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The history of subjects is often told analysing notions of knowledge in historical reforms, policies, curricula, and textbooks. In this article, we analyse student papers from 1968, focusing on their responses to the topic 'Social distinctions and prejudices in Denmark'. The students present a number of concepts and categories of social differences and prejudices, depict a contemporary problem, refer to theoretical or categorical frameworks, provide a historical account, state bold claims and/or present conceptual definitions. Then, by giving different examples from their everyday life and by establishing some form of line or structure in their writings, they form an argument or narrative. They do this by using--we assume--information from their textbooks, from what have been discussed in teaching, in the public debate, and in the students' homes. The student papers not only passively reflect but are part of the ongoing constitution of the subjects and subject matter, during a period of tremendous educational change.

In this paper, we put in dialogue the local dimension of a nation-state with the global challenges faced by universities worldwide. We focus on the case of Denmark, a nation that was exceptionally active in implementing international university reforms and where digitalisation is a high priority of the public sector governance. The article seeks to contribute to speculative research and critical studies by presenting a mixed-methods study that explores higher education teachers' views about desirable and realistic future scenarios in Denmark. The study draws on data from a survey applied at a large Danish university, analysed both quantitatively (N = 755) and qualitatively (N = 53). The findings show that teachers share clusters of concern about uncontrolled digitalisation and teaching automation, commodification of education, and modularisation of university courses, the latter being a contested but realistic perspective in the latest political reforms. They reaffirm the mission of the university as preparing students for solving real problems and contributing to the challenges of the present time. The paper concludes with a call for university management to recalibrate future imaginaries to the values expressed by the teachers, and the university they wish to create.

A rich literature has argued that so-called aspiration-raising policies tend to individualize structural conditions and thereby reproduce forms of inequality through young people's aspirations. This paper explores how aspiration-raising policy discourses are lived in ways that both accentuate but that might also contest their terms. Drawing on Lauren Berlant, we theorize aspiration as ongoing performances that can be altered and remade in affective scenes of interruption. We put our theorization to work in a longitudinal study that followed a young woman, Marie, throughout her upper secondary education. Whilst Marie's performances of aspiration predominantly chimed with such individualistic policy discourses, she would also describe moments where these performances were seemingly interrupted. These were moments where Marie vividly experienced concerns related to planetary crises. The analysis carefully unpacks these moments, and we argue that they bring Marie into contact with the political stakes in her life and lead her to search for alternative, more sustainable, and collective modalities of aspiration. Hence, supplementing previous studies that have shown how inequality is reproduced through aspirations, the paper contributes with new understandings of how alternative modalities of aspiration may emerge that potentially exceed structural limits.

Purpose: Institutional framings of doctoral education mostly do not recognize the existential dimension of doctoral experience. This paper aims to offer an expanded understanding of experiences of doctoral researchers in the humanities with the concept of entangled becoming. This concept is developed through an existential lens by using Søren Kierkegaard's philosophy -- particularly his emphasis on emotions such as passion, anxiety and despair -- and Denise Batchelor's derived concept of vulnerable voices. Design/methodology/approach: The conceptual framing is used for an empirical study based on ethnographic interviews with 10 doctoral researchers and supplementary observational notes from fieldwork at a university in Denmark. Two of the interview cases were selected to showcase variation across lived experiences and how doctoral researchers voice their entangled becoming. Findings: Common experiences such as loneliness, insecurity(ies), vulnerability(ies) or passion for one's research were identified across the interviews. On the other hand, this study shows that each doctoral journey in the humanities envelops a distinct web of entanglements, entailing distinct navigation, that makes each case a unique story and each doctoral voice a specific one. Originality/value: Combining an existential philosophical perspective with a qualitative study, the paper offers an alternative perspective for doctoral education. It connects the humanities doctoral experience to the broader condition of human existence and the sophisticated uniqueness of each researcher's becoming.

Purpose: The purpose of this paper is to explicate how the processual third context learning approach provides new understandings and dimensions to the well-established terminology within the fields of inter-organizational learning and university-industry collaboration. These understandings and dimensions are empirically informed by an analysis of a collaboration between Aalborg University and Bang & Olufsen, a Danish loudspeaker manufacturer. Design/methodology/approach: To fulfill the research purpose, a case study based on a participatory data collection strategy was applied in the collaboration between Aalborg University and Bang & Olufsen. Data were collected through a qualitative multimethod approach, comprising semi-structured interviews, field observations and field notes. Phenomenologically inspired content analysis revealed the themes outlined and discussed. Findings: The third context framework was useful in outlining the complexity of a bidirectional collaboration. The inter-organizational learning processes were, for example, influenced by the actors' recurrent inquiry of perplexities regarding the purpose and content of the collaboration. The extracted empirical findings are discussed and related to the fields of inter-organizational learning and university-industry collaboration, thereby explicating how a processual learning perspective provides new understandings and dimensions to collaboration across organizations. Originality/value: The paper contributes empirically informed processual-learning dimensions to the literature on inter-organizational learning and university-industry collaboration.

Purpose: In Denmark, there has been, over decades, an intensified political focus on how humanities research and doctoral education contribute to society. In this vein, the notion of impact has become a central part of the academic language, often associated with terms like use, effects and outputs, stemming from neoliberal ideologies. The purpose of this paper is to explore how humanities academics are living with the impact agenda, as both experienced researchers and as doctoral supervisors educating the next generation of researchers in this post-pandemic era. Specifically, the authors are interested in the supervisor-researcher relationship, that is, the relationship between how the supervisors navigate the impact agenda as researchers and then the way they tell their doctoral students to do likewise. Design/methodology/approach: The authors have studied how the impact agenda is accommodated by humanities academics through a series of qualitative interviews with humanities researchers and humanities PhD supervisors, encompassing questions of how they are living with the expectation of impact and how it is embedded in their university and departmental context. Findings: The study shows that there is no link between how the supervisors navigate the impact agenda in relation to their own research work and then the way they tell their doctoral students to approach it. Within the space of their own research, the supervisors engage in resistance practices towards the impact agenda in terms of minimal compliance, rejection or resignation, whereas in the space of supervision, the impact agenda is re-inscribed to embody other understandings. The supervisors want to protect their students from this agenda, especially in the knowledge that many of them are not going to stay in academia due to limited researcher career possibilities. Furthermore, the paper reveals a new understanding of the impact agenda as having a relational quality, and in two ways. One is through a positional struggle, the reshaping of power relations, between universities (or academics) and society (or the state and the market); the other is as a phenomenon very much lived among academics themselves, including between supervisors and their doctoral students within the institutional context. Originality/value: This study opens up the impact agenda, showing what it means to be a humanities academic living with the effects of the impact agenda and trying to navigate this. The study is mapping and tracking out the many different meanings and variations of impact in all its volatility for academics concerned about it. In current, post-pandemic times, when manifold expectations are directed towards research and doctoral education, it is important to know more about how these expectations affect and are dealt with by those who are expected to commit to them.

This paper explores how students understand physical education (PE) as a subject in the Danish upper secondary school (USS) and discusses the role of the subject after the Danish USS reform of 2017. The paper presents a 6 months' field study of PE lessons in 2 Danish upper secondary schools. Both schools were located in the Danish capital area. A total of 42 Lessons in 4 PE-classes [N = 240] were observed throughout the 6 months and 8 focus group interviews were conducted with students [N = 54] at the end of the field study. We are inspired by the theoretical contribution of Hartmut Rosa to analyse how students understand physical education (PE) and critically discuss and reflect upon the how this understanding relates to the structure of PE as a USS subject in the light of the political development in the Danish upper secondary schools for the past decades. The study has shown that most students value the subject because it represents a place of resonance during an otherwise accelerated everyday life. At the same time, the USS reform of 2017 gives PE a smaller role in the overall curriculum. However, PE is now, for the first time, an exam subject after the third year of USS. Therefore, the article contributes to a debate regarding the consequences the increased focus on achievement may have on the subject as a place of resonance.

This paper considers the teachings of spatial thinking in two Danish school interventions with children, ages 10-13 (2018-2021), by turning Lefebvre's spatial triad into a research-based exercise. Based on children's responses, this paper concludes that, first, by allowing children to include their own spatial experiences, they can resonate with the complex ways in which the perceived, conceived and lived spaces, according to Lefebvre, are produced and reproduced. Second, while the conceived space of Lefebvre addresses the difficult premise that every space is always intended, it adds crucial insights into how spaces work conceptually as well as it helps children to work with spatial data. The results indicate that Lefebvre's spatial triad can be used didactically to develop children's spatial thinking in the classroom and in urban planning projects.

The paper introduces the student-coined term "digital instinct" which describes students' disposition to resorting to digital technology for solving problems and doing school assignments. Taking cues from the term "digital instinct," the paper describes a student perspective on digital literacy emerging from 100 lived experience descriptions and interviews with 37 Danish upper secondary students. The findings show that students' digital practice is characterised by experience-based, intuitive and familiar use of technologies. Most notably, students employ digital technologies as cognitive partners that help them carry on with assignments that they initially did not understand, but that they were able to complete with the help of the computer. The study examines the nature of this partnership through the words of the students and identifies how technologies expand student agency but fall short of a reflective use of digital technologies. Recognising the strengths and weaknesses of students' digital practices may inform the concept of digital literacy and encourage teachers to acknowledge the digital instinct as a steppingstone to foster students' reflective use of digital technologies.

This paper focuses on the tension between two political rationalities coordinating Danish higher education (HE) -- a nativist politics of belonging and that of status competition and its technologies of university rankings, citation indexes, and performance management, explored historically drawing on Gramscian conjunctural analysis. The paper argues that Danish academics were invited into a performative culture of world-class research, university rankings and citation indexes, and the dominance of English as the valued scientific language. Simultaneously a political consensus has developed around restricting international student access to Danish HE and reducing English-medium education in a context of hostility towards migrants generally. Consequently, Danish HE has been constituted as a nationalist public good with neoliberal characteristics.

Immigrant minority (IM) languages have a significant presence in certain European regions. Nonetheless, these languages are not usually included in the school curriculum. This paper aims to analyse the studies published between 2010 and 2020 considering IM languages in multilingual European education contexts. The method included a search of academic papers published in the databases ERIC, Web of Science and Scopus, which yielded 42 studies. The studies were analysed by considering: (1) the demographic characteristics of the countries where the studies were conducted, (2) the sociolinguistic or psycholinguistic focus of the papers in relation to the European country, and (3) the characteristics of the bi-multilingual education programme including IM languages. The results indicate that: (1) the demographic characteristics of the country are not strictly related to the number of studies published, (2) most studies have a sociolinguistic approach even though many studies analyse both sociolinguistic and psycholinguistic factors, and (3) only seven multilingual education programmes including IM languages were described in these papers. We conclude that there is a lack of research focusing on IM languages in educational settings and discuss how addressing these gaps could create opportunities for building equitable multilingual communities in Europe.

Integrating digital technologies to benefit teaching and learning has long been driving higher education. The uptake of technology has been supported by teacher training focused on developing teachers' capabilities to design for learning. However, in this paper, we raise the point of moving towards teaching-sensitive technology as a clear alternative to current strategies focusing on teachers' mental processes. To develop this point, the paper offers a qualitative study that explores teaching to identify critical features of technology supporting teachers' work. Analysing teaching from a hermeneutic perspective, we arrive at six fundamental dynamics within which teachers operate. Based on the factors identified, we present three principles to guide future design of technologies for teaching and two approaches to designing technology sensitive to teachers' values.

This paper delves deeply into the creative pedagogies which support cutting edge digital STEAM practice across primary and secondary school settings. It contextualises the research within current STEAM agendas including transdisciplinarity, and STEAM and technology and goes on to offer insight from the novel context of ocean learning to develop and extend a theorisation of creative pedagogies as entwining both creative teaching and teaching for creativity as embodied, democratic, dialogic and material processes. Intra-action between theory, praxis, nature, culture, the digital and humans enables an emergent perspective about changing the dynamics of power to develop ocean or environmental learning and related activism. Derived from research into an ocean education project, which aimed to develop students' ocean literacy through the combined educative principles of creative pedagogies and digital technologies (Augmented and Virtual Realities), the research draws on data from six projects across primary and secondary school settings in Denmark, Spain and England. It used a "diffractive" analytic technique, inspired by new materialist theory, to explore the messy mixtures of natural, cultural and technological environments that were being learned through. This involved the development of four material-dialogic assemblages each including diffractive switches. Each is presented first through a "piece" which demonstrates each assemblage's connection to the core question, followed by "ripples," which briefly articulate the new learning and questions arising from that assemblage. The four assemblages cover the irresistibility of making kin, the relationships between lively bodies and virtual environments, the importance of spacetimematter in environmental edu-activism and trajectories between transience, stability and dialogic space. The paper leaves the reader/engager with a selection of prompts to highlight the research's contribution to current STEAM agendas related to changing power dynamics, and to provoke reader/engagers' own practices. These can include new pedagogies and activisms, as well as theoretical developments to the combined educative principles of creative pedagogies and digital technologies within STEAM education.

It is well-known that digital learning materials influence the classroom curriculum and didactics. At the same time, few studies examine the role of the data visualizations offered by digital learning materials. Data visualizations signpost the emergence of students as data subjects who can be observed and compared on a computer screen. They thus shape teachers' socio-technical ways of seeing student learning and are likely to influence student assessments. Drawing inspiration from Science and Technology Studies (STS), this paper advances an analytical framework for eliciting the politics of data visualizations, focusing on automation, agencies, and aesthetics. The framework is exemplified through a case study of a popular Danish digital mathematics platform. In a concluding discussion, the paper considers the importance of addressing unsettled and ethical questions about the role of automated digital systems in teachers' knowledge practices.

This paper focuses on Vietnamese PhD students' imaginative geographies of their destination countries. Using the data collected from in-depth semi-structured interviews with 18 Vietnamese PhD students, the study examines the participants' preparation for their sojourn before their departure, as well as their first multi-sensory experiences of the study countries on the first days of arrival, which then revealed how their imaginative geographies had been constructed and how they perceived the contrast between their imaginative geographies and reality. The findings of the study suggest that when the students chose to study overseas, they had diverse imaginations of the destinations that had been constructed over long periods of time thanks to the influences of movies, newspapers, media, and experiences of those in their social networks. Furthermore, the paper also highlights the collective imagination about countries in the West and the imagination of the collective West among Vietnamese students.

This study aimed to investigate common features and ways of understanding quality culture (QC) within higher education institutions (HEIs) in Nordic countries. While the concept of QC is commonly accepted and often used, its meaning is not always clear. This paper focuses on how Nordic universities frame QC in their internal documentation. The Nordic context was chosen due to the close cooperation on quality issues that characterise HEIs within the Nordic region. The discussion section of this paper outlines QC in relation to quality assurance (QA) among HEIs within the European and Nordic regions. Sixteen universities participated in the study by sharing documents describing their QCs. The data were analysed using qualitative content analysis and discussed from different perspectives, such as regarding how the universities use the concept of QC and how QC is created. Based on the results, a model was created that provides an overview of how QC emerges and how the concept is implemented in documentation. It is hoped that the results will both contribute useful input to the ongoing collaboration on quality issues among HEIs in the Nordic region and will also be useful in enhancing QC at universities in other regions.

This article sets out the findings of a systematic review on research into career guidance policy in the Nordic countries between 2008 and 2022. In total 60 papers were reviewed from across the Nordic region. They focused on national career guidance systems, career guidance systems for young people, the adult guidance system and career guidance for migrants. The corpus proved to be methodologically diverse with studies utilizing a wide range of different research strategies, although important differences were found between academic and grey literature. Most of the papers reviewed were atheoretical, with the remaining, mainly academic, literature drawing heavily on critical theory. The thematic analysis identified four major themes in the corpus: the context for career guidance policy; career guidance provision and practice; technologies of governance; and beneficiaries and outcomes of career guidance policies. The findings are discussed in relation to the strengths and weakness of the corpus and used to propose a research programme for the next 15 years.

The paper addresses the current lack of emerging technology education in both research and practice and the urgent need for preparing future generations for a digital future. Based on a two-year participatory design process with Danish researchers and pioneer teachers, the article presents outcomes on the collaborative development of interdisciplinary teaching and learning practices for K-12 education, and the professional development that the process spurred within the teachers' community. The findings indicate that the participatory process became a catalyst for the development of meaningful teaching activities, a community of practice, and the shaping of a common future educational agenda. Furthermore, the results showed how the approach supported teachers' transformation from active co-designers into change agents for future emerging technology education. Based on an exemplary case, the article demonstrates how participatory design with teachers can support the development of new sustainable practices and communities for emerging technology in education.

This paper explores how the culture within a Danish university study programme affects students' aspirations of becoming a high school chemistry teacher. We draw on ethnographic fieldwork and qualitative interviews to describe and analyse the culture of the programme. In the analysis we foreground the case of two students to understand their identity negotiations and changes in their teacher aspirations over time. By combining a 'domains-of-power framework' with the concept of 'science identity', we show how everyday practices formed a culture of power that positioned research in the centre and teaching as a less attractive career path. By unfolding the subtle mechanisms that together form a culture of power, which works both to include and exclude, we show the ways in which the two student's aspirations for becoming high school chemistry teachers somewhat diminished over time. The study concludes that negotiating a science identity at a research-intensive university programme, makes it almost impossible to develop and keep an aspiration for becoming a high school teacher. To address the current and future shortage of science teachers across Europe, our findings underline the need for a more inclusive culture at the university to support science students' diverse aspirations.

The paper presents research from a Danish large-scale and collaborative initiative for systematically developing teacher education 'Teacher education as a laboratory for developing excellent teaching and education' (LULAB). Framed by this initiative, local teacher educators and student teachers are, in collaboration with teachers and students from partner-schools, experimenting with developing, analyzing, and sharing teaching approaches in teacher education. Hence, LULAB is an institutional strategic top-down initiative aimed to support the development of professional skills among student teachers and teacher educators, with supportive leadership for bottom-up changes from the microlevel projects. Inspired by design-based research, the findings are used iteratively to inform the organization of LULAB. Data are collected following a sequential mixed methods strategy, with questionnaires and multiple qualitative data. Findings from the first year of the LULAB initiative indicate a growing awareness among teacher educators about the co-developing role of student teachers being something distinctive for LULAB. Both teacher educators and student teachers emphasize their perceived professional outcomes. The student teachers refer in particular to insights from being invited into the machine room of teacher education and inspiration for their future work as teachers. However, there are also challenges involved in developing a culture of inquiry, and possibilities for support from the leadership looking forward are discussed.

Higher education (HE) institutions in Europe are ascribing greater importance to internationalisation as adding value to the entire institution, whereby the most important benefit identified is improved quality of teaching and learning. Notwithstanding, students' perceptions of the extent to which quality of education is associated with internationalisation is under-explored. This paper addresses this gap and employs a digital ethno-methodological approach, drawing on 126 h of teaching and learning observation, and 38 semi-structured interviews with Danish and international students enrolled in 8 Masters of Science (MSc) programmes in Denmark. Nuanced aspects of perceptions of quality, relevance and learning were mostly related to two instruments of internationalisation: international staff and an international student body. Results show that "diversity" is a keyword in students' discourses, whereby quality often equals internationalisation. However, there is a disconnect between discourses and actual practices of internationalisation, with implications for policies and practices in internationalised HE contexts.

The study of variables related to the use of ICT in the classroom is a topic of interest that has been frequently researched. In this paper, after examining the importance of teacher training in explaining the use of ICT in the classroom, we focused on analysing the weight of variables related to teaching practices and the organisational context of schools, which are variables that are less frequently addressed in the literature. To do so, a secondary analysis was carried out using data provided by the Teaching and Learning International Study (TALIS 2018). Specifically, we worked with a sample of 3,918 principals and 64,899 teachers from a total of 3921 schools in 21 countries. A multilevel binary regression model with random intercept, fixed coefficients and a two-level structure with teachers at level 1 and schools at level 2 was used. The results indicate that the presence of ICT in the classroom is associated with self-efficacy in teaching and the cognitive activation of students and with the organisational aspects of the school, which are scarcely addressed by the existing literature on this topic of interest, such as school climate, educational innovation and cooperation among teachers. Based on these results, we reflect on possible ways to promote the use of ICT in the classroom.

This paper explores students' preparatory processes for high-stakes exams using Danish oral exams as an example. To graduate, students must convince two teacher-examiners as the state's representatives that they deserve to pass. Average grades determine students' admission into tertiary education. Fieldwork data following students transitioning from teaching to exams show students 'cracking teachers' codes' instead of delivering the curriculum requirement of independent critical interpretations of text material. Abstract norms of subjects called 'super-addressees' (Bakhtin 1986 ["The Problem of Speech Genres." In "Speech Genres and Other Late Essays," edited by Carol Emerson and Michael Holquist, 60-102. Austin: University of Texas Press]) are not transparent to students despite an almost symbiotic interrelationship between teaching and exams. Students identify 'Fitting responses' (Bitzer 1968 ["The Rhetorical Situation." "Philosophy & Rhetoric" 1 (1): 1-14]) for exams by navigations named 1: Disciplinary seduction in a transparent exam system, 2: Physically observing the teacher's reactions in an opaque exam system, or 3: Jotting down an encyclopaedia of teacher's keywords. Researching students anticipating exams illuminates their notions of what it takes to succeed in education.

For over two decades now, the application of Citizen Science to Education has been evolving, and fundamental topics, such as the drivers of motivation to participate in Citizen Science projects, are still under discussion. Some recent developments, though, like the use of Artificial Intelligence to support data collection and validation, seem to point to a clear-cut divergence from the mainstream research path. The objective of this paper is to summarise the development trajectory of research on Citizen Science in Education so far, and then shed light on its future development, to help researchers direct their efforts towards the most promising open questions in this field. We achieved these objectives by using the lens of the Affordance-Actualisation theory and the Main Path Analysis method.

Purpose: This paper aims to explore how critical digital and data literacies are facilitated by testing different methods in the classroom, with the ambition to find a pedagogical framework for prompting sustained critical literacies. Design/methodology/approach: This contribution draws on a 10-year set of critical pedagogy experiments conducted in Denmark, USA and Italy, and engaging more than 1,500 young adults. Multi-method pedagogical design trains students to conduct self-oriented guided autoethnography, situational analysis, allegorical mapping, and critical infrastructure analysis. Findings: The techniques of guided autoethnography for facilitating sustained data literacy rely on inviting multiple iterations of self-analysis through sequential prompts, whereby students move through stages of observation, critical thinking, critical theory-informed critique around the lived experience of hegemonic data and artificial intelligence (AI) infrastructures. Research limitations/implications: Critical digital/data literacy researchers should continue to test models for building sustained critique that not only facilitate changes in behavior over time but also facilitate citizen social science, whereby participants use these autoethnographic techniques with friends and families to build locally relevant critique of the hegemonic power of data/AI infrastructures. Originality/value: The proposed literacy model adopts a critical theory stance and shows the value of using multiple modes of intervention at micro and macro levels to prompt self-analysis and meta-level reflexivity for learners. This framework places critical theory at the center of the pedagogy to spark more radical stances, which is contended to be an essential step in moving students from attitudinal change to behavioral change.

The work of early childhood educators is conducted in highly regulated environments in many Western nations. This is due to managerialism, the right arm of neoliberal-inspired policies. To explore educators' work within these contexts, our international study highlights the impacts of these systems on educators and the children they teach. This paper presents findings from five countries, namely, Australia, Canada, Denmark, Georgia and Italy. The results reveal the experiences of educators in these countries, impacted by neoliberal-inspired policies that are manifested in two different ways. They are dealing with increased managerial regulation or with the neglect of the sector in the pursuit of higher profits. Educators' job satisfaction is impacted when they perceive they are not able to adequately educate and support children due to these constraints. Using a critical neoliberal framework, we employed a mixed-method approach. The participants were educators with various roles and qualifications in a variety of service types. To analyse the numerical/closed answer data we used cross tabulation. Thematic analysis was used to analyse the qualitative data. Despite their difficulties, educators provided many ideas on the ways their government can better support their work so that they can focus on supporting children's learning through play. This study will be of interest to researchers, educators, policymakers and teacher educators.

Despite existing empirical work that explores the multiple ways in which students develop a sense of belonging in higher education, there is a dearth of comparative research about the extent to which the concepts of community and belonging are central to what it means to be a student and how students in different national contexts (beyond Anglophone countries) construct community and belonging. Drawing on qualitative data from students from six European countries, we provide an account of conceptualisations of community and belonging. Specifically, this paper extends discussions around community and belonging in higher education through comparative inquiry. Notwithstanding the individualised and consumerist framing of students accompanied by market reforms in higher education across Europe, it shows that the notion of community and/or belonging features prominently in students' narratives. We also demonstrate how a sense of community and belonging is experienced on different levels. Crucially, the emphasis placed on community in students' sense of belonging varies by the country, pointing towards the continued influence of distinctive national traditions, structures and norms of higher education. Our analysis contributes to wider debates about the development of a European Higher Education Area and its impact on European homogenisation.

There is growing interest in the role of schools in supporting children facing adversity, including children with refugee and immigrant backgrounds. Based on six months of ethnographic fieldwork (December 2018 to June 2019) and interviews with teachers in two classes for adolescent newcomer refugee and immigrant learners in Denmark, this paper explores teacher responses to everyday dilemmas in supporting and caring for refugee and immigrant learners at school with a focus on three key areas: 1) in relation to teaching while safeguarding the adolescents' self-image, 2) in caring for the adolescents emotionally, socially and physically, and 3) in building trust and being the adolescents' confidants. Based on the findings, we argue that caring for newcomer adolescents cannot be reduced to questions of formal training and technical skills. Rather, it is intimately linked to attentiveness, experimentation and sensitivity to learners' needs. Furthermore, we discuss how scholarly analysis of teacher responses to care-related dilemmas can help generate contextualised insights into the broader support needs of teachers engaging in care work in specific social contexts.

This paper reports on a study carried out by tutors and students on Early Childhood Studies degree courses at a University in England. The research explored perspectives of three to six-year-old children's outdoor play in Danish forest kindergartens with the aim of troubling and informing approaches to outdoor pedagogy. Inspired by Somerville and Powell's 'deep hanging out' ([Somerville, M., and J. Powell. 2018. "Thinking Posthuman with Mud: And Children of the Anthropocene." "Educational Philosophy and Theory" 51 (8): 829--840. https://doi.org/10.1080/00131857.2018.1516138, 1) with data, researchers visited the kindergartens for a full day at a time during annual week-long field visits. This provided opportunities to notice the children's journeys and possibilities over time. Findings showed that, given time and space to play in the forest, children were able to pursue their interests, engage in extended periods of concentration and thinking while working together as they played and explored with each other, with the educators and with the materiality of their surroundings. Implications for practitioners highlight the need to provide uninterrupted time for children to develop their curiosities and enjoyment of the outdoor environment.

Purpose: The aim of this paper is to explore how the involvement of workplace teams in experimenting with changes in their work practices through short, time-boxed, experiments (STBEs) can support organizational learning. It is explored how staffs' experiences with experimental practices give rise to shared knowledge and how this is supported by the design of the STBE-procedure. Also explored is how the STBEs support knowledge retainment. Design/methodology/approach: The study builds on the authors' participation in a research and development project across seven financial enterprises in Denmark. Qualitative material was developed as part of the experiments. Theoretically emphasizing experience, knowledge creation through dialogue and knowledge retention, the material was analyzed, focusing on participants' experiences and interactions, as well as on procedures. Findings: The STBEs occasioned direct experience with new work practices for managers and employees. Supported by the STBE-procedure, these experiences generated new knowledge individually, collectively and on an organizational level. The procedure also created routines that can underpin the retainment of the new practices and knowledge related to incorporating it in the organization. Research limitations/implications: The study implicates experience with changes in work practices to be understood as predominantly mindful in opposition to simple, even when the changes appear to be simple. Practical implications: The STBEs are applicable when working with organizational learning related to new work practices. Procedures supporting dialogue and mindful processes appear to be advantageous in relation to learning from experiments. Originality/value: Based on an original research and development project and unique qualitative material, the study adds to discussions on how to best conduct and learn from experiments in organizations.

As research of benefits and detriments of pesticides and biocides progresses, people's knowledge needs to be updated. This study takes an audience perspective on how practitioners may improve communication. Through online focus group discussions of how and why Danes acquire knowledge of pesticides and biocides, we find that focusing on improving people's knowledge structures, heuristics and self-efficacy may improve people's ability to acquire such knowledge and in turn improve their motivation. This paper provides suggestions for how practitioners may create more effective communication.

This paper is based on findings of a study that examined challenges to innovation and the greening of economies identified by businesses, TVET institutions, and other organisations with the "aim to formulate options for strategic actions to increase 'sustainable competitiveness' of Hong Kong SAR, China" as measured by "The Global Sustainable Competitiveness Index" (GSCI). This article focuses on Hong Kong but refers to Denmark (one of the Nordic countries participated in the study) as it scores much higher than China on the GSCI. The assumption of this study is that Denmark's experience can help formulate policies and the strategic actions required for building sustainable development (SD) solutions for economic green growth through innovation and skills development in Hong Kong. The study used a qualitative methodology. Data was collected through desk-top research and interviews with stakeholders from both settings. The results identified a clear distinction between innovation and greening in terms of education and skills, the business sectors involved, support modalities (policies), investment, as well as culture in both Denmark and Hong Kong SAR. Despite the very different approaches to innovation and variations in both industry structure and the environment for training and skills development, the challenges to industry and their implications for TVET in terms of greening and innovation were found to be very similar in the two contexts. Thus, contrary to the study's assumptions, this article discusses the similar policy responses to these 'green' challenges for "both contexts," as well as recommended policy goals and strategic actions with implications for TVET that can support green innovation in both settings.

Design and content of classroom activities are crucial to foreign/second (L2) language learners' motivation, be they children or adults. Lifeworld relevance and learner autonomy are two important aspects in building motivational L2 curricula for adults (e.g.), but such considerations rarely filter through to primary school learners due to institutional-curricular priorities. Presenting a single-case micro-analysis of the interactional practices that ensue from a pupil's presentation of her favourite song and music video in a 4th grade English as a Foreign Language (EFL) classroom in Denmark, this paper showcases an example of a classroom activity with a participation framework that is sustained by the pupils' participation and substantiated by the pupils' own interests without losing pedagogical impetus. Our data come from an audio-video corpus of EFL classes in six Danish primary schools.

The use of virtual labs in higher education is gaining growing interest, with different debates in the literature about their role in addressing learning outcomes and balancing hands-on activities. This study seeks to understand how labs can be virtualised and thus structured to contribute to engineering education, by adopting an innovative perspective in studying the labs themselves as core assets to be developed for teaching and learning. Following the precepts of grounded theory, we performed a multi-case study of nine labs that underwent a process of virtualisation and their role within three programs of engineering education. Findings revealed (1) the dynamics in uncovering and exploiting the potentialities of different virtualisation paths, by overcoming difficulties in funding or a wider use in different courses, (2) the structural needs, such as stakeholder collaboration specifics and technical update intensity, and (3) the importance of education and research specifics in driving the design and development of virtualised labs. The pattern analysis of the relation between these features guided the development of a typology of virtualised labs that can be ascribed to three structuring phases - identified as foundational, intermediate, and advanced - and constitute the key contribution of this paper for both theory and practice.

It is often assumed that the simple presence of international students and ubiquitous use of English as a medium of instruction (EMI) are the main agents of internationalisation of higher education (HE), whereby English equals international education and inbound student mobility equals increased internationalisation. While there are perceived benefits of these two instruments at the institutional and national levels, students' experiences of internationalisation in a Danish context are under-explored. Using a digital ethnographic enquiry, empirical evidence draws on 126 hours of observation of online teaching and 38 semi-structured interviews with domestic and international students of MSc programmes in Denmark. This article contends that the meaning of internationalisation and self-perceived gains are experienced differently between Danish and international students. The disconnect between discourses and actual experiences of internationalisation reported in this paper highlights the need for further student-centred research to inform institutional policies and practices, challenging long-held views of what 'international' means. Internationalisation practices that foster international spaces in which diverse groups of students can engage in meaningful interactions require those working in HE to realign institutional activities with humanistic values for the common good.

Purpose: Climate change poses risks to society and the demand for carbon literacy within small and medium-sized enterprises is increasing. Skills and knowledge are required for organizational greenhouse gas accounting and science-based decisions to help businesses reduce transitional risks. At the University of Copenhagen and the University of Northern British Columbia, two carbon management courses have been developed to respond to this growing need. Using an action-based co-learning model, students and business are paired to quantify and report emissions and develop climate plans and communication strategies. Design/methodology/approach: This paper draws on surveys of businesses that have partnered with the co-learning model, designed to provide insight on carbon reductions and the impacts of co-learning. Data collected from 12 respondents in Denmark and 19 respondents in Canada allow for cross-institutional and international comparison in a Global North context. Findings: Results show that while co-learning for carbon literacy is welcomed, companies identify limitations: time and resources; solution feasibility; governance and reporting structures; and communication methods. Findings reveal a need for extension, both forwards and backwards in time, indicating that the collaborations need to be lengthened and/or intensified. Balancing academic requirements detracts from usability for businesses, and while municipal and national policy and emission targets help generate a general societal understanding of the issue, there is no concrete guidance on how businesses can implement operational changes based on inventory results. Originality/value: The research brings new knowledge to the field of transitional climate risks and does so with a focus on both small businesses and universities as important co-learning actors in low-carbon transitions. The comparison across geographies and institutions contributes an international solution perspective to climate change mitigation and adaptation strategies.

This paper explores the work of a particular document in issuing educational values. The document is the report "Embedding Values and Attitudes in Curriculum": "Shaping a Better Future", launched in 2021 and published by the Organisation for Economic Co-operation and Development (OECD). Inspired by a practice-oriented method of document analysis and the concepts of modifying work and contexting, we show how the issue of values is modified and transformed through the text. We illustrate how different data is used in the transformation with examples from the Nordic countries. Our analysis revealed five modifications that transformed the issue of values from a global societal issue embedded in international and national regulations to an issue defined by the OECD's Learning Compass and its nine competencies. The report gives prominence to the individual learner and competencies needed to navigate towards a future of well-being. Hence, the issue of values is reduced to universal competencies, and the report can manoeuvrer its argument to avoid issuing values as something controversial. Finally, we argue that the ways in which values are issued implies a curriculum design that is not compatible with the traditional curriculum format based on "didaktik" and Nordic ambitions.

Purpose: The negative cultural bias vis-à-vis international business and cross-cultural management has been duly acknowledged, necessitating recommendations towards investigating its positive effects. Methodologically, quantitative research clearly predominates, and there have been calls for alternative approaches. Thus, this conceptual paper addresses the research gap (methodological and thematic) by investigating if multicultural teams can be an essential part of the global workforce and whether positive effects exist regarding dynamic capabilities, learning and knowledge transfer. Design/methodology/approach: The underlying ethnographic research design enabled exploring within the embedded single case study from an emic perspective, including qualitative observation and semi-structured expert interviews, and provided detailed insights into the company's multicultural work environment. Findings: The results reveal that applying a qualitative design allowed the needed exploration and show that multicultural, geographically dispersed teams are positively experienced and considered necessary in today's globalised world. They are likely to increase in the future. Moreover, dynamic capabilities (multicultural competencies) are indispensable for multicultural teamwork. Regarding learning opportunities, different viewpoints for discussion and the ability to reflect on these offer valuable insights. In line with theory, multiculturality is considered a "two-edged sword", providing simultaneous benefits and challenges. Contrary to the theory, even highly important information transfers can occur virtually, although occasional physical contact is essential for trust building. Originality/value: The multinational family business offers a unique example of a positive relationship between multiculturalism and organisational excellence and demonstrates how the application of a qualitative methodology can support theory building by delivering a revised model of dynamic capabilities in multicultural environments with geographical dispersion.

In this paper, we use data from 44 Danish families to develop a new conceptual framework for analysing family learning environments and how they shape children's opportunities in the Scandinavian context. We use data from qualitative interviews and a new smartphone app to outline six key dimensions of family learning environments that intersect in four types, which we label Expansive curators, Recreational home dwellers, Casual pragmatists and Disempowered strugglers. The dimensions and types of family learning environments provide a conceptual framework for (1) identifying a set of mechanisms that might explain intergenerational associations in socioeconomic outcomes; (2) linking dimensions of family learning environments often studied in isolation (e.g. family activities and networks); (3) incorporating dimensions of learning environments rarely considered (e.g. day care and children's use of digital devices); and (4) distinguishing socioeconomic gradients in family learning environments.

Purpose: The purpose of this paper is to address four interrelated questions: what is the prevalence of ageism amongst employers? What are the factors conditioning employers' age stereotypes? To what extent are ageist attitudes among employers translated into discriminatory recruitment, retention and firing practices? And what factors can moderate the stereotype–discrimination interaction? Design/methodology/approach: The paper draws on a survey conducted among Danish employers; 2,525 completed the survey questionnaires; response rate 25 per cent. Findings: The major finding is that ageist stereotypes among employers do not translate into discriminatory personnel management practices. Research limitations/implications: The findings may be specific to Denmark. Denmark is renowned to be a non-hierarchical, egalitarian society, which may have implications for personnel management practices. Originality/value: Contrary to this study, most studies analysing ageist stereotypes do not assess the extent to which stereotypes are translated into discriminatory personnel management practices in the workplace. [ABSTRACT FROM AUTHOR]

In this paper, we put in dialogue the local dimension of a nation-state with the global challenges faced by universities worldwide. We focus on the case of Denmark, a nation that was exceptionally active in implementing international university reforms and where digitalisation is a high priority of the public sector governance. The article seeks to contribute to speculative research and critical studies by presenting a mixed-methods study that explores higher education teachers' views about desirable and realistic future scenarios in Denmark. The study draws on data from a survey applied at a large Danish university, analysed both quantitatively (N = 755) and qualitatively (N = 53). The findings show that teachers share clusters of concern about uncontrolled digitalisation and teaching automation, commodification of education, and modularisation of university courses, the latter being a contested but realistic perspective in the latest political reforms. They reaffirm the mission of the university as preparing students for solving real problems and contributing to the challenges of the present time. The paper concludes with a call for university management to recalibrate future imaginaries to the values expressed by the teachers, and the university they wish to create. [ABSTRACT FROM AUTHOR]

The paper investigates changes to Copenhagen's landscape of commemoration concerning its former colony, the Danish West Indies (DWI), prompted by the 2017 centennial anniversary of the Islands' sale to the US. It argues that Denmark, like other European nations, navigates a postcolonial identity crisis and that the landscape of commemoration plays a significant role within it. The paper advances our understanding of postcolonial Europe's identity crisis not only by shedding light on the under-explored case of Denmark, but also by emphasizing the role of the landscape of commemoration in this crisis. In addition to demonstrating how landscapes function as 'arenas' for negotiating expressions of hegemonic identity and territorial claims, it argues that the commemorative landscape is pivotal in tackling the construction of 'Europe' as a detached, self-made entity rather than a space (re)produced through connections with other (ed) places and people. It underscores that Europe's allegedly monochromatic historical fabric is woven from diverse global threads. Re-membering Europe with the people and regions vital to its (re)production re-writes them into European history and re-locates detached Europe (with)in the world. • Denmark can be situated within (post)colonial Europe's identity crisis. • Memories of the Danish West Indies are leveraged to negotiate Danish identity. • Copenhagen's commemorative landscape is instrumental in navigating the crisis. • Copenhagen's commemorative landscape redefines 'the Dane' and 'Denmark.'. [ABSTRACT FROM AUTHOR]

Several northern European countries have announced ambitious plans to become carbon neutral already before the year 2050. Recent research has, however, highlighted how potential bottlenecks in raw material and resource availability could significantly delay or hinder wind and solar photovoltaic (PV) expansion and continued biomass usage in parts of Europe. To address this issue, this paper assesses how exposed the national energy and climate plans (NECPs) of Finland, Estonia, Germany, Sweden, and Denmark are to resource limitations and techno-economic risks by reviewing and analysing 2030 NECP targets compared to statistical energy use data in these countries. The results indicate that the NECPs of Denmark and Germany are particularly exposed to risks related to global raw material availability, as Denmark plans to rapidly grow the share of wind and solar PV in electricity generation to 81% and 13% by 2030, respectively, followed by Germany, which outlines a 39% and 16% share of wind and solar PV in its national climate strategy. The NECPs of Finland and Germany are also shown to be vulnerable to limitations in biomass availability, as there is a significant disparity between the projected biomass usage and legally binding European Union (EU) targets for land use, land use change, and forestry (LULUCF) sector emissions in 2030 in these countries. [ABSTRACT FROM AUTHOR]

This article builds on fieldwork conducted during lockdown in Denmark among users of services at the intersection of homelessness and drug use. The paper bridges two distinct approaches to understanding the relation between marginalization and crisis, with one focused on the impact of "big events" on marginalized populations, and another on everyday strategies employed to survive situations of homelessness and drug use. The paper shows how past experiences of hardship became relevant for coping with pandemic crisis. It further exploreshow, through critical engagement with dominant accounts of vulnerability, research participants carved out a space for negotiating their marginality in the Danish welfare state. [ABSTRACT FROM AUTHOR]

This paper bridges literature on political parties and organizational studies by providing a new theoretical lens on political party developments. There has been growing scholarly interest in populist parties and the issues that serve as the raison d'être for their political platform. While the literature has been preoccupied with the journey of the anti‐hero rising to power, less has been written about the organization of the party once it has transcended to political influence. Likewise, whereas organizational birthmarks and imprinting have been integral concepts in the study of organizations, there has been little permeation of the concepts into the study of political parties. The Danish People's Party and Norwegian Progress Party provide two illustrative cases, showing that their original formation and later transformation into the current parties brought with it challenges to their structure and ideology. Our findings show that while an increase in external support to the political party, that is, votes, imprints organizational birthmarks, it is during a decrease in the very same external support that organizational birthmarks are uncovered and challenged. Through process‐tracing and our theoretical model, we identify organizational birthmarks and causal mechanisms in which competing organizational birthmarks create an internal division within the political party. [ABSTRACT FROM AUTHOR]

This article explores Danish renewable energy policy and policymaking, focusing on the development of nearshore wind energy and the role played by various actors, their competing ideas, the discursive processes in which they participate, and the institutional settings where exchanges occur. The research employs a case study design, concentrating on the Vesterhav Syd nearshore windfarm project. Drawing on semi‐structured interviews, the paper exploits Discursive Institutionalism and one of its recent refinements, labelled Ideational Power that highlights power over, through and in ideas. The data gathered provides compelling evidence of the ways in which actors struggle for dominance, each seeking to persuade others of their preferred policy problem definition and solutions: a process that oscillates between highly technical coordinative discourses among government agencies and business organisations and more politicised communicative discourses among a wider set of actors that includes community groups. Significantly, this case reveals the power of various policy stakeholders in Danish energy policy, suggesting that once decisions are taken at the national level of governance to construct a windfarm, only limited influence can be exerted by local groups on the outcomes. Our findings raise wider questions about such processes beyond the Danish case. [ABSTRACT FROM AUTHOR]

During the Interwar period, female athletes from Denmark dominated international swimming competitions. It was the first time that the country demonstrated sporting success in a core Olympic discipline on the global sporting level. Most of the Danish swimmers had the same coach, the co-leader of the Institute of Danish Women's Gymnastics (DKI), Ingeborg Paul-Petersen. Based on archival sources and historical newspaper reports, this paper shows that Paul-Petersen's role as an educator in the DKI and her vast experience in swimming training provided her with the perfect skills and context to develop her athletes into elite swimmers. She profited from the unique environment at the DKI that led her to approach coaching as a combination of motherly care for her young athletes and a discipling. However, Paul-Petersen avoided publicity and therefore her extraordinary achievements remained largely unnoticed until date. [ABSTRACT FROM AUTHOR]

Denmark is the first major oil-producing state—the largest oil producer in the European Union to date—to withdraw from future oil production. In 2020, the Danish Parliament passed the North Sea Agreement (NSA), which established 2050 as the end date for all offshore oil and gas production and, at the same time, cancelled the eighth licensing round and all future tender rounds for hydrocarbon exploration and extraction. While essential in Denmark's ambitious domestic climate commitments, this national ban is also a keystone in a vital turn in global supply side climate policy as Denmark endeavours to encourage other states to curtail fossil fuel production via its lead role in the Beyond Oil and Gas Alliance (BOGA). This paper explores the origins and development of Denmark's NSA. Focusing on specific conditions that enabled the development of the national ban, this case study examines how Denmark's national climate policy reinforces burgeoning global anti-fossil fuel norms (AFFN) and serves as a model for other states seeking to implement supply side climate policies. It concludes with an analysis of opportunities for extending Danish leadership in aligning oil production with the imperative for a net-zero world. [ABSTRACT FROM AUTHOR]