Siste faglige bidrag

• Joyce Malyn-Smith, Jodie Torrington, Mary Webb, Deirdre Butler, Jihyun Lee & Peter Tiernan [Vis alle 20 forfattere av denne artikkelen] (2026). Navigating AI’s Educational Future: Expert Scenarios and Implications for Teaching and Teacher Preparation. Computers and Education Open (CAEO). s. 100422–100422. doi: 10.1016/j.caeo.2026.100422. Fulltekst i vitenarkiv Vis sammendrag

  This paper presents expert perspectives derived from a visioning activity conducted by an international panel of educational researchers from 13 countries and 18 institutions, working under Thematic Working Group 5 for UNESCO’s EDUsummIT 2025. Using a futures thinking approach, the experts co-constructed six scenarios imagining AI-enriched educational environments in 2030 across primary, secondary, technical, and higher education sectors. Reflexive thematic analysis of these expert-generated artefacts identified 12 cross-cutting themes. Three meta-patterns emerged: the more-human paradox, in which AI saturation intensifies rather than displaces human pedagogical work; the agency-scaffolding tension, in which student AI agency must be carefully developed rather than assumed; and contextual variation, in which the meaning of critical AI partnership differs across educational phases. Together, these meta-patterns suggest that pre-service teacher preparation moves beyond AI tool training to embed pedagogical rehearsal of scaffolding strategies that make effective use of GenAI's capabilities. We identify three priority areas that reflect the most pressing areas for action: (a) developing critical, agentic AI partnerships, (b) orchestrating AI-enhanced learning ecosystems, and (c) building trustworthy, equitable AI infrastructure. These insights aim to inform the design of teacher education and professional learning that is responsive to rapidly evolving AI-mediated educational environments.

• Han Han, Fredrik Mørk Røkenes & Rune Johan Krumsvik (2025). The Flipped Classroom’s impact on students’ motivation and engagement. Nordic Journal of Digital Literacy. 20(3), s. 158–171. doi: 10.18261/njdl.20.3.3. Fulltekst i vitenarkiv Vis sammendrag

  In recent years, most of the research on the Flipped Classroom (FC) has primarily focused on examining students’ learning outcomes and their perceptions of this approach. However, the present study aims to explore the impact of the FC on students’ motivation and engagement by combining both quantitative and qualitative data in a single research effort, addressing the limited existing research in this area. The data for this investigation were collected from student teachers (STs) in the field of English as a foreign language (EFL) in a Norwegian teacher education program. The data collection instruments employed in this study involved a paper-based survey and focus group interviews. An explanatory sequential mixed methods research approach was adopted involving two phases. During Phase 1, a quasi-experimental design was employed, and quantitative data were obtained from two sub-groups: the control group (the non-flipped group) and the experimental group (the FC group). The data was collected through a paper-based survey using the Motivation and Engagement Scale- University/College (MES-UC) instrument. Phase 2 of this study involved the collection of qualitative data from the experimental group through focus group interviews. Based on the findings obtained from the two phases, no statistically significant difference was observed between the two sub-groups regarding motivation and engagement. However, participants from the experimental group expressed in the focus group interviews that the FC approach promoted their motivation and engagement when compared to the lecture-based approach.

• David A. Nicholls, Matthew Low & Filip Maric (2025). The possibilities for a posthuman physiotherapy, Inviting Movements in Physiotherapy - an Anthology of Critical Scholarship. University of Manitoba Press (UMP). ISSN 9781987830170. s. 266–289. doi: 10.82231/S8HA-YK54. Fulltekst i vitenarkiv Vis sammendrag

  This chapter offers a radically revised concept of therapy. Therapy is a concept that lies at the heart of what it means to be a physiotherapist, so it seems surprising that the profession has never defined what the therapy in its name actually means. In recent years, physiotherapists have been looking for new ways to express an expanded idea of their profession, but these have concentrated on more humanistic forms of practice. Here we take a different, post-human approach, understanding therapy as a universal process common to all entities. We begin by critiquing the paradoxes and inconsistencies evident in physiotherapy’s present understanding of therapy and then contrast this with an approach drawn from the writings of Gilles Deleuze. We conclude that therapy is a much more inclusive and complex phenomenon than the profession has previously understood, and suggest it has the potential to radically transform the physical therapies in the future.

• Bodil Louise Svendsen, Tony Burner & Fredrik Mørk Røkenes (2025). Intrinsically Motivating Instruction - Thomas Malone (revidert, 2 utgave). I Ben Akpan & Teresa J. Kennedy (Red.), Science Education in Theory and Practice An Introductory Guide to Learning Theory (2. ed). Springer Nature. ISSN 9783031813511. doi: https:/link.springer.com/chapter/10.1007/978-3-031-81351-1_2. Fulltekst i vitenarkiv
• Nicoline Frølich, Ivar Bleiklie & Bjørn Stensaker (2025). Leadership communication during organizational transformation. European Journal of Higher Education. ISSN 2156-8235. 15(4), s. 680–695. doi: 10.1080/21568235.2025.2456871. Fulltekst i vitenarkiv Vis sammendrag

  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.

• Omid Mirmotahari, Andrea Alessandro Gasparini, Maja Van Der Velden, Anja Røyne & Tatsiana Komissarova (2025). Miljøparadokset i kunstig intelligens: En balansegang mellom teknologisk fremskritt og bærekraft. Nordic Journal of STEM Education. 9(2), s. 250–254. doi: 10.5324/njsteme.v9i2.6403. Fulltekst i vitenarkiv Vis sammendrag

  I takt med at kunstig intelligens (KI) og andre avanserte teknologier revolusjonerer vårt samfunn, vokser bekymringen for deres miljøpåvirkning. Dette posisjonsdokumentet undersøker det paradoksale forholdet mellom teknologisk utvikling og miljømessig bærekraft, med særlig fokus på ressursbruk og energiforbruk. Vi drøfter hvordan utviklingen av stadig mer kraftfulle systemer står i konflikt med bærekraftsmål, og utforsker potensielle løsninger for å balansere teknologisk fremskritt med miljøansvar. Særlig vektlegger vi betydningen av å integrere bærekraftsperspektiver og digital kompetanse i STEM-utdanning for å forberede fremtidens forskere, designere, ingeniører og beslutningstakere på tvers av naturvitenskap, teknologi, ingeniørfag og matematikk.

• 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. Fulltekst i vitenarkiv Vis sammendrag

  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.

• Feten Fekih-Romdhane, Kamel Jebreen, Tasnim Swaitti, Mohammed Jebreen, Eqbal Radwan & Wafa Kammoun-Rebai [Vis alle 10 forfattere av denne artikkelen] (2024). The indirect role of perceived survival expectations in the association between perceived hope and suicidal thoughts among palestinians amid war in Gaza. Scientific Reports. 14(1). doi: 10.1038/s41598-024-83679-8. Fulltekst i vitenarkiv
• Ester Fremstad & Kristin Ewins (2024). Academic citizenship through the bundle of academic roles. Journal of Praxis in Higher Education (JPHE). doi: 10.47989/kpdc488. Fulltekst i vitenarkiv
• Ester Fremstad & Kristin Ewins (2023). The critical-constructive potential of academic development: a case study. Studies in Higher Education. ISSN 0307-5079. doi: 10.1080/03075079.2023.2182875. Fulltekst i vitenarkiv
• 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. s. 1–13. doi: 10.1111/hequ.12477. Fulltekst i vitenarkiv Vis sammendrag

  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.

• Thomas de Lange, Anne Line Wittek & Audun Bjerknes (2022). Trust in Peers: Conditions of Trust in Faculty-Based Peer Review of Teaching in Norway. Higher Education Dynamics. ISSN 1571-0378. 57, s. 117–130. doi: 10.1007/978-3-030-87037-9_8. Fulltekst i vitenarkiv
• Bjørn Stensaker, Jens Patrick Wilhelm Jungblut & Georgiana Mihut (2021). Strategic advisory boards – the emergence of shadow governance in universities? International Journal of Leadership in Education. ISSN 1360-3124. doi: 10.1080/13603124.2021.1913237. Fulltekst i vitenarkiv Vis sammendrag

  Numerous universities throughout the world have established top-level advisory boards – informal bodies and councils that the institutional leadership may consult on issues perceived as important. Through a series of qualitative interviews with members of such entities as well as representatives of the institutions appointing them, the article sheds light on how strategic advisory bodies function, and how these entities frame and interact with the institutional leadership. We observe that strategic advisory boards represent a hybrid form of governance installing mutual dependencies between representatives of the boards and the institutional leadership – what we label as a kind of controlled collegiality. While university leadership acts as a gatekeeper controlling access to these boards, once members are nominated the power relations between the actors, become more equal. The study highlights the importance of strategic advisory boards as new elements in higher education governance – working in the shadow of more formal governance arrangements. Here, we argue that the establishment of these boards can be interpreted as a re-introduction of a collegial element in universities exposed to a number of reforms resulting in more streamlined and managerial governance structures.

Se alle arbeider i NVA

• Mari Elken, Peter Maassen, Monika Nerland, Tine Sophie Prøitz, Bjørn Stensaker & Agnete Vabø (2020). Quality Work in Higher Education. Organisational and Pedagogical Dimensions. Springer. ISBN 9783030417567. 186 s. Fulltekst i vitenarkiv
• Susanna Karakhanyan & Bjørn Stensaker (2020). Global Trends in Higher Education Quality Assurance. Brill | Sense. ISBN 9789004440319. 348 s. Fulltekst i vitenarkiv
• Pedro N. Teixeira, J C Shin, Alberto Amaral, A Bernasconi, António Magalhães & Barbara Kehm [Vis alle 20 forfattere av denne artikkelen] (2020). Encyclopedia of International Higher Education Systems and Institutions. Springer Nature. ISBN 9789401789042. 2767 s. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Fredrik Mørk Røkenes, Robin Guérit & Jelena Dzakula-Fuller (2026). Learning and assessment with AI in higher education: Opportunities, dilemmas, and institutional challenges. Fulltekst i vitenarkiv
• Nicoline Frølich (2026). Vi trenger et nasjonalt senter for kvalitet i høyere utdanning. Khrono. Fulltekst i vitenarkiv Vis sammendrag

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

• Fredrik Mørk Røkenes, Jen Scott Curwood, Han Han, Henriikka Vartiainen, Anders D. Olofsson & Teemu Valtonen (2026). Knowing and Acting with Generative AI: AI Literacy, Teacher Agency, and Educational Futures. Fulltekst i vitenarkiv
• Elaina Jacqulene Wiljanen Weber, Karen Vilde Winther, Erling Krogh, Gustav Vaaje-Kolstad, John Andrew McNeish & Michael Kirby Moulton (2025). With Heads and Hearts: A Cross- Disciplinary Application of Digital Storytelling at the Norwegian University of Life Science. I Antonia Liguori, Philippa Rappoport & Daniela Gachago (Red.), Story Work for a Just Future: Exploring the Plurality of Knowledge and Method within the Digital Storytelling Community. Smithsonian Institution Press. ISSN 9781944466831. s. 159–168. doi: 10.5479/si.30758276. Fulltekst i vitenarkiv Vis sammendrag

  Stories can generate empathy and trust among diverse communities and audiences and, at the same time, demonstrate their usefulness in giving meaning to human behaviors and emotions. Digital Storytelling burst upon the scene in the very late 20th century with the increasingly widespread ability of anyone with access to a computer and easy-to-use software to combine various media—video, photographs, animation, music, voice narration, text—to tell a story.</p><p dir="ltr">In a time when academia and cultural institutions are being challenged to encourage broader engagement with diverse knowledges, practices that support shared knowledge co-creation have become vitally important. <i>Story Work for a Just Future</i> reflects on how different storytelling approaches blur boundaries and expand learning opportunities between both formal and informal contexts, and it proposes mutual learning and co-creation of knowledge as a way forward to create a just future for all.

• Mary Webb, Matt Bower, Ana Amélia Carvalho, Fredrik Mørk Røkenes, Jodie Torrington & Jonathan D. Cohen [Vis alle 18 forfattere av denne artikkelen] (2025). Artificial Intelligence (AI) literacy for teaching and learning: outcomes from EDUsummIT 2025 TWG5. Fulltekst i vitenarkiv
• Fredrik Mørk Røkenes, Junaid M. Khan & Fazilat Siddiq (2025). Hvordan bruke kunstig intelligens i undervisningen din? Workshop 2 ved det samfunnsvitenskapelige fakultet. Fulltekst i vitenarkiv
• Fredrik Mørk Røkenes & Tatsiana Komissarova (2025). BedreUndervisning. Fulltekst i vitenarkiv
• Fredrik Mørk Røkenes, Junaid M. Khan, Matthew Rix Whiting, Fazilat Siddiq & Kennedy Michele Bailey (2025). Hvordan bruke kunstig intelligens i undervisningen din? Workshop ved det samfunnsvitenskapelige fakultet. Fulltekst i vitenarkiv
• Fredrik Mørk Røkenes (2025). Seminar om KI i utdanningen - KI i undervisning og vurdering. Fulltekst i vitenarkiv
• Fredrik Mørk Røkenes & Junaid M. Khan (2025). Kunstig intelligens i undervisning og vurdering. Fulltekst i vitenarkiv
• Fredrik Mørk Røkenes, Øystein Gilje, Nina Eriksdatter, Martin Haldorsen & Kristian Holm (2025). Generative AI chatbots as dialogue partners and shared artefacts in EFL classrooms. Fulltekst i vitenarkiv
• Han Han & Fredrik Mørk Røkenes (2025). Bridging the AI Competency Gap: Aligning Norway and China’s Frameworks with UNESCO’s Standards. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Fredrik Mørk Røkenes & Iris Anna Berg (2025). LINK digger KI: Fem eksempler. Fulltekst i vitenarkiv
• Fredrik Mørk Røkenes (2025). Hvordan lykkes med praksisstudenter? Fulltekst i vitenarkiv
• Fredrik Mørk Røkenes & Tatsiana Komissarova (2025). Hvordan understøtte vitenskapelige ansattes systematiske utvikling av pedagogisk praksis med BedreUndervisning (BU). Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Nicoline Frølich (2025). Trender som former utdanning. Innlegg for Produktråd for digitalt læringsmiljø, SIKT, Oslo 4. juni 2025. Fulltekst i vitenarkiv
• Nicoline Frølich (2025). Trender som former utdanning. Innlegg for School of Communication, Leadership and Marketing, Leangkollen, 13. mai 2025. Fulltekst i vitenarkiv
• Nicoline Frølich (2025). Hva skal vi med høyere utdanning? Kronikk i Khrono 10. mai 2025. Fulltekst i vitenarkiv
• Fredrik Mørk Røkenes, Nina Eriksdatter, Martin Haldorsen, Øystein Gilje & Kristian Holm (2025). Kan kunstig intelligens bidra til aktiv språkinteraksjon i engelskundervisningen? Fulltekst i vitenarkiv
• Fredrik Mørk Røkenes & Tatsiana Komissarova (2025). BedreUndervisning (BU). Fulltekst i vitenarkiv
• Sunniva Engh & Ester Fremstad (2024). Hvordan støtte tverrfaglig, praksisbasert og utfordringsdrevet læring? Fulltekst i vitenarkiv Vis sammendrag

  Rundebordsamtalen der vi, med utgangspunkt i erfaringer fra et treårig tverrfaglig utviklingsprosjekt ved Institutt for arkeologi, kunsthistorie og historie og Institutt for psykologi ved Universitetet i Oslo, utforsker muligheter og betingelser for hvordan studenter kan lære av tverrfaglig, praksisbasert, og utfordringsdrevet arbeid.

• Ester Fremstad & Kjetil Rødje (2024). Studenter som medskapere av egen utdanning. Fulltekst i vitenarkiv Vis sammendrag

  Rundebordssamtale der vi utforsker muligheter og betingelser for studentdeltakelse i studieprogramutvikling, med utgangspunkt i erfaringer fra et treårig utviklingsprosjekt ved Institutt for medier og kommunikasjon ved Universitetet i Oslo

• Fredrik Mørk Røkenes (2024). Seile under falsk flagg? Om posisjonering i forskningsprosjekter. I Bodil Louise Svendsen & Julie Ane Ødegaard Borge (Red.), Metodelosen- Om valg av forskningsmetode i lærerutdanning. Fagbokforlaget. ISSN 9788245049077. s. 50–83. Fulltekst i vitenarkiv
• Fredrik Mørk Røkenes (2024). Litteraturreview: Hva, hvorfor og hvilke. Fulltekst i vitenarkiv
• Nicoline Frølich & Lene Kirstine Korseberg (2024). Digitalization and merger processes in universities. How are they interrelated? Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Nicoline Frølich (2024). Kvalitet er også kaffe og venner. Fulltekst i vitenarkiv
• Even Igland Diesen, Fredrik Mørk Røkenes, Oskar Andreas Olsen & Aurora Cathrin E. Adolfsen (2024). Lærersnakk: KI i skolen. [Radio]. Institutt for lærerutdanning. Fulltekst i vitenarkiv Vis sammendrag

  Hvordan manøvrere mellom naiv optimisme og hysterisk pessimisme? Even og lærerstudenten Aurora har en prat med førsteamanuensis i engelsk fagdidaktikk Fredrik Mørk Røkenes og Oskar Olsen, lærer ved Blussuvoll skole. Programleder: Even Igland Diesen, førsteamanuensis ved Institutt for lærerutdanning, NTNU.

• Øystein Gilje, Fredrik Mørk Røkenes, Nina Eriksdatter, Martin Haldorsen & Kristian Holm (2024). Exploring the Potential and Pedagogical Implications of Pre-instructed AI ChatBots in EFL classrooms. Fulltekst i vitenarkiv
• Inger Merethe Hansen, Fredrik Mørk Røkenes & Tommy Thompson (2024). Introduksjontil temanummer: Veiledning og digitalisering –muligheter og utfordringer. NORDVEI: Nordisk tidsskrift i veiledningspedagogikk. 9(2). doi: 10.15845/ntvp.v9i2.4422. Fulltekst i vitenarkiv
• Rune Johan Krumsvik, Fredrik Mørk Røkenes & Øystein Olav Skaar (2024). Artificial intelligence in higher education (symposium). Fulltekst i vitenarkiv
• Siri Brorstad Borlaug & Nicoline Frølich (2024). I kjølvannet av Strukturreformen. Fulltekst i vitenarkiv
• Audun Bjerknes (2024). A World of Rhythm. Fulltekst i vitenarkiv
• Audun Bjerknes (2024). The Sound of Ventilation. Fulltekst i vitenarkiv
• Audun Bjerknes (2024). Sansenes resonans - Sansene som inngang til kreativitet og læring i film. Fulltekst i vitenarkiv
• Audun Bjerknes (2024). The Sound of Resonance. Fulltekst i vitenarkiv
• Fredrik Mørk Røkenes, Bjørn Stensaker, Kristin Vinje, Aslaug Louise Slette & Sondre Matthias Klungland (2024). Panelsamtale: Innovasjon for utdanningskvalitet - hva fungerer? Fulltekst i vitenarkiv
• Nicoline Frølich & Espen Solberg (2024). Hva skal vi med kunstig intelligens i høyere utdanning? Panelsamtale under Arendalsuka. Fulltekst i vitenarkiv
• Nicoline Frølich (2024). Få fart på utdanningskvaliteten. Khrono.no. ISSN 1894-8995. Fulltekst i vitenarkiv
• Ester Fremstad, Karen Vilde Winther & Jessica Yarin Robinson (2023). Utvikling og utprøving av Videoessay som lærings- og vurderingsform. Fulltekst i vitenarkiv
• Ester Fremstad, Markus Bugge, Kristin Ewins & Sunniva Engh (2023). Challenge-based learning: from practice to theory. Fulltekst i vitenarkiv
• Sunniva Engh, Ester Fremstad, Trym Fjeldheim Karlsen & Liv-Helene Slettum Sivertsen (2023). Bærekraftlaboratoriet og utfordringsdrevet læring. Fulltekst i vitenarkiv
• Nicoline Frølich (2023). Meeting Teaching and Learning Centres in Circle U - plans for possible collaboration. Fulltekst i vitenarkiv
• Nicoline Frølich (2023). Higher Education and academic careers - Women's path to academic positions in academia. Fulltekst i vitenarkiv
• Nicoline Frølich (2023). LINK - oppfølging etter NOKUTs evaluering av UiO. Fulltekst i vitenarkiv
• Nicoline Frølich (2023). LINK - presentasjon for fakultetsstyremøte UV-fakultetet. Fulltekst i vitenarkiv
• Nicoline Frølich (2023). Globale trender i høyere utdanning - hva trenger vi vite mer om? Fulltekst i vitenarkiv
• Nicoline Frølich (2023). Etter og viderutdanning - hva gjør institusjonene? Innlegg og debatt om livslang læring. Fulltekst i vitenarkiv
• Nicoline Frølich (2023). Kvalitet i høyere utdanning - hvordan kan digital teknologi bidra? Panelsamtale i regi av LINK og NIFU under Arendalsuka 2023. Fulltekst i vitenarkiv
• Nicoline Frølich (2023). Fragmentering av utdanning og læring? Bidrag i paneldebatt i regi av Høgskolen på Innlandet, Arendalsuka 2023. Fulltekst i vitenarkiv
• Nicoline Frølich (2023). Perceptions of strategic choice and change in the university context. Fulltekst i vitenarkiv
• Nicoline Frølich & Erling Johan Hjelmeng (2023). Pedagogisk støtte ved UiO - er det LINK som er problemet? Uniforum. ISSN 1891-5825. Fulltekst i vitenarkiv
• Nicoline Frølich & Bjørn Stensaker (2023). Hvordan håndterer vi pedagogiske kriser ved UiO? Uniforum. ISSN 1891-5825. Fulltekst i vitenarkiv
• Maren Omland, Anja Amundrud, Magnus Hontvedt, Hege Hermansen, Fazilat Siddiq & Gudrun Rudningen [Vis alle 8 forfattere av denne artikkelen] (2023). Co-creation and student-staff partnership in higher education. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Nicoline Frølich (2023). Globale trender i høyere utdanning. Innlegg for Direktorat for høyere utdanning og kompetanse 26. oktober 2023. Fulltekst i vitenarkiv
• Sølvi Mausethagen & Hege Hermansen (2023). Research literacy among teachers and school leaders - a case study. Fulltekst i vitenarkiv
• Helge Ivar Strømsø, Rachelle Esterhazy, Erling Johan Hjelmeng & Nicoline Frølich (2023). Ja, vi trenger universitetspedagogisk basiskompetanse! Uniforum. ISSN 1891-5825. Fulltekst i vitenarkiv
• Nicoline Frølich (2022). Video i undervisningen - God bruk og tekniske løsninger. Fulltekst i vitenarkiv
• Nicoline Sidsel Frølich (2022). Strukturreformen og styringsdilemma. Fulltekst i vitenarkiv
• Nicoline Sidsel Frølich (2022). Samfunnsutfordringer og strategiutforming. Fulltekst i vitenarkiv
• Nicoline Frølich, Mari Elken & Thea Eide (2022). Distance to leadership: unpacking different forms of distance in academic organisations. Fulltekst i vitenarkiv
• Jeroen Huisman, Karlijn Soppe, Thea Eide & Nicoline Frølich (2022). The impact of reforms in higher education. Fulltekst i vitenarkiv
• Jeroen Huisman, Thea Eide, Karlijn Soppe & Nicoline Frølich (2022). Organisational features of Norwegian higher education institutions: perceptions on organisational change. Fulltekst i vitenarkiv Vis sammendrag

  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. Fulltekst i vitenarkiv
• Nicoline Frølich (2022). Key features of higher education in the future - panel discussion. Fulltekst i vitenarkiv
• Nicoline Sidsel Frølich (2022). Fremtidens høyere utdanning. Fulltekst i vitenarkiv
• Vegard Sjurseike Wiborg, Andreas Fidjeland, Thea Eide, Helge Holtermann, Siv-Elisabeth Skjelbred & Nicoline Sidsel Frølich (2022). Konsekvenser av strukturreformen: Tilfredshet blant kandidatene. Fulltekst i vitenarkiv
• Nicoline Sidsel Frølich (2022). Hvordan skal vi undervise etter pandemien? Khrono.no. ISSN 1894-8995. Fulltekst i vitenarkiv
• Nicoline Sidsel Frølich (2022). Fem globale trender innen høyere utdanning. Khrono.no. ISSN 1894-8995. Fulltekst i vitenarkiv
• Hege Hermansen, Marte Mangset & Silje Bringsrud Fekjær (2021). Myter og fakta om forskningstid. Fulltekst i vitenarkiv
• Sølvi Mausethagen & Hege Hermansen (2021). Evaluering av desentralisering ordning - skole. Fulltekst i vitenarkiv
• Per Magnus & Siri Eldevik Håberg (2021). Annual report 2020. Centre for Fertility and Health. Fulltekst i vitenarkiv
• Mary Webb, Matt Bower, Ana Amelia Carvalho, Fredrik Mørk Røkenes, Jodie Torrington & Jonathan D. Cohen [Vis alle 18 forfattere av denne artikkelen] (2025). Thematic Working Group 5 - Artificial Intelligence (AI) literacy for teaching and learning: design and implementation. EDUsummIT. doi: 10.70725/373097eiymbn. Fulltekst i vitenarkiv Vis sammendrag

  TWG 5 focused on developing and implementing effective strategies for enhancing AI literacy and agency of teachers, equipping them with the knowledge and skills necessary to integrate AI into their teaching practices. Explorations covered curriculum design, professional development programs, practical classroom applications, and policy guidelines aiming to empower educators to confidently utilize AI tools and foster a deeper understanding of AI concepts among students.

• Regine Olsen, Susanne Emilie Unum Leidal, Henrik Tjønn, Marianne Kufaas Sæterhaug & Helene Aalborg Christiansen (2023). KD-midler 2022: aktiviteter ved UiO. En kvalitativ undersøkelse høsten 2022. LINK - Universitetet i Oslo. Fulltekst i vitenarkiv
• Robyn E Wootton, Rebecca B. Lawn, Maria Christine Magnus, Jorien L Treur, Elizabeth Claire Corfield & Pål Rasmus Njølstad [Vis alle 14 forfattere av denne artikkelen] (2022). Health behaviours prior to pregnancy and fertility outcomes: Triangulation of evidence in the Norwegian Mother, Father and Child Cohort Study (MoBa). Cold Spring Harbor Laboratory Press (CSHL). doi: 10.1101/2022.03.22.22272772. Fulltekst i vitenarkiv
• Marita Elise Bøe, Sondre Røstad-Tollefsen & Rebekka Marie Carlsen Walle (2022). Studenters tilbakemeldinger på UiOs psykososiale miljø, tiltak og faglige tilbud. LINK - Universitetet i Oslo. Fulltekst i vitenarkiv
• Bjørn Stensaker, Katarina Winka, Eva Pettersson, Hanne Leth Andersen, Jan Frode Hatlen & Oda Bjørnsdatter [Vis alle 8 forfattere av denne artikkelen] (2021). Anerkjennelse av individuell kompetanse og organisatorisk kulturutvikling - på samme tid? Evaluering av UiTs meritteringsordning. UiT Norges arktiske universitet. Fulltekst i vitenarkiv
• Selma Therese Lyng, Elin Borg, Knut Fossestøl, Eirin Pedersen, Hege Hermansen & Hedvig Skonhoft Johannesen [Vis alle 9 forfattere av denne artikkelen] (2021). Evaluering av ny kompetansemodell – desentraliserte ordninger for skole og yrkesfag samt oppfølgingsordningen. Temanotat 1: Programteori, foreløpige funn og videre forskningsspørsmål. AFI-rapport 2021:2. OsloMet - storbyuniversitetet. ISSN 9788276094251. Fulltekst i vitenarkiv
• Mari Elken, Helene Aalborg Christiansen, Eline Braaten & Susann Andora Biseth-Michelsen (2021). Medisinstudentenes synspunkter på og opplevelser av egen utdanning - en kvalitativ undersøkelse. LINK - Universitetet i Oslo. Fulltekst i vitenarkiv
• Regine Olsen, Susanne Emilie Unum Leidal & Helene Aalborg Christiansen (2021). Studenters forhold til karriere og karrieretjenester på UiO - en kvalitativ undersøkelse våren 2021. LINK - Universitetet i Oslo. Fulltekst i vitenarkiv
• Malcolm Langford, Ester Fremstad, Kristin Steen Slåttå, Hilde Westbye, Johanne Maria Rohde Larsen & Sophia Susanne Traub Wulff (2020). Hjemmeeksamen i koronatiden: Evaluering av de første eksamenene. CELL: Centre on Experiential Legal Learning. Fulltekst i vitenarkiv

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