Gunnar Andersson

• Andersson, Gunnar; Hauge, Bjørn Gitle; Johansen, Frode Ramstad; Leister, Eivind Andre; Valter, Per & Lynch, Matthew [Vis alle 7 forfattere av denne artikkelen] (2026). Fostering Resilience and Innovation in Island Communities – Identifying Systemic Challenges and Opportunities. THE JOURNAL OF DEVELOPMENT STUDIES. ISSN 2720-8672. 6(1), s. 44–56. doi: 10.63410/jds2025/04. Fulltekst i vitenarkiv Vis sammendrag

  This paper explores how stakeholders in island communities perceive and address systemic challenges to resilience and innovation in the context of the green transition and broader societal change. Drawing on insights from the Interreg FREIIA project – a multi-country, participatory initiative across six European islands—this study employs a design thinking framework and grounded theory methodology to explore how local stakeholders perceive and respond to development challenges, highlighting the voices and lived experiences of island residents and aiming to understand the realities on the ground and the multidimensional conditions shaping resilience and innovation in their communities. The findings highlight recurring development challenges, including youth outmigration, housing shortages, seasonal economic dependency, and limited institutional capacity. The paper argues that sustainable development in island contexts requires participatory governance, inclusive innovation ecosystems, and place-based strategies that reflect local realities. By situating island development within broader debates on peripheralization, productive capabilities, and participatory transformation, the study contributes to the literature on systemic development in island communities.

• Johansen, Frode Ramstad; Andersson, Gunnar; Hauge, Bjørn Gitle & Leister, Eivind Andre (2025). EXPERIMENTAL PROJECT-BASED LEARNING IN HIGHER EDUCATION: LEARNING BY DOING IN THE FREIIA PROJECT. I Spain, Luis Gómez Chova, University of Valencia, (Red.), ICERI2025 Proceedings. International Academy of Technology, Education and Development (IATED). ISSN 9788409787067. doi: https:/library.iated.org/publications/ICERI2025. Fulltekst i vitenarkiv Vis sammendrag

  This paper presents key insights from the Interreg FREIIA project (2022–2025), an international collaboration involving 14 organizations across six European countries. It explores how experimental project-based learning (PjBL) can enhance higher education by engaging students directly in real-world challenges within small island communities. FREIIA combines project-based teaching, PjBL, and action learning to promote experiential, interdisciplinary, and community-oriented education. Within Work Package 4 (WP4), final-year students at Østfold University College took on leadership roles as project managers for the Norwegian part of the project, guiding first- and second-year students through research, analysis, and co-creative design processes with local stakeholders. This experimental setup provided a unique arena for students to balance academic learning with real managerial responsibility, applying theoretical concepts from project management, innovation, and organizational development in practice. Through interviews and reflective analyses, the study highlights how students developed key competencies such as leadership, stakeholder management, problem-solving, and adaptability. They reported personal growth through coping with uncertainty, cultural diversity, and the dual role of being both learner and leader. Key findings suggest that positioning students as project leaders in authentic, international collaborations strengthens both academic learning and personal development. The FREIIA project demonstrates how experimental PjBL can serve as a powerful pedagogical model—linking theory to practice, fostering sustainable entrepreneurship, and preparing students for complex, real-world challenges in line with principles of resilience and community-based innovation.

• Andersson, Gunnar; Hauge, Bjørn Gitle; Johansen, Frode Ramstad & Leister, Eivind Andre (2025). STUDENT SUSTAINABLE ENTREPRENEURSHIP FOR GOVERNANCE: EDUCATIONAL INNOVATION FROM THE INTERREG FREIIA PROJECT. I Spain, Luis Gómez Chova, University of Valencia, (Red.), ICERI2025 Proceedings. International Academy of Technology, Education and Development (IATED). ISSN 9788409787067. doi: https:/library.iated.org/publications/ICERI2025. Fulltekst i vitenarkiv Vis sammendrag

  This paper presents key insights from the Interreg FREIIA project (2022–2025). It explores how student-led innovation can strengthen sustainable governance in small island communities across Northern Europe. The project engaged university students in real-world innovation and project management, using a design thinking-based framework to address local development challenges. Work Package 4 (WP4) emphasized experiential learning and sustainable entrepreneurship, empowering students to co-create solutions with local stakeholders on six islands—Hvaler in Norway, Schiermonnikoog in The Netherlands, Bornholm in Denmark, Koster in Sweden, Groix and Ouessant in France. Through interviews, analysis, ideation, and prototyping, students tackled shared challenges such as youth outmigration, seasonal tourism dependency, housing shortages, and fragmented governance structures. The project’s educational model promoted interdisciplinary collaboration, international exchange, and place-based learning. Students together with local stakeholders developed context-sensitive ideas for solutions including mobile innovation hubs, and decentralized education facilities. These initiatives not only addressed local needs but also fostered entrepreneurial thinking aligned with principles of sustainability and inclusive governance. Key findings highlight the potential of student sustainable entrepreneurship as a driver for resilient local governance. The Interreg FREIIA project demonstrates how international education projects can integrate sustainability, circular economy principles, and student engagement to build capacity for long-term community development. It offers a replicable model for embedding governance-oriented entrepreneurship into higher education curricula.

• Andreassen, John Erik & Andersson, Gunnar (2025). Enabling Open Innovation through Self-Organized Business Models. I Bitran, Iain; Conn, Steffen; Mitsis, Alex; Ritala, Paavo; Torkkeli, Marko & Trabelsi, Meriam (Red.), Proceedings of the XXXVI ISPIM Innovation Conference. ISPIM Lappeenranta University of Technology Press. ISSN 9789526506999. Fulltekst i vitenarkiv
• Andersson, Gunnar; Johansen, Frode Ramstad; Hauge, Bjørn Gitle; Torgersen, Mirielle & Valter, Per (2024). Co-creer une communaute d'apprentissage sur la soutenabilite. International Transitions. 1(1), s. 92–109. doi: https:/journaleska.com/index.php/rit/article/view/8939. Fulltekst i vitenarkiv
• Andersson, Gunnar; Johansen, Frode Ramstad; Hauge, Bjørn Gitle; Torgersen, Mirielle; Tellnes, Lars G. F. & Valter, Per (2024). Co-creating a Learning Community - Teaching Sustainability in Higher Education. International Journal of Advanced Corporate Learning. 17(1), s. 61–73. doi: 10.3991/ijac.v17i1.42753. Fulltekst i vitenarkiv Vis sammendrag

  This study explores the emergence of a distinctive learning-community aspect of teaching sustainability. It uses action nets to describe major contributions shaping a learning community about sustainability. The results describe how the growing learning community of research, externally funded projects, teaching strategies, students, NGOs, and regional industry is framed within a sociotechnical network of actants and identifies events exposing the transitions in the making. Based on the findings, we discuss lessons learned from the co-creation, increasing the awareness of mechanisms involved in gaining (and regaining) support needed to create the new approach to teaching sustainability. The learning community mirrors, in many ways, the systemic nature of sustainability and sustainable development. It also introduces the uncertainty and ambiguity inherent in the transitions. It was easier than anticipated to mobilize resources, but the connections between the different contributions are also delicate, and we experience the learning community as something like fresh produce—something we must create and recreate continuously.

• Solesvik, Marina; Torgersen, Mirielle; Andersson, Gunnar & Valter, Per (2022). Green Business Models: definitions, types, and life cycle analysis. Forum Scientiae Oeconomia. ISSN 2300-5947. 10(4), s. 199–217. doi: 10.23762/FSO_VOL10_NO4_10. Fulltekst i vitenarkiv Vis sammendrag

  Sustainability issues and green business thinking are steadily becoming more important in the strategies and daily life of small and large firms alike. In this study, we wish to contribute to an emerging field of research, namely green business models. More specifically, we have aimed to empirically test the efficiency of green business model implementation. Several aspects of green business modelling were considered. First, we have specified the definition of a green business model and shown the difference between green business models and several other types of sustainable business models. Second, using the multiple case study method, we explored green business model implementation by means of empirical data from five Norwegian SMEs. The firms that adopted green business models reduced their use of raw materials in favour of recycled materials, improved efficiency, increased the life cycle, reduced transportation length, and adopted other related measures. The results of the study demonstrated the importance of life cycle analysis (LCA) and life cycle thinking when companies select and implement green business models in their firms. The utilisation of LCA allows companies to avoid greenwashing and implement green business models more effectively. Thus, firms both achieve environmental goals and reduce economic costs.

• Andersson, Gunnar; Sæthern, Beate Brevik; Glømmen, Anne Margrethe; Langvik, trond Åge; Sandhaug, Per & Hallgren, Olle [Vis alle 7 forfattere av denne artikkelen] (2022). RESEARCHING PSYCHOLOGICAL SAFETY AMONG WELFARE AND INNOVATION STUDENTS, ICERI2022 Proceedings. International Academy of Technology, Education and Development (IATED). ISSN 9788409454761. doi: 10.21125/iceri.2022.0316. Fulltekst i vitenarkiv
• Ellingsen, Pål; Tonholm, Trude; Johansen, Frode Ramstad & Andersson, Gunnar (2021). Learning from problem-based projects in cross-diciplinary student teams. Special Issue "Cooperative/Collaborative Learning". Education Sciences. 11(6). doi: 10.3390/educsci11060259. Fulltekst i vitenarkiv
• Lynch, Matthew; Andersson, Gunnar & Johansen, Frode Ramstad (2021). Merging systems thinking with entrepreneurship: Shifting students’ mindsets towards crafting a more sustainable future. Sustainability. 13(9), s. 1–16. doi: 10.3390/su13094946. Fulltekst i vitenarkiv Vis sammendrag

  The major challenges confronting humanity are systemic in nature: climate change, pollution, poverty, and inequality. Entrepreneurship fails to tackle these challenges, and ‘creative destruction’ is mostly just leading to the destruction of the natural world that we inhabit. The present economic, financial, and productive systems can and should be transformed to lead and power a shift towards sustainability. If we are to reverse the course of destruction that current capitalist systems are creating, we need to introduce more of a systems perspective into entrepreneurial education. This article addresses how merging systems thinking and entrepreneurship can be used to nudge students towards sustainability. Through a single case study, we argue that a practice-based pedagogy that combines perspectives from entrepreneurship and systems thinking can be used as a catalyst to bring about local changes in business models by making the business case go beyond the individual organization and seeing entrepreneurship as being about creating more sustainable business systems.

• Lynch, Matthew Patrick James; Andersson, Gunnar & Johansen, Frode Ramstad (2021). Student Reflections of the Difficulties Associated With Taking Entrepreneurial Action. I Matos, Florinda; Ferreiro, Maria de Fátima; Rosa, Alvaro & Salavisa, Isabel (Red.), Proceedings of the 16th European Conference on Innovation and Entrepreneurship ECIE 2021. Academic Conferences International Limited. ISSN 9781914587108. s. 511–517. doi: 10.34190/EIE.12.085. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James; Andersson, Gunnar; Johansen, Frode Ramstad & Lindgren, Peter (2021). Entangling Corporate Innovation, Systems Thinking and Design Thinking. I Matos, Florinda; Ferreiro, Maria de Fátima; Rosa, Alvaro & Salavisa, Isabel (Red.), Proceedings of the 16th European Conference on Innovation and Entrepreneurship ECIE 2021. Academic Conferences International Limited. ISSN 9781914587108. s. 518–524. doi: 10.34190/EIE.21.117. Fulltekst i vitenarkiv
• Johansen, Frode Ramstad; Kerndrup, Søren; Andersson, Gunnar & Rubach, Synnøve (2020). A view of clustering as emergent and innovative processes. Industry and Innovation. ISSN 1366-2716. 27(4), s. 390–419. doi: 10.1080/13662716.2020.1718618. Fulltekst i vitenarkiv Vis sammendrag

  The aim of government cluster programmes is to create clusters that strengthen businesses competitive edge and generate local development. Recent research, however, identifies missing elements regarding agency in existing path dependency explanations of the way in which clusters develop. In an alternative explanation, path creation emphases the distinction between agency and structure as ‘flattened’, and action-net emphases organising as an ongoing activity with only temporary stable implementations. This is explored in an analysis of a funded cluster project in the making, through varying and complex innovative processes, from 2006 until 2016. The findings show clustering as a path development process with knowledgeable actors mindfully framing opportunities and artefacts creating opportunities, and to be not as unambiguous and well-defined as expressed in traditional analyses, that have an outside perspective and focusing on structure and actors. Cluster projects and programmes potential lie in framework, tools and methods, more than in the financing.

• Andersson, Gunnar; Lynch, Matthew Patrick James; Johansen, Frode Ramstad; Fineide, Mona Jerndahl & Martin, Douglas K. (2020). Exploring perceptions of Lean in the public sector. Public Money & Management. ISSN 0954-0962. doi: 10.1080/09540962.2020.1847454. Fulltekst i vitenarkiv Vis sammendrag

  This paper explores discourses around Lean by examining the perceptions of new users of Lean in the public sector. The paper draws on actor–network theory as the basis for exploring what these new users think about Lean and uses data analysis tools to extrude concepts of significance. The data suggests that Lean continues to retain diverse, parallel and competing perspectives. The responses also signal that key concepts of Lean are missing from the discourses, and that this highlights a need to discuss Lean as a mindset—not just as a set of tools. The paper suggests future directions for research to further explore the issues emphasised by respondents.

• Tonholm, Trude; Johansen, Frode Ramstad; Andersson, Gunnar & Ellingsen, Pål (2020). THE USE OF “WALK AND TALK” IN STUDENT GROUPS AND MODERN STUDENTS NEED FOR JUSTIFICATION. I Chova, L. Gómez; Martínez, A. López & Torres, I. Candel (Red.), ICERI2020 Proceedings. IATED Academy. ISSN 9788409242320. s. 4452–4455. Fulltekst i vitenarkiv
• Johansen, Frode Ramstad; Andersson, Gunnar; Tonholm, Trude & Ellingsen, Pål (2019). LEARNING FROM PROBLEM-BASED PROJECTS IN CROSS-DISCIPLINARY STUDENT TEAMS. I Chova, L. Gómez (Red.), ICERI2019 Proceedings. IATED Academy. ISSN 9788409147557. s. 1655–1662. doi: 10.21125/iceri.2019.0471. Fulltekst i vitenarkiv
• Andersson, Gunnar; Johansen, Frode Ramstad & Rubach, Synnøve (2019). Clustering Ambiguities: How Companies and Public Bodies Develop a Cluster. International Journal of Advanced Corporate Learning. 12(1), s. 17–28. doi: 10.3991/ijac.v12i1.9741. Fulltekst i vitenarkiv
• Safari, Awat; Andersson, Gunnar & Kellogg, Stuart (2019). Understanding Differences in Learning Outcomes between the U.S. and Norwegian Educational Systems. Proceedings - Frontiers in Education Conference. ISSN 1539-4565. doi: 10.1109/fie43999.2019.9028689. Fulltekst i vitenarkiv
• Andersson, Gunnar; Lynch, Matthew Patrick James; Johansen, Frode Ramstad; Nielsen, Maya & Margit, Tangen (2018). Coworking, collaborrative capabilities and university-society collaboration. I Chova, L. Gómez; Martínez, A. López & Torres, I. Candel (Red.), ICERI2018 Proceedings. IATED Academy. ISSN 9788409059485. s. 9136–9143. doi: 10.21125/iceri.2018.0693. Fulltekst i vitenarkiv Vis sammendrag

  This study explores the way in which industry, start-ups, students, researchers and public bodies reflect and argue regarding their own engagement in a Living lab. The aim is to create a focus on collaborative capabilities and to contribute to the understanding of how novel sharing economy trends (Bouncken & Reuschl, 2018) like coworking impacts workplaces, innovation and work-integrated learning. Coworking redefine collaboration capability as a competitive advantage (Allred, Fawcett, Wallin, & Magnan, 2011). Coworking takes on the challenges of sharing equipment, ideas, and knowledge both within and between individuals and organizations. Coworking is challenging more traditional approaches to organizing and is actualized in Coworking spaces, living labs and maker spaces. Actor-network theory based models are employed, unfolding coworking as it is revealed in interviews with representatives of participating tourism industry, students, researchers and public bodies. In the project researchers interview individuals linked to coworking. This model introduces concepts, relations and mechanisms, describing a current state discourse of meaning, membership and predictable behavior that shape and are shaped by facts, artifacts and relations, and how disturbance and other factors push the system toward some new future state discourse. The analysis are based on probabilistic topic models that produce networks of words based on the interviews. This is a mathematical model that identify groups or communities of words that are related and that may illustrate the themes in the interviews. These networks are used to characterize the discourses of coworking found in the material. The outcome describes the devlopment of discourses of coworking among the participants. We will use these discourses for discussing collaborative capabilities and how it impacts university-society collaboration. We will also present an online dashboard for further exporation of the material for the reader.

• Lynch, Matthew Patrick James; Steinert, Martin & Andersson, Gunnar (2018). Levels of Internal Resistance in Entrepreneurship: a psychology based model for guiding coaching. GSTF Journal on Business Review (GBR). ISSN 2251-2888. 5(3). doi: 10.5176/2010-4804_5.3_116. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Andersson, Gunnar (2026). Fra planstyring til lærende strategiledelse. Fulltekst i vitenarkiv Vis sammendrag

  Presentasjonen viser hvordan Hoshin Kanri kan brukes som en modell for lærende strategiledelse der strategi utvikles gjennom dialog, involvering og kontinuerlig læring. Gjennom Catchball-prosessen, X-matrisen og PDSA-syklusen knyttes langsiktige mål til daglig forbedringsarbeid på en måte som skaper både retning, forankring og læring i organisasjonen.

• Andersson, Gunnar (2026). Lean og Obeya i internasjonale utviklingsprosjekter. doi: https:/flowit.no/events/webinar-lean-utenfor-fabrikken-forbedring-i-kontor-tjenester-og-administrasjon/. Fulltekst i vitenarkiv Vis sammendrag

  Presentasjonen viser hvordan Lean og Obeya kan brukes for å skape struktur, læring og samarbeid i komplekse internasjonale utviklingsprosjekter. Med utgangspunkt i Interreg-prosjektet FREIIA illustreres hvordan visuell prosjektstyring, felles problemløsning og kontinuerlige læringsprosesser kan bidra til å håndtere utfordringer på tvers av land, fagmiljøer og interessenter. Erfaringene peker mot videre utvikling av Obeya som verktøy for styring av hele prosjektporteføljer.

• Andersson, Gunnar (2026). Samtaler på sosial innovasjon i innovasjonssnekka. doi: https:/www.visitfredrikstadhvaler.com/no/arrangement/kulturnatt-2026-hogskolen-i-ostfold-presentasjon-av-studentprosjekter-stillelesing-i-biblioteket-og-elvetur-med-innovasjonssnekke?tlp=8589263. Fulltekst i vitenarkiv Vis sammendrag

  Innovasjonssnekke. Vi putrer langs elva fra campus til Gamlebyen hvor Sten Helberg fra Trebåtkollektivet innleder om hvordan dem kopler kystkultur og Fartøyvern med sosial innovasjon. Prof. Gunnar Andersson fra HiØ og IPL er ordstyrer for praten. Avgang fra Smia (HiØ).

• Andersson, Gunnar (2026). Kan vi forske Oslofjorden ren? doi: https:/www.hiof.no/forskning/forskningsdagene/program/Program%202026/forskerne-kommer.html. Fulltekst i vitenarkiv Vis sammendrag

  I forbindelse med Forskningsdagene 2026 reiser ett knippe forskere fra HiØ ut i fylket for å møte ungdom i videregående skole med korte, engasjerende formidlingsopplegg om egen forskning. Kan forskning bidra til en renere Oslofjord? Professor Gunnar Andersson ved Innovasjon og Prosjektledelse - Høgskolen i Østfold diskuterte spørsmålet med elever i Askim basert på det pågående forskningsprosjektet i samarbeid med Hvaler. Prosjektet er støttet av Miljødirektoratet med 5,27 millioner kroner. Prosjektet kombinerer profesjonell opprydding av spøkelsesredskap og marin forsøpling i ytre Oslofjord med registrering, sortering og sirkulær bruk av materialene. Studenter deltar aktivt sammen med forskere og eksterne partnere. Under forskningsdagene diskuterte vi problemene i Oslofjorden. Problemer som har mange årsaker og berører mange aktører. Slike utfordringer kalles ofte wicked problems. De har ingen enkel løsning. De har ingen enkel oppskrift. Derfor må forskere, studenter, fiskere, skoler og offentlige aktører arbeide sammen. for å bygge gode løsninger over tid. Spørsmålet åpnet også for en samtale om hva det vil si å være forsker. Forskere stiller spørsmål, samler kunnskap og prøver ut nye løsninger. I eksternfinansierte forskningsprosjekter skjer dette ofte i tett samarbeid med arbeidslivet og samfunnet rundt oss.

• Johansen, Frode Ramstad & Andersson, Gunnar (2026). Holmen, Trosvik | Holmen kan bli et forbilde – men da må vi gripe muligheten nå. Fulltekst i vitenarkiv Vis sammendrag

  Fredrikstad kommune og Høgskolen i Fredrikstad bør vurdere et samarbeid om å utvikle Holmen som et levende laboratorium.

• Andersson, Gunnar (2025). Fra Japan og Deming til Obeya 2.0 og Edmondson. doi: https:/madisaconsulting.no/lean-sertifisering-svart-belte/. Fulltekst i vitenarkiv
• Andersson, Gunnar (2025). Panel discussion: Interdisciplinary research. Fulltekst i vitenarkiv
• Leister, Eivind Andre; Andersson, Gunnar; Hauge, Bjørn Gitle; Wu, Hong; Johansen, Frode Ramstad & Valter, Per (2025). How demography in an island community can be a force for development and innovation - the outcome from a training module for student entrepreneurship. doi: https:/www.neonnet.no/neon-2025. Fulltekst i vitenarkiv Vis sammendrag

  Can an elderly population become a basis for innovation and rethinking? Grand societal challenges («SCG») require innovative approaches (Voegtlin et al., 2022). Demography and a growing elderly population is a major SCG concerning especially Western-Europe. To handle this, changes within both private and public sector are required. The importance of this topic has been underlined as “Good Health and well-being” and is defined as Sustainable Development Goal (“SDG”) Nr 3. of the UN. Islands characterized by their isolation can be useful as experimental spaces, where the gained knowledge can be transferred and used in larger societies on the mainland. Demography challenges in rural areas are a common trend (Anderson & Irava, 2017). The impact an ageing population has on the communities on islands has been examined in various studies. The geographical spread from Waiheke Island (Bates et al., 2019), via the Maldives (Moosa, 2020) and Portuguese islands (Sousa Gomes et al., 2024) to the Swedish islands Koster (Heyden, 1998) indicates that this is a global common feature. On the islands the demography covers a broad range of themes from concern how to attract younger generations to stay or move back as well as various views on development and environmental protection to health care. Thus, demography often described as a challenge, it can enable rethinking the organization of society, leading to market opportunities and opening for innovations within both governance and business. In a resilience context (Cecchini et al., 2019) demography contributes to stabilize the society in rapid changes. A further aspect related hereto is the connection between demography and cultural heritage (Tapia-Gómez & Lois González, 2025) . As demography was highlighted as an important topic in a study on Hvaler, where staff and on students from Østfold University College (“Hiof”) were involved, it triggered a further search to gain insight into how the society organize and handle elderly people and their needs. A case study at a local health care centre on Hvaler provided further information whereas demography can change the conduct of work and be seen as source for innovation opening interesting market possibilities attracting young entrepreneurs. This study examines the process to identify challenges in an island society (Douglas, 2006) and ways to solve it, especially related to a growing elderly population. Further innovative initiatives to handle this challenge will be discussed.

• Andersson, Gunnar; Andreassen, Ellinor; Lynch, Matthew & Johansen, Frode Ramstad (2025). Learning in interstitial spaces: Collaboration, time, and institutionalizing change in cross-disciplinary public service improvement. doi: https:/www.neonnet.no/neon-2025. Fulltekst i vitenarkiv Vis sammendrag

  This article explores how learning and results emerge in the organizational and physical spaces between municipal institutions. The study is based on a multi-year improvement project in a medium-sized Norwegian municipality that connected home care services and the municipal car workshop to improve vehicle management—an essential support process for municipal health services. The project crossed both physical spaces (workshop, home, road) and organizational spaces (professional silos, procedures, budgets), illustrating how such interstitial spaces generate friction while also enabling new practices. Methodologically, the study is based on a learning history approach using semi-structured interviews (n=12) and a validating workshop. The analysis highlights three key conditions for achieving results: (1) perspective taking and psychological safety enabled open dialogue and constructive handling of disagreement, (2) a longer time horizon was necessary to translate experiences into organizational memory, and (3) artifacts (shared procedures, e-learning, attitude cards, dedicated communication channels) functioned as bridges between organizational units. Results included standardized procedures across home care services, integration into the municipal quality system, regular network meetings between vehicle coordinators in home care and the workshop, and the establishment of new roles and communication practices. These measures helped reduce barriers, strengthen coordination, and promote learning across organizational boundaries. The study contributes to the understanding of interstitial work in the public sector and demonstrates how boundary objects (e.g., the vehicle), safe arenas, and extended time horizons can make cross-disciplinary collaboration more robust. We argue that improvements require more than technical solutions; they depend on social and material infrastructures that institutionalize learning as an organizational practice.

• Glømmen, Anne Margrethe; Langvik, Trond Åge; Hallgren, Olle; Telle, Lars Erik; Helt, Jenny Louise & Jochnick, Max Zebastian Gösta [Vis alle 9 forfattere av denne artikkelen] (2025). WHAT HAPPENS WHEN STUDENTS DON'T DARE TO ASK QUESTIONS? PRACTICAL STRATEGIES TO CREATE PSYCHOLOGICALLY SAFE LEARNING ENVIRONMENTS IN HIGHER EDUCATION. ICERI Proceedings. doi: https:/iated.org/concrete3/view_abstract.php?paper_id=121576. Fulltekst i vitenarkiv Vis sammendrag

  What happens when students don't dare to ask questions, share thoughts and ideas, or challenge established truths? Our experience is that many students hesitate to engage actively in learning activities due to fear of judgment, failure, or exclusion. Be it in classrooms, projects or group work, this hesitation seems to be linked to the students’ fear of how teachers or other students might respond. Furthermore, it might hamper both students’ and the whole class’s learning potential, as it leads to less discussion and voices around the subject in question. We believe that the students’ hesitation is related to a lack of psychological safety, which inhibits learning and undermine academic and personal development and growth. Psychological safety is a shared belief that one can speak up, take risks, and show vulnerability without fear of negative consequences, and is recognized as a key factor for effective learning, innovation, and mental health. We believe that fostering psychological safety through increasing our understanding of which learning activities effectively promote psychological safety, can enhance students' sense of well-being and belonging, improve academic performance, and elevate overall knowledge acquisition. This presentation highlights practical strategies that educators and institutions can implement to create inclusive and psychologically safe learning environments. By prioritizing psychological safety in higher education, we can empower students to engage more fully, support one another, and develop both academically and personally. A psychologically safe classroom is not only a space for knowledge acquisition, but a foundation for courage, connection, and lifelong learning. The strategies are drawn from our project “Psychological Safety Among Students” at Østfold University College, Norway, where the aim was to explore how we can create psychologically safe learning environments that give students the opportunity to thrive academically and emotionally in class, groups and teams. Data were collected through field observations during group activities, student surveys and interviews with students, academic staff and field supervisors. Our findings show that students perceive a clear connection between psychological safety and essential aspects of the learning experience, including academic performance, sense of belonging, collaboration, openness, and emotional well-being. Many students expressed a desire for learning environments where mistakes are treated as opportunities for growth, and where they are met with goodwill rather than resistance when they voice uncertainty or alternative viewpoints. Students and staff identified a range of measures that can help foster psychological safety. These include a stronger emphasis on inclusion, clearer expectations, dedicated social arenas, rotation in group composition, team-based learning activities, and regular low-threshold conversations between students and academic staff. The combination of academic and social initiatives was seen as particularly effective in building trust and reducing anxiety.

• Glømmen, Anne Margrethe; Langvik, Trond Åge; Hallgren, Olle; Telle, Lars Erik; Helt, Jenny Louise & Jochnick, Max Zebastian Gösta [Vis alle 9 forfattere av denne artikkelen] (2025). WHAT HAPPENS WHEN STUDENTS DON'T DARE TO ASK QUESTIONS? PRACTICAL STRATEGIES TO CREATE PSYCHOLOGICALLY SAFE LEARNING ENVIRONMENTS IN HIGHER EDUCATION. doi: https:/iated.org/concrete3/view_abstract.php?paper_id=121576. Fulltekst i vitenarkiv Vis sammendrag

  What happens when students don't dare to ask questions, share thoughts and ideas, or challenge established truths? Our experience is that many students hesitate to engage actively in learning activities due to fear of judgment, failure, or exclusion. Be it in classrooms, projects or group work, this hesitation seems to be linked to the students’ fear of how teachers or other students might respond. Furthermore, it might hamper both students’ and the whole class’s learning potential, as it leads to less discussion and voices around the subject in question. We believe that the students’ hesitation is related to a lack of psychological safety, which inhibits learning and undermine academic and personal development and growth. Psychological safety is a shared belief that one can speak up, take risks, and show vulnerability without fear of negative consequences, and is recognized as a key factor for effective learning, innovation, and mental health. We believe that fostering psychological safety through increasing our understanding of which learning activities effectively promote psychological safety, can enhance students' sense of well-being and belonging, improve academic performance, and elevate overall knowledge acquisition. This presentation highlights practical strategies that educators and institutions can implement to create inclusive and psychologically safe learning environments. By prioritizing psychological safety in higher education, we can empower students to engage more fully, support one another, and develop both academically and personally. A psychologically safe classroom is not only a space for knowledge acquisition, but a foundation for courage, connection, and lifelong learning. The strategies are drawn from our project “Psychological Safety Among Students” at Østfold University College, Norway, where the aim was to explore how we can create psychologically safe learning environments that give students the opportunity to thrive academically and emotionally in class, groups and teams. Data were collected through field observations during group activities, student surveys and interviews with students, academic staff and field supervisors. Our findings show that students perceive a clear connection between psychological safety and essential aspects of the learning experience, including academic performance, sense of belonging, collaboration, openness, and emotional well-being. Many students expressed a desire for learning environments where mistakes are treated as opportunities for growth, and where they are met with goodwill rather than resistance when they voice uncertainty or alternative viewpoints. Students and staff identified a range of measures that can help foster psychological safety. These include a stronger emphasis on inclusion, clearer expectations, dedicated social arenas, rotation in group composition, team-based learning activities, and regular low-threshold conversations between students and academic staff. The combination of academic and social initiatives was seen as particularly effective in building trust and reducing anxiety.

• Johansen, Frode Ramstad; Gretland, Sofie Guldberg; Hauge, Bjørn Gitle & Andersson, Gunnar (2025). Studentdrevet innovasjon styrker øysamfunn i Europa - Interreg.no. Interreg.no. doi: https:/interreg.no/2025/11/freiia-studentdrevet-innovasjon-i-europeiske-oysamfunn/. Fulltekst i vitenarkiv Vis sammendrag

  Studentdrevet innovasjon i øysamfunn gir dokumenterte resultater i Interreg-prosjektet FREIIA – fra reell lokal påvirkning til nye metoder for bærekraftig utvikling.

• Johansen, Frode Ramstad; Andersson, Gunnar; Hauge, Bjørn Gitle & Leister, Eivind Andre (2025). EXPERIMENTAL PROJECT-BASED LEARNING IN HIGHER EDUCATION: LEARNING BY DOING IN THE FREIIA PROJECT. Fulltekst i vitenarkiv Vis sammendrag

  This paper presents key insights from the Interreg FREIIA project (2022–2025), an international collaboration involving 14 organizations across six European countries. It explores how experimental project-based learning (PjBL) can enhance higher education by engaging students directly in real-world challenges within small island communities. FREIIA combines project-based teaching, PjBL, and action learning to promote experiential, interdisciplinary, and community-oriented education. Within Work Package 4 (WP4), final-year students at Østfold University College took on leadership roles as project managers for the Norwegian part of the project, guiding first- and second-year students through research, analysis, and co-creative design processes with local stakeholders. This experimental setup provided a unique arena for students to balance academic learning with real managerial responsibility, applying theoretical concepts from project management, innovation, and organizational development in practice. Through interviews and reflective analyses, the study highlights how students developed key competencies such as leadership, stakeholder management, problem-solving, and adaptability. They reported personal growth through coping with uncertainty, cultural diversity, and the dual role of being both learner and leader. Key findings suggest that positioning students as project leaders in authentic, international collaborations strengthens both academic learning and personal development. The FREIIA project demonstrates how experimental PjBL can serve as a powerful pedagogical model—linking theory to practice, fostering sustainable entrepreneurship, and preparing students for complex, real-world challenges in line with principles of resilience and community-based innovation.

• Andersson, Gunnar; Hauge, Bjørn Gitle; Johansen, Frode Ramstad & Leister, Eivind Andre (2025). STUDENT SUSTAINABLE ENTREPRENEURSHIP FOR GOVERNANCE: EDUCATIONAL INNOVATION FROM THE INTERREG FREIIA PROJECT. doi: https:/iated.org/concrete3/view_abstract.php?paper_id=121367. Fulltekst i vitenarkiv Vis sammendrag

  This paper presents key insights from the Interreg FREIIA project (2022–2025). It explores how studentled innovation can strengthen sustainable governance in small island communities across Northern Europe. The project engaged university students in real-world innovation and project management, using a design thinking-based framework to address local development challenges. Work Package 4 (WP4) emphasized experiential learning and sustainable entrepreneurship, empowering students to co-create solutions with local stakeholders on six islands - Hvaler in Norway, Schiermonnikoog in The Netherlands, Bornholm in Denmark, Koster in Sweden, Groix and Ouessant in France. Through interviews, analysis, ideation, and prototyping, students tackled shared challenges such as youth outmigration, seasonal tourism dependency, housing shortages, and fragmented governance structures. The project’s educational model promoted interdisciplinary collaboration, international exchange, and place-based learning. Students together with local stakeholders developed context-sensitive ideas for solutions including mobile innovation hubs, and decentralized education facilities. These initiatives not only addressed local needs but also fostered entrepreneurial thinking aligned with principles of sustainability and inclusive governance. Key findings highlight the potential of student sustainable entrepreneurship as a driver for resilient local governance. The Interreg FREIIA project demonstrates how international education projects can integrate sustainability, circular economy principles, and student engagement to build capacity for long-term community development. It offers a replicable model for embedding governance-oriented entrepreneurship into higher education curricula.

• Andersson, Gunnar (2025). Forskningsdagene 2025: Hvordan tilrettelegge for læring og utvikling på arbeidsplassen? Fulltekst i vitenarkiv Vis sammendrag

  Et faglig påfyll for både hode og hender – med mål om å inspirere til refleksjon, læring og praktisk forbedringsarbeid i hverdagen. Gjennom temaer som psykologisk trygghet, systemtenkning (DSRP), Lean i helsesektoren og caser fra blant annet lukket legemiddelsløyfe, har deltakerne fått innsikt i hvordan små grep kan bidra til store forbedringer. Fokus har vært på å utvikle mennesker først – fordi kontinuerlig forbedring er et resultat av læring og felles forståelse.

• Johansen, Frode Ramstad & Andersson, Gunnar (2025). Innovasjon i skolen. doi: https:/fredrikstaduka.net/. Fulltekst i vitenarkiv
• Andersson, Gunnar & Hauge, Bjørn Gitle (2025). Fostering Resilience and Innovation in Island Communities - Insights from the Interreg FREIIA project. Fulltekst i vitenarkiv
• Johansen, Frode Ramstad & Andersson, Gunnar (2025). Fredrikstad har landets mest populære innovasjonsutdanning! Fulltekst i vitenarkiv
• Andersson, Gunnar; Hauge, Bjørn Gitle; Solesvik, Maryna Zhuravlyova; Søren, Kerndrup & Tellnes, Lars Gunnar Furelid (2024). Linking Life Cycle Thinking and Green Business Model innovation. Fulltekst i vitenarkiv
• Andersson, Gunnar (2024). Fra Japan og Deming/Senge til Obeya 2.0 og Edmondson/Wig. Fulltekst i vitenarkiv
• Andersson, Gunnar (2024). Collaboration with puclic and private sector - Connecting global trends with regional value creation in project-based learning. Fulltekst i vitenarkiv
• Andersson, Gunnar & Johansen, Frode Ramstad (2024). Visit Fredrikstad & Hvaler er en investering i utvikling og for byen. Fulltekst i vitenarkiv
• Andersson, Gunnar (2024). Studenter utvikler ny bærekraftig emballasje for Sleipner. [Journal]. Fredriksstad Blad. Fulltekst i vitenarkiv
• Andersson, Gunnar (2024). Hvordan legge til rette for kollektiv læring og teaming i internasjonale utviklingsprosjekter - Case fra Interreg FREIIA og EEA FETREC. Fulltekst i vitenarkiv
• Andersson, Gunnar (2024). Nullfeil tankegang / morgendagens sykehus. Fulltekst i vitenarkiv
• Andersson, Gunnar (2024). Teaming: Kunsten å mestre kompleksitet i tverrfaglige team. Fulltekst i vitenarkiv
• Johansen, Frode Ramstad & Andersson, Gunnar (2024). Sammen om helhetlige tjenester - invitasjon til samarbeid om utvikling. Fulltekst i vitenarkiv
• Leister, Eivind Andre; Johansen, Frode Ramstad; Andersson, Gunnar & Hauge, Bjørn Gitle (2023). Fostering student entrepreneurship - studenter Europa rundt med prosjektene FREIIA og FETREC. Fulltekst i vitenarkiv
• Andersson, Gunnar (2023). Forskning + Næringsliv + Studenter = Grønn omstilling. Fulltekst i vitenarkiv
• Tellnes, Lars Gunnar Furelid; Andersson, Gunnar & Kjøniksen, Anna-Lena (2023). Three perspectives of LCA for business models innovation – case studies on rental of products. Fulltekst i vitenarkiv
• Leister, Eivind Andre; Andersson, Gunnar; Hauge, Bjørn Gitle & Johansen, Frode Ramstad (2023). The FREIIA Project: Facilitating Resilience Embracing Islands Innovation. Fulltekst i vitenarkiv
• Andersson, Gunnar (2023). Skal rense Oslofjorden med sjøpung. [TV]. NRK. Fulltekst i vitenarkiv Vis sammendrag

  Oppslag på NRK Viken som omtaler og viser arbeidet fra Sustainathon 2023 på ingeniørfag.

• Andersson, Gunnar (2023). Hvordan kan litteratur og erfaringer fra Japan kan hjelpe oss å forstå og utvikle egen Lean praksis. Fulltekst i vitenarkiv
• Andersson, Gunnar & Johansen, Frode Ramstad (2023). Å samskape et læringsfellesskap på bærekraft. Fulltekst i vitenarkiv
• Andersson, Gunnar (2023). – Vi må huske å stille de dumme spørsmålene. [Journal]. Halden Arbeiderblad. Fulltekst i vitenarkiv
• Andersson, Gunnar (2022). Vil lage nye båter av båtsøppel. [Journal]. Båtmagasinet. Fulltekst i vitenarkiv
• Andersson, Gunnar (2022). Samarbeide om utvikling: erfaringer fra Interreg Greenbizz. Fulltekst i vitenarkiv
• Johansen, Frode Ramstad & Andersson, Gunnar (2022). Når det argumenteres for at Fredrikstad trenger høyskolen, vil vi understreke at at høyskolen trenger Fredrikstad. Fredriksstad Blad. Fulltekst i vitenarkiv
• Andersson, Gunnar (2022). SDG7 Affordable and clean energy. Fulltekst i vitenarkiv
• Andersson, Gunnar; Nielsen, Maya & Helberg, Sten (2022). Fyrtårnverksted 2022 – et verksted for folkeforskning og naturrestaurering. Fulltekst i vitenarkiv
• Andersson, Gunnar (2022). Samarbeide om utvikling: erfaringer fra Interreg Greenbizz og tanker om veien videre. Fulltekst i vitenarkiv
• Andersson, Gunnar; Johansen, Frode Ramstad; Hauge, Bjørn Gitle; Torgersen, Mirielle; Tellnes, Lars G. F. & Valter, Per (2022). Co-creating a learning community on sustainability. Fulltekst i vitenarkiv
• Andersson, Gunnar (2022). Denne gjengen har et hårete mål om å lage nye båter av båtsøppel. Fulltekst i vitenarkiv
• Torgersen, Mirielle; Andersson, Gunnar & Lindgren, Peter (2022). Exploring the business ecosystem for green business models – a literature review. I Michelini, Laura; Mina, Anna & Loro, Pierfrancesco Alaimo Di (Red.), Proceedings of the 7th International Conference on New Business Models: Sustainable Business Model Challenges: Economic Recovery and Digital Transformation. LUMSA Universitet. ISSN 9791221011883. Fulltekst i vitenarkiv
• Andersson, Gunnar; Leister, Eivind Andre; Nielsen, Maya; Hauge, Bjørn Gitle & Johansen, Frode Ramstad (2022). Høyskolen får fem millioner til øyforskning. [Journal]. Fredriksstad Blad. Fulltekst i vitenarkiv
• Andersson, Gunnar (2022). Hvordan litteratur og erfaringer fra Japan kan hjelpe oss å forstå og utvikle egen Lean praksis. Fulltekst i vitenarkiv
• Johansen, Frode Ramstad; Andersson, Gunnar & Hauge, Bjørn Gitle (2022). BREAKING DOWN BARRIERS FOR COOPERATION BETWEEN ACADEMIA AND INDUSTRY - 10 YEARS OF MAKING UNIVERSITY-INDUSTRY TRAINING ARENAS HAPPEN. Fulltekst i vitenarkiv
• Andersson, Gunnar; Sæthern, Beate Brevik; Glømmen, Anne Margrethe; Langvik, Trond Åge & Westbye, Kristin K. (2022). RESEARCHING PSYCHOLOGICAL SAFETY AMONG WELFARE AND INNOVATION STUDENTS. Fulltekst i vitenarkiv
• Johansen, Frode Ramstad; Andersson, Gunnar & Hauge, Bjørn Gitle (2021). Gårsdagens forretningsmodeller verken skaper eller beholder arbeidsplasser. Fredriksstad Blad. Fulltekst i vitenarkiv
• Andersson, Gunnar (2021). En reise til "Japan" og tilbake. Fulltekst i vitenarkiv
• Andersson, Gunnar (2021). Lager hummerhotell av Anita Nocks vinkjeller. [Journal]. Fredriksstad Blad. Fulltekst i vitenarkiv
• Andersson, Gunnar (2021). En reise til "Japan" og tilbake. Fulltekst i vitenarkiv
• Andersson, Gunnar (2021). Bærekraftig utvikling og innovasjon, det grønne skifte, sirkulær økonomi og industriell symbiose - Hvordan gjøre en livsløpsanalyse (LCA) for å kunne ta faktabaserte beslutninger og analyser? Fulltekst i vitenarkiv
• Johansen, Frode Ramstad & Andersson, Gunnar (2021). Kunstig intelligens vil forandre alt – men hva gjør vi med undervisningen? Fulltekst i vitenarkiv
• Andersson, Gunnar & Johansen, Frode Ramstad (2021). Ansatte stortrives med å bli drillet i ny kunnskap – det handler om å lære av de beste. [Journal]. Moss Avis. Fulltekst i vitenarkiv
• Andersson, Gunnar (2020). Green Business Model Innovation and Sustainable Tourism. Fulltekst i vitenarkiv
• Andersson, Gunnar (2020). Lean, utvikling og innovasjon - Shusa, Toyota Kata og Obeya. Fulltekst i vitenarkiv
• Andersson, Gunnar; Tolsby, June Merete Solberg & Johansen, Frode Ramstad (2020). Mediha (30), Anja (23) og Tuva (24) er fremtidens skapere. [Journal]. Fredrikstad Blad. Fulltekst i vitenarkiv
• Andersson, Gunnar; Johansen, Frode Ramstad; Tonholm, Trude & Ellingsen, Pål (2020). RESEARCHING EMERGING TRENDS IN HIGHER EDUCATION. I Chova, L. Gómez; Martínez, A. López & Torres, I. Candel (Red.), ICERI2020 Proceedings. IATED Academy. ISSN 9788409242320. Fulltekst i vitenarkiv
• Andersson, Gunnar & Johansen, Frode Ramstad (2020). Bedriftene strømmer til Moss for digital læring. [Journal]. Moss Avis. Fulltekst i vitenarkiv
• Johansen, Frode Ramstad & Andersson, Gunnar (2020). Vikenakademiet 4.0 Praktisk etter- og videreutdanning etter bedriftens behov. Fulltekst i vitenarkiv
• Andersson, Gunnar (2020). Bærekraft som konkurransekraft. Årsmagasin Drivhuset Østfold. s. 10–10. Fulltekst i vitenarkiv
• Andersson, Gunnar (2019). En hyllest til dugnadsånden og menneskene bak Fyrtårnsverkstedet for miljø, reiseliv og innovasjon. Fulltekst i vitenarkiv
• Andersson, Gunnar (2019). Gjesteforelesning Ledelse, roller og hoshin kanri. Fulltekst i vitenarkiv
• Andersson, Gunnar (2019). Lean tankesett. Fulltekst i vitenarkiv
• Andersson, Gunnar (2019). Hva kan vi lære fra forskning på Lean? Fulltekst i vitenarkiv
• Andersson, Gunnar (2019). Refleksjoner rundt ledelse og Lean basert på møter med Toyota og Isuzu i Japan. Fulltekst i vitenarkiv
• kellogg, Stuart; Safari, Awat & Andersson, Gunnar (2019). Understanding Differences in Learning Outcomes between the U.S. and Norwegian Educational Systems. Fulltekst i vitenarkiv
• Andersson, Gunnar (2019). Innføring i Lean for din bedrift. Fulltekst i vitenarkiv
• Johansen, Frode Ramstad; Andersson, Gunnar; Tonholm, Trude & Ellingsen, Pål (2019). LEARNING FROM PROBLEM-BASED PROJECTS IN CROSS-DISCIPLINARY STUDENT TEAMS. Fulltekst i vitenarkiv
• Andersson, Gunnar (2019). Introducing Lean Mindset (MCI). Fulltekst i vitenarkiv
• Andersson, Gunnar (2019). Introducing Lean Mindset. Fulltekst i vitenarkiv
• Andersson, Gunnar (2019). Søkekonferanse. Hvordan kommer vi fra høgskolens strategi til operasjonell handling hos hver enkelt av oss? Fulltekst i vitenarkiv
• Andersson, Gunnar; Lynch, Matthew Patrick James; Johansen, Frode Ramstad; Nielsen, Maya & Margit, Tangen (2018). Coworking, collaborrative capabilities and university-society collaboration. Fulltekst i vitenarkiv
• Andersson, Gunnar (2018). Dokka Fasteners og Hoshin kanri. Fulltekst i vitenarkiv
• Andersson, Gunnar & Johansen, Frode Ramstad (2018). Stadig viktigere for studenter å lære i en bedrift. Fredriksstad Blad. Fulltekst i vitenarkiv
• Andersson, Gunnar; Johansen, Frode Ramstad; Hauge, Bjørn Gitle & Lynch, Matthew Patrick James (2018). Ønsker flere med til å utvikle opplevelsesnæring i Gamlebyen. Fulltekst i vitenarkiv
• Andersson, Gunnar (2018). Prototyping Green Innovations. Fulltekst i vitenarkiv
• Andersson, Gunnar (2018). Prototyping Green Innovations. Fulltekst i vitenarkiv
• Andersson, Gunnar (2018). The Efficiency paradox and A simple tool for redesigning organizations. Fulltekst i vitenarkiv

Se alle arbeider i NVA