natgillin/translations-raw huggingface dataset:
Their partner is the industry, to a lesser degree the State. 
Their partner is the industry, to a lesser degree the State.
That’s a different notion, how the industry sets the pace which the engineering world has to adapt to. 
That’s a different notion, how the industry sets the pace which the engineering world has to adapt to.
For them, that raises another question about the relationship between the educator and the changing need of the profession itself. 
For them, that raises another question about the relationship between the educator and the changing need of the profession itself.
– I think most of the education here, as in most institutions, is not primarily focused on what the profession is doing at any given time. 
– I think most of the education here, as in most institutions, is not primarily focused on what the profession is doing at any given time.
It’s focused on the curriculum. 
It’s focused on the curriculum.
Determined by what the educators are concerned with. 
Determined by what the educators are concerned with.
And that creates a lot of tension. 
And that creates a lot of tension.
It’s also, I think, a lot of complexity and challenge for students to be able to navigate through this. 
It’s also, I think, a lot of complexity and challenge for students to be able to navigate through this.
Because what’s attracted them is not so much the educational emphasis but rather the actual profession itself. 
Because what’s attracted them is not so much the educational emphasis but rather the actual profession itself.
Better relationships between theory and practice 
Better relationships between theory and practice
– Do you see any ways to overcome these challenges? 
– Do you see any ways to overcome these challenges?
– To some degree, what needs to be overcome is the relative isolation of professional education from the actual experience. 
– To some degree, what needs to be overcome is the relative isolation of professional education from the actual experience.
That’s only relative, because in all these programs there are clinical and practical kinds of experiences, where students are directly under supervision of practicing professionals. 
That’s only relative, because in all these programs there are clinical and practical kinds of experiences, where students are directly under supervision of practicing professionals.
But it’s the improving or enhancing of the relationships among the different kinds of instruction that are really crucial. 
But it’s the improving or enhancing of the relationships among the different kinds of instruction that are really crucial.
Ranging from the more academic instruction all the way out to the placement supervisor and cooperating teacher and so on. 
Ranging from the more academic instruction all the way out to the placement supervisor and cooperating teacher and so on.
Who themselves are not very connected at all to the educational institution. 
Who themselves are not very connected at all to the educational institution.
So it’s making that more flexible and interactive, I guess. 
So it’s making that more flexible and interactive, I guess.
I think it’s really the solution to that problem. 
I think it’s really the solution to that problem.
Bring experience into the classroom 
Bring experience into the classroom
– Did you talk to HiOA-colleagues about this? 
– Did you talk to HiOA-colleagues about this?
– Yes, and certainly the heads of the programs understand that as a difficulty. 
– Yes, and certainly the heads of the programs understand that as a difficulty.
But the modern world is a world of specialization. 
But the modern world is a world of specialization.
So the people who are specialists in the educational end of it have their hands full just trying to do that. 
So the people who are specialists in the educational end of it have their hands full just trying to do that.
They’re often not in a lot of communication, they don’t have the time or interest, with the people in the other end, who are actually doing it, in the field. 
They’re often not in a lot of communication, they don’t have the time or interest, with the people in the other end, who are actually doing it, in the field.
– One of the things we did talk about in these sessions would be how to bring the experience of the practitioner more effectively into the students’ daily experience in the classroom. 
– One of the things we did talk about in these sessions would be how to bring the experience of the practitioner more effectively into the students’ daily experience in the classroom.
But even with the best of intention that’s still a difficult activity if you don’t have much daily experience of the professional field. 
But even with the best of intention that’s still a difficult activity if you don’t have much daily experience of the professional field.
To bridge the gap 
To bridge the gap
– There is a general idea among the students when they’re asked “where, or how do you learn best”, they describe the practice part of the curricula as the most relevant, and don’t see the theoretical part as relevant. 
– There is a general idea among the students when they’re asked “where, or how do you learn best”, they describe the practice part of the curricula as the most relevant, and don’t see the theoretical part as relevant.
Do you have thoughts about that? 
Do you have thoughts about that?
How do you bridge this gap? 
How do you bridge this gap?
– That’s the essential question. 
– That’s the essential question.
This is the most fundamental issue in professional education. 
This is the most fundamental issue in professional education.
The reason it doesn’t go away is that the institutional context in which education takes place is structured around what I in my work refer to as Academic Apprenticeship – the learning of theory and concepts that are what institutions such as this really exists for. 
The reason it doesn’t go away is that the institutional context in which education takes place is structured around what I in my work refer to as Academic Apprenticeship – the learning of theory and concepts that are what institutions such as this really exists for.
To keep those concepts alive and develop them and teach them. 
To keep those concepts alive and develop them and teach them.
The other institutional context, in which the professionals are working – is very different. 
The other institutional context, in which the professionals are working – is very different.
– What’s bad is when that gap results in students’ disability or unwillingness to understand the theoretical contribution to their practical experiences. 
– What’s bad is when that gap results in students’ disability or unwillingness to understand the theoretical contribution to their practical experiences.
A lot of my work has been concerned with both looking at examples of and trying to figure out better ways to keep that dialogue going. 
A lot of my work has been concerned with both looking at examples of and trying to figure out better ways to keep that dialogue going.
– Students have to be told from the very beginning that they’re going to be moving back and forth between these contexts. 
– Students have to be told from the very beginning that they’re going to be moving back and forth between these contexts.
Not just as students, but for their whole professional life. 
Not just as students, but for their whole professional life.
That’s a disposition they have to start working on now if they’re going to have happy and successful careers. 
That’s a disposition they have to start working on now if they’re going to have happy and successful careers.
It’s very hard to explain that to someone who’s just beginning their academic journey and doesn’t know much about either the academic world or the professional world. 
It’s very hard to explain that to someone who’s just beginning their academic journey and doesn’t know much about either the academic world or the professional world.
How to be a university 
How to be a university
– HiOA is on it’s way to becoming a university. 
– HiOA is on it’s way to becoming a university.
Any thoughts or advises to HiOA in this regard? 
Any thoughts or advises to HiOA in this regard?
– I’m not putting myself forward as a consultant on how to become a university. 
– I’m not putting myself forward as a consultant on how to become a university.
But I’d like to hold on to the same thought that we just had. 
But I’d like to hold on to the same thought that we just had.
– I think the dilemma is, to put it differently; educational institutions are a particular sector in society. 
– I think the dilemma is, to put it differently; educational institutions are a particular sector in society.
The pressure of the institution is to be as fully and as competitively best it can be in that institutional sector. 
The pressure of the institution is to be as fully and as competitively best it can be in that institutional sector.
So universities are trying to be universities. 
So universities are trying to be universities.
They’re not essentially trying to be banks or television outlets or something. 
They’re not essentially trying to be banks or television outlets or something.
– The inherent challenge is that universities have charters from society, and for the last few hundred years their function has been to develop science and academic concepts. 
– The inherent challenge is that universities have charters from society, and for the last few hundred years their function has been to develop science and academic concepts.
And to disseminate those, both through the education of students into that and also by their various activities in society to apply the ideas. 
And to disseminate those, both through the education of students into that and also by their various activities in society to apply the ideas.
– The difference between the university as typically conceived and the college or technical institute or number of other such examples is that these have been institutions whose main function, according to the social charter, has not been to develop the concepts, but to apply, to extend, to concretize those concepts. 
– The difference between the university as typically conceived and the college or technical institute or number of other such examples is that these have been institutions whose main function, according to the social charter, has not been to develop the concepts, but to apply, to extend, to concretize those concepts.
These institutions are now gradually more oriented towards the knowledge production function of the traditional universities. 
These institutions are now gradually more oriented towards the knowledge production function of the traditional universities.
Don’t forget the social function of the institution 
Don’t forget the social function of the institution
– I think the challenge for this institution, as for others of its kind, is to find a way to strengthen its social purpose of actually being able to apply knowledge more effectively in the education of people who are actually going to use the knowledge. 
– I think the challenge for this institution, as for others of its kind, is to find a way to strengthen its social purpose of actually being able to apply knowledge more effectively in the education of people who are actually going to use the knowledge.
– Not primarily people who are going to be researchers, or scholars or theorists. 
– Not primarily people who are going to be researchers, or scholars or theorists.
I think that is what’s unknown. 
I think that is what’s unknown.
– This is also a worldwide phenomenon – a kind of inflation of currency; everybody becomes a university, but does that mean that everybody is doing exceptional inventions? 
– This is also a worldwide phenomenon – a kind of inflation of currency; everybody becomes a university, but does that mean that everybody is doing exceptional inventions?
If they are, what happens to this important social function that the institution originally was established to have. 
If they are, what happens to this important social function that the institution originally was established to have?
The American researcher William Sullivan has visited SPS several times since 2013, and has been a great asset to the Preparing for Professional Practice Program. 
Den amerikanske forskeren William Sullivan har siden 2013 vært en ressursperson for SPS og Program for fremragende profesjonskvalifisering.
He's currently occupied with New American Colleges and Universities, a consortium of small, independent colleges and universities. 
Han er tilknyttet New American Colleges and Universities, et samarbeidsorgan for høyere utdanning.
Foto: Kjersti Lassen Professor II William Sullivan visited SPS for the first time in 2013, and has been back several times since then. 
Foto: Kjersti Lassen Professor II William Sullivan besøkte SPS for første gang i 2013, og siden har det blitt flere besøk.
Foto: SPS 
Foto: SPS
Students from European university colleges and universities eagerly participate in projects in Norwegian businesses and workplaces in the 'European Project Semester' (EPS) at HiOA. 
Students from European university colleges and universities eagerly participate in projects in Norwegian businesses and workplaces in the 'European Project Semester' (EPS) at HiOA.
In Spring 2016, a group of students got to grips with the HVAC challenges at Rondane Mountain Hotel. 
In Spring 2016, a group of students got to grips with the HVAC challenges at Rondane Mountain Hotel.
This is followed up by a new group of students in Fall 2016. 
This is followed up by a new group of students in Fall 2016.
'It was enjoyable and the students did a good job,' says Erling Bøe about the students of Spring 2016. 
'It was enjoyable and the students did a good job,' says Erling Bøe about the students of Spring 2016.
For many years, he has supervised many German, Dutch, Belgium, Spanish, Hungarian and Polish students, as well as some from the USA and Great Britain. 
For many years, he has supervised many German, Dutch, Belgium, Spanish, Hungarian and Polish students, as well as some from the USA and Great Britain.
Occasionally, some Norwegian students have also participated. 
Occasionally, some Norwegian students have also participated.
The EPS students can choose between different projects. 
The EPS students can choose between different projects.
On this occasion, so many students had applied for the Rondane Mountain Hotel project that five students were accepted, while the limit for such projects is usually four. 
On this occasion, so many students had applied for the Rondane Mountain Hotel project that five students were accepted, while the limit for such projects is usually four.
The students of spring 2016 were Zuzanna Burzynska, Dac Loc Dao, Blanca Fernández Hernando, Matthéo Marchand and Coline Maunory from Poland, Vietnam, Spain and France. 
The students of spring 2016 were Zuzanna Burzynska, Dac Loc Dao, Blanca Fernández Hernando, Matthéo Marchand and Coline Maunory from Poland, Vietnam, Spain and France.
'This was the second time we've carried out a project at Rondane Mountain Hotel. 
'This was the second time we've carried out a project at Rondane Mountain Hotel.
We will also carry out a project this autumn,' explains Erling Bøe. 
We will also carry out a project this autumn,' explains Erling Bøe.
Ventilation, heating, kitchen hygiene and water quality in the hotel's swimming pool should be improved in order to meet the requirements. 
Ventilation, heating, kitchen hygiene and water quality in the hotel's swimming pool should be improved in order to meet the requirements.
The students carried out measurements, and found a discrepancy between how things actually are and how they should be. 
The students carried out measurements, and found a discrepancy between how things actually are and how they should be.
They then came up with proposals for how to progress from the current situation to fulfilling the recommendations, and what this will cost. 
They then came up with proposals for how to progress from the current situation to fulfilling the recommendations, and what this will cost.
The students found, for example, a great deal of radon in the hotel's lower ground floor. 
The students found, for example, a great deal of radon in the hotel's lower ground floor.
This is a problem that must be solved. 
This is a problem that must be solved.
The students then studied alternatives for solving the problem and then tried to find out which alternatives best suited the hotel in terms of the technical solution, finances and operating costs. 
The students then studied alternatives for solving the problem and then tried to find out which alternatives best suited the hotel in terms of the technical solution, finances and operating costs.
'They had the most trouble finding prices, since understanding Norwegian is a big advantage in that connection. 
'They had the most trouble finding prices, since understanding Norwegian is a big advantage in that connection.
The technical work mainly went very well.' 
The technical work mainly went very well.'
'Did the students divide the tasks between them?' 
'Did the students divide the tasks between them?'
'Yes, I told them that there were five of them and that they had to define the main problem and divide the tasks between them.' 
'Yes, I told them that there were five of them and that they had to define the main problem and divide the tasks between them.'
'I split the problem into five sub-problems. 
'I split the problem into five sub-problems.
One student was responsible for the heating system, one for ventilation, one for water quality in the swimming pool, one for the hot tap water and one for kitchen hygiene.' 
One student was responsible for the heating system, one for ventilation, one for water quality in the swimming pool, one for the hot tap water and one for kitchen hygiene.'
'They each had a sub-problem, held meetings at which they exchanged experiences, and worked together on the main problem. 
'They each had a sub-problem, held meetings at which they exchanged experiences, and worked together on the main problem.
They learned how to work practically and gained practice in working in project groups with participants from different cultural backgrounds.' 
They learned how to work practically and gained practice in working in project groups with participants from different cultural backgrounds.'
'This way of working, working on a main research topic, several participants, and then dividing it into sub-problems, is a typical Norwegian way of doing things. 
'This way of working, working on a main research topic, several participants, and then dividing it into sub-problems, is a typical Norwegian way of doing things.
They learned "the Norwegian way of solving problems".' 
They learned "the Norwegian way of solving problems".'
The hotel was closed for a few months during the spring due to renovations. 
The hotel was closed for a few months during the spring due to renovations.
The students managed to take measurements all the same, despite the hotel not being in operation. 
The students managed to take measurements all the same, despite the hotel not being in operation.
The students and supervisor visited twice, first on a day trip and later for a three-night stay. 
The students and supervisor visited twice, first on a day trip and later for a three-night stay.
'There was snow and we did some skiing. 
'There was snow and we did some skiing.
It was fun and a very enjoyable experience for those who had not skied before,' says Erling Bøe. 
It was fun and a very enjoyable experience for those who had not skied before,' says Erling Bøe.
'The students came from very different backgrounds. 
'The students came from very different backgrounds.
It involved a lot of HVAC engineering. 
It involved a lot of HVAC engineering.
None of them had a background in that field, but one had some thermal engineering experience and one had a background in microbiology. 
None of them had a background in that field, but one had some thermal engineering experience and one had a background in microbiology.
I had to tell them a bit about HVAC engineering problems to help them get started.' 
I had to tell them a bit about HVAC engineering problems to help them get started.'
The students wrote a 105-page report, which was edited as a scientific report. 
The students wrote a 105-page report, which was edited as a scientific report.
It ends with a conclusion that can be used as an overview by the hotel's management of what they can do and what it will cost. 
It ends with a conclusion that can be used as an overview by the hotel's management of what they can do and what it will cost.
The student's work was presented to the examiners at the end of the semester, and they gave the students a good exam grade. 
The student's work was presented to the examiners at the end of the semester, and they gave the students a good exam grade.
We asked the students what it had been like taking part in the project. 
We asked the students what it had been like taking part in the project.
The students in this project, Blanca, Zuzanna, Coline, Locado and Mat are all from different engineering programmes: packaging engineering, industrial design, management and production engineering, and design of special machines. 
The students in this project, Blanca, Zuzanna, Coline, Locado and Mat are all from different engineering programmes: packaging engineering, industrial design, management and production engineering, and design of special machines.
They could choose between three projects. 
They could choose between three projects.
It was interesting for them to work with a real business, and to deal with something real, in this case a hotel. 
It was interesting for them to work with a real business, and to deal with something real, in this case a hotel.
Overall, the students are satisfied with the project, but it would have been even better if they had known more about the needs of the hotel earlier, such as how much energy it consumes in a year. 
Overall, the students are satisfied with the project, but it would have been even better if they had known more about the needs of the hotel earlier, such as how much energy it consumes in a year.
It was also a problem that the hotel was being renovated, and they had not known this when choosing the project. 
It was also a problem that the hotel was being renovated, and they had not known this when choosing the project.
They had enough time to complete the project since it was the only course that semester. 
They had enough time to complete the project since it was the only course that semester.
'We were very focused on it, and could devote all our time to it,' says Zuzanna. 
'We were very focused on it, and could devote all our time to it,' says Zuzanna.
'How can the EPS project be useful to you as students?' 
'How can the EPS project be useful to you as students?'
'For me, the EPS was one semester in another country. 
'For me, the EPS was one semester in another country.
The project on the hotel was not linked to my study programme, but I learned to think in cooperation with others and was able to practise teamwork using English in a multicultural team,' says Coline. 
The project on the hotel was not linked to my study programme, but I learned to think in cooperation with others and was able to practise teamwork using English in a multicultural team,' says Coline.
'Different people, different cultures, different ways of thinking, and learning from different ideas, producing a report and writing, things we did not know very much about before,' says Zuzanna. 
'Different people, different cultures, different ways of thinking, and learning from different ideas, producing a report and writing, things we did not know very much about before,' says Zuzanna.
'The programme is like a complete study programme, because it's not only about multicultural backgrounds, but also about visiting a country, meeting new people and exploring a different way of life. 
'The programme is like a complete study programme, because it's not only about multicultural backgrounds, but also about visiting a country, meeting new people and exploring a different way of life.
It is a very comprehensive experience,' says Matthéo. 
It is a very comprehensive experience,' says Matthéo.