Alexander Utne
Biographic Data
| ID | 8962101 |
|---|---|
| NAME | Alexander Utne |
| GIVEN NAMES | Alexander |
| FAMILY NAME | Utne |
| SIGNATURE | UTNE A |
| AFFILIATIONS | Centre for Arctic Gas Hydrate, Environment and Climate |
| ORCID | 0009-0003-3730-3021 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2026 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Developing Technical Literacy for Business School Students Studying Innovation
This study examines how business school students with no programming background develop technical literacy through a newly introduced Digital Innovation course. Addressing a gap in non-STEM education research—where little is known about how social science students experience technical literacy interventions—we draw on qualitative data from group exam reflections (n = 14) and mid-semester survey responses (n = 7). Using an inductive thematic analy…
Engaging by Design—Pedagogical Interventions That Shape Student Engagement
The purpose of this study is to examine how three pedagogical interventions, collaborative learning, authentic problem-solving, and ongoing formative feedback, are associated with student engagement in a design thinking course. While prior research has examined these interventions in isolation, less is known about their relative contributions when implemented concurrently. This study employs a quantitative survey design, with data collected from …
No prominent works on this page.
Developing Technical Literacy for Business School Students Studying Innovation
This study examines how business school students with no programming background develop technical literacy through a newly introduced Digital Innovation course. Addressing a gap in non-STEM education research—where little is known about how social science students experience technical literacy interventions—we draw on qualitative data from group exam reflections (n = 14) and mid-semester survey responses (n = 7). Using an inductive thematic analy…
Engaging by Design—Pedagogical Interventions That Shape Student Engagement
The purpose of this study is to examine how three pedagogical interventions, collaborative learning, authentic problem-solving, and ongoing formative feedback, are associated with student engagement in a design thinking course. While prior research has examined these interventions in isolation, less is known about their relative contributions when implemented concurrently. This study employs a quantitative survey design, with data collected from …
Collaborative learning (1 work) · Context effect (1 work) · Critical thinking (1 work) · Curriculum (1 work) · Design Education and Practice (1 work) · Digital Literacy (1 work) · Educational Strategies and Epistemologies (1 work) · Evaluation of Teaching Practices (1 work) · Formative assessment (1 work) · Gender and Technology in Education (1 work)