Congratulations to Dr. Rachelle Esterhazy

Rachelle Esterhazy successfully defended her thesis for the degree PhD on Friday, marking an important milestone of the project. Rachelle was supervised by Monika Nerland and Crina Damsa and her thesis was titled ”
“Productive feedback practices in higher education. Investigating social and epistemic relations in two undergraduate courses

Read a summary of her thesis here.

Professor Monika Nerland, Dr. Rachelle Esterhazy and Dr. Crina Damsa

When asked about her highlights from the PhD period, Rachelle particularly emphasized all the new colleagues and friends made at both UiO and NIFU. She is currently applying for post-docs positions and hopes to continue working on assessment environments and how students navigate these over time.

Rachelle Esterhazy will defend her PhD thesis on 21st of June

Rachelle Esterhazy, UiO

Rachelle Esterhazy has been one of the PhD students in the project and she is now scheduled to publicly defend her thesis on 21st of June at 12.15. The defence will take place at the University of Oslo campus, Helga Engs hus, Auditorium 3.

Rachelle has been supervised by Monika Nerland and Crina Damsa who were both a part of the project, and were working on Part C of the project.

Her thesis is titled “Productive feedback practices in higher education. Investigating social and epistemic relations in two undergraduate courses“.

Her trial lecture will be held on Friday 21st of June at 10.15 – 11.00 on the topic Feedback to meet 21st century student learning needs: Problems and potential practices to prepare university students for an uncertain future.”

The defense is public for all interested people.

Read more at UiO webpage.

Article about digitalization in higher education in Quality in Higher Education

Based on the comparative analysis of data from the Norwegian and Danish surveys among study programme leaders, Cathrine Tømte (NIFU), Trine Fossland (UiT), Per Olaf Aamodt (NIFU) & Lise Degn (CFA, Århus University) have recently published an article titled Digitalisation in higher education: mapping institutional approaches for teaching and learning” in Quality in Higher Education.

Note that the article is available open access!

Abstract. This paper explores the digitalisation of teaching and learning understood as external processes, influenced by government and international trends and as internal processes within the institutions, in Denmark and Norway. These are countries with similarities regarding digitalisation and educational systems. In the internal processes, there was some use of digital technology in teaching and learning when initiated from administration including IT-staff, in collaboration with academic leaders. There was little or only limited reported use of technology for teaching and learning, when the processes were initiated by administration together with enthusiasts among faculty staff, who did not have leadership roles or influence on change. There was more reported use of technology in teaching and learning in Denmark than Norway. The paper discusses possible explanations for these findings and thus illuminates how processes of digitalisation are influenced by broader governance arrangements, institutional maturity and academic and administration staffs.

Article about quality management in study programme design and delivery

Bjørn Stensaker, Elisabeth Hovdhaugen and Peter Maassen have recently published a new article that examines the relationship between study programme delivery and quality management systems built on external accountability regimes. The article had specific focus on coordination and control of quality work. The empirical material for the article draws from the survey among study programme leaders carried out in this project.

The article is titled “The practices of quality management in Norwegian higher education: Collaboration and control in study programme design and delivery” and it was published in International Journal for Educational Management (Vol.33, 4).

Special issue about student-centered learning environments

A new special issue has been published from the project at the UNIPED journal, with emphasis on student-centered learning environments.

The special issue was coordinated by guest editors by Crina Damsa and Thomas de Lange.

The articles include both English and Norwegian language articles, and all are available open access.

The special issue includes the following contributions:

  • “Studentsentrerte perspektiver og tiltak i høyere utdanning. Et forskningsbasert innspill til kvalitetsarbeid i praksis” by Crina Damsaand Thomas de Lange
  • “Student-centred learning environments in higher education. From conceptualization to design” by Crina Damsa and Thomas de Lange
  • “Skal vi la pasienten døy? Sjukepleiarstudentar sine erfaringar med å handtere utfordringar i simulering” by Odd Rune Stalheim and Yngve Nordkvelle
  • “Deltaker eller tilskuer? En casestudie om vilkår for deltakelse og samarbeidslæring i et nettbasert masterprogram i økonomi og ledelse (MBA)” by Trine Fossland and Cathrine Tømte
  • “Evolution of a portfolio-based design in ecology: a three-year design cycle” by Rachelle Esterhazy and Øyvind Fiksen
  • “How do self-regulation and self-efficacy beliefs associate with law students’ experiences of teaching and learning?” by Heidi Hyytinen, Anne Haarala-Muhonen and Milla Räisänen
  • “Studieprogramledelse – et spørsmål om organisering?” by Bjørn Stensaker, Mari Elken and Peter Maassen
  • “The role of research-based evidence in cultivating quality of teaching and learning in higher education” by Sari Lindblom-Ylänne
  • “Kvalitetsarbeid i studieprogrammene: fagene som kontekst for studentaktivisering og kunnskapsintegrasjon” by Monika Nerland

You can find all the articles here