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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

Objectives

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 

The project will prioritize international publication and collaboration. Collaboration will take place with researchers from Lund University and Umeå University, Sweden.

Visiting researcher at CRCPÉ (Université de Montréal) (Chaire de recherche du Canada en politiques éducatives). Research seminar (November 22) at CRIFPE.

Tools

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. Then, 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. 

Media

forskning.no  (In Norwegian)

utdanningsforskning.no (in Norwegian)

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

Université de Montreal

Publications

Hall, J. B. (in press, 2017). Processes of reforming: The case of the Norwegian state school inspection policy frameworks. Education Inquiry (Open Access). https://dx.doi.org/10.1080/20004508.2017.1416247  

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 Dec. 14, 2017 12:57 PM

Contact

Postdoctoral Fellow
Jeffrey B. Hall