This paper explores the digitalisation of teaching and learning understood as external processes, influenced by government and international trends and as internal processes within the institutions, in Denmark and Norway. These are countries with similarities regarding digitalisation and educational systems. In the internal processes, there was some use of digital technology in teaching and learning when initiated from administration including IT-staff, in collaboration with academic leaders. There was little or only limited reported use of technology for teaching and learning, when the processes were initiated by administration together with enthusiasts among faculty staff, who did not have leadership roles or influence on change. There was more reported use of technology in teaching and learning in Denmark than Norway. The paper discusses possible explanations for these findings and thus illuminates how processes of digitalisation are influenced by broader governance arrangements, institutional maturity and academic and administration staffs.
Arctic Norway is a region with a shortage of highly skilled professionals and international expertise, in many work sectors. Fast growing cites attract people from other regions and also high skilled migrants. It is a paradox that skilled migrants often fail to get qualified work in the local labour market. To understand this and to capture the complexity of labour market participation, this article draws on interviews with recruitment agencies and highly skilled migrants, attending a recruitment programme initiated by the ‘Confederation of Norwegian Business and Industry in Norway’. This paper draws on recent literature on highly skilled migration and analyses the complex and relational sides of labour market integration for skilled migrants in an urban Arctic town.
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