Berit Karseth

• Karseth, Berit; Bernotaite, Simona & Sundby, Anniken Hotvedt (2024). The OECD’s narrative on the future curriculum: issuing values. Nordic Journal of Studies in Educational Policy. ISSN 2002-0317. 10(2). doi: 10.1080/20020317.2024.2361937.
• Karseth, Berit (2023). Curriculum, National Identity, and National Literacy. In Fox, Stephanie & Boser, Lukas (Ed.), National Literacies in Education. Historical Reflections on the Nexus of Nations, National Identity, and Education. Palgrave Macmillan. ISSN 978-3-031-41761-0. p. 125–142. doi: doi.org/10.1007/978-3-031-41762-7_10. Show summary

  This chapter elaborates on how curriculum may represent aspects of national identity and what Daniel Tröhler calls ‘national literacy’. Inspired by this concept the chapter offers an analysis of three Norwegian curricula from 1997 to 2020. The analysis of the curriculum documents shows significant changes in the period. The format has changed from a hardcover book with many illustrations to an interactive curriculum situated on a digital platform. Furthermore, the content of the curriculum has changed from emphasizing common frames of reference to emphasizing rather open learning outcomes using certain verbs. The newest curriculum represents a cultural artifact in which competence aims linked to the different school subjects make up the overall structure. Compared to the curriculum in the 1990s, there are very few symbols, historical events, and detailed content descriptions in the curriculum. This may indicate that what it means to be nationally literate has changed, and that the discourse about who we are seems less evident. However, the lack of a clear national narrative does not necessarily mean that the curriculum plays a minor role in defining national aspirations.

• Hörmann, Bernadette & Karseth, Berit (2022). From Active Members of the School Community to Active Knowledge Acquirers. The Rhetoric on Students in Norwegian Curricula Across Time. 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. 273–290.
• Karseth, Berit (2022). Skoleutvikling i lys av et nasjonalt læreplanverk. In Mausethagen, Sølvi & Helstad, Kristin (Ed.), Skoleutvikling - i forskning, politikk og praksis. Cappelen Damm Akademisk. ISSN 9788202717728. p. 55–73.
• Sivesind, Kirsten & Karseth, Berit (2022). Introduction: A comparative Network Analysis of Knowledge Use in Nordic Education Policies. 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. 1–31. doi: https:/doi.org/10.1007/978-3-030-91959-7_1. Show summary

  This introductory chapter establishes the context, background, and importance of studying what counts as evidence and expertise in Nordic education policymaking. The chapter gives a short overview of the theories, methods, and research design for the joint study where 17 researchers from 6 countries (Denmark, Finland, Iceland, Norway, Sweden, and the US) collaborated. Key questions are: How do policymakers in five Nordic countries draw on domestic, regional, and international knowledge? How do they legitimize national school reform policy by referencing various types of knowledge? How do they authorize evidence in their attempt to propose reform agendas and issue school reforms in their respective countries? The chapter provides an overview of the book and summarizes each of the following chapters.

• Steiner-Khamsi, Gita; Baek, Chanwoong; Karseth, Berit & Nordin, Andreas (2022). How Much is Policy Advice Changed and Lost in Political Translation? . 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. 281–320.
• Karseth, Berit & Sivesind, Kirsten (2022). Conclusions: Toward a Renewed Understanding of Evidence-Based Policy in Education . 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. 409–429.
• Sundby, Anniken Hotvedt & Karseth, Berit (2021). `The knowledge question`in the Norwegian curriculum. Curriculum Journal. ISSN 0958-5176. doi: 10.1002/curj.139. Full text in Research Archive
• Karseth, Berit (2020). Norsk lærerutdanning - alle vil ha fingra i den.... In Jodal, Elsi-Brith; Lindblad, Sverker & Runesdotter, Caroline (Ed.), Läroplansteori i och om lärarutbildning. Rapport från den sjunde Nordiska Läroplansteoretiska konferensen. Institutionen för pedagogik och specialpedagogik. ISSN 978-91-86857-27-1. p. 35–50.
• Karseth, Berit (2020). Bologna Process: Curriculum. In Amey, Marylin J. & David, Miriam E. (Ed.), SAGE Encyclopedia of Higher Education. Sage Publications. ISSN 9781473942912. p. 176–178. doi: %20http:/dx.doi.org/10.4135/9781529714395.n68.
• Sivesind, Kirsten & Karseth, Berit (2019). An officially endorsed national curriculum: institutional boundaries and ideational concerns. Curriculum Perspectives. ISSN 0159-7868. 39(2), p. 193–197. doi: 10.1007/s41297-019-00074-4. Full text in Research Archive
• Karseth, Berit (2019). Læreplanen som kunnskaps- og kulturbærer i dagens utdannings- og samfunnskontekst, Styring og ledelse i grunnopplæringen. Spenninger og dynamikker.. Cappelen Damm Akademisk. ISSN 978-82-02-60554-4. p. 73–90.
• Steiner-Khamsi, Gita; Karseth, Berit & Baek, Chanwoong (2019). From science to politics: commissioned reports and their political translation into White Papers. Journal of Education Policy. ISSN 0268-0939. 35(1), p. 119–144. doi: 10.1080/02680939.2019.1656289. Full text in Research Archive Show summary

  The study presents a bibliometric network analysis of the two most recent schools reforms in Norway. Two research questions have been pursued: First, do the government-appointed expert commission use (in Green Papers) the same type of knowledge as ‘evidence’ for their reviews and recommendations as the Ministry of Education and Research (as reflected in the White Papers)? How has the use of ‘evidence’ changed over the two reform periods? Second, which body of knowledge amassed by the expert commission has the Ministry of Education and Science actually used for policy formulation? The network analysis shows (i) distinct changes in reference patterns over the two reform periods (e.g., average number of references more than doubled and references to international texts increased significantly), and (ii) an unexpectedly low usage of the ‘evidence’ presented by the expert commissions. The Ministry of Education and Research only draws on 9.5 percent of the references presented by the expert commissions. Strikingly, almost all of the adopted references are from a commissioned report that locally adapted and translated OECD’s Definitions and Selections of Competencies project. The authors suggest ‘studying up’ and paying more attention to how scientific ‘evidence’ is actually used, translated, and edited at the political level.

• Karseth, Berit & Møller, Jorunn (2018). Legal Regulation and Professional Discretion in Schools. Scandinavian Journal of Educational Research. ISSN 0031-3831. doi: 10.1080/00313831.2018.1531918. Full text in Research Archive
• Luimes, Maike & Karseth, Berit (2018). Pre-vocational education in the curriculum: the case of Norwegian lower secondary education. Journal of Curriculum Studies. ISSN 0022-0272. 51(2), p. 245–261. doi: 10.1080/00220272.2018.1528301. Full text in Research Archive
• Baek, Chanwoong; Hörmann, Bernadette; Karseth, Berit; Pizmony-Levy, Oren; Sivesind, Kirsten & Steiner-Khamsi, Gita (2017). Policy learning in Norwegian school reform: a social network analysis of the 2020 incremental reform. Nordic Journal of Studies in Educational Policy. ISSN 2002-0317. 4(1), p. 1–14. doi: 10.1080/20020317.2017.1412747. Full text in Research Archive
• Møller, Jorunn & Karseth, Berit (2016). Profesjonell skjønnsutøvelse og kravet til tilpasset opplæring. In Andenæs, Kristian & Møller, Jorunn (Ed.), Retten i skolen - mellom pedagogikk, juss og politikk. Universitetsforlaget. ISSN 9788215026671. p. 199–215.
• Solbrekke, Tone Dyrdal & Karseth, Berit (2016). Kvalifikasjonsrammeverk og Læringsutbytte. Til nytte eller besvær? In Strømsø, Helge Ivar; Lycke, Kirsten Hofgaard & Lauvås, Per (Ed.), Når læring er det viktigste. Undervisning i høyere utdanning.. Cappelen Damm Akademisk. ISSN 978-82-02-52728-0. p. 57–82.
• Solbrekke, Tone Dyrdal; Englund, Tomas; Karseth, Berit & Beck, Eevi Elisabeth (2016). Educating for Professional Responsibility: From Critical Thinking to Deliberative Communication, or Why Critical Thinking Is Not Enough. In Trede, Franziska & McEwen, Celina (Ed.), Educating the Deliberate Professional. Springer Science+Business Media B.V.. ISSN 978-3-319-32956-7. p. 29–44. doi: 10.1007/978-3-319-32958-1.
• Mølstad, Christina Elde & Karseth, Berit (2016). National curricula in Norway and Finland: The role of learning outcomes. European Educational Research Journal. ISSN 1474-9041. 15(3), p. 329–344. doi: 10.1177/1474904116639311.
• Karseth, Berit & Solbrekke, Tone Dyrdal (2016). Curriculum Trends in European Higher Education:The pursuit of the Humboldtian University Ideas. In Slaughter, Sheila & Barrett, Jay Taylor (Ed.), Higher Education, Stratification, and Workforce Development: Competitive Advantage in Europe, the US, and Canada. Springer Science+Business Media B.V.. ISSN 978-3-319-21511-2. p. 215–233. doi: 10.1007/978-3-319-21512-9.
• Nerland, Monika & Karseth, Berit (2015). The knowledge work of professional associations: approaches to standardisation and forms of legitimisation. Journal of Education and Work. ISSN 1363-9080. 28(1), p. 1–23. doi: 10.1080/13639080.2013.802833.
• Nerland, Monika & Karseth, Berit (2014). Standardization of professional knowledge and practice: The regulatory role of professional associations in Norway. In Fenwick, Tara; Mangez, Eric & Ozga, Jenny (Ed.), World Yearbook of Education 2014: Governing Knowledge; Comparison, Knowledge-Based Technologies and Expertise in the Regulation of Education. Routledge. ISSN 9780415828734.
• Sivesind, Kirsten & Karseth, Berit (2014). Curriculum Theory and Research in Norway: Traditions, Trends and Topics. In Pinar, William F. (Eds.), International Handbook of Curriculum Research. Routledge. ISSN 9780415804295. p. 362–375. doi: 10.4324/9780203831694.ch30.
• Stensaker, Bjørn & Karseth, Berit (2014). Heltidsstudenten - et utdatert ideal? In Frølich, Nicoline; Hovdhaugen, Elisabeth & Terum, Lars Inge (Ed.), Kvalitet, kapasitet og relevans : Utviklingstrekk i norsk høyere utdanning. Cappelen Damm Akademisk. ISSN 978-82-02-45050-2. p. 273–287.
• Karseth, Berit & Møller, Jorunn (2014). "Hit eit steg og dit eit steg". Et institusjonelt blikk på reformarbeid i skolen. Norsk pedagogisk tidsskrift. ISSN 0029-2052. 98(6), p. 452–468.
• Dahlgren, Madeleine Abrandt; Solbrekke, Tone Dyrdal; Karseth, Berit & Nyström, Sofia (2014). From university to professional practice: Students as journeymen between cultures of education and work. In Billett, Stephen; Harteis, Christian & Gruber, Hans (Ed.), International Handbook of Research in Professional and Practice-based Learning. Springer. ISSN 978-94-017-8902-8. doi: 10.1007/978-94-017-8902-8_17.
• Karseth, Berit; Møller, Jorunn & Aasen, Petter (2013). Reformtakter - Kunnskapsløftets komposisjon. In Karseth, Berit; Møller, Jorunn & Aasen, Petter (Ed.), Reformtakter: Om fornyelse og stabilitet i grunnopplæringen. Universitetsforlaget. ISSN 978-82-15-02138-6. p. 231–248.
• Karseth, Berit & Engelsen, Britt Ulstrup (2013). Læreplanen for Kunnskapsløftet: Vekjente tråkk og nye spor. In Karseth, Berit; Møller, Jorunn & Aasen, Petter (Ed.), Reformtakter: Om fornyelse og stabilitet i grunnopplæringen. Universitetsforlaget. ISSN 978-82-15-02138-6. p. 43–60.
• Abualrub, Iyad; Karseth, Berit & Stensaker, Bjørn (2013). The various understandings of learning environment in higher education and its quality implications. Quality in Higher Education. ISSN 1353-8322. 19(1), p. 90–110. doi: 10.1080/13538322.2013.772464.
• Karseth, Berit (2012). Profesjonsutdanning og profesjonsfag: Mellom kunnskapstradisjoner og kunnskapspolitikk, Utdanningskvalitet og undervisningskvalitet under press?. Tapir Akademisk Forlag. ISSN 9788251928953. p. 77–95.
• Karseth, Berit (2011). Teacher education for professional responsibility: What should it look like? In Sugrue, Ciaran & Solbrekke, Tone Dyrdal (Ed.), Professional Responsibility New Horizons of Praxis. Routledge. ISSN 978-0-415-61462-7. p. 159–174.
• Karseth, Berit & Sivesind, Kirsten (2011). Conceptualising Curriculum Knowledge Within and Beyond the National Context. In Yates, Lyn & Grumet, Madeleine (Ed.), Curriculum in Today's World. Routledge. ISSN 978-0-415-57582-9. p. 58–76. doi: 10.1111/j.1465-3435.2009.01418.x.
• Karseth, Berit & Solbrekke, Tone Dyrdal (2010). Qualifications Frameworks: the avenue towards the convergence of European higher education? European Journal of Education. ISSN 0141-8211. 45(4), p. 563–576. doi: 10.1111/j.1465-3435.2010.01449.x.
• Szkudlarek, Tomasz; Dahlgren, Lars-Owe; Solbrekke, Tone Dyrdal; Karseth, Berit; Hård af Segerstad, Helene & Lycke, Kirsten Hofgaard (2010). Conclusions and policy implications. In Dahlgren, Lars-Owe (Eds.), Students as Journeymen between Cultures of Higher Education and Work. A longitudinal European Study of the Transition from Higher Education to Work Life. Lambert Academic Publishing. ISSN 978-3-8383-9462-6. p. 121–1138.
• Heggen, Kristin ; Karseth, Berit & Kyvik, Svein (2010). The Relevance of Research for the Improvement of Education and Professional Practice. In Kyvik, Svein; Lepori, Benedetto & Lepori, Benedetto (Ed.), The Research Mission of Higher Education Institutions outside the University Sector Striving for Differentiation. Springer. ISSN 978-1-4020-9243-5. p. 45–60.
• Karseth, Berit; Abrandt Dahlgren, Madeleine; Mendel, Maria & Skudlarek, Tomasz (2010). A theoretical framework for studies of higher education. In Dahlgren, Lars-Owe (Eds.), Students as Journeymen between Cultures of Higher Education and Work. A longitudinal European Study of the Transition from Higher Education to Work Life. Lambert Academic Publishing. ISSN 978-3-8383-9462-6. p. 21–35.
• Mendel, Maria; Solbrekke, Tone Dyrdal; Hult, Håkan; Johansson, Kristina; Karseth, Berit & Kopciewicz, Lucyna [Show all 7 contributors for this article] (2010). Students' conceptions of education and work. In Dahlgren, Lars-Owe (Eds.), Students as Journeymen between Cultures of Higher Education and Work. A longitudinal European Study of the Transition from Higher Education to Work Life. Lambert Academic Publishing. ISSN 978-3-8383-9462-6. p. 64–95.
• Karseth, Berit & Sivesind, Kirsten (2010). Conceptualising Curriculum Knowledge Within and Beyond the National Context. European Journal of Education. ISSN 0141-8211. 45(1), p. 103–120. doi: 10.1111/j.1465-3435.2009.01418.x. Show summary

  (uten UiO-adresse på artikkelen)

• Karseth, Berit & Sivesind, Kirsten (2009). Læreplanstudier - perspektiver og posisjoner. In Dale, Erling Lars (Eds.), Læreplan i et forskningsperspektiv. Universitetsforlaget. ISSN 978-82-15-01323-7. p. 23–61. Show summary

  **

• Engelsen, Britt Ulstrup & Karseth, Berit (2009). Vzdelávací plán ve skolské reformé - pozmenený pohled na znalosti? In Kaldestad, Ola Hoff; Pol, Milan & Sedlácek, Marin (Ed.), Vybrané otázky skolského managementu. Norská perspektiva. Muni Press. ISSN 978-80-210-5078-5. p. 71–82. Show summary

  Oversatt artikkel fra norsk til tjekkisk

• Karseth, Berit (2008). Qualifications frameworks for the European Higher Education area - A new instrumentalism or "much ado about nothing"? Utbildning och Demokrati. ISSN 1102-6472. 17(2), p. 51–72.
• Englund, Tomas; Karseth, Berit; Ljunggren, Carsten; Solbrekke, Tone Dyrdal & Unemar Öst, Ingrid (2008). Theme: Educating towards civic and professional responsibility - The future of Higher Education? Utbildning och Demokrati. ISSN 1102-6472. 17(2), p. 5–12.
• Karseth, Berit (2008). Qualifications frameworks for the European Higher Education Aera: an new instrumentalism or 'Much Ado about Nothing'? Learning and Teaching: the international journal of higher education in the social sciences. ISSN 1755-2273. 1(2), p. 77–101. Show summary

  The purpose of this article is to explore the development of qualifications frameworks as a key element in the Bologna Process, which aims to develop a European Higher Education Area by 2010. By setting up descriptors of learning outcomes, a European qualifications framework is intended as an instrument that enables Europe to coordinate and exchange qualifications. Furthermore, the article analyses the proposal of a national qualifications framework in Norway and institutional responses to it. Despite general support for the idea of a framework, the analysis shows that the institutions question the possibility of a qualifications framework that fits all types of educational programmes. With reference to curriculum theory the article concludes that the idea of a qualifications framework based on measurable learning outcomes represents a turn towards an instrumental curriculum approach in higher education, in contrast to a traditional curriculum approach which foregrounds disciplinary content and its mastery. Drawing on institutional theory the article also questions the possible impact of qualifications frameworks in higher education.

• Stensaker, Bjørn; Maassen, Peter; Borgan, Monika; Oftebro, Mette Karine & Karseth, Berit (2007). Use, updating and intergration of ICT in higher education: Linking prupose, people and pedagogy. Higher Education. ISSN 0018-1560. 54, p. 417–433. doi: 10.1007/s10734-006-9004-x.
• Karseth, Berit & Nerland, Monika (2007). Building professionalism in a knowledge society: examining discourses of knowledge in four professional associations. Journal of Education and Work. ISSN 1363-9080. 20(4), p. 335–355. Show summary

  This article explores how contemporary professional associations employ discourses of knowledge as a means of promoting professionalism. By analysing policy documents from the Norwegian associations for teachers, nurses, engineers and accountants, we reveal dominant knowledge discourses and discuss how they serve to position the associations in distinct ways towards practitioners, working fields and the public community. Our analysis shows that the knowledge work of the four associations is constructed quite differently, and that this is related to differences in their notions of professional knowledge, their view on standardisation and the structure of their professional field. Moreover, all associations draw on several and partly contradictory discourses. Modern professionalism depends on a reflexive management of knowledge and learning within a context of negotiation between different concerns. We particularly discuss the challenge of balancing between professional-internal and -external demands.

• Engelsen, Britt Ulstrup & Karseth, Berit (2007). Læreplan for Kunnskapsløftet - et endret kunnskapssyn? Norsk pedagogisk tidsskrift. ISSN 0029-2052. 91(5), p. 404–415. Show summary

  Artikkelen gir en analyse av Kunnskapsløftet, med vekt på Læreplanverket. En viktig intensjon bebudet i de politiske grunnlagsdokumentene, er mer kunnskap til flere ved en bedre tilpasset opplæring. Men hva slags kunnskap? Vår analyse viser at læreplanverket bygger på et motsetningsfullt kunnskapsgrunnlag. Avslutningsvis bringer vi inn noen normative synspunkter: Ut fra den tyske didaktikeren Klafkis standpunkter, argumenterer vi for en læreplan som løfter fram vår tids nøkkelproblemer og som etterspør lærerprofesjonens didaktiske og fagdidaktiske kompetanse.

• Karseth, Berit (2006). Reformer i høyere utdanning: Nye student- og lærerroller. In Strømsø, Helge Ivar; Lauvås, Per & Lycke, Kirsten Hofgaard (Ed.), Når læring er det viktigste. Cappelen Damm Akademisk. ISSN 82-02-24988-0. p. 57–72.
• Botha, Jan; Karseth, Berit; Norton, Lin; Oehler, David; Sayers, Pete & Sullivan, Philip [Show all 7 contributors for this article] (2006). The use of evidence in decision-making in higher education. In Elvidge, Liz (Eds.), Exploring good leadership and management practice in higher education: issues of engagement. Jill Rodgers Associates Limited, Publishers. ISSN 0954711157. p. 63–75.
• Solbrekke, Tone Dyrdal & Karseth, Berit (2006). Professional Responsibility - an issue for higher education? Higher Education. ISSN 0018-1560. 52, p. 95–119.
• Karseth, Berit (2006). Curriculum Restructuring in Higher Education after the Bologna Process: a New Pedagogic Regime? Revista Española de Educación Comparada. ISSN 1137-8654. 12, p. 255–284.
• Karseth, Berit & Solbrekke, Tone Dyrdal (2006). Characteristics of graduate professional eduaction: expectations and experiences in psychology and law. London Review of Education. ISSN 1474-8460. 4(2), p. 149–167. Show summary

  This paper argues that there are some common characteristics that define what we label graduate professional programmes. By analysing two programmes, Law and Psychology - as experienced by the students, it becomes obvious that while the programmes educate their students well in the academic aspects of professional work, they do not prepare students sufficiently for dealing with moral conflicts and complex moral challenges. Although there are substantial differences between the two programmes, they reflect cultural characteristics of the academy with its emphasis on the authority of disciplinary knowledge. The findings suggest that there are critical challenges for professional graduate programmes to keep up to date the academic content while also preparing students more adequately for dealing with practical and moral issues.

• Solbrekke, Tone Dyrdal & Karseth, Berit (2006). Kvalifikasjonsrammeverk og læringsutbytte. Til besvær eller nytte? Når læring er det viktigste. Undervisning i høyere utdanning. Cappelen Damm Akademisk. p. 57–82. Show summary

  Kapitlet tar opp veiledende vurdering som foretas for at den som blir veiledet, skal lære av den og som skal bidra til videre utvikling. Denne formen for vurdering skal supplere den formen vi vanligvis tenker på med vurdering, den summative som går ut på å bestemme måloppnåelse på et visst tidspunkt, som oftest etter avsluttet læringsforløp. Men hvilken betydning har den formative vurderingen og hvordan kan den foregå?

• Karseth, Berit (2005). Curriculum Restructuring in Higher Education: A new Pedagogical Regime? In Halvorsen, Tor & Nyhagen, Atle (Ed.), The Bologna Process and the Shaping of the Future Knowledge Societies. Universitetet i Bergen. ISSN 82-7342-003-5. p. 141–149.
• Karseth, Berit (2004). Curriculum Changes and Moral Issues in Nursing Education. Nurse Education Today. ISSN 0260-6917. 24(8), p. 638–643. Show summary

  Through history nursing education has strongly advocated the importance of educating students towards moral and ethical responsibility. In today�s society however, it has become increasingly difficult to honour this concern. One peephole to capture the ongoing struggle is to look into the curriculum where different stakeholders voice different opinions. Following a social constructive perspective the curriculum texts represent specific interest among stakeholders related to nursing education in a certain historical periods. By analysing the two last versions of the curriculum we get an insight into moral and ethical issues at stake and different ways of addressing these questions. While moral and ethical issues in the curriculum of 1987 follow a disciplinary discourse emphasising the importance of learning ethical concepts and modes of arguments, the curriculum of 2000 places ethical and moral issues within an employability discourse. In this curriculum moral issues are seen as an obligation linked to students practical and technical skills. The 2000 curriculum represents a shift from emphasising the independent and reflective professional to underline the skilful and morally obliged practitioner.

• Gundem, Bjørg Brandtzæg; Karseth, Berit & Sivesind, Kirsten (2003). Curriculum Theory and Research in Norway: Traditions, Trends, and Challenges. In Pinar, William (Eds.), International Handbook of Curriculum Research. Lawrence Erlbaum Associates. ISSN 0-8058-3222-X. p. 517–534.
• Solbrekke, Tone Dyrdal; Karseth, Berit; Lycke, Kirsten Hofgaard & Handal, Gunnar (2003). Senior Students in Higher Education and Work Life. In Dahlgren et al, Lars-Owe (Eds.), Senior Students on Higher Education and Work. Work Package 2:1. Linköping universitet. p. 27–65.
• Solbrekke, Tone Dyrdal; Karseth, Berit; Lycke, Kirsten Hofgaard & Handal, Gunnar (2003). National Comparison of Freshmen and Senior Students. In Dahlgren et al, Lars-Owe (Eds.), National Comparision of Freshmen and Senior Students. Work Package 2:2. Linköping Universitetet. p. 45–68.
• Karseth, Berit; Solbrekke, Tone Dyrdal; Lycke, Kirsten Hofgaard & Handal, Gunnar (2003). Education and Work: Discourse analysis of liberal and professional programmes at the university, Education and Work: Discourse Analysis of Liberal and Professional Programmes at the University. Work Package 3. Linköping universitet.
• Sivesind, Kirsten & Karseth, Berit (2003). Curriculum Theory and Research in Norway: Traditions, Trends, and Topics. In Pinar, William (Eds.), International Handbook of Curriculum Research. Lawrence Erlbaum Associates. ISSN 0-8058-3222-X. p. 362–375.
• Kyvik, Svein & Karseth, Berit (2002). Høgskolepersonalets arbeidsoppgaver og roller. In Kyvik, Svein (Eds.), Fra yrkesskole til universitet?. Fagbokforlaget. ISSN 82-7674-811-2. p. 127–153.
• Jensen, Karen; Tveit, Bodil; Fossestøl, Bjørg & Karseth, Berit (2002). "Nye motivasjons- og meningsformer blant sykepleierstudenter". In Johannessen, Kai Ingolf & Schmidt, Ulla (Ed.), Verdier - flerfaglige perspektiver. Tapir Akademisk Forlag. ISSN 82-519-1792-1. p. 73–90.
• Karseth, Berit (2002). The Construction of Curricula in a New Educational Context: Roles and Responsibilities in Nursing Education in Norway. In Amaral, Alberto; Jones, Glen A & Karseth, Berit (Ed.), Governing Higher Education: National Perspectives on Institutional Governance. Kluwer Academic Publishers. ISSN 1-4020-1078-8. p. 121–140.
• Amaral, Alberto; Jones, Glen A & Karseth, Berit (2002). Governing HIgher Education: Comparing National Perspectives. In Amaral, Alberto; Jones, Glen A & Karseth, Berit (Ed.), Governing Higher Education: National Perspectives on Institutional Governance. Kluwer Academic Publishers. ISSN 1-4020-1078-8. p. 279–298.
• Karseth, Berit; Solbrekke, Tone Dyrdal; Lycke, Kirsten Hofgaard & Handal, Gunnar (2002). Freshmen Students on Education and Work. In Dahlgren et al, Lars-Owe (Eds.), Freshmen Students on Education and Work. Work Package 1. Students as Journeymen between Communities of Higher Education and Work. Linköping Universitet. p. 59–102.
• Kyvik, Svein; Karseth, Berit; Remme, Jan Are & Blume, Stuart (1999). International mobility among Nordic doctoral students. Higher Education. ISSN 0018-1560. 38, p. 379–400.
• Karseth, Berit (1995). Didaktik in Forschung, Lehrerausbildung und Lehrplanentwicklung in Norwegen. Zeitschrift fur Padagogik (Beiheft). ISSN 0514-2717. 33, p. 249–259.
• Karseth, Berit (1995). The Emergence of New Educational Programs in the University. Review of Higher Education. 18(2), p. 195–216.

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• Karseth, Berit; Sivesind, Kirsten & Steiner-Khamsi, Gita (2022). Evidence and Expertise in Nordic Education Policy. A comparative Network Analysis. Palgrave Macmillan. ISBN 978-3-030-91959-7. 429 p.
• Jensen, Ruth; Karseth, Berit & Ottesen, Eli (2019). Styring og ledelse i grunnopplæringen. Spenninger og dynamikker. Cappelen Damm Akademisk. ISBN 978-82-02-60554-4. 223 p.
• Karseth, Berit; Møller, Jorunn & Aasen, Petter (2013). Reformtakter: Om fornyelse og stabilitet i grunnopplæringen. Universitetsforlaget. ISBN 978-82-15-02138-6. 253 p.
• Christiansen, Bjørg; Heggen, Kristin & Karseth, Berit (2004). Klinikk og akademia. Reformer, rammer og roller i sykepleierutdanningen. Universitetsforlaget. ISBN 82-15-00093-2. 158 p.
• Amaral, Alberto; Jones, Glen A & Karseth, Berit (2002). Governing Higher Education: National Perspectives on Institutional Governance. Kluwer Academic Publishers. ISBN 1-4020-1078-8. 298 p.
• Karseth, Berit; Gudmundsdottir, Sigrun & Hopmann, Stefan (1997). "Gulserien": DIDAKTIKK: Tradisjon og fornyelse. Festskrift til Bjørg Brandtzæg Gundem. Universitetet i Oslo.
• Karseth, Berit; Gudmundsdottir, Sigrun & Hopmann, Stefan (1997). Didaktikk: Tradisjon og fornyelse. Festskrift til Bjørg Brandtzæg Gundem. Universitetet i Oslo.

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• Hall, Jeffrey & Karseth, Berit (2024). Juridification of Norwegian education: the case of students’ right to a safe and good school environment .
• Karseth, Berit (2023). The OECD’s construction of future imaginaries for curriculum reform.
• Karseth, Berit & Wahlström, Ninni (2022). Volume 7: Approaches to the Curriculum and Its Politics. In Tierney, Rob; Rizvi, Fazal & Ercikan, Kadriye (Ed.), International Encyclopedia of Education. Elsevier. ISSN 9780128186305. p. XIX–XXI.
• Karseth, Berit & Wahlström, Ninni (2022). Contemporary trends in curriculum research. In Tierney, Rob; Rizvi, Fazal & Ercikan, Kadriye (Ed.), International Encyclopedia of Education. Elsevier. ISSN 9780128186305. p. 74–84.
• Kvamme, Ole Andreas; Karseth, Berit & Ottesen, Eli (2022). Verdier på glid. Bedre Skole. ISSN 0802-183X. 34(4), p. 56–61.
• Sivesind, Kirsten & Karseth, Berit (2022). Hvordan innhentes og brukes kunnskap i arbeid med norske og nordiske skolereformer?
• Karseth, Berit; Bernotaite, Simona & Sundby, Anniken Hotvedt (2022). Curriculum making for the 21st century:The paperwork of OECD.
• Sundby, Anniken Hotvedt & Karseth, Berit (2022). Knowledge about what? `The knowledge question` in the Norwegian curriculum. BERA Blog.
• Karseth, Berit & Kvamme, Ole Andreas (2021). Fagintegrasjon eller fagkonsentrasjon? Bærekraftig utvikling i fagfornyelsen LK20.
• Kvamme, Ole Andreas; Karseth, Berit & Ottesen, Eli (2021). Skolens satsing på bærekraft. Dagsavisen. ISSN 1503-2892.
• Kvamme, Ole Andreas; Karseth, Berit & Ottesen, Eli (2021). The concern for Interdisciplinarity in the Renewal of the Norwegian Curriculum.
• Steiner-Khamsi, Gita; Baek, Chanwoong; Karseth, Berit & Nordin, Andreas (2021). How Much Policy Advice is Changed and Lost in Political Translation?
• Steiner-Khamsi, Gita; Baek, Chanwoong; Karseth, Berit & Nordin, Andreas (2021). How Much Policy Advice is Changed and Lost in Political Translation?
• Karseth, Berit; Ninni, Wahlström & Pizmony-Levy, Oren (2021). Tracing a Regional Education Reform Movement Using Author Co-Citation Network Analysis.
• Karseth, Berit (2021). Utdanningspolitikkens kunnskapsgrunnlag:Fra NOUer til stortingsmeldinger.
• Karseth, Berit; Kvamme, Ole Andreas & Ottesen, Eli (2020). DETTE SIER EVA2020 Fagfornyelsens læreplanverk: Politiske intensjoner, arbeidsprosesser og innhold.
• Steiner-Khamsi, Gita; Baek, Chanwoong; Karseth, Berit & Nordin, Andreas (2020). How Much Policy Advice is Changed and Lost in Political Translation?
• Hörmann, Bernadette; Karseth, Berit; Sivesind, Kirsten & Tiplic, Dijana (2019). Knowledge sources in crafting school reform policy: The case of Norway.
• Sivesind, Kirsten & Karseth, Berit (2019). Knowledge sources in crafting school reform policy: The case of Norway.
• Karseth, Berit & Sivesind, Kirsten (2019). Recent reform trajectories in Nordic school reform - towards stronger international convergence?
• Jensen, Ruth; Karseth, Berit & Ottesen, Eli (2019). Ledelse og styring i grunnopplæringen - spenninger og dynamikker, Styring og ledelse i grunnopplæringen. Spenninger og dynamikker.. Cappelen Damm Akademisk. ISSN 978-82-02-60554-4. p. 13–20.
• Ottesen, Eli; Karseth, Berit & Jensen, Ruth (2019). Styring og ledelse i grunnopplæringen - spenninger og dynamikker, Styring og ledelse i grunnopplæringen. Spenninger og dynamikker.. Cappelen Damm Akademisk. ISSN 978-82-02-60554-4. p. 211–218.
• Karseth, Berit (2018). The use of International Knowledge in School Reform in Norway: An analysis of Content and References in White and Green Documents.
• Steiner-Khamsi, Gita; Baek, Chanwoong; Hörmann, Bernadette; Karseth, Berit & Sivesind, Kirsten (2018). Policy Knowledge and Lesson Drawing in Nordic School Reform in an Era of International Comparison.
• Karseth, Berit; de Lange, Thomas; Gudmundsdottir, Greta Björk; Morken, Ivar & Ottesen, Eli (2018). NERA 46th Congress Mars 2018 Lokal organisasjonskomite.
• Sivesind, Kirsten & Karseth, Berit (2017). Externalization in Norwegian School Reform: A Social Network Analysis of International and Regional References. Summary of the Norwegian Project.
• Luimes, Maike & Karseth, Berit (2017). Pre-vocational education in the curriculum: The case of Norwegian Lower Secondary Education.
• Karseth, Berit & Møller, Jorunn (2017). Equal educational opportunities? Legal regulation and professional discretion in schools.
• Luimes, Maike & Karseth, Berit (2017). Pre-vocational education in a comprehensive school system: The case of Norwegian Lower Secondary Education.
• Luimes, Maike & Karseth, Berit (2017). Pre-vocational education in a unitary education system: The case of Norwegian Lower Secondary Education.
• Mølstad, Christina Elde & Karseth, Berit (2013). Curricula in Norway and Finland – governing by learning outcomes?
• Karseth, Berit; Møller, Jorunn & Aasen, Petter (2013). Opptakten. In Karseth, Berit; Møller, Jorunn & Aasen, Petter (Ed.), Reformtakter: Om fornyelse og stabilitet i grunnopplæringen. Universitetsforlaget. ISSN 978-82-15-02138-6. p. 13–20.
• Karseth, Berit (2013). NFPF/NERA 40 years: A note from the president. Nordic Studies in Education. ISSN 1891-5914. p. 2–4.
• Mølstad, Christina Elde & Karseth, Berit (2013). The national curriculum: moribund? How global trends have an impact on curriculum as an tradition.
• Mølstad, Christina Elde & Karseth, Berit (2012). The Regulatory Architecture of the Curriculum: The impact of the introduction of national qualifications frameworks as a regulative tool.
• Karseth, Berit; Solbrekke, Tone Dyrdal; Englund, Tomas & Beck, Eevi (2011). Critical thinking in teacher and nurse education.
• Karseth, Berit (2010). Curriculum reforms in teacher education: Educating for professional responsibility?
• Nerland, Monika & Karseth, Berit (2010). Professional associations in the knowledge society: roles and approaches to secure knowledge-based practice.
• Karseth, Berit (2009). Ove Skarpenes. Kunnskapens legitimering. Fag og læreplaner i videregående skole. Sosiologisk Tidsskrift. ISSN 0804-0486. 17(1), p. 91–95.
• Karseth, Berit & Sivesind, Kirsten (2009). Skolens samfunnsmandat – med eller uten anførselstegn. Bedre Skole. ISSN 0802-183X. p. 50–54.
• Karseth, Berit (2009). Nasjonalt kvalifikasjonsrammeverk: Et nytt læreplanregime i høyere utdanning?
• Karseth, Berit & Solbrekke, Tone Dyrdal (2009). The New Architecture of The European Higher Education Area:The Qualifications framework - a solid girder? ?
• Nerland, Monika & Karseth, Berit (2009). Professional associations as agents for continuous learning.
• Solbrekke, Tone Dyrdal & Karseth, Berit (2009). The Bologna Process: A Science Fiction Story?
• Karseth, Berit (2009). Qualifications frameworks for postgraduate education in Europe: Tensions between global standardizationand the needs of the professional field.
• Karseth, Berit (2009). Et nasjonalt kvalifikasjonsrammeverk for høyere utdanning: Mellom globale trender og faglige tradisjoner.
• Karseth, Berit; Lycke, Kirsten Hofgaard & Solbrekke, Tone Dyrdal (2008). Høyere utdanning i endring - pedagogiske og kunnskapsmessige utfordringer. Norsk pedagogisk tidsskrift. ISSN 0029-2052. p. 413–416.
• Karseth, Berit (2008). Hvordan oppnå kvalitet i profesjonsutdanningene - både i undervisning og forskning?
• Engelsen, Britt Ulstrup & Karseth, Berit (2006). Læreplan for kunnskapsløftet (L 06) - utfordringer og dilemmaer.
• Karseth, Berit & Taasen, Inger (2006). En slaktet utdanning? Tidsskriftet sykepleien. ISSN 0806-7511. 94(3), p. 60–61.
• Karseth, Berit & Taasen, Inger (2006). Forskningsbasert undervisning. Unik sjanse for sykepleifaget. Tidsskriftet sykepleien. ISSN 0806-7511. 94(9), p. 68–69.
• Lycke, Kirsten Hofgaard; Handal, Gunnar; Karseth, Berit & Solbrekke, Tone Dyrdal (2006). Learning Environments for Political Science Students - What they want and what they get.
• Karseth, Berit (2006). Sykepleierutdanning - mellom gamle og nye utdannings- og kunnskapsbilder. En analyse av dagens læreplandiskurs.
• Karseth, Berit & Nerland, Monika (2006). Building professionalism in the name of knowledge? An analysis of knowledge strategies in four professional associations.
• Lycke, Kirsten Hofgaard; Handal, Gunnar; Karseth, Berit & Solbrekke, Tone Dyrdal (2006). Learning environment for political science students - what they want and what they get.
• Lycke, Kirsten Hofgaard; Handal, Gunnar; Karseth, Berit & Solbrekke, Tone Dyrdal (2006). What they want and what they get.
• Karseth, Berit (2005). NOKUTs revidering av sykepleierutdanningen: Noen betraktninger i ettertid fra en sakkyndig.
• Karseth, Berit (2005). The role of knowledge in construction of a professional strategy: An analyses of the politcy of the professional associations of nurses and teachers.
• Karseth, Berit (2005). Bolognaprosessen: Nye rammer for undervisning i høyere utdanning.
• Karseth, Berit (2005). Curriculum Restructuring in Higher Education: A New Pedagogic Regime?
• Karseth, Berit (2005). Utfordringer i evalueringen av sykepleierutdanningen i Norge.
• Engelsen, Britt Ulstrup & Karseth, Berit (2005). Governing through professionalism or management by objectives?
• Karseth, Berit & Solbrekke, Tone Dyrdal (2004). Communities of Practice - a learning space in higher education?
• Solbrekke, Tone Dyrdal & Karseth, Berit (2004). Professional responsibility � an issue for higher education? (paper version). Show summary

  This paper approaches notions of professional responsibility in light of a movement from classic values of "social trusty professionalism" to "expert professionalism" and an increased "industry logic" challenging the traditional role of university in educating professionals in service for the public good. Departing from interviews with freshmen, students� educational and work orientations and conceptions of professional responsibility are considered in light of a utilitarian ethos. The results show that these students� choices of studies partly support a pragmatic or utilitarian ethos and partly support the desire to do something useful in society. Despite different conceptions of what they see as their primary professional responsibility, the students acknowledge professionals to have a particular responsibility beyond the level of lay-people. Their language involves an awareness of professional morality, distinctly distancing from what they define as immoral behaviour, such as misuse of knowledge-based power and economic greed. Our findings provide a basis for discussions of the normative dimension of higher education; what can be done to cultivate the moral orientation that students seem to possess when entering higher education?

• Karseth, Berit (2004). After Bologna: Contesting Curriculum Discourses.
• Karseth, Berit (2004). The Changing Curriculum Policy in Higher Education.
• Karseth, Berit (2004). Studenten som deltaker, tilskuer og forbruker.
• Karseth, Berit (2003). En ny læringsdiskurs? Et blikk på kvalitetsreformen.
• Karseth, Berit & Solbrekke, Tone Dyrdal (2003). Becoming a Professional. Freshmen and Senior Students� Notions.
• Karseth, Berit & Solbrekke, Tone Dyrdal (2003). Freshmen Students' Conceptions of Moral and Societal Responsibility for their Future Professional Work.
• Karseth, Berit (2003). The Normative Dimension in Higher Education: Diversity and Contradictions.
• Handal, Gunnar; Solbrekke, Tone Dyrdal; Karseth, Berit & Lycke, Kirsten Hofgaard (2003). How do students conceive of learning when entering and leaving university.
• Karseth, Berit (2002). Contesting Curriculum Discourses in Higher Education: A European Perspective.
• Karseth, Berit (2002). En jakt etter makt: Hvem bestemmer over sykepleierutdanningen?
• Karseth, Berit (2002). The moral dimension of the curriculum in nursing education.
• Karseth, Berit & Solbrekke, Tone Dyrdal (2002). Journey Towards a Professional Identity.
• Karseth, Berit (2001). Sykepleierutdanning i en reformtid - nye lærer- og studentroller?
• Karseth, Berit (2000). School Subject of Inclusion? The Construction of a New School Subject in Religious and Moral Education.
• Karseth, Berit (1999). Utfordinger i høyere utdanning.
• Karseth, Berit (1999). Sykepleierutdanning i en reformtid: Sammenheng mellom faglig innflytelse og høgskolereformen.
• Karseth, Berit (1999). Et inkluderende eller et ekskluderende fag? Bedre Skole. ISSN 0802-183X. p. 81–84.
• Kyvik, Svein & Karseth, Berit (1999). Internasjonalisering av forskerutdanning i de nordiske land. Forskningspolitikk. ISSN 0333-0273. p. 12–13.
• Karseth, Berit (1998). Sykepleierutdanning i en reformtid. Noen betraktninger underveis fra et pågående forskningsprosjekt.
• Karseth, Berit (1998). The Tension between the Pluralistic Argument and the Lutheran School Tradition. The Construction of a Common School Subject for All in Religious and Moral Education.
• Gundem, Bjørg Brandtzæg & Karseth, Berit (1998). Norwegian National Identity in Recent Curriculum Documents.
• Karseth, Berit (1997). Læreplananalyse og høyere utdanning: Et blikk på sykepleierutdanningen. Report. ISSN 0800-6113. p. 117–130.
• Karseth, Berit (1997). How to become a Proper University Discipline: The Conflict of Knowledge in Nursing Science.
• Karseth, Berit; Kvamme, Ole Andreas & Ottesen, Eli (2022). Fra politiske intensjoner til nytt læreplanverk: Prosesser, rammer og sammenhenger. Universitetet i Oslo. ISSN 978-82-93847-06-9.
• Karseth, Berit; Kvamme, Ole Andreas & Ottesen, Eli (2020). Fagfornyelsens læreplanverk: Politiske intensjoner, arbeidsprosesser og innhold . Det utdanningsvitenskapelige fakultet. ISSN 978-82-93847-00-7.
• Dale, Eling Lars; Karseth, Berit & Engelsen, Britt Ulstrup (2011). Kunnskapsløftets intensjoner, forutsetninger og operasjonaliseringer: En analyse av en reform. Sluttrapport. Universitetet i Oslo: Pedagogisk forskningsinstitutt. Universitetet i Oslo.
• Maasen, Peter; Elken, Mari; Prøitz, Tine; Solbrekke, Tone Dyrdal; Stensaker, Bjørn & Karseth, Berit [Show all 7 contributors for this article] (2011). Referencing the Norwegian Qualifications Framework(NKR) levesl to the European Qualifications Framework (EQF). Report to the Norwegian referencing group. Kunnskapsdepartementet.
• Østbøll, Kathrine K.; Karseth, Berit & Boe, Ole (2009). Simulator i lederutdanning -en undersøkelse av kadetters oppfatninger og vurderinger av den taktiske trener som læremiddel i Krigsskolens lederutdanning. Universitetet i Oslo. Show summary

  Problemstilling Denne oppgaven undersøker den taktiske treneren som læremiddel i Krigsskolens lederutdanning. Den taktiske trenerens posisjon som læremiddel blir belyst gjennom fire tilnærminger: Krigsskolens læreplanverk, læreplanteori, perspektiv på læring med teknologi og mitt hovedperspektiv en empirisk undersøkelse av kadettenes vurderinger av den taktiske treneren. Oppgavens problemstillinger er: En undersøkelse av kadetters oppfatninger og vurderinger av den taktiske trener som læremiddel i Krigsskolens lederutdanning. Metode/ kilde Simulator i lederutdanning er en kvantitativ empirisk oppgave hvor læring med teknologi er et viktig teoretisk ankerpunkt. Oppgavens empiriske data er samlet inn gjennom en spørreundersøkelse rettet mot 40 kadetter fra kull 2006-2009 fra bachelorstudie ved Krigsskolen. Krigsskolens studiehåndbok, Krigsskolens overordnende dokumenter og Forsvarets grunnlagsdokumenter er brukt for å gi en kontekstuell ramme for undersøkelsen og analysen. Oppgavens empiriske data analyseres gjennom Krigsskolens læreplanverk, John I. Goodlads læreplanforståelse og en sosiokulturell tilnærming til læring med teknologi. Det sosiokulturelle perspektiv fremmer samhandling, kommunikasjon, refleksjon og kritisk læring. Teknologiske læremidler tilskrives rollen som ”formidlingsagenter” i læringsprosessen. Resultat/Hovedfunn Oppgaven belyser at det ikke foreligger en pedagogisk profilering av simulatorbasert trening verken i Krigsskolens eller Forsvarets planverk. Krigsskolene har ikke en formell intensjon med den taktiske treneren i lederutdanningen. Imidlertid er den taktiske treneren beskrevet som en undervisningsmetode, og anvendes i et delemne og en modul ved Krigsskolens lederutdanning. v Undersøkelsen av kadettenes vurderinger og oppfatninger av den taktiske treneren som læremiddel viser at et flertall av kadettene er delvis positive til bruk av treneren i lederutdanningen. Kadettene fremholder at instruktørenes faglige kompetanse på treneren er god, at de avgjørelser de tar i treneren blir evaluert og at de får konstruktive tilbakemeldinger på sine beslutninger av instruktørene. Et flertall av kadettene vurderer andre undervisningsmetoder (tradisjonell undervisning, TØUT) og faktorer (instruktørene, medkadettene) til å være viktigere bidragsytere i deres utdanning i ledelse enn simulatoren, den taktiske treneren. I undersøkelsen fremgår det at et flertall av kadettene ikke er fremmed for mer undervisningstid med den taktiske treneren. Kadettene uttrykker derimot at undervisningstid med den taktiske treneren ikke bør gå på akkord med andre undervisningsmetoder. Den taktiske trener blir av et flertall av kadettene ikke sett på som et verdifullt læremiddel i forhold til øving av empati, toleranse og etiske vurderinger. Det fremgår imidlertid av undersøkelsen at det er i trening av taktiske lederferdigheter at et klart flertall av kadettene vurderer den taktiske trener som et meget nyttig læremiddel. Kadettene vurderer treneren til i svært stor grad å trene dem i å ta ansvar, bevisstgjøre beslutninger, trene beslutningstaking, være et samarbeidsverktøy og gi dem grunnleggende forståelse i taktikk – slik sett oppfatter kadettene den taktiske treneren som et godt egnet læremiddel i lederutdanningen.

• Wahlbin, Clas; Karseth, Berit; Salvesen, Helge & Orten, Gunnhild (2009). NOKUTs tilsynsrapporter: Evaluering av system for kvalitetssikring av utdanningen ved Høgskolen i Gjøvik. NOKUT Nasjonalt organ for kvalitet i utdanningen.
• Jensen, Karen; Lahn, Leif Christian; Nerland, Monika ; Smeby, Jens-Christian; Klette, Kirsti & Fugeli, Pål [Show all 10 contributors for this article] (2008). Profesjonslæring i endring. Sluttrapport til NFRs KUL program. NFR.
• Carlsten, Tone Cecilie; Karseth, Berit; Heggen, Kristin & Larsen, Ingvild Marheim (2007). Praksisrettet FoU? En undersøkelse av høgskolesektorens forsknings- og utviklingsarbeid innen helse- og sosialfag. NIFU. ISSN 82-7218-540-7.
• Handal, Gunnar; Karseth, Berit; Lycke, Kirsten Hofgaard & Solbrekke, Tone Dyrdal (2005). Final Report to the European Commission from the EU-project HPSE-CT 2001-00068, Students as Journeymen Between Communities of Higher Education and Work. The European Comission.
• Karseth, Berit (2000). Sykepleierutdanning i en reformtid. Norsk institutt for studier av forskning og utdanning. ISSN 82-7218-434-6.
• Karseth, Berit & Vislie, Lise (2000). De strategiske pedagoger. Seminarrapport i forbindelse med Erling Lars Dales bok. Universitetet i Oslo.
• Karseth, Berit & Kyvik, Svein (1999). Undervisningsvirksomheten ved de statlige høgskolene. Norges forskningsråd. ISSN 82-12-01295-6.
• Johansen, Olav & Karseth, Berit (1999). Mangfold uten grenser? En kvalitativt orientert empirisk studie av begrunnelser og strategier for mangfold i Norsk Hydro. Universitetet i Oslo.
• Karseth, Berit; Kyvik, Svein & Remme, Jan Are (1998). Utenlandsopphold blant doktorgradsstipendiater. Norsk institutt for studier av forskning og utdanning. ISSN 0808-4572. Show summary

  En studie av utenlandsopphold blant doktorgradstipendiater der oppmerksomheten er rettet mot å belyse problemstillinger i tilknytning til organisering av og tilrettelegging av slike opphold. Undersøkelsen viser at det er en generell enighet blant informantene om at en internasjonal orientering i doktorgradsutdanningene og forskningsarbeidet er positivt, og at lengre utenlandsopphold er et viktig tiltak for å oppnå dette. Likevel er det en del hindringer slik som manglende tid og finansiering, familieforpliktelser, manglende motivasjon og manglende støtte fra veileder som gjør at mange ikke legger inn et slikt opphold. Undersøkelsen viser at det er klare forskjeller mellom fagområdene når deg gjelder måten utenlandsoppholdet blir organisert på. Undersøkelsen bygger på intervjuer med vitenskapelig personale som har erfaringer med veiledning av doktorgradsstudenter, samt intervjuer med stipendiater.

• Karseth, Berit (1997). Doktorgradsstipendiater i utlandet. En undersøkelse av forskningsrådsstipendiater i naturvitenskap og teknologi i perioden 1989-1992. NIFU, Oslo. ISSN 0808-4572. Show summary

  I undersøkelsen rettes oppmerksomheten mot dem som har fått stipend innen naturvitenskap og teknologi for å ta doktorgraden i utlandet. Det er stipendiatenes syn som legges til grunn for framstillingen. Problemstillingen dreier seg om hva som kjennetegner disse stipendiatene, hvilke land de velger å studere i, gjennomføringsgrad og gjennomføringstid, ulike sider ved doktorgradsopplegget, kontakten til det norske forskningsmiljøet og forskningsrådene, arbeidsoppgaver og arbeidssted etter ferdigstilt doktorgrad, og internasjonalt forskningssamarbeid.

• Karseth, Berit (1997). Internasjonalisering av forskerutdanning i naturvitenskap og teknologi. NIFU, Oslo. ISSN 0808-4572.
• Karseth, Berit (1994). Fagutvikling i høyere utdanning. Mellom kunnskapstradisjoner og kunnskapspolitikk. Pedagogisk forskningsinstitutt.

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