Victoria Rustad Bjerke

• Bjerke, Victora Helen Rustad (2023). Contextual antecedents for team learning in professional service firms. Learning Organization. ISSN 0969-6474. 30(4), s. 446–464. doi: 10.1108/TLO-11-2022-0139. Vis sammendrag

  Purpose–The purpose of this study is to identify contextual antecedents for team learning in professionalservicefirms.Design/methodology/approach–Structural equation modelling was applied to establish reliability andvalidity and to measure the size of relationships. Evidence was drawn from an empirical sample of 210consultants in the Nordic professional service industry.Findings–Thefindings of this study reveal and strongly support that two important contextual antecedentfactors that facilitate for team learning in professional servicefirms are market orientation and leader supportfor collaborative learning practices. The effect of leader support on team learning is also mediated by a marketorientation.Originality/value–There is a paucity of knowledge on contextual factors that contribute to teamlearning. This study provides insight of theoretical and practical value.

• Slåtten, Terje; Lien, Gudbrand; Batt-Rawden, Victoria Helen; Evenstad, Solveig Beyza Narli & Onshus, Terje (2023). The relationship between students’ psychological capital, social-contextual factors and study-related outcomes – an empirical study from higher education in Norway. International Journal of Quality and Service Sciences. ISSN 1756-669X. 15(1), s. 17–33. doi: 10.1108/IJQSS-11-2021-0160. Vis sammendrag

  Purpose:This study aims to examine the relationships between students’ psychological capital (PsyCap), social-contextual factors and study-related outcomes. Social-contextual factors are represented by two education-related variables: academic support and peer support. Three study-related outcome variables are included, namely, study engagement, academic performance and student well-being. Design/methodology/approach: Students from different higher education campuses and academic programs in Norway participated. Findings: PsyCap is directly related to the three study-related outcome variables. The relationship between PsyCap and academic performance is mediated by study engagement. The two social-contextual factors (academic support and peer support) are both related to PsyCap. Finally, PsyCap also mediated the relationship between the two social-contextual factors and the three study-related outcome variables. Research limitations/implications: Overall, the findings reveal that PsyCap has a key role in all study-related outcomes. Accordingly, managers of higher education institutions should take students’ PsyCap seriously and seek ways to intervene and manage the different resources embraced in the concept of PsyCap. Originality/value: This study contributes to a relatively new but seemingly growing area of research in educational management, focusing on the role of student PsyCap.

• Batt-Rawden, Victoria Helen & Traavik, Laura E. Mercer (2022). Fostering egalitarianism for team learning in professional service teams. Learning Organization. ISSN 0969-6474. 29(6), s. 611–628. doi: 10.1108/TLO-01-2022-0007. Vis sammendrag

  Background: Flexible assertive community treatment (FACT) is an innovative model for providing long-term treatment to people with severe mental illness. The model was developed in the Netherlands but is now used in other countries, including Norway, which has a geography different from the Netherlands, with many rural and remote areas. Implementation of innovations is context dependent. The FACT model’s potential in rural and remote areas has not been studied. Therefore, we aimed to gain knowledge regarding the challenges and modifications of the model in rural and remote contexts and discuss how they can affect the model’s potential in such areas. This knowledge can improve the understanding of how FACT or similar services can be adapted to function most optimally in such conditions. We sought to address the following questions: Which elements of the FACT model do team leaders of the rural FACT teams find particularly challenging due to the context, and what modifications have the teams made to the model? Methods: Digital interviews were conducted with five team leaders from five rural FACT teams in different parts of Norway. They were selected using purposive sampling to include team leaders from some of the most rural teams in Norway. The interviews were analyzed using thematic text analysis. Results: The following three themes described elements of the FACT model that were experienced particularly challenging in the rural and remote context: multidisciplinary shared caseload approach, intensive outreach and crisis management. The following eight themes described the modifications that the teams had made to the model: intermunicipal collaboration, context-adaptive planning, delegation of tasks to municipal services, part-time employment, different geographical locations of staff, use of digital tools, fewer FACT board meetings, and reduced caseload. Conclusions: Rural and remote contexts challenge the FACT model’s potential. However, modifications can be made, some of which can be considered innovative modifications that can increase the model’s potential in such areas, while others might move the teams further away from the model.

• Batt-Rawden, Kari Bjerke; Björk, Evastina; Waaler, Dag & Batt-Rawden, Victoria Helen (2021). A qualitative study of user experiences from the implementation of new technology in healthcare services, Norway. The Innovation Journal - Public Sector Innovation Journal. ISSN 1715-3816. 26(3), s. 1–23.
• Batt-Rawden, Kari Bjerke & Batt-Rawden, Victoria Helen (2020). A qualitative study of innovation processes between public and private actors regarding follow-up procedures of patients after treatment and rehabilitation in the health sector, Norway. The Innovation Journal - Public Sector Innovation Journal. ISSN 1715-3816. 25(2), s. 1–25.
• Batt-Rawden, Victoria Helen; Lien, Gudbrand & Slåtten, Terje (2019). Team learning capability – an instrument for innovation ambidexterity? International Journal of Quality and Service Sciences. ISSN 1756-669X. 11(4), s. 473–486. doi: 10.1108/IJQSS-02-2019-0026. Vis sammendrag

  The aim of this paper is to develop the concept of team learning capability in professional service firms. Thereafter, to examine the effect of team learning capability on innovation ambidexterity. The aspects of exploitive and explorative knowledge creation in teams and its impact on incremental and radical service innovation are in focus. Structural equation modelling was applied to establish reliability and validity and measure the size of relationships. Evidence is drawn upon an empirical sample of 210 consultants in the professional service industry. The findings support the concept of team learning capability and reveal that team learning capability consists of relationship learning in teams, trusting team climate and employee commitment. The results indicate a strong positive relationship between team learning capability and innovation ambidexterity in professional service firms. This study is the first to offer an empirical-based and contextualized framework for team learning capabilities and a valid measure.

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• Bjerke, Victora Helen Rustad (2023). Teamlæring og innovasjon.
• Bjerke, Victora Helen Rustad; Myklebø, Sigrid; Olsson, Maria Ingrid Teresa; Tveita, Thale & Bjørnsen, Ragnhild Holmen (2023). Post pandemi-studentene tror faktisk at de duger. Og de er opptatt av mer enn bare karakterer. Khrono.no. ISSN 1894-8995.
• Bjerke, Victora Helen Rustad (2022). Implementering av ny teknologi i norsk helsevesen.
• Bjerke, Victora Helen Rustad (2022). Humor og ledelse.
• Bjerke, Victora Helen Rustad (2022). Teamlæring og innovasjon i profesjonelle tjenesteytende virksomheter.
• Bjerke, Victora Helen Rustad; Pedersen, Bjørnar & Tomter, Anja Katrine (2022). Humor på arbeidsplassen. [Radio]. NRK Innlandet.
• Brugrand, Camilla Skjær & Bjerke, Victora Helen Rustad (2022). Ledere må anerkjenne at humor må tas på alvor. [Fagblad]. Dagens Perspektiv.
• Bjerke, Victora Helen Rustad & Ruud, Merethe (2022). Fem spørsmål og svar om velferdsteknologi. [Fagblad]. Teknisk Ukeblad.
• Ringlund, Ole Martin & Bjerke, Victora Helen Rustad (2022). Humor kan gjøre det bedre å jobbe sammen. [Tidsskrift]. Forskning.no.
• Aagedal Schinstad, Ingunn & Bjerke, Victora Helen Rustad (2022). Humor på jobben. [Avis]. Gudbrandsdalen Dagningen (GD).
• Bjerke, Victora Helen Rustad (2022). Humor og teamlæring i profesjonelle tjenesteytende virksomheter.
• Ringlund, Ole Martin; Batt-Rawden, Victoria Helen & Batt-Rawden, Kari Bjerke (2022). Trøbbel for velferdsteknologi i eldeomsorgen : Mye kan går galt når ny teknologi skal bli en del av i eldreomsorgen i norske kommuner. Forskere har råd. Forskning.no. ISSN 1891-635X.
• Batt-Rawden, Victoria Helen (2022). Hvordan takler eldre velferdsteknologien? Fler og fler av oss blir eldre, og mer og mer avhengige av smart teknologi for å kunne leve mest mulig selvstendig. Er dét bare enkelt? [Radio]. NRK Ekko.
• Batt-Rawden, Victoria Helen (2019). Innovasjon og innovasjonsprosesser 'hvor står faget' -samt en gjennomgang av pågående forskningsprosjekt.
• Batt-Rawden, Victoria Helen; Lien, Gudbrand & Slåtten, Terje (2018). Nominated best selected papers for publication at QMOD Conference 2018 Paper 'Team Learning Capability - an Instrument in Innovation Ambidexterity' .
• Batt-Rawden, Victoria Helen; Lien, Gudbrand & Slåtten, Terje (2018). Team Learning Capability - an instrument in Innovation Ambidexterity.

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