The Research Council of Norway has allocated funding to two centres that will study the impacts of research and how society can gain greater benefit from its research investments. The centres will receive an annual allocation of up to NOK 12 million for eight years.
NIFU researchers Sabine Wollscheid, Jørgen Sjaastad and Cathrine Tømte has an article published in Computers & Education. The article reviews the emerging literature on digital writing tools as computers and tablets compared with pen-and-paper, on early writing outcomes.
Firms are at their most prolific state when they are neither young nor old – but mature. At this stage in their life cycle, firms are both eager and able to introduce innovations.
Charis Galanakis from Galanakis Laboratories, Chania in Greece, is an expert on food as associated with the environment, handling industrial and academia projects.
Fünfschilling's current research interests are centered on understanding the dynamics of socio-technical change and innovation in infrastructure sectors (e.g. water) by focusing on different aspects of institutions, actors and technology as well as their interrelatedness.
Dag W. Aksnes and NIFU and Howard I. Browman at Institute of Marine Research have published a study of global fisheries science in ICES Journal of Marine Science.
Rick Bosman from the Dutch Research Institute for Transitions, DRIFT at the Erasmus University Rotterdam, will give a seminar under the title “Transition governance towards the bioeconomy: A comparison of Finland and the Netherlands”.
The abridged English version of the 2013 Report on Science & Technology Indicators for Norway is now published.
Research and development (R&D) within higher education amounts to almost a third of national R&D in Denmark and Norway; 27 per cent in Sweden and 21 per cent in Finland.
But job migration also surprisingly common. 57% of university respondents and 65% of institute respondents in the EU have experienced international mobility at least once in their research careers.
HRM actively involved in initiatives to meet the challenges facing the energy sector – but HRM should be more involved in developing business strategy.
NIFU has written an analysis of effects of demonstration projects in transition processes to sustainable energy and transport in the Scandinavian countries.
Teacher education programmes in Norway and Sweden are based on national curricula, which include digital competence. Student teachers are obliged to master the use of information and communication technology (ICT) for pedagogical purposes as part of their education. However, recent findings confirm that this aspect is poorly integrated within teacher education programmes.
As well as providing scope for developing and testing new technologies in sustainable energy and transport, demonstration projects also function as effective inter-organisational learning arenas for participants, who have learned about technology, collaboration, project management and gained a much better understanding of the costs of implementing the new solutions.