3012 resultater for "".
Leaving the windows open – økt mangel på IKT-sikkerhetskompetanse i Norge
Forfattere: Michael Spjelkavik Mark; Cathrine Edelhard Tømte; Terje Næss; Trude Røsdal. Tidsskrift: Norsk sosiologisk tidsskrift. Abstract: IKT-sikkerhet berører enkeltindivider, næringsliv, offentlig sektor, nasjonal infrastruktur og samfunnssikkerhet generelt. IKT-sikkerhet defineres vanligvis som evnen til å forebygge, oppdage og håndtere tre typer hendelser: brudd på konfidensialitet, det vil si at uvedkommende får innsyn i beskyttelsesverdig informasjon, brudd på integritet, (…)
Green growth in Nordic regions : Eight case studies
NIFU Working Paper 2019:7. Authors: Allan Dahl Andersen; Markus Bugge; Marco Capasso; Suyash Jolly; Antje Klitkou; Markku Sotarauta; Markus Steen; Nina Suvinen. This working paper is an outcome of the research project «Where does the green economy grow? The Geography of Nordic Sustainability Transitions (GONST)», funded by the Nordic Green Growth Research and Innovation Programme (…)
Evaluering av Tjenestestøtteprogrammet : Relevans, kompetanseheving og endring i praksis – evaluering av andre gjennomføring av Tjenestestøtteprogrammet
NIFU-rapport 2019:6. Forfattere: Trude Røsdal; Even Hellan Larsen; Lars Lyby. Tjenestestøtteprogrammet er et av flere kompetansehevingstiltak i den store kompetansesatsingen rettet mot det kommunale barnevernet. Denne kompe- tansesatsingen pågår i perioden 2018– 2024, og inngår som en del av barnevernsreformen som trer i kraft i 2020. Denne evalueringen av andre runde av tjenestestøtteprogrammet viser at deltakerne (…)
Evidence-informed policy and practice in the field of education: The dilemmas related to organizational design
Forfattere: Sabine Wollscheid; Bjørn Stensaker; Markus Bugge. Tidsskrift: European Education. Abstract: Evidence-informed policy and practice has been a trend as part of an effort to increase the use of research to improve education at all levels. In many countries, knowledge-brokering initiatives were established to stimulate links between research, policy, and practice. Drawing on a mapping of (…)
Can school nurses improve the school environment in Norwegian primary schools? A protocol for a randomized controlled trial
Forfattere: Roger Andre Federici; Martin Flatø; Lars Edvin Bru; Unni Vere Midthassel; Arnfinn Helleve; Ester Rønsen. Tidsskrift: International Journal of Educational Research. Abstract: This protocol describes a randomized controlled trial where additional school nurse resources are assigned to work systemically with schools to improve the school environment and reduce bullying among and absence of 5th–7th grade students. (…)
The R&D composition of European countries: concentrated versus dispersed profiles
Forfatter: Fredrik Niclas Piro. Tidsskrift: Scientometrics. Abstract: In this study, we use a unique dataset covering all higher education institutions, public research institutions and private companies that have applied for funding to the European Framework Programs for Research and Innovation in the period 2007–2017. The first aim of this study is to show the composition of R&D (…)
Study success policy patterns in higher education regimes: More similarities than differences?
Forfattere: Sabine Wollscheid; Elisabeth Hovdhaugen. Tidsskrift: Higher Education Policy. Abstract: Greater participation in higher education and the improvement in completion rates are on the agenda in most European countries. At the same time, higher education has been through a range of reforms (e.g. the Bologna process) making higher education systems more similar, even though regime-inherent (…)
One model fits all? How centres of excellence affect research organisation and practices in the humanities
Forfattere: Siri Brorstad Borlaug; Liv Langfeldt. Tidsskrift: Studies in Higher Education. Abstract: Centres of Excellence (CoE) have become a common research policy instrument in several OECD countries the last two decades. The CoE schemes are in general modelled on the organisational and research practices in the natural and life sciences. Compared to ‘Big science’, the humanities (…)
