Educational background
- Cand.Ed. - Advanced Master Degree in Education with specialization within the field of Leadership, Organizational Theory and Didactics, Institute for Educational Research, University of Oslo
Research interests
- Learning in higher education
- Faculty development
Tags:
Education,
Higher education
Publications
Vislie, Lise; Borgan, Monika; Jensen, Cecilie: Doktorgraden som karrierevei i de pedagogiske fag. Rapport fra en etterundersøkelse i 2003 blant registrerte doktorgradskandidater i pedagogikk/spesialpedagogikk våren 1990 ved universitetene i Oslo og Trondheim. Oslo: Pedagogisk forskningsinstitutt 2004 (ISBN 82-569-6351-4) 66 s. Gulserien(rapport nr. 5, 2004) UiO
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Aurvoll, Cecilie; Damsgaard, Hilde Larsen & Enqvist-Jensen, Cecilie
(2023).
Merit in the Melting Pot – the Extent and Significance of the Norwegian Merit Scheme.
UNIPED.
ISSN 1500-4538.
46(3),
p. 201–212.
doi:
10.18261/uniped.46.3.6.
Show summary
This article examines the prevalence and significance of the ETP (Excellent teaching practitioner) system as described in White Paper no. 16 (2016–2017) Quality Culture in Higher Education. The article is based on a survey in Norwegian HE and an analysis of evaluation reports on the ETP system at three Norwegian universities. The ETP system is established at 30 educational institutions in Norway, and 230 employees have achieved the status of ETP. The analysis shows that ETP status is important to teachers who receive it, is perceived as recognition of excellent teaching, can enable promotion, while working on its application contributes to increased reflection and awareness of teaching. Institutionally it is a welcome system, but the ETPs are used only to a minor extent as resources in the organization after achieving ETP status. This may be linked to its main focus primarily being on establishing the system and to the understanding both of what contributes to ETP and to quality in higher education. There is a need to establish and realize a hybrid perspective on the ETP system. In order to utilize the full potential and contribute to the institutions’ embrace of the program, it is necessary to link the system more closely to strategic initiatives for development of educational quality. The ETPs must be given flexibility in developing their roles and given the opportunity to be an inspiration in establishing autonomous microcultures in the organization. This is important for the ETP system to function as a measure to create a common culture for quality.
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Enqvist-Jensen, Cecilie
(2022).
"Hva er en mangel?" - En studie av begrepers mange funksjoner i jusstudenters læringsarbeid.
Retfærd. Nordisk Juridisk Tidsskrift.
ISSN 0105-1121.
p. 39–52.
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Jensen, Karen; Nerland, Monika & Enqvist-Jensen, Cecilie
(2015).
Enrolment of newcomers in expert cultures: an analysis
of epistemic practices in a legal education introductory
course.
Higher Education.
ISSN 0018-1560.
70(5),
p. 867–880.
doi:
10.1007/s10734-015-9872-z.
View all works in Cristin
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Enqvist-Jensen, Cecilie
(2016).
Hvordan lærer studenter å forholde seg kritisk til kunnskap? - et case fra JUS: Analyser av jusstudenters utforskning av caseoppgaver i kollokviegrupper.
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Enqvist-Jensen, Cecilie
(2016).
Learning to perform doubt in legal problem solving: analysis of Law students' Group work With case-assignments.
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de Lange, Thomas & Enqvist-Jensen, Cecilie
(2015).
Kurspedagogikk - praktiske eksempler og vitenskapelig begrunnelse.
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Nerland, Monika; Jensen, Karen; Damsa, Crina I. & Enqvist-Jensen, Cecilie
(2014).
The enrollment of students in professional knowledge cultures: Epistemic practices and learning in the introductory courses of three professional programs.
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Enqvist-Jensen, Cecilie
(2021).
Knowledge Practices and Learning Challenges in Legal Education. Examining students' collaborative work in two undergraduate courses. .
Universitetet i Oslo.
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Fremstad, Ester; Enqvist-Jensen, Cecilie & de Lange, Thomas
(2014).
Prosjektrapport for prosjektet‘Universitetspedagogisk tilbud for stipendiater, post.doc. og seminargruppeledere ved UiO’.
Institutt for pedagogikk, Det utdanningsvitenskapelige fakultet.
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Vislie, Lise; Borgan, Monika & Jensen, Cecilie
(2004).
Doktorgraden som karrierevei i de pedagogiske fag. Rapport fra en etterundersøkelse i 2003 blant registrerte doktorgradskandidater i pedagogikk/spesialpedagogikk våren 1990 ved universitetene i Oslo og Trondheim.
Pedagogisk forskningsinstitutt.
ISSN 82-569-6351-4.
View all works in Cristin
Published
Aug. 17, 2010 3:50 PM
- Last modified
Sep. 23, 2016 2:12 PM