Iyanna Foundation Tanzania / OsloMet

franro on 30. januar 2026

About us

Iyanna Foundation is a registered non-governmental organization under the Ministry of Health, Community Development, Gender, Elderly, and Children – Community Development Department in Tanzania. We work at the intersection of youth development, education, health, and gender equity—partnering with communities to break cycles of poverty and build resilient futures for young people, especially young mothers and underserved youth.

Our programs are grounded in community engagement, methodologies, and strategic partnerships that we believe will help the organization achieve its mission of reducing cases of teenage pregnancies and empower the youth both boys and girls to be able to make informed decision and choices in their lives.

About the project

Last year Iyanna Foundation recruited master students who would study and address the problem of the underlying cause of teenage pregnancies. The study focused on the individuals and /or institutions (with an interest in addressing the pregnancies) or structural challenges, such as poverty, gender inequality, social norms, low levels of education, lack of comprehensive reproductive health education any other factor that contributed to the problem of teenage pregnancies.

A group of dedicated students from the Master’s programme did field work in Tanzania, under supervision from Iyanna and the institute of Social Work at OsloMet. It has resulted in some exciting and well-recieved master’s theses.

The study findings will also help the Iyanna Foundation and other stakeholders in the local community be informed and develop targeted interventions and programs to address the problem. The study will be shared with local organizations and community members. Further, The Iyanna Foundation will use the insights to develop targeted interventions and programs to address the problem. At the same time, other organizations can also use the information to create their initiatives.

This year web have several more topics for research.

“The Influence of Social Media on Children’s Behaviour in Tanzania: A Study of Moral, Social, and Academic Impact.”

Children’s Exposure to Alcohol and Tobacco: A Study of Why Children Are Allowed to Purchase Restricted Substances in Tanzanian Communities.”

“Children as Caregivers: The Impact of Sibling Care Responsibilities on Child Development in Tanzania.”

“When Children Raise Children: A Study of Young Caregivers and Family Responsibilities in Tanzania.”

“Hidden Childhood Risks: Children’s Exposure to Adult Responsibilities and Harmful Practices in Tanzanian Families.”

“When Women Become Primary Providers: The Impact of Shifting Gender Roles on Family Life and Child Wellbeing in Tanzania

How do chess and sports programs contribute to life skills education and positive youth development in low-resource or community-based school settings?

Relevant for

Iyanna Foundation can accept 4-5 students from Child Welfare, NorPol, Social Work and Family Therapy together.

Contact

Application and questions can be sent to:

More Information

IYANNA FOUNDATION: EMPOWERING YOUTH, TRANSFORMING COMMUNITIES

CORE PROGRAM AREAS
1.
Chess for Empowerment, Inclusion, and Learning
Chess is more than a game at Iyanna Foundation—it is a tool for education, inclusion, and empowerment. We use chess in multiple dimensions of our work:
a.
Building Cognitive and Life Skills
Through school-based chess clubs and schools’ chess competitions we help youth develop critical thinking, strategic planning, concentration, and decision-making skills. These clubs are especially effective in complementing our STEM education efforts.
b.
Fostering Inclusion: Chess & Autism
In partnership with FIDE (International Chess Federation), Iyanna Foundation uses chess as a therapeutic and educational tool to support children with autism. Our inclusive chess sessions are tailored to improve cognitive engagement, social interaction, and focus among neurodiverse children—creating an innovative, low-barrier entry point to learning and development.
c.
Youth Leadership & Safe Spaces
Chess clubs also serve as community hubs—safe spaces where young people can engage in peer learning, open discussions, and mentoring. These clubs foster children and youth leadership, especially among girls, and act as gateways for broader life-skills and health education.

2.
Support for Young Mothers and Children
Teen pregnancy can drastically affect a young woman’s future. Iyanna Foundation offers a comprehensive support system to ensure young mothers are not left behind.
Our Approach Includes:
•
Safe Haven & Health Support: Temporary shelter, counselling, and medical care for young mothers and their children.
•
Vocational Training: Skill-building programs to foster financial independence.
•
Education Reintegration: Partnerships with schools to facilitate re-entry into the formal education system.

3.
STEM Education & Mentorship
We are committed to closing the gender gap in STEM fields. Our inclusive approach encourages both girls and boys to explore and excel in science, technology, engineering, and math.
Key Initiatives:
•
Interactive STEM Workshops: Hands-on learning that builds confidence and foundational knowledge.
•
Mentorship Programs: Role models and mentors guide students through educational and career pathways.
•
Chess Integration: Chess strengthens problem-solving and analytical thinking—essential STEM skills.

4.
Reproductive Health & Life Skills Education
Knowledge is a powerful tool for prevention. We deliver youth-friendly health education and life skills programs to help young people make informed choices.
Program Components:
•
Life Skills Development: Training in communication, self-awareness, goal setting, and conflict resolution.
•
Peer Learning via Chess Clubs: Our chess hubs double as safe learning spaces to discuss sensitive topics in a peer-supported environment.

5.
Community & Government Collaboration
Reflective Leadership for Social Change
To drive systemic change, Iyanna Foundation collaborates with local government leaders—from ward and street levels to the district and regional offices—to address violence against children and violence against women. This work is carried out in partnership with UZIKWASA, a Tanzanian organization known for its groundbreaking approach to leadership and social transformation.
Our Collaborative Activities:
•
Reflective Leadership Trainings: Helping local leaders explore their values, biases, and roles in preventing violence against children and Gender based violence.
•
Community Dialogue & Accountability: Supporting leaders to mobilize their communities around issues of child protection.

The RECO-YOUTH project – from refugee to co-creator: navigating youth integration in a time of uncertainty

franro on 28. januar 2026

About the project

Where does the future of young Ukrainian refugees lie? Will they return to Ukraine, or build their lives in Norway? They navigate between two worlds – one connected to their country of origin and one to the host country. At the same time, national authorities face the challenge of designing and implementing policies for this group in a context marked by significant uncertainty.

In collaboration with IMDi and HK-dir, the RECO-YOUTH project analyses, develops and tests new solutions to improve and better coordinate integration policies and services for young people with a refugee background in Norway. To achieve this goal, we will examine the integration experiences of young Ukrainian refugees (aged 16–21) – a large and growing group in Norway; strengthen coordination across levels and sectors within integration policy; and create social meeting spaces (living labs).

The project adopts a dual comparative perspective. First, it conducts in-depth analyses of experiences, challenges and best practices among young Ukrainian refugees and public and voluntary integration actors, comparing experiences and practices across counties and municipalities in Norway. Second, it includes a comparison between Norway and Poland.

Available data and expectations

The first pillar focuses on examining how young Ukrainian refugees experience integration in Norway, the challenges they face, and what can be considered best practice (through a survey and qualitative interviews with young Ukrainian refugees aged 16–21).

The second pillar aims to strengthen coordination between national, county and municipal actors in the field of integration, through mapping existing challenges and co-creation seminars where actors can meet and jointly develop solutions.

The project will also draw lessons from Polish integration experiences. Poland looks like an innovative model, having received more than one million Ukrainian refugees within a short period of time. Quantitative interviews with young Ukrainian refugees in Poland and case studies in Polish municipalities are planned.

The fourth pillar involves the establishment of two Living Labs – one at the municipal level and one at the regional level – where young people, integration actors and local communities can meet and collaboratively develop measures to strengthen the integration of refugee youth in Norway. Young refugees are viewed as active co-creators and “equal stakeholders”, and the Living Labs are expected to enhance their agency and participation.

Proposed topics / thesis questions

RECO-YOUTH aims to explore:

  1. How increased temporariness and uncertainty affect young refugees’ experiences and strategies for educational, labour market and social integration.
  2. What challenges and opportunities exist for ensuring better coordination across multiple levels and sectors in the development and implementation of policies for young refugees.
  3. How co-creative approaches can be used to strengthen holistic integration services for young refugees.

Possible topics:

  1. “The transition to adulthood under high uncertainty: Ukrainian young people’s perspectives on integration in Norway”
  2. «Young Ukrainian refugees in Norway: social adaptation, institutional encounters and future aspirations»
  3. «Falling between legal and institutional cracks? Integration policy for refugee youth in Norway»
  4. “Coordination and the involvement of non-state actors in services for Ukrainian refugee youth in Poland”
  5. “Young Ukrainian refugees in Norway and Poland: navigating uncertainties across different landscapes”
  6. “The Living Lab as an integration laboratory, inclusive environment, and research arena”
  7. “Co-creative methods to strengthen integration policy in Norway: limitations, opportunities and lessons learned”

Relevant for

Especially relevant for Social Work, NorPol and Family Therapy

Contact

Project leader: Oleksandra Deineko (oleksandra.deineko@oslomet.no) – Researcher II at The Norwegian Institute for Urban and Regional Research NIBR, OsloMet; International Studies and Migration

The African Diaspora in Norway – Gender Relations + Organisational Life (OsloMet)

franro on 14. januar 2026

About us

We are a small research group investigating various aspects of integration into Norwegian society among African minority communities. Through qualitative methods, we have examined the fear of CPS among Africans and minority perspectives on elder care in Norway. Currently, we are planning two to three projects that will examine changing gender relations in the African diaspora and organisations that promote the interests of Africans in Norway, respectively.

We are looking for

We have access to extensive professional networks and research contexts. However, it is advantageous if a candidate with an African ethnic background who wishes to conduct research, either on gender relations or organisational life, can draw at least partially on private contacts and network resources. Other projects and approaches concerning the African diaspora in Norway are of interest to us, and we can facilitate collaboration.

We expect two or three candidates to conduct interviews or participatory observations and to contribute to the research group’s focus. In return, candidates will receive supervision by researchers working in the field and participate as members of the group. The projects might be relevant to social work students, child welfare students, family therapy students, and, perhaps especially, international students (NORPOL).

Contact person

Kjetil Wathne  kjetwa@oslomet.no

Impact prosjekt i Bangladesh (Impact/OsloMet)

franro on 14. januar 2026

English translation below

Om stiftelsen Impact

Stiftelsen IMPACT Norway ble stiftet i 1995 og arbeider med å forebygge og behandle unødvendig funksjonsnedsettelse blant mennesker i lavinntektsland, med særlig søkelys på vanskelig tilgjengelige områder i bl.a. Nepal, India, Bangladesh og Kambodsja. Gjennom innovative og kostnadseffektive løsninger, tilbyr IMPACT helsetjenester på både klinikker og landbaserte eller flytende sykehus, for å kunne foreta nødvendig medisinsk behandling. Hvis folk ikke kan komme til sykehuset, bringer IMPACT helsetilbudet til der de bor. Ett av hovedområdene er enkel kirurgi som gir folk tilbake syn, hørsel eller bevegelighet.

Om prosjektet

IMPACT skal starte et pilotprosjekt i Bangladesh der anslagsvis 1200 personer vil bli operert i løpet av ett år. IMPACT Norway ønsker å utvikle pilotstudien til et 5-årig prosjekt i Bangladesh. I tillegg er siktemålet å skalere antall som opereres og gjennomføre tilsvarende studier i Nepal, India, Bangladesh og Kambodsja. Utover det å dokumentere antall opererte, har IMPACT Norway startet et arbeid som også skal analysere og konkretisere sosiale aspekter knyttet til operasjonene, ringvirkninger og sosial verdiskaping.

IMPACT ønsker å knytte til seg masterstudenter fra Institutt for sosialfag, OsloMet (spesielt sosialt arbeid og NORPOL). Disse inviteres til å skrive sine masteroppgaver på temaer innenfor arbeidet som IMPACT utfører i disse landene. Studentenes arbeider skal inngå i en evaluering av det forebyggende og behandlende arbeidet til IMPACT. Det er aktuelt med både kvalitative og kvantitative dataanalyser. Masteroppgavene skal bidra til bedre forståelse av kvaliteten på IMPACTs prosjekter og konkretisere sosiale ringvirkninger av arbeidet, samt gi konkrete læringspunkter for IMPACT. OsloMet bidrar med veiledning.

Stipend – søknadsfrist 18. februar

IMPACT Norway utlyser stipend til 2 mastergradsstudenter på NOK 30.000 pr. student. Stipendet skal dekke reise og oppholdsutgifter og datainnsamling i Bangladesh i 2026-2027.

To masterstudenter ønskes til prosjektet «Return on Social Inverstment» som del av masteroppgaven til NorPol eller Sosialt arbeid.

Stiftelsen IMPACT Norwayarbeider med å forebygge og behandle unødvendig funksjonsnedsettelse blant mennesker i lavinntektsland, med særlig fokus på vanskelig tilgjengelige områder i Nepal, India, Bangladesh og Kambodsja.

IMPACT Norway har nå inngått en intensjonsavtale med OsloMet for å gjennomføre et pilot forskningsprosjekt i Bangladesh for å evaluere bistandshjelpen som gis. Anslagsvis vil1200 personer bli operert ila ett år (øye og øreproblemer). Sykepleiere/lege skal samle inn data før operasjon, og to masterstudenter fra OsloMet skal reise ned og samle inn data i etterkant av operasjonene: studentene skal i etterkant av operasjonene intervjue 8 individer/familier hver (kvalitativ studie) og samle inn ca 160 semistrukturerte intervjuer (80 hver av studentene) (kvantitativ studie). Studentene skal under veiledning analysere både kvantitativt og kvalitativt materiale og inngå i et mixed method design. Resultatene skal kunne gi bedre forståelse av kvaliteten på IMPACTs prosjekter og konkretisere sosiale  ringvirkninger av operasjonene, samt gi konkrete læringspunkter for IMPACT.

Søknadene må inneholde en kort CV inklusive karakterer så langt i studiet, og si litt om motivasjon, spesialinteresser innenfor feltet og eventuelt erfaring med utenlandsopphold. Hver av studentene får innvilget kr. 30.000,- til datainnsamling, og skal dekke kost og losji for oppholdet.

Professor May-Britt Solem og Professor Rune Halvorsen (OsloMet) vil velge ut stipendmottakerne. Søknadsfrist: 18. februar 2026 og sendes til både

Rune Halvorsen rune.halvorsen@oslomet.no, og May-Britt Solem, maybr@oslomet.no  

Kontaktperson

Henvendelser om prosjektet kan rettes til May Britt Solem maybr@oslomet.no.

Impact Project in Bangladesh

About the Impact Organization

IMPACT is a global project-based organization originating from the United Nations in 1983. A number of local, politically and religiously neutral foundations are united in a network—the International Federation of IMPACT Organizations (IFIO)—which today consists of 11 autonomous, non-profit foundations. The Norwegian foundation is led by a board with broad experience and a strong passion for helping people in need. Our approach is based on respect for local needs and culture, and we work closely with local communities to finance and support projects that generate significant social value.

IMPACT Norway was established in 1995 and works to prevent and treat unnecessary disability among people in low-income countries, with particular focus on hard-to-reach areas in, among others, Nepal, India, Bangladesh, and Cambodia. Through innovative and cost-effective solutions, IMPACT provides healthcare services at clinics as well as land-based or floating hospitals in order to deliver necessary medical treatment. “If people cannot come to the hospital, IMPACT brings healthcare to where they live.” One of the main focus areas is basic surgery that restores sight, hearing, or mobility.

About this Project

IMPACT will launch a pilot project in Bangladesh in which approximately 1,200 people will undergo surgery over the course of one year. IMPACT Norway aims to develop the pilot study into a five-year project in Bangladesh. In addition, the objective is to scale up the number of surgeries and conduct similar studies in Nepal, India, Bangladesh, and Cambodia. Beyond documenting the number of surgeries performed, IMPACT Norway has initiated work to analyze and concretize the social aspects related to the operations, including ripple effects and social value creation.

IMPACT seeks to engage master’s students from the Institute of Social Work, OsloMet (study options NORPOL and Social Work) These students are invited to write their master’s theses on topics related to the work carried out by IMPACT in these countries. The students’ work will form part of an evaluation of IMPACT’s preventive and therapeutic activities. Both qualitative and quantitative data analyses are relevant.

The master’s theses are intended to contribute to a better understanding of the quality of IMPACT’s projects, to concretize the social impacts of the work, and to provide concrete learning points for IMPACT.

Specifically, the collaboration will include the following:

  1. IMPACT Norway will announce scholarships for two master’s students in the amount of NOK 30,000 per student. The scholarship will cover travel, accommodation, and data collection in Bangladesh in 2026–2027.
  2. The Department of Social Work, OsloMet, will seek to recruit two master’s students for the scholarships.
  3. May-Britt Solem and Rune Halvorsen (OsloMet) will select the scholarship recipients.
  4. The Department of Social Work will appoint supervisors.

IMPACT Norway and the Department of Social Work, OsloMet, intend to continue the collaboration after completion of the pilot project in 2026–27. Professor Emerita May-Britt Solem, Faculty Resource Center, OsloMet, will serve as the project’s academic advisor.

Scholarship – Application deadline February 18.

IMPACT Norway is offering scholarships to two master’s students in the amount of NOK 30,000 per student. The scholarship is intended to cover travel and living expenses, as well as data collection in Bangladesh in 2026–2027.

Two master’s students are sought for the project “Return on Social Investment” as part of a master’s thesis in NorPol or Social Work.

The IMPACT Norway Foundation works to prevent and treat unnecessary disability among people in low-income countries, with a particular focus on hard-to-reach areas in Nepal, India, Bangladesh, and Cambodia.

IMPACT Norway has now entered into a memorandum of understanding with OsloMet to carry out a pilot research project in Bangladesh to evaluate the development aid provided. It is estimated that approximately 1,200 people will undergo surgery over the course of one year (eye and ear conditions). Nurses/doctors will collect data prior to surgery, and two master’s students from OsloMet will travel to Bangladesh to collect follow-up data after the operations. Following the surgeries, the students will interview eight individuals/families each (qualitative study) and collect approximately 160 semi-structured interviews in total (80 per student) (quantitative study). Under supervision, the students will analyze both quantitative and qualitative material as part of a mixed-methods design. The results are expected to provide a better understanding of the quality of IMPACT’s projects, clarify the social ripple effects of the surgeries, and generate concrete learning points for IMPACT.

Applications must include a short CV including grades achieved so far in the programme, as well as a brief statement of motivation, specific interests within the field, and any relevant experience from living or working abroad. Each student will be granted NOK 30,000 for data collection and will be responsible for covering their own food and accommodation during the stay.

Professor May-Britt Solem and Professor Rune Halvorsen (OsloMet) will select the scholarship recipients.
Application deadline: 18 February 2026. Applications should be sent to both:

Rune Halvorsen (rune.halvorsen@oslomet.no) and May-Britt Solem (maybr@oslomet.no).

Contact Person

Professor May Britt Solem maybr@oslomet.no

Professor May-Britt Solem and Professor Rune Halvorsen (OsloMet) will select the scholarship recipients.

Presentasjon

IMPACT MASTERTORGET 4.2.26Last ned

Perceptions About Climate in the Academic Community: A Comperative Study Between Norway and Brazil (OsloMet)

franro on 1. desember 2025

In this project you can write your thesis both in English and Norwegian.

Background for the project

The higher education system plays an important role in the impact of climate change on people’s physical, social and psychological lives as it trains those who will be needed to do the groundwork of mitigation and adaptation in the coming 30-50 years.

Through questionnaires and qualitative interviews, this study aims therefore to understand the perceptions and experience of climate change in the academic community (students, academic and admin staff) at OsloMet and University of Oslo through a comparative analysis with academic communities in Brazil. The specific goals are to: 1) analyze the perceptions and experience of climate change for communities in different Brazilian biomes (the Amazon, the Atlantic Forest and the Caatinga) experiencing acute climate change (wildfires, extreme droughts, abrupt drops in river levels); 2) analyze social representations of climate change in the academic community (students, faculty, and technical-administrative staff); 3) to explore macro (between Brazil and Norway) and micro (between Brazilian biomes) intercultural differences as the basis for constructing social representations of climate change.

The study to be conducted in Norway has therefore the specific aim of understanding the perceptions and experience of climate change in the academic community (students, academic and administrative staff) at OsloMet (Department of Social Work, Child Welfare and Social Policy) and University of Oslo (Department of Psychology) through a comparative analysis with the academic communities investigated in Brazil. The results of this project can contribute to increase awareness among students and faculty members about why and how climate change should be addressed in the curriculum of social sciences courses, and to enhance student and faculty competence in integrating knowledge about climate psychology and mental health from an interdisciplinary and global perspective.

Possible themes for students

Systematic review on perceptions about climate change among the academic community in social sciences; differences between the perceptions about climate change among the academic communities in Social Work, Barnevern and Psychology programs;  potential differences in similarities between perceptions of climate change between groups that experience gradual and acute changes in the global South (Brazil) and North (Norway).

The project has been approved by SIKT and we will be initiating data collection in Spring/2026. Students can therefore engage in data collection for either the quantitative part (online questionnaires) or the qualitative one (individual interviews). Data collection has been initiated in Brazil.

Relevance

The project suits well students from sosialt arbeid and Nordic Social Policy and Global Sustainable Development. There is also possibility for Barnevern students to conduct a specific study on how studying climate change is relevant for barnevernpedagoger, children and families.

The project can take up to 3 students who can also have the opportunity to meet Master and Phd students from Brazil involved in the project.

Project owners

Project coordinator in Norway: Associate Professor Karine Porpino Viana (Department of Social Work, Child Welfare and Social Policy)

Main collaborator at the Department of Psychology (UiO): Professor Thomas Schubert

Project coordinator in Brazil: Renata dos Santos Aléssio (Federal University of Pernambuco, Brazil).

Contact person

Karine Porpino Viana – kavia1530@oslomet.no

Presentasjon

ClimateChange_NOR-BR_Mastertorg2026Last ned

SCILLED – Strategies for Competence Integration and Lifelong Learning in European Destinations. The Case of Female Migrant Healthcare Workers in Scandinavia (NOVA)

franro on 26. november 2025

Project background and relevance

Our contemporary society experiences a demographic shift, characterised by starkly decreasing fertility and birth rates, an aging population and a constantly increasing need for healthcare workers. By 2070, about 21% more people over 50 will be in need of professionally provided long-term care compared to 2020. In contrast to this stands the continuously shrinking labour force, around 40% of the current medical staff is already close to retirement and needs to be replaced.

Accordingly, we need strategies and measures on regional and national level to attract and retain healthcare workers to the labour market. Especially the retention of workers becomes increasingly significant, as recent data confirms that the dropout rate among healthcare workers is particularly high due to long working hours, demanding tasks and incompatibility of the working field with familial obligations.

In fact, the latter comes as no surprise if we consider that women make up 78% of workers in health and social care, but only 1 out of 3 female healthcare workers occupy leadership positions in the sector. A further central issue that must be considered in this context is the central role of foreign-born workers for the healthcare segment, which represents one of the major employment sectors for qualified migrants.

Norway employs currently 44% foreign-trained healthcare workers. They provide not only for a significant base of formal qualifications but also the rather informal “insider knowledge” on migrant communities (language, traditions, religious beliefs), which becomes increasingly responsive in our highly diversified society.

Project objectives

The SCILLED project ties in to these premises with an interdisciplinary approach combining gender, migration and educational studies and aims to investigate how female migrant healthcare workers are valorised in three Scandinavian countries, that are considered at the vanguard when it comes to (professional) adult education and upskilling: Denmark, Norway and Sweden.

In particular the project is interested to investigate:
• how formal and informal qualfication of female migrant healthcare workers in institutions are recognised and valorised;
• what is done to train und upskill female migrant healthcare workers adequately to keep the work sector attractive for them and to facilitate a progressing in their career.

The SCILLED project has started in august 2025 and will have a duration of 2 years.

Methods

To elaborate these two main research concerns the project builds on a mixed-methods research approach.

•Quantitative data collection and analysis: we will send out a survey to approximately 1000 healthcare institutions (clinics, hospitals, specialized clinics) to inquire information on how (migrant) healthcare workers are hired, trained and upskilled.

•Qualitative data collection and analysis: approximately 50 female migrant healthcare workers will be asked about their personal experience and professional integration in the local labour market of the host country, with regard to the application and recruitment process (recognition and valorisation of qualifications) and the working and education context (training opportunities and engagement).

•Project findings will be published in scientific publications, at international conferences and in the SCILLED podcast series, that will be co-produced by research participants.

Potential thesis themes

•Healthcare systems in Denmark, Norway and Sweden
•Literacy, Numeracy and Problem-solving competences of adults in Scandinavia
•Professional training and upskilling in healthcare institutions:
-Assessment of training needs
-Development and design of training courses
-Implementation and promotion of professional trainings
-Employee engagement
•Labour market integration of female migrants in Scandinavia
-Recognition of skills and formal qualifications
-Career progress in the host country
-Acceptance, relationships and network in the local labour market of the host country
-Willingness and personally perceived opportunities to re-/upskill
•Strategies for attracting and retaining staff in the healthcare sector

Envisaged collaboration and possible tasks for students

•Desk research and comparative analysis of Scandinavian healthcare systems
•Assistance in the design and implementation of quantitative research instruments with more than 1000 healthcare institutions in Denmark, Norway and Sweden
•Assistance in analysis of survey results from healthcare institutions in Denmark, Norway and Sweden
•Assistance with qualitative data collection and analysis in semi-structured interviews and focus groups with female healthcare workers with migratory background

What we offer

•Master thesis supervision by experienced researcher in a pleasant and stimulating environment
•Skill development on the work cycle of applied research, in particular on:
-design, development and implementation of research instruments (assessment of research needs, pilot trial, field preparation and access)
-quantitative and qualitative data collection and analysis (analytical framework development and testing)
•Joint publications, if feasible and in accordance with student competences and interests
•Active involvement in podcast production phase and possibility to co-host one episode of the podcast series (cfr. Methodological approach)
•Insights into European research project management

Contact

Tanja Schroot (tanja.schroot@oslomet.no) | NOVA – Norwegian Social Research, OsloMet

FURTHER PROJECT INFORMATION
https://www.oslomet.no/en/research/research-projects/migrant-lifelong-learning
https://www.linkedin.com/company/scilled-strategies-for-competence-integration-and-lifelong-learning-in-european-destinations/?viewAsMember=true

The Literature Review Project (OsloMet)

franro on 7. januar 2025

Introduction

The Literature Review Project is for master’s students who want to work on summarizing the literature that is relevant to the master’s thesis. The project requires that you choose a 10-credits elective course that runs throughout the autumn semester (SN4500/SIW4500, Research Training: Programplaner og emneplaner – Student – minside).
Before the autumn, your project description for your master’s thesis will be approved and it is your master’s thesis you will work on in this project. Some of you want to write a master’s thesis that is a pure literature review, and then the course is relevant to your entire master’s thesis. Others will summarize previous research that is relevant to the topic of the thesis in an introductory chapter. In both cases, the summary of the research will be particularly relevant for the analysis chapter of the master’s thesis. All students will get written comments to their Introductory chapter (exam).

If you want to write a pure literature review as a master’s thesis, but are unsure of which topic to write about, I would be happy to be a supervisor on a thesis that summarizes research that applies policy perspectives to concrete (empirical) cases. This applies to the perspectives «What’s the problem represented to be?» (Bacchi & Goodwin, 2016), «Wicked problems» (Rittel & Webber, 1973), «The Advocacy Coalition framework» (Sabatier, 2007), «The Multiple Streams Approach» (Kingdon, 1984), «The policy cycle» (Jann & Kai, 2007), «Incrementalism/The science of muddling through» (Lindblom, 1979), or «Punctuated Equilibrium» (Baumgartner et al., 2018). I will also consider supervising students who have good arguments for summarizing research on other perspectives. If some of this is of interest to you, send me an email via simoinn@oslomet.no.

Data and Methods

Data is available via the University Library and digital databases at OsloMet, as well as literature available on the internet.

Why Write a Literature Review?

Interpretations of literature reviews of research are knowledge that working life increasingly needs as knowledge-based policy spreads. This will particularly apply to students who wish to apply for jobs in knowledge organizations, such as universities, directorates, international organizations like WHO or NGOs. You also learn the benefits of working systematically, get an overview of the field, and answer what a study can add to existing knowledge in the field. You will understand much more about what it takes to be able to publish in international journals.

Application

The elective course can accommodate up to 20 students. You must therefore submit an application for admission to the elective course where you attach the project description, which master’s program you belong to, your name and student email address, and any other information that you think may be relevant. Hope to see you in the fall

Open for all study options

References

Bacchi, C., & Goodwin, S. (2016). Poststructural Policy Analysis : A Guide to Practice (1st ed. 2016. ed.). Palgrave Macmillan US : Imprint: Palgrave Pivot.
Baumgartner, F. R., Jones, B. D., & Mortensen, P. B. (2018). Punctuated Equilibrium Theory: Explaining Stability and Change in Public Policymaking. In P. A. Sabatier & C. M. Weible (Eds.), Theories of the policy process (Fourth edition. ed.). Routledge.
Jann, W., & Kai, W. (2007). Theories of the policy cycle. In F. Fisher, G. J. Miller, & M. S. Sidney (Eds.), Handbook of Public Policy Analysis (Vol. 125, pp. 20). CRC Press, Taylor and Francis.
Kingdon, J. W. (1984). Agendas, Alternatives, and Public Policies. Little Brown and Company.
Lindblom, C. E. (1979). Still Muddling, Not Yet Through. Public Administration Review, 39(6), 517-526. https://doi.org/10.2307/976178
Sabatier, P. A. (2007). Theories of the policy process (2nd ed. ed.). Westview Press.

Contact

Simon Innvær simoinn@oslomet.no