Journal articles and book chapters
Afdal, H. W. (2017). “Research-based” and “profession-oriented” as prominent knowledge discourses in curriculum restructuring of professional programs. Higher Education, 74:401–418.
Damşa, C., Nerland, M., Jensen, K. (2017). Enrolment of first-year students in knowledge domains: Unpacking transformative practices in three introductory courses. In E. Kyndt, V. Donche, K. Trigwell & S. Lindblom-Ylänne (eds), Higher Education Transitions: Theory and Research, pp. 270--287. Routledge / EARLI book series ‘New perspectives on learning and instruction’.
Enqvist-Jensen, C., Nerland, M., Rasmussen, I. (2017). Maintaining doubt to keep problems open for exploration: An analysis of law students' collaborative work with case assignments. Learning, Culture and Social Interaction, http://dx.doi.org/10.1016/j.lcsi.2017.02.001
Damşa, C. & Nerland, M. (2016). Student Learning Through Participation in Inquiry Activities: Two Case Studies in Teacher and Computer Engineering Education. Vocations and Learning: Studies in Vocational and Professional Education, DOI: 10.1007/s12186-016-9152-9
Damşa, C. I., & Ludvigsen, S. R. (2016). Learning through interaction and co-construction of knowledge objects in teacher education. Learning, Culture and Social Interaction, DOI: 10.1016/j.lcsi.2016.03.001
Nerland, M. (2016). Learning to master profession-specific knowledge practices: A prerequisite for the deliberate practitioner? In F. Trede & C. McEwen (Eds.), Educating the deliberate professional: Preparing practitioners for emergent futures, pp.127-139. Springer. DOI: 10.1007/978-3-319-32958-1_9
Olson, J. (2016). Shifts in the logic of internationalization: a new space for academic capitalism. In Slaughter, S. and Taylor, B. Competitive advantage: Stratification, privatization and vocationalization of Higher Education in the US, EU, and Canada. Springer.
Rasmussen, I.& Damsa, C. I. (2016). Heterochrony through moment-to-moment interaction: A micro-analytical exploration of learning as sense making with multiple resources. International Journal of Educational Research, doi:10.1016/j.ijer.2016.04.003
Jensen, K. & Nerland, M. (2015). Knowledge dynamics in higher education: Examples from law schools in Norway and their shadow arrangements. In Langemeyer, I., Fischer, M., Pfadenhauer, M. (eds.). Epistemic and learning cultures – wohin sich Universitäten entwickeln, pp. 46-60. Weinheim: Beltz Juventa.
Jensen, K.; Nerland, M. & Enqvist-Jensen, C. (2015). Enrolment of newcomers in expert cultures: an analysis of epistemic practices in a legal education introductory course. Higher Education. ISSN 0018-1560. DOI: 10.1007/s10734-015-9872-z
Mårtensson, K., Roxå, T. & Stensaker, B. (2014) From Quality Assurance to Quality Practices: an investigation of strong microcultures in teaching and learning. Studies in Higher Education, 39(4), 534-545.
Nerland, M. & Jensen, K.(2014). Changing Cultures of Knowledge and Professional Learning, In S. Billett; C. Harteis & H.Gruber (ed.), International Handbook of Research in Professional and Practice-based Learning, pp. 611 – 640. Springer.
Olson, J. & Slaughter, S. (2014) Forms of Capitalism and Creating World-Class Universities. In Maldonado-Maldonado, A., Bassett, R. (eds) The forefront of international higher education. A festschrift in honor of Philip G. Altbach. Springer. ISBN 978-94-007-7085-0 Chapter 20 p. 267-280.
Stensaker, B. (2013), Translating Globalization into Practice: University Networks – Towards a New Stratification of Higher Education? In, Axelrod, P., Trilokekar, R.D., Shanahan, T., & Wellen, R. (eds.), Making Policy in Turbulent Times: Challenges and Prospects for Higher Education. Montreal/Kingston: McGill-Queen's University Press, pp. 249-268
Stensaker, B. & Harvey, L. (2013) The accountability dimension in quality assurance: an international comparison. Higher Education Review, 45, pp. 26 – 40
Westerheijden, D.F., Stensaker, B., Rosa, M.J. & Corbett, A. (2014) Next Generations, Catwalks, Random Walks and Arms Races: Conceptualising the Development of Quality Assurance Schemes. European Journal of Education 49(3), 421-434
Damşa, C.I. (2015). The construction of knowledge objects through inquiry and use of domain-specific resources in computer engineering education, In O. Lindwal & S. Ludvigsen (Eds.) Exploring the Material Conditions of Learning, Proceedings of the 11th International Conference of Computer-supported Collaborative Learning 2015 (CSCL), Gothenburg, Sweden.
Afdal, H. W. (2014a). Program change processes - professional education as part of a wider knowledge space. Paper presentation at. ProPEL International Conference. Sterling June 2014.
Afdal, H. W. (2014b). Program change processes - professional education as part of a wider knowledge space. Paper presentation at CHER Conference, Rome September 2014.
Damsa, C.I. (2014). Collaborative Knowledge Practices in Higher Education: An Analysis of Student Learning in Two Undergraduate Programs, In Polman, J. L., Kyza, E. A., O'Neill, D. K., Tabak, I., Penuel, W. R., Jurow, A. S., O'Connor, K., Lee, T., and D'Amico, L. (Eds.). Learning and becoming in practice, Proceedings of the International Conference of the Learning Sciences (ICLS) 2014, Volume 3 (p. 1733). Boulder, CO: International Society of the Learning Sciences.
Damsa, C.I. & Nerland, M. (2014). Analysing students‘ inquiry-oriented work as epistemic practice. Proceedings from the ProPEL Conference, 25-27 June, 2014. Stirling, UK: University of Stirling.
Damsa, C.I. & Nerland, M. (2014). Collaborative Knowledge Practices in Higher Education: A Comparative Analysis of Student Learning in Two Undergraduate Programs, In Polman, J. L., Kyza, E. A., O'Neill, D. K., Tabak, I., Penuel, W. R., Jurow, A. S., O'Connor, K., Lee, T., and D'Amico, L. (Eds.). (2014). Learning and becoming in practice, Proceedings of the International Conference of the Learning Sciences (ICLS) 2014, Volume 3 (pp. 1283-1293). Boulder, CO: International Society of the Learning Sciences.
Damsa, C.I. & Nerland, M. (2014, August). Learning trajectories in higher education: a comparative analysis of student of students learning in two undergraduate programs. In C.I.Damsa & H. Muukkonen, Learning in higher education: Knowledge, collaboration and practice across time and sites, Symposium at the EARLI SIG4&SIG17 Conference, August 20-22, Catholic University of Leuven, Belgium.
Damsa, C.I. & Nerland, M. (2014, August). Learning trajectories and enrolment of higher education students in professional knowledge and practices. Paper presentation at the EARLI SIG4&SIG17 Conference, August 20-22, Catholic University of Leuven, Belgium.
de Lange, T. & Nerland, M. (2013). Becoming a Professional Teacher: Exploring the Educational Potential of Video-Based Microteaching. Nettverkskonferanse i universitets- og høyskolepedagogikk, May 13-14, University of Agder, Norway.
de Lange, T. & Nerland, M. (2014, June). Mirroring the Practice of Teaching - Exploring Microteaching as a site for Professional Enactments. Proceedings from the ProPEL Conference 2014; June 25-27, University of Stirling, UK.
de Lange, T. & Nerland, M. (2014, August). Student Teachers Engaging with Professional Criteria: an Analysis of Peer-feedback during Microteaching sessions. Paper presentation at the 7th EARLI SIG 14 Conference on Learning and Professional Development; August 27-29, University of Oslo, Norway.
Elken, M., Olson, J. and Maassen, P. (2014, September) Lack of grand ideas for higher education in the Europe of Knowledge? Paper presentation at the European Consortium for Political Researcher, 3-6 September, University of Glasgow, Scotland.
Gherardi, S, Jensen, K & Nerland, M (2014, April) What is growing in the shadow of formal organizations? Paper presentation at the OLKC International Conference on Organisational Learning, Knowledge and Capabilities, April 22-24, BI Norwegian Business School, Oslo.
Jensen, K. & Nerland, M. (2013, December). Knowledge Dynamics in Higher Education: examples from Law Schools in Norway and their shadow arrangements. Paper presentation at the Epistemic and Learning Cultures of the 21st Century Conference, December 5-6, University of Karlsruhe, Germany.
Jensen, K., Enqvist-Jensen, C. & Nerland, M. (2014, June). The enrolment of newcomers in a professional domain. Epistemic practices, textual resources and emerging ´epistementalities´ in a legal education introductory course. Paper presentation at ProPEL International Conference, 25-27 June 2014, University of Stirling, UK.
Jensen K., Enqvist-Jensen C. & Nerland, M. (2014, July). Enrolment of Newcomers in Expert Cultures: an analysis of epistemic practices in a legal education introductory course. Paper presentation at the World Congress of the International Sociological Association, 13-19 July, Yokohama, Japan.
Nerland, M., Jensen, K., Damsa, C.I., & Enqvist-Jensen, C. (2014, August). The enrollment of students in professional knowledge cultures: Epistemic practices and learning in the introductory courses of three professional programs, Paper in M. Nerland, Qualifying for knowledge work: Developing capacities for epistemic practices during professional education, Symposium at the EARLI SIG14 Conference, August 27-29, University of Oslo, Norway.
Olson, J. (2014, September). Reconfiguration of logics and the impact on governance of Norwegian higher education internationalization. Paper presentation at CHER conference, 8-10 September, Italian National Research Council Institutes, Rome, Italy.