Et kvalifisert utdanningsvalg for dagens ungdom: Resultater fra et innovasjons-samarbeid mellom en ungdomsskole, en videregående skole og en bedrift

[A qualified education choice for today’s youth: Results from an innovative collaboration between one lower secondary school, upper secondary school and industrial company]

  • Sylvi Thun SINTEF Digital
  • Linn Thøring SINTEF Digital
  • Lisbeth Øyum SINTEF Digital
Keywords: autonomous motivation, education, innovative collaboration, self-efficacy, thematic analysis, choice of education, vocational education and training


The purpose of this article is to investigate how an innovative collaboration between one lower secondary school, upper secondary school and industrial company can contribute to a more informed educational choice (vocational vs. programme for specialisation in general studies) among today’s youths. Eight lower secondary school students, five upper secondary school students, one employee in the participating industrial company, one teacher from lower secondary school, one from upper secondary school together with the section leader for vocational education programme (upper secondary school) have been interviewed. Thematic analysis has been used to analyse the data. The theoretical perspectives undertaken are self-determination theory and social-cognitive theory. Findings highlight that the study’s innovative collaboration gives youths an essential insight into the future school- and work practices. During the collaboration, the youths learn about the competence needs for future work life, and gain knowledge about their own learning potentials. Practical experience, new ways of collaboration, work centred communication, engaging and challenging training situations, experience of meaning, together with responsibility taking for own and other’s learning contribute to a more qualified education choice. We find that the pupils in lower secondary school experienced this innovative collaborative practice to produce more autonomous than controlled motivation, and more positive outcomes in terms of both behavioural, cognitive and affective dimensions of learning, at school.


Aakernes, N. (2018). From school to work: Coherence between learning in school and learning in workplaces for apprentices in the Media graphics programme in Norway. Nordic Journal of Vocational Education and Training, 8(1), 76–97.

Bakken, A., Dæhlen, M., Haakestad, H., Aaboen Sletten, M. & Smette, I. (2012). Ett år med arbeidslivsfaget: Læreres og elevers erfaringer med arbeidslivsfaget på 8. trinn (NOVA Rapport nr 1/12). Velferdsforskningsinstituttet NOVA.

Bakken, A., Dæhlen, M. & Smette, I. (2013). Forsøk med arbeidslivsfag på ung-domstrinnet: Sluttrapport fra en følgeevaluering (NOVA rapport 11/13). Velferdsforskningsinstituttet NOVA.

Bandura, A. (1977). Self-efficiacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice Hall.

Bandura, A. (2005). Adolescent development from an agentic perspective. I F. Pajares & T. Urdan (Red.), Self-efficiacy beliefs of adolescents (s. 1–43). Infor-mation Age Publishing.

Bandura, A. (2012). On the functional properties of perceived self-efficacy re-visited. Journal of Management, 38(1), 9–44.

Baumeister, R. F. & Leary, M. R. (1995). The need to belong: Desire for inter-personal attachments as fundamental human motivation. Psychological Bulle-tin, 117(3), 497–529.

Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualita-tive Research in Psychology, 3(2), 77–101.

Clarke, V., Braun, V. & Hayfield, N. (2015). Thematic analysis. I J. A. Smith (Red.), Qualitative psychology: A practical guide to research methods (s. 222–248). Sage Publications.

Bunting, M. & Moshuus, G. H. (2017). Young peoples’ own stories about drop-ping out in Norway: An indirect qualitative approach. Acta Didactica Norge, 11(2).

Deci, E. L. & Ryan, R. M. (1985). Intrinsic motivation and self-determinism in human behaviour. Plenum Press.

Deci, E. L. & Ryan, R. M. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psy-chologist, 55(1), 68–78.

Deci, E. L. & Ryan, R. M. (2008). Self-determination theory: A macrotheory of human motivation, development and health. Canadian Psychology, 49(3), 182–185.

Deci, E. L., Vallerand, R. J., Pelletier, L. G. & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3–4), 325–346.

Deci E. L., Hodges, R., Pierson, L. & Tomassone, J. (1992). Autonomy and com-petence as motivational factors in students with learning disabilities and emotional handicaps. Journal of Learning Disabilities, 25(7), 457–471.

deCharms, R. (1968). Personal causation. Academic Press.

Falch, T., Borge, L.-E., Lujala, P., Nyhus, O. H. & Strøm, B. (2010). Årsaker til og konsekvenser av manglende fullføring av videregående opplæring. (SØF-rapport 03/10). Senter for økonomisk forskning AS.

Gagné, M. & Deci, E. L. (2005). Self-determination and work motivation. Jour-nal of Organizational Behaviour, 26, 331–362.

Greenwood, D. J. & Levin, M. (2005). Introduction to action research. Sage Publi-cations.

Guay, F., Ratelle, C. F. & Chanal, J. (2008). Optimal learning in optimal con-texts: The role of self-determination in education. Canadian Psychology, 49(3), 233–240.

Kvale, S. (1983). The qualitative research interview: A phenomenological and a hermeneutical mode of understanding. Journal of Phenomenological Psycholo-gy, 14(2), 171–196.

Kvale, S. & Brinkmann, S. (2009). Det kvalitative forskningsintervju (2. utgave). Gyldendal akademisk.

Levin, M., Nilssen, T. G., Elvemo, J. & Øyum, L. (2012). Demokrati i arbeidslivet: Den norske samarbeidsmodellen som konkurransefortrinn. Fagbokforlaget.

Lincoln, Y. S. & Guba, E. G. (2000). Paradigmatic controversies, contradictions, and emerging confluences. I N. K. Denzin & Y. S. Lincoln (Red.), Handbook of qualitative research (s. 163–188). Sage Publications.

Messmann, G. & Mulder, R. H. (2011). Innovative work behaviour in vocation-al colleges: Understanding how and why innovations are devel-oped. Vocations and Learning, 4(1), 63–84.

Moos, D. C. & Azevedo, R. (2009). Self-efficacy and prior domain knowledge: To what extent does monitoring mediate their relationship with hyperme-dia learning? Metacognition and Learning, 4(3), 197–216.

Multon, K. D., Brown, S. D. & Lent, R. W. (1991). Relation of self-efficacy be-liefs to academic outcomes: A meta-analytic investigation. Journal of Counse-ling Psychology, 38(1), 30–38.

NOU 2014:7. (2014). Elevenes læring i fremtidens skole: Et kunnskapsgrunnlag. Kunnskapsdepartementet.

NOU 2018:2. (2018). Fremtidige kompetansebehov I, Kunnskapsgrunnlaget. Kunnskapsdepartementet.

Olafsen, A. H. (2018). Selvbestemmelsesteorien: Et differensiert perspektiv på motivasjon i arbeidslivet. Magma, 2, 54–61.

Pajares, F. (2006). Self-efficacy during childhoods and adolescence: Implica-tions for teachers and parents. I T. Urdan & F. Pajares (Red.), Self-efficacy be-liefs of adolescents (s. 339–367). IAP.

Ravn, J. (2017). Ansvarskompetanse (SINTEF-rapport 2017:00336). SINTEF.

Ravn, J. & Øyum, L. (2018). Towards ‘multi-collar’ unionism: Cases of trespass-ing professionals in Norwegian industrial relations. Economic and Industrial Democracy.

Schunk, D. H. & DiBenedetto, M. K. (2016). Self-efficacy theory in education. I K. R. Wentzel & D. B. Miele (Red.), Handbook of motivation at school (s. 34–54). Routledge.

Skaalvik, E. M. & Skaalvik, S. (2013). Skolen som læringsarena: Selvoppfatning, mo-tivasjon og læring (2. utgave). Universitetsforlaget.

Solem, A., Buvik, M. P., Finnestrand, H. O., Landmark, A., Magerøy, K. & Ravn, J. E. (2016). Fagarbeiderkompetanse: Kartlegging av dagens og fremtidens kompetansebehov i fagarbeiderrollen, i industri og bygg og anlegg (SINTEF-rapport A27716). SINTEF.

Vallerand, R. J., Blais, M. R., Brière, N. M., Senécal, C. & Vallières, E. F. (1997). Self-determination and persistence in a real-life setting: Toward a motiva-tional model of high school dropout. Journal of Personality and Social Psychology, 72(5), 1161–1176.

White, R. W. (1959). Motivation reconsidered: The concept of competence. Psy-chological Review, 66(5), 297–333.

Øyum, L., Olsen, D. S. & Thøring, L. (2019). From terrible teen to terrific train-ee: Norwegian cases of innovative workplace-school collaboration to edu-cate young people to become skilled workers in modern manufacturing in-dustry. European Journal of Workplace Innovation, 4(2), 232–250.

How to Cite
Thun, S., Thøring, L., & Øyum, L. (2021). Et kvalifisert utdanningsvalg for dagens ungdom: Resultater fra et innovasjons-samarbeid mellom en ungdomsskole, en videregående skole og en bedrift. Nordic Journal of Vocational Education and Training, 11(1), 71-96. 2111171
Peer-reviewed research articles