Ingrid Bårdsdatter Bakke

• Bakke, Ingrid Bårdsdatter; Henriksen, Bendik Stubstad & Størdal, Ståle (2025). Operationalisation of the UN Sustainable Development Goals in the teaching of “non-green” subjects in HE–a case study from a Norwegian university. Scandinavian Journal of Educational Research. ISSN 0031-3831. s. 1–24. doi: 10.1080/00313831.2025.2472252. Fulltekst i vitenarkiv Vis sammendrag

  This article examines how sustainability is operationalised in curricula at Inland Norway University (INN). Like many other public institutions in Norway, the university has formulated goals in its overall strategy, which states that its research and teaching work shall support the UN Sustainable Development Goals (SDGs). In this article, we study if and how SDGs are expressed in educational programmes at the university. We work at three different faculties at the university, and we have examined a selection of the curricula and course descriptions from our respective faculties to see if, and to what extent, the SDGs are represented. We found only one explicit reference to sustainability but many implicit ones. We discuss why and how the university can work to lift sustainability as a topic and find ways to operationalise it in teaching

• Bakke, Inger Marie; Bakke, Ingrid Bårdsdatter & Schulstok, Torild (2024). Det begynner å ligne en profesjon, dette her. I Bakke, Ingrid Bårdsdatter; Bakke, Inger Marie & Schulstok, Torild (Red.), Ikke bare god å snakke med - Om profesjonalisering av karriereveiledning i Norge. Fagbokforlaget. ISSN 9788245042788. s. 347–364. doi: https:/fagbokforlaget.no/produkt/9788245042788-ikke-bare-god-a-snakke-med. Fulltekst i vitenarkiv Vis sammendrag

  Avslutningskapittel i antologien "Ikke bare god å snakke med"

• Bakke, Inger Marie; Bakke, Ingrid Bårdsdatter & Schulstok, Torild (2024). Mot en profesjonalisering av karriereveiledningsrollen i Norge? I Bakke, Ingrid Bårdsdatter; Bakke, Inger Marie & Schulstok, Torild (Red.), Ikke bare god å snakke med - Om profesjonalisering av karriereveiledning i Norge. Fagbokforlaget. ISSN 9788245042788. s. 15–30. doi: https:/fagbokforlaget.no/produkt/9788245042788-ikke-bare-god-a-snakke-med. Fulltekst i vitenarkiv Vis sammendrag

  Introduksjonskapittel til antologien "Ikke bare god å snakke med"

• Snipstad, Øyvind Ibrahim Marøy; Bakke, Ingrid Bårdsdatter; Jynge, Julie Sikin Bhanji & Vibeto, Håvard Andreas (2024). Young Gamers Outside Education, Employment or Training: Translating Computer Gaming Skills to Job Relevant Competencies. I Kilså, Kristine & Basaiawmoit, Rajiv Vaid (Red.), Proceedings of the18th European Conference onGames Based Learning. Academic Conferences International Limited. ISSN 9781917204200. s. 1061–1064. Fulltekst i vitenarkiv
• Jynge, Julie Sikin Bhanji; Bakke, Ingrid Bårdsdatter & Hooley, Tristram (2024). Exploring Practitioners’ Pedagogic Stances in Relation to Integrated Guidance: A Q-Method Study. Nordic Journal of Transitions, Careers and Guidance. 5(1), s. 55–72. doi: 10.16993/njtcg.76. Fulltekst i vitenarkiv Vis sammendrag

  Abstract Using Q-method, this article explores how experience with integrated guidance frames practitioners’ pedagogic stances. Integrated guidance is an approach to delivering career guidance that combines face-to-face and digital approaches. Through statistical analysis of participants’ Q-sorts and qualitative interpretation of the results, we identify three groups of participants with different philosophies about integrated guidance and, consequently, different strategies and approaches to guidance. All groups recognise that blended learning pedagogy is useful in career guidance and believe that digital information, guidance tools and platforms can benefit clients in their career learning. However, there are also differences between the groups. The first group (enthusiasts) view the digital environment positively and are confident about their ability to adapt and apply emerging technologies in guidance. The second group (human connectors) prefer face-to-face approaches, especially for clients with low digital skills; they view the digital environment as potentially hostile and have concerns about their abilities to adapt to new guidance technologies. The third group (critical pragmatists) are confident in using digital technologies for guidance but believe that the digital environment can be hostile while recognising its potential as a site for their clients’ career development. These different groups are theorised and display three distinct pedagogic stances on integrated guidance.

• Bakke, Ingrid Bårdsdatter & Harjula, Samira (2024). The professionalization of the counsellor role–a comparative study of Finland and Norway. Nordic Journal of Studies in Educational Policy. doi: 10.1080/20020317.2024.2348033. Fulltekst i vitenarkiv Vis sammendrag

  Career guidance counsellors’ competence requirements in Norwegian schools have been the subject of decades-long discussion. Practitioners, experts, and stakeholders have called for precise requirements and professionalized status for counsellors, but with little results. In the Finnish context, however, career guidance is more professionalized, and the counsellor competence requirements are defined by law. Why have the two systems developed differently? In this research, we used ‘historical institutionalism’ as our lens and compared the two developmental histories of the counsellor role and the reasoning behind these differentiating systems. By utilizing Toulmin’s model of argumentation, we analysed rationales in policy documents from ministries to expert groups to reveal how the policy rationales have formed the different statuses of the career counsellor profession in the 1950s, 1960s and 1990s. Norway and Finland saw the counsellor role similarly, but eventually, decisions on qualifications and competency were made from different perspectives.

• Bakke, Ingrid Bårdsdatter & Hooley, Tristram (2024). Career guidance reform in Norway: A critical account of the last twenty years. I Bakke, Ingrid Bårdsdatter; Bakke, Inger Marie & Schulstok, Torild (Red.), Ikke bare god å snakke med - Om profesjonalisering av karriereveiledning i Norge. Fagbokforlaget. ISSN 9788245042788. s. 305–326. Fulltekst i vitenarkiv
• Bakke, Ingrid Bårdsdatter (2024). Karriere til folket - Et demokratisk karrierebegrep. I Bakke, Ingrid Bårdsdatter; Bakke, Inger Marie & Schulstok, Torild (Red.), Ikke bare god å snakke med - Om profesjonalisering av karriereveiledning i Norge. Fagbokforlaget. ISSN 9788245042788. s. 327–345. Fulltekst i vitenarkiv
• Bakke, Ingrid Bårdsdatter & Hooley, Tristram (2023). Neither Online, Nor Face-to-Face, But Integrated Career Guidance: Introducing New Ways of Engaging Undergraduate Students in Career Learning and Reflective Careering. I Buford, Melanie V.; Sharp, Michael & Stebleton, Michael (Red.), Mapping the Future of Undergraduate Career Education. Routledge. ISSN 9781032081144. s. 138–154. doi: 10.4324/9781003213000-13. Fulltekst i vitenarkiv Vis sammendrag

  This timely book explores current trends and future possibilities for undergraduate career education, the nature of the changing workplace, and its impact on students in colleges and universities. Built on decades of experience in career development and professional learning, the editors raise and investigate multiple critical issues facing career educators in higher education today: preparing students for the future of work; exploring the increasing centrality of experiential learning in career education; examining innovative paradigm shifts in career education; and developing strategies for equity-focused and inclusive programming for all students. Reckoning with the effects of Covid-19 on the world of career development, this book draws on contributions from leading scholars, entrepreneurs, and practitioners from across the fields of education, business, STEM, and the humanities to offer an inclusive and innovation-focused approach to supporting scholars, practitioners, and students involved with career education, development, and counseling for a new generation – and a new world of work.

• Bakke, Ingrid Bårdsdatter (2021). Career and cultural context: collective individualism, egalitarianism and work-centrality in the career thinking of Norwegian teenagers. British Journal of Guidance and Counselling. ISSN 0306-9885. s. 1–16. doi: 10.1080/03069885.2021.1872767. Fulltekst i vitenarkiv Vis sammendrag

  Career guidance in Norway has seen major developments over the past two decades. Secondary schools have integrated career education and guidance into an education system which socialises young people to develop citizenship and take part in society. In this article, I explore how Norwegian teenagers’ career thinking is influenced by Norwegian cultural values which are strongly associated with the Nordic model of welfare: collective individualism, egalitarianism, and work-centrality. Teenagers’ and counsellors’ thoughts about career are explored through qualitative interviews and analysed using thematic analysis. The analysis shows that in conversations about career choices, teenagers and counsellors refer to these concepts, but in ways varying most notably along the urban-rural, academic-VET, and adult-teenager dimensions. Implications for career guidance are discussed.

• Bakke, Ingrid Bårdsdatter & Hooley, Tristram (2020). I Don’t Think Anyone Here has Thought About Career Really: What the Concept of “Career” Means to Norwegian Teenagers and School Counsellors. Scandinavian Journal of Educational Research. ISSN 0031-3831. doi: 10.1080/00313831.2020.1833242. Fulltekst i vitenarkiv Vis sammendrag

  Norway is reforming its career guidance system. This article explores how these reforms are experienced in schools around Norway, and attends to the way in which the concept of “career” is understood. There is a difference between an “everyday” and a scholarly understanding of the concept, between seeing it as hierarchical, or viewing career more democratically. This study explores how these tensions are worked through by Norwegian young people and guidance counsellors. The article argues that this tension is pronounced because the concept of “career” has entered Norway as part of a top down policy discourse. Consequently, there is a need to re-contextualise the ideas of career and career guidance to connect them with Norwegian culture.

• Bakke, Ingrid Bårdsdatter (2020). The ‘idea of career’ and ‘a welfare state of mind’: On the Nordic model for welfare and career. I Haug, Erik Hagaseth; Hooley, Tristram; Kettunen, Jaana & Thomsen, Rie (Red.), Career and Career Guidance in the Nordic Countries. Brill | Sense. ISSN 9789004428072. s. 23–36. doi: 10.1163/9789004428096_002. Fulltekst i vitenarkiv
• Bakke, Ingrid Bårdsdatter (2018). Norsk karrierekompetanse - Karriereferdigheter med kulturell bagasje. I Plant, Peter & Kjærgård, Roger (Red.), Karriereveiledning for individ og samfunn. Gyldendal Norsk Forlag A/S. ISSN 9788205498846. s. 88–110. Fulltekst i vitenarkiv

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• Bakke, Ingrid Bårdsdatter; Bakke, Inger Marie & Schulstok, Torild (2024). Ikke bare god å snakke med - Om profesjonalisering av karriereveiledning i Norge. Fagbokforlaget. ISBN 9788245042788. 368 s. Fulltekst i vitenarkiv

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• Svennungsen, Hannah Owens & Bakke, Ingrid Bårdsdatter (2025). The use of Q-methodology in Career Guidance Research. Fulltekst i vitenarkiv
• Hooley, Tristram; Bakke, Ingrid Bårdsdatter; Bergmo-Prvulovic, Ingela; Borbely-Pecze, Tibor Bors; Christie, Fiona & Drosos, Nikos [Vis alle 15 forfattere av denne artikkelen] (2025). Developing Critical Career Theory. doi: 10.5281/ZENODO.17641200. Fulltekst i vitenarkiv
• Bakke, Ingrid Bårdsdatter (2025). Gamer NEETS in a supported employment program in Norway. doi: https:/nornet2025.is/program/program. Fulltekst i vitenarkiv Vis sammendrag

  Presentation of a project on gamer NEETs and career guidance

• Bakke, Ingrid Bårdsdatter (2025). CAAS i Norge. Fulltekst i vitenarkiv Vis sammendrag

  Presentasjon av resultater etter et valideringsprosjekt av Career Adaptability Scale i Norge

• Bakke, Ingrid Bårdsdatter (2025). Career to the people – Theorising the concept of career on the background of Nordic welfare thinking in Norway. Fulltekst i vitenarkiv Vis sammendrag

  A presentation of a chapter pitch for a book project in the COST COCAG project.

• Bakke, Ingrid Bårdsdatter (2025). Exploring Green Guidance Uppsala November 2025. Fulltekst i vitenarkiv Vis sammendrag

  Denne keynoten ble gitt etter invitasjon for Sveriges Landsuniversitet SLU, og handler om Green Guidance.

• Bakke, Ingrid Bårdsdatter & Svennungsen, Hannah Owens (2025). Validating the Career Adapt-Abilities Scale (CAAS) in Norway. Fulltekst i vitenarkiv
• Bakke, Ingrid Bårdsdatter; Snipstad, Øyvind Ibrahim Marøy & Jynge, Julie Sikin Bhanji (2024). Young gamers outside education, employment or training: how can we work with skills and competencies from gaming, and make them into assets that enhance their employability. Fulltekst i vitenarkiv
• Bakke, Ingrid Bårdsdatter (2023). Karriere og karriereveiledning - Det vanskelige karrierebegrepet. Fulltekst i vitenarkiv
• Tveita, Thale; Bakke, Ingrid Bårdsdatter; Elvsås, Marit; Henriksen, Bendik Stubstad & Puijk, Roeland (2023). JazzIncubator: 20 år med praksis på tvers av faggrenser. Fulltekst i vitenarkiv
• Bakke, Ingrid Bårdsdatter (2023). Panelsamtale: Hvordan kan bærekraftsmålene være en driver for karriereveiledningstjenestene? Fulltekst i vitenarkiv
• Bakke, Ingrid Bårdsdatter (2023). Det vanskelige karrierebegrepet - Presentasjon på karriereveiledningskonferansen i Trøndelag. Fulltekst i vitenarkiv
• Bakke, Ingrid Bårdsdatter & Jynge, Julie Sikin Bhanji (2023). Integrated career guidance after the pandemic – new developments and potentials? Fulltekst i vitenarkiv
• Bakke, Ingrid Bårdsdatter (2023). Det vanskelige karrierebegrepet - samling for fylkeskoordinatorer i karriereveiledning. Fulltekst i vitenarkiv
• Bakke, Ingrid Bårdsdatter (2023). Why lifelong guidance must be at the core of every learning system. Fulltekst i vitenarkiv
• Kettunen, Jaana; Hertzberg, Fredrik; Einarsdóttir, Sif & Bakke, Ingrid Bårdsdatter (2022). Editorial for the Second Volume of NJTCG. Nordic Journal of Transitions, Careers and Guidance. doi: 10.16993/njtcg.46. Fulltekst i vitenarkiv
• Bakke, Ingrid Bårdsdatter; Kettunen, Jaana; Hertzberg, Fredrik & Thomsen, Rie (2022). Editorial for the Third Volume of NJTCG. Nordic Journal of Transitions, Careers and Guidance. doi: 10.16993/njtcg.59. Fulltekst i vitenarkiv
• Hooley, Tristram; Andrews, David & Bakke, Ingrid Bårdsdatter (2019). The Career Leaders Handbook. Fulltekst i vitenarkiv
• Bakke, Ingrid Bårdsdatter (2018). "...go out, grow up, then come home." A Ph.d.-students backward travelogue. Fulltekst i vitenarkiv
• Bakke, Ingrid Bårdsdatter & Alexander, Rosie (2018). Challenging notions of 'career' - radical rural perspectives. Fulltekst i vitenarkiv
• Bakke, Ingrid Bårdsdatter (2018). Talking about career. Fulltekst i vitenarkiv
• Bakke, Ingrid Bårdsdatter; Haug, Erik Hagaseth & Hooley, Tristram (2018). Moving from information provision to cocareering: Integrated guidance as a new approach to e-guidance in Norway. Journal of the National Institute for Career Education and Counselling. ISSN 2046-1348. 41(1), s. 48–55. doi: 10.20856/jnicec.4108. Fulltekst i vitenarkiv
• Bakke, Ingrid Bårdsdatter (2018). “And we see that we don’t have all the options available, ergo they choose the second-best.” – The intermix of individual aspirations, urbanity, rurality and cultural context as confounding factor for teenagers’ career choices in Norway. Fulltekst i vitenarkiv
• Bakke, Ingrid Bårdsdatter (2018). Career choice and counselling in rural northern Norway. Journal of the National Institute for Career Education and Counselling. ISSN 2046-1348. 40(1), s. 4–10. doi: 10.20856/jnicec.4002. Fulltekst i vitenarkiv Vis sammendrag

  Rurality and career choices. This article explores how teenagers from a small rural community in northern Norway experience making career choices, in the intersection between individual needs and community values. Interviews with 10th graders in the process of making their first manifest career choice – choosing upper secondary – shows that whether or not the teenagers identify with the community and see a future there or not, is of major importance. The consequential preference for education and acquisition of competence, either strengthen or weaken the ties with the community, becoming a determinant of who leaves, and who stays.

• Bakke, Ingrid Bårdsdatter (2017). School drop out/community hero. Fulltekst i vitenarkiv
• Bakke, Ingrid Bårdsdatter (2016). Rethinking career in Norway : Mapping the terrain. Fulltekst i vitenarkiv
• Bakke, Ingrid Bårdsdatter (2016). Adventskos - for de som kan betale. Fulltekst i vitenarkiv
• Bakke, Ingrid Bårdsdatter (2008). Samling og styrke – NTNUs umulige drøm? Psykologisk tidsskrift. ISSN 1501-7508. Fulltekst i vitenarkiv
• Kavková, Eva; Košťálová, Helena; Bakke, Ingrid Bårdsdatter; Hooley, Tristram; Casanova, Mariana Lucas & Ostroha, Ladislav [Vis alle 10 forfattere av denne artikkelen] (2025). Developing green guidance practice: Report from the innovation factories. University of Missouri Press. Fulltekst i vitenarkiv
• Bakke, Ingrid Bårdsdatter; Hooley, Tristram; Casanova, Mariana Lucas; Šprlák, Tomáš; Kavková, Eva & Košťálová, Helena [Vis alle 8 forfattere av denne artikkelen] (2024). Evidence on green guidance: A review of the literature. Exploring Green Guidance. Fulltekst i vitenarkiv
• Bakke, Ingrid Bårdsdatter & Hooley, Tristram (2024). Policies for a green transition: Exploring contemporary environmental and sustainability policies for green guidance. Exploring Green Guidance. Fulltekst i vitenarkiv
• Paulsen, Mårten Kae; Habberstad, Julianne Meling; Skarli, Jim Broch; Stokke, Mona Helene & Bakke, Ingrid Bårdsdatter (2023). Evaluering av kompetanseaktiviteter i NAV Innlandets prosjekt «Arbeid først - understøttet av pålitelig forvaltning». Universitetet i Innlandet. ISSN 9788283804133. Fulltekst i vitenarkiv Vis sammendrag

  Abstract: The project "Work first - supported by reliable management" had the intention of strengthening NAV supervisors' competence in reliable management in the follow-up and guidance of applicants and recipients of work assessment allowance (WAA) by carrying out several competence activities. The purpose of the evaluation was to explain the effect of competence activities on the NAV supervisors' experience of their competence and empowerment in managing WAA. The aim was to contribute with knowledge that can guide the design of competence activities that can support reliable management of the scheme with work clarification money. The evaluation was carried out in two phases. In Phase 1, the aim was to gain knowledge about the connections between topics that were taken up in the competence activities and how users, NAV supervisors, and managers experienced the quality of administration of the scheme with WAA. Supervisors at 10 NAV offices in Inland County participated. Reflexive thematic analysis was used for exploration of observations of competence activities and follow-up interviews with users. Participants in these were interviewed about their experiences. The analysis resulted in a deepening of the themes 1) language, use and attitudes, 2) case investigations, assessments, and decisions, 3) work orientation and guidance, 4) the activity plan, 5) communication and interaction, and 6) competence activities as the learning arena. In Phase 2, the aim was to explore whether there were systematic differences between NAV supervisors' subjective experience of the relevance of the competence activities for reliable management in the follow-up and guidance of applicants and recipients of AAP. Q-method was used to find patterns in variations between NAV supervisors' subjective experience of their own competence and authority in follow-up and guidance of applicants and recipients of WAA. 25 NAV supervisors contributed to the Q methodological survey. The data basis for this survey was statements from the thematic analysis in Phase 1 that were relevant to experiences with managing the WAA scheme. The researchers constructed 36 statements that were representative of NAV supervisors' way of talking about their experiences. Each participant sorted the statements compared to each other in a matrix based on the meaning the statement had for them. Factor analysis was carried out on the relative importance of each statement for each sorting and between all sortings. The calculations resulted in four factors. These show a pattern in variation of NAV supervisors' subjective experience of their own competence and authority. Factor 1 is called "Personal responsibility for the user". A prominent feature is that the supervisor's sense of personal responsibility for the user is a framework for the guidance. Factor 2 is called "User contact and working conditions". The supervisors feel a personal responsibility for the user, while at the same time they have users who need outreach follow-up. Users have a mental health condition that means they rarely follow up with an activity plan for active treatment and/or work-oriented measures. The supervisors feel that they have working conditions that make this follow-up difficult. Factor 3 is called "Number of users limits time for follow-up". This factor highlights that the number of users that each supervisor follows up can affect the follow-up that the users receive and thus the management of the scheme with AAP. Factor 4 is called "Alternative future prospects for being able to work". Here, a way of thinking and a procedure for work-oriented guidance come to the fore. The analysis of subjective experience of own competence and empowerment varies between four patterns that alternate in the foreground and background, influenced by the supervisor's conceptions of themselves, the other person, and their working conditions. Therefore, the effects of competence activities on the reliability of the supervisor's management of the scheme with WAA are conditioned by the activity's relevance to the supervisor's experience of their work situation. The report elaborates on the relevance of competence activities for the psychosocial work environment (personal responsibility for the user), work organization (user contact and working conditions), efficient work methods (following up many users) and ways of thinking and working in supervision (alternative prospects).

• Bakke, Ingrid Bårdsdatter; Haug, Erik Hagaseth; Hooley, Tristram; Kjendalen, Hilde; Paulsen, Oda Notevarp & Sandlie, Lars Christian [Vis alle 8 forfattere av denne artikkelen] (2023). Profesjonell karriereveiledning i skolen: Undersøkelse av utdanningstilbudet innen karriereveiledning. Universitetet i Innlandet. ISSN 9788283804041. Fulltekst i vitenarkiv Vis sammendrag

  Denne rapporten belyser tre sentrale tema i utvikling av en profesjonell karriereveiledningstjeneste, med et særlig fokus på karriereveiledning i skolen: - oversikt over utdannings- og videreutdanningstilbud innen karriereveiledning, inkludert tilbud spesielt rettet mot de som jobber/skal jobbe med karriereveiledning i skolen - innsikt i opplevd kvalitet og behov hos målgruppene for tilbudene, inkludert tilbud spesielt rettet mot de som jobber/skal jobbe med karriereveiledning i skolen - kunnskap om rammebetingelser og andre faktorer som er avgjørende for at karriereveiledere og lærere i faget utdanningsvalg kan ta utdanning og videreutdanning og for at arbeidsgivere (skoleeier og skoleledelse) kan legge til rette for videreutdanning for sine ansatte Gjennom bruk av ulike forskningsmetoder er det samlet inn perspektiver på temaene fra ulike aktørposisjoner. Både i, og utenfor skolen som organisasjon. Basert på funnene i undersøkelsen konkluderer rapporten med sju anbefalinger som bør følges opp for å nå målet om en mer profesjonell karriereveiledningstjeneste i skolen.

• Bakke, Ingrid Bårdsdatter & Proba, Samfunnsforskning (2023). Undersøkelse av studenters og unge forskeres tilgang til karriereveiledning. Proba Samfunnsanalyse. Fulltekst i vitenarkiv
• Bakke, Ingrid Bårdsdatter; Hooley, Tristram & Paulsen, Mårten Kae (2021). No culture for career? : Conceptualisations of career as a cultural phenomenon and as experienced by tenth graders and career counsellors in Norway. Universitetet i Innlandet. ISSN 9788283802481. Fulltekst i vitenarkiv Vis sammendrag

  This thesis asks how does culture work as a context for conceptualisations of career, and how does this relate to the implementation of the concept of career in Norwegian schools in the experience of tenth graders and career counsellors? The thesis consists of four papers and this synopsis. The papers investigate Norwegian culture, examine how cultural values surface in discussions about career choices; and explore how tenth graders and school counsellors understand the career concept. Career guidance and learning are situated in the Norwegian education system, where there have been significant developments concerning career education over the last decades. The focus of the thesis is split between a macro and a micro level, and it addresses the philosophical and ideational underpinnings of Norwegian culture and it also addresses tenth graders about to transition into upper secondary and their counsellors. The synopsis draws the theories and findings from interviews with tenth graders and counsellors together with the theoretical investigation. It proposes a conceptual framework for understanding how culture influence the formation of the career concept. As such, the thesis follows both a theoretical and an empirical line of inquiry. The study explores the uneasy position of career in Norwegian culture. It also explores the way that theories of career and career learning have travelled the world and shows that when theories transfer between contexts, the results may be unexpected. The study argues that while the development of Norwegian career guidance has focused on structure, discussions on the content of career theories have emerged more recently and that the question of 'what is career' in Norway is of importance. The philosophical perspective of phenomenology is used together with theories on concept formation, career and culture to develop a conceptual framework. Proposing a model that connects these concepts and illustrates how culture works as a framework for the conceptualisation of career, the study argues that such a framework guides thinking about both the ideational content and the concrete events. In other words, career concepts and theories can potentially connect to the lived experience of career but seeing concepts as relevant is important to make this happen. Discussing the research questions, the thesis argues that a big and defining narrative of the Norwegian culture is the relationship between the 'I' and the 'we', or the idea that individuals are autonomous within a framework of responsibility. Further, a democratic career concept is discussed, encompassing danning as a central idea as it has agency for educators to help students develop citizenship. However, as lived experience and career concepts are in a reciprocal relationship of meaning making, an understanding of democratic career concept as informed by lived career is proposed.

• Haug, Erik Hagaseth; Schulstok, Torild & Bakke, Ingrid Bårdsdatter (2016). Tilgjengelig og samordnet : Rapport fra en kartleggings- og evalueringsundersøkelse av elevtjenesten i de videregående skolene i Oppland – med et spesielt blikk på Utdannings- og yrkesrådgivning. Universitetet i Innlandet. Fulltekst i vitenarkiv Vis sammendrag

  Rapporten sammenfatter og diskuterer funn fra en kartleggings - og evalueringsundersøkelse av status for elevtjenesten, og elevers opplevelse av utdannings - og yrkesrådgivningen i de videregående skolene i Oppland. Rapporten er basert på følgende tre forskningsspørsmål: (1) Hvordan opplever elever i videregående opplæring i Oppland skolenes utdannings - og yrkesrådgivning? Framstår elevtjenestens tjenestetilbud helhetlig for elevene? (2) Hva er status for organiseri ngen av elevtjenesten i Oppland? Kompetanse, ressursbruk, tidsressurs, organisering, samhandling, samarbeid, rutiner. (3) Hvilke fremtredende funn om rådgivningens effekt, organisering og innhold finner man i gjeldende forskningsbasert kunnskap? Undersøkelsen er basert på intervjuer hos et utvalg elever og utdannings - og yrkesrådgivere og dokumentstudier. Basert på en drøfting av innsikten fra undersøkelsen knyttet til disse tre spørsmålene, gis det anbefalinger for en videreutvikling av elevtjenesten og utdannings - og yrkesrådgivningen ved de videregående skolene i Oppland. Et sentralt funn i undersøkelsen er at det er utviklet gode systemer og organiseringsformer for elevtjenesten i Oppland. Det kan imidlertid synes som at skolene har et potensial i å gjøre de ulike veiledningsformene i elevtjenesten mer tilgjengelige og synlige for elevene. I rapporten foreslås ulike tiltak for å øke tilgjengeligheten. Anbefalingene relateres til en tydeliggjøring av hva som skal være målsetningen for tjenesten, mulige grep som kan bedre koordinering og samarbeid, og tiltak knyttet til kompetanseutvikling og kompetansedeling.

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