With a point of departure in a specific case, The Research Council of Norway, this piece discusses learning as an approach to responsible research and innovation (RRI). The conceptualization of RRI as learning challenges assumptions about RRI as a program that could or should be implemented as a specific tool, method or recipe in organizations conducting or funding research and innovation. The paper discusses possible challenges with this conceptualization, in light of experiences from a concrete RRI experiment.

This article investigates problem representations of nationality diversity at higher education and research institutions in Norway and in the other Nordic countries. Nationality diversity refers to different nationalities among academic staff that increases language, value and information diversity in organizations. Employing a ‘What’s the problem represented to be’ approach, we uncover problem representations identified in previous Nordic research on nationality diversity in academia as well as in a recent case study on nationality diversity at Norwegian higher education and research institutions. While the literature review identifies different problem representations, explores their underlying conceptual logics and describes how these problem representations are formed, the Norwegian case study intends to address problem representations that seem to be left unproblematic both in previous research and organizational practices in Norwegian academia.

Purpose This study aimed to synthesise the available knowledge on how participant engagement in supported employment (SE) interventions is presented, defined, and conceptualised. We also aimed to develop a working definition of participant engagement in SE based on the results of our study. Methods This systematic scoping review was conducted following the PRISMA extension for scoping reviews. The following databases were systematically searched: EBSCO, SCOPUS, Social Care Online, and JSTOR. We included peer-reviewed publications in English based on empirical studies. Results Sixteen articles met the inclusion criteria and were included in the final analysis. Thematic framework analysis resulted in three themes conveying the concept of participant engagement: self-determined choice, empowerment, and collaboration/working alliance. We suggest that participant engagement in SE is an active multifaceted process that involves the empowerment of participants, participants’ exercise of self-determined informed choice, and their collaboration with SE practitioners in a working alliance. Conclusions Participant empowerment, self-determined choice, and collaboration are important aspects of participant engagement in SE. The study results will appeal to SE practitioners and make significant contributions to the broader field of other vocational services supporting people in (re-)entering the competitive labour market.

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Noen grupper innvandrere har svak tilknytning til arbeidsmarkedet til tross for omfattende kvalifiseringstilbud. Supported Employment (SE) -en forskningsbasert tilnaerming til arbeidsinkludering av utsatte grupper, prøves for tiden ut i kvalifiseringstiltak for innvandrere. Hensikten med artikkelen er å identifisere faktorer som er viktige ved igangsetting av implementering av SE i slike tiltak. Artikkelen kategoriserer slike pre-eksisterende faktorer på system-, organisasjons-, gruppe-og individnivå og i henhold til instruksen for SE. Analysen bygger på kvalitative data fra åtte forsøksprosjekter knyttet til Introduksjonsprogrammet for nyankomne flyktninger og Jobbsjansen for hjemmevaerende innvandrerkvinner i Oslo, Akershus og Østfold. Nøkkelord supported employment, kvalifiseringstiltak for innvandrere, implementeringsvitenskap, faktorer for implementering.This article is downloaded from www.idunn.no.