Suchergebnisse

This special issue of FormAkademisk is a product of the lighthouse project Didaktikk for teknologi, design og innovasjon (2016–2020) (Education for technology, design and innovation), which is funded by the Faculty of Technology, Art and Design (TKD) at Oslo Metropolitan University (OsloMet) and lead by Liv Merete Nielsen. The project is a contribution to the realisation of the government's long-term (2019–2028) plan for research and higher education (Kunnskapsdepartementet, 2018). The government's plans include renewing, restructuring and boosting the technology of the business community and improving quality in higher education, and the lighthouse project helps to achieve these goals, because the key to new practice lies in education. ; Dette temanummeret av FormAkademisk er et resultat av fyrtårnsprosjektet Didaktikk for teknologi, design og innovasjon (2016-2020) som er finansiert av Fakultet for Teknologi, kunst og design (TKD) ved OsloMet–storbyuniversitetet og ledet av Liv Merete Nielsen. Prosjektet er et bidrag til realiseringen av regjeringens langtidsplan for forskning og høyere utdanning 2019–2028 (Kunnskapsdepartementet, 2018). Regjeringens opp­trappings­­planer inkluderer et teknologiløft, fornyelse og omstilling av nærings­livet og styrking av kvalitet i høyere utdanning. Fyrtårns­­prosjektet har som mål å bidra til å nå disse målene, fordi nøkkelen til ny praksis ligger i utdanning.

During the Cold War, the Norwegian Armed Forces were organized to fight an invasion against Norwegian territory. The end of this era should at least in principle imply changes not only in military practices on the ground but also in the training and education of officers. This article analyses the inertia in the internationalization of higher military education programs in Norway, where the strengthening of a subject like International Relations began only at the end of the 1990s. One explanation for the discrepancy between the military curriculum, on the one hand, and the new military environment facing the officers, on the other, is that existing practices were taken for granted and reproduced in social structures. The debate about military education also reflects a traditional conflict between those who have seen an academization of military education as an intervention into the monopoly of knowledge of the officer profession, and those who embraced such a development. Adapted from the source document.