild. (2013). Death at Christmas: Christmas
in Norwegian children’s films. Journal of Scandinavian
Cinema, 3 (3):227-239. [Fagfellevurdert artikkel i
vitenskapelig tidsskrift] Level 1, Points: 0,5.
Bridger, Robert S., Johnsen, Svein Åge Kjøs & Brasher,
Kate. (2013). Psychometric properties of the Cognitive
Failures Questionnaire. Ergonomics, 56(10):1515-1524.
Points: 0,166.
Christensen, Karen; Guldvik, Ingrid & Larsson, Monica.
(2013). Active social citizenship: the case of disabled
peoples’ rights to personal assistance. Scandinavian Journal
of Disability Research. (Ahead of print) [Fagfellevurdert
artikkel i vitenskapelig tidsskrift] Level 1, Points: 0,333.
Cropley, Mark; Rydstedt, Leif; Devereux, Jason & Middleton,
Benita. (2013). The Relationship Between WorkRelated Rumination and Evening and Morning Salivary
Cortisol Secretion. Stress and Health. (Ahead of print).
Poeng : 0,25.
Diesen, Jan Anders. (2013). Kinematografen og børnene "...
til velsignelse og ikke til forbandelse". I: Film til folket:
sensur og kinopolitikk i 100 år: Akademika forlag. s.43-54.
[Artikkel i vitenskapelig antologi] Level 1, Points: 0,7.
Diesen, Jan Anders & Iversen, Gunnar. (2013). Roald
Amundsen and the documentary canon. Journal of
Scandinavian Cinema, 3 (2):151-155. [Fagfellevurdert
Dmitrow-Devold, Karolina. (2013). “Superficial! Body
Obsessed! Commercial!” Norwegian Press Representations
of Girl Bloggers. Girlhood Studies, 6 (2):65-82.
Points: 1.
24
Dobson, Stephen R. (2013). Dannelse langs strandlinjen:
et utforskende og selvutviklende prosjekt over mange år.
I: Pedagogikk under livets tre: Akademika forlag. s.13-28.
Dolva, Anne-Stine. (2011). Samhandlingens kraft: barns
deltakelse i "en skole for alle". Ergoterapeuten (3):28-33.
Points: 1.
Eide, Dorthe & Fuglsang, Lars. (2013). Networking in the
experience economy: Scaffolded networks between designed
and emerging regional development. I: Handbook on the
Experience Economy, (Red.). Sundbo, Jon & Sørensen,
Flemming: Edward Elgar Publishing. s. 287-309. [Artikkel
i vitenskapelig antologi.] Level 2, Points: 0,25.
Flognfeldt, Thor. (2013). Tourism industries in Norway.
I: Norway: nature industry and society: Fagbokforlaget.
s.173-188. [Artikkel i vitenskapelig antologi.] Level 1,
Points: 0,7.
Flognfeldt, Thor & Tjørve, Even. (2013). The Shift from
Hotels and Lodges to Second-Home Villages in MountainResort Accommodation. Scandinavian Journal of
Hospitality and Tourism, 13 (4):332-352. [Fagfellevurdert
artikkel i vitenskapelig tidsskrift] Level 1, Points: 1.
Fostervold, Knut Inge; Watten, Reidulf G. & Volden, Frode
Strand. (2013). Evolutionary adaptations: Theoretical
and practical implications for visual ergonomics. Work:
A journal of Prevention, Assessment and rehabilitation.
(Ahead of print) [Fagfellevurdert artikkel i vitenskapelig
Frøisland, Dag Helge, Graue, Marit, Markestad, Trond,
Skrivarhaug, Torild, Wentzel-Larsen, Tore & DahlJørgensen, Knut (2013). Health-related quality of life
among Norwegian children and adolescents with type 1
diabetes on intensive insulin treatment: a population-based
study. Acta Paediatrica, 102(9), 889-895. [Fagfellevurdert
Fuglsang, Lars. (2013). Collaboration and trust in a public
private innovation network: A case study of an emerging
innovation model. I: Public-Private Innovation Networks in
Services: the dynamics of cooperation in service innovation,
(Red.). Gallouj, Faïz; Rubalcaba, Luis & Windrum,
Paul: Edward Elgar Publishing. s. 247-264. [Artikkel i
vitenskapelig antologi] Level 2, Points: 0,5.
Fuglsang, Lars & Jagd, Søren. (2013). Making Sense of
Institutional Trust in Organizations. Organization. (Ahead
of print) [Fagfellevurdert artikkel i vitenskapelig tidsskrift]
Level 1, Points: 0,25.
Fuglsang, Lars & Rønning, Rolf. (2013). Spredning av
innovasjon i kommunene. I: Innovative kommuner,
(Red.). Ringholm, Toril M; Teigen, Håvard & Aarsæther,
Nils Cappelen Damm Akademisk. s.87-103. [Artikkel i
vitenskapelig antologi.] Level 1, Points: 0,7.
Fuglsang, Lars & Sørensen, Flemming. (2013).
Entrepreneurship in the experience economy: overcoming
cultural barriers. I: Handbook on the Experience Economy:
Edward Elgar Publishing. s. 269-286. [Fagfellevurdert
artikkel i vitenskapelig tidsskrift.] Level 2, Points: 0,25.
Grønseth, Anne Sigfrid. (2013). Being Human, Being
Migrant: Senses of Self and Well-Being. I: Being human,
being migrant: senses of self and well-being: Berghahn
Books. s.1-26. [Artikkel i vitenskapelig antologi] Level 2,
Points: 1.
Grønseth, Anne Sigfrid. (2013). Negotiating the past,
imagining a future: Exploring Tamil refugees’ Sense of
Identity and Agency. I: Being human, being migrant :
senses of self and well-being, ed. Grønseth, Anne Sigfrid:
Berghahn Books. s.46-67. [Artikkel i vitenskapelig
antologi.] Level 2, Points: 1.
Guldvik, Ingrid & Lesjø, Jon Helge. (2013). Disability, social
groups, and political citizenship. Disability & Society.
(Ahead of print) [Fagfellevurdert artikkel i vitenskapelig
tidsskrift] Level 1, Points: 1.
Guldvik, Ingrid; Askheim, Ole Petter & Johansen, Vegard.
(2013). Political citizenship and local political participation
for disabled people. Citizenship Studies, 17 (1):76-91.
Points: 0,666.
Gustafson, Erni. (2013). Vittorino da Feltre. Humanistic
pedagogy in Italy during the early renaissance. Nordic
Studies in Education, 33 (3):155-171. [Fagfellevurdert
Haugom, Erik. (2013). Predicting realized volatility for Nord
Pool forward prices by including volatility spillover and
covariance effects. Journal of Energy Markets, 6 (3):3-27.
Points: 0,5.
Haugsbakk, Geir. (2013). From Sputnik to PISA Shock:
New Technology and Educational Reform in Norway and
Sweden. Education Inquiry, 4 (4):607-628 [Fagfellevurdert
Haugsbakk, Geir & Nordkvelle, Yngve Troye. (2013).
Den motvillige teknologien og læringssamfunnet. I:
Utdanningssamfunnet og livslang læring: Festskrift til
Gunnar Grepperud: Gyldendal Akademisk. s.113-138.
Hausstätter, Rune. (2013). "20-prosentregelen": omfanget
av spesialundervisning i norske skoler. Spesialpedagogikk
(6):5-12. [Fagfellevurdert artikkel i vitenskapelig tidsskrift]
Level 1, Points: 1.
Hausstätter, Rune. (2013). An article concerning
romanticism, nationalism and the moral argument in
special education. Scandinavian Journal of Disability
Research, 15(4):229-310 [Fagfellevurdert artikkel i
vitenskapelig tidsskrift] Level 1, Points: 1.
Hausstätter, Rune. (2013). In support of unfinshed inclusion.
Scandinavian Journal of Educational Research. . (Ahead of
print) [Fagfellevurdert artikkel i vitenskapelig tidsskrift]
Level 2, Points: 3.
Hausstätter, Rune. (2013). Pedagogisk prostitusjon: om
lærerrollen og skolen. I: Pedagogikk under livets tre:
Akademika forlag. s.177-189. [Artikkel i vitenskapelig
antologi] Level 1, Points: 0,7.
Helseth, Tore Ulrik. (2013). Kinoloven under okkupasjon. I:
Film til folket: sensur og kinopolitikk i 100 år: Akademika
forlag. s.161-175. [Artikkel i vitenskapelig antologi] Level
1, Points: 0,7.
Higdem, Ulla & Hanssen, Gro Sandkjær. (2013). Handling
the Two Conflicting Discourses of Partnerships and
Participation in Regional Planning. European Planning
Studies. (Ahead of print) [Fagfellevurdert artikkel i
Jakobsen, Trond. (2013). Transformativ læring, dypøkologi og
moralsk holisme. I: Pedagogikk under livets tre: Akademika
forlag. s.91-114. [Artikkel i vitenskapelig antologi] Level 1,
Points: 0,7.
Johansson, Gunn; Rydstedt, Leif & Evans, Gary W. (2013).
Att köra buss i storstad - En internationell modell för
forskning om stress och hälsa. Arbetsmarknad & Arbetsliv,
19 (4):27-35. [Fagfellevurdert artikkel i vitenskapelig
Johnsen, Erik; Andersen, Jon Aarum & Vanebo, Jan Ole.
(2013). From New Public Management to Professional
Leadership. I: Public management in the twenty-first
century: trends, ideas and practices: Universitetsforlaget. s.
267-287. [Artikkel i vitenskapelig antologi] Level 1, Points:
0,233.
Johnsen, Svein Åge Kjøs. (2013). Exploring the use of nature
for emotion regulation: Associations with personality,
perceived stress, and restorative outcomes. Nordic
Psychology, 65 (4):306-321. [Fagfellevurdert artikkel i
Johnsen, Svein Åge Kjøs & Rydstedt, Leif. (2013).
Active Use of the Natural Environment for Emotion
Regulation. Europe's Journal of Psychology, 9 (4):798-819.
Points: 0,75.
Jørgensen, Sveinung & Pedersen, Lars Jacob Tynes.
(2013). Ansvarlig og lønnsom: Strategier for ansvarlige
forretningsmodeller: Cappelen Damm Akademisk.
[Vitenskapelig monografi] Level 1, Points: 2,5.
Jørgensen, Sveinung & Pedersen, Lars Jacob Tynes. (2013).
Cermaq: from activist target to sustainability leader. I:
International management: theory and practice: Edward
Elgar Publishing. s. 306-324. [Artikkel i vitenskapelig
Jørgensen, Sveinung; Skyttermoen, Torgeir & Syversen,
Trine Løvold. (2013). I pose og sekk? Mot en
prakademisk utdanning i organisasjons- og ledelsesfag: et
studieutviklingsprosjekt som ble "kronet med gull". I: Ny
praksis - ny kunnskap: om utviklingsarbeid som sjanger,
(Red.). Bjørke, Gerd ; Jarning, Harald & Eikeland, Olav:
ABM-media AS. s.211-226. [Artikkel i vitenskapelig
antologi.] Level 1, Points: 0,7.
Kiuppis, Florian. (2013). "Pedagogikkens pentagon" revis(it)
ed: Considerations on emancipation from a disability
25
studies and inclusive education perspective. I: Pedagogikk
under livets tre: Akademika forlag. s. 147-160. [Artikkel i
Kiuppis, Florian. (2013). Why (not) associate the principle
of inclusion with disability? Tracing connections from the
start of the ‘Salamanca Process’. International Journal of
Inclusive Education. . (Ahead of print) [Fagfellevurdert
Koval, Peter; Ogrinz, Barbara; Van den Bergh, Omer;
Tuerlinckx, Francis & Sütterlin, Stefan. (2013). Affective
Instability in Daily Life Is Predicted by Resting Heart Rate
Variability. PLoS ONE, 8 (11). [Fagfellevurdert artikkel i
Lippe, Berit von der & Stuvøy, Kirsti. (2013).
Kvinnefrigjøring og krig – en selvmotsigelse? - FNs
sikkerhetsrådsresolusjon 1325 og kvinners rettigheter
i Afghanistan. Nytt Norsk Tidsskrift, 30 (1):41-52.
Points: 0,5.
Marthinsen, Edgar; Clifford, Graham; Fauske, Halvor;
Lichtwarck, Willy & Kojan, Bente Heggem. (2013).
Nytt innblikk i norsk barnevern - hva forteller dataene
fra Det nye barnevernet? I: Det nye barnevernet:
Universitetsforlaget. s.36-69. [Artikkel i vitenskapelig
Marthinsen, Edgar; Lichtwarck, Willy; Fauske, Halvor &
Clifford, Graham. (2013). Hva mener vi med det nye
barnevernet? I: Det nye barnevernet, (Red.). Marthinsen,
Edgar & Lichtwarck, Willy: Universitetsforlaget. s.13-35.
Monsen, Lars. (2013). Kommunal skoledrift: med en hånd på
rattet i norsk skoleutvikling, eller som passasjer i baksetet? I:
Innovative kommuner, (Red.). Ringholm, Toril M; Teigen,
Håvard & Aarsæther, Nils Cappelen Damm Akademisk.
s.172-187. [Artikkel i vitenskapelig antologi.] Level 1,
Points: 0,7.
Myklestad, Synnøve. (2013). Zaum, fremtidsdisiplin og
pedagogikk: galskap satt i system? Et kalkulerende blikk
på pedagogikkens kalkuleringer. I: Pedagogikk under livets
tre: Akademika forlag. s.161-176. [Artikkel i vitenskapelig
Nordby, Halvor. (2013). Should paramedics ever accept
patients’ refusal of treatment or further assessment?
BMC Medical Ethics, 44 (14). [Fagfellevurdert artikkel i
vitenskapelig tidsskrift] Level 1, Points:1.
Nordby, Halvor; Bennin, Camilla & Buer, Bjørn Arne.
(2013). Etikk i barnevern: Gyldendal Akademisk.
[Vitenskapelig monografi] Level 1, Points: 4,166.
Nordkvelle, Yngve Troye; Fossland, Trine & Netteland, Grete.
(2013). Kvalitet i IKT-støttet høyere utdanning. I: Kvalitet
i fleksibel høyere utdanning - nordiske perspektiver:
Nordtug, Birgit. (2013). The welcoming of Levinas in the
Philosophy of Education: At the cost of the Other? Theory
and Research in Education, 11(3):251-269. [Fagfellevurdert
artikkel i vitenskapelig tidsskrift] Level 1, Points:1.
Nygren, Pær Thomas & Øvrelid, Bjarne. (2013). Vtenskap i
teori og praksis: dialoger om kompetanse, makt og evidens
26
i helse- og sosialfag: Gyldendal Akademisk. [Vitenskapelig
monografi] Level 1, Points: 5.
Nøkleby, H. (2013). Use of doping agents and symptoms
of eating disorders among male and female patients
in drug addiction treatment. Nordisk Alkohol- og
narkotikatidsskrift, 30(4), 331-346. . [Fagfellevurdert
Nøkleby, Heid & Skårderud, Finn. (2013). Body Practices
Among Male Drug Abusers. Meanings of Workout and
use of Doping Agents in a Drug Treatment Setting.
International Journal of Mental Health and Addiction,
11 (1):490-502. [Fagfellevurdert artikkel i vitenskapelig
Pedersen, Tor Helge. (2013). Integrerte helseorganisasjoner:
opprettelsen av lokale helsepartnerskap i det skotske
helsesystemet etter det interne marked. I: Innovative
kommuner, (Red.). Ringholm, Toril M; Teigen, Håvard &
Aarsæther, Nils: Cappelen Damm Akademisk. s.154-170.
Pedersen, Tor Helge. (2013). Senterideen i
samhandlingsreformen: hjemlige og internasjonale
inspirasjonskilder. I: Reformer i norsk helsevesen:
veier videre: Akademika forlag. s.199-224. [Artikkel i
Pedersen, Tor Helge. (2013). Sykehusreformen og intern
organisering: gjennombruddet for sykehusovergripende
divisjoner. I: Reformer i norsk helsevesen: veier videre:
Pryser, Tore. (2013). 1814 i Oppland: bønder, øvrighet og
soldater: Pax Forlag. [Vitenskapelig monografi] Level 1,
Points: 5.
Puijk, Roel. (2013). Fernsehen im Netz. Eine
Produktionsstudie zum norwegischen Rundfunk. Montage/
AV. Zeitschrift für Theorie und Geschichte audiovisueller
Kommunikation, 22 (1):161-179. [Fagfellevurdert artikkel
i vitenskapelig tidsskrift] Level 1, Points:1.
Ringen, Stein. (2013). Nation of devils: democratic leadership
and the problem of obedience: Yale University Press.
[Vitenskapelig monografi] Level 2, Points: 4.
Rydstedt, Leif & Devereux, Jason. (2013). Psychosocial Job
Strain and Sleep Quality Interaction Leading to Insufficient
Recovery. International Journal of Environmental Research
and Public Health 10(11):5863-5873. [Fagfellevurdert
Rydstedt, Leif & Österberg, Johan. (2013). Psychological
characteristics of swedish mandatory enlisted soldiers
volunteering and not volunteering for international
missions: an exploratory study. Psychological Reports,
112(2), 678-688. [Fagfellevurdert artikkel i vitenskapelig
Rydstedt, Leif; Johnsen, Svein Åge Kjøs; Lundh, Monica
& Devereux, Jason. (2013). The Conceptual Roles of
Negative and Positive Affectivity in the Stressor-Strain
Relationship. Europe's Journal of Psychology, 9 (1):93-103.
Points: 0,5.
Rønnestad, Bent. (2013). Comparing two methods to assess
power output associated with peak oxygen uptake in
cyclists. Journal of Strength and Conditioning Research.
(Ahead of print). [Fagfellevurdert artikkel i vitenskapelig
tidsskrift] Level 1, Points: 1.
Rønnestad, Bent. (2013). Seasonal changes in leg strength
and vertical jump ability in internationally competing ski
jumpers. European Journal of Applied Physiology, 113
(7):1833-1838. [Fagfellevurdert artikkel i vitenskapelig
tidsskrift] Level 1, Points:1.
Rønnestad, Bent & Hansen, Joar. (2013). Optimizing
interval training at power output associated with peak
oxygen uptake in well-trained cyclists. Journal of
Strength and Conditioning Research. (Ahead of print)
Points: 1.
Rønnestad, Bent & Mujika, Iñigo. (2013). Optimizing
strength training for running and cycling endurance
performance: A review. Scandinavian Journal of Medicine
& Science in Sports. (Ahead of print) [Fagfellevurdert
Rønnestad, Bent; Slettaløkken, Gunnar & Ellefsen, Stian.
(2013). Adding whole body vibration to preconditioning
exercise increases subsequent on-ice sprint performance in
ice-hockey players. Journal of Strength and Conditioning
Research. (Ahead of print) [Fagfellevurdert artikkel i
Rønning, Rolf. (2013). Gamle tanker som innovasjon
i omsorgssektoren. I: Innovative kommuner, (Red.).
Ringholm, Toril M; Teigen, Håvard & Aarsæther, Nils
Cappelen Damm Akademisk. s.120-135. [Artikkel i
Rønning, Rolf; Knutagård, Marcus; Heule, Cecilia & Swärd,
Hans. (2013). Innovationer i välfärden: möjligheter och
begränsningar: Liber. [Vitenskapelig monografi] Level 1,
Points: 1,25.
Rønningen, Martin. (2013). Rudiments of an innovation
system in the rural tourism industry: how systemic features
promote innovation. I: Fertile Links? Connections between
tourism activities, socioeconomic contexts and local
development in European rural areas: Firenze University
Press. s.193-213. [Artikkel i vitenskapelig antologi.] Level
1, Points: 0,7.
Snævarr, Stefan Valdemar. (2013). Arfar Don Kíkóta. (Frá)
sagan, sjálfið og hugveruvitundin” (”Don Quijotes barn”,
om det narrative selvet). Hugur: tímarit um heimspeki,
28:19-38. [Fagfellevurdert artikkel i vitenskapelig tidsskrift]
Level 1, Points: 1.
Steinnes, Jenny Elise. (2013). Om håpets muligheter i
kunnskapens Europa. I: Pedagogikk under livets tre:
Stuvøy, K. (2013). Stat og sivilt samfunn i postsovjetisk
Russland: Betydningen av utenlandsk støtte og nye
samhandlingsformer. Nordisk Østforum, 27(4):377-400.
Points: 1.
Stuvøy, Kirsti & Kristoffersen, Berit. (2013). En feit og
fin og norsk en? - Lofottorsken i internasjonal politikk.
Internasjonal Politikk, 71 (1):109-119. [Fagfellevurdert
Støren, Øyvind; Rønnestad, Bent; Sunde, Arnstein; Hansen,
Joar; Ellefsen, Stian & Helgerud, Jan. (2013). A time
saving method to assess power output at lact ate threshold
in well-trained and elite cyclists. Journal of Strength and
Conditioning Research. (Ahead of print)[Fagfellevurdert
Sundbo, Jon; Sørensen, Flemming & Fuglsang, Lars. (2013).
Innovation in the experience sector. I: Handbook on the
Experience Economy, (Red.). Sundbo, Jon & Sørensen,
Flemming: Edward Elgar Publishing. s. 228-247. [Artikkel
i vitenskapelig antologi] Level 2, Points: 0,166.
Söderström, Kerstin & Skårderud, Finn. (2013). The Good,
The Bad, and the Invisible Father: A Phenomenological
Study of Fatherhood in Men with Substance Use Disorder.
Fathering, 11 (1):31-51. [Fagfellevurdert artikkel i
Teigen, Håvard. (2013). Kommunane som innovatørar. I:
Håvard & Aarsæther, Nils Cappelen Damm Akademisk.
s.31-52. [Artikkel i vitenskapelig antologi.] Level 1, Points:
0,7.
Teigen, Håvard & Lien, Gudbrand. (2013). Kommunene
som næringsutvikler: kommunalt tiltaksarbeid. I:
Innovative kommuner, eds. Ringholm, Toril M; Teigen,
Håvard & Aarsæther, Nils: Cappelen Damm Akademisk.
s.240-257. [Fagfellevurdert artikkel i vitenskapelig
tidsskrift.] Level 1, Points: 0,7.
Teigen, Håvard; Ringholm, Toril M & Aarsæther, Nils.
(2013). Innovatør frå alders tid. I: Innovative kommuner,
(Red.). Ringholm, Toril M; Teigen, Håvard & Aarsæther,
Nils Cappelen Damm Akademisk. s.15-30. [Artikkel i
Thrana, Hilde Marie. (2013). Kjærlighet: en
kjernekompetanse i profesjonelt barnevernsarbeid?
Norges Barnevern, 90 (1):4-17. [Fagfellevurdert artikkel i
Thrana, Hilde Marie & Fauske, Halvor. (2013). The
emotional encounter with child welfare services: the
importance of incorporating the emotional perspective in
parents' encounters with child welfare workers. European
Journal of Social Work. (Ahead of print) [Fagfellevurdert
Thuen, Harald. (2013). Kjærlighet til en fremmed:
spesialpedagogikkens utspring. I: Pedagogikk under livets
tre: Akademika forlag. s.129-146. [Artikkel i vitenskapelig
antologi] Level 1, Points:0,7.
Thuen, Harald. (2013). Ny dansk utdanningshistorie: hva
med Norge? Historiografiske refleksjoner. Årbok for norsk
utdanningshistorie (2013/14):36-53. [Fagfellevurdert
Thuen, Harald & Tveit, Knut. (2013). Privatskolane: vere
eller ikkje vere? Fire hundre år i motgang og medgang.
Tidsskrift for samfunnsforskning, 54 (4):493-508.
[Fagfellevurdert artikkel i vitenskapelig tidsskrift] Level 1;
Points: 0,5.
Tjørve, Even; Flognfeldt, Thor & Tjørve, K.M.C. (2013).
The effects of distance and belonging on secondhome markets. Tourism Geographies, 15 (2):268-291.
Points: 1.
27
Tønnesson, Øyvind. (2013). Folkeforbundet: en tragedie?
I: Krig og fred i det lange 20. århundre: Cappelen Damm
Akademisk. s. 211-234. [Artikkel i vitenskapelig antologi]
Level 1, Points: 0,7.
Veggeland, Noralv. (2013). Characteristics of regulatory
regimes. Journal of Governance and Regulation, 2 (1):4456. [Fagfellevurdert artikkel i vitenskapelig tidsskrift] Level
1, Points: 1.
Veggeland, Noralv. (2013). Essays on regulatory governance:
Nova Science Publishers, Inc. [Vitenskapelig monografi]
Level 1, Points: 5.
Veggeland, Noralv. (2013). Innovative kommunale innkjøp. I:
Håvard & Aarsæther, Nils: Cappelen Damm Akademisk.
s. 222-238. [Artikkel i vitenskapelig antologi.] Level 1,
Points: 0,7.
Veggeland, Noralv. (2013). Norsk helsepolitikk: forvaltning
eller forretning? Materialisten - Tidsskrift for forskning,
fagkritikk og teoretisk debatt, 41 (4):41-60. [Fagfellevurdert
artikkel i vitenskapelig tidsskrift] Level 1, Points:1.
Veggeland, Noralv. (2013). Nytt perspektiv på mål- og
resultatstyring. Magma - Tidsskrift for økonomi og ledelse,
16(1):36-40. [Fagfellevurdert artikkel i vitenskapelig
tidsskrift] Level 1, Points:1.
Veggeland, Noralv. (2013). Samhandlingsreformen: en
bærekraftig reform? I: Reformer i norsk helsevesen:
veier videre: Akademika forlag. s. 81-109. [Artikkel i
Wisting, Line Norøm; Frøisland, Dag Helge; Skrivarhaug,
Torild; Dahl-Jørgensen, Knut & Rø, Øyvind. (2013).
Disturbed Eating Behavior and Omission of Insulin in
Adolescents Receiving Intensified Insulin Treatment A
nationwide population-based study. Diabetes Care, 36
(11):3382-3387. [Fagfellevurdert artikkel i vitenskapelig
Wisting, Line Norøm; Frøisland, Dag Helge; Skrivarhaug,
Torild; Dahl-Jørgensen, Knut & Rø, Øyvind. (2013).
Psychometric Properties, Norms, and Factor Structure of
the Diabetes Eating Problem Survey - Revised in a Large
Sample of Children and Adolescents With Type 1 Diabetes.
Diabetes Care, 36 (8):2198-2202. [Fagfellevurdert artikkel i
Zoupanou, Zoe; Cropley, Mark & Rydstedt, Leif. (2013).
Recovery after Work: The Role of Work Beliefs in the
Unwinding Process. PLoS ONE, 8 (12). [Fagfellevurdert
Österberg, Johan & Rydstedt, Leif. (2013). Core values
and attitudes among Swedish conscripts volunteering for
international missions: An exploratory study. The Journal
of Values Based Leadership, 6 (2):65-73. [Fagfellevurdert
NON-SCORING PUBLICATIONS
In addition to level-1 and level-2 publications, publications that don’t result in points are also registered. The list
contains academic papers, academic textbooks, book chapters, feature articles and reports. These are publications that
have satisfactory research qualities, but were the authors have chosen journals, publishers or a publishing department
that are not on the list of approved publication channels. Other forms of research dissemination are not included here,
but can be found at Cristin.no (national research registry)
Amundsen, Anne Ringen. (2013). En opplevd katastrofe. I:
Gudbrandsdølen Dagningen. [Kronikk]
Andersen, Jan; Askheim, Ole Petter & Guldvik, Ingrid.
(2013). Forslaget til rettighetsfesting av BPA: ingen seier for
funksjonshemmede. I: Velferd. [Kronikk]
Andersen, Jon Aarum. (2013). Managerial Grid. I:
Encyclopedia of management theory: Sage reference. S
.474-477. [Kapittel i bok.]
Askheim, Ole Petter. (2013). Framtidas velferdsutdanninger:
hvor er brukerne? I: Fontene. [Kronikk]
Askheim, Ole Petter (2013). Brukerstyrt personlig
assistanse : kunnskapsstatus. Høgskolen i Lillehammer.
Forskningsrapport (157). [Rapport]
Berg, Marie; Dolva, Anne-Stine; Kleiven, Jo & KrumlindeSundholm, Lena. (2013). Is there a need to develop
cultural adjusted norm values? I: Journal of Rehabilitation
Medicine. [Fagartikkel]
Berg, Pål. (2013). Høgskolen i Lillehammer tilrettelegger
studier for toppidrettsutøvere. I: Norsk idrettsmedisin.
[Fagartikkel]
28
Birkvad, Søren. (2013). Analyse av "Tusen ganger godnatt". I:
Montages.no. [Fagartikkel]
Birkvad, Søren. (2013). Oscar til døden. I: Morgenbladet.
[Kronikk]
Birkvad, Søren. (2013). Nasjonalismens spøkelse. I:
Morgenbladet. [Kronikk]
Birkvad, Søren & Birkvad, Søren. (2013). Fem øjeblikk i
nyere norsk film jeg ikke blir kvit I: Vagant. [Kronikk]
Borgos, Rolf M. (2013). Forsvarets veteraner og bistands- og
nødhjelpsarbeider, to sider av av samme sak? I: Dagbladet.
[Kronikk]
Christensen, Karen; Guldvik, Ingrid. Migrant care workers’
lived experiences in the UK and Norway. Høgskolen i
Lillehammer the Social Care Workforce Research Unit,
King’s College London, UK. [Rapport]
Diesen, Jan Anders (2013). Planting Flags. Naming Land.
Claiming the Ice. I: Skandinavien i tid och rum : bidrag
från CSS-konferenserna 2011 och 2012 (CSS acta series;
II). Lund: CSS Centre for Scandinavian studies s. 240-258
[Kapittel i rapport]
Diesen, Jan Anders (2013). Kinematografen og børnene :
"...til velsignelse og ikke til forbandelse". I: Film til folket :
sensur og kinopolitikk i 100 år. s. 43-54 [Kapittel i bok]
Diesen, Jan Anders. Til Nordpolen med fly og filmkamera
By airplane to the North Pole - with a film camera. Oslo:
Nasjonalbiblioteket 2013 [Fagbok]
Dolva, Anne-Stine & Askheim, Ole Petter. (2013). Et blikk
i bakspeilet: norsk forskning om funksjonshemming 2004
- 2012. Høgskolen i Lillehammer. Informasjonsserien (39)
[Rapport]
Engelstad, Audun (2013). Hvordan måle kvalitet? I:
Rushprint. [Fagartikkel]
Eriksen, Håkon Glommen. (2013). Selvbestemmelse,
rettighet og tvang: en introduksjon i juss for studenter
i barnevern, Social work og vernepleie. Høgskolen i
Lillehammer. [Rapport]
Flagstad, Ingeborg Olsdatter. (2013). Far og datter:
Relasjonsarbeid på teaterscenen. I: Protagonisten:
medlemsblad for Norsk forening for psykodrama.
[Fagartikkel]
Flagstad, Ingeborg Olsdatter. (2013). Psykodrama for
selvinnsikt. I: Hamar Dagblad. [Kronikk]
Flagstad, Ingeborg Olsdatter. (2013). Rollemestring. I:
Hamar Arbeiderblad. [Kronikk]
Flognfeldt, Thor. (2013). Developing new tourism routes in
coastal areas. Études caribéennes. [Fagartikkel]
Flognfeldt, Thor; Overvåg, Kjell & Reistad, Iver. (2013).
Klimavennlige transportløsninger for hytte- og
reiselivsområder i Oppland. Østlandsforskning. ØF-notat
(12). [Rapport]
Gran, Lillian. (2013). Skole og digital dannelse. I:
Guldvik, Ingrid; Andersen, Jan (2013); BPA:-trekk ved
kommunal saksbehandling, arbeidsgivernes tilrettelegging
og assistentenes arbeidsbetingelser. Høgskolen i
Lillehammer. Forskningsrapport (156). [Rapport]
Haugsbakk, Geir Olav. (2013). Akademiske blikk på Hans
Aanrud. I: Om det store i det små: Hans Aanrud 150 år:
Gausdal historielag. s.72-76. [Kapittel i bok.]
Haugsbakk, Geir Olav. (2013). Fra gjetergutt til
internasjonalt kjent forfatter. I: Om det store i det små:
Hans Aanrud 150 år: Gausdal historielag. s.22-33. [Kapittel
i bok.]
Haugsbakk, Geir Olav. (2013). Hans Aanruds 150 år: nye
blikk på en suksessforfatter. I: Årbok for Gudbrandsdalen:
Dølaringen. [Kapittel i bok.]
Haugsbakk, Geir Olav. (2013). Skarp kritiker og debattant.
I: Om det store i det små: Hans Aanrud 150 år: Gausdal
historielag. s.62-71. [Kapittel i bok.]
Haugsbakk, Geir Olav; Weihe, Hans-Jørgen Wallin &
Blekastad, Ivar. (2013). Om det store i det små: Hans
Aanrud 150 år: Gausdal historielag. [Fagbok]
Haugseth, Jane. (2013). Tilvenning i barnehagen. I:
Hausstätter, Rune. (2013). Skolens aura er borte. I:
Helseth, Tore Ulrik. (2013). Kone, kvinne, kamerat:
Kvinnebilder i okkupasjonstidens filmrevyer. Nytt blikk:
årsskrift fra Stiftelsen Arkivet. [Fagartikkel]
Høstaker, Roar. (2013). Modernitetens grunnlov. I:
Klassekampen. [Kronikk]
Høstaker, Roar. (2013). Oppfinning og oppdaging. I:
Jørgensen, Ingrid Grimsmo. (2013). Mobbing er ikke
et teknologisk problem, men et sosialt problem. I:
Gudbrandsdølen Dagningen.
Jørgensen, Ingrid Grimsmo. (2013). Mobbing handler ikke
om teknologi. I: Aftenposten.no. [Kronikk]
Jørgensen, Sveinung; Pedersen, Lars Jacob Tynes. (2013)
Bærekraft krever mer enn gulrot og pisk. Stavanger
Aftenblad s.20 [Kronikk]
Jørgensen, Sveinung; Pedersen, Lars Jacob Tynes. (2013)
Bærekraft krever mer enn gulrot og pisk. Forskning.no
[Fagartikkel]
Kan ansvarlighet og lønnsomhet forenes? I: Hamar
Arbeiderblad. [Kronikk]
Mindre bærekraft uten ansvar. I: Gudbrandsdølen
Dagningen. [Kronikk]
Rydd opp etter dere selv! I: Dagens næringsliv. [Kronikk]
Kaland, Nils. (2013). Diagnostisering og motvilje i
hjelpeapparatet. I: Spesialpedagogikk. [Fagartikkel]
Kaya, Mehmet Siddik. (2013). Tyrkias engasjement i Syria. I:
Lesjø, Jon Helge. (2013). Høyrebølge anno 2013. I:
Lillehammer Byavis. [Kronikk]
Lesjø, Jon Helge. (2013) OL-studier : kritiske perspektiver.
Anmeldelse av Palgrave Macmillans "Handbook of
Olympic Studies". Idrottsforum.org [Fagartikkel]
Lugo, Ricardo. (2013). Promoting Resilience Through Sports
Development - How Sports Can Incorporate Resilience
Based Research in Skill Development Programs. I:
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s.95-103. [Kapittel i bok.]
NATIONAL SCIENCE WEEK 2013
The National Science Week is an annual national research festival that was organized from the 19th to 29th of
September in 2013. The theme of the 2013 festival was
“Ocean and water”
The aim of NSW is to encourage curiosity, interest in and
understanding for research and the impact of research in
people’s everyday lives. The Research Council of Norway
organizes the festival in cooperation with universities, university colleges, research institutes, libraries, museums and
trade and industry.
LUC’s partners in 2013 were the House of Literature /
Lillehammer Library, Eastern Norway Research Institute,
Norwegian Institute for Nature Research, GLB Water
Management Association, Eidsiva, the Norwegian Road
Museum, Åretta Middle School and Jorekstad Waterpark.
The following events were held:
yySilent film screening from the airship “Norge”s
voyage over the artic ocean accompanied by Stephen
Horne From London, one of the leading silent film
pianists.
yyEnergy seminar, “Klima og Miljø” (Climate and
environment) at the Norwegian Road Museum in
Øyer.
yyTheme evening at Åretta Middle School in Lillehammer about upbringing/parenting with researchers
from the research center for child and youth participation and competence development.
yyFlytende overganger" (Floating transitions). Seven
researchers talk about water from their academic
viewpoint at Lillehammer Library.
yyOpen presentation about "Den norske iseksporten" (The Norwegian ice export) with Hans Jørgen
Wallin Weihe and Carsten Syversen at Lillehammer
Library.
yyOpen presentation "Livet er lettere for de pene" (Life
is easier for handsome people) with Sanna Sarromaa
at the hot water pool at Jorekstad Waterpark
31
ARTISTIC DEVELOPMENT WORK
The Norwegian Film School is the artistic education at
LUC, and has developed an artistic development work
program that the higher education act regards as equivalent
to scientific research. The film school base themselves on
the official definition of artistic development work: Artistic
Development work covers artistic processes that lead to a
publically available product. An explicit reflection of the
development and presentation of the product can also
be included in the activity. (The Norwegian Association
of Higher Education Institutions “Emphasis on artistic
development work”; 2007)
The film school’s goal is that the teaching is based on
artistic development work. This entails that almost all of
the teachers are employed on a part-time basis and still
are active filmmakers. They pass on their knowledge and
experiences from artistic activities to their students through
reflection and re-working material. In this way we obtain
teaching based on artistic development work that is current and relevant. In addition several of the teachers carry
out artistic development work that is not directly related
to film projects, but rather development work that has a
broad, immersive and reflective character in relation to
the teacher’s field of study. Some examples of these works
are listed below.
An important part of the artistic development work at the
Norwegian Film School takes place within the framework
of the Norwegian Artistic Research Program. This program
was established by art education institutions in Norway,
including the Norwegian Film School, and consists of a
fellowship program (more information in part B of the
report) and a project program. The Norwegian Artistic
Research Program shall strengthen artistic development
work at the highest level.
For the Norwegian Film School, who define itself as a
storytelling film school,
the teacher’s film work,
research fellows and the
artistic development work
mentioned above is of
great importance when it
comes to adding new academic perspectives to the
education and academic
environment. Especially
in the years to come when
the school is undergoing a
modernization with new
bachelor and master programs, and further education possibilities for the industry, will it be important
to expand the competence
level of the academic environment through artistic development work. The Norwegian Film School is therefore active
in searching for relevant projects and qualified people that
can contribute in that area.
During the last three years the Norwegian Film School
has obtained funding for two major projects within the
Project Program.
yyErik Poppe; film director, project member: The
subjective objective. An exploration of the possibilities of increased emotionality, the use of highly
personalized and strictly subjectively point of view in
conscious narrative film.
yyNiels Pagh Andersen; film editor, main teacher: ”Order in Chaos. An exploration and extension of the
language in the Filmic Storyline”.
Other selected artistic development works at the
Norwegian Film School:
yyKjell Vassdal; cinematographer, main teacher. “Film
photography in the change of time - from an analog
to a digital expression”
yyOlivier Rahmat; film editor, former main teacher,
now a guest teacher: “VISUAL NARRATIVE. A
study of film language as dramaturgical tools”.
yySveinbjørn Baldvinsson; screenplay writer, main
teacher: ”Vikings – a television series that breaks
with conventions.
yyCecilie Semec; cinematographer, main teacher: The
modern film image. A study of the modern film
image from a film photographic perspective.
yyEinar Egeland; film editor, main teacher; MANIPULATE ME - mind and emotion in cinema, a cognitive study in the art of film editing.
32
hil.no/forskning
post@hil.no
tlf. 61 28 80 00
Lillehammer University Colelge
PO Box 952
N-2604 Lillehammer

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