Tag: HEIK

Seminar Recording on the Academic Profession in Chair and Department Systems

We are delighted to share with you another seminar recording from the research group HEIK (Higher Education: Institutional dynamics and Knowledge cultures). HEIK is a research group located at the Faculty of Educational Sciences in University of Oslo, the coordinating institution of Hedda.

Ester Höhle  (INCHER, University of Kassel)

Ester Höhle
(INCHER Kassel)

This time, we are pleased to feature Ester Höhle (INCHER Kassel, Germany) who gave a presentation titled: “The Academic Profession in Chair and Department Systems. An Empirical Analysis in Eleven European Countries

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Abstract for the session: 
In Europe, different higher education systems co-exist simultaneously and make Europe an interesting research target. The focus of this paper is on whether chair systems and department systems as described by Clark (1983), Neave and Rhoades (1987) and Kreckel (2008) go hand in hand with specific patterns of the academic career. This question is treated empirically with the use of survey data from the international EUROAC project, where academics employed at universities were asked about their employment conditions, their career path, time use etc. and is supplemented with information from several country reports. The eleven European countries examined are Germany, Austria, Switzerland, Poland, the United Kingdom, Ireland, the Netherlands, Portugal, Italy, Finland and Norway.

First, the main features of the models are described followed by the categorization of the higher education system in each country in relation to the models. Second, the key features of academic career paths as they are realized in each country are discussed in terms of the predictions by the models. The analysis shows that the organizational structure of either chair or department does have a major impact on individual careers, barriers and chances and supports the description in six of the 11 countries precisely. In the other five countries (Italy, Portugal, Poland, Finland and Norway), however, at least two additional career patterns are observed that consist of a mixture of the predicted patterns. These are not well covered by the scholars’ descriptions and might require more detailed characterizations from current researchers.




Seminar recording: Collaborative inquiry and student participation in domain-specific knowledge practices

We are delighted to share with you another seminar recording from the research group HEIK (Higher Education: Institutional dynamics and Knowledge cultures). HEIK is a research group located at the Faculty of Educational Sciences in University of Oslo, the coordinating institution of Hedda.

Dr. Crina Damsa  (HEIK/FALK, University of Oslo)

Dr. Crina Damsa
(HEIK/FALK, University of Oslo)

This time, we are pleased to feature Dr. Crina Damsa from University of Oslo who gave a presentation titled: “Collaborative inquiry and student participation in domain-specific knowledge practices (characteristics and challenges) in teacher and computer engineering education

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Abstract for the session: 

and the solving of complex problems, critical use of knowledge resources and productive participation in knowledge work. Little is known, however, about how students participate in such inquiry-oriented activities that are related to core knowledge and practices of their given domain. This study explores how students are introduced to and participate in domain-specific knowledge practices in two study programs, school teaching and computer engineering, respectively. Data were collected from two introductory courses that employed collaborative inquiry projects and the activities of 10 student groups (N=48) were analysed qualitatively. The findings identify characteristics of students’ participation and engagement with the inquiry tasks, and the challenges students are facing in this process. These are related to distinct principles for knowledge construction and practices within the two domains. The article discusses implications of these differences for educational practice and future research.




Recorded seminar on the impact of learning outcome approaches within degree programmes

We are delighted to share with you another seminar recording from the research group HEIK (Higher Education: Institutional dynamics and Knowledge cultures). HEIK is a research group located at the Faculty of Educational Sciences in University of Oslo, the coordinating institution of Hedda.

Rachel Sweetman (HEIK/ Hedda) University of Oslo

Rachel Sweetman
(HEIK/ Hedda)
University of Oslo

This time, we are pleased to feature Rachel Sweetman from University of Oslo who gave a presentation titled: “The interpretation and impact of learning outcome approaches within degree programmes: national and disciplinary settings translating a key European concepts

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Abstract for the session: 

Eight degree-programme cases from Norway and England, involving interviews with teachers, leaders and students, provide the basis for this comparative analysis of the way learning outcomes approaches are being interpreted within, and impacting on, diverse higher education settings.

Key variations and similarities in the interpretation and impact of learning outcome approaches as potential planning, teaching and steering tools are drawn out. These patterns are interrogated in relation to the ideas of policy translation and enactment. The variations that emerge are related to the distinct national settings of England and Norway, as well as aspects of disciplinary differences. The cases aim to support a wider discussion of the way enactment of learning outcome approaches so far relates to key theoretical distinctions and debates about outcome-based approaches, and the limitations of policies for standardization in international higher education.




Recorded seminar on consumerism in American higher education

We are delighted to share with you another seminar recording from the research group HEIK (Higher Education: Institutional dynamics and Knowledge cultures). HEIK is a research group located at the Faculty of Educational Sciences in University of Oslo, the coordinating institution of Hedda.

Professor Christopher Morphew  (University of Iowa)

Professor Christopher Morphew
(University of Iowa)

This time, we are pleased to feature professor Christopher Morphew from University of Iowa who visited University of Oslo in June 2014 and gave a presentation titled: “Academic Consumerism: The American Advantage?

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The presentation will draw from several recent articles by Professor Morphew.

Please see: 




Seminar: Institutional logics perspective for analysing internationalisation of higher education with Dr. Jennifer Olson

We are delighted to share with you another seminar recording from the research group HEIK (Higher Education: Institutional dynamics and Knowledge cultures). HEIK is a research group located at the Faculty of Educational Sciences in University of Oslo, the coordinating institution of Hedda.

Dr. Jennifer Olson

Dr. Jennifer Olson

In this session, we feature Dr. Jennifer Olson, who gives a presentation “Institutional logics: a framework for analyzing the internationalization of higher education?“. The seminar was held in Oslo in February 2014.

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Abstract for the session:

In the span of three decades the notion of the ‘internationalization of higher education’ expanded from a collection of uncoordinated, individual projects and programs to an all-encompassing, conceptually ambiguous and blurry term. Despite the conceptual fuzziness “no corner of the globe or institutional type has proven itself immune to the call to ‘internationalize’” (Rubley, Altbach & Reisberg 2012, p.3). Activities under the auspices of internationalization include everything from international branch campuses to individual faculty members spending a week at another institution. In stretching the concept so wide, it is challenging to see its boundaries and even to conceive of one type of internationalization. Nevertheless, despite – or possibly because – ‘internationalization’ is a blurry and ambiguous concept, several of the practices labeled as internationalization seem to have a transformative feedback effect on the national higher education institutions. By creating new linkages between actors, organizations, programs and policies, internationalization opens up opportunities for actors to legitimately create (and fund) new programs and projects, which, as a mostly unintended side-effect, put pressure on certain element of national higher education systems. Through using the institutional logics (Friedland & Alford, 1991; Thornton, Ocasio & Lounsbury, 2012) perspective, the paper aims to develop an analytical framework to map and understand the ambiguous processes of internationalization as well as to analyze its effects on the institutions and regulation of higher education systems.