Curriculum Studies, Leadership and Educational Governance (CLEG)
What are the main goals of today’s school and how is current global and complex society reflected in curriculum and education reform? Furthermore, what characterizes school leaders’ knowledge base, and how is leadership constituted and exercised in the interaction between a school principal and staff members? These are profound questions that are addressed in the research projects which are run by CLEG.
About the group
Our researchers are employed at two of the departments at The Faculty of Educational Sciences, University of Oslo. They are actively involved in numerous ongoing research projects, both nationally as well as internationally, and furthermore collaborate extensively with other major research institutions. The researchers are also involved in education, research training and organize open seminars relevant to the study of reform, leadership and governance.
The research group’s activities focus on three broad themes which are closely linked:
Research on curriculum and school reform
Studies of formal curricula and school reforms provide vital knowledge about educational change. The research investigates current policy knowledge across time and space as well as key pedagogical questions on planning, teaching and assessment. Emphasis is put on the mandates and purposes of education, and how visions and goals impose changes locally as well as globally.
Research on educational leadership
The research field encompasses studies of educational leadership, learning and the development of knowledge in schools. Essential aspects are power, impact and communication and these are connected to research on public management, administration and policy formation. We are especially interested in dynamic processes of change of and within individuals, groups and organisations.
Research on education governing and governance
Accountability, governing and assessment systems are focal points of our research. We study various sectors of the educational system, and demonstrate how governing reforms are influenced by new expectations. We closely examine the relationship between formal decision-making, and how power and influence may be distributed across projects and networks
The research group also contributes to Master Degree programmes such as Master in Knowledge, Education and Learning and Educational Leadership, and in the form of more direct involvement by students in CLEG activities. Such involvement may be:
- supervision by CLEG members
- thesis writing within the framework of ongoing CLEG projects
- thesis writing workshops
CLEG i s also involved in courses offered at the Bachelor Degree level at the Department of Education.
For more information on our on-going research projects, see Research projects and networks.