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Professional norms, school leadership and educational law: A comparative study of Norway and Sweden (PRONLED)

Positioned within sociology of education, the PRONLED-project addresses how knowledge of the law emerges within organizations, raising questions about how such knowledge is used by formal school leaders in dynamic processes within and across institutional boundaries. The project secondly inquires upon how students in national leadership programs and upper-secondary school leaders in Norway and Sweden grapple with educational law and professional norms, in the midst of increased juridification of the educational sector. 

Photo: University of Oslo


The  PRONLED-project (2017-2019) addresses the ways in which principals and vice principals in upper-secondary schools, and students in national leadership programs in Norway and Sweden relate and respond to demands put forth in regulation and governing of schools. The PRONLED-project will follow up on key findings in the LEXEL and the NOSI-projects (2011-2016), expanding upon previous research at the University of Oslo on educational leadership, legal standards and school inspection. 

Outcomes and cooperation 

  • Prioritizing international and national dissemination, as well as collaboration with researchers from e.g. Umeå University, Sweden.
  • Visiting researcher at CRCPÉ (Université de Montréal) (Chaire de recherche du Canada en politiques éducatives). Research seminar at CRIFPE.
  • Ongoing collaboration with researchers from Faculty of Educational Sciences and Faculty of Law, University of Oslo. 


In the first stage of the study, two national leadership programs ('Rektorutdanningen/Rektorsprogrammet') in Norway and Sweden will be examined through a survey among multiple cohorts of students in each institution. A pilot study (survey) has been conducted among three cohorts of students in Norway, and will at a later stage be expanded.  Drawing on findings in the survey data, qualitative case studies will be conducted at ten upper secondary schools in Norway and Sweden, through interviews with principals and vice principals. 


Université de Montreal  (In Norwegian) (in Norwegian)

Skolelederen - Fagblad for skoleledelse (5/2017, In Norwegian)


Hall, J. B., Lindgren, J. & Sowada, M. (forthcoming). The role of school inspectors as information-seekers. In: S. Van de Walle & N. Raaphorst (Eds.), The inspectors: Enforcement at the front line of government. London: Palgrave Macmillan.

Hall, J. B. (2018). Processes of reforming: The case of the Norwegian state school inspection policy frameworks. Education Inquiry (Open Access).   

Hall, J. B. (2017). Statlig tilsyn av skoler i Norge: sikring av likeverdig opplæring? [State school inspection in Norway: ensuring equality in classroom instruction?]. In: S. Scheutz (Ed.), En likvärdig skola för alla (3). Iustus: Uppsala. ISBN 9789176789940. s. 37-56. 

Hall, J. B. & Sivesind, K. (2017). State School Inspection Policy in Norway and Sweden (2002-2012): a reconfiguration of governing modes? In: S. J. Ball (Ed.),  Governing by numbers - Education, governance, and the tyrrany of numbers. Oxon: Routledge. ISBN 9781138701151. pp. 131-160.

Tags: Law, Leadership, Policy, School Inspection
Published Feb. 20, 2017 11:31 AM - Last modified June 20, 2018 10:18 AM


Postdoctoral Fellow
Jeffrey B. Hall

(+47) 22857617 (office)