The HØFY students' resources and competence in facing the bachelor's program in construction site management
DOI:
https://doi.org/10.7577/sjvd.5765Abstract
Higher vocational education has in recent years been given attention, with a focus on the Vocational College. The College of Vocational Studies (HØFY) was established in 2019, and in 2020 the first cohort of bachelor’s in construction Site Management was admitted. It is important for HØFY as an educational institution to get to know its students and their experiences and expertise. Therefore, a survey was established which is the empirical basis of this article. The problem is two-fold, the first is about what resources and competence the students possess, and the second part focuses on what input factors these qualifications can be in the construction of a third learning space, the interface "school - working life". The results from the surveys document that the students have a wealth of work experience, as an apprentice, skilled worker and with various managerial tasks, in addition to solid formal education. The second part of the problem discusses how and why the students' experiences and competences can come into play in the construction of a hybrid learning space as an appropriate learning arena for this type of student.
Downloads
References
Abdullah, K. H. (2021). Four Decades Research on Higher Vocational Education: A Bibliometric Review. JOVES (Journal of Vocational Education Studies). 4(2). https://doi.org/10.12928/joves.v4i2.4297
Arbo, P. (2022). Livslang læring fra slagord til reform. Uniped, 45(2), 82–92. https://doi.org/10.18261/uniped.45.2.2
Asplan Viak. (2024). Klimafotavtrykk bygg og anlegg. En analyse av alle direkte og indirekte klimagassutslipp fra bygg- og anleggssektoren i Norge. https://www.dibk.no/verktoy-og-veivisere/rapporter-og-publikasjoner/klimafotavtrykk-bygg-og-anlegg/AsplanViak_Klimafotavtrykk bygg og anlegg_v4.1.pdf
Bhabha, H. K. (1990). The third space. I J. Rutherford (Red.), Identity: Community, culture, difference (s. 207–221). Lawrence and Wishart.
Bronfenbrenner, U. (1979). The Ecology of Human Development experiments by Nature and Design. Harvard University Press.
Børing, P., Wiborg. Ø. & Skule. S. (2013). Livslang Læring i norsk arbeidsliv: Hvorfor varierer deltakelsen? (NIFU Rapport 7:2013)
CEDEFOP (2004). E-learning for teachers and trainers. Innovative practice, skills and competences. Office for Official Publications of the European Communities.
Christensen, H., Eritsland, A.G. & Havnes, A. (2014). Bridging the gap? Student attitudes about two learning arenas in teacher education. I E. Arntzen (Red.), Educating for the future: Proceeding of the ATEE 38th. Annual Conference, (s. 46-61). Halden, Norway.
Dalland, O. (2020). Metode og oppgaveskriving (4 utg.). Gyldendal.
Engeström, Y. (2012) Ekspansiv læring – på vej mod en nyformulering af den virksomhetsteoretiske tilgang. I Illeris, K. (Red). 49 Tekster om læring. Samfundslitteratur.
European Parliamentary Research Sevice - EPRS (2023). Lifelong Learning in the EU. European Parliament Lifelong learning. https://www.europarl.europa.eu/thinktank/infographics/lifelonglearning/tertiary
Friberg, J. H., & Haakestad, H. (2015). Arbeidsmigrasjon, makt og styringsideologier: Norsk byggenæring i en brytningstid. Fafo. https://www.fafo.no/zoo-publikasjoner/artikler-og-bokkapitler/arbeidsmigrasjon-makt-og-styringsideologier-norsk-byggenaering-i-en-brytningstid
Grossman, P., Hammerness, K., & McDonald, M. (2009). Redefining teaching, re-imagining teacher education. Teachers and Teaching: Theory and Practice, 15(2), 273–289. https://doi.org/10.1080/13540600902875340
Hagger, H. & McIntyre, D. (2000). What can research tell us about teacher education? Oxford Review of Education, 26(3-4), 483–494. https://doi.org/10.1080/713688546
Halvorsen, K. (2008). Å forske på samfunnet. En innføring i samfunnsvitenskapelig metode. J.W. Cappelens Forlag.
Hammerness, K. M. (2006). From coherence in theory to coherence in practice. Teacher College Record, 108(7), 1241–1265. https://doi.org/10.1111/j.1467-620.2006.00692.x
Høst, H., Lyby, L., Schwach, V. (2019). Fagskoleutdanningens kunnskapsbase. (NIFU-rapport 2019:22).
Haakestad. H. & Braanen Sterri. E. (2015) Lærevilkår i norsk arbeidsliv. Utjevning eller mot nye kompetansegap? (Fafo-rapport 2015:09).
HØFY (2022). Studieplan. Bachelor i byggeplassledelse. Høyskolen for yrkesfag. studieplan-bachelor-i-byggeplassledelse-2022-19-06-2023-2075.pdf (imgix.net)
Ipsos MMI (2014). Totalrapport fra målgruppeanalyse. Lavenergiprogrammet og Direktoratet for Byggkvalitet.
Khairullina, E. R., Valeyev, A. S., Valeyeva, G. K., Valeyeva, N. S., Leifa, A. V., Burdukovskaya, E. A., & Shaidullina, A. R. (2014). Features of the programs applied bachelor degree in secondary and higher vocational education. Asian Social Science, 11(4), 213. https://doi.org/10.5539/ass.v11n4p213
Kolb, D. A., & Fry, R. E. (1974). Toward an applied theory of experiential learning. MIT Alfred P. Sloan School of Management.
Kompetansebehovsutvalget. (2022). Fremtidige kompetansebehov: Høyere yrkesfaglig utdanning for et arbeidsliv i endring. (Temarapport 1/2022).
Komulainen, T. M. & Sannerud, A. R. (2018). Learning transfer through industrial simulator training: Petroleum industry case. Cogent Education, 5.
Meld. St. 9 (2016 – 2017). Fagfolk for fremtiden. Kunnskapsdepartementet. https://www.regjeringen.no/no/dokumenter/meld.-st.-9-20162017/id2522412/
Meld. St. 42 (1997-1998). Kompetansereformen. Kirke-, utdannings- og forskningsdepartementet. https://www.regjeringen.no/no/dokumenter/stmeld-nr-42-1997-98-/id191798/
Michael Journal (2017). https://www.michaeljournal.no/article/2017/05/8-Yrkesfaglig-h%C3%B8yere-utdanning
Miljødirektoratet (2023). Klimavennlige bygg og anleggsplasser.
Negt, O. (1981). Sociologisk fantasi og eksemplarisk indlæring. Kurasje.
NOKUT (2023). Nasjonalt kvalifikasjonsrammeverk for livslang læring. https://www.nokut.no/norsk-utdanning/nasjonalt-kvalifikasjonsrammeverk-for-livslang-laring/
NOKUT (2018). Kvalitetsområder for høyere yrkesfaglig utdanning. NOKUT.
Norges Forskningsråd (2024, 25. April). Responsible Research and Innovation. https://www.forskningsradet.no/forskningspolitikk-strategi/rri/
Norges Forskningsråd (2023). Policy for åpen forskning. https://www.forskningsradet.no/forskningspolitikk-strategi/apen-forskning/retningslinjer/
NOU 1997: 25. (1997). Ny kompetanse. Kirke-, utdannings- og forskningsdepartementet.
NOU 2014: 14. (2014). Fagskolen – et attraktivt utdanningsvalg. Kunnskapsdepartementet.
NOU 2019: 12. (2019). Lærekraftig utvikling — Livslang læring for omstilling og konkurranseevne. Kunnskapsdepartementet. https://www.regjeringen.no/no/dokumenter/nou-2019-12/id2653116/?ch=1
Persson, M. (2021). Hvordan skrive en litteraturgjennomgang? En praktisk guide. Universitetsforlaget.
Regjeringen (2023). Taksonomien for bærekraftig økonomisk aktivitet. Taksonomien for bærekraftig økonomisk aktivitet. https://www.regjeringen.no/no/tema/okonomi-og-budsjett/finansmarkedene/taksonomien-for-barekraftig-okonomisk-aktivitet/id2924859/
Røed Steen. J., Oldervoll. J., Myhre Walbækken. M., Røtnes. R. (2018) Fagarbeideres og fagopplæringens betydning for innovasjon. (Fafo-rapport 2018:14)
Raaen, F. D., & Thorsen, K. E. (2020). Student teachers’ conditions for professional learning on and across the learning arenas of teacher education: A theoretically grounded account. Nordic Journal of Comparative and International Education (NJCIE), 4(3-4), 105–116. https://doi.org/10.7577/njcie.3736
Sannerud, A. R. (2005). Læring på byggeplassen - utopi eller realitet? Et aksjonsforskningsprosjekt i byggebransjen. [Doktorgradsavhandling] Roskilde Universitetscenter.
Spetalen, H., & Sannerud, R. (2013). Erfaringer med bruk av simulering som transferstrategi. Nordic Journal of Vocational Education and Training, 3(1), 1–17. https://doi.org/10.3384/njvet.2242-458X.13v3i1a7
Trochim, W. M. K. (2006). Descriptive Statistics. Descriptive Statistics - Research Methods Knowledge Base. https://conjointly.com/kb/
Warring, N. (1999). At lære i praksis - i skolen og på arbejdspladsen. Roskilde University Research Portal. https://forskning.ruc.dk/en/publications/at-l%C3%A6re-i-praksis-i-skolen-og-p%C3%A5-arbejdspladsen
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Roger Drange, Arne Roar Lier, Arne Ronny Sannerud, Atle Solbakken
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish in SJVD accept the following terms:
- The author(s) retain copyright and gives the journal the right to the first publication of the work licensed simultaneously under a Creative Commons Attribution License that allows others to share the work when authorship and first release in the SJVD are recognised.
- The author(s) may enter separate, extra-contractual arrangements for non-exclusive distribution of the journal's published version of the work (for example, send it to an institutional archive or publish it in a book) referring to the first release in SJVD.
- The author(s) are allowed and encouraged to post their work online (e.g. in institutional archives and on their website) before and during the filing process, as it may lead to useful exchanges of views, as well as faster and increased citation the published work.