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The article raises the question of whether there is a relationship between the trust that citizens have in people and the trust they have in various institutions such as public administration and media/press. The data were collected from two major surveys, and the universe is limited to citizens of two Norwegian counties. The analyses show that there is a spillover effect between the trust that citizens have in people and institutions (in general) and the degree of trust citizens have in the various particular institutions. Trust between persons, and between persons and institutions, appears to have a bandwidth-type structure. These aspects or factors can be grouped into personal trust, public institutional trust and media/ press trust. These different factors are correlated with each other.

Inland people's attitude towards municipal amalgamation reform in Norway from 2013 to 2018 has become more positive. However, a majority does not support the ongoing reform, but the changes have been substantial during such a short time period. However, these changes seem not to be a result of new and more positive judgements of the reforms' results and outcome. By contrast, the majority has been more critical of anticipated consequences of the amalgamation reform into larger municipalities. Instead, we considered the changes as a type of 'resignation' towards a reform pressure from the national government and general changes in their environment. More citizens' assess that positive municipal economic development and more local competence are favourable effects of mergers, and this finding supports this claim. The reform is likely to catch up with their local units anyway, and the citizens' attitudes are adapting to what they expect will occur in the upcoming years.

Liberating Structures (LS) are simple and concrete tools that can enhance group performance in diverse organizational settings. They do so by organizing participants in different spatial arrangements and group configurations and by distributing participation and sequencing steps. In this article, we report on a pilot implementation of LS in several classrooms of a business school in a mid-sized Norwegian University. Our research is centred around four guiding research questions to gauge students' experience of LS, including their sense of inclusion, engagement and LS' pedagogical effectiveness. A mixed-methods approach was employed, including a quantitative survey, participant observation and debriefing conversations and informal interviews with instructors and students who experienced LS. An exploratory survey instrument was employed to measure the various attributes of LS, and four dimensions were identified and validated. Our findings suggest that LS are easy to implement, help increase participation, have the potential to enhance learning and can represent an effective pedagogical alternative to traditional lecture-centred classrooms. Our pilot study suggests that LS hold the creative potency to enhance both the instructor pedagogical experience and the student learning experience. By identifying the limitations of our pilot study, we call for more rigorous assessments of LS in the future.