Bj?rn Stensaker

• Stensaker, Bj?rn & Matear, Sheelagh (2024). Student involvement in quality assurance: perspectives and practices towards persistent partnerships. Quality in Higher Education. ISSN 1353-8322. doi: 10.1080/13538322.2024.2346358.
• Hybertsen, Ingunn Dahler & Stensaker, Bj?rn (2024). Affirmative and Non-affirmative Dimensions in Quality Assurance: Balancing the Accountability¨CImprovement Dilemma as a Matter of Trust and Learning. Educational Governance Research. ISSN 2365-9548. 25, s. 131¨C150. doi: 10.1007/978-3-031-55116-1_6. Fulltekst i vitenarkiv
• Gornitzka, ?se & Stensaker, Bj?rn (2024). Players or Pawns? University Response to the Introduction of Plan S. European Review. ISSN 1062-7987. doi: 10.1017/S1062798723000583.
• Misra, Debananda & Stensaker, Bj?rn (2024). Balancing control and legitimacy in higher education policy implementation. Studies in Higher Education. ISSN 0307-5079. doi: 10.1080/03075079.2024.2306340.
• Stensaker, Bj?rn (2023). Rebuilding Collegiality? Faculty Peer Group Mentoring in Higher Education - Developing Collegiality through Organised Supportive Collaboration. Springer. ISSN 9783031374579. s. 209¨C214.
• Stensaker, Bj?rn (2023). Policy Framing in Canada, the U.S. and Western Europe ¨C A Comparison, Comparative Higher Education Politics. Policymaking in North America and Western Europe. Springer. ISSN 9783031258664. s. 313¨C324. Vis sammendrag

  This volume provides an overview of the state of the art of research on the politics of higher education policy in Canada, the US, and Western Europe. Each thematic chapter combines an extensive literature review with original empirical work that further advances our understanding of policymaking dynamics in higher education. The book covers five key aspects of policymaking, namely the politics of governance as well as funding reforms, the role of interest groups, policy diffusion, and policy framing. These aspects are explored using a unique comparative design that combines comparisons within as well as between regions, and among the five key aspects of policymaking. The conceptual framework is anchored in approaches from institutional theory, namely sociological and historical institutionalism.

• Woelert, Peter & Stensaker, Bj?rn (2023). The evaluative state, the evaluative society ¨C and beyond. I Amaral, Alberto & Magalh?es, Ant¨®nio (Red.), Handbook on Higher Education Management and Governance. Edward Elgar Publishing. ISSN 978 1 80088 806 7. s. 232¨C243. Fulltekst i vitenarkiv
• Stensaker, Bj?rn; Maassen, Peter & Rosso, Arianna (2023). The European University Initiative ¨C investigating alliance formation and initial profile developments. Tertiary Education and Management. ISSN 1358-3883. doi: 10.1007/s11233-023-09125-y. Fulltekst i vitenarkiv
• Aksnes, Dag W.; Borlaug, Siri Brorstad; Eide, Thea & Stensaker, Bj?rn (2023). Exploring the relationship between departmental characteristics and research performance. Perspectives. ISSN 1360-3108. doi: 10.1080/13603108.2023.2227132. Fulltekst i vitenarkiv Vis sammendrag

  Many recent higher education reforms worldwide have been legitimated by their potential impact on the performance of universities and colleges. However, we know less about the actual impact of the changes implemented. This article examines the extent to which research performance can be associated with specific organizational characteristics at the department level. The analysis is based on Norwegian university departments, where high- and low-performing departments have been selected as cases for further investigations. The policy context is the organizational reform in Norway from 2016 onwards aiming at reorganizing the higher education landscape through institutional mergers. The key findings indicate that there are few distinct departmental characteristics associated with research performance, such as elected or appointed leadership, single or multi-campus organization, or departmental size. However, the study reveals that highly productive individuals do matter and suggests that cultural dimensions and working conditions may be interesting factors to pursue in further research.

• Stensaker, Bj?rn & Hermansen, Hege (2023). Global, Nordic, or institutional visions? An investigation into how Nordic universities are adapting to the SDGs. Higher Education. ISSN 0018-1560. doi: 10.1007/s10734-023-01047-3. Fulltekst i vitenarkiv
• Ruan, Jieyu; Cai, Yuzhuo & Stensaker, Bj?rn (2023). University managers or institutional leaders? An exploration of top-level leadership in Chinese universities. Higher Education. ISSN 0018-1560. 87, s. 703¨C719. doi: 10.1007/s10734-023-01031-x.
• Harvey, Lee & Stensaker, Bj?rn (2022). Researching quality assurance: accomplishments and future agendas. I Huisman, Jeroen & Van der wende, Marijk (Red.), A Research Agenda for Global Higher Education. Edward Elgar. ISSN 9781800376052. s. 81¨C95.
• Geschwind, Lars; Pinheiro, Romulo & Stensaker, Bj?rn (2022). Organizational Persistence in Highly Institutionalized Environments: Unpacking the Relation Between Identity and Resilience. I Pinheiro, Romulo; Frigotto, Maria Laura & Young, Mitchell (Red.), Towards resilient organizations and societies: A cross-sectoral and multi-disciplinary perspective. Palgrave Macmillan. ISSN 978-3-030-82071-8. s. 195¨C221. Fulltekst i vitenarkiv Vis sammendrag

  Despite growing academic interest in understanding the conditions under which resilient organizations adapt to challenging circumstances, little attention to date has been paid to the role played by ¡®soft¡¯ factors such as identity as an enabler or property of resilient behaviour. In this chapter, we propose that different forms of legitimacy contribute to the framing of acceptable identities affecting the endurance of central elements over time, thus shaping resilience. By splitting up forms of legitimacy and by analysing elements of organizational identity separately, we provide a novel framework that enables a deeper understanding of identity formation processes in complex environments on the one hand and their links with resilience on the other. Through a historically based analysis of a Nordic university over a 40-year period, we demonstrate the complex, dynamic relationship between external legitimacy, identity adaptation and resilience in the context of organizational transformation. By establishing a link between identity, legitimacy and resilience, the study provides critical insights into the conditions affecting organizational persistence within highly institutionalized organizational fields, such as higher education.

• Maassen, Peter; Stensaker, Bj?rn & Rosso, Arianna (2022). The European university alliances¡ªan examination of organizational potentials and perils. Higher Education. ISSN 0018-1560. doi: 10.1007/s10734-022-00951-4.
• Lackner, Elisabeth Josefine & Stensaker, Bj?rn (2022). Skiftende politiske perspektiver p? universitetet? ¨C En analyse av to sentrale stortingsmeldinger p? 2000-tallet. Norsk pedagogisk tidsskrift. ISSN 0029-2052. 106(4), s. 291¨C303. doi: 10.18261/npt.106.4.2. Fulltekst i vitenarkiv
• Elken, Mari & Stensaker, Bj?rn (2022). Bounded innovation or agency drift? Developments in European higher education quality assurance. Assessment & Evaluation in Higher Education. ISSN 0260-2938. doi: 10.1080/02602938.2022.2078476. Fulltekst i vitenarkiv Vis sammendrag

  As higher education quality assurance in many countries in Europe has become a mature activity, some agencies carrying out external quality assurance are developing beyond their core tasks and missions. The current study identifies new tasks taken up within quality assurance agencies and analyses the drivers behind such development. Based on an empirical investigation into six quality assurance agencies in Europe, the study finds that these agencies are still under substantial control of and influenced by national authorities¡ªoften resulting in new tasks and responsibilities that are added to older tasks and established responsibilities. The ongoing innovations can be characterized by two dynamics: ¡®bounded innovation¡¯ where new tasks and activities are induced by public authorities, and agency drift where agencies themselves redefine and expand existing tasks and activities. The developments also show a high degree of diversity, suggesting that mature quality assurance agencies do not develop on a convergent path.

• Huisman, Jeroen & Stensaker, Bj?rn (2022). Performance governance and management in higher education revisited: international developments and perspectives. Quality in Higher Education. ISSN 1353-8322. 28(1), s. 106¨C119. doi: 10.1080/13538322.2021.1951457.
• Jungblut, Jens; Stensaker, Bj?rn & Vukasovic, Martina (2021). University Rankings and students¡¯ information needs: what is the relation? I Hazelkorn, Ellen & Mihut, Georgiana (Red.), Research Handbook on University Rankings. Theory, Methodology, Influence and Impact. Edward Elgar Publishing. ISSN 9781788974974. s. 307¨C319.
• Stensaker, Bj?rn (2021). P? vei mot en ny kollegialitet? I Wittek, Anne Line & de Lange, Thomas (Red.), Kollegaveiledning i h?yere utdanning. Universitetsforlaget. ISSN 9788215048420. s. 220¨C225.
• Fr?lich, Nicoline & Stensaker, Bj?rn (2021). Mergers and missions: Investigating consequences for system diversity. Higher Education. ISSN 0018-1560. 82, s. 411¨C434. doi: 10.1007/s10734-021-00730-7. Fulltekst i vitenarkiv Vis sammendrag

  In recent decades, many higher education systems around the world have been exposed to institutional mergers. While the rationale for mergers has often been related to issues of improved quality, effectiveness and/or efficiency at the institutional level, fewer studies have analysed how mergers may affect institutional diversity within the higher education landscape. Focusing on institutional missions, the current study analyses the strategic plans of both merged and non-merged institutions in Norway. The key finding is that mergers may not necessarily reduce system level diversity, although mergers indeed may affect the organisational mission of individual institutions.

• Stensaker, Bj?rn (2021). Building institutional capacity for student competencies: An organizational perspective. International Journal of Chinese Education. ISSN 2212-585X. doi: 10.1177/22125868211006200. Fulltekst i vitenarkiv Vis sammendrag

  One of the key ambitions of universities around the world is to improve the educational design and delivery to the benefit of their students. Many universities acknowledge that they need to educate students for a future characterised by high levels of uncertainty in which individuals need to possess substantial confidence and competencies to navigate. While much attention has been given to the need for innovation in educational design, this paper focuses more on the organizational conditions needed to realize the necessary changes. Based on a review of current organizational developments and characteristics of universities, it is argued that a number of tasks, areas and practices need to be better integrated if higher education is to fulfil their ambition to equip students with the competencies needed for the future.

• Lee, Jenny & Stensaker, Bj?rn (2021). Research on internationalisation and globalisation in higher education¡ªReflections on historical paths, current perspectives and future possibilities. European Journal of Education. ISSN 0141-8211. 56(2), s. 157¨C168. doi: 10.1111/ejed.12448. Fulltekst i vitenarkiv Vis sammendrag

  Internationalisation and globalisation are intertwined and complex phenomena that have attracted the interest of higher education scholars for several decades. This article offers some reflections on how research on internationalisation and globalisation has developed over the years and the perspectives that appear to have dominated these studies. A key argument is that while the field is, in many ways, booming¡ªboth in the numbers of publications and with respect to topics explored¡ªwhether substantial theoretical advances have been made is questionable. Many publications still tend to be quite descriptive with shallow observations, mostly on reporting national trends and political agendas. As internationalisation and globalisation undoubtedly continue to make an impact on higher education in the years to come, there is a need for a stronger theoretical basis, which can underpin future studies. The current article discusses potential future advancements enabling a more integrated, theoretical grounding for understanding and interpreting internationalisation and globalisation in the years to come.

• Stensaker, Bj?rn; Jungblut, Jens Patrick Wilhelm & Mihut, Georgiana (2021). Strategic advisory boards ¨C the emergence of shadow governance in universities? International Journal of Leadership in Education. ISSN 1360-3124. doi: 10.1080/13603124.2021.1913237. Fulltekst i vitenarkiv
• Karakhanyan, Susanna & Stensaker, Bj?rn (2020). Introduction: The background for and the ambitions of the current book, Global Trends in Higher Education Quality Assurance. Brill | Sense. ISSN 978-90-04-44031-9. doi: 10.1163/9789004440326_001.
• Stensaker, Bj?rn (2020). Policy Implementation in Higher Education, Encyclopedia of International Higher Education Systems and Institutions. Springer Nature. ISSN 978-94-017-8904-2. s. 2252¨C2259. doi: 10.1007/978-94-017-8905-9_138.
• Stensaker, Bj?rn (2020). External Quality Assurance in Higher Education, Encyclopedia of International Higher Education Systems and Institutions. Springer Nature. ISSN 978-94-017-8904-2. s. 421¨C426. doi: 10.1007/978-94-017-8905-9_523.
• Stensaker, Bj?rn & Karakhanyan, Susanna (2020). Institutional quality management: Comparative reflections, Global Trends in Higher Education Quality Assurance. Brill | Sense. ISSN 978-90-04-44031-9. doi: https:/doi.org/10.1163/9789004440326_005.
• Karakhanyan, Susanna & Stensaker, Bj?rn (2020). External quality assurance: Comparative reflections, Global Trends in Higher Education Quality Assurance. Brill | Sense. ISSN 978-90-04-44031-9. doi: https:/doi.org/10.1163/9789004440326_004.
• Stensaker, Bj?rn & Karakhanyan, Susanna (2020). Quality assurance: legitimacy, efficiency and control issues, Global Trends in Higher Education Quality Assurance. Brill | Sense. ISSN 978-90-04-44031-9. doi: https:/doi.org/10.1163/9789004440326_003.
• Karakhanyan, Susanna & Stensaker, Bj?rn (2020). External quality assurance: The landscape, the players and developmental trends, Global Trends in Higher Education Quality Assurance. Brill | Sense. ISSN 978-90-04-44031-9. doi: https:/doi.org/10.1163/9789004440326_002.
• Holen, Rasa; Ashwin, Paul; Maassen, Peter & Stensaker, Bj?rn (2020). Student partnership: exploring the dynamics in and between different conceptualizations. Studies in Higher Education. ISSN 0307-5079. doi: 10.1080/03075079.2020.1770717. Fulltekst i vitenarkiv
• Lee, Jenny J; Vance, Hillary; Stensaker, Bj?rn & Ghosh, Sowmya (2020). Global rankings at a local cost? The strategic pursuit of status and the third mission. Comparative Education. ISSN 0305-0068. 56(2), s. 236¨C256. doi: 10.1080/03050068.2020.1741195. Fulltekst i vitenarkiv
• Dong, Xilu; Maassen, Peter; Stensaker, Bj?rn & Xu, Xiuling (2020). Governance for excellence and diversity? The impact of central and regional affiliation for the strategic positioning of Chinese top universities. Higher Education. ISSN 0018-1560. doi: 10.1007/s10734-020-00516-3. Fulltekst i vitenarkiv
• Aamodt, Per O; Graversen, Ebbe Krogh; Hovdhaugen, Elisabeth; Schmidt, Evanthia Kalpazidou; Maassen, Peter & Stensaker, Bj?rn (2020). The relationship between external quality assurance and the work of study programme leaders: a comparative study. I Elken, Mari; Maassen, Peter; Nerland, Monika; Pr?itz, Tine Sophie; Stensaker, Bj?rn & Vab?, Agnete (Red.), Quality Work in Higher Education. Organisational and Pedagogical Dimensions. Springer. ISSN 978-3-030-41756-7. s. 43¨C56.
• Elken, Mari & Stensaker, Bj?rn (2020). Quality Work: Reflections and Refinements. I Elken, Mari; Maassen, Peter; Nerland, Monika; Pr?itz, Tine Sophie; Stensaker, Bj?rn & Vab?, Agnete (Red.), Quality Work in Higher Education. Organisational and Pedagogical Dimensions. Springer. ISSN 978-3-030-41756-7. s. 175¨C186.
• Elken, Mari; Fr?lich, Nicoline; Maassen, Peter & Stensaker, Bj?rn (2020). Quality Systems in Higher Education Institutions: Enabling and Constraining Quality Work. I Elken, Mari; Maassen, Peter; Nerland, Monika; Pr?itz, Tine Sophie; Stensaker, Bj?rn & Vab?, Agnete (Red.), Quality Work in Higher Education. Organisational and Pedagogical Dimensions. Springer. ISSN 978-3-030-41756-7. s. 19¨C41.
• Elken, Mari & Stensaker, Bj?rn (2020). Researching ¡®Quality Work¡¯ in Higher Education. I Elken, Mari; Maassen, Peter; Nerland, Monika; Pr?itz, Tine Sophie; Stensaker, Bj?rn & Vab?, Agnete (Red.), Quality Work in Higher Education. Organisational and Pedagogical Dimensions. Springer. ISSN 978-3-030-41756-7. s. 1¨C18.
• Dong, Xilu; Maassen, Peter & Stensaker, Bj?rn (2019). Balancing excellence and diversity in higher education? The role of the Chinese first-level discipline evaluation scheme. Policy Reviews in Higher Education. ISSN 2332-2969. 3(2), s. 208¨C230. doi: 10.1080/23322969.2019.1640635.
• Maassen, Peter & Stensaker, Bj?rn (2019). From organised anarchy to de-coupled bureaucracy: The transformation of university organisation. Higher Education Quarterly. ISSN 0951-5224. 73(4), s. 456¨C468. doi: 10.1111/hequ.12229. Fulltekst i vitenarkiv
• Wollscheid, Sabine; Stensaker, Bj?rn & Bugge, Markus (2019). Evidence-Informed Policy and Practice in the Field of Education: The Dilemmas Related to Organizational Design . European Education : Issues and Studies. ISSN 1056-4934. 51(4). doi: 10.1080/10564934.2019.1619465. Fulltekst i vitenarkiv Vis sammendrag

  Evidence-informed policy and practice has been a trend as part of an effort to increase the use of research to improve education at all levels. In many countries, knowledge-brokering initiatives were established to stimulate links between research, policy, and practice. Drawing on a mapping of initiatives in seven countries, this article describes different organizational designs, and discusses potential dilemmas these might imply for the realization of these organizations¡¯ roles. Given different interests involved, the article shows that organizational design is crucial for enhancing legitimacy. Findings indicate a trend toward locating the knowledge-brokering function in a combined policy¨Cscience logic.

• Hansen, Hanne Foss; Aarrevaara, Timo; Geschwind, Lars & Stensaker, Bj?rn (2019). Evaluation Practices and Impact: Overload? I Pinheiro, Romulo; Geschwind, Lars; Hansen, Hanne Foss & Pulkkinen, Kirsi (Red.), Reforms, Organizational Change and Performance in Higher Education. A comparative Account from the Nordic Countries. Palgrave Macmillan. ISSN 978-3-030-11737-5. s. 235¨C266. doi: 10.1007/978-3-030-11738-2_8.
• Pinheiro, Romulo; Aarrevaara, Timo; Berg, Laila Nordstrand; Fumasoli, Tatiana; Geschwind, Lars & Hansen, Hanne Foss [Vis alle 14 forfattere av denne artikkelen] (2019). Nordic Higher Education in Flux: System Evolution and Reform Trajectories. I Pinheiro, Romulo; Geschwind, Lars; Hansen, Hanne Foss & Pulkkinen, Kirsi (Red.), Reforms, Organizational Change and Performance in Higher Education. A comparative Account from the Nordic Countries. Palgrave Macmillan. ISSN 978-3-030-11737-5. s. 69¨C108. doi: 10.1007/978-3-030-11738-2_3. Fulltekst i vitenarkiv
• Pulkkinen, Kirsi; Aarrevaara, Timo; Berg, Laila Nordstrand; Geschwind, Lars; Hansen, Hanne Foss & Hernes, Helge [Vis alle 13 forfattere av denne artikkelen] (2019). Does It Really Matter? Assessing the Performance Effects of Changes in Leadership and Management Structures in Nordic Higher Education. I Pinheiro, Romulo; Geschwind, Lars; Hansen, Hanne Foss & Pulkkinen, Kirsi (Red.), Reforms, Organizational Change and Performance in Higher Education. A comparative Account from the Nordic Countries. Palgrave Macmillan. ISSN 978-3-030-11737-5. s. 3¨C36. doi: 10.1007/978-3-030-11738-2_1. Fulltekst i vitenarkiv
• Stensaker, Bj?rn; Hovdhaugen, Elisabeth & Maassen, Peter (2019). The practices of quality management in Norwegian higher education: Collaboration and control in study programme design and delivery. International Journal of Educational Management. ISSN 0951-354X. 33(4), s. 698¨C708. doi: 10.1108/IJEM-11-2017-0327. Fulltekst i vitenarkiv Vis sammendrag

  Purpose: In recent decades, higher education institutions have been encouraged to develop their own internal management systems as a response to perceived quality challenges in the sector. These quality management (QM) systems have often been found to mainly reflect external accountability requirements, with less focus on coherent study programme development. The purpose of this paper is to explore the relationship between QM practices and study programme delivery in Norwegian higher education institutions. Design/methodology/approach: The study examined how coordination and control of quality work with respect to educational activities take place, using data from a survey to study programme leaders in a large sample of Norwegian higher education institutions. Findings: The main findings show that a majority of institutions have established formal advisory bodies with a QM mandate, contributing to more coherent thinking, even though the division of labour between these bodies and formal decision-making structures often is unclear. The study also shows a high level of diversity in the collaboration practices among different actors involved in QM work, indicating that QM practices are adapted to local needs. Originality/value: The paper provides new knowledge as to how QM is conducted in practice at the local level. It nuances earlier studies by showing the involvement of collegial bodies in QM although such bodies may have unclear mandates and, thus, an unclear role in the QM process.

• Stensaker, Bj?rn; Elken, Mari & Maassen, Peter (2019). Studieprogramledelse ¨C et sp?rsm?l om organisering? UNIPED. ISSN 1500-4538. 42(1), s. 91¨C105. doi: 10.18261/issn.1893-8981-2019-01-07. Fulltekst i vitenarkiv Vis sammendrag

  Utdanningsledelse har blitt fremmet som et viktig tiltak for ? ?ke kvalitet i norsk h?yere utdanning, men det har v?rt relativt begrenset kunnskap om hva utdanningsledelse p? studieprogramniv? best?r av. Studieprogramledere har en viktig funksjon i koordineringen av det faglige arbeidet i studieprogrammene, de er koblingspunktet mellom pedagogisk arbeid i studieprogrammene og den organisatoriske konteksten studieprogrammene opererer innenfor. Artikkelen bruker data fra et sp?rreskjema blant norske studieprogramledere (N=551) ved 33 l?resteder som ble gjennomf?rt i 2016. Denne artikkelen ser p? relasjonen mellom organisatoriske strukturer og rutiner og hvordan studieprogramledelse ut?ves. Artikkelen ser p? lederrollens formalisering og forankring, ansvarsomr?der, samt m?ten kvalitetsarbeid samordnes p?. En sentral konklusjon i artikkelen er at fordelingen av administrativt og faglig ansvar skaper flere spenninger for studieprogramledernes hverdag. I konklusjonen argumenteres det for at studieprogramledelse er en aktivitet rammet inn av en rekke administrative krav, forventninger og rutiner. For ? sikre at studieprogramledere faktisk kan ut?ve sin lederrolle m? derfor institusjonene kritisk vurdere hvordan utvikling av studieprogrammers drift organiseres.

• Stensaker, Bj?rn (2019). Socially embedded universities and the search for meaning. I Christensen, Tom; Gornitzka, ?se & Ramirez, Francisco O. (Red.), Universities as Agencies. Reputation and Professionalization. Palgrave Macmillan. ISSN 978-3-319-92712-1. s. 251¨C269. doi: 10.1007/978-3-319-92713-8_10.
• Pinheiro, Romulo & Stensaker, Bj?rn (2018). Balancing efficiency and equity in a welfare state setting: High participation higher education in Norway. I Cantwell, Brendan; Marginson, Simon & Smolentseva, Anna (Red.), High Participation Systems of Higher Education. Oxford University Press. ISSN 9780198828877. s. 386¨C417. doi: 10.1093/oso/9780198828877.003.0014.
• Hovdhaugen, Elisabeth & Stensaker, Bj?rn (2018). Variation in student success across Europe: Exploring the relevance of system-level explanations . International Journal of Chinese Education. ISSN 2212-585X. 7(2), s. 229¨C245. doi: 10.1163/22125868-12340099. Fulltekst i vitenarkiv
• Stensaker, Bj?rn (2018). Quality assurance and the battle for legitimacy - Discourses, Disputes and Dependencies . Higher Education Evaluation and Development (HEED). ISSN 2514-5789. 12(2), s. 54¨C62. doi: 10.1108/HEED-10-2018-0024. Fulltekst i vitenarkiv
• Jensen, Karen; Fumasoli, Tatiana & Stensaker, Bj?rn (2018). Shadow organising: emerging stakeholder collaboration in higher education to enhance quality. Journal of Further and Higher Education. ISSN 0309-877X. 44(4), s. 365¨C377. doi: 10.1080.0309877x.2018.1541975. Fulltekst i vitenarkiv
• Lee, Jenny; Vance, Hillary & Stensaker, Bj?rn (2018). Examining Rankings and Strategic Planning: Variations in local commitments. I Wu, Yan; Wang, Qi & Liu, Nian Cai (Red.), World-Class Universities: Towards a Global Common Good and Seeking National and Institutional Contributions. Brill Academic Publishers. ISSN 978-90-04-38963-2. s. 88¨C101. doi: 10.1163/9789004389632_005. Fulltekst i vitenarkiv
• Elken, Mari & Stensaker, Bj?rn (2018). Conceptualising ¡®quality work¡¯ in higher education. Quality in Higher Education. ISSN 1353-8322. 24(3), s. 189¨C202. doi: 10.1080/13538322.2018.1554782. Fulltekst i vitenarkiv Vis sammendrag

  The issue of quality enhancement within higher education has attracted considerable research interest and the article suggest that managerial and cultural approaches have thus far dominated the literature in the field. While acknowledging the importance of both management and culture, the article argues for the relevance of ¡®quality work¡¯ as a concept to better understand the processes involved in quality enhancement. By advocating that a stronger focus should be given on analysing practices, the article underlines the role of individual actors and their actions for understanding the foundations related to both quality maintenance and enhancement, as well as the research needed to empirically investigate these processes.

• Stensaker, Bj?rn; Fr?lich, Nicoline & Aamodt, Per O (2018). Policy, Perceptions, and Practice: A Study of Educational Leadership and Their Balancing of Expectations and Interests at Micro-level. Higher Education Policy. ISSN 0952-8733. s. 1¨C18. doi: 10.1057/s41307-018-0115-7. Fulltekst i vitenarkiv Vis sammendrag

  As international and domestic policy initiatives continue to sweep over higher education, it is of utmost importance to study how those responsible for the implementation of the many initiatives taken perceive and respond to the many expectations about change and renewal. Through three different analytical perspectives ¡ª a managerial, a disciplinary, and a stakeholder perspective ¡ª the current article offers insights into how educational leaders responsible for the management of study programmes at micro-level interpret external expectations and how they prioritize between them. Based on data derived from a representative sample of Norwegian educational leaders, the current article finds ¡ª somewhat surprisingly ¡ª that the managerial perspective is less relevant for understanding the sense-making of educational leaders and how they prioritize between different tasks in their daily work. Disciplinary and the stakeholder perspectives are in this respect more relevant for explaining the practices related to programme management. The study provides indications of a (continued) gap between macro-level policy-making and its implementation at micro-level. In the conclusion, the findings are reflected upon and implications for policy and practice are outlined.

• Leiber, Theodor; Stensaker, Bj?rn & Harvey, Lee (2018). Bridging theory and practice of impact evaluation of quality management in higher education institutions: a SWOT analysis. European Journal of Higher Education. ISSN 2156-8235. 8(3), s. 351¨C365. doi: 10.1080/21568235.2018.1474782.
• Stensaker, Bj?rn; Lee, Jenny; Rhoades, Gary; Ghosh, Sowmya; Castiello-Guti¨¨rrez, Santiago & Vance, Hillary [Vis alle 13 forfattere av denne artikkelen] (2018). Stratified University Strategies: The shaping of institutional legitimacy in a global perspective. Journal of Higher Education. ISSN 0022-1546. 90(4), s. 539¨C562. doi: 10.1080/00221546.2018.1513306.
• Stensaker, Bj?rn (2018). Universitets- og h?yskolepedagogikk i lys av historiske og internasjonale utviklingstrekk. UNIPED. ISSN 1500-4538. 41(3), s. 206¨C216. doi: 10.18261/issn.1893-8981-2018-03-03. Fulltekst i vitenarkiv
• Jungblut, Jens; Stensaker, Bj?rn & Vukasovic, Martina (2018). What kind of quality assurance leads to improved performance and accountability? The views of European students. I Hazelkorn, Ellen; Coates, Hamish & McCormick, Alexander C. (Red.), Research Handbook on Quality, Performance and Accountability in Higher Education. Edward Elgar Publishing. ISSN 978 1 78536 974 2. s. 321¨C331. doi: 10.4337/9781785369759.00034.
• Fr?lich, Nicoline; Christensen, Tom & Stensaker, Bj?rn (2018). Strengthening the strategic capacity of public universities: The role of internal governance models. Public Policy and Administration. ISSN 0952-0767. 34(4), s. 475¨C493. doi: 10.1177/0952076718762041. Fulltekst i vitenarkiv Vis sammendrag

  Governments in Europe have emphasized the development of more autonomous public universities over the last couple of decades. Often, the aim of these reform policies has been to stimulate to a more competitive and agile higher education sector, where increased formal autonomy is perceived as a key condition to strengthen the strategic capacity of universities. These reforms have resulted in considerable shifts in the internal governance models of some universities, while others have kept their traditional governance models. In this article, instrumental and cultural perspectives derived from organizational theory are used as lenses to compare how universities with different internal governance models organize and structure their strategic development processes. Our findings suggest that internal governance models have little impact on the design and organization of strategic processes. In conclusion, it is argued that changes in internal governance arrangements alone are not enough to drive transformation in higher education institutions, and the issue of formal institutional autonomy is intimately linked to how various policy instruments at the system level are designed and coordinated.

• Stensaker, Bj?rn (2018). University Alliances: Enhancing Control, Capacity, and Creativity in Dynamic Environments. Educational Studies Moscow. ISSN 1814-9545. 13(1), s. 132¨C153. doi: 10.17323/1814-9545-2018-1-132-153. Fulltekst i vitenarkiv
• Ozolins, Modris; Stensaker, Bj?rn; Gaile-Sarkaane, Elina; Ivanova, Liene; Lapina, Inga & Ozolina-Ozola, Iveta [Vis alle 7 forfattere av denne artikkelen] (2018). Institutional attention to European policy agendas: exploring the relevance of instrumental and neo-institutional explanations. Tertiary Education and Management. ISSN 1358-3883. 24(4), s. 338¨C350. doi: 10.1080/13583883.2018.1459820. Fulltekst i vitenarkiv
• Elken, Mari; Stensaker, Bj?rn & Dedze, Indra (2018). The painters behind the profile: the rise and functioning of communication departments in universities. Higher Education. ISSN 0018-1560. 76(6), s. 1109¨C1122. doi: 10.1007/s10734-018-0258-x. Fulltekst i vitenarkiv Vis sammendrag

  It has been argued that universities are changing into becoming more professional as organizations, and this paper investigates this claim by exploring the emergence and tasks of communication departments in modern universities. Examination of universities in six Baltic and Nordic countries shows that communication departments are working closely with the institutional leadership and that communication is increasingly seen as a strategic function in the universities. This can position communication departments as a central internal coordinator between various organizational units and processes. While the findings indicate support for the assumption about more professional universities, those working within a communication department seem to have a broad and varied background and cannot be said to have developed a specific professional identity in all the institutions. However, our findings do indicate increasing contact and close relations between communication specialists across university borders which may result in a stronger professional identity over time.

• Vukasovic, Martina & Stensaker, Bj?rn (2018). University alliances in the Europe of knowledge: Positions, agendas and practices in policy processes. European Educational Research Journal. ISSN 1474-9041. 17(3), s. 349¨C364. doi: 10.1177/1474904117724572. Fulltekst i vitenarkiv
• Fumasoli, Tatiana; Stensaker, Bj?rn & Vukasovic, Martina (2018). Tackling the multi-actor and multi-level complexity of European governance of knowledge: Transnational actors in focus. European Educational Research Journal. ISSN 1474-9041. 17(3), s. 325¨C334. doi: 10.1177/1474904117742763. Fulltekst i vitenarkiv
• Abualrub, Iyad & Stensaker, Bj?rn (2018). How are universities responding to demands for improved learning environments? Journal of Further and Higher Education. ISSN 0309-877X. 42(5), s. 721¨C732. doi: 10.1080/0309877X.2017.1311991. Fulltekst i vitenarkiv
• Aamodt, Per O; Fr?lich, Nicoline & Stensaker, Bj?rn (2018). Learning outcomes ¨C a useful tool in quality assurance? Views from academic staff. Studies in Higher Education. ISSN 0307-5079. 43(4), s. 614¨C624. doi: 10.1080/03075079.2016.1185776. Fulltekst i vitenarkiv Vis sammendrag

  While the establishment of quality assurance has been seen for decades as the most significant instrument to secure and enhance the quality of teaching and learning in higher education, the concept of developing more specific learning outcomes has in recent years attracted much interest, not least due to the creation of national qualification frameworks. In this article, we compare the perceived relevance of the traditional quality assurance approach with the new learning outcomes approach ¨C as seen from the view of the academic staff. Using data from a representative survey among Norwegian academic staff, the study indicates that learning outcomes are perceived as more useful and relevant than traditional quality assurance approaches. The article discusses this finding in light of the current ways quality assurance procedures are functioning in higher education, and points to possible implications for the enhancement of quality in universities and colleges.

• Fr?lich, Nicoline; Huisman, Jeroen & Stensaker, Bj?rn (2017). Understanding Strategy Practices in Universities. I Bleiklie, Ivar; Enders, Jurgen & Lepori, Benedetto (Red.), Managing Universities: Policy and Organizational Change from a Western European Comparative Perspective. Palgrave Macmillan. ISSN 978-3-319-53864-8. s. 167¨C188. doi: 10.1007/978-3-319-53865-5_7.
• Papadimitriou, Antigoni; Levy, Daniel; Stensaker, Bj?rn & Kanazir, Sanja (2017). Public regulatory arrangements for private higher education in the Western Balkans. European Educational Research Journal. ISSN 1474-9041. 16(6), s. 800¨C819. doi: 10.1177/1474904117733183. Fulltekst i vitenarkiv
• Stensaker, Bj?rn (2017). Academic development as cultural work: responding to the organizational complexity of modern higher education institutions. International Journal for Academic Development. ISSN 1360-144X. 23(4), s. 274¨C285. doi: 10.1080/1360144X.2017.1366322. Fulltekst i vitenarkiv
• Stensaker, Bj?rn; Van der Vaart, Rob; Solbrekke, Tone Dyrdal & Wittek, Anne Line (2017). The expansion of academic development: The challenges of organizational coordination and collaboration. I Stensaker, Bj?rn; Bilbow, Grahame; Breslow, Lori & Van der Vaart, Rob (Red.), Strengthening teaching and learning in research universities. Strategies and initatives for institutional change.. Palgrave Macmillan. ISSN 978-3-319-56498-2. s. 19¨C42. doi: 10.1007/978-3-319-56499-9_2.
• Stensaker, Bj?rn; Bilbow, Grahame; Breslow, Lori & Van der Vaart, Rob (2017). Strategic challenges in the development of teaching and learning in research-intensive universities. I Stensaker, Bj?rn; Bilbow, Grahame; Breslow, Lori & Van der Vaart, Rob (Red.), Strengthening teaching and learning in research universities. Strategies and initatives for institutional change.. Palgrave Macmillan. ISSN 978-3-319-56498-2. s. 1¨C19. doi: 10.1007/978-3-319-56499-9_1. Fulltekst i vitenarkiv
• Stensaker, Bj?rn & Fumasoli, Tatiana (2017). Multi-level strategies in universities: Coordination, contestation or creolization? Higher Education Quarterly. ISSN 0951-5224. 71(3), s. 263¨C273. doi: 10.1111/hequ.12126. Fulltekst i vitenarkiv

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• Karakhanyan, Susanna & Stensaker, Bj?rn (2020). Global Trends in Higher Education Quality Assurance. Brill | Sense. ISBN 978-90-04-44031-9. 348 s.
• Teixeira, Pedro N.; Shin, J C; Amaral, Alberto; Bernasconi, A; Magalh?es, Ant¨®nio & Kehm, Barbara [Vis alle 20 forfattere av denne artikkelen] (2020). Encyclopedia of International Higher Education Systems and Institutions. Springer Nature. ISBN 978-94-017-8904-2. 2767 s.
• Elken, Mari; Maassen, Peter; Nerland, Monika; Pr?itz, Tine Sophie; Stensaker, Bj?rn & Vab?, Agnete (2020). Quality Work in Higher Education. Organisational and Pedagogical Dimensions. Springer. ISBN 978-3-030-41756-7. 186 s.
• Stensaker, Bj?rn; Bilbow, Grahame; Breslow, Lori & Van der Vaart, Rob (2017). Strengthening teaching and learning in research universities. Strategies and initatives for institutional change. Palgrave Macmillan. ISBN 978-3-319-56498-2. 228 s.

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• R?kenes, Fredrik M?rk; Stensaker, Bj?rn; Vinje, Kristin; Slette, Aslaug Louise & Klungland, Sondre Matthias (2024). Panelsamtale: Innovasjon for utdanningskvalitet - hva fungerer?
• Woelert, Peter & Stensaker, Bj?rn (2024). Strategic Bureaucracy: The Convergence of Bureaucratic and Strategic Management Logics in the Organizational Restructuring of Universities. Minerva. ISSN 0026-4695. doi: 10.1007/s11024-024-09535-1.
• Hermansen, Hege & Stensaker, Bj?rn (2022). Symbolic, Institutional or Nordic Visions? Nordic universities and the SDGs.
• Stensaker, Bj?rn & Damsa, Crina I. (2022). Digitalisering av utdanning ¨C f?r, under og etter pandemien. Khrono.no. ISSN 1894-8995.
• Fr?lich, Nicoline; Bleiklie, Ivar & Stensaker, Bj?rn (2021). The actual work of university leaders. Short paper accepted to be presented to sub-theme 71.
• Fr?lich, Nicoline; Vukasovic, Martina; Elken, Mari & Stensaker, Bj?rn (2021). Pressing problems in researching structural reforms and mergers in higher education.
• Langford, Malcolm Stroud; Larsen, Johanna Marie; Damsa, Crina I. & Stensaker, Bj?rn (2020). N? trenger vi en krisepakke for undervisningen til h?sten. Khrono.no. ISSN 1894-8995.
• Jongbloed, Ben; de Boer, Harry; Stensaker, Bj?rn & Elken, Mari (2020). Performance Agreements in Denmark, Ontario and the Netherlands. Vis sammendrag

  Several countries have gained experience with some form of performance agreements in higher education. The Center for Higher Education Policy Studies (CHEPS) of the University of Twente has conducted a review of the performance agreements found in three countries: Denmark, the Netherlands and Ontario (Canada). The lessons learned in these three countries may be used as inputs for discussions on the future of the performance agreements in Norwegian higher education. The full report describes the three systems in more detail (Jongbloed & de Boer 2020). This Policy Brief summarises the findings and provides guidance for the design of performance agreements.

• Wiers-Jenssen, Jannecke & Stensaker, Bj?rn (2020). Hvilke form?l b?r Studiebarometeret tjene? [Internett]. Khrono. Vis sammendrag

  Kronikk som diskuterer hvilke form?l den nasjonale studentunders?kelsen Studiebarometeret b?r tjene

• Fr?lich, Nicoline & Stensaker, Bj?rn (2018). Navigating complexity: leadership work at institutional top level.
• Elken, Mari & Stensaker, Bj?rn (2018). All student-centered now? Analyzing institutional teaching and learning policies in Scandinavia.
• Elken, Mari; Maassen, Peter; Nerland, Monika; Stensaker, Bj?rn & Vab?, Agnete (2018). Sentrale funn og anbefalinger fra QNHE prosjektet .
• Elken, Mari; Fr?lich, Nicoline; Maassen, Peter & Stensaker, Bj?rn (2018). Organizing quality work in higher education institutions.
• Stensaker, Bj?rn; Elken, Mari & Maassen, Peter (2018). Study program leadership: a matter of organization?
• Hovdhaugen, Elisabeth & Stensaker, Bj?rn (2017). The Practices of Quality Management: Collaboration and control of study program delivery.
• Elken, Mari & Stensaker, Bj?rn (2017). Quality work in Higher Education.
• Maassen, Peter; Jungblut, Jens; Stensaker, Bj?rn; Griffith, Rachel Mary & Rosso, Ariana (2023). Navigating competition and collaboration - The way forward for universities. Koerber Stiftung.
• Kval?, ?ystein Kolstad; Langford, Malcolm; Stensaker, Bj?rn; Stokke, Mira Sofie; Uehara, Dan & Westbye, Hilde (2021). Hjemmeeksamen i koronatiden: Et taktskifte blant jusstudenter. CELL: Centre on Experiential Legal Learning.
• Stensaker, Bj?rn; Winka, Katarina; Pettersson, Eva; Andersen, Hanne Leth; Hatlen, Jan Frode & Bj?rnsdatter, Oda [Vis alle 8 forfattere av denne artikkelen] (2021). Anerkjennelse av individuell kompetanse og organisatorisk kulturutvikling - p? samme tid? Evaluering av UiTs meritteringsordning. UiT Norges arktiske universitet.
• Christiansen, Helene Aalborg; Hereid, Ingrid Sofie Wold & Stensaker, Bj?rn (2020). Psykologistudentenes opplevelse av digital undervisning - en kvalitativ unders?kelse gjennomf?rt november 2020. LINK - Universitetet i Oslo.
• Kval?, ?ystein Kolstad; Langford, Malcolm; Stensaker, Bj?rn; Stokke, Mira Sofie; Uehara, Dan & Westbye, Hilde (2020). Hjemmeeksamen i koronatiden: Evaluering av obligatoriske eksamener. CELL: Centre on Experiential Legal Learning.
• Elken, Mari & Stensaker, Bj?rn (2020). Innovative practices in higher education quality assurance : A study of new activities, tasks and roles in six quality assurance agencies in Europe. Nordisk institutt for studier av innovasjon, forskning og utdanning NIFU. ISSN 978-82-327-0492-7. Vis sammendrag

  The main purpose of this project is to explore both recent developments and possible future trajectories for quality assurance. The study finds that despite increased emphasis on international developments, the agencies analysed in the present study show a strong national orientation; they are still under substantial control of and influenced by national authorities ¨C often resulting in new tasks and responsibilities for the agencies.

• Maassen, Peter; Andreadakis, Zacharias; Gulbrandsen, Magnus & Stensaker, Bj?rn (2019). The Place of Universities in Society. K?rber Stiftung.
• Aamodt, Per O; Hybertsen, Ingunn Dahler; R?sdal, Trude; Stensaker, Bj?rn; Caspersen, Joakim & Federici, Roger Andre (2019). Evaluering av den nasjonale rektorutdanningen 2015-2019. NTNU Samfunnsforskning AS. ISSN 978-82-7570-604-9. Fulltekst i vitenarkiv Vis sammendrag

  ?Dette er sluttrapport i evalueringen av den nasjonale rektorutdanningen i perioden fra 2015 til 2019. I rapporten f?lger vi opp mange av de samme resultatene fra de to delrapportene fra 2017 og 2018, s?rlig deltagerunders?kelsen som hvert kull har mottatt ved starten og i etterkant av utdanningen. Den kvantitative unders?kelsen inkluderer ogs? kontrollutvalg. Den kvalitative unders?kelsen omfatter et utvalg case-skoler med tre bes?k over tid og analyser av intervjudata samlet inn fra skoleledere, l?rere og skoleeiere. I tillegg har vi gjennomf?rt intervjuer med to av tilbyderne, og samlet inn skriftlige sluttoppgaver fra et utvalg deltakere?.

• Caspersen, Joakim; Aamodt, Per O; Stensaker, Bj?rn & Federici, Roger Andre (2018). Evaluering av den nasjonale rektorutdanningen 2015-2019 Delrapport 2. NTNU Samfunnsforskning. ISSN 978-82-7570-553-0. Vis sammendrag

  Arbeidet i skolene er i stadig endring. Endringene skyldes en rekke ?rsaker: politisk vektlegging av ulike verkt?y i skolens arbeid (Skedsmo & Mausethagen, 2017), nye l?rerroller som l?rerspesialister skaper nye spenningsforhold og mellomposisjoner mellom skoleledere og l?rere (Seland, Caspersen, Markussen, & Sands?r, 2017), demografiske endringer som f?lge av innvandring og ?kt heterogenitet gir nye utfordringer for skolen og systemene rundt (Pihl, 2010), elevers psykiske helse settes under lupen og l?ftes frem som viktig tema (Uthus, 2017) og teknologi og digitalisering gir b?de muligheter og utfordringer som m? l?ses (Gilje, 2017). Slike endringer, og mange andre, setter nye krav til alle som arbeider i skolene, og i stor grad til dem som skal lede arbeidet i skolene. Skolelederne, og s?rlig rektorene, skal lede sine ansatte til endring, og ha pedagogisk og administrativ kontroll over virksomheten. Til dette m? de rustes, og det er innsatsen for ? ruste rektorene (og andre skoleledere) som er under lupen i evalueringen som denne rapporten er en del av.

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