Rachelle Esterhazy

Doctoral Research Fellow - Department of Education
Image of Rachelle Esterhazy
Norwegian version of this page
Phone +47-22858113
Room 571
Available hours By appointment
Visiting address Sem Sælands vei 7 Helga Engs hus 0317 OSLO
Postal address Postboks 1092 Blindern 0317 OSLO

Educational background

  • 2014 - (2018) - PhD candidate, Department of Education, University of Oslo, Norway
  • 2012 - 2014 - M.Phil. in Higher Education, University of Oslo, Norway
  • 2008 - 2010 - B.Sc. in Psychology, University of Konstanz, Germany
  • 2006 - 2008 - Diplom Psychology, University of Vienna, Austria

Employment history

  • 2013 - 2014 - Research Assistant, ARENA Centre for European Studies, University of Oslo, Norway
  • 2011 - 2012 - Study Counsellor, Martin-Luther University Halle-Wittenberg, Germany
  • 2010 - HR program management, SAP Germany

Other activities

  • Administrative coordination of the research group ExCID
  • Board member of UiODoc - Interest organization for PhDs and Postdocs at University of Oslo
  • Board member of SiN - Association of Doctoral Organizations in Norway

Academic Interests

  • Higher education
  • Teaching and Learning
  • Feedback and assessment
  • Organizational change in higher education

PhD project


Tags: Education, Higher education


  • Esterhazy, Rachelle (2018). Organizational Change in Response to the German Excellence Initiative: A Case Study of Humboldt University of Berlin, In Roland Bloch; Alexander Mitterle; Catherine Paradeise & Tobias Peter (ed.),  Universities and the Production of Elites. Discourses, Policies, and Strategies of Excellence and Stratification in Higher Education.  Palgrave Macmillan.  ISBN 978-3-319-53969-0.  Kapitel.  s 201 - 223
  • Esterhazy, Rachelle & Damsa, Crina I. (2017). Unpacking the feedback process: an analysis of undergraduate students’ interactional meaningmaking of feedback comments. Studies in Higher Education.  ISSN 0307-5079. Full text in Research Archive.

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  • Esterhazy, Rachelle (2017). Emerging strategies for supporting student learning. A practical guide for librarians and educators. European Journal of Higher Education.  ISSN 2156-8235.
  • Esterhazy, Rachelle (2017). Sociocultural perspectives on feedback: How do they help us solve the feedback dilemma?.
  • Esterhazy, Rachelle & Damsa, Crina I. (2017). Students’ interactional meaning-making of assessment feedback viewed through a sociocultural lens.
  • Esterhazy, Rachelle (2016). The role of social interaction for developing feedback literacy in higher education students.
  • Esterhazy, Rachelle (2016). The role of social interaction for developing feedback literacy in higher education students - An observation study.
  • Damsa, Crina I.; de Lange, Thomas; Elken, Mari; Esterhazy, Rachelle; Fossland, Trine; Frølich, Nicoline; Hovdhaugen, Elisabeth; Maassen, Peter; Nerland, Monika; Nordkvelle, Yngve Troye; Stensaker, Bjørn; Tømte, Cathrine Edelhard; Vabø, Agnete; Wiers-Jenssen, Jannecke & Aamodt, Per O (2015). Quality in Norwegian Higher Education: A review of research on aspects affecting student learning. NIFU-rapport. 24.
  • Esterhazy, Rachelle (2015). Feedback to students in higher education - A conceptual review.
  • Esterhazy, Rachelle (2015). Strategic Responses to the German Excellence Initiative - A case study of Berlin Humboldt University.
  • Esterhazy, Rachelle (2015). Strategic responses to the Excellence Initiative.
  • Esterhazy, Rachelle & Fumasoli, Tatiana (2015). Institutionalizing strategic behavior in higher education - The case of a German flagship university.
  • Esterhazy, Rachelle (2014). Strategic responses to the German Excellence Initiative - A casy study of Berlin Humboldt University.

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Published Sep. 9, 2014 2:33 PM - Last modified Sep. 23, 2016 2:14 PM