Faculty of Social Sciences and Technology Management

Doctoral theses

In 2015, 50 candidates were awarded a doctoral degree by the Faculty. Please see the following list with summaries of some of the most recent theses. Search in Diva for more.

Fredrik Mørk Røkenes

Preparing Future Teachers to Teach with ICT
- An investigation of digital competence development in ESL student teachers in a Norwegian teacher education program

Fredrik Mørk Røkenes

Røkenes’ doctoral thesis examines secondary school English as a Second Language (ESL) student teachers’ digital competence development at a Norwegian teacher education program. Design-based research and mixed methods were used in the study. Four cohorts of ESL student teachers over four academic semesters participated in the study. Quantitative and qualitative data were collected through surveys, observations, interviews, and artifacts, and analyzed using sociocultural theory and a digital competence model as a research lens.

Article I reports on a review of the research literature focusing on how secondary student teachers develop digital competence in teacher education. Findings emphasize eight approaches used to develop student teachers’ digital competence: collaboration, metacognition, blending, modeling, authentic learning, student-active learning, assessment, and bridging the theory/practice gap. However, findings reveal a lack of underlying epistemological and theoretical frameworks in several studies, and a low number of studies from Scandinavian countries.

Article II is a case study examining secondary school ESL student teachers’ digital competence development in an ESL didactics course at a Norwegian teacher education program. Findings indicate that student teachers’ mastery and appropriation of digital competence varies throughout teacher education, and that their overall digital competence is inhibited and enabled through a number of approaches. Results underscore the importance of systematic and reflexive use of ICT in teacher education, and note the value/importance that teacher educators play as digital role models for integrating ICT.

Article III discusses a design-based research case study investigating how a digital storytelling (DST) workshop at a Norwegian teacher education program can promote secondary school ESL student teachers’ digital competence development and didactical ways of integrating ICT in ESL. Findings show how, through the workshop, the ESL student teachers gradually moved from mastering basic digital skills to appropriating the more complex dimensions of digital competence. Implications point to a need for setting aside time for student teachers to experience innovative ways of teaching ESL with ICT.

The main contribution of Røkenes’ thesis is increased knowledge about approaches and innovative ways of teaching ESL with ICT with the goal of developing secondary school ESL student teachers’ digital competence in Norwegian teacher education.

Marit Bøe

Personalledelse som hybride praksiser - Et kvalitativt og tolkende skyggestudie av pedagogiske ledere i barnehagen
{Staff leadership as hybrid practices - A qualitative and interpretive shadowing study of pedagogical leaders in an early childhood Centre}

Marit Bøe

The thesis consists of five studies (articles 1-5) and a comprehensive summary. The aim is to deepen the understanding and knowledge of experienced pedagogical leaders’ informal and everyday staff leadership practice.

The methodological approach to integrating the five studies is represented by a meta-synthesis that has developed from the background of the study, the theoretical framework and the presented results. The research questions guiding the synthesis are: What characterizes the pedagogical leaders’ staff leadership as hybrid practices? Why is qualitative shadowing a powerful research methodology in early childhood leadership research?

Four dimensions seem to permeate the studies and they emerge when those are put together. The first dimension, the hierarchical-democratic, captures the intertwined practices of teaching and leading and reflects how the pedagogical leaders lead their staff in a distributed pedagogical leadership context. The second dimension, the intentional-responding, depicts the practical knowledge that is realized in leadership practice. The third dimension, pedagogical knowledge and professional support, stresses the importance of staff leadership as a knowledge-oriented leadership arising from the pedagogical leaders’ expertise on children and pedagogy. The outlined three dimensions of leadership, or integrating results, describing informal staff leadership from a practice perspective, constitute part of a new synthesis, hybrid leadership practices. This synthesis was generated from viewing the integrated results through the theoretical lenses of hybrid leadership, the relationship between practice and knowledge and leadership as practice.

The outlined dimensions thus reflect combinations of leadership practices that create hybridization, forming an inclusive, dynamic and knowledge-oriented leadership that characterizes informal staff leadership. In this way, a more comprehensive and refined conceptualization of informal and everyday staff leadership is presented and discussed. Finally, the fourth dimension, closeness and distance, illustrates the combination of different research roles and methods that constitute qualitative shadowing as an interpretive methodological approach that involves participation and interaction in the research process, and in the construction of knowledge.

One implication from the study is the need to highlight the informal leadership actions and recognize that they contribute to form hybrid practices that are of huge importance for the quality of a distributed pedagogical leadership.

Karin Hognestad

Pedagogiske lederes kunnskapsledelse som praksis på avdelingen i barnehagen - Et kvalitativt og tolkende skyggestudie
{Teacher leaders’ knowledge management from a practice perspective in informal work in early childhood education and care - A qualitative and interpretive shadowing study}

Karin Hognestad

The aim of the thesis is to deepen the understanding of formal teacher leaders’ knowledge management from a practice perspective in informal work in early childhood education and care. In the study, informal work refers to work that is not planned in advance but which occurs there and then in response to a situation. Through practice theory, the understanding of knowledge management is extended as something more than just the actions which the formal teacher leader performs as part of his or her leadership. This interpretive study uses qualitative shadowing as a methodological approach to understand formal teacher leaders as operational knowledge leaders. Through shadowing six experienced formal teacher leaders in everyday work, data was collected through video observation, field notes, contextual interviews and video stimulated recall-interviews. One focus group interview was also conducted.

Through the lens of practice theory, undefined, intangible knowledge management can be seen in a clearer and more defined way as a new perspective on leadership in early childhood education and care. Knowledge management as practice, which combines knowledge, judgment, understanding and improvisation, can accommodate unforeseen situations in practical work with children and personnel. Four practices of knowledge management in early childhood education were discovered. The first two practices include 1) providing spontaneous professional guidance to staff in current practice situations and 2) engaging in knowledge management by acting as a role model in the performance of work. Knowledge management was also discovered through 3) putting practices into words in order to share first-hand experiences and 4) supporting desired teaching practices that occur within the teacher leader’s department. As improvisations, these actions are based on the formal teacher leaders’ experience.

The thesis concludes that knowledge management in early childhood education and care is characterised by being hybrid, creative, intertwined and conditional. Formal teacher leaders’ knowledge management is conditional upon experience and professional knowledge, space and time, and last but not least, upon these teacher leaders’ presence in educational work with children along with their department staff in early childhood education and care.

Halvdan Haugsbakken

Using Social Media The Inside Out
- A qualitative study of four different local models for organizing social media in organizations

Halvdan Haugsbakken

The research focus has been to understand how social media is used, interpreted and is part of social practice among a variety of people who work in organizations affiliated to the Norwegian Public Sector, research defined to capture technology initiatives during the period 2008-14.

Organization researchers have limited knowledge on how social media is used in organizations, leading to calls for increased research. The study is an answer to fill that knowledge gap. The thesis is inspired by organizational perspectives on how technology is implemented in organizations. While the field has used “top-down perspectives” to understand technology implementation - which means that implementation is understood on the premise that ICTs are “pushed down” in the organizational hierarchy – this study takes a different analytical path. The study argues for a model approach and is inspired by the research works of Wanda Orlikowski. The model perspective tries to capture the impact of technology end-users’ intimate interaction with social media’s material and immaterial aspects, increasingly allows for the construction of local organizings by processes of interpretation and practices springing from lifeworlds. This is an attempt to use bottom-up perspectives and capture the dynamics on how social media accelerates emergent social structures of technology use in organizations.

Alim Nayum

Red, Yellow, and Green:
A psychological perspective on car purchase and implications for subsequent car use

Alim Nayum

Research on consumer behaviors having high impact on natural resources and the environment is considered important for developing measures for a sustainable future. This thesis focuses on one of such consumer behaviors -purchases and use of new passenger cars.

The primary aim of the thesis is to examine the effects of socio-psychological factors in individuals' car type choice. The thesis also investigates possible rebound effects as well as psychological spillover effects from the purchase stage to the subsequent use stage. Following a review of economic models explaining car purchase and socio-psychological theories explaining pro-environmental behavior, a range of potential determinants of individuals' choice of cleaner cars are identified. To test the influence of these potential determinants, a pilot study was carried out in in 2011 using on line survey. A larger quantitative data collection was then conducted in 2012 using similar online survey. For both data collections, Norwegian car owners who had recently purchased a new passenger car for private use were contacted.

The results show that normative and intentional processes and brand loyalty are significant determinants of choosing a more fuel-efficient car type after controlling for socio­ demographic factors. At the same time, high levels of environmental concern and altruistic values are observed while perceived social pressure and intrinsic motives are low among car buyers. The results, in general, indicate manifold motivations of car buyers. Moreover, the results show some signs for direct rebound effects in terms of average household car ownership and frequency of car use among adopters of battery electric cars. Finally, the research also indicates the positive traces of psychological spillover effects from potential psychological determinants of car purchases on their respective pendants from car use. Based on the results, it is suggested to reevaluate the Norwegian government policy, and to design further solutions in order to best influence behavior change in the long-term.

See more theses: 2008, 2009, 2010, 2011, 2012, 2013, 2014, 2015, 2016

Fri, 17 Jun 2016 13:24:41 +0200