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

New publication about “quality work” in higher education

Dr. Mari Elken, NIFU

Professor Bjørn Stensaker, UiO

Mari Elken and Bjørn Stensaker have just published a new article in the journal Quality in Higher Education, titled “Conceptualising ‘quality work’ in higher education“. The article argues that current literature on quality in higher education lacks sufficient emphasis on practices within organizations. Outlining this as a future avenue for research, the term “quality work” is contrasted with more well known concepts of quality management and quality culture.

The article can be downloaded open access here.

The term “quality work” will be further addressed in the upcoming final edited volume from the project, where a second round of revisions of the chapters is now underway and which is scheduled to be completed early 2019.


New book chapter on stimulation in a practicum course in nursing

Odd Rune Stalheim, INN

Professor Yngve Nordkvelle, INN

Odd Rune Stalheim and Yngve Nordkvelle published a chapter in the book “Self-Efficacy in Instructional Technology Contexts”. The chapter is titled “I Saved the Patient: Simulation and Self-Efficacy in Health Education“. In the chapter, they explore how technical innovations change how nurses are trained in practice.

Abstract: Historically, nurses’ training has been based on a traditional apprentice model, with most of the practice performed in real-life situations. Technological innovations have changed the way that nurses are trained in practice, in response to the continuing improvement and complex reality of nursing. In this case, simulations in designated technological laboratories for nursing education have the advantage of preparing students for real-life experiences and assist them in translating theory into action in safe and secure conditions. Simulation is a context for teaching and learning, with its huge potential for offering students affective, cognitive, and psychomotor challenges in learning. Practicing beforehand leaves more time and opportunities for students to concentrate on what is otherwise only possible to learn in complex and realistic situations. High-fidelity health simulations in safe environments offer students unique opportunities to practice skills and build self-efficacy while circumventing the possibility of human injury or distress. Additionally, student responses and satisfaction with simulation activities are reported to be very high in nursing education.

View the book here