Siste publikasjoner fra Cristin

• Mülder, Hannah; Esterhazy, Rachelle; Bergstrøm-Hansen, Nora & Enqvist-Jensen, Cecilie (2025). From tension to quality: how student partners practice quality work. Studies in Higher Education. ISSN 0307-5079. doi: 10.1080/03075079.2025.2496927. Fulltekst i vitenarkiv Vis sammendrag

  Student partnerships are often promoted in research and policies to improve quality in higher education. Existing research focuses on outcomes of such partnerships, while the specific factors that unfold when student partners (SPs) enact their dual roles as students and employees remain underexplored. We also lack understanding of how SPs’ work relates to wider quality work practices at universities. Addressing this gap, we combine social practice and organisational perspectives to investigate which tensions SPs make sense of when working. We also explore how SPs’ attempts to resolve these tensions can be interpreted as engaging in quality work. To this end, we interviewed SPs who worked as colloquium leaders facilitating weekly sessions for first-semester students on legal methods at a law faculty; we also collected written reflections, observations, and documents. Using thematic analysis, we found that SPs faced and created tensions related to (a) their aims of creating collaborative colloquia and the competitive learning environment at the faculty, (b) the perceived expectations of teaching legal methods despite not being experts, and (c) ambiguities regarding whether SPs are expected to act as peers or facilitators. We found that these tensions typically emerged where local colloquium practice met institutional quality structures, implicit understandings of quality, and professional standards. By trying to find solutions locally, SPs indirectly engaged with quality work more systemically. We argue that SPs should be understood as actors in the quality system, and that SPs’ unique perspective should be used to explore existing tensions within learning environments and their development.

• Aurey, Xavier; Sukrow, Bian; Barbera, Marzia; Stege, Ulrich; Deliran, Elena & Fernandez-Artiach, Pilar [Vis alle 10 forfattere av denne artikkelen] (2024). Clinical legal education in Western Europe. I Giddings, Jeff (Red.), Global Clinical Legal Education. Routledge. ISSN 9781003348399. s. 183–213. Fulltekst i vitenarkiv
• Lillehaug, Barbara Wasson; Giannakos, Michail; Blikstad-Balas, Marte; Uppstad, Per Henning; Langford, Malcolm & Bøhn, Einar Duenger (2024). Implementing Learning Analytics in Norway: Four Central Dilemmas. Journal of Learning Analytics. 11(2), s. 268–280. doi: 10.18608/jla.2024.8241. Fulltekst i vitenarkiv Vis sammendrag

  In June 2022, the Norwegian Expert Commission on Learning Analytics delivered an interim report to the Norwegian Minister of Education and Research. Motivated by the need to establish a solid foundation upon which to regulate and promote the use of learning analytics in the Norwegian educational sector, the Ministry asked the Expert Commission to investigate the relevant pedagogical, ethical, legal, and privacy issues. Addressing primary, secondary, higher, and vocational education, the interim report surveys the field of learning analytics and the regulatory environment across the contexts and analyzes its challenges and opportunities for Norwegian education. Four dilemmas — data, learning, governance, and competence — signal where greater knowledge, awareness, and reflection are needed, as well as the nature of necessary policy and regulatory choices. In this practical report, we offer insights on the use, development, and regulation of LA in different countries, describe the Expert Commission mandate, work method, and dilemmas, and conclude with a reflection on the relationship between research on learning analytics and the challenges that arise when implementing learning analytics in practice. This practical report is relevant for those interested in developing policies or practices surrounding the use of learning analytics at the local or national level.

• Mülder, Hannah; Bergstrøm, Nora; Enqvist-Jensen, Cecilie & Esterhazy, Rachelle (2023). Student Staff as Co-Designers in Higher Education. I Blikstein, Paulo; Aalst, Jan van; Kizito, Rita & Brennan, Karen (Red.), Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023. International Society of the Learning Sciences (ISLS). ISSN 9781737330677. s. 1973–1974. doi: 10.22318/icls2023.704174. Fulltekst i vitenarkiv

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• Sundset, Monica Alterskjær; Aaby, Truls; Eriksen, Emma Falkeid; Finstad, Bjørn-Petter; Holtermann, Kristin & Lien, Ingrid Hovda [Vis alle 13 forfattere av denne artikkelen] (2025). WEBINAR UIB: Former students value long-term impacts of work-integrated learning in Fishery and Aquaculture Science and STEM science programs. Fulltekst i vitenarkiv
• Dahl, Tina; Coulson, Stephen James; Cotner, Sehoya Harris & Nordmo, Ivar (2023). Elvesletta Student Learning Area - how can it support students learning? Fulltekst i vitenarkiv
• Bakke, Jostein; Langford, Malcolm; Børrud, Elin; Cotner, Sehoya Harris; Engebretsen, Eivind & Graver, Fredrik (Georg Fredrik) [Vis alle 14 forfattere av denne artikkelen] (2023). Fremtidens høyere utdanning trenger en oppgradering - ikke budsjettkutt! Fulltekst i vitenarkiv
• Holtermann, Kristin; Boge, Cecilie; Strømme, Christian Bianchi & Cotner, Sehoya Harris (2023). Redesign model meets reality – Reflections on change approaches applied when a structured model for change meets reality. Fulltekst i vitenarkiv
• Holtermann, Kristin & Cotner, Sehoya Harris (2023). Creating better work placements by understanding mentor challenges. Fulltekst i vitenarkiv
• Soule, Jonathan; Holtermann, Kristin & Cotner, Sehoya Harris (2023). Student posters and assessment that outlives the course. Fulltekst i vitenarkiv
• Langford, Malcolm Stroud (2022). Venstre vil ha mer satsing på bedre undervisning: Forslagene får blanda mottakelse både i og utenfor Stortinget. [Journal]. Khrono. Fulltekst i vitenarkiv
• Langford, Malcolm Stroud (2022). Digitalisering av utdanning – før, under og etter pandemien. [Journal]. Khrono. Fulltekst i vitenarkiv
• Kvalø, Øystein Kolstad (2022). Student partnership at CELL. Fulltekst i vitenarkiv
• Bergsaker, Anne Schad; Gasparini, Andrea A. & Westbye, Hilde (2021). New skills for the 21st century lawyer students. Fulltekst i vitenarkiv
• Kvalø, Øystein Kolstad; Langford, Malcolm & Stokke, Mira Sofie (2021). Bør hjemmeeksamen på jussen overleve pandemien? Fulltekst i vitenarkiv
• Kvalø, Øystein Kolstad & Nerlie, Pernille Eyde (2021). Hvordan får man til studentpartnerskap i utdanning? [Internet]. Kvalitetstid. Fulltekst i vitenarkiv
• Kvalø, Øystein Kolstad; Lundmark, Anders Mattias & Sandset, Tony Joakim Ananiassen (2021). Studenter som partnere i undervisningsutvikling – hvordan få det til i praksis? Fulltekst i vitenarkiv
• Skjevestad, Henrik; Kvalø, Øystein Kolstad & Larsen, Johanne Maria Rohde (2020). – Kunne fint gått gjennom hele jusstudiet uten å si et ord. [Journal]. Advokatbladet. Fulltekst i vitenarkiv
• Kvalø, Øystein Kolstad; Larsen, Johanne Maria Rohde; Stokke, Mira Sofie & Versland, Nicole Marie (2020). Studenter som partnere for endring og utvikling. Fulltekst i vitenarkiv
• Langford, Malcolm Stroud; Hjort, Maria Astrup; Kvalø, Øystein Kolstad; Stautland, Astri Rønningen; Westbye, Hilde & Deichman-Sørensen, Marte Birkeland (2022). Improving E-Justice in Croatia Technological Possibilities and Socio-Legal Constraints. Norwegian Court Administration. Fulltekst i vitenarkiv
• Brataas, Ellen Bennin; Stokke, Mira Sofie & Svensson, Amelia Ella (2022). Rapport om misbruk av eID. Universitetet i Oslo. Fulltekst i vitenarkiv
• Kvalø, Øystein Kolstad; Langford, Malcolm; Stensaker, Bjørn; Stokke, Mira Sofie; Uehara, Dan & Westbye, Hilde (2021). Hjemmeeksamen i koronatiden: Et taktskifte blant jusstudenter. CELL: Centre on Experiential Legal Learning. Fulltekst i vitenarkiv
• Kvalø, Øystein Kolstad; Langford, Malcolm; Stensaker, Bjørn; Stokke, Mira Sofie; Uehara, Dan & Westbye, Hilde (2020). Hjemmeeksamen i koronatiden: Evaluering av obligatoriske eksamener. CELL: Centre on Experiential Legal Learning. Fulltekst i vitenarkiv

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