Chapter 8.2 Reversing Frames: Institutional Development at Oslo University College

Abstract

Purpose – This chapter addresses how pedagogical innovations can promote changes in the culture of an Academic institution. The overall aim is to develop pedagogical methods that are suitable for teaching and learning in a diverse environment across the institution and implementing these in the institution.

Methodology/approach – The project is organized as a cooperation between Centre for Educational Research and Development, the Faculty of Nursing at Oslo University College and The Police Academy. Members of the academic staff are engaged as part-time project workers and are co-responsible for developing a language and communication course for immigrants applying for HE. They are also responsible for rendering their knowledge and experiences visible to their colleagues.

Findings – The developmental project has revealed a great ignorance among the academic staff, when it comes to taking advantage of the diversity in tutoring. The academic staff generally is unable to notice and to make use of the resources in diversity among the students. They also have great difficulties in understanding Norwegian second-language students. Reluctance understanding that the linguistic minority students are in many cases caused by the feeling that the resources they are offering seems irrelevant and worthless in a Norwegian academic environment.

Research implications – The interfaculty cooperation has been mutual stimulating and contributed to an extended effect of the work. The project has resulted in an increased awareness of multicultural learning environments. In the wake of the project, a number of new projects have started up, and they are now linked to the main developmental project.

Citation

Greek, M. (2011), "Chapter 8.2 Reversing Frames: Institutional Development at Oslo University College", Thomas, L. and Tight, M. (Ed.) Institutional Transformation to Engage a Diverse Student Body (International Perspectives on Higher Education Research, Vol. 6), Emerald Group Publishing Limited, Leeds, pp. 301-310. https://doi.org/10.1108/S1479-3628(2011)0000006029