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Svennevig, Jan; Urbanik, Pawel Kazimierz & Diepeveen, Aafke
(2024).
Slik kan etterforskere bli bedre til å formidle rettighetene i avhør.
Politiforum.
ISSN 1500-6921.
-
Frølich, Nicoline & Korseberg, Lene Kirstine
(2024).
Digitalisation and merger processes in universities. How are they interrelated? Paper accepted to be presented at NOPSA, Bergen, July 2024.
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Frølich, Nicoline & Korseberg, Lene Kirstine
(2024).
Digitalization and merger processes in universities.
How are they interrelated?
.
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Lanseng, Even Johan
(2023).
Error Cost versus Error Probability in Consumer Choice.
-
Lanseng, Even Johan
(2023).
Under the influence of the influencer: what mechanism explains an influencer’s influence on product evaluations?
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Tellnes, Lars Gunnar Furelid; Kjøniksen, Anna-Lena & Pamies, Ramon Francisco Porras
(2023).
Life cycle assessment of tunicate burger.
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Tellnes, Lars Gunnar Furelid; Pamies, Ramon Francisco Porras; Kjøniksen, Anna-Lena & Næss, Johann K
(2023).
Declaring environmental performance with reuse and recycling business approaches for small and medium sized enterprises.
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Tellnes, Lars Gunnar Furelid; Koch, Christian; Torgersen, Mirielle & Kjøniksen, Anna-Lena
(2023).
Value capture from low embodied emissions of buildings a business model innovation perspective.
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Tellnes, Lars Gunnar Furelid & Kjøniksen, Anna-Lena
(2023).
Metrics for absolute environmentally sustainable foods – case on tunicate burger.
-
Newaz, Fahd Bin Malek
(2023).
Co-creation through design: Exploring the role of toolkits and prototypes in processes of co-creation in cross-disciplinary collaborations.
-
Newaz, Fahd Bin Malek
(2023).
Project Presentation pARTiciPED.
-
Newaz, Fahd Bin Malek
(2023).
Making Technology Matter for Processes of Co-Creation and Innovation in Cross-Sectorial Collaborations.
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Tellnes, Lars Gunnar Furelid; Wu, Hong & Kjøniksen, Anna-Lena
(2023).
LCA for circular business model – five step method and experiences from Norway.
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Tellnes, Lars Gunnar Furelid; Andersson, Gunnar & Kjøniksen, Anna-Lena
(2023).
Three perspectives of LCA for business models innovation – case studies on rental of products.
-
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Tellnes, Lars G. F.; Næss, Johann Kristian; Kjøniksen, Anna-Lena & Ross, Lone
(2023).
Carbon footprint of reused and recycled wood products.
-
Lilja, Niina; Eskildsen, Søren Wind; Wagner, Johannes; Eilola, Laura; Gudmundsen, Jenny & Härmävaara, Hanna-Ilona
[Vis alle 11 forfattere av denne artikkelen]
(2023).
A Nordic model for supporting language learning in everyday contexts.
Fast Track to Vision 2030.
ISSN 1890-0429.
Vis sammendrag
We argue that the present challenges in the linguistic integration of adult immigrants in the Nordic societies require radically new thinking about language and learning. The remedy to the current poor linguistic integration of adult immigrants is not found in organising more integration courses or in tweaking the classroom practices. Rather, we propose that the Nordic countries should join forces in developing a Nordic model for adult immigrants’ linguistic support based on ideas of language companionship and language mentoring on the job. Such a model would be one important step towards making the Nordic Region more socially sustainable.
-
Prince, Michael John
(2023).
“Imminent and Striated Spaces in Harry Partch’s The Wayward”.
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Lanseng, Even Johan
(2022).
Under influence of the influencer: what mechanism explains an influencer’s influence on consumers’ product evaluations?
-
Torgersen, Mirielle; Andersson, Gunnar & Lindgren, Peter
(2022).
Exploring the business ecosystem for green business models – a literature review.
I Michelini, Laura; Mina, Anna & Alaimo Di Loro, Pierfrancesco (Red.),
Proceedings of the 7th International Conference on New Business Models: Sustainable Business Model Challenges: Economic Recovery and Digital Transformation.
LUMSA Universitet.
ISSN 979-12-210-1188-3.
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Tellnes, Lars Gunnar Furelid & Kjøniksen, Anna-Lena
(2022).
Perspectives of evaluating product service systems with life cycle assessment a case study on power tool rental.
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Kjøniksen, Anna-Lena & Tellnes, Lars Gunnar Furelid
(2022).
Action case studies as method for industrial work integrated learning.
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Andersson, Gunnar; Johansen, Frode Ramstad; Hauge, Bjørn Gitle; Torgersen, Mirielle; Tellnes, Lars G. F. & Valter, Per
(2022).
Co-creating a learning community on sustainability.
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Newaz, Fahd Bin Malek
(2022).
Presentation of pARTiciPED at DESIGN group, Institute for Informatics, University of Oslo.
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Newaz, Fahd Bin Malek
(2022).
PhD-forum: Presentations and joint discusssion on the topic "the digital society" and different approaches to digitalization processes.
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Andersson, Gunnar; Sæthern, Beate Brevik; Glømmen, Anne Margrethe; Langvik, Trond Åge & Westbye, Kristin K.
(2022).
RESEARCHING PSYCHOLOGICAL SAFETY AMONG WELFARE AND INNOVATION STUDENTS
.
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Demi, Selina
(2022).
A Neural Blockchain for Requirements Traceability: BC4RT Prototype.
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Ji, Guomin; Kanstad, Terje & Trygstad, Steinar
(2022).
Structural behavior of fiber reinforced concrete foundations.
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Kaufmann, Odd Tore; Stenseth, Børre & Forsström, Sanna Erika
(2022).
Programmering i matematikkundervisningen,
QED1-7 Matematikk for grunnskolelærerutdanningen, Bind 1, 2. utgave.
Cappelen Damm Akademisk.
ISSN 978-82-02-49188-8.
s. 545–617.
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Petterson, Trude & Bjørshol, Stig
(2022).
En retrospektiv og en digital tilnærming til nye lærebøker i samfunnsfag
.
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Lanseng, Even Johan; Gripsrud, Geir & Nes, Erik Bertin
(2021).
Perception of multiple country-of-brand origins and the effect of foreign-sounding brand names on attitude.
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Rogne, Adrian Farner; Borgen, Solveig Topstad & Nordrum, Erlend Ingridsønn
(2021).
School Segregation and Native Flight. Evidence from School Catchment Area Borders (https://osf.io/preprints/socarxiv/xykdg/).
SocArXiv.
doi:
10.31235/osf.io/xykdg.
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Demi, Selina
(2021).
A Blockchain-Enabled Framework for Requirements Traceability.
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Prince, Michael John
(2021).
Desertdscape and renewal in Axel Jensen's Doktor Fantastisk.
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Prince, Michael John
(2021).
"Axel jensen's Beat Cred.: Ikaros & Line and the Beat Poets.
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Resch, Eirik; Andresen, Inger; Eivind, Selvig; Wiik, Marianne Rose Kjendseth ; Tellnes, Lars G. F. & Stoknes, Stein
(2021).
Promoting climate neutral urban areas – FutureBuilt zero method to measure compliance in pilot projects.
The 10th International Conference on Life Cycle Management 5th – 8th September 2021. LCM 2021.
Vis sammendrag
In the past 12 years, more than 50 FutureBuilt pilot projects have shown that it is possible to reduce greenhouse gas emission from transport, energy and materials for the built environment. The FutureBuilt programme supports climate friendly urban development in Norway’s capitol city Oslo and surrounding municipalities (Bærum, Asker, Drammen, Nordre Follo and Lillestrøm). All projects have until now been required to perform carbon footprint calculations and to reduce emissions by 50% compared to a reference common practice. Followng the political ambitions to further reduce greenhouse gas emissions, the FutureBuilt criteria has been updated to reflect these, with the development of a scheme called FutureBuilt ZERO. The FutureBuilt ZERO method is based on the Norwegian standard for carbon footprint calculations of buildings (NS 3720), but has taken a more forward looking approach. The method is taking into account expected future developments in society related to carbon footprint aspects that has often been left out in common carbon footprint practice. It includes contributions to greenhouse gas emission of direct and indirect emissions from operational energy, manufacturing, and transport of materials, related to building construction, operation, maintenance and end-of-life. In common carbon footprint of buildings, scenarios for maintenance and end-of-life of buildings are often assessed based on current practice. However, in the FutureBuilt ZERO method, the changes in technology and policy have been taking into account for adjusting emission factors. Other aspects that are often left out in common practice such as biogenic carbon, time-dependent characterisation factors, carbonatization of concrete, design for reuse and exported energy, are also included. The process to take into account such aspects requires input from several experts and the presentation will bring forward some of the aspects that has been deliberated in the making of the method.
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Solberg, Espen; Ingeborgrud, Lina; Korseberg, Lene Kirstine; Frølich, Nicoline & Lyby, Lars
(2021).
Det er trolig flere forskere som forsker på 1. mai-tog enn som går i det.
Morgenbladet.
ISSN 0805-3847.
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Ingeborgrud, Lina & Korseberg, Lene Kirstine
(2021).
Fire ting som kjennetegner forskeryrket i 2021.
[Fagblad].
Forskerforum.
-
Ingeborgrud, Lina & Korseberg, Lene Kirstine
(2021).
Forskerkarrieren i 2021.
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Schewe, Theo
(2021).
Den Norske Grensehandelen – drivkraft for en omfattende grenseturisme.
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Tranberg, Anders; Lurås, Inger Johanne; Jakobsen, Mette Mo; Siqveland, Arvid & Gjesteland, Thomas
(2021).
New Guidelines for the National Curriculum Regulations for Engineering Education in Norway(with emphasis on Mathematics) .
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Dahl, Mette Lundstrøm
(2021).
Establishing a working high-throughput micro-colony biofilm assay for non-typable Haemophilus influenzae.
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Dahl, Mette Lundstrøm
(2021).
Establishing a working high-throughput micro-colony biofilm assay for non-typable Haemophilus influenzae.
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Prince, Michael John
(2021).
Simulations, microdystopias, and the encoded uncanny in Rick and Morty.
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Johannesen, Monica & Smestad, Bjørn
(2021).
Teacher Education and Transdisciplinary Teacher Professional Competencies.
Vis sammendrag
Subtitle: Perspectives from Professional Diversity Competency, Professional Research & Development Competency, and Professional Digital Competency.
The qualifications and competencies that teachers need, and that must be developed through initial teacher education, are ever evolving. The future-ready teachers need to exercise agency and develop their transformative competencies. To succeed in a rapidly changing and digital society, skills such as deeper learning, analytic reasoning, complex problem solving, and teamwork are required (Binkley et al., 2012). Teachers’ professional competence can be defined as professional practice based on a knowledge base that enables the handling of complex issues related to learning and teaching (Smestad & Gillespie, 2020). This knowledge base is likely to include elements from a variety of areas, including practical experience. Research has highlighted how teachers’ professional competence build on a range of knowledge types, and Hargreaves & Fullan (2012) emphasise both an individual and a collective component. Hence, student teachers’ professional competencies can be expected to be developed in the interplay with peers and with teacher educators and school-based mentor teachers at the different learning arenas in teacher education, e.g., both at campus and at placement schools (Raaen & Thorsen, 2020).
The constitution of professional competence is an integrated relation between theoretical, scientific and practical experience-based modes of knowledge (Grimen 2008; Nielsen & Lund, 2020). Hence, developing professional teacher competencies requires integrating different modes of knowledge, rather than engendering conflict between theory and practice. On-campus learning, which tends to emphasise theoretical knowledge – requires a cognitive understanding that includes analytical and critical reflection (Grimen, 2008). Learning in practice placements involves practical knowledge, which differs from theoretical knowledge by being developed and implemented by the learner themselves (Heggen, 2008; Gee, 2000). Moreover, student teachers will encounter different knowledge cultures, both on campus and at placement schools (Raaen & Thorsen, 2020). Such encultured knowledge, which establishes itself in social contexts, is collective, normative and tacit. On the other hand, laws and regulations – embedded knowledge – are operationalised in local institutional structures and procedures like curricula and lesson plans, assessment practices and teaching methods, thereby framing professional practice (Klette & Carlsten, 2012, p. 71).
Increasingly, teacher education programmes stress transdisciplinary goals (Johannesen & Øgrim, 2020), learning outcomes that transcend subject boundaries and cannot be reduced to a sum of goals in discrete subjects. The aim of this symposium is to present new research examining three specific areas of teachers’ transdisciplinary professional competencies: professional diversity competency, research & development competency and professional digital competency. In a recent review (Smestad & Gillespie, 2020), tensions in relation to how to understand transdisciplinary professional competencies in general, and these three important areas specifically, are emphasised calling for more research. A focus on transdisciplinary competencies is crucial to develop a coherent teacher education program and the three identified areas oftransdisciplinary professional competencies are not just individually important but are also sufficiently different to contribute to a nuanced view of transdisciplinarity.
The empirical data presented in this symposium includes perspectives from both student teachers, teacher educators and mentor teachers. The main data is from the Norwegian large scale and longitudinal project Teacher Qualifications for the 21st century (TEQ21), but perspectives from researchers from Denmark and Uganda are included as well.
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Øgrim, Leikny; Johannesen, Monica & Hatlevik, Ove Edvard
(2021).
The Role of the University and the Placement Schools in the Development of Student Teachers' Professional Digital Competence.
Vis sammendrag
In initial teacher education, the student teachers encounter different learning arenas, whereas the two formal ones are university campus and workplace (i.e. placement schools). Studies on the relation between learning in campus and placement schools, often describe students as receptive and passive in the campus-based learning context, as opposed to be more active and involved in the placement schools (Finne, Mordal & Stene, 2014).
Although university campuses and workplaces are different contexts, students do not necessarily see this difference as a "gap" (Lohmander, 2015). Instead, they might see campus and placement schools as involving different modes of knowledge (Christensen, Eritsland & Havnes, 2014). Learning on campus is characterized by theoretical knowledge and requires analytical and critical reflection. On the other hand, workplace learning, for example carried out in placement schools, is characterized by practical knowledge which can be developed and implemented by the learner at the workplace (Gee, 2000). Raaen & Thorsen (2020) question the idea of a gap between theory and practice and advocate a form of coherence which requires cultural exchange between the learning arenas. This tension of understanding the different roles of learning, is to our knowledge, not discussed with regard to teacher students’ professional digital competence.
There is little research on the role of practice placement in developing student teachers´ professional digital competence. An exception is Galanouli & McNair (2001) who conclude their research that schools must be supported and resourced properly and that placement teachers must be trained in the use of technology, for student teachers to improve their professional digital competence during practice placement. The same authors state that higher education institutions emphasize the development of the student teachers’ ability to reflect on the pedagogical use of technology in their teaching practice.
For more than two decades, Norwegian teacher education institutions have integrated professional digital competence training into subject areas (Engen, Giæver& Mifsud, 2015; Johannesen & Øgrim 2020). In evaluations from training in university campuses and placements schools both, teacher educators and student teachers report that they do not have sufficient professional digital competence (Engen et al., 2009; Gudmundsdottir & Hatlevik, 2018).
In this paper, we investigate the roles of learning arenas for the development of student teachers’ professional digital competence. As part of the picture, the concept of professional digital competence is used for analyzing the role of the learning arenas
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Tusiime, Wycliff Edwin & Johannesen, Monica
(2021).
Optimizing Educators’ Digital Competence: How prepared are Teacher Training Institutions in Uganda.
Vis sammendrag
This paper is an outcome of an ongoing empirical study that seeks to establish the strategies to improve the continuous development of educators’ digital competence in teacher training institutions (TTIs) in Uganda. The study is motivated by the ever-growing interest in integrating digital technology in teacher training institutions across the world, which has created tension among educators, still contemplating on how best they can use the available digital tools in their teaching process (Lund & Aagaard, 2020; Säljö, 2010). It is assumed that digital technologies have a great potential for improving the quality of education (Toit, 2015) and indeed for years, several countries all over the world have embarked on the use of digital tools in the teaching process (UNESCO, 2015). However, an analysis of the curriculum for teacher education across educational contexts indicates that digital competence is integrated to a limited extent in the curriculum documents for teacher education programmes (Instefjord, 2014; Ministry of Education and Sports, 2006; European Commission, 2007). Thus, basing on a case study design, semi-structured face-to-face interviews and non-participant observations was employed to gather qualitative data from participants who included educators and administrators from selected TTIs in Uganda. The findings indicate that Uganda TTIs meets challenges similar to what has been identified in international research and ought to; develop and provide digital infrastructure, conduct in-service training on the pedagogical use of digital tools, develop subject-based ICT curriculum, improve access to digital tools (hardware, software and internet). Furthermore, Uganda TTIs ought to develop and implement ICT policies at institutional level and motivate teachers to use digital tools as well as advocate for attitudinal change towards the use of digital tools among educators. An appropriate adoption and implementation of these strategies by TTIs, as evidenced from the research findings, could guarantee acquisition and/or improvement of digital competence among educators that is relevant for pedagogical purposes in today’s technological-rich environments in Uganda as well as other parts of the world.
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Negaard, Arve
(2021).
Finansiering av forebygging av sosiale ulikheter gjennom tidlig innsats i barnehage og skole.
-
Negaard, Arve
(2021).
Negaard viser at Fredrikstad taper flere titalls millioner i året på skjev fordeling. Kan få 30 millioner kroner mer fra staten.
[Avis].
Fredriksstad Blad.
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Killmer, Helene; Svennevig, Jan & Beeke, Suzanne
(2021).
Agency in Collaborative Storytelling - reflecting Competence in Aphasia.
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Kaufmann, Odd Tore; Stenseth, Børre; Berggren, Stein Arnold & Forsström, Sanna Erika
(2021).
Whats my angle? Students cooperating to make a square. .
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Gjellebæk, Camilla; Dahl, Annette Veberg; Del Busso, Lilliana Andrea; Edvardsen, Magdalena & Grøndahl, Vigdis Abrahamsen
(2021).
HiØ best på kjønnsbalanse - vil fortsatt holde stand på barrikadene.
Fredriksstad Blad.
-
Bjørshol, Stig & Nolet, Ronald Erwin Arno
(2021).
Tanketrening for vår tid.
Bedre Skole.
ISSN 0802-183X.
-
Tolsby, June Merete Solberg
(2021).
Innovasjon i praksis.
-
Negaard, Arve
(2021).
Inntektssvake kommuner må løftes. Østfoldkommunene er en tapende part.
Moss Avis.
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Negaard, Arve
(2021).
Inntektsfordeling rammer Østfold hardt. Likevel forsvarer Høyre systemet.
Fredriksstad Blad.
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Dahl, Annette Veberg
(2021).
Ønsker mer fysisk aktivitet og sosialt samvær i studentlivet.
[Radio].
NRK-P1 Østfold Distriktsprogram .
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Dahl, Annette Veberg
(2021).
Ønsker mer fysisk aktivitet og sosialt samvær i studentlivet.
[TV].
Distriktsnyheter Oslo og Viken.
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Demi, Selina
(2020).
Mapping human values and scrum roles: a study on students`
preferences.
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Demi, Selina
(2020).
Blockchain-oriented Requirements Engineering: A Framework.
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Prince, Michael John
(2020).
«Bob Dylan’s John Wesley Harding: sosialbanditten etter kjærlighetssommeren». .
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Hansen, Pernille; Landmark, Anne Marie; Simonsen, Hanne Gram & Svennevig, Jan
(2020).
Word finding difficulties in testing and conversation: An interdisciplinary approach to the study of multilinguals with dementia.
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Svennevig, Jan
(2020).
Demenskommunikasjon og språklig bevissthet.
-
Svennevig, Jan
(2020).
Multilingualism as a resource in dementia interaction.
-
Svennevig, Jan
(2020).
Overview of the results of the MultiLing Dementia project.
-
Svennevig, Jan
(2020).
Forebygging av forståelsesproblemer i samtaler med andrespråksbrukere.
-
Svennevig, Jan
(2020).
Forebygging av forståelsesproblemer i samtaler med andrespråksbrukere.
-
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Mikkelsen, Robert Lewis
(2020).
American Government.
-
Mikkelsen, Robert Lewis
(2020).
American Immigration, A Nation of Nations.
-
Mikkelsen, Robert Lewis
(2020).
Impeachment in American Politics.
-
Mikkelsen, Robert Lewis
(2020).
Amerikansk Politikk: Quo Vadis?
-
-
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Negaard, Arve
(2020).
Sporene etter Hans Nielsen Hauge.
-
Negaard, Arve
(2020).
Ytringsfriheten i klasserommet.
Utdanning.
ISSN 1502-9778.
s. 40–41.
-
Negaard, Arve
(2020).
Antall lærere og kommunens inntekter - umulig dilemma.
Fredriksstad Blad.
-
Negaard, Arve
(2020).
Ytringsfrihetens to grøfter.
Klassekampen.
ISSN 0805-3839.
-
Negaard, Arve
(2020).
På tide å løfte frem Hauge - la oss bruke jubileet i 2021.
Fredriksstad Blad.
s. 8–9.
-
Negaard, Arve
(2020).
Utjevning av sosiale forskjeller og behovet for å revidere inntektssystemet for kommunene. Del 3. Regresjonsanalysenes fallgruver.
Kommunal økonomi.
ISSN 0333-3019.
s. 6–22.
-
Negaard, Arve
(2020).
Utjevning av sosiale forskjeller og behovet for å revidere inntektssystemet for kommunene. Del 2. Barnehagedekning og etterspørselskriteriene "Innbyggere med høyere utdanning" og "Barn 1 år uten kontantstøtte".
Kommunal økonomi.
ISSN 0333-3019.
s. 6–25.
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Carcani, Klaudia; Grisot, Miria & Holone, Harald
(2020).
Designing Personal Health Records for Cognitive Rehabilitation.
-
Schewe, Theo
(2020).
Avgiftene skal kuttes - blir det mindre grensehandel?
Halden Arbeiderblad.
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Aaberge, Rolf & Teigen, Espen
(2020).
Sjokkerende ulikhetstall skaper debatt: – Reiser flere spørsmål enn det besvarer.
[Avis].
Nettavisen.
-
Holone, Harald
(2020).
The Orange Recliner Chronicles, ep. 7: Harald Holone: The Filter Bubble...what Google knows about you and what the internet is hiding!
[Internett].
https://www.theorangereclinerchronicles.com/.
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Kaufmann, Odd Tore & Stenseth, Børre
(2020).
Programmering vil bli en utfordring for lærere.
[Fagblad].
Forskning.no.
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Leick, Birgit; Eklund, Mehtap & Kivedal, Bjørnar Karlsen
(2020).
Digital entrepreneurship, sharing economy and regional development.
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Leick, Birgit; Kivedal, Bjørnar Karlsen; Eklund, Mehtap & Vinogradov, Evgueni
(2020).
Airbnb and tourism development in secondary tourist destinations: An exploratory study.
Vis sammendrag
There is a knowledge gap on the prevalence of Airbnb and its impact on tourism development in less developed tourist regions, so-called secondary tourist destinations. By exploring this gap, the present paper contributes with a two-step exploratory study: First, it analyses the regional case of Østfold, a Norwegian secondary tourist destination, which is, second, followed by a cross-country comparison. The paper specifically analyses the direction and strength of the relationship between traditional accommodation and Airbnb-based tourism, which is a hitherto understudied topic notably for less frequented tourist destinations.
Keywords: Sharing economy, secondary tourist destinations, tourism development, regional economic development
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Chen, Xianwen
(2020).
Digital Transformation and Productivity.
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Orban, Franck; Larsen, Elin Strand; Borgebund, Harald; Maktabi, Rania & Mikkelsen, Robert Lewis
(2020).
En verden full av nye grenser? Boklansering for AreaS nye bok, Discussing Borders, Escaping Traps, Transdisciplinary and Transspatial Approaches. .
Vis sammendrag
Francis Fukuyamas drøm om en grenseløs verden og evig demokrati på begynnelsen av 1990-tallet ble senere avløst av et mer dystert bilde med nye fysiske og mentale grenser. I desember 2019 publiserte forskningsgruppen ved Høgskolen i Østfold AreaS en bok om dette temaet, «Discussing Borders, Escaping Traps: Transdisciplinary and Transspatial Approaches.»
På seminaret presenterer AreaS-forskere flere kapitler fra denne boken.
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Blåka, Sara; Jacobsen, Dag Ingvar & Geys, Benny
(2022).
Cooperation is no Panacea: Inter-municipal Cooperation, Service Delivery, and the Optimum Scale of Operation. A Study of how Cooperation Affects Performance in Local Service Delivery.
Universitetet i Agder.
ISSN 978-82-8427-077-7.
Fulltekst i vitenarkiv
Vis sammendrag
Inter-municipal cooperation (IMC) is one of the most widely-used organizational
alternatives in local governments’ attempts to adapt to ever-increasing demands
for high quality and cost-efficient services. Although IMC is widespread, studies
of its effects are largely lacking. The existing studies show contradicting results,
causing more and more scholars to ask what determines whether or not
cooperation is successful. This study contributes to filling this gap by asking,
when and how shared service delivery is beneficial.
The study’s empirical work is constituted of four separate articles. Each article
uses one specific service as an empirical case for analyzing the effects
cooperation on one or two distinct dimensions of performance. Together, these
studies provide an empirical ground for comparing and discussing how the
effects of cooperation may depend on cooperation size and tasks characteristics.
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Khakpour, Alireza
(2020).
Data Science for Decision Support: Using Machine Learning and Big data in Sales Forecasting for Production and Retail.
Høgskolen i Østfold.