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• Marte Lorentzen, Hilde Wågsås Afdal, Sølvi Mausethagen & Hege Hermansen (2026). Research on research use in education: a systematic scoping review. Journal of Professional Capital and Community. ISSN 2056-9548. s. 16–16. doi: 10.1108/jpcc-07-2025-0072. Fulltekst i vitenarkiv Vis sammendrag

  Purpose This study aims to clarify how research use in education has been defined, conceptualized and empirically studied over the past three decades, addressing its growing prominence in policy and practice. Design/methodology/approach A systematic scoping review was conducted, analyzing 34 peer-reviewed English-language journal articles on research use among teachers, school leaders and educational systems. The analysis is framed within three generations of evidence use: rational-linear approaches, relational approaches and system-wide approaches. Findings The review highlights the global significance of research use in education. The concept is often used interchangeably with terms such as “research-informed practice” and “research engagement,” complicating efforts to link specific concepts to distinct understandings of research use. While many studies explore the influence of individual characteristics and organizational conditions, few investigate how research is integrated, negotiated and situated within educational practices or used to address specific challenges. These findings suggest that current research cannot be exclusively characterized as third-generation studies, which emphasize the contextual inseparability of research use. Research limitations/implications Although conceptual diversity is not inherently problematic, the lack of clarity may complicate cross-study comparisons and hinder theoretical development. Greater attention should be directed toward documenting how research informs practice within specific educational, organizational and social contexts. Originality/value This review is among the first to systematically map and discuss how research use is conceptualized and studied in education through a generational lens.

• Hege Hermansen (2025). Utdanningsledelse i et nett av kompleksitet. I Tone Dyrdal Solbrekke & Kristin Helstad (Red.), Utdanningsledelse i høyere utdanning - legitime kompromisser. Universitetsforlaget. ISSN 9788215071329. s. 119–135. doi: https:/www.universitetsforlaget.no/utdanningsledelse-i-hoyere-utdanning. Fulltekst i vitenarkiv
• Sølvi Mausethagen, Hege Hermansen, Hilde Wågsås Afdal, Marte Lorentzen & Hanna Holmeide (2025). A systematic critical review of research on ‘research use’ in education: Towards more profession-sensitive conceptualisations. Educational Research Review. ISSN 1747-938X. 49, s. 100740–100740. doi: 10.1016/j.edurev.2025.100740. Fulltekst i vitenarkiv
• Hege Hermansen, Marte Lorentzen & Frode Restad (2025). Mellom likeverdighet og asymmetri: Kunnskapens rolle i partnerskapsarbeid. Uniped - Tidsskrift for universitets- og høgskolepedagogikk. ISSN 1500-4538. 48(2-3), s. 142–152. doi: 10.18261/uniped.48.2-3.6. Fulltekst i vitenarkiv
• Maren Omland, Magnus Hontvedt, Fazilat Siddiq, Anja Amundrud, Hege Hermansen & Maiken Andrea Simmersholm Mathisen [Vis alle 8 forfattere av denne artikkelen] (2025). Co-creation in higher education: a conceptual systematic review. Higher Education. ISSN 0018-1560. doi: 10.1007/s10734-024-01364-1. Fulltekst i vitenarkiv Vis sammendrag

  Co-creation constitutes a novel pedagogical approach for enhancing teaching and learning in higher education. When students and staff collaborate to improve curriculum, pedagogical resources, and the development of students’ roles as peer-mentors or teaching assistants, it has led to increased learning outcomes, more inclusive practices, empowered students, and improved relationships between students and staff. In this conceptual systematic review of 222 research articles, we investigate characteristics of research on co-creation and analyse how the interactions constituting co-creation have been conceptualised. We identified dialogue, positioning, agency, and voice as core concepts describing co-creational interactions. These concepts are highly interconnected and were examined both as products of co-creation and as vital elements for co-creation to be productive. Based on these findings, we developed an analytical framework serving (a) to inform analyses of co-creational interaction and (b) as a model for educators designing co-creational activities. We further contribute to the theoretical underpinning of co-creation by discussing how dialogic theories can inform investigations of co-creational interactions in future research. We argue that there is a range of research questions related to the interactions constituting co-creation that are not sufficiently investigated. We suggest that future research should be directed towards observational studies of these interactions to develop knowledge on how educators can interact inclusively with students, fostering agency and positioning students as significant contributors to educational processes in higher education.

• Sølvi Mausethagen & Hege Hermansen (2023). Hvordan håndtere et komplekst begrep? Analyser av "lærerrollen" i et politisk utredningsarbeid. I Tine Sophie Prøitz (Red.), Forskningsoversikter i utdanningsvitenskap: Systematikk og kreativitet. Fagbokforlaget. ISSN 9788245044171. Fulltekst i vitenarkiv
• Hege Hermansen & Sølvi Mausethagen (2023). Beyond the research–practice gap: Constructing epistemic relations in teacher education. International Journal of Educational Research. ISSN 0883-0355. 119. doi: 10.1016/j.ijer.2023.102171. Fulltekst i vitenarkiv
• Hege Yvonne Hermansen & Sølvi Mausethagen (2023). Kunnskapsintegrasjon i lærerutdanning og profesjonsutøvelse, En forskningsbasert skole? Forskningens plass i lærerutdanning og skole. Universitetsforlaget. ISSN 9788215065540. Fulltekst i vitenarkiv
• Sølvi Mausethagen & Hege Yvonne Hermansen (2023). Forskningslitterasitet hos lærere og ledere i skolen - en casestudie, En forskningsbasert skole? Forskningens plass i lærerutdanning og skole. Universitetsforlaget. ISSN 9788215065540. Fulltekst i vitenarkiv
• Bjørn Stensaker & Hege Hermansen (2023). Global, Nordic, or institutional visions? An investigation into how Nordic universities are adapting to the SDGs. Higher Education. ISSN 0018-1560. doi: 10.1007/s10734-023-01047-3. Fulltekst i vitenarkiv Vis sammendrag

  After their launch by the UN in 2015, the Sustainable Development Goals (SDGs) have been seen as landmarks for global survival. Higher education has been given a key role in the implementation of the SDGs, and the current article investigates how a sample of Nordic higher education institutions have been adapting to the SDGs. Based on the assumption that some SDGs are closely linked to traditional Nordic values such as inclusion and equality, one could expect that higher education institutions in this region would find it easy to adopt (specific parts of) the SDGs. However, although such adaptation is detectable at some institutions, many institutions seem to adapt to the SDGs in more symbolic ways. The findings are discussed in relation to the impact of globalization on Nordic higher education, along with how and to what extent globalized ideas are translated into local contexts.

• Anne K. Hagen, Maria Louiza Christina Damen & Hege Hermansen (2023). Unpacking the Theory-Practice Nexus in Basic Police Education. Nordic Journal of Studies in Policing (NJSP). 10(1). doi: 10.18261/njsp.10.1.7. Fulltekst i vitenarkiv Vis sammendrag

  A meaningful connection between theory and practice is crucial for strengthening education quality, especially in professional education programmes such as police education. Meanwhile, the increasing academisation of police education puts more focus on the theoretical and academic courses. This challenges the practical relevance of police education. How the relationships between theory and practice are forged depends partly on educators’ conceptualisa- tions of theory and practice and its implications for the teaching and learning design. We therefore asked Norwegian police educators how they understand the concepts theory and practice in police education, and how they plan and facilitate learning activities to create a meaningful relationship between the two. We conducted face-to-face interviews with police educators from different knowledge domains. In all cases, a simplistic, dichotomous relationship between notions of theory and practice is rejected. Instead, we found multiple relationships, each with different underlying assumptions about how it supports students’ professional development.

• Sølvi Mausethagen & Hege Hermansen (2023). ‘Research Use’ in Education: Conceptualising the Teaching Profession Within the Policy–Research–Practice Nexus. I Tine Sophie Prøitz, Petter Aasen & Wieland Ulrich Wermke (Red.), From education policy to education practice Unpacking the nexus. Springer Nature. ISSN 9783031369698. s. 75–92. Fulltekst i vitenarkiv Vis sammendrag

  This book addresses the complex interrelations between education policy and education practice developed under new ways of governance. It illuminates the nexuses of the interrelated fields of education policy and education practice including the characteristics of these relationships. The book offers a selection of cases with varied approaches to the question of how different actors and stakeholders are situated in contemporary policy and practice nexuses. The cases presented includes theoretical and conceptual studies; historical studies; ethnographic studies; and studies combining empirical interview data and quantitative data. The book shows what constitutes the contemporary nexuses in education and discusses the need to re-consider how we in education research approach policy and practice in the interface between structure and agency for the future developments in the education policy-practice nexus.

• Hege Hermansen & Sølvi Mausethagen (2023). Konstruksjoner av «partnerskap» i universiteter og høgskolers samarbeid med skolesektoren. Uniped - Tidsskrift for universitets- og høgskolepedagogikk. ISSN 1500-4538. doi: 10.18261/uniped.46.3.5. Fulltekst i vitenarkiv Vis sammendrag

  Universiteter og høgskolers samfunnsoppdrag inkluderer støtte til profesjonsutøveres læring i arbeidslivet. I lærerutdanningen organiseres slikt arbeid i økende grad innenfor rammene av en partnerskapstenkning der høyere utdanningsinstitusjoner og skolesektoren inngår i et forpliktende samarbeid om kompetanseutvikling. Imidlertid viser forskning at partnerskap mellom universiteter og skoler kjennetegnes av flere utfordringer. I denne artikkelen tar vi utgangspunkt i at slike samarbeidsrelasjoner vil formes av hvordan ideen om partnerskap begrepsfestes og operasjonaliseres. Et empirisk spørsmål er hvordan ulike faktorer påvirker konstruksjoner av partnerskapsbegrepet, og hvordan slike konstruksjoner posisjonerer universiteter og høgskolers rolle i partnerskapene. Vi analyserer hvordan partnerskapsbegrepet formes gjennom aktivitetene til et nasjonalt nettverk for universiteter og høgskoler som inngikk i en satsing på lokal kompetanseutvikling i skolesektoren. Nettverket skulle bidra til en felles forståelse av partnerskapsbegrepet i universitets- og høgskolesektoren og var dermed en fruktbar arena for empiriske analyser. Datamaterialet består av observasjonsdata fra nettverkets samlinger komplementert med dokumenter og inter- vjudata. Teoretisk trekker vi på sosialpraksisteori og posisjonerer partnerskapsbegrepet som et kunnskapsobjekt som utvikles i samspill med institusjonelle praksiser. Analysene viser at konstruksjoner av partnerskapsbegrepet er sammensatte og formes av politiske, organisatoriske og epistemiske rammebetingelser. Forskningsbasert kunnskap får en relativt beskjeden rolle i utvikling av forståelser av partnerskap.

• Hege Hermansen, Marianne Bjelland Kartzow, Kirsten Marie Rode Hofgaard Lycke & Alf Rasmussen (2023). Peer Group Mentoring: Exploring the Interplay with Institutional Practices. I Thomas de Lange & Anne Line Wittek (Red.), Faculty Peer Group Mentoring in Higher Education: Developing Collegiality through Organised Supportive Collaboration. Springer. ISSN 9783031374579. s. 39–54. Fulltekst i vitenarkiv
• Anne Line Wittek, Marianne Bjelland Kartzow & Hege Hermansen (2023). Interactional Dynamics in Observation-Based Peer Group Mentoring. I Thomas de Lange & Anne Line Wittek (Red.), Faculty Peer Group Mentoring in Higher Education: Developing Collegiality through Organised Supportive Collaboration. Springer. ISSN 9783031374579. Fulltekst i vitenarkiv
• Hege Hermansen & Andreas Lund (2023). Beyond Implementation: Enabling Sustainable Transformations of Digital Teaching and Learning in Higher Education. I Romulo Pinheiro, Cathrine Edelhard Tømte, Linda Barman, Lise Degn & Lars Geschwind (Red.), Digital Transformations in Nordic Higher Education. Palgrave Macmillan. ISSN 9783031277580. s. 97–118. doi: 10.1007/978-3-031-27758-0_5. Fulltekst i vitenarkiv Vis sammendrag

  This chapter examines how sustainable transformation of digital practices in higher education can be conceptualised and enacted. The COVID pandemic sparked what is often referred to as the largest digitalisation experiment in the history of higher education. On the face of it, this was a highly successful operation, giving large number of students the opportunity to complete their studies. However, many approaches to digitalisation during the pandemic were characterised by quick fixes and “solutionism”. There is therefore a need to address digitally mediated teaching in a long-term and more strategic perspective. We explore this issue in two ways: First, we theoretically delineate the concept of sustainable transformation of digital practices and develop an analytical framework aimed to support empirical research and educational development. Second, we illustrate the value of this analytical approach with reference to the experiences of one faculty at a research-intensive university in Norway, with specific attention to how this faculty addressed the COVID crisis over a period of nearly two years. We conclude by discussing implications for further research and practice.

• Sølvi Mausethagen & Hege Hermansen (2022). Desentralisert skoleutvikling i et historisk perspektiv – back to the 80s? I Sølvi Mausethagen & Kristin Helstad (Red.), Skoleutvikling - i forskning, politikk og praksis. Cappelen Damm Akademisk. ISSN 9788202717728. s. 35–54. Fulltekst i vitenarkiv
• Anne Line Wittek, Marianne Bjelland Kartzow & Hege Hermansen (2021). Hva skjer i dialogene? Om samtaledynamikker i kollegaveiledning og potensial for læring. I Anne Line Wittek & Thomas de Lange (Red.), Kollegaveiledning i høyere utdanning. Universitetsforlaget. ISSN 9788215048420. s. 81–102. Fulltekst i vitenarkiv
• Hege Hermansen, Marianne Bjelland Kartzow, Alf Rasmussen & Kirsten Hofgaard Lycke (2021). Kollegaveiledning: samspill eller motspill med institusjonelle praksiser. I Anne Line Wittek & Thomas de Lange (Red.), Kollegaveiledning i høyere utdanning. Universitetsforlaget. ISSN 9788215048420. s. 64–80. Fulltekst i vitenarkiv
• Hege Hermansen (2020). Knowledge Discourses and Coherence in Professional Education. Professions and Professionalism. 10(2), s. 1–21. doi: 10.7577/pp.3713. Fulltekst i vitenarkiv Vis sammendrag

  In recent years, significant attention has been paid to the relationship between different knowledge domains in professional education, based on the assumption that achieving coherence between domains is important for student learning and educational quality. In particular, much research has addressed questions of knowledge integration across different sites of learning. However, less attention has been paid to the epistemic diversity of the campus-based programme context and to how relationships between knowledge domains are constructed within epistemically diverse professional programmes. This article addresses this gap by examining how program leaders discursively position disciplinary knowledge in relation to the mandate of teacher education. The data consist of interviews and logs from 20 program leaders at four higher education institutions. The analysis identifies four accounts of the role of disciplinary knowledge in teacher education. The article concludes by discussing implications for efforts to achieve coherence and knowledge integration in professional education.

• Mirva Heikkilä, Hege Hermansen, Tuike Iiskala, Mirjamaija Mikkila-Erdmann & Anu Warinowski (2020). Epistemic agency in student teachers’ engagement with research skills. Teaching in Higher Education. ISSN 1356-2517. doi: 10.1080/13562517.2020.1821638. Fulltekst i vitenarkiv Vis sammendrag

  In today’s knowledge intensive and post-factual world, student teachers’ relationship towards knowledge is a vital element in learning to teach. Student teachers must have a sense of epistemic agency to see themselves as productive participants in knowledge-laden activities. However, little attention has been paid to the role of agency in the interconnections between research and teaching in higher education. This study aims to identify how epistemic agency is manifested in student teachers’ expressions when they are provided with tools for knowledge production (educational research skills). Epistemic agency was examined as a narrative practice in student teachers’ texts (N = 73), and a data-driven analysis was conducted. The results explore the four dimensions of professional practice towards which the students directed their epistemic agency: ‘the self’, ‘the class’, ‘the research literature’, and ‘the everyday life’. The study makes visible the variety of how engagement with research skills can promote epistemic agency.

• Hege Hermansen (2019). Kunnskapsarbeid som et ansvarsområde for lærere og skoleledere. I Kristin Helstad & Sølvi Mausethagen (Red.), Nye lærer- og lederroller i skolen. Universitetsforlaget. ISSN 9788215034072. Fulltekst i vitenarkiv
• Hege Hermansen (2019). In Pursuit of Coherence: Aligning Program Development in Teacher Education with Institutional Practices. Scandinavian Journal of Educational Research. ISSN 0031-3831. doi: 10.1080/00313831.2019.1639815. Fulltekst i vitenarkiv
• Hege Hermansen, Marte Lorentzen, Sølvi Mausethagen & Tatjana Zlatanovic (2018). Hva kjennetegner forskning på lærerrollen under Kunnskapsløftet? En forskningskartlegging av studier av norske lærere, lærerstudenter og lærerutdannere. Acta Didactica Norge. 12(1). doi: 10.5617/adno.4351. Fulltekst i vitenarkiv Vis sammendrag

  Norwegian teacher roles have been affected by a range of developments since the turn of the century. In this article, we examine the characteristics of research on teacher roles, published since the introduction of the Knowledge Promotion curriculum. We describe thematic, methodological and analytical characteristics of the research field, based on a systematic, configurative literature review of journal articles published between 2007 and 2016 that include Norwegian teachers, student teachers, and teacher educators as informants. A main finding is that the research literature is primarily oriented towards teachers' professional practice, whereas other aspects of teacher roles have received less attention. In conclusion, we discuss implications for the relationship between the field of research and the field of practice.

• Hege Yvonne Hermansen (2017). Knowledge relations and epistemic infrastructures as mediators of teachers' collective autonomy. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 65, s. 1–9. doi: 10.1016/j.tate.2017.03.003. Fulltekst i vitenarkiv Vis sammendrag

  This paper examines how teachers’ knowledge relations and the profession's epistemic infrastructure shape collective autonomy. Professionals' autonomy derives partially from their responsibility for a specific knowledge base. This responsibility is currently challenged by educational policies and complex knowledge landscapes. Existing research has shown how epistemic policy instruments impact teachers’ autonomy. However, less attention has been paid to how professional autonomy is informed by teachers’ knowledge relations, and to collective, rather than individual, aspects of teachers' autonomy. Implications include how teachers can define the role of knowledge resources in professional work, and how the profession can navigate epistemic and political landscapes.

• Monika Nerland & Hege Yvonne Hermansen (2017). Sosiomaterielle perspektiver på profesjonskvalifisering: Kunnskapsressursenes betydning. I Sølvi Mausethagen & Jens-Christian Smeby (Red.), Kvalifisering til profesjonell yrkesutøvelse. Universitetsforlaget. ISSN 9788215026459. s. 167–179. Fulltekst i vitenarkiv Vis sammendrag

  Dagens profesjonsutøvere er omgitt av et mangfold av kunnskapsressurser. Dette skyldes blant annet økt kunnskapsproduksjon og en rask teknologisk utvikling. Disse kunnskapsressursene former det daglige arbeidet, men er også viktige i videreutvikling og kvalitetssikring av profesjonsutøvelsen. I dette kapitlet presenterer vi analytiske perspektiver som belys er rollen ulike kunnskapsressurser spiller i profesjonskvalifisering. Vi viser også hvordan samspillet mellom profesjonsutøvere og kunnskapsressurser kan påvirke muligheter for læring og kunnskapsutvikling. Dette kapitlet er en del av antologien "Kvalifisering til profesjonell yrkesutøvelse". © 2017 Universitetsforlaget

• Hege Yvonne Hermansen & Sølvi Mausethagen (2016). Når kunnskap blir styrende: Læreres rekontekstualisering av nye kunnskapsformer. Acta Didactica Norge. 10(2), s. 92–107. doi: 10.5617/adno.2467. Fulltekst i vitenarkiv
• Hege Yvonne Hermansen (2016). Teachers' knowledge work in collective practice development: Approaches to introducing assessment for learning at the school level. Scandinavian Journal of Educational Research. ISSN 0031-3831. 60(6), s. 679–693. doi: 10.1080/00313831.2015.1066433. Fulltekst i vitenarkiv
• Hege Hermansen & Monika Nerland (2014). Betydningen av læreres kunnskapsarbeid for utvikling av kollektiv praksis. I Eyvind Elstad & Kristin Helstad (Red.), Profesjonsutvikling i skolen. Universitetsforlaget. ISSN 9788215023557. s. 224–240. Fulltekst i vitenarkiv
• Hege Yvonne Hermansen & Monika Nerland (2014). Reworking practice through an AfL project: an analysis of teachers’ collaborative engagement with new assessment guidelines. British Educational Research Journal (BERJ). ISSN 0141-1926. 40(1), s. 187–206. doi: 10.1002/berj.3037. Fulltekst i vitenarkiv
• Hege Yvonne Hermansen (2014). Recontextualising assessment resources for use in local settings: opening up the black box of teachers’ knowledge work. The Curriculum Journal. ISSN 0958-5176. 25(4), s. 470–494. doi: 10.1080/09585176.2014.956771. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Hege Hermansen (2018). Kunnskapsarbeid i lærerprofesjonen. Universitetsforlaget. ISBN 9788215028521. 160 s. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Knut Fossestøl, Selma Therese Lyng, Hege Hermansen, Marte Lorentzen & Frode Restad (2025). Temanotat 7: Lokale utviklingstiltak og partnerskap med universitets- og høyskolesektoren. Fulltekst i vitenarkiv Vis sammendrag

  OsloMet – storbyuniversitetet har fått i oppdrag å evaluere de desentraliserte ordningene for kompetanseutvikling for grunnopplæring, for yrkesfag, samt oppfølgingsordningen. Denne rapporten handler om lokal kompetanseutvikling i grunnopplæringen, og er den syvende i rekken. Rapporten evaluerer fire kompetansetiltak i to fylker. Vi beskriver tiltakene, vurderer måloppnåelse og suksesskriterier, og gir en oppsummering og analyse av funnene. Skolene og tiltakene er omdreiningspunktet for evalueringen.

• Hilde Wågsås Afdal, Marte Lorentzen, Sølvi Mausethagen & Hege Hermansen (2024). Research on ‘research use’ in education: a systematic scoping review. Fulltekst i vitenarkiv
• Sølvi Mausethagen, Hege Hermansen, Hanna Holmeide, Marte Lorentzen, Vera Niederberger & Guri Skedsmo (2023). Research use in the teaching profession across contexts: A systematic scoping review. Fulltekst i vitenarkiv
• Sølvi Mausethagen & Hege Hermansen (2023). Research literacy among teachers and school leaders: A case study. 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
• Hege Hermansen & Sølvi Mausethagen (2023). Between policy implementation and the third mission: The higher education sector and school-based capacity development. Fulltekst i vitenarkiv
• Sølvi Mausethagen, Hege Hermansen, Hanna Holmeide, Marte Lorentzen, Vera Niederberger & Guri Skedsmo (2023). Research use in the teaching profession: A systematic review. Fulltekst i vitenarkiv
• Eli Tronsmo & Hege Hermansen (2023). Generative resistance as knowledge work: Teacher’s Engagement with Assessment Criteria. Fulltekst i vitenarkiv
• Sølvi Mausethagen & Hege Hermansen (2023). Research literacy among teachers and school leaders - a case study. Fulltekst i vitenarkiv
• Hege Hermansen & Sølvi Mausethagen (2022). Blurring the boundaries between higher education and professional practice: Constructing new relations across institutional and epistemic spaces. Fulltekst i vitenarkiv
• Hege Hermansen & Bjørn Stensaker (2022). Symbolic, Institutional or Nordic Visions? Nordic universities and the SDGs. Fulltekst i vitenarkiv
• Mohammed Tamimi, Khawla Muhtaseb, Hege Hermansen, Mohammed Almasri, Razan Awawdeh & Aya El Mashharawi (2021). A Holistic Approach to E-learning in the Palestinian Higher Education Sector. Fulltekst i vitenarkiv
• Hege Hermansen, Marte Mangset & Silje Bringsrud Fekjær (2021). Myter og fakta om forskningstid. Fulltekst i vitenarkiv
• Hege Hermansen & Andreas Lund (2021). Beyond “implementation”: Enabling sustainable transformation of digital teaching and learning in higher education. Fulltekst i vitenarkiv
• Sølvi Mausethagen & Hege Hermansen (2021). Evaluering av desentralisering ordning - skole. Fulltekst i vitenarkiv
• Mirva Heikkilä, Hege Hermansen, Tuike Iiskala, Mirjamaija Mikkila-Erdmann & Anu Warinowski (2020). Tools for the Age of Post-Truth: Making Research Skills Visible in Promoting Student Teachers’ Epistemic Agency. Fulltekst i vitenarkiv
• Hege Hermansen & Doris Jorde (2020). Reforming the knowledge base of Norwegian teacher education: Integrating research-based education and professional relevance. Fulltekst i vitenarkiv
• Hege Hermansen (2020). Kunnskapsarbeidets rolle i skolebaserte utviklingsprosjekter. Fulltekst i vitenarkiv
• Hege Hermansen & Sølvi Mausethagen (2020). Getting beyond the “theory/practice-gap”: Constructions of knowledge relations in research on teacher education. Fulltekst i vitenarkiv
• Sølvi Mausethagen & Hege Hermansen (2020). Evaluering av Dekom-s - noen foreløpige observasjoner. Fulltekst i vitenarkiv
• Hege Hermansen (2019). Review: Working Relationally in and across practices: a cultural-historical approach to collaboration, by Edwards, A., Cambridge University Press, 2017. Mind, Culture, and Activity. ISSN 1074-9039. doi: 10.1080/10749039.2019.1692036. Fulltekst i vitenarkiv
• Hege Hermansen (2019). Tracing the enactment of agency in program design and development in teacher education. Fulltekst i vitenarkiv
• Hege Hermansen (2019). Profesjonsrettet vurdering i lærerutdanningene. Fulltekst i vitenarkiv
• Hege Hermansen (2019). Disciplinary academics or teacher educators? Knowledge discourses as a tool for mediating epistemic boundaries in professional education. Fulltekst i vitenarkiv
• Hege Hermansen (2018). Fagfornyelsen: vurdering som integrerende kraft? Fulltekst i vitenarkiv
• Hege Hermansen & Sølvi Mausethagen (2018). Differentiating "practice" in the "theory/practice-gap": Exploring conceptualisations of "practice" in research on teacher education. Fulltekst i vitenarkiv
• Hege Hermansen (2018). Lærerprofesjonalitet og læreryrket som profesjon. Fulltekst i vitenarkiv
• Hege Hermansen (2018). Program development in teacher education: Between organisation, knowledge and politics. Fulltekst i vitenarkiv
• Hege Yvonne Hermansen (2018). In pursuit of integration: Teacher educators' approaches to program development. Fulltekst i vitenarkiv
• Hege Hermansen (2018). Disciplinary academics or teacher educators? Negotiating epistemic boundaries in professional education. Fulltekst i vitenarkiv
• Hege Yvonne Hermansen (2017). Teacher educators in narratives of change: A review of program development in teacher education. Fulltekst i vitenarkiv
• Hege Yvonne Hermansen & Sølvi Mausethagen (2016). Når kunnskap blir styrende: Læreres utfordringer i møte med nye kunnskapsformer. Fulltekst i vitenarkiv
• Hege Yvonne Hermansen (2016). Constructing agency and autonomy through knowledge practices in professional work: An analytical framework. Fulltekst i vitenarkiv
• Hege Yvonne Hermansen (2016). Kunnskap, ansvar og autonomi i lærerprofesjonen. Fulltekst i vitenarkiv
• Hege Yvonne Hermansen, Tatjana Zlatanovic & Marte Lorentzen (2016). Professional work of Norwegian teachers during the Knowledge Promotion Reform: A literature review. Fulltekst i vitenarkiv
• Thomas Dahl & Hege Yvonne Hermansen (2015). Forskning på lærerrollen i Norge - relevans for lærerutdanningen? Fulltekst i vitenarkiv
• Hege Yvonne Hermansen (2015). (De-)constructing professional agency through knowledge work: Teachers developing Assessment for Learning at the school level. Fulltekst i vitenarkiv
• Hege Yvonne Hermansen (2015). Constructing professional roles and responsibilities through knowledge work: the case of Assessment for Learning. Fulltekst i vitenarkiv
• Tore Bonsaksen & Hege Hermansen (2014). Sampublisering med studenter. [Internet]. http://khrono.no/debatt/sampublisering-med-studenter. Fulltekst i vitenarkiv
• Hege Hermansen (2014). Knowledge work' as an analytical perspective for examining knowledge in the professions, Fulltekst i vitenarkiv
• Halvor Einung Spetalen, Ronny Sannerud & Hege Yvonne Hermansen (2014). Fra utdanningene: Overføres læring gjennom simuleringsøvelser til praksis? [Internet]. SPK bloggen, HiOA. Fulltekst i vitenarkiv
• Tore Bonsaksen & Hege Hermansen (2014). Sampublisering med studenter gjennom videreutvikling av bacheloroppgaver. [Internet]. https://blogg.hioa.no/fpksatsing/2014/03/31/fra-utdanningene. Fulltekst i vitenarkiv
• Hege Hermansen (2014). Hva fremmer kvalitet? Fulltekst i vitenarkiv
• Hege Hermansen (2014). Teachers’ knowledge work within different school settings: Examining the interrelationship between the epistemic and the organisational. Fulltekst i vitenarkiv
• Birger Brevik & Hege Hermansen (2014). Fra utdanningene: Integrasjon mellom utdanning og arbeidsliv gjennom strategisk bruk av teknologi. [Internet]. Program for fremragende profesjonskvalifisering (FPK). Fulltekst i vitenarkiv Vis sammendrag

  Relevans er i dag et nøkkelord for profesjonsutdanninger – vi forventes å utforme utdanningen på måter som ligger tett opp til arbeidslivets realiteter. På campus Kjeller åpnet Teknologisk Læringsverksted (TLK) høsten 2014, hvor man blant annet simulerer reelle arbeidsprosesser ved bruk av LEGO. I dette innlegget forteller Birger Brevik ved Institutt for yrkesfaglærerutdanning (LUI) om formålet og utformingen av rommet, og hvordan det brukes for å skape tettere bånd mellom utdanning og arbeidsliv.

• Hege Hermansen (2014). Teachers' knowledge work and collective practice development. Fulltekst i vitenarkiv
• Hege Hermansen (2014). Teachers’ knowledge work and collective practice development: Approaches to introducing Assessment for Learning at the school level. Fulltekst i vitenarkiv
• Kirsten Ribu & Hege Hermansen (2013). Fra utdanningene: involvering av studenter i forskningsprosjekter. [Internet]. FPK-bloggen. Fulltekst i vitenarkiv
• Anne Gerd Granås, Camilla Foss & Hege Hermansen (2013). Fra utdanningene: bruk av digitale kollokvier for å styrke forholdet mellom utdanning og praksis. [Internet]. Blogg: Program for fremragende profesjonskvalifisering (FPK). Fulltekst i vitenarkiv Vis sammendrag

  Anne Gerd Granås og Camilla Foss jobber ved Institutt for farmasi og bioingeniørfag, hvor de blant annet underviser ved bachelorgraden i farmasi. Camilla Foss er også student ved LUI, hvor hun tar en mastergrad i IKT-støttet læring. Her forteller de hvordan de skal prøve ut et videokonferanseverktøy for å holde digitale kollokvier med tredjeårsstudenter som er ute i en seks måneders praksisperiode ved apotek, for å knytte sterkere relasjoner mellom utdanning og praksis. Initiativet er et samarbeid med eCampus.

• Hege Hermansen & Tiina M. Komulainen (2013). Simulering som verktøy for å skape en praksisnær utdanning. [Internet]. FPK-blogg og Khrono. Fulltekst i vitenarkiv Vis sammendrag

  Tiina Komulainen (TKD) forteller om bruk av simulering som et verktøy i undervisningen ved Institutt for industriell utvikling. Simuleringsøvelsene skal bidra til en mer praksisnær utdanning for studentene, og gi en bedre forståelse av hvilken rolle forskjellige fagområder spiller i arbeidslivet.

• Hege Yvonne Hermansen & Monika Nerland (2012). Co-production of Assessment Practices: Challenges Emerging in Teachers’ Work with ’Assessment for Learning’. Fulltekst i vitenarkiv
• Hege Yvonne Hermansen & Monika Nerland (2011). Negotiating Professional Standards: Teachers’ engagement with new guidelines for student assessment. Fulltekst i vitenarkiv
• Hege Yvonne Hermansen & Monika Nerland (2010). Standardisation as knowledge practice: Teachers' engagement with new standards for student assessment. Fulltekst i vitenarkiv
• Knut Fossestøl, Silje Andresen, Elin Borg, Hege Hermansen, Øyunn Syrstad Høydal & Marte Lorentzen [Vis alle 10 forfattere av denne artikkelen] (2026). Sluttrapport: Evaluering av ny kompetansemodell - Desentraliserte ordninger for skole og yrkesfag samt oppfølgingsordningen. OsloMet - storbyuniversitetet. ISSN 9788276095005. Fulltekst i vitenarkiv Vis sammendrag

  Dette er sluttrapporten i evalueringen av desentralisert ordning for skole og fagyrkesopplæringen samt oppfølgingsordningen. Evalueringen har pågått fra 2019 til 2025. Det er så langt publisert åtte temanotater, tre forskningsrapporter, tre fagartikler og seks fagfellevurderte artikler i evalueringen. I sluttrapporten gir vi en historisk og teoretisk innramming av evalueringen, analyserer utviklingen i de tre ordningene og gir en sammenfattende analyse av våre funn.

• Maren Omland, Gudrun Rudningen, Hege Hermansen, Maiken Andrea Simmersholm Mathisen, Lisbeth Regine Mangen & Hasan Ali [Vis alle 7 forfattere av denne artikkelen] (2023). Delrapport 4: Følgeforskning av Den gode studentopplevelsen: Studentmedvirkning i DGS. OsloMet - storbyuniversitetet. Fulltekst i vitenarkiv
• Hege Hermansen, Aina Landsverk Hagen, Ove Edvard Hatlevik, Monica Johannesen, Louise Mifsud & Gudrun Rudningen [Vis alle 7 forfattere av denne artikkelen] (2022). Delrapport 1: Følgeforskning av Den gode studentopplevelsen (EVA-DGS). OsloMet - storbyuniversitetet. Fulltekst i vitenarkiv
• Hege Hermansen, Nora K. Sarastuen, Kristi Agerup & Maiken Andrea Simmersholm Mathisen (2022). Delrapport 2: Følgeforskning av Den gode studentopplevelsen (EVA-DGS). Kartlegging av programporteføljen. OsloMet - storbyuniversitetet. 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
• Knut Fossestøl, Elin Borg, Tord Flatland, Hege Hermansen, Selma Therese Lyng & Sølvi Mausethagen [Vis alle 7 forfattere av denne artikkelen] (2021). Lokal kompetanseutvikling. Evaluering av implementeringen av ny tilskuddsordning i grunopplæringen. OsloMet - storbyuniversitetet. Fulltekst i vitenarkiv
• Rachelle Esterhazy & Hege Hermansen (2019). «Flipped classroom» i praksis: Hvordan tilrettelegge for aktive læringsprosesser. Universitetet i Oslo. Fulltekst i vitenarkiv
• Hege Hermansen (2019). Utforming av vurderingskriterier og sensorveiledninger – sentrale spørsmål og avveininger. Universitetet i Oslo. Fulltekst i vitenarkiv
• Sølvi Mausethagen, Hege Yvonne Hermansen, Marte Lorentzen, Tatjana Zlatanovic & Thomas Dahl (2016). Hva kjennetegner forskning på norske lærere under kunnskapsløftet? En forskningskartlegging. OsloMet - storbyuniversitetet. Fulltekst i vitenarkiv
• Hege Yvonne Hermansen (2015). Knowledge work in the teaching profession: Opening up the black box of teachers’ engagement with Assessment for Learning. Universitetet i Oslo. Fulltekst i vitenarkiv

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