Monika Bærøe Nerland

• Keskinen, Katri A.; Juntunen, Marja-Leena & Nerland, Monika (2024). Expanding professionalism in popular music voice teaching: A framework synthesis. Research Studies in Music Education. ISSN 1321-103X. doi: 10.1177/1321103X231223414. Fulltekst i vitenarkiv
• Sadorge, Christopher; Nerland, Monika & Grisot, Miria (2023). The Generative Role of Objects in Infrastructure Design: A Case of Designing a System for Continuity of Care. Computer Supported Cooperative Work (CSCW). ISSN 0925-9724. doi: 10.1007/s10606-023-09485-4. Fulltekst i vitenarkiv
• Nerland, Monika; Hasu, Mervi & Grisot, Miria (2023). Discourses of Digitalisation and the Positioning of Workers in Primary Care: A Norwegian Case Study. Social Inclusion. ISSN 2183-2803. 11(4), s. 172–183. doi: 10.17645/si.v11i4.7121. Fulltekst i vitenarkiv
• Brandenberger, Isabel Alexandra; Hasu, Mervi & Nerland, Monika (2023). Integrating technology with work practices in primary care: Challenges to sustainable organizing "from within". Learning Organization. ISSN 0969-6474. doi: 10.1108/TLO-01-2023-0009. Fulltekst i vitenarkiv
• Sadorge, Christopher; Nerland, Monika & Mäkitalo, Åsa (2023). Conditioning the work of colleagues: health professionals’ explorative work in technology design. Vocations and Learning. ISSN 1874-785X. doi: 10.1007/s12186-023-09331-0. Fulltekst i vitenarkiv
• Langemeyer, Ines & Nerland, Monika (2022). Undergraduate Research: Sociocultural Perspectives. I Mieg, Harald A.; Ambos, Elizabeth; Brew, Angela; Galli, Dominique & Lehmann, Judith (Red.), The Cambridge Handbook of Undergraduate Research. Cambridge University Press. ISSN 9781108835923. s. 59–71.
• Nerland, Monika (2022). Organisational learning in complex epistemic environments: reflections from studies of professional work in Norway. Learning Organization. ISSN 0969-6474. doi: 10.1108/TLO-02-2022-0025. Fulltekst i vitenarkiv
• Jensen, Karen; Nerland, Monika Bærøe & Tronsmo, Eli (2022). Changing Cultural Conditions for Knowledge Sharing in the Teaching Profession: A Theoretical Reinterpretation of Findings Across Three Research Projects. Professions and Professionalism. ISSN 1893-1049. 11(3), s. 1–20. doi: 10.7577/pp.4267. Fulltekst i vitenarkiv
• Nerland, Monika & Hasu, Mervi (2020). Challenging the belief in simple solutions: The need for epistemic practices in professional work. Medical Education. ISSN 0308-0110. doi: 10.1111/medu.14294. Fulltekst i vitenarkiv
• Nerland, Monika (2020). Exploring student participation challenges in student-centred learning environments. I Elken, Mari; Maassen, Peter; Nerland, Monika; Prøitz, Tine Sophie; Stensaker, Bjørn & Vabø, Agnete (Red.), Quality Work in Higher Education. Organisational and Pedagogical Dimensions. Springer. ISSN 978-3-030-41756-7. s. 97–113.
• Nordkvelle, Yngve Troye; Stalheim, Odd Rune; Fossland, Trine; de Lange, Thomas; Wittek, Anne Line & Nerland, Monika Bærøe (2020). Praksisnær undervisning med simulering og rollespill , Praksisnær undervisning – i praksis og teori. Cappelen Damm Akademisk. ISSN 9788202632588. s. 99–119. doi: 10.23865/noasp.94.ch6. Fulltekst i vitenarkiv Vis sammendrag

  Våre studenter i høyere utdanning ønsker at studiene deres er nyttige og relevante for deres framtidige arbeidskarriere, personlige utvikling og sosiale liv. Myndighetene ønsker at graden av mestring og gjennomstrømming øker, og at arbeidskraften er optimalt tilpasset dagens marked og framtidas uvisse krav om å være fleksibel, lærevillig og ha generelle kompetanser. En universalløsning er å gjøre studiene mer «praksisnære». Vi utfordres til å få studenter bedre i stand til å resonnere og forberede seg for «det praktiske», enten vi arbeider med konvensjonelle teoretiske emner, i profesjonsutdanninger eller i etterutdanning. Forfatterne av denne boka tar utgangspunkt i at arbeidet med å gjøre undervisningen – og dermed studiene – praksisnære ikke bare handler om yrkespraksis, men om praksis i vid forstand. Studenters virke på lærestedene, og de erfaringer og innsikter de bringer med seg inn og skaper seg gjennom å tilegne seg kompetanser, gjør dem også til praktikere. Å hjelpe dem til erkjennelse av egenverd, og til å se seg selv i det speilet av kunnskap, verdier og ferdigheter høyere utdanning kan være, er en av våre sentrale dannelsesoppgaver. Boka inneholder eksempler på hvordan studenter kan arbeide praksisnært og forskningsmessig, fra FoU-prosjekter knyttet til læring av fag, til teoretiske bidrag og til hvordan det teoretiske og det praktiske kan flyte sammen.

• Nerland, Monika (2019). Beyond policy: Conceptualising student-centred learning environments in higher (music) education. I Gies, Stefan & Sætre, Jon Helge (Red.), Becoming musicians: Student involvement and teacher collaboration in higher music education. Norges musikkhøgskole. ISSN 978-82-7853-273-7. s. 53–66. doi: 10.1007/978-3-030-41757-4_6. Fulltekst i vitenarkiv
• Lina, Markauskaite; Muukkonen, Hanni; Damsa, Crina I.; Reimann, Peter; Shaffer, David & Thompson, Kate [Vis alle 9 forfattere av denne artikkelen] (2019). Theories and Methods for Researching Interdisciplinary Learning, A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings. 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 2.. International Society of the Learning Sciences (ISLS). ISSN 978-1-7324672-4-8. Fulltekst i vitenarkiv
• Esterhazy, Rachelle; Nerland, Monika & Damsa, Crina I. (2019). Designing for productive feedback: an analysis of two undergraduate courses in biology and engineering. Teaching in Higher Education. ISSN 1356-2517. doi: 10.1080/13562517.2019.1686699. Fulltekst i vitenarkiv
• Damsa, Crina I.; Nerland, Monika & Andreadakis, Zacharias (2019). An ecological perspective on learner‐constructed learning spaces. British Journal of Educational Technology (BJET). ISSN 0007-1013. 50(5), s. 2075–2089. doi: 10.1111/bjet.12855. Fulltekst i vitenarkiv Vis sammendrag

  This paper argues for the need to develop a relational, emergent and plural understanding of learning spaces. We take an ecological perspective on learning, which allows us to conceptualize learning spaces as (co‐)constructed by learners; emerging through learners' practices, interactions and activities; and facilitated by pedagogical arrangements. In the co‐construction of spaces for learning, tapping into various ecologies of resources—whether intellectual, relational or digital material—becomes an organic, iterative, agentic endeavour for learners. This paper proposes a set of principles to synthesize this conceptualization and facilitates an understanding of such emergent learning spaces. An empirical illustration extracted from a collaborative student project in software engineering education contributes to grounding the conceptual argument and provides a clarifying example. Ultimately, this contribution suggests that in order to support the emergence of learning spaces that are resource‐rich and conducive to learning, educational contexts and pedagogical arrangements must provide both the framing conditions and also the flexibility and permeability required to access the wider ecologies of resources made available through digital technologies.

• Nerland, Monika & Damsa, Crina I. (2019). VET as Lifelong Learning: Engagement With Distributed Knowledge in Software Engineering. I Guile, David & Unwin, Lorna (Red.), The Wiley Handbook of Vocational Education and Training. Wiley-Blackwell. ISSN 9781119098591. s. 395–414. doi: 10.1002/9781119098713.ch20.
• Nordkvelle, Yngve Troye; Stalheim, Odd Rune; Fossland, Trine; de Lange, Thomas; Wittek, Anne Line & Nerland, Monika (2019). Simulating: Bridging the Gap Between Practice and Theory in Higher Professional Education. I Trimmer, Karen; Newman, Tara & Padró, Fernando (Red.), Ensuring Quality in Professional Education Volume I. Palgrave Macmillan. ISSN 978-3-030-01095-9. s. 53–72. doi: 10.1007/978-3-030-01096-6_3.
• Hopwood, Nick & Nerland, Monika (2019). Epistemic Practices in Professional-Client Partnership Work. Vocations and Learning. ISSN 1874-785X. 12(2), s. 319–339. doi: 10.1007/s12186-018-9214-2. Fulltekst i vitenarkiv
• Ludvigsen, Sten Runar & Nerland, Monika (2018). Learning at work: Social practices and units of analysis. I Fischer, Frank; Hmelo-Silver, Cindy E.; Goldman, Susan R. & Reimann, Peter (Red.), International Handbook of the Learning Sciences. Routledge. ISSN 9781138670594. s. 147–156.
• Maassen, Peter; Nerland, Monika & Yates, Lyn (2018). Reconfiguring knowledge: Emerging themes and research avenues. I Maassen, Peter; Nerland, Monika & Yates, Lyn (Red.), Reconfiguring Knowledge in Higher Education. Springer Nature. ISSN 978-3-319-72831-5. s. 187–202. doi: 10.1007/978-3-319-72832-2_11.
• Tronsmo, Eli & Nerland, Monika (2018). Local curriculum development as object construction: A sociomaterial analysis. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 72, s. 33–43. doi: 10.1016/j.tate.2018.02.008. Fulltekst i vitenarkiv
• Nerland, Monika (2018). Knowledge practices and relations in professional education. Studies in Continuing Education. ISSN 0158-037X. 40(3), s. 242–256. doi: 10.1080/0158037X.2018.1447919. Fulltekst i vitenarkiv
• de Lange, Thomas & Nerland, Monika (2018). Learning to Teach and Teaching to Learn: Exploring Microteaching as a Site for Knowledge Integration in Teacher Education. I Maassen, Peter; Nerland, Monika & Yates, Lyn (Red.), Reconfiguring Knowledge in Higher Education. Springer Nature. ISSN 978-3-319-72831-5. s. 169–185. doi: 10.1007/978-3-319-72832-2_10.
• Nerland, Monika & Hermansen, Hege Yvonne (2017). Sosiomaterielle perspektiver på profesjonskvalifisering: Kunnskapsressursenes betydning. I Mausethagen, Sølvi & Smeby, Jens-Christian (Red.), Kvalifisering til profesjonell yrkesutøvelse. Universitetsforlaget. ISSN 9788215026459. s. 167–179. Fulltekst i vitenarkiv
• Damsa, Crina I.; Nerland, Monika & Jensen, Karen (2017). Enrolment of first-year students in knowledge domains: Unpacking transformative practices in three introductory courses. I Kyndt, Eva; Donche, Vincent; Trigwell, Keith & Lindblom-Ylänne, Sari (Red.), Higher Education Transitions: Theory and Research. Routledge. ISSN 978-1138670884. doi: 10.4324/9781315617367-20.
• Enqvist-Jensen, Cecilie; Nerland, Monika & Rasmussen, Ingvill (2017). Maintaining doubt to keep problems open for exploration: An analysis of law students' collaborative work with case assignments. Learning, Culture and Social Interaction. ISSN 2210-6561. 13, s. 38–49. doi: 10.1016/j.lcsi.2017.02.001. Fulltekst i vitenarkiv
• Gherardi, Silvia; Jensen, Karen & Nerland, Monika (2017). Shadow organizing: a metaphor to explore organizing as intra-relating. Qualitative research in organization and management. ISSN 1746-5648. 12(1), s. 1–17. doi: 10.1108/QROM-06-2016-1385. Fulltekst i vitenarkiv
• Nerland, Monika (2016). Learning to Master Profession-Specific Knowledge Practices: A Prerequisite for the Deliberate Practitioner? I Trede, Franziska & McEwen, Celina (Red.), Educating the Deliberate Professional. Springer Science+Business Media B.V.. ISSN 978-3-319-32956-7. s. 127–139. doi: 10.1007/978-3-319-32958-1_9.
• Damsa, Crina I. & Nerland, Monika (2016). Student Learning Through Participation in Inquiry Activities: Two Case Studies in Teacher and Computer Engineering Education. Vocations and Learning. ISSN 1874-785X. s. 1–20. doi: 10.1007/s12186-016-9152-9.
• Jensen, Karen & Nerland, Monika (2015). Knowledge dynamics in higher education: Examples from law schools in Norway and their shadow arrangements. I Langemeyer, Ines; Fischer, Martin & Pfadenhauer, Michaela (Red.), Epistemic and learning cultures – wohin sich Universitäten entwickeln. Verlagsgruppe Beltz. ISSN 978-3-7799-3277-2. s. 46–60.
• 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), s. 867–880. doi: 10.1007/s10734-015-9872-z.
• Nerland, Monika & Karseth, Berit (2015). The knowledge work of professional associations: approaches to standardisation and forms of legitimisation. Journal of Education and Work. ISSN 1363-9080. 28(1), s. 1–23. doi: 10.1080/13639080.2013.802833.
• Hermansen, Hege Yvonne & Nerland, Monika (2014). Reworking practice through an AfL project: an analysis of teachers’ collaborative engagement with new assessment guidelines. British Educational Research Journal (BERJ). ISSN 0141-1926. 40(1), s. 187–206. doi: 10.1002/berj.3037.
• Afdal, Hilde Wågsås & Nerland, Monika (2014). Does Teacher Education Matter? An Analysis of Relations to Knowledge among Norwegian and Finnish Novice Teachers. Scandinavian Journal of Educational Research. ISSN 0031-3831. 58(3), s. 281–299. doi: 10.1080/00313831.2012.726274.
• Nerland, Monika & Karseth, Berit (2014). Standardization of professional knowledge and practice: The regulatory role of professional associations in Norway. I Fenwick, Tara; Mangez, Eric & Ozga, Jenny (Red.), World Yearbook of Education 2014: Governing Knowledge; Comparison, Knowledge-Based Technologies and Expertise in the Regulation of Education. Routledge. ISSN 9780415828734.
• Damsa, Crina I. & Nerland, Monika (2014). Collaborative Knowledge Practices in Higher Education: A Comparative Analysis of Student Learning in Two Undergraduate Programs. I Polman, J. L.,, Kyza, E., O'Neill, D. K., Taba (Red.), Learning and becoming in practice, Proceedings of the International Conference of the Learning Sciences. International Society of the Learning Sciences (ISLS). ISSN 978-0-9903550-1-4.
• Damsa, Crina I.; Muukkonen, Hanni; Nerland, Monika; Lakkala, Minna; Toom, Auli & Kosonen, Kari [Vis alle 10 forfattere av denne artikkelen] (2014). Enrollment of higher education students in professional knowledge and practices. I Polman, J. L.,, Kyza, E., O'Neill, D. K., Taba (Red.), Learning and becoming in practice, Proceedings of the International Conference of the Learning Sciences. International Society of the Learning Sciences (ISLS). ISSN 978-0-9903550-1-4. s. 1283–1292.
• Hermansen, Hege & Nerland, Monika (2014). Betydningen av læreres kunnskapsarbeid for utvikling av kollektiv praksis. I Elstad, Eyvind & Helstad, Kristin (Red.), Profesjonsutvikling i skolen. Universitetsforlaget. ISSN 978-82-15-02355-7. s. 224–240.
• Nerland, Monika & Jensen, Karen (2014). Changing Cultures of Knowledge and Professional Learning. I Billett, Stephen; Harteis, Christian & Gruber, Hans (Red.), International Handbook of Research in Professional and Practice-based Learning. Springer. ISSN 978-94-017-8902-8. s. 611–640. doi: 10.1007/978-94-017-8902-8_23.
• Nerland, Monika & Jensen, Karen (2014). Learning through epistemic practices in professional work. Examples from nursing and engineering. I Fenwick, Tara & Nerland, Monika (Red.), Reconceptualising Professional Learning. Sociomaterial knowledges, practices and responsibilities. Routledge. ISSN 978-0-415-81578-9. s. 25–37.
• Ludvigsen, Sten Runar & Nerland, Monika (2014). Knowledge Sharing in Professions: Working Creatively with Standards in Local Settings. I Sannino, Annalisa & Ellis, Vivian Thomas (Red.), Learning and Collective Creativity. Activity-Theoretical and Sociocultural Studies. Routledge. ISSN 978-0-415-65710-5. s. 116–131.

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• Elken, Mari; Maassen, Peter; Nerland, Monika; Prøitz, Tine Sophie; Stensaker, Bjørn & Vabø, Agnete (2020). Quality Work in Higher Education. Organisational and Pedagogical Dimensions. Springer. ISBN 978-3-030-41756-7. 186 s.
• Maassen, Peter; Nerland, Monika & Yates, Lyn (2018). Reconfiguring Knowledge in Higher Education. Springer Nature. ISBN 978-3-319-72831-5. 208 s.
• Fenwick, Tara; Nerland, Monika & Jensen, Karen (2014). Professional Learning in Changing Contexts. Routledge. ISBN 978-0-415-71693-2. 163 s.
• Fenwick, Tara & Nerland, Monika (2014). Reconceptualising Professional Learning. Sociomaterial knowledges, practices and responsibilities. Routledge. ISBN 978-0-415-81578-9. 232 s.

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• Nerland, Monika; Aanestad, Margunn; Hasu, Mervi ; Grisot, Miria & Sundt-Ohlsen, Harald (2023). Nye kompetansebehov i helsesektorens digitaliseringsprosesser. . Vis sammendrag

  Sesjon på EHiN-konferansen 2023: Hvilke kompetansebehov oppstår lokalt når helsetjenestene digitaliseres og teknologibruken intensiveres? Hva betyr dette for organisasjonene og for ansatte? Denne sesjonen presenterer nyere forskning om temaet, deriblant funn fra et pågående prosjekt der forskere fra UiO samarbeider med Oslo kommune. Sesjonen inkluderer en innledning, to foredrag basert på forskning i prosjektet CORPUS, og en kommentar fra samarbeidspartner i Oslo kommune.

• Sadorge, Christopher & Nerland, Monika (2023). Professional Learning in Design Work: Developing Patient Information Systems through Object Construction.
• Nerland, Monika; Hasu, Mervi & Grisot, Miria (2023). Discourses of Digitalisation and the Positioning of Workers in Primary Care: A Norwegian Case . Vis sammendrag

  The primary health services are subjected to intensified digitalisation with the aim of transforming care provision. Various smart and assistive technologies are introduced to handle the growing elderly population and enhance the opportunities for independent living among patients in need of continuous care. Research has shown how such digitalisation processes evolve in the intersection of different and often competing discourses, oriented towards phenomena such as service efficiency, cost containment, technological innovation, client-centred care and digital competence development. Often, increased technology use is presented as solutions to pressing problems. However, the way in which discourses are negotiated in work contexts and their mechanisms of inclusion/exclusion have received less attention. This article examines how care workers in the primary health sector are discursively positioned when care technologies are introduced in the services. We employ a perspective on discourses and subject positions in analysing strategic documents and interviews with care workers in a larger Norwegian city. We show how managerial discourses that focus narrowly on the implementation and mastery of individual technologies provide limited spaces for workers to exert influence on their work situations, while discourses that emphasise professional knowledge or broader technological and organisational relations provide a variety of resources for workers’ agency. The way care workers adopt and negotiate subject positions varies with their tasks and responsibilities in the organisation. We discuss the need to move beyond ‘solutionism’ in efforts to digitalise care work in order to provide inclusive spaces supporting the contributions of various worker groups.

• Nerland, Monika (2023). Exploring professional knowing and learning in local and extended contexts of practice.
• Nerland, Monika; Brandenberger, Isabel Alexandra & Hasu, Mervi (2023). Relational meta-work emerging during technology integration in primary care.
• Hasu, Mervi ; Nerland, Monika & Brandenberger, Isabel Alexandra (2022). Hvordan endrer velferdsteknologi arbeid og kompetanse i tjenestene? Presentasjon av foreløpige forskningsresultater og interaktiv seminar . Vis sammendrag

  Forskningsprosjektet CORPUS utvikler kunnskap om kompetansebehov og læring i helsesektoren ved å gjennomføre nærstudier av hvordan digitalisering fører til endringer i arbeidsorganisering og oppgavefordeling, hvilke kompetanser som trengs for å takle disse utfordringene, og hvilke læringsmuligheter som tilbys i det daglige arbeidet. Innføring og bruk av velferdsteknologi i Oslo kommune har vært et hovedområde for forskningen, med bydel N.N. som en sentral samarbeidspartner. CORPUS-prosjektet er nå midtveis i sin finansieringsperiode, og vi avslutter datainnsamlingen denne våren. Vi vil presentere de foreløpige observasjonene og funnene om (1) hvordan arbeidet i tjenestene endres med implementering og bruk av velferdsteknologi, og (2) hva endringene betyr for organisering av arbeidet, arbeidsroller og kompetansekrav. I tillegg vil vi gjerne (3) høre dine synspunkter og kommentarer, og diskutere hvilke funn som er mest relevante å fokusere mer på i den gjenværende prosjektperioden.

• Brandenberger, Isabel Alexandra; Hasu, Mervi & Nerland, Monika (2022). Reorganising practices in digitalising primary health services: The concerns of welfare technology coordinators.
• Sadorge, Christopher; Nerland, Monika & Mäkitalo, Åsa (2022). New challenges for health professionals.
• Nerland, Monika (2022). Researching professional learning in complex environments: Opportunities and challenges from a qualitative research perspective. I Goller, Michael; Paloniemi, Susanna; Kyndt, Eva & Damsa, Crina I. (Red.), Methods for researching professional learning and development: Challenges, applications, and empirical illustrations. Springer Nature. ISSN 9783031085178. s. 603–618. doi: 10.1007/978-3-031-08518-5_27.
• Sadorge, Christopher; Nerland, Monika & Mäkitalo, Åsa (2021). Categorisation work in the design of health information systems.
• Sadorge, Christopher; Nerland, Monika & Mäkitalo, Åsa (2021). Negotiating categories in design work. A study of a team developing a patient information system .
• Esterhazy, Rachelle; Damsa, Crina-Ioana & Nerland, Monika Bærøe (2021). Co-creation of knowledge objects in undergraduate education – a qualitative analytical approach .
• Nerland, Monika (2020). Reconfiguring relations between higher education and work: Knowledge practices and learning in the (post)digital era.
• Nerland, Monika (2020). Vurdering av kvalitet i høyere utdanning: tanker om virkemidlene, prosessen og søknadene.
• Nerland, Monika Bærøe & Damsa, Crina-Ioana (2019). VET as Lifelong Learning: Engagement With Distributed Knowledge in Software Engineering. I Guile, David & Unwin, Lorna (Red.), The Wiley Handbook of Vocational Education and Training. Wiley-Blackwell. ISSN 9781119098591. s. 395–414. doi: 10.1002/9781119098713.
• Damsa, Crina I.; Esterhazy, Rachelle & Nerland, Monika (2019). Analyzing learning through co-creation of knowledge objects in software engineering education.
• Nerland, Monika (2019). Kvalitetsarbeid i studieprogrammene.
• Esterhazy, Rachelle; Nerland, Monika & Damsa, Crina I. (2019). Course designs that cater for productive feedback.
• Nerland, Monika (2019). Kvalitetsarbeid i studieprogrammene: fagene som kontekst for studentaktivisering og kunnskapsintegrasjon. UNIPED. ISSN 1500-4538. 42(1), s. 111–117. doi: 10.18261/issn.1893-8981-2019-01-09.
• Nerland, Monika (2019). Enhancing student learning in changing knowledge environments: Opportunities and challenges for higher education .
• Nerland, Monika; Yates, Lyn & Maassen, Peter (2018). Introduction. Higher Education Dynamics. ISSN 1571-0378. 50, s. 1–24. doi: 10.1007/978-3-319-72832-2_1.
• Tronsmo, Eli & Nerland, Monika (2018). The becoming of an object: Analytical resources to studying emerging construction processes in professional work. .
• Jensen, Karen; Tronsmo, Eli & Nerland, Monika (2018). Changing forms of professionalism: A Qualitative meta-synthesis of teachers' knowledge- sharing practices across three research projects. .
• Nerland, Monika (2018). Beyond policy: Conceptualising student-centred learning environments in higher (music) education.
• Elken, Mari; Maassen, Peter; Nerland, Monika; Stensaker, Bjørn & Vabø, Agnete (2018). Sentrale funn og anbefalinger fra QNHE prosjektet .
• Nerland, Monika (2018). "Aktiv læring" / Studentaktiviserende undervisning:Noen implikasjoner for utdanningsfaglig kompetanse og for samspillet mellom emner .
• Nerland, Monika (2018). Kvalitet i høyere utdanning: Muligheter og utfordringer med studentaktiviserende undervisning.
• Nerland, Monika (2018). Professional education and learning as embedded in evolving knowledge fields.
• Nerland, Monika (2018). Contemporary Knowledge Dynamics and Shifting Demands to Professional Expertise.
• Nerland, Monika (2017). Epistemic shifts and transformations in professional expertise.
• Nerland, Monika & Damsa, Crina I. (2017). Students’ and beginning professionals’ learning with web-based resources in software engineering.
• Nerland, Monika (2017). Knowledge practices and relations in professional education: Moving beyond the education-work divide.
• Nerland, Monika (2016). Profesjonsfellesskap og læring: Er læreryrket i ferd med å bli likere andre profesjoner?
• Nerland, Monika (2016). Profesjonskunnskap og epistemiske praksiser i lærerutdanningene: Hvordan kan utdanningene styrke studentenes innvielse i en kunnskapskultur?
• Damsa, Crina I.; Nerland, Monika & Stensaker, Bjørn (2016). Enhancing student learning through ‘student-centered approaches’: What matters for educational quality?
• Nerland, Monika; Damsa, Crina I. & Jensen, Karen (2015). Introducing first-year students to the knowledge cultures of law, engineering and teaching.
• Nerland, Monika (2015). Professional education as initiation to expert cultures.
• Nerland, Monika (2015). Presentasjon av kunnskapsstatus om kvalitet i norsk høyere utdanning. Kunnskapsdepartementet 9. oktober 2015.
• Nerland, Monika (2015). Profesjonsutdanning som innvielse i en kunnskapskultur.
• 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.
• Damsa, Crina I. & Nerland, Monika (2014). Learning trajectories and enrolment of higher education students in professional knowledge and practices.
• Damsa, Crina I. & Nerland, Monika (2014). Learning trajectories in higher education: a comparative analysis of student of students learning in two undergraduate programs.
• Nerland, Monika (2014). Utvikling og mestring av kunnskapspraksiser i profesjonene: Vilkår og utfordringer.
• Nerland, Monika (2014). Innrullering av studenter i kunnskapskulturer. Innsikter fra prosjektet Horisontal styring og læringsdynamikker i høyere utdanning.
• de Lange, Thomas & Nerland, Monika (2014). Student Teachers Engaging with Professional Criteria: an Analysis of Peer-feedback during Microteaching sessions.
• Gherardi, Silvia; Jensen, Karen & Nerland, Monika (2014). What is growing in the shadow of formal organizations?
• de Lange, Thomas & Nerland, Monika (2014). Mirroring the Practice of Teaching - Exploring Microteaching as a site for Professional Enactments.
• Jensen, Karen & Nerland, Monika (2013). Change Dynamics in Higher Education in the Intersection between Policies and Epistemic Cultures.
• de Lange, Thomas & Nerland, Monika (2013). Becoming a Professional Teacher: Exploring the Educational Potential of Video-Based Micro-Teaching.
• Nerland, Monika (2013). Knowledge practices in the professions: Emergent responsibilities and opportunities for learning.
• Nerland, Monika (2012). FoU-basert utdanning: Et praksisperspektiv.
• Sciuto, Katarina; Winsnes, Sigurd; Nerland, Monika & Hasu, Mervi (2021). Profesjonell agency i digitale arbeidskontekster. En kvalitativ intervjustudie blant ansatte i kommunehelsetjenesten. Universitetet i Oslo.
• Esterhazy, Rachelle; Nerland, Monika & Damsa, Crina I. (2019). Productive feedback practices in higher education. Investigating social and epistemic relations in two undergraduate courses (PhD thesis). Universitetet i Oslo. Fulltekst i vitenarkiv
• Nerland, Monika & Prøitz, Tine Sophie (2018). Pathways to quality in higher education : Case studies of educational practices in eight courses. Nordic Institute for Studies in Innovation, Research and Education (NIFU). ISSN 978-82-327-0319-7. Vis sammendrag

  This report is produced in the framework of the project “Quality of Norwegian Higher Education: Pathways, Practices and Performances”, funded through the program Research and Innovation in the Educational Sector (FINNUT), Research Council Norway (RCN). The focus of the study is on exploring quality issues related to the educational provision of higher education. The overarching questions in the project are: What factors and mechanisms are important for realizing the aims of quality work in Norwegian higher education? What is the relationship between structural/systemic and institutional conditions, and educational practices?This report presents findings from one of the sub-projects with focus on educationalpractices. The report presents eight in depth case studies focusing on teaching and learning practices at the course level. These studies were designed to focus on aspects that matter for the quality of education in course design that employ student-centred approaches.

• Damsa, Crina I.; de Lange, Thomas; Elken, Mari; Esterhazy, Rachelle; Fossland, Trine & Frølich, Nicoline [Vis alle 15 forfattere av denne artikkelen] (2015). Quality in Norwegian Higher Education: A review of research on aspects affecting student learning. Nordisk institutt for studier av innovasjon, forskning og utdanning. ISSN 978-82-327-0127-8.

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