2022 Publications

Araos Moya, Andres Arturo; Damsa, Crina I. & Gašević, Dragan (2022). Browsing to learn: How computer and software engineering students se online platforms in learning activities. Journal of Computer Assisted Learning. ISSN 0266-4909. doi: 10.1111/jcal.12774.

Damsa, Crina I. (2022). Knowledge construction in teacher teams. In Harteis, Christian; Gijbels, David & Kyndt, Eva (Ed.), Research approaches on workplace learning : insights from a growing field. Springer Nature. ISSN 9783030895815. p. 257–279.

Damsa, Crina I.; Erstad, Ola Andres; Sefton-Green, Julian; hillman, Thomas; Araos Moya, Andres Arturo & Richter, Christoph (2022). Platformization in and of education ̶Exploring a new research agenda . Computer-Supported Collaborative Learning Series (CSCL). ISSN 1573-4552.

Damsa, Crina I.; Gasevic, Dragan & Araos Moya, Andres Arturo (2022). Online platforms as sites for Learning: Exploring the use of online resources in Computer and Software Engineering Education. Computer-Supported Collaborative Learning Series (CSCL). ISSN 1573-4552.

Damsa, Crina I.; Muukkonen, Hanni; Gasevic, Dragan; Janssen, Jeroen J. W. M.; Van Leeuwen, Anousckha & Esterhazy, Rachelle (2022). Contrasting analytical approaches to trace collaborative learning with knowledge object. Computer-Supported Collaborative Learning Series (CSCL). ISSN 1573-4552.

de Lange, Thomas; Wittek, Anne Line & Bjerknes, Audun (2022). Trust in Peers: Conditions of Trust in Faculty-Based Peer Review of Teaching in Norway. Higher Education Dynamics. ISSN 1571-0378. 57, p. 117–130. doi: 10.1007/978-3-030-87037-9_8.

Elken, Mari & Stensaker, Bjørn (2022). Bounded innovation or agency drift? Developments in European higher education quality assurance. Assessment & Evaluation in Higher Education. ISSN 0260-2938.

Geschwind, Lars; Pinheiro, Romulo & Stensaker, Bjørn (2022). Organizational Persistence in Highly Institutionalized Environments: Unpacking the Relation Between Identity and Resilience. In Pinheiro, Romulo; Frigotto, Maria Laura & Young, Mitchell (Ed.), Towards resilient organizations and societies: A cross-sectoral and multi-disciplinary perspective. Palgrave Macmillan. ISSN 978-3-030-82071-8. p. 195–221.

Goller, Michael; Paloniemi, Susanna; Kyndt, Eva & Damsa, Crina I. (2022). Methods for researching professional learning and development: Challenges, applications, and empirical illustrations. Springer Nature. ISBN 9783031085178. 627 p.

Gornitzka, Åse & Maassen, Peter (2022). The Democratic Role and Public Responsibility of Higher Education and Science. In Klemenčič, Manja (Eds.), From Actors to Reforms in European Higher Education. Springer Nature. ISSN 978-3-031-09399-9. p. 225–238. doi: https:/doi.org/10.1007/978-3-031-09400-2_16.

Harvey, Lee & Stensaker, Bjørn (2022). Researching quality assurance: accomplishments and future agendas. In Huisman, Jeroen & Van der wende, Marijk (Ed.), A Research Agenda for Global Higher Education. Edward Elgar. ISSN 9781800376052. p. 81–95.

Helstad, Kristin; Solbrekke, Tone Dyrdal & Granberg, Heidi (2022). Skoleutvikling fra lærerperspektiv – legitime kompromisser i en vev av forpliktelser. In Mausethagen, Sølvi & Helstad, Kristin (Ed.), Skoleutvikling - i forskning, politikk og praksis. Cappelen Damm Akademisk. ISSN 9788202717728. p. 214–232.

Huisman, Jeroen & Stensaker, Bjørn (2022). Performance governance and management in higher education revisited: international developments and perspectives. Quality in Higher Education.,28(1), p. 106–119.

Jensen, Karen; Nerland, Monika Bærøe & Tronsmo, Eli (2022). Changing Cultural Conditions for Knowledge Sharing in the Teaching Profession: A Theoretical Reinterpretation of Findings Across Three Research Projects. Professions and Professionalism. ISSN 1893-1049. 11(3), p. 1–20. doi: 10.7577/pp.4267.

Lackner, Elisabeth Josefine & Stensaker, Bjørn (2022). Skiftende politiske perspektiver på universitetet? – En analyse av to sentrale stortingsmeldinger på 2000-tallet. Norsk pedagogisk tidsskrift. ISSN 0029-2052. 106(4), p. 291–303. doi: 10.18261/npt.106.4.2.

Langemeyer, Ines & Nerland, Monika (2022). Undergraduate Research: Sociocultural Perspectives. In Mieg, Harald A.; Ambos, Elizabeth; Brew, Angela; Galli, Dominique & Lehmann, Judith (Ed.), The Cambridge Handbook of Undergraduate Research. Cambridge University Press. ISSN 9781108835923. p. 59–71.

Maassen, Peter (2022). Systemic and Institutional Governance in Higher Education: Visions, trends and New Perspectives. In Jacob, Merle; Kearney, Mary-Louise & Meek, Lynn (Ed.), Higher Education and Research in the Post-Knowledge Society. Scenarios for a future world. Cambridge Scholars Publishing. ISSN 978-1-5275-8140-1. p. 25–48.

Maassen, Peter; Stensaker, Bjørn & Rosso, Arianna (2022). The European university alliances—an examination of organizational potentials and perils. Higher Education. ISSN 0018-1560. doi: 10.1007/s10734-022-00951-4.

Nerland, Monika (2022). Organisational learning in complex epistemic environments: reflections from studies of professional work in Norway. The Learning Organization. ISSN 0969-6474. doi: 10.1108/TLO-02-2022-0025.

Prinsloo, Paul & Kaliisa, Rogers (2022). Data privacy on the African continent: Opportunities, challenges and implications for learning analytics. British Journal of Educational Technology (BJET). ISSN 0007-1013. p. 1–20. doi: 10.1111/bjet.13226.

Prinsloo, Paul & Kaliisa, Rogers (2022). Learning Analytics on the African Continent: An Emerging Research Focus and Practice. Journal of Learning Analytics. ISSN 1929-7750. 9(2), p. 218–235. doi: 10.18608/jla.2022.7539.

Reiling, Rune Borgan & Frølich, Nicoline (2022). Climbing the ladder: equal chances for women and men? In Sarrico, Claudia; Rosa, Maria J. & Carvalho, Teresa (Ed.), Research Handbook on Academic Careers and Managing Academics. Edward Elgar Publishing. ISSN 978 1 83910 262 2. p. 175–189.

Solbrekke, Tone Dyrdal & Møystad, Anne (2022). Changing practices of Suitability Assessment in a Norwegian Education Dental Programme. UNIPED. ISSN 1500-4538. 45(3), p. 184–194. doi: 10.18261/uniped.45.3.3.

Sundby, Anniken Hotvedt & Lackner, Elisabeth Josefine (2022). Kompetanse er svaret i utdanningspolitikken – hva var spørsmålet? Nytt Norsk Tidsskrift. ISSN 0800-336X. 39(1), p. 41–50. doi: 10.18261/issn.1504-3053.

van Aalst, Jan; Mu, Jin; Damsa, Crina I. & Msunde, Sydney E. (2022). Learning Sciences Research for Teaching. Routledge. ISBN 9781138902909.

 

Published Oct. 18, 2023 12:03 PM - Last modified Nov. 1, 2023 1:33 PM