We explore interpretations of MOOCs around the globe and, in particular, interpretations of MOOCs in Norway. Based on a review of previous studies relevant to these topics, we present two contrasting views on the emergence and development of MOOCs, namely the global interruption view and the national mediation view. We suggest, based on previous studies that MOOCs seem to follow national paths more than global paths. In order to grasp the diversity of understandings of MOOCs, we developed a framework that embraces various aspects of motivation, context, and structure regarding MOOCs. With these two polarised views of MOOC development (the global interruption view and the national mediation view), and the framework serving as an analytical approach, we looked at Norway and analyzed the understandings of the development of MOOCs within this particular national context. The national government seems to have been important in the development of the present MOOCs in Norway, both by organizing a particular group of experts in a dedicated commission to consider the future of MOOC in Norway, and by initiating and giving financial support to the development of MOOCs.
This article argues that innovation may constitute a useful perspective on the link between society and arts and humanities research. Innovation is here seen as 'something new put into practical use', and there are two reasons why it can be relevant for humanities. First, there has been an expansion of what innovation refers to; it is now commonly used for non-economic change processes in public, private and non-profit organisations. Second, arts and humanities are not unique in their contribution to innovation: good teaching, research, dissemination and external relations are the central contributions for all university disciplines. But this does not mean that it is easy to promote innovation at universities in general and in arts and humanities in particular. Through examples from a historical case study at the University of Oslo, different tensions are analysed related to indicators, infrastructure, teaching versus research and quality. All these need to be handled in such a way as to avoid fruitless conflicts, misunderstandings and poorly designed policies and university strategies.
T he paper investigates the social role of education and the relevance of university programs for meeting the real needs of society, which has gained particular political importance in recent years. Attention to this topic, in turn, has fueled interest in the concept of the «knowledge triangle», which implies a synergistic effect from the interplay of education, research, and innovation. Existing studies on the interaction of higher education institutions (HEIs) with society and policy in this field are primarily focused on the links between science and innovation and on the contributions of HEIs to economic development and growth. Many researchers focus on the interaction between universities and the industrial sector, but ignore HEIs' involvement in creating innovations in the public services sector. This is rather peculiar considering that innovation in the public sector has received increased policy attention over recent years and is seen as essential for improving the efficiency and quality of public services and for addressing
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