June Merete Solberg Tolsby

• Tolsby, June Merete Solberg (2018). Organizational learning as participants’ knowledge harvesting from product development. Learning Organization. ISSN 0969-6474. 25(6), s. 422–433. doi: 10.1108/TLO-05-2018-0088. Fulltekst i vitenarkiv
• Tolsby, June (2008). Identifying Knowledge Values and Knowledge Sharing through Linguistic Methods. Application to Company Web Pages, Building the Knowledge Society on the Internet: Sharing and Exchanging Knowledge in Networked Environments. Information Science Reference. s. 340–357. Fulltekst i vitenarkiv
• Tolsby, June (2008). Identifying knowledge values and knowledge sharing through linguistic methods: application to company web pages, Building the Knowledge Society on the Internet: Sharing and Exchanging Knowledge in Networked Environments. Information Science Reference. Fulltekst i vitenarkiv
• Tolsby, June & Kirkebak, Per (2007). Partaking as Tool for Knowledge Creation and Sharing in Practice. Electronic Journal of Knowledge Management (EJKM). 5(1), s. 115–122. Fulltekst i vitenarkiv Vis sammendrag

  This paper demonstrates the importance of partaking in promoting knowledge creation and sharing in practice. The empirical data used as documentation is taken from a recent study aimed at optimizing a corrugated cardboard machine in a paper mill. The study is based on a SCOT approach (Pinch and Bijker, 1989; Latour, 1987; Law, 1992) and demonstrates the importance of including workers in discussions concerning their workplace. Through a broad participatory process the workers became aware of what they could contribute and developed a sense of ownership in relation to the process (Wenger, 1998). This was achieved by building trust between the researcher and the workers, and creating a safe atmosphere where the workers could speak openly and freely. Three important provisions were made at the beginning of this project which proved vital to the knowledge sharing process. Firstly, only those working with the cardboard machine were included in the process. Secondly, no representatives from management were included in the processes at the corrugated cardboard machine. Finally, the management entrusted the researcher with the project, and was in turn continuously informed about project progression. Thus this study demonstrates the importance of anchoring the fundament for knowledge creation and sharing at the organization level where problems occur and where solutions need to be implemented. Consequently the approach used in this research is a bottom-up process. This way of approaching knowledge creation and sharing concentrates on those who need the knowledge which is developed (Webb et.al., 2002). In reality what happened in this project was a redistribution of power and influence (Lukes, 1974). This paper argues that knowledge creation and sharing will only succeed in an organization if it is related to real problems and involves those facing the problems in the process.

• Tolsby, June (2007). The Art of Communicating on Innovation in Human Terms. International Journal of the Humanities: Annual Review. ISSN 1447-9508. 5(7), s. 81–90. Fulltekst i vitenarkiv Vis sammendrag

  This paper describes how knowledge is talked of during a product development process. The aim is to understand if knowledge is considered a commodity that can be measured, collected, and distributed within a firm. Viewing knowledge as a commodity extracts knowledge from its context, which is the learning process. Employees are reduced to recipients and distributors of knowledge, rather than being able to enhance their knowledge through critical reflections and conceptualisations with others. To achieve knowledge acquisition and distribution, learning must be viewed as a social, affective and cognitive process. An experiential learning view, combined with a view on learning as a social process is used as theoretical foundations for defining learning in this paper. Inspired by grounded theory the category knowledge harvesting is introduced as term that describes how knowledge is viewed by the participants in a firm. The category knowledge harvesting capsulates how product requirements coerce knowledge acquisition, rather than building knowledge through an informed learning process.

• Tolsby, June (2007). Understanding a phenomenon : employees interpretation of product development work, IHSRC 2007 Proceedings of the International Human Science Research Conference New frontiers of phenomenology Beyond postmodernism in empirical research. IHSRC 2007 - International Human Science Research Conference New fron. s. 10–10. Fulltekst i vitenarkiv Vis sammendrag

  This paper uses a grounded theory approach to understand a particular phenomenon: How employees interpret their participation in product development work. The focus in the paper is employees? perception of the product development process. It is revealed how the encounter between employees and their environment, forms their experiences. From a phenomenological perspective the focus of this study is the ?the natural meaning units as expressed by the subject? (Giorgi, 1975: 87). To yield a representation of the participants? understandings, grounded theory was used. The basic tenet of using grounded theory in this paper is to develop an account of a phenomenon identified through major categories in grounded theory terms, their relationships, and the context and process, thus providing a theory of the phenomenon that is much more than a descriptive account (Becker, 1993). The data used in this paper are interviews with participants in a product development project conducted at a welding machine manufacturer company over 13 months. This research is defined as phenomenological, where the purpose is to understand ideas/concept used to describe a particular phenomenon i.e. product development work. The categories to emerge give a description of how the interviewed respondents make sense of their product development process. In this way the approach applied in this paper tries to extract from the essential features of experiences the essence of what is experienced.

• Tolsby, June (2007). Making Employees Interpretation of Product Development Work Comprehensible using a Grounded Theory Approach, Proceedings of The 6th European Conference on Research Methods for Business and Management Studies held at Universidade Nova de Lisboa, Lisbon, Portugal 9-10 July 2007. ECRM. s. 305–314. Fulltekst i vitenarkiv
• Tolsby, June & Kirkebak, Per (2006). The neo-tayloristic role of information and communication technologies in knowledge based economics. The International Journal of Knowledge, Culture and Change Management. ISSN 1447-9524. 6(3), s. 121–128. Fulltekst i vitenarkiv Vis sammendrag

  The aim of this paper is to show how technological systems influence organizations. The empirical basis comes from two different research projects, covering a period of nearly 10 years, from the mid 1990ies to 2002. It reconstructs how employees perceive their praxis. The main finding in the projects is that KMS apart from being a good tool for implementing a best practice in the organization also shows some aspects of Neo ? Taylorism, where the technological systems are making the premises for what and how the employees shall act and learn in the organization, becoming dependent of the KMS in their work. Denne artikkelen viser hvordan ansattes praksis påvirkes av teknologiskes systemer. Artikkelen bruker empiriske data fra to ulike studier som er hentet fra to ulike tiår, en fra begynnelsen av 1990-tallet og en studien gjennomført i 2002. Begge studiene re-konstruerer hvordan de ansatte oppfatter sin praksis og at kunnskapsbaserte systemer til tross for at de kan være et verktøy for implementering av best-practice, også viser Neo-Taylyoristisk tendenser. Dette skjer ved at systemene er med på å diktere hva og hvordan de ansatte skal handle og lære i organisasjonen. På denne måte øker de ansattes avhengighet av de kunnskapsbaserte systemene og dette bidrar negativt til innovasjon og kreativitet.

• Tolsby, June (2001). Medarbeidernes innflytelse på produktutviklingforløpet, IT og mennesker samspil mellem IT og menneskelige ressourcer i små og mellemstore virksomheder. Nyt fra Samfundsvidenskaberne. s. 224–224. Fulltekst i vitenarkiv Vis sammendrag

  Denne artikkelen forsøker å illustrere hvordan medarbeidernes kunnskaper, erfaring og samarbeidsevne influerer på et produktutviklingsforløp. I hvilken grad medarbeiderne selv oppfatter et produktutviklingsforløp som vellykket er i sterk grad avhengig av den frihetsgrad ledelse har tilrettelagt for i og under produktutviklingen. Ut over dette viser artikkelen at selv i to helt ulike virksomheter, er det visse likheter i forhold til de utfordringer virksomhetene står overfor under et produktutviklingsforløp. Samlet sett kan man si at virksomhetens innovasjonsevne, læringsevne og muligheter for å gjennomføre vellykkede produktutviklingsforløp krever både en demokratisk tilretteleggelse, og en større fokus på sosial læring, læring gjennom utøvelse av praksis.

• Tolsby, June (2000). Taylorism given a helping hand: how an IT system changed employees? flexibility and personal involvement in their work. Journal of Organizational Change Management. ISSN 0953-4814. 13(5), s. 11–11. Fulltekst i vitenarkiv Vis sammendrag

  This paper illustrates how the implementation of a major information technology (IT) system within the Norwegian Army affected the way the employees perceived their flexibility and personal involvement in their work. By employing Taylor?s initial works, this paper illustrates how the introduction of this IT system was perceived by some of the employees. The research illuminates how the IT system instead of increasing employees work engagement, the opposite resulted. As will become apparent from reading this paper, the new IT system introduced in parts of this huge organisation, contributed to a deskilling of the employees, to a more task oriented approach to their work, and increased dependence between the employees. Instead of increasing employees personal flexibility and involvement in their jobs, the research shows how the new IT system in fact contributed to reduced freedom and choice for the employees to do their jobs at their own pace at times which suited them.

• Tolsby, June (1998). Effects of organizational culture on a large scale IT introduction effort: A case study of the Norwegian army's EDBLF project. European Journal of Information Systems. ISSN 0960-085X. 7, s. 7–7. Fulltekst i vitenarkiv Vis sammendrag

  This article demonstrate how the organizational culture of the studied organization influenced the adoption and use of a new Knowledge Management System (KMS). It is demonstrated how tasks and the way tasks are organized is influenced by the new KMS. The result of the implementation is that the KMS contribute to an organizational structure with strong Taylorstic features. Artikkelen viser hvordan organsasjonskulturen påvirker implementasjon og tilpasning av et nytt Knowledge Management System (KMS). Både endringer i arbeidsorganisering og hvordan arbeidsoppgaver løses blir influert av det nye KMS systemet. Artikkelen viser hvordan en implementering av et IT system bidrar til å opprettholde en organisasjonsstruktur med stort innslag av Tayloristiske elementer.

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• Tolsby, June Merete Solberg (2021). Innovasjon i praksis. 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
• Tolsby, June Merete Solberg & Bull, Alexander (2019). Kan musikk gjøre deg mer kreativ? Fulltekst i vitenarkiv
• Tolsby, June Merete Solberg (2019). Kunnskapshøsting skaper bedre innovasjon. Dagens Perspektiv. ISSN 2535-6801. 11, s. 27–27. Fulltekst i vitenarkiv
• Tolsby, June (2007). The art of communicating on innovation in human terms. Fulltekst i vitenarkiv Vis sammendrag

  This paper describes how knowledge is talked of during a product development process. The aim is to understand if knowledge is considered a commodity that can be measured, collected, and distributed within a firm. Viewing knowledge as a commodity extracts knowledge from its context, which is the learning process. Employees are reduced to recipients and distributors of knowledge, rather than being able to enhance their knowledge through critical reflections and conceptualisations with others. To achieve knowledge acquisition and distribution, learning must be viewed as a social, affective and cognitive process. An experiential learning view, combined with a view on learning as a social process is used as theoretical foundations for defining learning in this paper. Inspired by grounded theory the category knowledge harvesting is introduced as term that describes how knowledge is viewed by the participants in a firm. The category knowledge harvesting capsulates how product requirements coerce knowledge acquisition, rather than building knowledge through an informed learning process.

• Tolsby, June (2007). Understanding a phenomenon: employees interpretation of product development work. Fulltekst i vitenarkiv Vis sammendrag

  This paper uses a grounded theory approach to understand a particular phenomenon: How employees interpret their participation in product development work. The focus in the paper is employees? perception of the product development process. It is revealed how the encounter between employees and their environment, forms their experiences. From a phenomenological perspective the focus of this study is the ?the natural meaning units as expressed by the subject? (Giorgi, 1975: 87). To yield a representation of the participants? understandings, grounded theory was used. The basic tenet of using grounded theory in this paper is to develop an account of a phenomenon identified through major categories in grounded theory terms, their relationships, and the context and process, thus providing a theory of the phenomenon that is much more than a descriptive account (Becker, 1993). The data used in this paper are interviews with participants in a product development project conducted at a welding machine manufacturer company over 13 months. This research is defined as phenomenological, where the purpose is to understand ideas/concept used to describe a particular phenomenon i.e. product development work. The categories to emerge give a description of how the interviewed respondents make sense of their product development process. In this way the approach applied in this paper tries to extract from the essential features of experiences the essence of what is experienced.

• Tolsby, June (2007). Making employees interpretation of product development work comprehensible using a grounded theory approach. Fulltekst i vitenarkiv Vis sammendrag

  This paper demonstrates how an inspired grounded theory approach can be used as a research method to comprehend participants? interpretation of product development work. Since, this paper deals with an inspired grounded theory approach, it means adjustments to the more traditional grounded theory approaches have been done (Glaser & Strauss, 1967; Strauss and Corbin, 1997). The paper focuses on how employees reflect on their participation in product development projects. To understand how this happened, specific individuals participating in specific product development projects were followed over 13 months. Consequently the operative level within product development was investigated, focusing on how the participants interpret the process. Being inspired by grounded theory I wanted to focus on the processes that bring about knowledge, and to make a consistent and holistic representation of findings to avoid ?the building block world view? representation (Addleson, 2001: 177). According to Addleson (2001) a ?building block world view? is defined as ?a world where tasks and goals are concrete, discrete, easily identified, and are capable of being enumerated and ordered, and a world where tasks exist independently of what people think or believe? (Addleson, 2001: 177). Through this process knowledge harvesting, emerged as a category that encompasses how inclusion and exclusion mechanisms, a flexible and coordinate project planning and the project manager?s compliance, influences employees understanding, and adjustment to product development work. These categorys advocates a more organic understanding of product development where practice and learning, inseparably bound, evolve based on human interaction through collaborations, discussions, emotions, preconceptions and authority continuously supervised by adopted methods, routines and procedures.

• Tolsby, June & Kirkebak, Per (2006). The power of politics on organizational learning and knowledge creation. Fulltekst i vitenarkiv Vis sammendrag

  Abstract The authors of this paper argue that political processes, within and between organizations, need to be included in discussions about knowledge generation. Acquisition of new knowledge is always associated with different interests from a variety of actors. The learning processes are to a large extent governed by political ideology, prescribing what is valuable learning and what is not. The research presented in this paper indicates that political issues, hidden agenda and closed networks tend to be present, in learning processes, deciding what the result of an innovation shall be, Kirkebak (2000). This influence what is being learned, and by whom. In this paper we place emphasis on the power of politics during the innovation process and how it manifest itself as a division between the studied organization?s core and periphery. In particular the dynamics between periphery and core in terms of power differences related to idea generation at the periphery, and to what extent actors or actor groups have a fair chance to get heard and get their ideas implemented. To support our claims we draw on two empirical cases, both studied using an action research approach. The first case is a study of a large Pulp Process Plant, and the second case is a study of the regional authorities in Ostfold County in Norway. In our discussion of these cases we focus on how the power of politics within these organizations can be split into three important factors: 1. A political culture ? dominating what can be said or not, including a policy of recruitment aimed at socialising the right applicants to an establish organizational culture 2. Influence from individuals with power ? certain individuals within the studied organizations dominate what ideas and values should surface. This contributes to uphold a division between the core and the periphery of the organisations, where periphery encompasses employees outside managerial functions. 3. Organisational ideology ? is the formal strategies, routines and documentation that further the power of politics. In the hands of individuals with power, the organisational ideology becomes a strong enforcement of a political culture.

• Kirkebak, Per & Tolsby, June (2006). Scandinavian stories : organizational learning and change through technological innovation. Fulltekst i vitenarkiv Vis sammendrag

  Technological innovation projects in an organization involves new ways of thinking, communicating and collaborating to make use of the innovation which influence the organizational culture and over time changes praxis (Trice, Harrison, Beyer; Janice, 1993). This paper claims that work with technological innovations force through organizational learning and change (Levin, 1997: Wenger. 1998; Schirato and Yell, 2000). To document this claim results from two case studies are presented. The first case describes the organizational changes following an innovation process in a pulp and paper factory in Norway in 1991, during implementation of new environmental requirements (Kirkebak, 2000). The second case describes how an internal product development process in a boiler producer firm in Denmark between 2000 and 2001, stimulated participants learning processes resulting in changed behaviors (Tolsby, 2006). In the pulp and paper factory our main findings show that a close cooperation between the company and authorities improves the relationship between the two, a strong management involvement signals high priority of the project, a close cooperation between the project group, employees and the union increase participants? motivation for knowledge transfer and the organizational culture changed towards a more collaborative. In the boiler producer firm our findings show how reuse of knowledge and generation of new ideas is stimulated by the product development personnel?s? historical knowledge of product changes. The shop-floor participants? knowledge of product changes and cost efficiency depend on understanding the connection between technological alterations and economic consequences. Early consideration of external requirements gives time to adjust product design and production. An efficient reuse of technology and materials depend on machines in production. Basic skills and knowledge supersede an increased automation in production, to improve efficiency. Installing new technology requires personnel to take on more responsibility. The two cases demonstrate how organizational learning and change results from working with new technological demands.

• Kirkebak, Per & Tolsby, June (2006). The neo-Tayloristic role of information and communication technologies in knowledge based economics. Fulltekst i vitenarkiv Vis sammendrag

  The aim of this paper is to show how technological systems influence organizations. The empirical basis comes from two different research projects, covering a period of nearly 10 years, from the mid 1990ies to 2002. It reconstructs how employees perceive their praxis. The main finding in the projects is that KMS apart from being a suitable tool for implementing a best praxis in the organization also shows some aspects of Neo ? Taylorism, where the technological systems are stating the premises for what and how the employees shall act and learn in the organization, becoming dependent on the KMS in their work.

• Tolsby, June (2005). Bridging Hand and Heart to stimulate Learning in the Organization: A holistic approach to learning. Development and Learning in Organizations: An International Journal. ISSN 1477-7282. 19(2), s. 8–10. Fulltekst i vitenarkiv Vis sammendrag

  This article exemplifies the importance of view learning within organizations, from a more holistic perspective where both the affectionate, cognitive and social side of learning is integrated. Lack of attention towards these aspects will cause the learning process to take place outside the context and without the employees it was meant to fertilize. This article presents a drawing by a project manager taken from a study of product development processes. His drawing illustrates how his ?hand? and his ?heart? guided his interactions with persons in his organization. This decided what problems would involve what people and who learned what under what conditions. Both managers and employees need to understand how the structural and affective aspects of a work process are coupled, if they want to build a sound learning organization that stimulates knowledge generation and employee engagement. Lack of attention towards these aspects will cause the learning process to take place outside the context and without the employees it was meant to fertilize. Further research is needed to identify why affectionate and structural decisions influence learning in organizations, how it happens and what consequences it has. A good starting point could be to ask employees to visualise from what perspective(s) they view their organizations and their own role(s) within them. Helps both managers and employees to understand how the structural and affective aspects of a work process are coupled in order to create a sound learning organization.

• Tolsby, June (2001). Project Work a Good Compromise for Goal Oriented Work, but not for Learning. Fulltekst i vitenarkiv Vis sammendrag

  How do conflicting requirements during product development projects impact upon employees? learning capability? Using grounded theory this article tries to enlighten this question by looking at some concrete product development projects within eleven firms . The overall focus in the article is upon the conflicting situation employees find themselves in when doing project work. A situation that is dominated by a rigid project scheme, fixed resources, and primarily geared towards efficient goal fulfilment. So far, our data demonstrates that a product development scheme gives employees? limited room to experiment, test out new ideas, develop new concepts, and reflect upon their experiences during the process. All of which are important ingredients in an experiential learning process. In short, despite the fact that a product development process is filled with new knowledge and new experiences, the firms demonstrate weakness in their capability to accumulate and spread this knowledge in a reflective and conscientious manner within their firms. Thus, working on projects becomes a compromise situation directed towards resolving conflicts, and finding practical solutions to practical problems. But, with little attention on reflecting and distributing the knowledge they gained from this. As long as the firms are using their existing knowledgebase, and reapply familiar technology or techniques, this product development scheme works well. But, when faced with unpredictable problems and unfamiliar technology, the firms enter a learning situation, which requires reflection and a new type of working scheme. Consequently, the way the product development projects are organised within these three firms needs to be changed in order to allow more room for discussion and reflection. Such a new working scheme would ease some of the intense workload, and internal pressure upon the employees working with product development. It would also allow for a change in focus within the firms from being goal oriented to being employee oriented.

• Tolsby, June (2001). Learning Processes Occuring during Product Development. Fulltekst i vitenarkiv Vis sammendrag

  This paper attempts to identify how a structured product development process accommodates the learning process. Learning during product development is facilitated through teambuilding, extensive use of assessments/reviews both at the individual and group level. In the daily practice learning occurs through peer and master learning through learning by doing. Our data demonstrate that communication and translation of concepts, ideas and problems are the main causes determining how successful the product development is. This involves both understanding user/customers requirements and how well these fit with strategic market decisions and product visions and design philosophy. We have also found that influence during the product development process are ?assigned? to those who have good communication skills, and in the studied company this were mainly dominated by persons with long formal education.

• Tolsby, June (2001). Moving Knowledge away from the essential Learning Process. Fulltekst i vitenarkiv Vis sammendrag

  This paper claims that the learning process is essential for discussions about knowledge. Viewing knowledge as a commodity deprives knowledge from it context, which is learning. The paper claims that such a commodification manifests itself most strongly within an organisational setting. An experiential learning view, combined with a view on learning as a social process is used as theoretical foundations for defining learning. This theoretical framework is applied to a case study of 11 companies, to see how they talk about learning and knowledge. The paper demonstrates that firms talk about knowledge as a commodity that can be measured, collected, and distributed within the firm. By viewing knowledge as a commodity the firms move away from a critical reflection upon knowledge, and over the learning process facilitating knowledge creation. Such a commodification of knowledge fit well with a top-down management of the firms. It creates an unequal balance between those who has knowledge, and those who are able control the knowledge creating processes. Employees are reduced to recipients and distributors of knowledge, rather than being able to enhance their knowledge through critical reflections and conceptualisation with others. Thus the paper suggests that knowledge needs to be understood from a learning perspective. The concept of a ?social room? is introduced as a space wherein the experiential learning process can take place, and create equal opportunities for ?knowledge users? and ?knowledge producers?.

• Tolsby, June (2000). Technology and Learning Processes: Communicating for a Perfect Work-View? Fulltekst i vitenarkiv Vis sammendrag

  This article is discourse analysis of a company's Web-pages. The article demonstrate how there exisit inconsistencies in the way a company wants to be perceived and what is actually communicated in their Web-pages. The analysis presented in this article argue that Web-pages are done to present a perfect work-view, but due to inconsistencies they are no able to upheld such a view. Both how technology and learning processes are presented in the company's Web-pages gives way to an perfect work world, but on analysis the opposite is the effect.

• Tolsby, June (2000). Old Research Revisited: The Art of Communicating About Computer Systems and Organisational Change Processes, or How to Understand Talk Using New Tools. Fulltekst i vitenarkiv Vis sammendrag

  This paper revisits some research done on organisational changes in a strictly hierarchical organisation in Norway in 1995, the Norwegian Army, and demonstrates how new methods can prove to be a viable tool in uncovering more subtle organisational dynamics that otherwise are left unnoticed. Using a three-folded approach, the research aims to show how employees? perceptions and experiences within the process of implementing an information technology system can be re-constructed by doing a text analysis on some interesting interview statements as reported in a research report. Firstly, statements from employees were analysed using elements from qualitative research approaches and communication theory. Secondly, it is discussed using a narrative analysis approach how the interview statements analysed in this paper, was transformed into text. Lastly, the research was compared with the findings from the research done in 1995 to see if this could yield further insights. Using these approaches this paper demonstrates how the introduction of a new IT system changed employees? workload, and how it by requiring regular updates forced employees to know how others did their job. Thus the IT system contributed to dependence on other employees. Additionally, the paper gives new insights showing how fear of critique was an important motivating factor for adopting the system, and how opposition to the IT system appeared to be useless since inevitably the system was going to be implemented. Also, management?s lack of knowledge of how the different software modules worked together, caused them to disregard the implications this could have for the employees? jobs. The management views, or lack thereof, of this system contributed to poor communication, which prevented the adoption of certain applications. The paper demonstrates how a new discourse was rising when dealing with computers, where people had influence because they were knowledgeable and not, as one might expect within a military discourse, because of their rank. The discoveries brought forth in this paper illustrate that revisiting earlier research using a different set of qualitative research methods can give new insights and can prove useful towards a better understanding of the case, and help practitioners pay attention to how they interpret their empirical data within a particular organisational discourse.

• Tolsby, June (1996). Effects of organizational culture on a large scale IT introduction effort: A case study of the Norwegian army's EDBLF project. Fulltekst i vitenarkiv Vis sammendrag

  This artice present a study of the implementation of a large scale IT system, Knowledge Management System by considering how the Army culture affected this implementation and how the implementation process influence employees work and how the work was organized.

• Børve, Brita; Aslesen, Heidi Wiig; Boge, Knut; Brøgger, Benedicte; Garnes, Åge & Lervik, Anne K. Eggen [Vis alle 10 forfattere av denne artikkelen] (2012). Rapport fra prosjektet Nettverksbygging, kompetanse- og studietilbudsutvikling innenfor innovasjon og entreprenørskap i Oslo-, Akershus- og Hedmarksregionen: NU E15. Høgskolen i Oslo og Akershus. Fulltekst i vitenarkiv
• Tolsby, June (2012). PhD-thesis: "Participants' Knowledge Harvesting during Product Development". Aalborg Universitetsforlag. Fulltekst i vitenarkiv
• Arntzen, Erik & Tolsby, June (2010). Studenten som forsker i utdanning og yrke: vitenskapelig tenkning og metodebruk. OsloMet - storbyuniversitetet. ISSN 9788248800354. Fulltekst i vitenarkiv Vis sammendrag

  Denne boken er en revisjon av førsteutgaven fra 2005. Følgende kapitler er revidert «Eksperimentell design, med spesiell vekt på ulike typer av N=1 design» av Erik Arntzen, «Vitenskapelig tenkemåte» av Else Askerøi, «Forskning mellom utfordringer og muligheter» av Else Askerøi og Ingrid Barikmo, «Kategorisering av kvalitative intervjudata» av Else Askerøi og Mette Høie, «Deltagende observasjon som metode for feltforskning» av Lillian Larsen, «Å strukturere en fagtekst» av Halvor Spetalen, «Introduksjon til kvantitativ, kausal forskning» og «Felteksperimenter» begge av Adam Vogt. De øvrige kapitler er ikke revidert, fordi forfatterne vurderer kapitlene som dekkende i forhold til utviklingen innen fagfeltet siden forrige utgave av boken. Imidlertid er alle kapitlene i boken oppgradert til APA referanse stil. Bokas metodiske tilnærminger til forskning og utvikling innenfor ulike profesjonsfag, representerer forfatternes faglige forankringer, interesser og erfaringer knyttet til studentveiledning. Ved å vise til praktiske eksempler og favne vidt, vil man understøtte studentenes nysgjerrighet og lyst til faglig og vitenskapelig fordypning på en forsvarlig, systematisk måte. Studenter utfordres til å påvirke eget fag og skape endring i lys av erfaringer, refleksjoner og opplevelser de har i studieløpet og som fremtidige yrkesutøvere. Artiklene belyser metodiske konsekvenser av å undersøke menneskers tanker eller atferd, systemer eller fenomen som påvirkes systematisk eller av å utvikle produkter. Innføring i vitenskapelig tenkning, hvordan FoU-prosjekt kan etableres og presenteres og utdyping av likheter og forskjeller i ulike FoU-tilnærminger, gjør boka egnet både for bachelorstudier, videreutdannings- og masterstudier. Forfatterne som har revidert sine kapitler er, eller har vært, ansatt ved Høgskolen i Akershus på henholdsvis Avdeling for adferdsvitenskap og Avdeling for yrkesfaglærerutdanning.

• Ramsdal, Helge; Holt, Øivind; Normann, Steinar & Tolsby, June (2004). Robuste kommuner : scenarier for kommunestrukturen i Østfold. Stiftelsen Østfoldforskning. ISSN 9788275205252. Fulltekst i vitenarkiv
• Normann, Steinar; Holt, Øivind; Ramsdal, Helge & Tolsby, June (2004). OR.13.04 Robuste kommuner. Scenarier for kommunestrukturen i Østfold. Østfoldforskning AS. ISSN 9788275205252. Fulltekst i vitenarkiv

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