Ingrid Bårdsdatter Bakke

• Bakke, Ingrid Bårdsdatter & Harjula, Samira (2024). The professionalization of the counsellor role–a comparative study of Finland and Norway. Nordic Journal of Studies in Educational Policy. ISSN 2002-0317. doi: 10.1080/20020317.2024.2348033.
• Bakke, Ingrid Bårdsdatter & Hooley, Tristram (2024). Career guidance reform in Norway: A critical account of the last twenty years. I Bakke, Ingrid Bårdsdatter; Bakke, Inger Marie & Schulstok, Torild (Red.), Ikke bare god å snakke med - Om profesjonalisering av karriereveiledning i Norge. Fagbokforlaget. ISSN 9788245042788.
• Bakke, Ingrid Bårdsdatter (2024). Karriere til folket - Et demokratisk karrierebegrep. I Bakke, Ingrid Bårdsdatter; Bakke, Inger Marie & Schulstok, Torild (Red.), Ikke bare god å snakke med - Om profesjonalisering av karriereveiledning i Norge. Fagbokforlaget. ISSN 9788245042788. s. 327–345.
• Bakke, Ingrid Bårdsdatter & Hooley, Tristram (2024). Career guidance reform in Norway: A critical account of the last twenty years. I Bakke, Ingrid Bårdsdatter; Bakke, Inger Marie & Schulstok, Torild (Red.), Ikke bare god å snakke med - Om profesjonalisering av karriereveiledning i Norge. Fagbokforlaget. ISSN 9788245042788. s. 305–326.
• Jynge, Julie Sikin Bhanji; Bakke, Ingrid Bårdsdatter & Hooley, Tristram (2024). Exploring Practitioners’ Pedagogic Stances in Relation to Integrated Guidance: A Q-Method Study. Nordic Journal of Transitions, Careers and Guidance. ISSN 2003-8046. 5(1), s. 55–72. doi: 10.16993/njtcg.76.
• Bakke, Ingrid Bårdsdatter & Hooley, Tristram (2023). Neither Online, Nor Face-to-Face, But Integrated Career Guidance: Introducing New Ways of Engaging Undergraduate Students in Career Learning and Reflective Careering. I Buford, Melanie V.; Sharp, Michael & Stebleton, Michael (Red.), Mapping the Future of Undergraduate Career Education. Routledge. ISSN 978-1-032-08114-4. s. 138–154. doi: https:/doi.org/10.4324/9781003213000. Vis sammendrag

  This timely book explores current trends and future possibilities for undergraduate career education, the nature of the changing workplace, and its impact on students in colleges and universities. Built on decades of experience in career development and professional learning, the editors raise and investigate multiple critical issues facing career educators in higher education today: preparing students for the future of work; exploring the increasing centrality of experiential learning in career education; examining innovative paradigm shifts in career education; and developing strategies for equity-focused and inclusive programming for all students. Reckoning with the effects of Covid-19 on the world of career development, this book draws on contributions from leading scholars, entrepreneurs, and practitioners from across the fields of education, business, STEM, and the humanities to offer an inclusive and innovation-focused approach to supporting scholars, practitioners, and students involved with career education, development, and counseling for a new generation – and a new world of work.

• Bakke, Ingrid Bårdsdatter (2021). Career and cultural context: collective individualism, egalitarianism and work-centrality in the career thinking of Norwegian teenagers. British Journal of Guidance and Counselling. ISSN 0306-9885. s. 1–16. doi: 10.1080/03069885.2021.1872767. Fulltekst i vitenarkiv Vis sammendrag

  Career guidance in Norway has seen major developments over the past two decades. Secondary schools have integrated career education and guidance into an education system which socialises young people to develop citizenship and take part in society. In this article, I explore how Norwegian teenagers’ career thinking is influenced by Norwegian cultural values which are strongly associated with the Nordic model of welfare: collective individualism, egalitarianism, and work-centrality. Teenagers’ and counsellors’ thoughts about career are explored through qualitative interviews and analysed using thematic analysis. The analysis shows that in conversations about career choices, teenagers and counsellors refer to these concepts, but in ways varying most notably along the urban-rural, academic-VET, and adult-teenager dimensions. Implications for career guidance are discussed.

• Bakke, Ingrid Bårdsdatter & Hooley, Tristram (2020). I Don’t Think Anyone Here has Thought About Career Really: What the Concept of “Career” Means to Norwegian Teenagers and School Counsellors. Scandinavian Journal of Educational Research. ISSN 0031-3831. doi: 10.1080/00313831.2020.1833242. Vis sammendrag

  Norway is reforming its career guidance system. This article explores how these reforms are experienced in schools around Norway, and attends to the way in which the concept of “career” is understood. There is a difference between an “everyday” and a scholarly understanding of the concept, between seeing it as hierarchical, or viewing career more democratically. This study explores how these tensions are worked through by Norwegian young people and guidance counsellors. The article argues that this tension is pronounced because the concept of “career” has entered Norway as part of a top down policy discourse. Consequently, there is a need to re-contextualise the ideas of career and career guidance to connect them with Norwegian culture.

• Bakke, Ingrid Bårdsdatter (2020). The ‘idea of career’ and ‘a welfare state of mind’: On the Nordic model for welfare and career. I Haug, Erik Hagaseth; Hooley, Tristram; Kettunen, Jaana & Thomsen, Rie (Red.), Career and Career Guidance in the Nordic Countries. Brill|Sense. ISSN 978-90-04-42807-2. s. 23–36. doi: https:/doi.org/10.1163/9789004428096_002.
• Bakke, Ingrid Bårdsdatter (2018). Norsk karrierekompetanse - Karriereferdigheter med kulturell bagasje. I Plant, Peter & Kjærgård, Roger (Red.), Karriereveiledning for individ og samfunn. Gyldendal Norsk Forlag A/S. ISSN 978-82-05-49884-6. s. 88–110.

Se alle arbeider i Cristin

• Bakke, Ingrid Bårdsdatter; Bakke, Inger Marie & Schulstok, Torild (2024). Ikke bare god å snakke med - Om profesjonalisering av karriereveiledning i Norge. Fagbokforlaget. ISBN 9788245042788. 368 s.

Se alle arbeider i Cristin

• Bakke, Ingrid Bårdsdatter (2023). Panelsamtale: Hvordan kan bærekraftsmålene være en driver for karriereveiledningstjenestene?
• Bakke, Ingrid Bårdsdatter (2023). Det vanskelige karrierebegrepet - Presentasjon på karriereveiledningskonferansen i Trøndelag.
• Bakke, Ingrid Bårdsdatter (2023). Det vanskelige karrierebegrepet - samling for fylkeskoordinatorer i karriereveiledning .
• Bakke, Ingrid Bårdsdatter (2023). Karriere og karriereveiledning - Det vanskelige karrierebegrepet .
• Bakke, Ingrid Bårdsdatter & Jynge, Julie Sikin Bhanji (2023). Integrated career guidance after the pandemic – new developments and potentials? .
• Bakke, Ingrid Bårdsdatter (2023). Why lifelong guidance must be at the core of every learning system.
• Tveita, Thale; Bakke, Ingrid Bårdsdatter; Elvsås, Marit; Henriksen, Bendik Stubstad & Puijk, Roeland (2023). JazzIncubator: 20 år med praksis på tvers av faggrenser. GD Gudbrandsølen Dagningen.
• Bakke, Ingrid Bårdsdatter; Kettunen, Jaana; Hertzberg, Fredrik & Thomsen, Rie (2022). Editorial for the Third Volume of NJTCG. . Nordic Journal of Transitions, Careers and Guidance. ISSN 2003-8046. doi: 10.16993/njtcg.59.
• Kettunen, Jaana; Hertzberg, Fredrik; Einarsdóttir, Sif & Bakke, Ingrid Bårdsdatter (2022). Editorial for the Second Volume of NJTCG. Nordic Journal of Transitions, Careers and Guidance. ISSN 2003-8046. doi: 10.16993/njtcg.46.
• Hooley, Tristram; Andrews, David & Bakke, Ingrid Bårdsdatter (2019). The Career Leaders Handbook.
• Bakke, Ingrid Bårdsdatter (2018). “And we see that we don’t have all the options available, ergo they choose the second-best.” – The intermix of individual aspirations, urbanity, rurality and cultural context as confounding factor for teenagers’ career choices in Norway.
• Bakke, Ingrid Bårdsdatter; Haug, Erik Hagaseth & Hooley, Tristram (2018). Moving from information provision to cocareering: Integrated guidance as a new approach to e-guidance in Norway. Journal of the National Institute for Career Education and Counselling. ISSN 2046-1348. 41(1), s. 48–55. doi: 10.20856/jnicec.4108.
• Bakke, Ingrid Bårdsdatter (2018). Talking about career.
• Bakke, Ingrid Bårdsdatter (2018). "...go out, grow up, then come home." A Ph.d.-students backward travelogue.
• Bakke, Ingrid Bårdsdatter & Alexander, Rosie (2018). Challenging notions of 'career' - radical rural perspectives.
• Bakke, Ingrid Bårdsdatter (2018). Career choice and counselling in rural northern Norway. Journal of the National Institute for Career Education and Counselling. ISSN 2046-1348. 40(1), s. 4–10. doi: 10.20856/jnicec.4002. Vis sammendrag

  Rurality and career choices. This article explores how teenagers from a small rural community in northern Norway experience making career choices, in the intersection between individual needs and community values. Interviews with 10th graders in the process of making their first manifest career choice – choosing upper secondary – shows that whether or not the teenagers identify with the community and see a future there or not, is of major importance. The consequential preference for education and acquisition of competence, either strengthen or weaken the ties with the community, becoming a determinant of who leaves, and who stays.

• Bakke, Ingrid Bårdsdatter (2017). School drop out/community hero.
• Bakke, Ingrid Bårdsdatter (2016). Adventskos - for de som kan betale. Gudbrandsdølen Dagningen.
• Bakke, Ingrid Bårdsdatter (2016). Rethinking career in Norway : Mapping the terrain.
• Bakke, Ingrid Bårdsdatter (2008). Samling og styrke – NTNUs umulige drøm? Psykologisk tidsskrift. ISSN 1501-7508.
• Bakke, Ingrid Bårdsdatter & Hooley, Tristram (2024). Policies for a green transition: Exploring contemporary environmental and sustainability policies for green guidance. Exploring Green Guidance.
• Bakke, Ingrid Bårdsdatter & Proba, Samfunnsforskning (2023). Undersøkelse av studenters og unge forskeres tilgang til karriereveiledning. Proba Samfunnsanalyse. ISSN 1891-8093. 2022(20).
• Paulsen, Mårten Kae; Habberstad, Julianne Meling; Skarli, Jim Broch; Stokke, Mona Helene & Bakke, Ingrid Bårdsdatter (2023). Evaluering av kompetanseaktiviteter i NAV Innlandets prosjekt «Arbeid først - understøttet av pålitelig forvaltning». Høgskolen i Innlandet. ISSN 2535-5678. 2023(16).
• Bakke, Ingrid Bårdsdatter; Haug, Erik Hagaseth; Hooley, Tristram; Kjendalen, Hilde; Paulsen, Oda Notevarp & Sandlie, Lars Christian [Vis alle 8 forfattere av denne artikkelen] (2023). Profesjonell karriereveiledning i skolen: Undersøkelse av utdanningstilbudet innen karriereveiledning. Høgskolen i Innlandet.
• Bakke, Ingrid Bårdsdatter; Hooley, Tristram & Paulsen, Mårten Kae (2020). No culture for career? : Conceptualisations of career as a cultural phenomenon and as experienced by tenth graders and career counsellors in Norway. Høgskolen i Innlandet. ISSN 978-82-8380-248-1. Vis sammendrag

  This thesis asks how does culture work as a context for conceptualisations of career, and how does this relate to the implementation of the concept of career in Norwegian schools in the experience of tenth graders and career counsellors? The thesis consists of four papers and this synopsis. The papers investigate Norwegian culture, examine how cultural values surface in discussions about career choices; and explore how tenth graders and school counsellors understand the career concept. Career guidance and learning are situated in the Norwegian education system, where there have been significant developments concerning career education over the last decades. The focus of the thesis is split between a macro and a micro level, and it addresses the philosophical and ideational underpinnings of Norwegian culture and it also addresses tenth graders about to transition into upper secondary and their counsellors. The synopsis draws the theories and findings from interviews with tenth graders and counsellors together with the theoretical investigation. It proposes a conceptual framework for understanding how culture influence the formation of the career concept. As such, the thesis follows both a theoretical and an empirical line of inquiry. The study explores the uneasy position of career in Norwegian culture. It also explores the way that theories of career and career learning have travelled the world and shows that when theories transfer between contexts, the results may be unexpected. The study argues that while the development of Norwegian career guidance has focused on structure, discussions on the content of career theories have emerged more recently and that the question of 'what is career' in Norway is of importance. The philosophical perspective of phenomenology is used together with theories on concept formation, career and culture to develop a conceptual framework. Proposing a model that connects these concepts and illustrates how culture works as a framework for the conceptualisation of career, the study argues that such a framework guides thinking about both the ideational content and the concrete events. In other words, career concepts and theories can potentially connect to the lived experience of career but seeing concepts as relevant is important to make this happen. Discussing the research questions, the thesis argues that a big and defining narrative of the Norwegian culture is the relationship between the 'I' and the 'we', or the idea that individuals are autonomous within a framework of responsibility. Further, a democratic career concept is discussed, encompassing danning as a central idea as it has agency for educators to help students develop citizenship. However, as lived experience and career concepts are in a reciprocal relationship of meaning making, an understanding of democratic career concept as informed by lived career is proposed.

• Haug, Erik Hagaseth; Schulstok, Torild & Bakke, Ingrid Bårdsdatter (2016). Tilgjengelig og samordnet : Rapport fra en kartleggings- og evalueringsundersøkelse av elevtjenesten i de videregående skolene i Oppland – med et spesielt blikk på Utdannings- og yrkesrådgivning. Høgskolen i Lillehammer. ISSN 0806-8348. Vis sammendrag

  Rapporten sammenfatter og diskuterer funn fra en kartleggings - og evalueringsundersøkelse av status for elevtjenesten, og elevers opplevelse av utdannings - og yrkesrådgivningen i de videregående skolene i Oppland. Rapporten er basert på følgende tre forskningsspørsmål: (1) Hvordan opplever elever i videregående opplæring i Oppland skolenes utdannings - og yrkesrådgivning? Framstår elevtjenestens tjenestetilbud helhetlig for elevene? (2) Hva er status for organiseri ngen av elevtjenesten i Oppland? Kompetanse, ressursbruk, tidsressurs, organisering, samhandling, samarbeid, rutiner. (3) Hvilke fremtredende funn om rådgivningens effekt, organisering og innhold finner man i gjeldende forskningsbasert kunnskap? Undersøkelsen er basert på intervjuer hos et utvalg elever og utdannings - og yrkesrådgivere og dokumentstudier. Basert på en drøfting av innsikten fra undersøkelsen knyttet til disse tre spørsmålene, gis det anbefalinger for en videreutvikling av elevtjenesten og utdannings - og yrkesrådgivningen ved de videregående skolene i Oppland. Et sentralt funn i undersøkelsen er at det er utviklet gode systemer og organiseringsformer for elevtjenesten i Oppland. Det kan imidlertid synes som at skolene har et potensial i å gjøre de ulike veiledningsformene i elevtjenesten mer tilgjengelige og synlige for elevene. I rapporten foreslås ulike tiltak for å øke tilgjengeligheten. Anbefalingene relateres til en tydeliggjøring av hva som skal være målsetningen for tjenesten, mulige grep som kan bedre koordinering og samarbeid, og tiltak knyttet til kompetanseutvikling og kompetansedeling.

Se alle arbeider i Cristin