Mathematics-related emotions among Finnish adolescents across different performance levels

This study examined the relation of mathematics performance and gender with seven mathematics-related emotions (enjoyment, pride, anger, anxiety, shame, hopelessness and boredom) among adolescents. Using strict and lenient mathematics performance cut-off scores, respective groups of adolescents with mathematics difficulties (MD, n = 136), low (LA, n = 166) and typical mathematics performance (TA, n = 1056) were identified. Our results revealed that the MD group reported more shame than the LA group. The MD group also reported more negative emotions and less positive emotions than the TA group, with the exception of boredom, for which there was no statistically significant difference. The interaction effect between mathematics performance group and gender on emotions was significant. Only females with MD showed significantly higher levels of hopelessness and shame than females with LA, while males with LA even reported more boredom than males with MD. Concerning gender differences, males reported slightly more pride and enjoyment than females. However, the direction and magnitude of the gender differences showed great variance among mathematics performance groups. The practical implications of the results are discussed.     

Still Academic and National – Internationalisation in Norwegian Research and Higher Education

The paper discusses strategies for internationalisation in Norwegian research and higher educational institutions in terms of understanding them in relation to the organisations’ relation to environments and/or in relation to the organisations basic values and identities. The empirical material consists of six case studies (3 universities, 2 university colleges and 1 research institute). Points of departure are observed through increasing competition, normative transformations in terms of increasing economic justifications of internationalisation and impetus to coherent strategic actions. To what extent does the Norwegian landscape of responses to internationalisation fit such interpretations? Based on this case study we may safely conclude that increased competition as a major driver of internationalisation policies and practices in these organisations is still to come. An economic justification of policies and practices is not the major reason to internationalise, given the perceptions of these organisations. They are currently deeply embedded in academic rationales for internationalisation.     

Sourcing in Text Comprehension: a Review of Interventions Targeting Sourcing Skills

The process of using information about documents such as the author, genre, and date of publication while evaluating and interpreting those documents’ content was labeled “sourcing” in a seminal paper by Wineburg (Journal of Educational Psychology, 83, 73, 1991). Studies in various domains have adapted the term sourcing while referring to central reading skills in modern information societies. In this review, we discuss the concept of sourcing grounded in research from social psychology, information sciences, and text comprehension. Based on that, we reviewed 18 intervention studies in educational settings, in order to identify how sourcing was operationalized in the studies, the nature of the interventions, and how successful they were. The review shows that interventions for younger students emphasized source credibility, whereas interventions among older students also emphasized the role of sourcing in interpretation. None of the studies measured how students search for source features or specifically which features they attend to. Regarding the nature of the studies, the use of multiple partly conflicting documents was common, with that condition positively related to outcome measures. Another characteristic was the use of inquiry tasks. A majority of the studies do not apply findings from persuasion theory and information science indicating that credibility assessment requires effort and motivation. Future interventions should more strongly emphasize the relationship between sourcing and motivation.     

From concept to reality in implementing the Knowledge Triangle

The concept of Knowledge Triangle (KT) links together research, education and innovation and replaces the traditional ‘one way’ flow of knowledge, essentially from research to education, by a ‘both ways’ circular motion between all the corners of a triangle that, besides research and education, also includes innovation, the ‘poor relation’ of many universities. What are the main issues – barriers and drivers – and what could be done in order to make the concept of KT a strong reality in engineering education? In this paper, the authors intend to bring some answers by analysing three cases coming from actors operating at the three corners of the KT: students, academic staff and engineers in industry.     

Leading the teacher team — balancing between formal and informal power in program leadership

This continuous research within Nordic engineering institutions targets the contexts and possibilities for leadership among engineering education program directors. The IFP-model, developed based on analysis of interviews with program leaders in these institutions, visualizes the program director’s informal and formal power. The model is presented as a tool for starting a shared discussion on the complexities of the leadership of engineering program development. The authors liken program development to hunting in teams. Each individual expert in the program is needed, and all experts will need to work and collaborate for the same target. This calls for strategic and long-term thinking of engineering education development. Institutions should support the development of both formal structures as well as informal leadership skills among their program directors, but never fall for the temptation to see the program director as the only actor on the stage.     

Knowledge bases and regional innovation systems: Comparing Nordic clusters

The analysis of the importance of different types of regional innovation systems must take place within a context of the actual knowledge base of various industries in the economy, as the innovation processes of firms are strongly shaped by their specific knowledge base. In this paper, we shall distinguish between two types of knowledge base: analytical and synthetic. These types indicate different mixes of tacit and codified knowledge, codification possibilities and limits, qualifications and skills, required organisations and institutions involved, as well as specific competitive challenges from a globalising economy, which have different implications for different sectors of industry, and, thus, for the kind of innovation support needed. The traditional constellation of industrial clusters surrounded by innovation supporting organisations, constituting a regional innovation system, is nearly always to be found in contexts of industries with a synthetic knowledge base (e.g. engineering-based industries), while the existence of regional innovation systems as an integral part of a cluster will normally be the case of industries-based on an analytical knowledge base (e.g. science-based industries, such as IT and bio-tech). In the discussion of different types of regional innovation systems five empirical illustrations from a Nordic comparative project on SMEs and regional innovation systems will be used: the furniture industry in Salling, Denmark; the wireless communication industry in North Jutland, Denmark; the functional food industry in Scania, Sweden; the food industry in Rogaland, Norway and the electronics industry in Horten, Norway. We argue that in terms of innovation policy the regional level often provides a grounded approach embedded in networks of actors acknowledging the importance of the knowledge base of an industry.     

Forms of knowledge and modes of innovation

This paper contrasts two modes of innovation. One, the Science, Technology and Innovation (STI) mode, is based on the production and use of codified scientific and technical knowledge. The other, the Doing, Using and Interacting (DUI) mode, relies on informal processes of learning and experience-based know-how. Drawing on the results of the 2001 Danish DISKO Survey, latent class analysis is used to identify groups of firms that practice the two modes with different intensities. Logit regression analysis is used to show that firms combining the two modes are more likely to innovate new products or services than those relying primarily on one mode or the other. The paper concludes by considering the implications for benchmarking innovation systems and for innovation policy.