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ILISIMATUSARFIK - SHAPING THE ARCTIC

Ilisimatusarfik’s profile magazine - Shaping the Arctic 2019 Editor: Ilisimatusarfik English Version: Jeppe Hofman Layout: Ilisimatusarfik Front Page Illustration: Ivalu Risager Photographers: private photographs, Ilisimatusarfik & Emil Stach Print: ReneDesign CONTE 2 Shaping the Arctic

EN RESEARCH 34 40 64 72 INTERNATIONALISATION 44 46 48 52 PROGRAMMES GUIDANCE & CAREER GRADUATES PHD PROGRAMME NT www.uni.gl 3 16 - 23 24 - 31 66 - 71 75 - 79

Rector Gitte Adler Reimer at Campus Ilimmarfik. Photographer: Emil Stach. 4 Shaping the Arctic

INTRODUCTION Welcome to Ilisimatusarfik’s profile magazine SHAPING THE ARCTIC. It is our pleasure to present to you many of the various activities that take place at Ilisimatusarfik – from our history, educational programmes and research projects to our focus points on, among other things, guidance, international collaboration and many other exciting subjects. At Ilisimatusarfik, we provide education for both the private and the public labour market; we carry out research and offer educational programmes within the fields of humanities, social sciences and health sciences. As you read our magazine, it will become clear that Ilisimatusarfik is an Arctic university – one that generates and fosters knowledge and innovation in a part of the world that is undergoing great change – in breadth, scope and across many fields. Through research, education, and cooperation, Ilisimatusarfik is Shaping the Arctic. Enjoy our magazine. And remember, if you want to learn more, you are always welcome to visit us at uni.gl. Kind regards, GITTE ADLER REIMER, gitr@uni.gl Rector www.uni.gl 5

ABOUT US I LISIMATUSARFIK IS THE ONLY UNIVERSITY IN GREENLAND and is located in the capital, Nuuk. Until 2007, Ilisimatusarfik was housed in the old Herrnhutian Mission Station from 1738. In the beginning of 2008, Ilisimatusarfik officially merged with a number of professional bachelor’s degree programmes and was at the same time relocated to the newly built university park Ilimmarfik, a beautiful campus area for education, research, documentation and dissemination. Today, Ilisimatusarfik consists of four institutes with a total of 11 different departments (in this magazine, you can read about our research focus, etc. and of course our various educational programmes). Ilisimatusarfik trains future graduates for both the private and public sector – nationally and internationally – and our research and educational programmes are within the humanities, social sciences and health sciences, focusing on topics related to Greenland and the Arctic. Ilisimatusarfik prioritises highly collaboration with the world outside campus – both locally and internationally. That’s why we also work hard to bridge the gap between the university world, the business world and the public sector. We do this because in such a collaboration everyone contributes with strong qualifications and brings innovation and ingenuity together for the good of society. 6 Shaping the Arctic

Campus Ilimmarfik on a beautiful winter's day. Photographer: Emil Stach. www.uni.gl 7

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The view from campus Ilimmarfik is amazing. Photographer: Ilisimatusarfik. www.uni.gl 9

GREENLAND 10 Shaping the Arctic

D S INCE 2008, ILISIMATUSARFIK HAS BEEN LOCATED AT CAMPUS Ilimmarfik – with the whole campus area beautifully decorated in Greenlandic art by, among others, the following Greenlandic artists: • Aka Høegh • Anne-Birthe Hove • Julie Edel Hardenberg • Miki Jacobsen • Hans Lynge • Harald Moltke The first four artists represent the more contemporary and modern, whilst the last two represent something more traditional to Greenland. In connection with the inauguration of Ilimmarfik, the university received several of the artworks as gifts. Thus, the works by Aka Høegh are funded by the Danish Arts Foundation Denmark-Greenland, while the works by Anne-Birthe Hove are financed by the Augustine Foundation. The photographs by Julie Edel Hardenberg are a gift from the artist herself, and the work by Miki Jacobsen is a gift from the then Nuuk Municipality. We are immensely proud and happy that these artists have found their place at Ilimmarfik and that so many people can find joy in their works every day. DIC ART www.uni.gl 11 Art at Campus Ilimmarfik by Harald Moltke: "Untitled". Photographer: Ilisimatusarfik.

Art at Campus Ilimmarfik by Aka Høegh: "The Future". Photographer: Emil Stach. 12 Shaping the Arctic

www.uni.gl 13

OUR HISTORY – IN BRIEF 1989 1987 Master's degree programmes are introduced. The 3-year bachelor's degree programme in Theology is merged with The Inuit Institute. The Inuit Institute changes name to Ilisimatusarfik (University of Greenland). The opening and 1983 Professor Robert 1974 Greenland's Provincial Council proposes that a university-like institution be established – an Inuit institute. Petersen is brought on as head of institute. From 1983 to 1987, the institute is named Ilisimatusarfik – The Inuit Institute. relocation into the university's own buildings in the newly restored Herrnhutian mission station, New Herrnhut, is celebrated on 10 September 1987. Continuous adaptation of Ilisimatusarfik in the period 1987–1989 to expand the universitylike structures that in 1989 are translated into an actual administrative law. The administrative law is adopted and Ilisimatusarfik receives university status. The founding date for Ilisimatusarfik as a university is 1 September 1989. 1995 1988 1984 1981 The establishment of Ilisimatusarfik is decided at the Parliament of Greenland's autumn session in September 1981. The first students are admitted for the spring semester. Robert Petersen is appointed rector (retires in September 1995). A bachelor's degree programme is introduced. 14 Shaping the Arctic

2012 A bachelor's degree programme in Translation & Interpretation is introduced. 2005 A special programme in theology (exam theol) followed by a pastoral college is introduced in 2003–2005. 2008 Ilisimatusarfik relocates to the newly built Campus Ilimmarfik. Ilisimatusarfik now 1997 A bachelor's degree programme in Theology is introduced. comprises nine institutes. A board of directors is appointed. 2010 A new institute structure with three institutes is introduced: the Ilimmarfik Institute, the Institute of Learning, and the Institute of Nursing & Health Sciences. 2018 A bachelor's degree programme in Public Law is introduced. 2017 2009 2007 1996 The Parliament of Greenland adopts a new administrative law. The new administrative law is adopted, after which Ilisimatusarfik is merged with other further education institutions – and a structure is introduced with a board of directors and an appointed rector (as of 1 January 2008). Tine Pars is appointed rector on 1 January 2009. Gitte Adler Reimer is appointed rector on 1 January 2017. 2015 A new institute structure with four institutes is introduced: the Institute of Learning, the Institute of Nursing & Health Sciences, the Institute of Social Science, Economics & Journalism, and the Institute of Culture, Language & History. A bachelor's degree programme in Business Economics is introduced. www.uni.gl 15

PROGRAMMES A close-up of one of our handsome graduates. Photographer: Ilisimatusarfik. 16 Shaping the Arctic

ILISIMATUSARFIK IS THE ONLY UNIVERSITY IN GREENLAND AND OFFERS MANY DIFFERENT BACHELOR’S AND MASTER’S DEGREE PROGRAMMES www.uni.gl 17

T Y PE : BACHELOR ’ S AND MASTER ’ S DEGREE PR OGR A MMES DUR ATION : 3 – 5 Y EARS COURSE LANGUA GES : GREENLANDIC , D ANISH AND ENGLISH LOC ATION : C A MPUS ILIMM ARFIK AND ILINNIARFISSUA Q / / BACHELOR ’S & MASTER ’ S DEGREE PROGRAMMES BUSINESS ECONOMICS Are you interested in economics and finance, and would you like to work with the financial analysis of business operations? The overall purpose of the bachelor’s degree programme in Business Economics is to give you the qualifications to enable you to pursue a career in a public or private company as a specialist in business economics. You can also work as a generalist with a comprehensive, broader view of a company’s operations and development potential. The programme is developed and completed in close cooperation with the Greenlandic business community. With a bachelor’s degree in Business Economics, you are equally qualified to further your studies by enrolling in a master’s degree within social sciences. The degree can be a stepping-stone to future career prospects in management – especially in the private sector. You can for example choose to work within financial reporting and financial management, financing or marketing. JOURNALISM Do you have curious mind? Do you see yourself earning a living by exploring, uncovering and communicating key issues in Greenlandic society and abroad? As a student on the bachelor’s degree programme in Journalism, you will be trained in how to solve journalistic tasks in the journalistic media including printed media, television, radio and Internet. The programme is both practical and theoretically oriented. You will gain skills in journalistic methods and speech as well as an understanding of society’s structures and systems. Being a journalist requires good collaboration skills, discipline and an ability to work independently, since journalism is as much about being enterprising as it is about being able to reach out and show initiative. You will be engaging with people from all walks of life: great and small, famous stars, overlooked minorities, and everyday people. The programme in Journalism involves training for a profession with many privileges and great responsibilities. This applies as much during your studies and work experience period as it does later on as a trained journalist. As a trained journalist, you can pursue a career within news and content production for different media (e.g. TV, radio, web, print-based media, communication departments, etc.). You can choose to specialise in a specific area such as politics (business journalism, political journalism, foreign journalism or other forms of specialisation), culture, crime, etc. You also have the opportunity to work freelance or accept a permanent position at a news agency. 18 Shaping the Arctic

NEED SOME GUIDANCE ? YOU ARE ALWAY S WELCOME T O CONTA C T THE STUDENT COUNSELLOR ’ S OFFICE B Y EM AIL AT STUDIE VE JLEDER@UNI . GL // WATCH OUR PROGRAMME VIDEOES ON UNI.GL LAW Greenlandic society is a society ruled by law in rapid development. In many ways, laws and regulations govern our everyday life, our various administrative bodies and our society – that is why it is important that we have people who can draw up and interpret these laws for the common good of the future development of our society. The bachelor’s degree programme in Law provides you with general legal training, focusing on public sector law and the Greenlandic laws, giving you the necessary qualifications to pursue a career within the Government of Greenland or one of Greenland’s counties. The programme is closely followed by both a professional panel and a recruitment panel to ensure that you have the best employment options after graduation. You can take up a position as an academic administrative officer or consultant with either the Government of Greenland or one of Greenland’s counties. Also, publicly owned companies are often looking for law graduates. CULTURAL & SOCIAL HISTORY Are you excited about cultural and social history, and do you see yourself in a communicative role for a museum or maybe in archaeology or a cultural area? Our programme in Cultural and Social History provides a broad and diverse understanding of cultural and social conditions in a historical perspective – focusing on the Arctic world, but always with international issues and research as the underlying basis. You will learn about the entire human history, from the first people more than 200,000 years ago to today, with an emphasis on the post-1500 era. The programme comprises a bachelor’s degree (3 years) and a master’s degree (2 years). As a graduate with a master’s degree in Cultural and Social History, you have the opportunity to pursue a career in the following fields: • Teaching history at the upper secondary/high school level (GUX) (with a GUX-relevant minor) • Archives, museums, etc. • Media or publishing • DID YOU KNOW? Did you know that every year we host a transition programme for all the upper secondary/high school graduates from GUX in Nuuk? In this programme, students learn about life at university, our various educational programmes, and they are also introduced to some of our research. • Public administration • Tourism and other places emphasising cultural communication Teaching and research work at an institution of higher education www.uni.gl 19

TEACHER Are you interested in teaching and pedagogy, and do you want to help build a solid foundation for the further education of Greenland’s children and youth? On our bachelor’s degree programme in Teaching, you will train for a career in teaching in Greenland’s primary and lower secondary schools or other pedagogical institutions. The programme links practical training and theory, and during the programme you will learn about pedagogical theories, which you will have a chance to test during your work experience periods. In this way, the programme provides you with both the practical experience and the theoretical knowledge necessary for your future teaching career. Currently, and in the years to come, there is a high demand for school teachers in Greenland, which greatly adds to your job prospects after graduation. As a trained teacher, you will be able to: • Work as a teacher in Greenlandic state schools • • Help children and young people at pedagogical institutions Further your studies by enrolling in a master’s degree programme The Teacher Training programme is taught at Ilinniarfissuaq. TRANSLATION & INTERPRETING Are you enthusiastic about language and would you like to contribute towards Greenland’s future with increased internationalisation? With a bachelor’s degree in Translation & Interpreting you will hold a central role in raising the level of service as a translator and interpreter in a bilingual public system – and ensure that the Greenlandic language and culture thrives in the midst of globalisation. The aim of the programme is to prepare you to solve linguistic tasks with a focus on translation and interpretation between Greenlandic and Danish, as well as oral and written communication in English. Currently, and in the years to come, there is a high demand for translators and interpreters in Greenland, which makes your job prospects after graduation highly attractive. These prospects could for example be in the following fields: The programme comprises a bachelor’s degree (3 years) and a master’s degree (2 years). Previous experiences show that many graduates with a master’s degree in Arctic Social Sciences find employment in various positions in Greenland’s public administration. Some go on to careers in organisations and larger companies. SOCIAL WORKER Do you have an interest in social work, and would you like to make a difference for the people in Greenland who need professional social help? The Social Worker programme is a broad bachelor’s degree programme where you are trained within four subject areas: Social Work, Social Studies, Psychology and Law. The programme in Arctic Social Sciences is broadly based and covers important social science disciplines such as political science, sociology and economics. An understanding of these fields and their interactions will enable you to form an overall understanding of the tasks that, for example, a public administration deals with. During the programme, you will gain the knowledge and tools to help shape future organisations and companies. The entire programme is based on Greenlandic, Arctic and international conditions. • Government of Greenland • Parliament of Greenland • • • Sermersooq Municipality The health service The judicial system • As a teacher at Niuernermik Ilinniarfik or as a lecturer at Ilisimatusarfik • Private companies • Freelance translator or interpreter ARCTIC SOCIAL SCIENCES Do you find Greenlandic and Arctic conditions as well as international social conditions fascinating and would you like to work towards the development of public and private organisations and companies? 20 Shaping the Arctic

The aim of the programme is to enable social workers to prevent and remedy social problems in today’s society. NURSE During the Social Worker programme, you can find yourself challenged on a personal level, and you will come into contact with many different people – some with very difficult circumstances. There is a great shortage of social workers in Greenland. This means that there are great opportunities to pursue a career as a social worker within: • • • The public sector – including the Government of Greenland and Greenland’s counties The Prison Service The Health Service • Private social institutions and professional organisations Are you interested in healthcare, and would you like to help people get well again after an illness or accident? A bachelor’s degree in nursing offers many different options. Many nurses work in hospitals and healthcare centres, where they take care of patients, hand out medication and plan the entire treatment process. However, trained nurses can also work with informing about general health, with education and many other things. A nurse’s job is a very versatile one, where both your professional knowledge and personal qualities are brought to bear. Nurses are trained for a comprehensive healthcare system to care for children, young people, adults and the elderly – with everything from acute and traumatic accidents and illnesses, to chronic, somatic and psychiatric disorders. LANGUAGE, LITERATURE & MEDIA Do you have an ear for the Greenlandic language, and would you like to work with language, literature and/or the media? During the programme in Language, Literature & Media, you acquire knowledge about language structures and the importance of language for a country’s cultural identity. Just as language is of great importance for a people’s identity, literature and media also play an important role in how news, debate and culture are communicated. Thus, when you study Language, Literature & Media, you move within the cultural core – and you learn to read and feel the heartbeat of the key areas in society. The programme comprises a bachelor’s degree (3 years) and a master’s degree (2 years). With a master’s degree in Language, Literature & Media, you have the opportunity to pursue a career in the following fields: • • Teaching at a vocational college, a sixth form college (including A-levels) or a teacher training college The Language Secretariat • Public administration • Publishing and other cultural institutions • Radio & TV • Teaching and research work at an institution of higher education Training to become a nurse is a path to a career where you both work with people and experience great professional challenges. At the same time, the programme provides great opportunities for working abroad – both during your studies and as a trained nurse. The programme is arranged in collaboration with the Greenlandic Health Service. THEOLOGY Are you curious as to how Christianity arose, how it has evolved over time and what its role is in today’s Greenlandic society? These are some of the questions the bachelor’s degree programme in Theology deals with. As a student of Theology, you will learn about the origin, history and contemporary development of Christianity. You will then be able, in an independently and qualified manor, to relate to and concern yourself with the Christian tradition from a contemporary perspective. With a bachelor’s degree in Theology, you will have the opportunity to become a priest in the Greenlandic Church by supplementing your training with a 6-month course in Pastoral Theology by appointment of the bishop of the diocese of Greenlandic. A small number also find employment in other areas, particularly within social work, teaching and communication in both the public sector and in private organisations. www.uni.gl 21

THE FUTURE: AR BY SUZANNE MØLLER ASSOCIATE RECTOR & HEAD OF INSTITUTE SUM@UNI.GL N ATURE IS AN INTEGRAL PART OF LIFE IN GREENLAND AND IT IS just outside your door. Nature and the utilisation of its resources are also of huge importance to the country. The core task of Ilisimatusarfik is to educate young people for entering society – and one of the next steps for us is to create a bachelor’s degree in Natural Sciences. Therefore, it is a great desire of Ilisimatusarfik to be able to offer a bachelor’s degree in Arctic Biology. The environment, climate and ecosystems, the sustainable use of natural resources, and close contact with local communities and administrations will be the focal points of the programme. With a degree in Arctic Biology, the student will be able to collaborate locally with the individual sealers – but also at an overall national level. The duration of the programme will be 4 years, and the researchbased teaching is planned to take place in close collaboration with the Greenland Institute of Natural Resources, various administrations and the business community. The programme partly aims at occupational readiness after the 4 years, but also at the possibility of being able to continue your studies after completion. 22 Shaping the Arctic Aviaja Hauptmann Lyberth. Private photo.

RC CTIC BIOLOGY Dorte Søgaard. Private photo. www.uni.gl 23

GUIDANCE IN FOCUS BY VARNA MARIANNE NIELSEN, STUDENT COUNCELLOR VMNI@UNI.GL T HE ADVISORY SERVICES AT ILISIMATUSARFIK ARE UNDERGOING DEVELOPMENT IN CLOSE collaboration with our students. Basically, guidance is about being supported in making a decision on one’s education, business or career. It can be in collaboration with the individual student or students as a collective. In Greenland, however, counselling is still a trade and profession in development. In many educational institutions, advice services are performed as a function involving conversations with the students – who may be going through hard times and need someone to talk to, who have not met the requirements for attendance or who have not chosen the right programme for them and wish to discontinue. Of course, these tasks are also a big part of the counsellor’s work – but they are by no means comprehensive. There are also all the other students who are right on track, but who may be in need of professional advice about their further opportunities. Furthermore, there are all the many applicants who wish to continue their studies after vocational college/sixth form college, but who have not talked to a student counsellor about their choices before applying. Counselling has a huge untapped potential in Greenland, which could also help to reduce the large drop-out rate. However, this requires greater cooperation and joint efforts. At Ilisimatusarfik, we have therefore chosen to start from scratch and build our advisory services so that we can implement our counselling efforts where the needs are – and in relation to what is statutory by law regarding guidance in Greenland. 24 Shaping the Arctic

” THE ADVISORY SERVICES AT ILISIMATUSARFIK ARE UNDERGOING DEVELOPMENT IN CLOSE COLLABORATION WITH OUR STUDENTS We are also working on adapting our advisory services to Greenlandic conditions – and hopefully it will inspire the many guidance enthusiasts in the rest of Greenland. The adaptation is undertaken based on a preliminary study in which students are given the opportunity to participate and give their input on, for example: • • • • • the students’ experience of the transition from a youth education programme to Ilisimatusarfik their knowledge of the programme before and during admission their thoughts on the programme, the scheduling, etc. their motivation, work load, etc. support and challenges they experience during the programme • how they are doing generally and what wishes or needs they otherwise have It is a demanding task that requires cooperation across all departments at Ilisimatusarfik, but it is a task that also receives a great deal of support and attention. Therefore, students at Ilisimatusarfik are offered a diverse range of advisory services, for example: • Student counselling (counselling from a psychologist) • Mentoring (professional exchange) • Coaching DID YOU KNOW? Did you know that you can always stay updated with upcoming events and already held events at uni.gl? www.uni.gl 25

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Student Counsellor Varna Marianne Nielsen at campus Ilimmarfik. Photographer: Emil Stach. www.uni.gl 27

CAREERS FAIR A T ILISIMATUSARFIK, WE ALWAYS try to enhance our collaboration with the Greenlandic labour market. This is not just to offer our students programmes that are as connected to the off-campus world as possible, it is also to prepare them for their first job. To promote this further, every year we arrange a careers fair, where many companies, public institutions and organisations participate. Among these are: • The Bishop’s Office • Parliament of Greenland • • • The Competition and Markets Authority • • • Greenland Business The National Theatre of Greenland The Greenland Institute of Natural Resources • • The Greenland Police Statistics Greenland • • GUX (Greenland’s Sixth Form Colleges (A-levels)) • • Kalaallit Nunaanni Brugseni (supermarket chain ‘Brugseni’) The French Embassy in Denmark The Ministry of Fisheries, Hunting and Agriculture • The Ministry of Mineral Resources and Labour • • • The Ministry of Health The Ministry of Foreign Affairs The Greenlandic Health Service • Donnas Dyreklinik (veterinary) • National Library of Greenland • The Greenland National Museum • Qeqertalik Municipality • • Sermersooq Municipality The National Public Defender’s Office in Greenland • • Greenland Airports Greenland’s public energy company The purpose of the careers fair is to facilitate contacts between our students and the Greenlandic labour market. At the careers fair, companies, public institutions and organisations also have a great opportunity to market themselves as a workplace to our many students. The careers fair is open to the public – so all interested citizens in Nuuk are more than welcome. • The National Board of Social Services TELE-POST (telecommunications and postal services company) The Greenlandic Agency for Economy and Personnel • Royal Arctic Line (seaborne freight company) • Royal Greenland • • Nuuk Museum • Pisiffik (supermarket chain) • Qeqqata Municipality Sermersooq Business Council 28 Shaping the Arctic

” AT THE CAREERS FAIR, WE INVITE ALL MAJOR COMPANIES, PUBLIC INSTITUTIONS AND ORGANISATIONS IN GREENLAND – SO IT IS A GREAT OPPORTUNITY TO MEET YOUR FUTURE WORKPLACE www.uni.gl 29

Many companies, institutions and organisations participate in the careers fair. Photographer: Ilisimatusarfik. 30 Shaping the Arctic

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ILISIMATUSAAT T O COMMUNICATE OUR VARIOUS RESEARCH, we publish a free electronically accessible popular science journal. Society in general is also entitled to share in the knowledge developed at Ilisimatusarfik, a task that the journal helps fulfil – in a language that is accessible to everyone and not just within the research community. Our journal is called "Ilisimatusaat" and contains easy-to-read articles about our research and development projects. The journal is published once a year in Greenlandic, Danish and English. Previous publications of Ilisimatusaat have featured articles about: • • • • • • • • The history of theatre and television in Greenland Greenlandic youth as influencers Christianity in and outside of Greenland Self-governance and paradiplomacy in the Arctic 24-hour care centres in Greenland Journalism in Greenland The Greenlandic state school Giving birth and life as a senior citizen in Greenland The journal is free to download from uni.gl. 32 Shaping the Arctic

T - KNOWLEDGE ABOUT GREENLAND www.uni.gl 33

RESEARCH IN F RESEARCH AT THE INSTITUTE OF SOCIAL SCIENCE, ECONOMICS & JOURNALISM BY GESTUR HOVGAARD, HEAD OF INSTITUTE GEHOV@UNI.GL ” THE INSTITUTE IS CONTINUALLY WORKING ON DEVELOPING ITS SHARE OF RESEARCH AND INTENSIFYING THE DEVELOPMENT OF RESEARCH-BASED TEACHING 34 Shaping the Arctic

F FOCUS T HE INSTITUTE OF SOCIAL SCIENCE, ECONOMICS & JOURNALISM COMPRISES FIVE DEPARTMENTS: • Department of Journalism • Department of Law • Department of Social Science • Department of Social Work • Department of Economics & Business Studies Altogether, there are almost 20 full-time employees and about 20 researchers affiliated in different ways. In addition, we have a number of associated teachers – both local and international. The institute is continuously working to develop its share of research and intensifying the development of research-based teaching. As part of its strategic development, the institute is in the process of forming two research groups to add more synergy and focus to the research. In the areas of social work and social policy, research is currently being conducted into social resilience, poverty and homelessness, the deprivation of liberty, and the conditions for inmates. There is a clear need to expand research into the social policy area, including research into children and adolescents, partly because many young people finish school without having achieved basic school skills – the result being a large drop-out rate in later education programmes. Research into the Greenlandic primary and lower secondary schools is currently being conducted, but it is our wish to expand this research to also cover the lives of children and young people in a broader sense. This applies, for example, to young people's motives for their choice of and wish for education and residence place to live, and to the formation of identity. Within our own university world, we also wish to better understand the reasons behind the drop-out rates and young people's educational choices, as well as to develop learning methods that can help to strengthen the individual's learning and, in turn, reduce drop-out rates. Within the field of political sciences, research is being carried out on the political parties and the political development in Greenland in general – and research is also being conducted into journalism in small communities and Greenlandic media content. In recent years, both the unity of the realm and geopolitical issues have been added to the research agenda. As a result, research is being conducted into Greenland's international relations, i.e. its relationship to the EU, the West Nordic Region and, of course, the development towards increased self-government. In light of this development, there is a growing need for research into a number of other aspects of democracy in Greenland. In economics, research into economic history, economy in an island society, entrepreneurship, as well as in management in Greenlandic organisations and companies is undertaken. Within natural resources, i.e. oil, gas and mineral raw materials, a number of projects have been completed, while research in vital areas such as fishing and tourism has not yet been conducted. There has been very little research in law, but with the newly founded Department of Law, an increased focus on the forensic field is expected, and thus a greater knowledge about Greenlandic law and Greenland's status in relation to international law. www.uni.gl 35

PROJECT WORK - IN ARCTIC SOCIAL SCI BY STEVEN ARNFJORD HEAD OF DEPARTMENT STAR@UNI.GL O N THE BACHELOR’S DEGREE PROGRAMME in Arctic Social Science, students and teachers apply project-based learning and exams. Using this method, a large part of the students’ learning is facilitated through projects that combine real-life issues with social science theory and method. We know from experience that project work is a strong motivational factor that strengthens the joy of studying. At each semester, the students complete a project that links knowledge from lectures and other teaching into one or more social science core subjects, such as politics, sociology, economics or subjects like international politics in the Arctic. The students prepare the projects based on a self-chosen thesis, supervised by one of the programme’s associated researchers. The aim of the thesis-based approach is to strengthen the students’ ability to reflect, abstract from and adopt a critical approach to questioning the underlying causes of different social tendencies in Greenland and the Arctic. These qualifications are achieved through learning the methods comprising social sciences research, such as questionnaires, statistics, observation and interview techniques. The purpose of the social sciences is to enable the students themselves to collect the necessary knowledge they need through the project work. Learning through project-based teaching will to a greater extent reflect the reality that holders of a master’s degree in Arctic Social Sciences will encounter in their future jobs in public or private companies. DID YOU KNOW? Are you looking for someone with professional expertise to help you with an article, a paper, or similar? Luckily, help is not far away. At uni.gl, you can find a growing catalogue of academic subjects where you can find researchers in many different subject fields. 36 Shaping the Arctic

I IE IN FOCUS ENCE ” THE AIM OF THE THESISBASED APPROACH IS TO STRENGTHEN THE STUDENTS’ ABILITY TO REFLECT, ABSTRACT FROM AND ADOPT A CRITICAL APPROACH TO QUESTIONING THE UNDERLYING CAUSES OF DIFFERENT SOCIAL TENDENCIES IN GREENLAND AND THE ARCTIC www.uni.gl 37

-ENTREPRENE IN TEACHING ” ENTREPRENEURSHIP IN TEACHING COMPRISES THREE CENTRAL ELEMENTS: ONE ELEMENT IS TRAINING THE STUDENTS’ CREATIVITY, WHERE WE WORK TOWARDS GENERATING NEW IDEAS AND CREATING AN ENVIRONMENT OF ACKNOWLEDGEMENT WHERE NO ONE IS EXCLUDED ANOTHER ELEMENT IS THE INNOVATIVE PROCESS, WHERE WE TAKE AN ANALYTICAL AND ORGANISED APPROACH TO THE QUALIFICATION AND SELECTION OF IDEAS TO TAKE FURTHER THE THIRD ELEMENT IS IMPLEMENTATION, WHERE THE SELECTED IDEAS ARE WORKED ON USING STRUCTURED TOOLS AND PRESENTED TO INTERESTED PARTIES, WHEREAFTER THE SUSTAINABILITY OF THE IDEAS ARE ASSESSED 38 Shaping the Arctic

E EURSHIP BY ANNE LISE KAPPEL HEAD OF DEPARTMENT ALKA@UNI.GL E NTREPRENEURSHIP AND INNOVATION, are often referred to as central concepts in relation to developing Greenlandic society and creating growth. These concepts are often associated with starting your own business – although entrepreneurship comprises much more than just becoming self-employed. It is therefore important to broaden one’s knowledge of entrepreneurship and to develop entrepreneurial methods in relation to other educational programmes. On our bachelor’s degree programme in Business Economics, we are increasingly placing emphasis on entrepreneurship in teaching, as it has proved to affect students in a number of positive ways. The entrepreneurial teaching methods enhance a number of desirable skill sets that provide great value. It encompasses development, assessment and qualification of new ideas – and the subsequent transformation of ideas into action. These skill sets are essential in business, for example in connection with working towards the fulfilment of the UN’s Global Goal for sustainability. Greenland’s new business economists must keep their business economics toolbox organised and updated with the latest research. The ability to work together and develop new and up-to-date solutions in collaboration with colleagues and others in the community is just as important. Similar conditions are just as true for other disciplines. It is thus meaningful that entrepreneurship is also integrated into the teaching of others subject fields. Indeed, entrepreneurship is more about practising creativity, innovation and action competencies than it is about how to start your own business. During our increased focus on entrepreneurship in teaching in recent years, we have seen a significant increase in the students’ motivation and commitment when they work with real-world issues, which they, together with others, see a real need in resolving. It has also been clear that this provides increased professional confidence, self-confidence and faith in one’s own skill set when skills that are more professional are brought to bear, together with the added cooperation with stakeholders. Thus, entrepreneurship in teaching can contribute to greater academic benefit and optimise preparation for a professional career after graduation. www.uni.gl 39

RESEARCH IN F RESEARCH AT THE INSTITUTE OF CULTURE, LANGUAGE & HISTORY BY AAGE RYDSTRØM-POULSEN, HEAD OF INSTITUTE AARP@UNI.GL A S THE NAME SUGGESTS, THE INSTITUTE'S RESEARCH, TEACHING, KNOWLEDGE AND COMMUNICATION ENCOMPASS A wide academic field. The institute is comprised of four academic studies: • Department of Cultural & Social History • Department of Translation & Interpreting • Department of Language, Literature & Media • Department of Theology All of the institute's employees are engaged in research projects – all of which have the common focus and purpose to expand our knowledge and sharpen our awareness of Greenlandic conditions in a contemporary and historical perspective. At the same time, the research projects constitute a national expertise on the reality of Greenland, which meets great and increasing interest far beyond the country's borders – just as the projects, in many cases, are based on international collaborations. Below is a selection of the ongoing research projects: • A cultural-historical research project that will lead to a book on Greenland's theatre history over the past 200 years (Birgit Kleist Pedersen) • A PhD project on modern Greenlandic popular fashion that will lead to a PhD thesis in nation branding in Greenland through the eyes of fashion (Rosannguaq Rossen) • A PhD thesis is being prepared on archival treasures – the cultural heritage from Greenland and about Greenland (Aviaq Fleischer) • A linguistic PhD thesis is being prepared on the semantics behind certain category-changing derivational suffixes in Greenlandic (Judithe Denbæk) • A project of cultural-historical importance is a research project that analyses Danish narratives in literature and popular historiography on the so-called humane colonialism in Greenland – with comparisons to the Danish West Indies (Ebbe Volquardsen) 40 Shaping the Arctic

F OCUS • A research project on popular Greenlandic anthropology for publication collects and analyses up-to-date knowledge about the shamans in modern-day East Greenland and about the developing youth cultures in Nuuk (Kennet Pedersen) • Similarly, articles are published and extensive knowledge is gathered on women's often overlooked living conditions and circumstances in Greenland over the past two centuries, from 1818 to 2018 (Silke Reeploeg) • Under development is also an extensive historical identity project about the Second World War's profound influence on Greenlandic society. The project aims at a book being published in 2020 on the 85th anniversary of the end of the war (Troels Riis Larsen) • Finally, an externally funded comprehensive research project on the history of the Greenlandic sledge dog (genetics, health and cultural history) is actualised, now that the era of sledge dogs is under pressure and partially being phased out (Morten Meldgaard) The scientific staff at the Department of Language, Literature & Media and the Department of Culture & Social History, respectively, conduct all these research projects. DID YOU KNOW? Did you know that at uni.gl we offer our many users a great service? You can now search publications by our researchers. Among other parameters, you can search by subject, title, author, etc. The publication database is continuously updated – so drop by for some academic inspiration. www.uni.gl 41

” ALL OF THE INSTITUTE’S EMPLOYEES ARE ENGAGED IN RESEARCH PROJECTS – ALL OF WHICH HAVE THE COMMON FOCUS AND PURPOSE TO EXPAND OUR KNOWLEDGE AND SHARPEN OUR AWARENESS OF GREENLANDIC CONDITIONS IN A CONTEMPORARY AND HISTORICAL PERSPECTIVE 42 Shaping the Arctic

At the Department of Translation & Interpreting and the Department of Theology, selected research projects comprise of: • A study on due process in criminal cases in Greenland involving the use of interpreters has been carried out – and a research project on the same issues is being carried out for a PhD thesis (Laila Hedegaard Pedersen) • A research project in collaboration with researchers from Greenland, Iceland and the Faroe Islands on the status of Danish and English in schools, educational programmes, media and business in the West Nordic region (Arnaq Grove) • A research project into the Greenlandic national church's diakonial and social efforts in society is being conducted. The project is prepared as part of a PhD thesis (Gimmi Olsen) • Research is being conducted into the theological tradition of the Western world (involving the church father Augustin, leading theologians of the 12th century and the reformer Martin Luther), as the branch of Christianity that Hans Egede and the Danish-Norwegian mission brought to Greenland (Aage Rydstrøm-Poulsen) • Finally, a textual analysis research project about the early mission history under Hans Egede is under way – with special emphasis on Hans Egede's first attempt to express Christianity in Greenlandic and thus also the beginning of the Greenlandic literary history. The project's aim is to result in a commented text version of Hans Egede's early texts (Flemming Nielsen) In addition, several of the researchers are involved in a number of book publications, of which the following can be mentioned: • Denmark and The New North Atlantic (2019, Rosannguaq Rossen and Birgit Kleist Pedersen) • Grønlændernes Danmark (The Denmark of Greenlanders) (2019, Rosannguaq Rossen and Flemming Nielsen) • Kristendom i Grønland – Religion, kultur, samfund (Christianity in Greenland – Religion, Culture, Society) (2018, Kennet Pedersen and Aage Rydstrøm-Poulsen) • Tro og samfund i 300-året for Hans Egedes ankomst til Grønland (Faith and Society on the 300th Anniversary of Hans Egede's Arrival in Greenland (scheduled for publication in 2021) (Arnaq Grove, Birgit Kleist Pedersen, Ebbe Volquardsen, Flemming Nielsen, Kathrine Kjærgaard, Kennet Pedersen, Troels Riis Larsen and Aage Rydstrøm-Poulsen) • Multilingual Healthcare: a global view on communicative challenges (2019, Arnaq Grove) • A Companion to William of Saint-Thierry (2019, Aage Rydstrøm-Poulsen) • • Teologiske læsninger i Det Gamle Testamente (Theological Readings in the Old Testament) (2019, Flemming Nielsen) Grönland: Kontinuitäten und Brüche im Leben der Menschen in der Arktis (Greenland: Continuity and Fracturing in the Lives of People in the Arctic (2019, Ebbe Volquardsen) • Caribou, cod and climate – A brief history of life and death in the Arctic (2019, Morten Meldgaard) All the researchers at the institute are trained researchers holding a PhD degree and/or an associate professorship, or are currently undergoing their doctoral education as PhD candidates. Currently, there are six PhD projects under way or in preparation. The employees participate in international conferences, and the departments organise public lectures on their own and visitors' research. www.uni.gl 43

INTERNATION A T ILISIMATUSARFIK, THE DAILY TASK OF internationalisation is a great priority. It is our wish that all our graduates acquire great linguistic and intercultural skills to enable them to interact with and pursue a career in a globalised world, with all the challenges it entails. We try to achieve this by promoting internationalisation in all our educational and research activities. Therefore, our many international partnership agreements, network agreements and collaboration agreements are of great importance to us – and they also help to ensure the best professional framework for study mobility to and from Ilisimatusarfik and for our research work in general. Displayed here is an overview of our various partnership agreements, network agreements and collaboration agreements: Partnership agreements with, among others, universities in these countries: Aruba, Canada, Denmark, Finland, France, Faroe Islands, Germany, Iceland, Norway, Russia, South Korea, Sweden, USA. Network agreements with, among others, these networks: Erasmus+ (EU’s mobility programme), Network of Universities of Small Countries and Territories (NUSCT), Nordplus (Nordic mobility programme), The University of the Arctic (UArctic – a cooperative network of universities). Collaboration agreements with, amongst others, the following institutions and organisations: • Aalborg University • Aarhus University • • • • • • • • • • • The Denmark-America Foundation The Embassy of the United States in Denmark The Danish-American Fulbright Commission The Embassy of France in Denmark The Embassy of South Korea in Denmark Education USA Fulbright Center, Denmark University of the Faroe Islands Greenland Center for Health Research Greenland Perspective The Greenland Institute of Natural Resources • GUX (Greenland’s Sixth Form Colleges (A-levels)) and Ilisimatusarfik • GDBA (University of Southern Denmark) • National Science Foundation • Nordic Master Programme: West Nordic Studies • • VIA University College The University of Tromsø – The Arctic University of Norway A graphical overview is available on the following pages. 44 Shaping the Arctic

N NALISATION ” AT ILISIMATUSARFIK, THE DAILY TASK OF INTERNATIONALISATION IS A GREAT PRIORITY www.uni.gl 45

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Graphical overview of Ilisimatusarfik's international collaboration and agreements – dive into the numbers at uni.gl. www.uni.gl 47

Fulbright student Augusta Finzel in East Greenland. Private photo. 48 Shaping the Arctic

FULBRIGHT AT ILISIMATUSARFIK A S A PART OF OUR FRUITFUL AND MANY YEARS OF COOPERATION WITH THE U.S. EMBASSY Denmark, Ilisimatusarfik has entered into the Fulbright Program, where students visit Greenlandic educational institutions as part of the ETA Programme. ETA is an acronym for English Teaching Assistant, which means that the Fulbright student connected to Ilisimatusarfik assists in our English teaching, e.g. as part of our teacher training programme. At the same time, the Fulbright student also works as a cultural ambassador for the United States during his or her stay. We are really pleased with the collaboration, not only because our current Fulbright student assists in English teaching for the benefit of our many students, but also because she is very curious and engaged in Greenlandic culture. The ETA programme is a programme for Fulbright students, where candidates are specifically selected based on their qualifications. The student in question is not employed and does not receive a salary, but receives a student grant from the Institute for International Education in the United States. The U.S. Embassy in Denmark manages the programme for Greenland. DID YOU KNOW? Did you know that we have an 'American Corner' and a 'Korean Corner'? Both are cosy areas where you can find books, DVDs, CDs and much more pertaining to American and Korean culture, history and society. The American Corner is sponsored by the U.S. Embassy in Denmark. The Korean Corner is sponsored by the Korean Embassy in Denmark and the Korea Foundation. www.uni.gl 49

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Fulbright student Augusta Finzel at campus Ilimmarfik. Photographer: Emil Stach. www.uni.gl 51

TUKUMMINNGUAQ N. OLSEN EVA LUUSI M.-MØLGAARD 52 Shaping the Arctic

MELISSA CHERRY VILLUMSEN Graphical overview of our students abroad – dive into the numbers at uni.gl. www.uni.gl 53

Dartmouth College, USA. Photographer: Eva Luusi M.-Mølgaard. EXPERIENCES FOR LIFE S TUDENTS AT ILISIMATUSARFIK HAVE MANY OPPORTUNITIES FOR TAKING SEMESTERS ABROAD – AND OUR INTERnational office works hard to allow as many student as possible to discover the world. Luckily, many take this opportunity to enjoy a study or work placement programme abroad. Each and every one returns rich with experiences. Of course, they gain valuable academic knowledge, but primarily they grow as a person and as a human being. Ilisimatusarfik also has the privilege of receiving an increasing number of international visiting students from all over the world. This also lends an international touch to our students’ education, and adds a colourful international atmosphere to our campus. Below are three short stories about students studying abroad. The first two are about our own Greenlandic students, and the last one is about a Danish student in Greenland. • How do you feel about the opportunity to study your great passion? • How about getting a personal confidence boost during discussions with like-minded people? • Or how about experiencing the Northern Lights while enjoying delicious food like never before as a vegan? The latter was exactly the experience of Tukumminnguaq N. Olsen, Eva Luusi M.-Mølgaard and Melissa Cherry Villumsen while studying abroad. 54 Shaping the Arctic

IT WAS THE MOST RELEVANT I’VE EVER EXPERIENCED, AS EVERYTHING WAS RELATED TO THE ARCTIC Tukumminnguaq N. Olsen is a student on West Nordic Studies. As long as she can remember, she has had a dream of visiting other Inuit friends and a passion for changing the living conditions in the Arctic. That is why it was a perfect match when she was accepted as a visiting student at the University of Alaska Fairbanks (UAF) through our UArctic network. There, she was able meet Inuit friends and other indigenous people, and follow courses that suited to her interest and passion for rural development at the Department of Alaska Native Studies & Rural Development. ” In my semester at UAF, I was surprised to learn that all my professors except one were indigenous people like us Greenlanders. In Greenland, I have only had one Greenlandic teacher throughout my taught courses. At UAF, I had the opportunity to gain more insight from my own perspective, not just from a European perspective. This is extremely significant for me as an Arctic native and college student because it is important to see things from different viewpoints. This meant that my semester at UAF not only gave me a chance to grow personally, but also academically. Tukumminnguaq’s stay at UAF only fuelled her interest and passion for indigenous peoples, which means that alongside her studies she now also works full-time for the Inuit Circumpolar Council (ICC). Moreover, if she has her say, she will stay there for the rest of her working life. ” It is my dream job to work for the ICC – and this is where I want to work the rest of my life. It fits in perfectly with my passion for working to improve people’s living conditions and the rights of indigenous peoples. DID YOU KNOW? Do you know who received our honorary doctorate degree? The recipients: Robert Petersen, Michael Hauser, Henrik Wilhjelm, Finn Lynge, Christian Berthelsen, Gert Mulvad and Inge Kleivan. MY AMBITIONS GREW Eva Luusi M.-Mølgaard is studying Cultural & Social History, and with the help of a well-meant and loving push, she entered Dartmouth College and was admitted as a guest student through our collaboration agreement. During her stay at Dartmouth College, Eva attended courses in Native American Studies. Eva chose those courses because of her great interest in indigenous peoples. As luck would have it, Eva was even taught by Native Americans. ” I gained insight into what indigenous people in the United States, including Alaska and Hawaii, have gone through – and their continuous struggles. Through the courses, I was confirmed in my conviction that countries that have been subject to colonisation need a more open discussion about the decolonisation processes that the countries, including Greenland, are going through. On campus, Eva also was an active part of the cultural centre Native American House, where she met many exciting indigenous people. People who still make an impression on her. ” I saw the professors from the Native American Studies courses as role models because they also had their own culture and language, traits they did not use at the university itself, but somehow they shone through and gave me confidence to have greater ambitions. It was not just the professors who made a huge impression. There were also many cool students from different tribes from across the United States who met several times a week and organised events at the Native American House. Here, I felt welcome and met like-minded people. Back home in the usual surroundings of Ilisimatusarfik, both Tukumminnguaq and Eva agree: a stay abroad is so incredibly enriching. Of course, you learn a lot professionally, but perhaps more importantly you yourself undergo a great personal development: you view your surroundings more critically, and your desire to make a difference for one’s own people grows. With their stay abroad safely in the back of their minds, the future is more or less laid out for the two students: Tukumminnguaq would most of all love to work for the ICC for the rest of her life; Eva is determined to work towards admittance to Ilisimatusarfik’s PhD course, where she’d like to focus on mental decolonisation in Greenland. www.uni.gl 55

THE NORTHERN LIGHTS ARE JUST EVERYWHERE Tukumminnguaq, Eva and Melissa all agree that a stay abroad is incredibly rewarding - both academically and personally. At the University of Copenhagen, Melissa Cherry Villumsen studies Prehistoric Archaeology. Greenland, however, was by no means unknown to her, because, as she herself puts it, she has always had Greenland on her mind. Therefore, it was probably not a huge surprise when she was admitted as a guest student at Ilisimatusarfik through the Nordplus Network. At Ilisimatusarfik, she participated in both cultural and community-related courses, and in her spare time she volunteered at the Greenland National Museum & Archives. She worked at the museum to gain work experience, but most of all the driver was her great interest in Arctic archaeology. But even though you prepare yourself to study in Greenland, there are always things that can’t be learned from reading. ” The challenge for me in the beginning was the reduced focus on structure and that my body was still on Greenlandic time, but now I feel that I am very much more relaxed. This was Malissa’s answer to what had been the greatest challenge for her at Ilisimatusarfik. Now she is most of all worried about having to go back to a very structured everyday life in Denmark. She will in particular miss the quiet Greenlandic way of living and trust among people: ” All the Greenlanders I’ve met in Nuuk are all pleasantly openminded. This also applies to the people I’ve met on my travels around the country. And as trips go: it was the coolest by far. Melissa ends the interview with a big smile: ” And as a vegan, I have never enjoyed better food than in Greenland. Who would have thought that? And blimey! The Northern Lights are just everywhere. I would never have believed that. Hopefully, Melissa’s Greenland adventure will not end with her study visit with us at Ilisimatusarfik. In the near future, she hopes to get an internship at the museum in Tasiilaq. 56 Shaping the Arctic For them, it is actually very simple: even though you learn a lot academically at your home university, you simply have to experience time abroad. This is where you meet other cultures and other social conditions, and this is where you grow personally, which will benefit you for the rest of your life. As a student at Ilisimatusarfik, you have many opportunities for going abroad, you just have to take advantage of them before you graduate and it is too late.

From top left: • • Eva (on the right) with Brandi Reano at graduation in the USA. Private photo. Eva. Private photo. • Melissa hiking to the ice cap at Narsarsuaq. Private photo. • • Melissa at Campus Ilimmarfik. Photographer: Emil Stach. • Tukumminnguaq on campus in Alaska. Private photo. Tukumminnguaq showing Alaska's cool climate. Private photo. www.uni.gl 57

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Tukumminnguaq N. Olsen at Campus Ilimmarfik. Photographer: Emil Stach. www.uni.gl 59

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Eva Luusi M.-Mølgaard at Campus Ilimmarfik. Photographer: Emil Stach. www.uni.gl 61

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Melissa Cherry Villumsen at Campus Ilimmarfik. Photographer: Emil Stach. www.uni.gl 63

RESEARCH IN F RESEARCH AT THE INSTITUTE OF LEARNING BY BRITTA LOHMANN, HEAD OF INSTITUTE BLO@UNI.GL DISTANCE LEARNING IN GREENLAND The aim of this research project is to generate knowledge about innovative educational opportunities in distance learning in the state school. The research focuses on, among other things, how pupil roles and teacher professionalism are developed in distance learning. The empirical studies are primarily conducted in Greenland, where distance learning is a priority in order to better share teacher resources and create an improved state school. Among the focus points is distance learning in the subjects English and Mathematics as well as in Woodwork and Design. In addition to the pupils' academic development, a focus point has also been on the development of qualifications of teachers with experience in distance learning from their own teacher training programme (Assistant Professor Dr Anders Øgaard). INVESTIGATIVE NATURAL SCIENCES DIDACTICS FROM A LANGUAGE EDUCATIONAL & LANGUAGE DIDACTIC PERSPECTIVE With an action research approach, the goal is to generate locally based investigative natural sciences teaching in which a specific focus point is the development of pupils' research qualifications as well as their qualifications in the language of natural science. Empirical evidence is gathered through video documentation of the teaching, and the participating teachers are involved in an interpretation phase. The intention is thus to create didactic models to specifically help to build the teachers' reflection of their teaching in natural sciences and in general to enhance this reflection to contribute to raising the quality of teaching in natural sciences in the primary and lower secondary school. One objective is to strengthen pupils' motivation for and interest in natural science subjects (Assistant Professor Dr Lars Demant-Poort). STUDENT TEACHERS' UNDERSTANDING OF CLIMATE CHANGE IN RELATION TO EDUCATION The research project is a collaboration with Lakehead University, where the focus point is to uncover student teachers' views on climate change and how they assess climate change in relation to their future work as teachers in the primary and lower secondary school. The project's study group is made up of student teachers from the Institute of Learning in Greenland and from Lakehead University in Canada. The purpose of the research project is to give decision-makers and curriculum designers better tools to organise a teacher training programme that will, to a greater extent, ensure that pupils in primary and lower secondary schools are equipped for climate-related challenges (Assistant Professor Dr Lars Demant-Poort). STATE SCHOOL PUPILS' EXPERIENCE OF TEACHING The purpose of the research project is to uncover how pupils in the Greenlandic state school experience their teaching. The project is limited to students from the 4th year of primary school to the 5th year of secondary school. The scientific purpose is to generate knowledge about primary and lower secondary school and the teaching from the perspective of the pupils (Assistant Professor Dr Lars Demant-Poort and PhD student Louise Pindstrup Andersen). 64 Shaping the Arctic

F OCUS OPPORTUNITIES FOR & BARRIERS AGAINST DEVELOPMENT OF AN INVESTIGATIVE-BASED TEACHING IN NATURAL SCIENCES THROUGH THE USE OF IPADS AT A SCHOOL IN A NORTH GREENLAND SETTLEMENT The research project is carried out with inspiration from action research. The focus point is to investigate opportunities for and barriers against the development of natural science teaching in a rural school lacking relevant teaching materials and functioning Internet. Teaching tools will consist of e.g., iPads and apps (Assistant Professor Dr Lars Demant-Poort). STUDENTS AS DIDACTIC DESIGNERS The purpose of the research project is to study which didactic frames promote student teachers as didactic designers and how the students can act as didactic designers during the courses at the teacher training programme. The key points of the project are how the teachers design frames that involve the student teachers as (pro)active and reflective didactic designers, and the significance it has for the students' academic performance, commitment and motivation when they, as didactic designers, participate in the determination of teaching goals, content, form, organisation and evaluation of the teaching. The project is based on theories on didactic design, theories on constructivist and collaborative learning, including theories on formal and informal learning processes, as well as knowledge sharing. The project is action research based involving various methods (Professor Birgitte Holm Sørensen). PROMOTING THE WELL-BEING OF CHILDREN IN GREENLAND This PhD project's purpose is to study youth professionals' promotion of children's well-being in Greenland. In institutional terms, the study is undertaken on a kindergarten and primary and lower secondary level at institutions that work to promote children's social competence with the intervention programme Kammagiitta. The study also involves municipal prevention consultants and youth professionals working with tools to promote children's and youth's mental robustness in both primary and lower and upper secondary schools, as well as institutions for higher education. Using both qualitative and quantitative methods, the research project focuses on examining the professionals' acquisition, practice and learning outcome of the implemented interventions as well as their experience of their impact. The project is a collaboration between the Mary Foundation, the Government of Greenland, the Ministry of Education and Research, Ilisimatusarfik and Aarhus University (PhD student Cecilia Petrine Molander Pedersen). SCHOOL DESIGNING TEACHING TOWARDS PROGRESSING PUPILS TO A YOUTH EDUCATION PROGRAMME The purpose of this PhD project is to study the barriers and challenges encountered by pupils in primary and lower secondary school that can affect the choice to progress to a youth education programme and how to develop educational and didactic teaching to consider this. Methodologically, the project is qualitative and quantitative and will – through field work, interviews and questionnaires – map out young people's experiences with and relationship to the school, and then develop, test, and evaluate didactic designs for use in teaching at the primary and lower secondary level. The development of didactic designs means that the project's goal is to study the prerequisites needed to construct and create a framework for teaching and learning processes that strengthens the pupils' relationship to their school and education. The project is funded by the Danish Government Fund for Arctic Research (PhD student Louise Pindstrup Andersen). www.uni.gl 65

KARSTEN PETER JENSEN NINA-VIVI ANDERSEN GREETINGS FROM TWO GRADUATES I’M SUPER ENTHUSIASTIC ABOUT COMMUNICATING STORIES Nina-Vivi Andersen graduated as a journalist from Ilisimatusarfik in 2016, and since then she has been busy with, among other things, the American National Public Radio and Nuuk TV, which today is called Nanoq Media. When Nina-Vivi thinks back on her education, the different things she thinks of mostly are: ” ” ” 66 My internships were incredibly enriching. Here, I really experienced the great gap between the theories you learn at university and the work you actually do as a journalist in the real world. During her education, Nina-Vivi also went on work placement programmes abroad, which she also learned a lot from: My work placements abroad really hardened me, both as a journalist but also personally, and I learned a lot from standing on my own two feet. It has definitely been an asset to me as a journalist in Greenland, where the job is very hectic. After graduation, however, the importance of a journalist’s role in society took her a bit by surprise: Even though you are constantly told that the media are the fourth power of state, the truth of this only really dawned on me after I started working as a journalist. As a journalist, you are truly able to shape society’s agenda. Shaping the Arctic

As to the question of why she chose to become a journalist, Nina-Vivi quickly responds: ” I’m super enthusiastic about communicating stories to people. Most of all, stories about ordinary people. These are the most exciting, as there are always plenty of stories to tell. DEPARTMENT HEAD WITH ABROADREACHING AMBITIONS Karsten Peter Jensen graduated with a master’s degree in social sciences in 2015. Now he is head of the Department of Economy, Personnel & Study Services at the Ministry of Education, Culture and Church. In his daily work, he is, among other things, responsible for the Ministry’s allocation of funds from the national budget and the Ministry’s contribution to colleges and educational grants. All are areas in which his education prepared him well for his role: ” Social Science is a broad programme, and what I’ve learned here helps me every day in my role, precisely because the programme consisted of, among other things, politics, sociology, economics etc. All areas I use to carry out my tasks at the Ministry. When asked to name a few special qualifications that his education has given him, Karsten points out: ” Especially understanding of politics and how to translate the Government of Greenland’s policies into administrative work. In this respect, it is important to be able to analyse and understand politics, and how you – through e.g. economics and policy – achieve the objectives important to the people. In addition, Karsten’s education has also given him critical faculties and to a great extent also collaborative skills, qualifications that are hugely important in a large Ministry with many points of contact. During his training, Karsten also took a number of internships abroad – e.g. in the Danish Parliament, at the Danish Embassy in South Korea, and at the Greenlandic Representation in Brussels. DID YOU KNOW? Did you know that every year we host a careers fair? The purpose of the careers fair is to facilitate contacts between our students and the Greenlandic labour market. At the careers fair, companies, public institutions and organisations also have a great opportunity to market themselves as a workplace. ” At the Danish Parliament, I received great insight into how policy is made and how the “game” is “played” by a member of parliament. At the embassy, I learned a lot about how diplomacy works in an international context and how the promotion of Greenland’s interests is handled. Naturally, Karsten also makes a big case for the importance of studying abroad, because besides gaining an incredible amount of professional knowledge at a high level he also gained a large network and many friendships from his stay abroad. Thus, Karsten very aptly closes with this piece of advice: ” Grab the opportunities you are offered. Travel abroad and take it all in. Be present in the countries you visit, and learn from them. Apply to study or work placement programmes. Join in research projects that can take you out into the world. With travelling comes knowledge, and you learn to view the world in different perspectives, which is crucial with regard to the further development of Greenland. The world is a massively huge place, and as a student, you are given the opportunity of a lifetime to experience it. These were stories from just two of our graduates – you can read even more stories at uni.gl. www.uni.gl 67

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Nina-Vivi Andersen – journalist from Ilisimatusarfik. Photographer: Emil Stach. www.uni.gl 69

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Karsten Peter Jensen, MSSc. Photographer: Emil Stach. www.uni.gl 71

RESEARCH IN F RESEARCH AT THE INSTITUTE OF NURSING & HEALTH SCIENCE BY SUZANNE MØLLER, ASSOCIATE RECTOR & HEAD OF INSTITUTE SUM@UNI.GL 72 Shaping the Arctic The centre is located between Ilisimatusarfik and the Greenland Institute of Natural Resources. Photographer: Ilisimatusarfik.

F DID YOU KNOW? FOCUS Did you know that many of our publications and a great selection of our merchandise are on offer at uni.gl? Our webshop is available in English, as well as in Greenlandic and Danish, and we are happy to ship worldwide. GREENLAND CENTRE FOR HEALTH RESEARCH – IN HEALTHY GROWTH In 2013, the Greenland Centre for Health Research merged with Ilisimatusarfik and has grown steadily since. The centre's overall objective is to improve the quality of Greenlandic public health through initiation, implementation, coordination and communication of health research, including, in particular, local anchoring of research. In addition, there has been great progress in anchoring the research in Greenland. The centre comprises 15 researchers in varying degrees and 5 PhD students, all of whom are involved with health research in Greenland. Research is carried out on topics such as diabetes, ageing, environmentally harmful substances, patients' perspective, ear problems, infectious diseases and much more. Of great importance is the construction of a research environment within the field of health services for the nurse training programme in Greenland, but this is also important for the individual citizen, as the research is based on the Greenlanders themselves. In connection with this, a large number of articles have been published, all of which can be viewed at uni.gl. The centre also comprises a consultative committee with key players from the Greenlandic health service, ministries and the National Health and Safety Executive. In 2017, the centre moved into its beautiful new building between Ilisimatusarfik and the Greenland Institute of Natural Resources. The building is constructed by the Greenland Institute of Natural Resources and financed primarily by the Aage W. Jensen Foundation. www.uni.gl 73

Cafeteria at Campus Ilimmarfik is adorned with works of art. In the background is Aka Høegh's "The Future". Photographer: Emil Stach. 74 Shaping the Arctic

PHD SCHOOL BY ANNE MERRILD HANSEN, HEAD OF XXPHD SCHOOL ANMH@UNI.GL S INCE 2001, ILISIMATUSARFIK has had the opportunity to offer a 3-year PhD programme in Arctic Studies. The programme is offered for the following three areas: • Pedagogy & Education Science • Health & Social Conditions • Culture, Language & Social Conditions The PhD degree is an international doctorate and is the highest academic degree that can be obtained in Greenland today. Since 2001, the number of PhD students at Ilisimatusarfik has increased steadily. So far, a total of 13 people have obtained a PhD degree at Ilisimatusarfik, and currently 15–20 PhD students are enrolled at any one time. To be enrolled as a PhD student at Ilisimatusarfik, you must hold a master’s degree. In addition, a project description must be submitted for approval by the PhD School, and the financing of the individual project must be in place. The PhD programme focuses on developing the PhD student’s independent research qualifications. This means developing the student’s ability to examine, recognise, independently process and disseminate scientific issues. The programme’s aim is to familiarise the student with research methods and theories within the subject area. As a result, the PhD programme qualifies the student to independently undertake tasks within research, development and teaching. During the programme, the student must complete an independent research project and prepare a thesis based on the PhD project. The student is also required to participate in PhD courses corresponding to 30 ECTS points (half a year of course activity) and be acquainted with teaching and other forms of knowledge communication. The student must be an active participant in Ilisimatusarfik’s research environments and conduct part of their research from a research institution abroad. The PhD programme concludes with an evaluation of the thesis, which, upon approval, is defended orally in front of an international evaluation committee. The PhD School at Ilisimatusarfik offers two types of PhD programmes of varying lengths: • The general PhD programme (rated for three years) • The Assistant Professorship with PhD programme (rated for six years) The PhD students at Ilisimatusarfik work with a wide range of topics, all with the aim of generating scientific knowledge about matters of importance to the Greenlandic society. In the next pages, you will find an overview of our current PhD students and PhD graduates. www.uni.gl 75

CURRENT PHD STUDENTS INSTITUTE OF CULTURE, LANGUAGE & HISTORY Aviaq Fleischer: “Arkivskatte – kulturarv fra Grønland og om Grønland. Arktis: medier, arkiver, formidlinger” (Archival Treasures – cultural heritage from Greenland and about Greenland. Arctic: media, archives, communication). Judithe Denbæk: “Betydning i grønlandsk – en undersøgelse af hvorledes orddannelser og sætningskonstruktioner bindes sammen af den underliggende semantik i grønlandsk” (Meaning in Greenlandic – a study of how word formations and sentence structures are bound together by the underlying semantics in Greenlandic). Manumina Lund Jensen: “Grønlandsk hundeslædekultur, fra fortid til nutid” (Greenlandic Dogsled Culture, from past to present). Rosannguaq Rossen: “Nationbranding i Grønland – set igennem mode” (Nation Branding in Greenland – as seen through fashion). Simun (Gimmi) Pauli Olsen: “Den grønlandske kirkes diakonale praksis” (The diaconal practice of the Greenlandic Church). INSTITUTE OF LEARNING Cecilia Petrine Molander Pedersen: “Promoting mental well-being in children in Greenland”. Louise Pindstrup Andersen: “Skolen designer for eleverne, så de kommer videre i ungdomsuddannelser” (The School Designing Teaching towards Progressing Pupils to a Youth Education Programme). INSTITUTE OF SOCIAL SCIENCE, ECONOMICS & JOURNALISM Bonnie Jensen: “Virkningen af døgnanbringelser af børn og unge i Grønland” (The effects of Children and Youth in Care Placement in Greenland). Mariekathrine Poppel: “Mænds vold mod kvinder i samliv” (Men’s Violence towards Women Partners). Mitdlarak Lennert: “Kvalitetsudvikling i den grønlandske folkeskole: en undersøgelse af succesfaktorer og evalueringsmetoder” (Development of Quality in the Greenlandic State School: a study of factors for success and evaluation methods). Naja Carina Steenholdt: “Perceptions of Well-Being and Quality of Life in Greenland – A Social Indicator Approach”. Natuk Lund Olsen: “Kalaalimernit: Greenlandic foods, Cultural Identity and Changes”. Parnuna Egede Dahl: “Environmental Impact Assessment of Resource Development Projects in the Arctic – and the application of traditional knowledge”. Samo Nielsen: “Decision-Making Process in Extractive Industry Development in Greenland”. Signe Ravn-Højgaard: “Mediernes rolle i den grønlandske offentlighed” (The Role of the Media in Greenland’s General Public”. INSTITUTE OF NURSING & HEALTH SCIENCE Mette Schlüter: “Living with Uncertainty in Old Age – an ethnographic exploration of the experience of old age in Greenland”. Paneeraq Noahsen: “Thyroid Function and Autoimmunity among Populations in Greenland with 10 and 20 years follow-up”. Trine Louise Jul Larsen: “Brug af kunstig intelligens og telemedicinske løsninger til undersøgelse af diabetisk øjensygdom i Grønland” (Use of Artificial Intelligence and Telemedicine Solutions for the Study of Diabetic Eye Disease in Greenland). 76 Shaping the Arctic

Panopticon at Campus Ilimmarfik is adorned by art – Anne-Birthe Hove's Squares of "Light as Knowledge Areas". Photographer: Emil Stach. www.uni.gl 77

CURRENT PHD HOLDERS 78 Shaping the Arctic

Download many of our PhD projects at uni.gl. Mikaela Augustussen (2018): “Palliation til grønlandske kræftpatienter i Grønland og i Danmark” (Palliation for Greenlandic Cancer Patients in Greenland and Denmark). Anna-Sofie Skjervedal (2018): “Public participation in Impact Assessment: Exploring the human dimension of hydrocarbon exploration in Greenland”. Andreas Møller Jørgensen (2017): “Democratic and technological innovation: An inquiry into eDemocratic power configuration”. Ann Eileen Lennert (2017): “A Millennium of Changing Environment in the Kangersuneq and the Kapisillit Fjord System West Greenland – Interdisciplinary analyses of climate variability and cultural landscapes”. Lars Demant-Poort (2016): “Naturfagsdidaktik i den grønlandske folkeskole – et multipelt casestudie om natur, undervisning og sprog” (Didactics in Natural Sciences in the Greenlandic State School – a multiple case study on nature, teaching and language). Anders Øgaard (2016): “Fjernundervisning i skolen i Grønland” (Distance learning in the Greenlandic school). Steven Arnfjord (2014): “Deltagende Aktionsforskning Med Socialrådgivere – Empowerment Af Grønlands Oversete Velfærdsprofession” (Participating Action Research with Social Workers – Empowerment of Greenland’s Overlooked Welfare Profession). Tine Aagaard (2014): “Hverdagsliv med sygdom – patienters kulturelle perspektiver på sundhedspraksis i Grønland” (Everyday Life with Illness – patients’ cultural perspectives on health practice in Greenland). Inge Høst Seiding (2013): “Ægteskaber mellem grønlandske kvinder og europæiske mænd i perioden 1750– 1850” (Marriages between Greenlandic Women and European Men from 1750–1850). Annemette Nyborg Lauritsen (2012): “Anstalten – frihedsberøvelse i Grønland” (The Institution – loss of liberty in Grønland). Gitte Adler Reimer (2011): “Slægtskab og køn i grønlandske bysamfund – følelser af forbundethed” (Relationship and Gender in Greenlandic Urban Communities – feelings of connectedness). Jens Heinrich (2010): “Eske Brun og det moderne Grønlands tilblivelse 1932–64” (Eske Brun and the birth of the modern Greenland, 1932–64). Katrine Kjærgaard (2009): “Grønland som del af den bibelske fortælling: Studier i billeder og forestillinger 1721–2008” (Greenland as Part of the Biblical Story: A study in pictures and conceptions, 1721–2008). www.uni.gl 79

Ilisimatusarfik’s profile magazine - Shaping the Arctic 2019 Editor: Ilisimatusarfik English Version: Jeppe Hofman Layout: Ilisimatusarfik Front Page Illustration: Ivalu Risager Photographers: private photographs, Ilisimatusarfik & Emil Stach Print: ReneDesign Ilisimatusarfik | Grønlands Universitet | University of Greenland

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