Cristin-prosjekt-ID: 448952
Sist endret: 28. november 2014 16:17

Cristin-prosjekt-ID: 448952
Sist endret: 28. november 2014 16:17
Prosjekt

Horizontal governance and learning dynamics in higher education (HORIZON)

prosjektleder

Peter Maassen
ved Institutt for pedagogikk ved Universitetet i Oslo

prosjekteier / koordinerende forskningsansvarlig enhet

  • Institutt for pedagogikk ved Universitetet i Oslo

Finansiering

  • Norges forskningsråd
    Prosjektkode: 212285

Klassifisering

Vitenskapsdisipliner

Samfunnsvitenskap • Statsvitenskap og organisasjonsteori

Emneord

Ledelse, organisering og styring i utdanningssektor • Læring, undervisning og oppdragelse

Kategorier

Prosjektkategori

  • Anvendt forskning
  • Grunnforskning

Tidsramme

Avsluttet
Start: 1. april 2012 Slutt: 30. april 2015

Beskrivelse Beskrivelse

Tittel

Horizontal governance and learning dynamics in higher education (HORIZON)

Vitenskapelig sammendrag

The HORIZON project is aimed at contributing to an improved understanding of major change dynamics in higher education with respect to higher education governance and learning processes in higher education institutions, as well as the way these two are connected. The changes in governance and learning processes can be interpreted as a horizontal extension of traditionally vertical processes. Concerning the horizontalization of governance HORIZON is interested in how higher education policies have been coordinated with other knowledge policy areas. When it comes to learning processes in higher education HORIZON is focused on the way in which these have become spatially extended, and currently comprise a multitude of sites and practices which may co-exist and interact in complex ways. Finally, the horizontal extension of governance and learning processes has made the vertical coordination practices and structures more complex. HORIZON will analyze how institutional leadership in higher education institutions connects the two 'horizontalization' processes. Special focus will be on examining the role of knowledge cultures in constituting dynamics of learning in higher professional programmes, on examining the interpretations among institutional leaders at various levels of the extended governance and learning contexts, and the way in which these interpretations affect the connection between the two. For this purpose, amongst other things, the educational strategies of the institutions involved will be studied. The analytical framework for this project is built upon two theoretical perspectives, i.e. institutional theory and an epistemic culture perspective. This analytical framework represents an important development in educational research since it concerns an effort to integrate traditionally separated perspectives and research activities. This framework allows for an integrated multi-level analysis of the change dynamics in higher education systems and institutions.

prosjektdeltakere

prosjektleder
Aktiv cristin-person

Peter Maassen

  • Tilknyttet:
    Prosjektleder
    ved Institutt for pedagogikk ved Universitetet i Oslo

Hilde Wågsås Afdal

  • Tilknyttet:
    Prosjektdeltaker
    ved Avdeling for lærerutdanning ved Høgskolen i Østfold
Aktiv cristin-person

Cecilie Enqvist-Jensen

  • Tilknyttet:
    Prosjektdeltaker
    ved Institutt for pedagogikk ved Universitetet i Oslo
  • Tilknyttet:
    Prosjektdeltaker
    ved Det utdanningsvitenskapelige fakultet ved Universitetet i Oslo

Jennifer Rebecca Olson

  • Tilknyttet:
    Prosjektdeltaker
    ved Institutt for pedagogikk ved Universitetet i Oslo

Crina-Ioana Damsa

  • Tilknyttet:
    Prosjektdeltaker
    ved Institutt for pedagogikk ved Universitetet i Oslo
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