Dijana Tiplic-Lunde

Publications:

Mkimbili, Selina Thomas; Tiplic, Dijana & Ødegaard, Marianne (2017). The Role Played by Contextual Challenges in Practising Inquiry-based Science Teaching in Tanzania Secondary Schools. African journal of research in mathematics, science and technology education.  ISSN 1811-7295.  21(2), s 211- 221 . doi: http://dx.doi.org/10.1080/18117295.2017.1333752

Tiplic, Dijana; Lejonberg, Eli & Elstad, Eyvind (2016). Antecedents of Newly Qualified Teachers’ Turnover Intentions: Evidence from Sweden . International Journal of Learning, Teaching and Educational Research.  ISSN 1694-2116.  15(6), s 103- 127

Elstad, Eyvind; Tiplic, Dijana & Brandmo, Christian (2016). Antecedents of employee collaboration among newly qualified teachers in Danish schools . Scandinavian Journal of Organizational Psychology.  ISSN 1891-473X.  8(2), s 5- 17

Lejonberg, Eli & Tiplic, Dijana (2016). Clear Mentoring: Contributing to Mentees’ Professional Self-confidence and Intention to Stay in their Job . Mentoring & Tutoring.  ISSN 1361-1267.  24(4), s 290- 305 . doi: 10.1080/13611267.2016.1252110

Tiplic, D., Brandmo, C. and Elstad, E. (2015). Antecedents of Norwegian beginning teachers’ turnover intentions. Cambridge Journal of Education.  ISSN 0305-764X. . doi: http://dx.doi.org/10.1080/0305764X.2014.987642

Ramirez, F.O., and Tiplic, D. (2014) In pursuit of excellence? Discursive patterns in European higher education research. Higher Education. 67: 439-455 (Published online 16 November 2013)

Brandmo, C., Tiplic, D. and E. Elstad. (2014). The achievement goal theory as an approach to study School principals' leadership motivation. Problems of Education in the 21st Century. 58: 27-38

Russell, S.G. and Tiplic, D. (2014). Rights-based education and conflict: a cross-national study of rights discourse in textbooks, Compare: A Journal of Comparative and International Education, 44(3):  (Published online 11 March 2013)

Augier, M. and Tiplic, D. (2014). Learning and Organizational Failures.  In Teece, D.J. and Augier, M. (Eds.) The Palgrave Encyclopedia of Strategic Management. London, UK: Palgrave Macmillan

Tiplic, D. (2014). Aspiration Levels and Learning.  In Teece, D.J. and Augier, M. (Eds.) The Palgrave Encyclopedia of Strategic Management. London, UK: Palgrave Macmillan

Tiplic, D. (2011). Managing Post-Socialist Transitions. Political Sense- Making  as a Facilitator of Organizational Change. European Education, 43(2): 5- 31

Tiplic, D. and A. Welle-Strand. (2006). Bosnia-Herzegovina’s Higher Education System: Issues of Governance and Quality. European Education. 38(1): 16-30

Tiplic, D. (2006). Reshaping Identity – The Case of University of Sarajevo. In Tjeldvoll, A., Nagy, P.T. and Welle-Strand, A. 2005. Balkan Higher Education: Challenged to Change. Oslo: BI Norwegian School of Management, CEM Centre for Education Management Research

Tiplic, D. (2006). Institutional Governance in Higher Education: Structure and Processes. In Series of COE Publications Strasbourg: Council of Europe

Tiplic, D. (2006). Collective Leadership and Decision-Making in Higher Education. In Conference Proceedings. Oslo:  BI Norwegian School of Management, CEM Centre for Education Management Research

Tiplic, D. (2005). Explaining Organizational Change: Theoretical Framework encompassing Legitimacy, Resource and Organizational Identity. In Tjeldvoll, A. and G. Engvik (eds.) Organizations for Learning: Leadership, ICT and Pedagogy. Trondheim: Norwegian University of Science and Technology’s Program of Teacher Education.

• Baek, Chanwoong; Tiplic-Lunde, Dijana & Santos, Íris (2022). Evidence-Based Policymaking in Nordic Countries: Different Settings, Different Practices? In Karseth, Berit; Sivesind, Kirsten & Steiner-Khamsi, Gita (Ed.), Evidence and Expertise in Nordic Education Policy. A comparative Network Analysis. Palgrave Macmillan. ISSN 978-3-030-91959-7. p. 253–280. doi: https:/doi.org/10.1007/978-3-030-91959-7_9. Show summary

  This chapter examines the practice of evidence-based policymaking in five Nordic countries. By comparing the references that national policy actors have utilized in their policy documents to evidentiate policy ideas and recommendations, it draws attention to the contextual factors that shape each country’s practice of evidence-based policymaking. The results illustrate that all five Nordic countries actively use evidence to support and legitimate their policy proposals; however, their utilization varies by (1) institutionalized forms of policymaking system, (2) degree of self-referentiality, and (3) type of reform. This comparative study offers timely reflections on how the discourse of evidence-based policymaking is interpreted and adapted differently across countries.

• Sivesind, Kirsten; Tiplic-Lunde, Dijana & Johnsen, Lars Gunnarsønn Bagøien (2022). Surveying Policy Discourses Across Time and Space Internationalization of Knowledge Providers and Nordic Narratives. In Tröhler, Daniel; Hörmann, Bernadette; Tveit, Sverre & Bostad, Inga (Ed.), The Nordic Education Model in Context. Historical Developments and Current Renegotiations. Routledge. ISSN 9781032110462. p. 308–331. doi: 10.4324/9781003218180-21.
• Tiplic-Lunde, Dijana & Elstad, Eyvind (2021). Forhold ved skolen som påvirker skolelederens tilfredshet med jobben . In Björnsson, Julius Kristjan (Eds.), Hva kan vi lære av TALIS 2018? Gode relasjoner som grunnlag for læring. Cappelen Damm Akademisk. ISSN 978-82-02-71880-0. p. 21–34.
• Brandmo, Christian & Tiplic, Dijana (2021). Nyutdannede læreres opplevelse av læreryrket. In Björnsson, Julius Kristjan (Eds.), Hva kan vi lære av TALIS 2018. Gode relasjoner som grunnlag for læring. Cappelen Damm Akademisk. ISSN 978-82-02-70898-6. p. 107–122. doi: https:/doi.org/10.23865/noasp.123.ch6. Full text in Research Archive
• Tiplic, Dijana; Elstad, Eyvind; Brandmo, Christian; Steingrímsdóttir, María & Engilbertsson, Guðmundur (2019). Perceived Organizational Antecedents of Emerging Collaborative Learning Activities Among Icelandic Beginning Teachers. Scandinavian Journal of Educational Research. ISSN 0031-3831. doi: 10.1080/00313831.2019.1616611.
• Brandmo, Christian; Tiplic, Dijana & Elstad, Eyvind (2019). Antecedents of department heads’ job autonomy, role clarity, and self-efficacy for instructional leadership. International Journal of Leadership in Education. ISSN 1360-3124. p. 1–20. doi: 10.1080/13603124.2019.1580773. Full text in Research Archive Show summary

  Department heads are increasingly responsible for instructional leadership. Therefore, it is important to understand the antecedents of self-efficacy in their work, which can motivate them to increase their leadership efforts. Our theoretical model depends on principals’ feedback for department heads, department heads’ trust in their principals, and perceptions of time pressure. We argue that the relational trust between department heads and principals creates social exchanges that catalyze department heads’ self-efficacy in instructional leadership, perceived job autonomy, and perceived role clarity. We explored our theoretical model using structural equation modeling of cross-sectional survey data completed anonymously by department heads. We found that effective feedbackbased school leadership is positively related to department heads’ self-efficacy and perceptions of job autonomy and role clarity, with relational trust between the principal and department heads playing a key role. Time pressure is also positively associated with department heads’ mentoring self-efficacy. This study fills a gap in the literature and contributes to the field of leadership in learning by explaining the various antecedents to department heads’ selfefficacy, perceived job autonomy, and role clarity.

• Tiplic, Dijana & Hovdenak, Sylvi Stenersen (2018). Strategic Curricular Change: A Case of the Norwegian Medical School in Tromsø. Health Science Journal. ISSN 1791-809X. 12(3). doi: 10.21767/1791-809x.1000567. Full text in Research Archive
• Mkimbili, Selina Thomas; Tiplic, Dijana & Ødegaard, Marianne (2017). The role played by contextual challenges in practising inquiry-based science teaching in Tanzania secondary schools. African Journal of Research in Mathematics, Science and Technology Education (AJRMSTE). ISSN 1811-7295. 21(2), p. 211–221. doi: 10.1080/18117295.2017.1333752.
• Elstad, Eyvind; Tiplic, Dijana & Brandmo, Christian (2016). Antecedents of employee collaboration among newly qualified teachers in Danish schools. Scandinavian Journal of Organizational Psychology. ISSN 1891-473X. 8(2), p. 5–17. Show summary

  This study examines newly qualified Danish teachers perceptions of peer collaboration through the lens of organisational theory. In Denmark, a new teacher employment policy has introduced primary and secondary school reforms aimed at greater employee collaboration, increased workloads and extended learning time. In this article, we explore the organisational antecedents of collaboration-oriented activities among newly qualified teachers in Denmark. This study represents only a snapshot of newly qualified teachers perceptions of school organisations in the wake of the reforms. The sample was comprised of 143 newly qualified teachers in Denmark that were nominated by their schools principals. Structural equation modelling of the cross-sectional survey data was used to assess the strength of statistical associations between the dependent variable and the hypothesised organisational antecedents. Teacherprincipal trust is not associated with collaboration among newly qualified Danish teachers. However, this trust seems to contribute to collaboration, albeit in a contradictory wayfirst negatively through increased job autonomy, and then positively through increased affective commitment to the organisation. Role clarity, organisational citizenship behaviour, job autonomy and affective commitment were all associated with newly qualified teachers involvement in collaboration. Further, affective commitment and job autonomy were found to have mediating characteristics.

• Lejonberg, Eli & Tiplic, Dijana (2016). Clear Mentoring: Contributing to Mentees’ Professional Self-confidence and Intention to Stay in their Job. Mentoring & Tutoring. ISSN 1361-1267. 24(4), p. 290–305. doi: 10.1080/13611267.2016.1252110.
• Tiplic, Dijana; Lejonberg, Eli & Elstad, Eyvind (2016). Antecedents of Newly Qualified Teachers’ Turnover Intentions: Evidence from Sweden. International Journal of Learning, Teaching and Educational Research (ILJTER). ISSN 1694-2493. 15(6), p. 103–127. doi: 10.26803/ijlter.18.4.1.
• Tiplic, Dijana; Brandmo, Christian & Elstad, Eyvind (2015). Antecedents of Norwegian beginning teachers’ turnover intentions. Cambridge Journal of Education. ISSN 0305-764X. 45(4), p. 451–474. doi: 10.1080/0305764X.2014.987642.
• Brandmo, Christian; Tiplic, Dijana & Elstad, Eyvind (2014). The achievement goal theory as an approach to study school principals’ leadership motivation. Problems of Education in the 21st Century. ISSN 1822-7864. 58, p. 27–38.
• Russell, Susan G. & Tiplic, Dijana (2014). Rights-based education and conflict: a cross-national study of rights discourse in textbooks. Compare. ISSN 0305-7925. 44(3), p. 314–334. doi: 10.1080/03057925.2013.765288.
• Ramirez, Francisco O. & Tiplic, Dijana (2014). In pursuit of excellence? Discursive patterns in European higher education research. Higher Education. ISSN 0018-1560. 67(4), p. 439–455. doi: 10.1007/s10734-013-9681-1.
• Tiplic, Dijana (2011). Managing Postsocialist Transitions: Politicized Sense Making as a Facilitator of Organizational Change. European Education : Issues and Studies. ISSN 1056-4934. 43(2), p. 5–31. doi: 10.2753/EUE1056-4934430201.

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• Sivesind, Kirsten; Tiplic-Lunde, Dijana & Johnsen, Lars Gunnarsønn Bagøien (2021). Discourses of "the Nordic" within a transnational context: the salience of issues in white and green reports in Norway (1988-2017).
• Sivesind, Kirsten; Tiplic-Lunde, Dijana & Johnsen, Lars Gunnarsønn Bagøien (2021). Tracing Semantic Shifts in the History of Norwegian Reform Policy (1978 – 2017): Towards Stronger International Governance?
• Baek, Chanwoong; Tiplic-Lunde, Dijana & Santos, Íris (2021). Evidence-based Policymaking in Nordic Countries: Different Settings, Different Practices?
• Hörmann, Bernadette; Karseth, Berit; Sivesind, Kirsten & Tiplic, Dijana (2019). Knowledge sources in crafting school reform policy: The case of Norway.
• Brandmo, Christian; Tiplic, Dijana & Elstad, Eyvind (2018). Predictors of department heads’ motivation: The key role of relational trust in schools.
• Tiplic, Dijana; Brandmo, Christian; Elstad, Eyvind; Steingrímsdóttir, María & Engilbertsson, Guðmundur (2016). Antecedents of collaborative-oriented professional learning activities among Icelandic beginning teachers.
• Brandmo, Christian; Tiplic, Dijana & Elstad, Eyvind (2015). Antecedents of collaboration-oriented learning activities among beginning teachers: Evidence from Denmark .
• Brandmo, Christian; Nesje, Katrine; Tiplic, Dijana & Elstad, Eyvind (2014). Components of teachers' work motivation: What motivates students to become teachers and what motivate teachers to stay?
• Brandmo, Christian; Ferguson, Leila Eve; Elstad, Eyvind & Tiplic, Dijana (2014). New and Experienced Teachers’ Trust in Sources of Pedagogical Knowledge and Implications for Motivation.
• Tiplic, Dijana; Brandmo, Christian & Elstad, Eyvind (2013). Work motivation in school: Predictors of beginning teachers' intent to leave.
• Brandmo, Christian; Tiplic, Dijana & Elstad, Eyvind (2013). Principals’ Achievement Goals for Leading.
• Tiplic, Dijana; Brandmo, Christian & Elstad, Eyvind (2013). Antecedents of Norwegian beginning teachers' turnover intentions.
• Brandmo, Christian; Elstad, Eyvind & Tiplic, Dijana (2012). Jobbmotivasjon i skolen.
• Welle-Strand, Anne & Tiplic, Dijana (2008). Managing organizational change during institutional upheaval: Bosnia-Herzegovina¿s higher education in transition. Handelshøyskolen BI. ISSN 978-82-7042-819-9. Show summary

  This study focuses on organizational change in non-stabile environments. Non-stabile environments are characterized by dramatic change at societal, economic and political levels caused by, for example, changes in political regime or armed conflict. The literature suggests that higher education plays an important role in assisting such societies through such turbulent and dramatic times. Past research, with both international and national focus, has identified various responses of higher education institutions to a changing environment. However, an explanation as to how different responses occur is missing. In an attempt to address this issue, this study examines the ongoing processes of organizational change and the role of individuals in such processes in detail. While the empirical focus is on change in organizations hosted by an environment that can be described in terms of institutional upheaval, it is recognized that this topic has received limited attention in the field of organizational research. Exceptions to this are studies into organizational change of previously state-owned enterprises in Central and Eastern Europe. The context for the study is two higher education institutions in Bosnia-Herzegovina - a context characterized by dramatic societal change and transitions over the past fifteen years. This is a qualitative case study of the phenomenon of organizational change. Such change occurring during institutional upheaval is considered as incorporating both episodic and continuous change. By applying strategies of process research, interview and documentary data were analyzed with the help of Qualitative Software for Data Analysis (NVIVO 7). Findings indicate that organizational change during institutional upheaval can be understood as a dual-motor change process taking place under conditions of strategic ambiguity, and resulting in politicized sense-making. As an outcome, organizations are found to be oscillating between endpoints of change. More specifically, by proposing a model that consists of three phases of organizational change, it has been demonstrated how, in ambiguous situations, influential individuals act as initiators of organizational change. However, upon gaining momentum, the nature of ambiguity changes. Thereby, the change process is assumed to unfold in a cyclical manner between conditions, actions and outcomes.

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