Presentations at CHER and EARLI

Researchers from the project will be presenting some of the results at upcoming CHER and EARLI conferences.

From part B – researchers are presenting at the CHER conference  in Jyväskylä at the end of August. The panel is titled “Quality work in higher education” and includes contributions from project researchers ithat focus on internal systems and practices for quality work, disciplinary differences as well as quality management in study programmes.

Researchers from the project part C will also be presenting results from the project during the EARLI conference in Tampere, Finland, at the end of August. Paper presentations in invited and organized symposiums will disseminate mainly findings from Part C of the project, on pedagogical approaches that generate quality in higher education teaching and learning.

The invited symposium of the Special Interest Group ‘Higher Education’ will contain the paper Innovating pedagogical designs for student-centered learning: teachers’ approaches and challenges, written in collaboration by colleagues from Oslo and Helsinki. Another paper, Interactional meaning-making of assessment feedback in undergraduate education, will present material from one of the Norwegian cases analyzed in Part C.

New report about educational leadership in Denmark

The Danish team from CFA has conducted a survey among study programme leaders in Denmark. The survey mirrors the Norwegian survey that was conducted earlier in 2016. In particular, focus is on how study programme leaders engage in quality work.

Associate Professor Ebbe Krogh Graversen, CFA (Picture: CFA) from the Danish team comments:

Associate Professor Ebbe Krogh Graversen, CFA (Picture: CFA)Although the Nordic Higher Education system seems similar by many, it was surprising to find so many patterns of similarities between the Danish survey results and the comparable Norwegian survey. Furthermore, the detected differences seem to be explainable by differences in recent priorities, developments and reforms within Higher Education.

The Danish and Norwegian teams are currently working in further exploring the similarities and differences between the two surveys and some possible explanations for such patterns.

You can download the Danish survey here (pdf, in Danish).

View also the earlier published Norwegian survey results here (pdf, in Norwegian).

More detailed comparative analysis will be conducted in the coming months.

 

Maassen presentation about quality management.

Professor Peter Maassen, UiO
Professor Peter Maassen, UiO

Professor Peter Maassen presented some preliminary insights regarding quality management at a seminar that was arranged on the occasion of the 20th anniversary of the Faculty of Educational Sciences at the University of Oslo. The seminar took place on 27th of September 2016.

In the following presentation, Peter Maassen provides a presentation: “Quality Management of Norwegian Higher Education: complexities and visions on possible future developments“. Before the presentation, professor Monika Nerland introduces the overall seminar.

 

Download (PDF, 583KB)

Working paper: educational leadership in Norway

clipboard02Key results from the survey to study programme leaders have been summarized in a recent working paper published in NIFU series (available in Norwegian). The working paper presents some of the main results from the survey, which will be followed with more detailed analysis in various academic publications.

Key results include:

  • Educational leadership as a specific role is ambiguous and lacks of standardization. This can be interpreted as educational leaders lacking power, but it can also be interpreted as a flexible way to tackle complex institutional realities.
  • In a number of cases, this leadership function is instead viewed as a coordinating role, as there is little opportunities to influence academic and administrative aspects of the study programmes.
  • Educational leaders frequently co-operate with various other arenas and actors, thus the function is often enacted in a collaborative manner.

The working paper primarily maps this rather heterogeneous and complex landscape of educational leadership, highlighting key differences between disciplinary and professional study programmes. The study was sent to 1010 respondents from 33 institutions in December 2015. During the survey, 551 respondents provided their answers, making the response rate of 54,6.

The survey is first of its kind in Norway and thus provides fascinating new data to understanding the role of educational leaders in Norwegian higher education institutions, a population that has not been previously studied.

Download and read the report here (in Norwegian).