Advances in medical and technological procedures, together with changes in demography, demand structural changes in the Nordic health care systems. Few studies have focused on employee perceptions of these structural changes. This study aims to describe employee reactions following a merger between two Norwegian hospitals. A Grounded theory approach has been used in this study. The theoretical model is based on empirical data collected from employees directly affected by the structural change process. Employee resistance was found to be the core category. Three categories were found in relation to this core category; goal uncertainty, organizational culture and individual insecurity. Different perceptions and interpretations of vaguely formulated goals lead to employee resistance. The difference between the organizational cultures in the two hospitals impeded the merger according to the project plan, and very few positive results could be seen. Individual insecurity regarding the future was experienced in connection with the implementation of structural change. The authors propose a strategy to counteract resistance in similar mergers.
In times of the Covid-19 pandemic, the use of online platforms for teaching purposes accelerated, and remote learning and teaching gained ground in the field of Translation & Interpreting Studies (TIS). In this paper, we discuss the curriculum design of JurDist, a master’s course in legal translation, which has been offered as an online course for the language combinations Norwegian – English/French/German/Spanish since 2013. We describe, in detail, today’s curriculum and discuss modifications to the teaching, implemented in the spring semester of 2021. The modifications aim at improving the students’ performance in accordance with current research in translation theory (i.e., translation competence development) and in line with current approaches to learning and teaching (e.g., taxonomies describing different levels and kinds of understanding). Consequently, the curriculum design and the modified approach to teaching aim at enhancing the students’ professional skills in the field of legal translation. Although this teaching approach is applicable to both online teaching and the physical classroom, we describe its implementation in an online teaching environment only. Online teaching in all its facets has come to stay, also within TIS. We contribute to this development with our experience in teaching specialized translation online since 2013, which predates the recent pandemic. Keywords: knowledge in the legal domain, legal genres, translation strategies, cultural awareness, linguistic competence, translation didactics
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