Nicoline Frølich

• Nicoline Frølich, Ivar Bleiklie & Bjørn Stensaker (2025). Leadership communication during organizational transformation. European Journal of Higher Education. ISSN 2156-8235. 15(4), p. 680–695. doi: 10.1080/21568235.2025.2456871. Full text in Research Archive Show summary

  The article studies the role of institutional leadership communication in six cases of comprehensive organizational transformation in higher education institutions. Through the concepts of sense-making and seizing, the article investigates how academic leaders at the institutional level deal with the need to balance continuity and change in their intra-organizational communication. Key findings suggest that digital platforms change not just the outreach of academic leadership communication but also the types of staff interaction and involvement during organizational transformation. Furthermore, findings also suggest that leadership communication is more focused on processes than outcomes and is more oriented towards learning to live with unresolved situations than providing swift solutions. The findings are discussed in relation to the literature, and some implications are suggested as to how communication processes can be exploited by institutional leaders in organizational transformation processes.

• Ivar Bleiklie, Nicoline Frølich & Svein Michelsen (2024). Investigating the dynamics of managerial dialogue in HE merger reform. Higher Education. ISSN 0018-1560. doi: 10.1007/s10734-024-01371-2. Full text in Research Archive Show summary

  The paper argues that the empirical study of public policy making almost exclusively deals with structural arrangements and power relations, while giving insufcient attention to how policy entrepreneurs in government develop policy initiatives through venue selection, framing, and dialogue. Drawing on insight from theories of public policymaking and organizational decision-making, public management, and on data from a case study of higher education merger reform in Norway, the article provides a conceptual and empirical contribution by suggesting the signifcance of managerial dialogue — highlighting a specifc combination of dialogue, power asymmetries, managerialism, and venue selection as important elements in higher education reform policymaking.

• Jeroen Huisman, Karlijn Soppe, Thea Eide & Nicoline Frølich (2023). Can you feel the change of seasons? Perspectives of academicstaff on organizational change. Studies in Higher Education. ISSN 0307-5079. 48(12), p. 1809–1824. doi: 10.1080/03075079.2023.2215812. Full text in Research Archive
• Nicoline Frølich, Mari Elken & Thea Eide (2023). Mergers, distance, and leadership: Perceptions of different forms of distance to leadership in merger processes. Higher Education Quarterly. ISSN 0951-5224. p. 1–13. doi: 10.1111/hequ.12477. Full text in Research Archive Show summary

  Mergers in higher education are large-scale, complex organisational change processes seeking to integrate former independent institutions into a new organisational entity. Mergers are often justified by reference to broad overarching goals such as quality, relevance, and efficiency. In practice, mergers entail attempts at organisational integration which can be inhibited by several obstacles, increasing and large internal distances can be such a hindrance to integration. In this paper, we explore how different forms of distance to leadership in the context of higher education can be conceptualised, and how experiences of different forms of distance interrelate. This paper shows that geographical distance can also mask other conceptualisations of distances and that geographical distance can also interact with other forms of distances. The empirical basis consists of data from a large-scale research project addressing the organisational transformations taking place in Norwegian higher education due to mergers between 2016 and 2017.

• Rune Borgan Reiling & Nicoline Frølich (2022). Climbing the ladder: equal chances for women and men? In Claudia Sarrico, Maria J. Rosa & Teresa Carvalho (Ed.), Research Handbook on Academic Careers and Managing Academics. Edward Elgar Publishing. ISSN 9781839102622. p. 175–189. Full text in Research Archive
• Nicoline Frølich & Bjørn Stensaker (2021). Mergers and missions: Investigating consequences for system diversity. Higher Education. ISSN 0018-1560. 82, p. 411–434. doi: 10.1007/s10734-021-00730-7. Full text in Research Archive Show summary

  In recent decades, many higher education systems around the world have been exposed to institutional mergers. While the rationale for mergers has often been related to issues of improved quality, effectiveness and/or efficiency at the institutional level, fewer studies have analysed how mergers may affect institutional diversity within the higher education landscape. Focusing on institutional missions, the current study analyses the strategic plans of both merged and non-merged institutions in Norway. The key finding is that mergers may not necessarily reduce system level diversity, although mergers indeed may affect the organisational mission of individual institutions.

• Silje Maria Tellmann, Trude Røsdal & Nicoline Frølich (2020). Professional educational programmes under pressure. Organizational challenges related to strengthening research. Studies in Higher Education. ISSN 0307-5079. doi: 10.1080/03075079.2019.1711039. Full text in Research Archive Show summary

  Higher education institutions embed a large variety of organizational practices regarding how to organize, plan, and implement managerial decisions and processes. This variation is amongst others related to the multiple relationships the institutions, disciplines and professions have in their networks, formal agreements, and practical cooperation with the actors and agencies of surrounding societies. Here, we focus upon the challenges and contradictions experienced by leaders of educational programmes within teacher education, engineering and health and social care. The professional educational programmes have increasingly been under pressure to strengthen their research capacity. At the same time, these programmes are characterized by strong relationships with the community of practitioners. How does leadership of these programmes seek to solve the challenges and contradictions between on the one hand catering for the relevance of the programmes and on the other hand strengthening the research capacity of the programmes?

• Mari Elken, Nicoline Frølich, Peter Maassen & Bjørn Stensaker (2020). Quality Systems in Higher Education Institutions: Enabling and Constraining Quality Work. In Mari Elken, Peter Maassen, Monika Nerland, Tine Sophie Prøitz, Bjørn Stensaker & Agnete Vabø (Ed.), Quality Work in Higher Education. Organisational and Pedagogical Dimensions. Springer. ISSN 9783030417567. p. 19–41. Full text in Research Archive
• Nicoline Frølich, Jarle Trondal, Joakim Caspersen & Ingvild S Reymert (2019). Reformer i UH-sektoren. Det muliges kunst. In Jon Paschen Knudsen & Torunn Lauvdal (Ed.), Geografi, kunnskap, vitenskap: Den regionale UH-sektorens framvekst og betydning. Cappelen Damm Akademisk. ISSN 9788202632571. p. 75–98. doi: 10.23865/noasp.73. Full text in Research Archive Show summary

  Public sector reform tends to harbour competing ambitions, problems and solutions. Reforms in higher education policy are no exception. They are often multi-faceted phenomena, partly because higher education institutions are complex organizations with wide-ranging expectations and demands from a variety of stakeholders. This chapter argues that higher education institutions cannot ‘organize away’ competing objectives, but rather aim to create organizational designs which help complex institutions to live with complex reforms. The chapter examines the ‘Structural Reform’ in Norwegian higher education and how higher education institutions responded. Launched in April 2015, it resulted in a large-scale organizational redesign of the higher education landscape through merger processes between university colleges as well as between universities and university colleges. As with other reforms in higher education, the Structural Reform focused on several desirable but competing objectives such as high- quality education and research, regional development and world leading academic environments. 

• Nicoline Frølich, Tom Christensen & Bjørn Stensaker (2018). Strengthening the strategic capacity of public universities: The role of internal governance models. Public Policy and Administration. ISSN 0952-0767. 34(4), p. 475–493. doi: 10.1177/0952076718762041. Full text in Research Archive Show summary

  Governments in Europe have emphasized the development of more autonomous public universities over the last couple of decades. Often, the aim of these reform policies has been to stimulate to a more competitive and agile higher education sector, where increased formal autonomy is perceived as a key condition to strengthen the strategic capacity of universities. These reforms have resulted in considerable shifts in the internal governance models of some universities, while others have kept their traditional governance models. In this article, instrumental and cultural perspectives derived from organizational theory are used as lenses to compare how universities with different internal governance models organize and structure their strategic development processes. Our findings suggest that internal governance models have little impact on the design and organization of strategic processes. In conclusion, it is argued that changes in internal governance arrangements alone are not enough to drive transformation in higher education institutions, and the issue of formal institutional autonomy is intimately linked to how various policy instruments at the system level are designed and coordinated.

• Bjørn Stensaker, Nicoline Frølich & Per O Aamodt (2018). Policy, Perceptions, and Practice: A Study of Educational Leadership and Their Balancing of Expectations and Interests at Micro-level. Higher Education Policy. ISSN 0952-8733. p. 1–18. doi: 10.1057/s41307-018-0115-7. Full text in Research Archive Show summary

  As international and domestic policy initiatives continue to sweep over higher education, it is of utmost importance to study how those responsible for the implementation of the many initiatives taken perceive and respond to the many expectations about change and renewal. Through three different analytical perspectives — a managerial, a disciplinary, and a stakeholder perspective — the current article offers insights into how educational leaders responsible for the management of study programmes at micro-level interpret external expectations and how they prioritize between them. Based on data derived from a representative sample of Norwegian educational leaders, the current article finds — somewhat surprisingly — that the managerial perspective is less relevant for understanding the sense-making of educational leaders and how they prioritize between different tasks in their daily work. Disciplinary and the stakeholder perspectives are in this respect more relevant for explaining the practices related to programme management. The study provides indications of a (continued) gap between macro-level policy-making and its implementation at micro-level. In the conclusion, the findings are reflected upon and implications for policy and practice are outlined.

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• Nicoline Frølich (2026). Vi trenger et nasjonalt senter for kvalitet i høyere utdanning. Khrono. Full text in Research Archive Show summary

  Hva trenger norsk høyere utdanning for å fremme kvalitet nå? Ett senter, en NOU og tverrfaglighet, skriver Nicoline Frølich.

• Nicoline Frølich (2025). Utdanningslandskap i endring: Hvem skal gjøre hva og henger kvaliteten med? Panelsamtale under Arendalsuka 2025 i regi av NOKUT og Universitetet i Agder. Full text in Research Archive
• Nicoline Frølich (2025). LINK -Centre for learning, innovation and academic developement at the University of Oslo - who we are and what we do. Innlegg for Learning in Engineering Sciences, KTH, Stockholm 31. januar 2025. Full text in Research Archive
• Nicoline Frølich (2025). Trender som former utdanning. Innlegg for Produktråd for digitalt læringsmiljø, SIKT, Oslo 4. juni 2025. Full text in Research Archive
• Nicoline Frølich (2025). Trender som former utdanning. Innlegg for School of Communication, Leadership and Marketing, Leangkollen, 13. mai 2025. Full text in Research Archive
• Nicoline Frølich (2025). Hva skal vi med høyere utdanning? Kronikk i Khrono 10. mai 2025. Full text in Research Archive
• Nicoline Frølich & Lene Kirstine Korseberg (2024). Digitalization and merger processes in universities. How are they interrelated? Full text in Research Archive
• Lene Kirstine Korseberg & Nicoline Frølich (2024). Digitalisation and merger processes in universities. How are they interrelated? Paper accepted to be presented at NOPSA, Bergen, July 2024. Full text in Research Archive
• Nicoline Frølich (2024). Kvalitet er også kaffe og venner. Full text in Research Archive
• Siri Brorstad Borlaug & Nicoline Frølich (2024). I kjølvannet av Strukturreformen. Full text in Research Archive
• Nicoline Frølich & Espen Solberg (2024). Hva skal vi med kunstig intelligens i høyere utdanning? Panelsamtale under Arendalsuka. Full text in Research Archive
• Nicoline Frølich (2024). Få fart på utdanningskvaliteten. Khrono.no. ISSN 1894-8995. Full text in Research Archive
• Nicoline Frølich (2023). Meeting Teaching and Learning Centres in Circle U - plans for possible collaboration. Full text in Research Archive
• Nicoline Frølich (2023). Higher Education and academic careers - Women's path to academic positions in academia. Full text in Research Archive
• Nicoline Frølich (2023). LINK - oppfølging etter NOKUTs evaluering av UiO. Full text in Research Archive
• Nicoline Frølich (2023). LINK - presentasjon for fakultetsstyremøte UV-fakultetet. Full text in Research Archive
• Nicoline Frølich (2023). Globale trender i høyere utdanning - hva trenger vi vite mer om? Full text in Research Archive
• Nicoline Frølich (2023). Etter og viderutdanning - hva gjør institusjonene? Innlegg og debatt om livslang læring. Full text in Research Archive
• Nicoline Frølich (2023). Kvalitet i høyere utdanning - hvordan kan digital teknologi bidra? Panelsamtale i regi av LINK og NIFU under Arendalsuka 2023. Full text in Research Archive
• Nicoline Frølich (2023). Fragmentering av utdanning og læring? Bidrag i paneldebatt i regi av Høgskolen på Innlandet, Arendalsuka 2023. Full text in Research Archive
• Nicoline Frølich (2023). Perceptions of strategic choice and change in the university context. Full text in Research Archive
• Nicoline Frølich & Erling Johan Hjelmeng (2023). Pedagogisk støtte ved UiO - er det LINK som er problemet? Uniforum. ISSN 1891-5825. Full text in Research Archive
• Nicoline Frølich & Bjørn Stensaker (2023). Hvordan håndterer vi pedagogiske kriser ved UiO? Uniforum. ISSN 1891-5825. Full text in Research Archive
• Nicoline Frølich & Kristin Vinje (2023). Fremragende utdanning bør stimuleres, og SFU-ordningen bør derfor ikke avvikles. Innlegg i Khrono, 12. oktober 2023. Khrono.no. ISSN 1894-8995. Full text in Research Archive
• Nicoline Frølich (2023). Globale trender i høyere utdanning. Innlegg for Direktorat for høyere utdanning og kompetanse 26. oktober 2023. Full text in Research Archive
• Helge Ivar Strømsø, Rachelle Esterhazy, Erling Johan Hjelmeng & Nicoline Frølich (2023). Ja, vi trenger universitetspedagogisk basiskompetanse! Uniforum. ISSN 1891-5825. Full text in Research Archive
• Nicoline Frølich (2022). Video i undervisningen - God bruk og tekniske løsninger. Full text in Research Archive
• Nicoline Sidsel Frølich (2022). Strukturreformen og styringsdilemma. Full text in Research Archive
• Nicoline Sidsel Frølich (2022). Samfunnsutfordringer og strategiutforming. Full text in Research Archive
• Mari Elken, Martina Vukasovic & Nicoline Frølich (2022). Transformative re-organisations and identity formation in higher education. Full text in Research Archive
• Nicoline Frølich, Mari Elken & Thea Eide (2022). Distance to leadership: unpacking different forms of distance in academic organisations. Full text in Research Archive
• Jeroen Huisman, Karlijn Soppe, Thea Eide & Nicoline Frølich (2022). The impact of reforms in higher education. Full text in Research Archive
• Jeroen Huisman, Thea Eide, Stijn Daenekindt & Nicoline Frølich (2022). The impact of the structural reform: what do academics think and do? Full text in Research Archive Show summary

  In 2015 a large-scale structural reform was introduced in Norway, aiming at improving the quality of higher education. Through mergers between institutions, reform objectives such as high-quality education and research, robust academic communities, proper access to education throughout the country, regional development, world leading academic communities and efficient use of resources were to be achieved. A 2021 survey among academic staff allows us to gain insight in the teaching, research and third mission activities of academic staff and to see some perceived impacts of the structural reform. Teaching and research activities were quite similar across the sector, with some differences between subfields, merged institutions versus non-merged institutions and across institutional types. In contrast, involvement in third mission activities differed significantly. Also here there were marked differences by subfields, merged/non-merged institutions and institutional type. Regarding the level of change experienced, we found that across all reform dimensions respondent very often did not witness much change or did not know. Overall, the impact of the reform appears to be – according to the respondents – limited.

• Jeroen Huisman, Thea Eide, Karlijn Soppe & Nicoline Frølich (2022). Organisational features of Norwegian higher education institutions: perceptions on organisational change. Full text in Research Archive Show summary

  In 2015 a large-scale restructuring of the Norwegian higher education sector was launched, resulting in a number of merger processes leading to more comprehensive institutions than before. The merger processes are complex organisational processes which arguably have impact on key organisational features such as information flow, communication, engagement, collaboration, organisational culture, commitment, leadership and organisational change. Based on data from a 2021 survey among academic staff, this brief compares six of the institutions merging between 2016 and 2017 (INN, NORD, HVL, USN, UiT and NTNU) with a sample of 15 other higher education institutions in Norway. The tendency is that academic staff at the merged institutions in general are less positive with respect to organisational features of their institution than those in the group of other institutions. Both the type of institution and subject fields do play a role in staff reflections on organisational features as well.

• Nicoline Frølich, Mari Elken & Thea Eide (2022). Distance to leadership in academic organisations. Full text in Research Archive
• Nicoline Frølich (2022). Key features of higher education in the future - panel discussion. Full text in Research Archive
• Vegard Sjurseike Wiborg, Andreas Østbø Fidjeland, Thea Eide, Helge Holtermann, Siv-Elisabeth Skjelbred & Nicoline Frølich (2022). Konsekvenser av strukturreformen: Tilfredshet blant kandidatene. Full text in Research Archive Show summary

  Et av målene med sammenslåingene av høyskoler og universiteter som fulgte av Strukturmeldingen i 2015, var å bedre utdanningskvaliteten. På tross av dette finner vi ingen tegn til at nyutdannede fra fusjonerte læresteder har blitt mer tilfredse med utdanningen. Tall fra Kandidatundersøkelsen viser snarere en midlertidig, marginal nedgang i tilfredshet sammenlignet med kandidater fra ikke-fusjonerte læresteder. Resultatene kan derfor tyde på at eventuelle positive gevinster av sammenslåinger for denne dimensjonen av utdanningskvalitet, kandidaters tilfredshet, lar vente på seg.

• Nicoline Sidsel Frølich (2022). Fremtidens høyere utdanning. Full text in Research Archive
• Vegard Sjurseike Wiborg, Andreas Fidjeland, Thea Eide, Helge Holtermann, Siv-Elisabeth Skjelbred & Nicoline Sidsel Frølich (2022). Konsekvenser av strukturreformen: Tilfredshet blant kandidatene. Full text in Research Archive
• Nicoline Sidsel Frølich (2022). Hvordan skal vi undervise etter pandemien? Khrono.no. ISSN 1894-8995. Full text in Research Archive
• Nicoline Sidsel Frølich (2022). Evalueringen av strukturreformen. Full text in Research Archive
• Nicoline Sidsel Frølich (2022). Fem globale trender innen høyere utdanning. Khrono.no. ISSN 1894-8995. Full text in Research Archive
• Nicoline Sidsel Frølich (2022). Kvinners vei mot den akademiske toppen. Full text in Research Archive
• Martina Vukasovic, Nicoline Frølich, Ivar Bleiklie, Mari Elken & Svein Michelsen (2021). Policy processes shaping the Norwegian Structural Reform. Full text in Research Archive Show summary

  In April 2015 the Norwegian government launched a large-scale re-organisation of the Norwegian higher education landscape. A key characteristic of the 2015 Structural Reform is not the basic policy solution per se, but rather how this solution was put forward and the extent to which the higher education institutions involved were included in shaping the specificities of the merger processes in which they were involved.

• Espen Solberg, Lina Ingeborgrud, Lene Kirstine Korseberg, Nicoline Frølich & Lars Lyby (2021). Det er trolig flere forskere som forsker på 1. mai-tog enn som går i det. Full text in Research Archive
• Terje Næss, Nicoline Frølich & Mari Elken (2021). Fusjonerte institusjoner i støpeskjeen: Endringer i faglige profiler og det regionale studietilbudet. Full text in Research Archive Show summary

  I dette notatet belyses utviklingen i studieprogramprofilen ved de fusjonerte institusjonene. Institusjonene har fått en tydeligere fagprofil målt som andel studieprogram innen ulike fagområder og også styrket mastergradsprofil, men dette skyldes i stor grad den pågående overgangen fra fireårig til femårig lærerutdanning. Det har også vært en økning i antall studenter per studieprogram. Institusjonene har større regional spredning av studietilbudene, men studentene søker i større grad til noen av studiestedene enn andre. Data er hentet fra DBH.

• Nicoline Frølich (2021). Publiseringen ved fusjonerte høyskoler har skutt i været. Forskerforum.no. Full text in Research Archive
• Nicoline Frølich & Espen Solberg (2021). Kunnskapsvalget 2021. Full text in Research Archive
• Nicoline Frølich, Ivar Bleiklie & Bjørn Stensaker (2021). The actual work of university leaders. Short paper accepted to be presented to sub-theme 71. Full text in Research Archive
• Nicoline Frølich (2021). Hvordan har norske universiteter og høyskoler blitt påvirket av Covid-19? Full text in Research Archive
• Dag W. Aksnes, Lone Wanderås Fossum & Nicoline Frølich (2021). An initial bibliometric mapping of six higher education institutions undergoing structural changes. Full text in Research Archive Show summary

  One objective of the Structural Reform introduced in Norwegian higher education in 2015 is to promote high quality of research and contribute to more academic environments performing at a high international level. Higher education institutions differ with regard to research capacity and in the volume of research carried out. This is reflected, amongst others, in the amount of funding and in the number of academic staff and scientific and scholarly publications. During the period between 2011 and 2019, NTNU, HVL, HINN, USN, Nord Univ and UiT all increased their publication volume, both when measured in number of publications and in the number of publication points. The general pattern is that the largest institutions have the lowest growth rates. Several of the smaller institutions have very high growth rates, which may reflect increased research ambitions and time devoted to such activities at these institutions. Furthermore, the institutions differ in terms of discipline profile and specialization. Scientific productivity is also very skewed at the level of individuals. In 2019, one quarter of the publishing personnel published more than 1.5 publication points and there were only minor differences in this proportion across institutions. In terms of citation impact, all the examined institutions contribute to high impact research, but overall, the figures are lower than the national average. Large differences prevail at the level of subject fields.

• Nicoline Frølich (2021). Evaluering av strukturreformen – noen foreløpige funn og refleksjoner. Full text in Research Archive
• Nicoline Frølich, Martina Vukasovic & Ivar Bleiklie (2021). Politikken som formet strukturreformen. Full text in Research Archive
• Nicoline Frølich (2021). Evaluation of the structural reform. Full text in Research Archive
• Nicoline Frølich, Martina Vukasovic, Mari Elken & Bjørn Stensaker (2021). Pressing problems in researching structural reforms and mergers in higher education. Full text in Research Archive
• Nicoline Frølich & Espen Solberg (2021). Ledelse av panelsamtale. Full text in Research Archive
• Nicoline Frølich (2021). Hva gjør strukturreformen med norsk høyere utdanning? In Espen Solberg & Kaja Kathrine Wendt (Ed.), Det norske forsknings- og innovasjonssystemet – statistikk og indikatorer 2021. Norges forskningsråd. ISSN 9788212039032. p. 189–193. Full text in Research Archive Show summary

  Indikatorrapporten har utviklet seg både i form og omfang siden den første gang ble utgitt i 1997. 2021-utgaven er den fjerde nettbaserte utgaven (www.forskningsrådet.no/indikatorrapporten/). Et hovedpoeng med rapporten er å presentere et bredt tallmateriale om norsk og internasjonal forskning og innovasjon og se dette i en større sammenheng. Rapporten bygger på FoU- og innovasjonsstatistikken, men trekker i tillegg på mer enn 30 ulike datakilder.

• Lene Kirstine Korseberg, Thea Eide & Nicoline Frølich (2021). Kontinuitet fremfor innovasjon. Valg av faglig organisering ved fusjonerte institusjoner. Full text in Research Archive Show summary

  De fleste fusjonerte institusjonene har valgt en modell for faglig organisering som i stor grad reflekterer den fakultetsstrukturen som eksisterte før fusjonen. Valget av ny struktur er dermed preget av kontinuitet, heller enn innovasjon. En gjennomgang av de fusjonerte institusjonenes styrepapirer i perioden 2016-2020 viser at alle har som mål at den faglige omorganiseringen skal skape institusjoner med sterkere fagmiljøer og en tydelig faglig og strategisk profil. Hvordan de vurderer dette målet, og hvilke prioriteringer de legger til grunn i denne prosessen, er derimot forskjellig mellom de ulike institusjonene. Dette gjenspeiles i deres valg av fakultetsmodell, som varierer fra en tradisjonell «disiplinmodell» med bred fakultetsstruktur til en smalere fakultetsstruktur basert på en «profesjons-» eller «tverrfaglig» modell.

• Solveig Bjørkholt, Hebe Gunnes, Elisabeth Hovdhaugen, Terje Næss, Bo Sarpebakken & Ole Villund [Show all 14 contributors for this article] (2021). Menneskelige ressurser til FoU. In Espen Solberg & Kaja Kathrine Wendt (Ed.), Det norske forsknings- og innovasjonssystemet – statistikk og indikatorer 2021. Norges forskningsråd. ISSN 9788212039032. p. 115–226. Full text in Research Archive Show summary

  Indikatorrapporten har utviklet seg både i form og omfang siden den første gang ble utgitt i 1997. 2021-utgaven er den fjerde nettbaserte utgaven (www.forskningsrådet.no/indikatorrapporten/). Et hovedpoeng med rapporten er å presentere et bredt tallmateriale om norsk og internasjonal forskning og innovasjon og se dette i en større sammenheng. Rapporten bygger på FoU- og innovasjonsstatistikken, men trekker i tillegg på mer enn 30 ulike datakilder.

• Nicoline Sidsel Frølich (2021). Hvordan endres forskningshverdagen når åpen forskning blir den nye normalen? (innlegg i paneldebatt). Full text in Research Archive
• Nicoline Frølich (2020). Studenter i praksis i forskningsinstitutt – erfaringer fra NIFU. Praksisemnet på masterprogrammet i statsvitenskap, UiO. Full text in Research Archive
• Liv Anne Støren, Kjersti Nesje, Siv-Elisabeth Skjelbred & Nicoline Frølich (2020). Bør "relevant jobb etter studiet" inngå i inansieringssystemet? Full text in Research Archive
• Mari Elken & Nicoline Frølich (2020). Nye utfordringer for strukturreformen. Full text in Research Archive
• Ivar Bleiklie, Mari Elken, Nicoline Frølich, Svein Michelsen & Martina Vucasovic (2020). Policy Making as Dialogue? Full text in Research Archive
• Ivar Bleiklie, Mari Elken, Nicoline Frølich, Svein Michelsen & Martina Vucasovic (2020). Managerial policy making and the higher education merger reform in Norway. Full text in Research Archive
• Lise Degn, Mari Elken & Nicoline Frølich (2019). The "what, "why" and "how" of Quality in Nordic higher education reforms. Full text in Research Archive
• Trude Røsdal, Mari Elken & Nicoline Frølich (2019). Struktur, kommunikasjon og kultur i en ny organisasjon. Full text in Research Archive Show summary

  Som følge av Strukturreformen er flere norske UH-institusjoner nå midt i omfattende omorganiseringsprosesser. I dette notatet presenterer vi resultater fra en intervjubasert undersøkelse om fusjonsprosessen ved Høgskulen på Vestlandet. Fusjonsprosessen har vært tidkrevende, og spesielt den administrative omorganiseringen har vært forsinket. Forsinkelsene har bl.a. resultert i et høyt arbeidspress for de ansatte ved høgskolen. Utfordringene kan i stor grad relateres til implementering av campusovergripende fakulteter og institutter, ingen stedlig ledelse og store geografiske avstander. Undersøkelsen viser også at det i stor grad er en felles virkelighetsforståelse på tvers av de tradisjonelle skillelinjene i akademisk virksomhet (ansatt–leder, fag–administrasjon). Notatet framhever et behov for bedre prosesskoordinering, et mer effektivt kommunikasjonssystem, arbeid med ledelse i en ny organisasjon, samt behov å også ha fokus på de uformelle aspektene av en ny organisasjon.

• Nicoline Frølich (2019). Re-Structure: Redesigning the Norwegian higher education landscape. Full text in Research Archive
• Nicoline Frølich (2019). Norwegian structural reform in higher education. Recent policies and practices. Full text in Research Archive
• Nicoline Frølich (2019). Re-Structure: Redesigning the Norwegian higher education landscape. Full text in Research Archive
• Nicoline Frølich & Marte Mangset (2019). Endelig likestilling i akademia? Full text in Research Archive
• Nicoline Frølich (2019). Attraktive akademiske karrierer? Full text in Research Archive
• Nicoline Frølich (2019). Hvem vinner det akademiske kappløpet? Full text in Research Archive
• Nicoline Frølich (2019). Attraktive akademiske karrierer? Full text in Research Archive
• Nicoline Frølich, Marte Mangset, Mari Teigen, Knut Liestøl, Gunn Enli & Lina Christensen (2019). Endelig likestilling? Ikke ennå. [Journal]. Forskerforum.no. Full text in Research Archive
• Nicoline Frølich & Julia Loge (2019). Kvinner og menn har like sjanser til å gjøre karrierehopp i akademia. [Journal]. Forskerforum. Full text in Research Archive
• Nicoline Frølich & Sveinung Skule (2018). Attraktive karriereveier i og ut av universiteter og høgskoler. Khrono.no. ISSN 1894-8995. Full text in Research Archive
• Nicoline Frølich & Sveinung Skule (2018). Attraktive karriereveier i og ut av universiteter og høgskoler. 41(2), p. 18–19. Full text in Research Archive Show summary

  Underdalutvalgets forslag til ny stillingsstruktur og nye karriereveier vil kunne gi bedre forutsigbarhet og mer attraktive karriereveier for ansatte i norske universiteter og høgskoler. Men utvalget svarer ikke på den største utfordringen: Hvordan man kan lage attraktive karriereveier for det store flertallet med fersk doktorgrad – de som ikke skal jobbe ved universiteter eller høgskoler.

• Nicoline Frølich (2018). Internationalisation strategies of Norwegian higher education institutions. Full text in Research Archive
• Nicoline Frølich (2018). Managing mergers, governancing institutional integration. Full text in Research Archive
• Mari Elken, Nicoline Frølich, Peter Maassen & Bjørn Stensaker (2018). Organizing quality work in higher education institutions. Full text in Research Archive
• Hege Larsen & Nicoline Frølich (2018). NIFU-rapport: Høy andel professorer i Norge. [Journal]. khrono.no. Full text in Research Archive
• Nicoline Frølich & Bjørn Stensaker (2018). Navigating complexity: leadership work at institutional top level. Full text in Research Archive
• Nicoline Frølich, Trude Røsdal & Silje Maria Tellmann (2017). Professional educational programmes under pressure. Organisational challenges related to strengthening research. Full text in Research Archive
• Nicoline Frølich & Jeroen Huisman (2017). Structural reforms in higher education. Full text in Research Archive
• Thea Eide, Linn Elise Lurås Solberg, Jeroen Huisman & Nicoline Frølich (2021). A note on survey methodology: Documentation of data from the Re-structure survey among academic staff spring 2021. NIFU Nordisk institutt for studier av innovasjon, forskning og utdanning. ISSN 9788232705238. Full text in Research Archive Show summary

  This note on methodology describes the questionnaire, sample and data gathering process of a survey conducted by NIFU in connection to the Re-structure project, a four-year project funded by the Research Council of Norway through the FINNUT programme. The survey “Working conditions in higher education” has three objectives: To operationalize the reform goals, to investigate changes in core activities in order to measure change in the HE sector, and to measure institutional integration.

• Mari Elken, Stephan Daus, Hebe Gunnes, Lars Lyby, Nicoline Frølich & Trude Røsdal (2020). En forskningsbasert følgeevaluering av Høgskulen på Vestlandet : Sluttrapport. NIFU Nordisk institutt for studier av innovasjon, forskning og utdanning. ISSN 9788232704583. Full text in Research Archive Show summary

  Høgskulen på Vestlandet (HVL) ble etablert 01.01.2017 etter fusjon mellom Høgskolen i Bergen, Høgskulen i Sogn og Fjordane og Høgskolen Stord/Haugesund og er et av flere nye læresteder etablert i etterkant av Strukturreformen i 2015. Følgeevalueringen av fusjonen viser at den formelle organiseringen er i ferd med å finne sin form, men det gjenstår arbeid med å utvikle felles kultur og god kommunikasjon i en mye større organisasjon med til dels lange vertikale linjer og geografiske avstander. På tross av en krevende fusjonsprosess har HVL flere gode resultater innen forskning, utdanning og samhandling. Denne rapporten presenterer funnene fra en forskningsbasert følgeevaluering som ble gjennomført i perioden august 2018–januar 2020.

• Nicoline Frølich, Rune Borgan Reiling, Hebe Gunnes, Marte Mangset, Julia Orupabo & Marte E.S. Ulvestad [Show all 9 contributors for this article] (2019). Attraktive akademiske karrierer? Søkning, rekruttering og mobilitet i UH-sektoren. NIFU Nordisk institutt for studier av innovasjon, forskning og utdanning. ISSN 9788232704033. Full text in Research Archive Show summary

  Akademiske karrierer, rekruttering av vitenskapelig ansatte og forskeres mobilitet har fått større oppmerksomhet etter stortingsmeldingen Kultur for kvalitet (2016–2017). Ikke minst er det en sentral politisk målsetting at akademiske karrierer skal være attraktive. I den forbindelse har Kunnskapsdepartementet ønsket en kartlegging av søkning, rekruttering og mobilitet i universitets- og høgskolesektoren. Resultatene av kartleggingen presenteres i denne rapporten.

• Nicoline Frølich, Kaja Kathrine Wendt, Ingvild S Reymert, Silje Maria Tellmann, Mari Elken & Svein Kyvik [Show all 8 contributors for this article] (2018). Academic career structures in Europe : Perspectives from Norway, Denmark, Sweden, Finland, the Netherlands, Austria and the UK. NIFU Nordisk institutt for studier av innovasjon, forskning og utdanning. ISSN 9788232703180. Full text in Research Archive Show summary

  The higher education sector is increasingly important to society and national economies. Recruitment to academic positions, academic career prospects, and working conditions are critical issues in this regard. Importantly, academic career structures are characterised by different principles for organising academic careers which show distinct national variations. Currently the Norwegian academic career system is under discussion and the Ministry of Education and Research has appointed an expert committee (the Underdal committee) to consider the strengths and weaknesses of the Norwegian academic career system, whether changes are necessary, and to provide recommendations for improvement.

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