Dijana Tiplic-Lunde

Publications:

Sivesind, K. & Tiplic, D. (2024). Kunnskapsoversikter og litteraturgjennomganger. (Kap. 3) In Sivesind, K. (red.) Utdanningspolitiske studier.Tekster, teorier og metoder. Cappelen

Baek, C., Tiplic, D. & Santos, I. (2022). Evidence-Baed Policy Making in Nordic Countries: Different Settings, Different Practices? In Karseth, B. et al. (eds.) Evidence and Expertise in Nordic Education Policy: A Comparative Network Analysis. Cham: Springer International Publishing. (pp. 253-279)

Sivesind, Kirsten; Tiplic, Dijana & Johnsen, Lars Gunnarsønn Bagøien (2022). Surveying Policy Discourses Across Time and Space Internationalization of Knowledge Providers and Nordic Narratives. I Tröhler, Daniel; Hörmann, Bernadette; Tveit, Sverre & Bostad, Inga (Red.), The Nordic Education Model in Context. Historical Developments and Current Renegotiations. Routledge. ISSN 9781032110462. s. 308–331. doi: 10.4324/9781003218180-21.

Tiplic, Dijana & Elstad, Eyvind (2021). Forhold ved skolen som påvirker skolelederens tilfredshet med jobben . I Björnsson, Julius Kristjan (Red.), Hva kan vi lære av TALIS 2018? Gode relasjoner som grunnlag for læring. Cappelen Damm Akademisk. ISSN 978-82-02-71880-0. s. 21–34.

Brandmo, Christian & Tiplic, Dijana (2021). Nyutdannede læreres opplevelse av læreryrket. I Björnsson, Julius Kristjan (Red.), Hva kan vi lære av TALIS 2018. Gode relasjoner som grunnlag for læring. Cappelen Damm Akademisk. ISSN 978-82-02-70898-6. s. 107–122. 

Brandmo, Christian; Tiplic, Dijana & Elstad, Eyvind (2019). Antecedents of department heads’ job autonomy, role clarity, and self-efficacy for instructional leadership. International Journal of Leadership in Education.  ISSN 1360-3124.  s 1- 20 . 

Tiplic, Dijana; Elstad, Eyvind; Brandmo, Christian; Steingrímsdóttir, María & Engilbertsson, Guðmundur (2019). Perceived Organizational Antecedents of Emerging Collaborative Learning Activities Among Icelandic Beginning Teachers. Scandinavian Journal of Educational Research.  ISSN 0031-3831. 

Tiplic, Dijana & Hovdenak, Sylvi Stenersen (2018). Strategic Curricular Change: A Case of the Norwegian Medical School in Tromsø. Health Science Journal.  ISSN 1791-809X.  12(3) .

Mkimbili, Selina Thomas; Tiplic, Dijana & Ødegaard, Marianne (2017). The Role Played by Contextual Challenges in Practising Inquiry-based Science Teaching in Tanzania Secondary Schools. African journal of research in mathematics, science and technology education.  ISSN 1811-7295.  21(2), s 211- 221 . doi: http://dx.doi.org/10.1080/18117295.2017.1333752

Tiplic, Dijana; Lejonberg, Eli & Elstad, Eyvind (2016). Antecedents of Newly Qualified Teachers’ Turnover Intentions: Evidence from Sweden . International Journal of Learning, Teaching and Educational Research.  ISSN 1694-2116.  15(6), s 103- 127

Elstad, Eyvind; Tiplic, Dijana & Brandmo, Christian (2016). Antecedents of employee collaboration among newly qualified teachers in Danish schools . Scandinavian Journal of Organizational Psychology.  ISSN 1891-473X.  8(2), s 5- 17

Lejonberg, Eli & Tiplic, Dijana (2016). Clear Mentoring: Contributing to Mentees’ Professional Self-confidence and Intention to Stay in their Job . Mentoring & Tutoring.  ISSN 1361-1267.  24(4), s 290- 305 . doi: 10.1080/13611267.2016.1252110

Tiplic, D., Brandmo, C. and Elstad, E. (2015). Antecedents of Norwegian beginning teachers’ turnover intentions. Cambridge Journal of Education.  ISSN 0305-764X. . doi: http://dx.doi.org/10.1080/0305764X.2014.987642

Ramirez, F.O., and Tiplic, D. (2014) In pursuit of excellence? Discursive patterns in European higher education research. Higher Education. 67: 439-455 (Published online 16 November 2013)

Brandmo, C., Tiplic, D. and E. Elstad. (2014). The achievement goal theory as an approach to study School principals' leadership motivation. Problems of Education in the 21st Century. 58: 27-38

Russell, S.G. and Tiplic, D. (2014). Rights-based education and conflict: a cross-national study of rights discourse in textbooks, Compare: A Journal of Comparative and International Education, 44(3):  (Published online 11 March 2013)

Tiplic, D. (2014). Aspiration Levels and Learning.  In Teece, D.J. and Augier, M. (Eds.) The Palgrave Encyclopedia of Strategic Management. London, UK: Palgrave Macmillan

Tiplic, D. (2011). Managing Post-Socialist Transitions. Political Sense- Making  as a Facilitator of Organizational Change. European Education, 43(2): 5- 31

Tiplic, Dijana. (2008). Managing Organizational Change during Institutional Upheaval: Bosnia-Herzegovina’s Higher Education in Transition. Oslo: BI Norwegian School of Management. Series of Dissertations

Tiplic, D. and A. Welle-Strand. (2006). Bosnia-Herzegovina’s Higher Education System: Issues of Governance and Quality. European Education. 38(1): 16-30

Tiplic, D. (2006). Institutional Governance in Higher Education: Structure and Processes. In Series of COE Publications Strasbourg: Council of Europe

Tiplic, D. (2005). Explaining Organizational Change: Theoretical Framework encompassing Legitimacy, Resource and Organizational Identity. In Tjeldvoll, A. and G. Engvik (eds.) Organizations for Learning: Leadership, ICT and Pedagogy. Trondheim: Norwegian University of Science and Technology’s Program of Teacher Education.

• Elstad, Eyvind & Tiplic-Lunde, Dijana (2026). Stress som indikator på strukturelle kompetansebehov i skoleledelse: evidens fra TALIS 2024. In White, Mark Christopher (Eds.), Et blikk på norske ungdomsskoler: Sekundæranalyser av TALIS 2024. Cappelen Damm Akademisk. ISSN 9788202944001. p. 203–226. doi: https:/cdforskning.no/cdf/catalog/view/306/1707/16031. Full text in Research Archive Show summary

  Denne studien undersøker den statistiske sammenhengen mellom rektorers opplevelse av arbeidsrelatert stress og deres erkjente behov for kompetanseutvikling. Studien er basert på selvrapporterte data fra rektorundersøkelsen i TALIS 2024. Med utgangspunkt i en teoriramme fra arbeidslivsforskning analyseres dataene ved hjelp av strukturell likningsmodellering (SEM), der stress og utviklingsbehov operasjonaliseres. Når det gjelder rektorers behov for utvikling av egen kompetanse, skiller vi mellom utviklingsbehov innen strategisk ledelse og utviklingsbehov knyttet til det å lede skolen på en informert og analytisk måte, der beslutninger og utviklingstiltak bygger på forskningskunnskap, politikkforståelse og systematisk bruk av data. Vi kaller sistnevnte utviklingsbehov innen kunnskapsbasert lederkompetanse. Funnene viser at rektorer som rapporterer om høyt arbeidsrelatert stress, samtidig rapporterer om økt behov for kunnskapsbasert og strategisk lederkompetanse. En mulig tolkning er at økt stress i forbindelse med jobbkrav og forventninger til rektorrollen gjør kompetansegap og kapasitetssvakheter mer synlige. Funnene antyder dermed at stress ikke bare er et problem, men også kan ha en aktiverende funksjon: Det ser ut til at høyt stress henger sammen med økt bevissthet om behovet for å bygge strategisk og kunnskapsbasert lederkompetanse. En mulig tolkning er at rektorers stress bør forstås ikke bare som et potensielt helseproblem, men også som et mulig signal om strukturelle kapasitets- og kompetanseutfordringer som krever systematisk, langsiktig oppfølging fra lokale og nasjonale utdanningsmyndigheter. Vi trenger oppfølgingsstudier for å forstå fenomenene stress og behov for kompetansebygging hos rektorer på en bedre måte.

• Tiplic-Lunde, Dijana & Sivesind, Kirsten (2024). Kunnskapsoversikter og litteraturgjennomganger. In Sivesind, Kirsten (Eds.), Hvordan studere utdanningspolitikk? Tekster, teorier, tilnærminger. Cappelen Damm Akademisk. ISSN 9788202848392. Full text in Research Archive Show summary

  Dette kapittelet introduserer hva som menes med kunnskapsoversikter og litteraturgjenomganger som kan brukes i forskning, studier og faglige utredninger. Ulike tilnærminger blir gjennomgått, som meta-analyser, litteraturreview og meta-etnografiske analyser som er egnet for å syntetisere funn og fortolkninger fra tidligere studier. Videre beskrives to typer av litteraturreivew: en utforskende og en synoptisk gjennomgang. Mens meteaanalyser og bibliometriske studier bruker tall for å uttrykke funn, legger kvalitative og komparative review mer vekt på tekstlige uttrykk. Flere eksempler belyser muligheter og utfordringer i det å velge strategi for å lage oversiktene, som på den ene siden skal passe med problemstillingen og på den andre siden være tilpasset forskningsfeltet som belyses.

• Sivesind, Kirsten; Tiplic-Lunde, Dijana & Johnsen, Lars Gunnarsønn Bagøien (2022). Surveying Policy Discourses Across Time and Space Internationalization of Knowledge Providers and Nordic Narratives. In Tröhler, Daniel; Hörmann, Bernadette; Tveit, Sverre & Bostad, Inga (Ed.), The Nordic Education Model in Context. Historical Developments and Current Renegotiations. Routledge. ISSN 9781032110462. p. 308–331. doi: 10.4324/9781003218180-21. Full text in Research Archive
• Baek, Chanwoong; Tiplic-Lunde, Dijana & Santos, Íris (2022). Evidence-Based Policymaking in Nordic Countries: Different Settings, Different Practices? In Karseth, Berit; Sivesind, Kirsten & Steiner-Khamsi, Gita (Ed.), Evidence and Expertise in Nordic Education Policy. A comparative Network Analysis. Palgrave Macmillan. ISSN 9783030919597. p. 253–280. doi: 10.1007/978-3-030-91959-7_9. Full text in Research Archive Show summary

  This chapter examines the practice of evidence-based policymaking in five Nordic countries. By comparing the references that national policy actors have utilized in their policy documents to evidentiate policy ideas and recommendations, it draws attention to the contextual factors that shape each country’s practice of evidence-based policymaking. The results illustrate that all five Nordic countries actively use evidence to support and legitimate their policy proposals; however, their utilization varies by (1) institutionalized forms of policymaking system, (2) degree of self-referentiality, and (3) type of reform. This comparative study offers timely reflections on how the discourse of evidence-based policymaking is interpreted and adapted differently across countries.

• Tiplic-Lunde, Dijana & Elstad, Eyvind (2021). Forhold ved skolen som påvirker skolelederens tilfredshet med jobben. In Björnsson, Julius Kristjan (Eds.), Hva kan vi lære av TALIS 2018? Gode relasjoner som grunnlag for læring. Cappelen Damm Akademisk. ISSN 9788202718800. p. 21–34. Full text in Research Archive
• Brandmo, Christian & Tiplic, Dijana (2021). Nyutdannede læreres opplevelse av læreryrket. In Björnsson, Julius Kristjan (Eds.), Hva kan vi lære av TALIS 2018. Gode relasjoner som grunnlag for læring. Cappelen Damm Akademisk. ISSN 9788202708986. p. 107–122. doi: 10.23865/noasp.123.ch6. Full text in Research Archive Show summary

  Over the last decade, the lack of qualified teachers in schools has been the subject of both research and political debate in many countries. In this study, we have investigated the factors that predict beginning teachers’ perceptions of job satisfaction, stress, and thoughts about quitting the job. The sample consisted of a total of 597 beginning teachers (65% women) from Norway. The results show that women experience higher job satisfaction and more stress at work than men do. The beginning teachers who said teaching was their first choice of career reported higher satisfaction with the profession and had fewer thoughts about quitting. Furthermore, the results show that beginning teachers are more satisfied than their more experienced colleagues with the profession and their school, a trend that was also reported by TALIS 2013. When it comes to beginning teachers’ own competence, the results show that self-efficacy in classroom management is significantly related to both higher satisfaction with their school and less stress. Regarding organizational factors, the findings show that commitment to and support from the school organisation are significantly related to higher satisfaction with the workplace. The study has several implications for school leaders and decision makers.

• Tiplic, Dijana; Elstad, Eyvind; Brandmo, Christian; Steingrímsdóttir, María & Engilbertsson, Guðmundur (2019). Perceived Organizational Antecedents of Emerging Collaborative Learning Activities Among Icelandic Beginning Teachers. Scandinavian Journal of Educational Research. ISSN 0031-3831. doi: 10.1080/00313831.2019.1616611. Full text in Research Archive
• Brandmo, Christian; Tiplic, Dijana & Elstad, Eyvind (2019). Antecedents of department heads’ job autonomy, role clarity, and self-efficacy for instructional leadership. International Journal of Leadership in Education. ISSN 1360-3124. p. 1–20. doi: 10.1080/13603124.2019.1580773. Full text in Research Archive Show summary

  Department heads are increasingly responsible for instructional leadership. Therefore, it is important to understand the antecedents of self-efficacy in their work, which can motivate them to increase their leadership efforts. Our theoretical model depends on principals’ feedback for department heads, department heads’ trust in their principals, and perceptions of time pressure. We argue that the relational trust between department heads and principals creates social exchanges that catalyze department heads’ self-efficacy in instructional leadership, perceived job autonomy, and perceived role clarity. We explored our theoretical model using structural equation modeling of cross-sectional survey data completed anonymously by department heads. We found that effective feedbackbased school leadership is positively related to department heads’ self-efficacy and perceptions of job autonomy and role clarity, with relational trust between the principal and department heads playing a key role. Time pressure is also positively associated with department heads’ mentoring self-efficacy. This study fills a gap in the literature and contributes to the field of leadership in learning by explaining the various antecedents to department heads’ selfefficacy, perceived job autonomy, and role clarity.

• Tiplic, Dijana & Hovdenak, Sylvi Stenersen (2018). Strategic Curricular Change: A Case of the Norwegian Medical School in Tromsø. Health Science Journal. 12(3). doi: 10.21767/1791-809x.1000567. Full text in Research Archive Show summary

  In this qualitative study, we aimed at exploring acurriculum development process that took place at theMedical School of the University of Tromsoe during aperiod ofseven years. We applied the literature onorganizational change in order to understand thecurriculum development process. Our findings show thatthis process can be seen asa strategic organizationalchange, in which strategic actors act as sense makers forthe rest of the organization. Our study contributes to the literature on the curriculumdevelopment process by emphasizing the role oforganizational actors and strategies used in order to bringaboutthe desired curriculum change. One importantimplication of our study is the strategic dimension ofcurricular change, which emphasizes an important butpoorly understoodaspect of the curriculum developmentprocess. One limitation of this study is that we focusedmainly on the initial stages in the process.

• Mkimbili, Selina Thomas; Tiplic, Dijana & Ødegaard, Marianne (2017). The role played by contextual challenges in practising inquiry-based science teaching in Tanzania secondary schools. African Journal of Research in Mathematics, Science and Technology Education (AJRMSTE). ISSN 1811-7295. 21(2), p. 211–221. doi: 10.1080/18117295.2017.1333752. Full text in Research Archive
• Tiplic, Dijana; Lejonberg, Eli & Elstad, Eyvind (2016). Antecedents of Newly Qualified Teachers’ Turnover Intentions: Evidence from Sweden. International Journal of Learning, Teaching and Educational Research (ILJTER). ISSN 1694-2493. 15(6), p. 103–127. doi: 10.26803/ijlter.18.4.1. Full text in Research Archive
• Elstad, Eyvind; Tiplic, Dijana & Brandmo, Christian (2016). Antecedents of employee collaboration among newly qualified teachers in Danish schools. Scandinavian Journal of Organizational Psychology. 8(2), p. 5–17. Full text in Research Archive Show summary

  This study examines newly qualified Danish teachers perceptions of peer collaboration through the lens of organisational theory. In Denmark, a new teacher employment policy has introduced primary and secondary school reforms aimed at greater employee collaboration, increased workloads and extended learning time. In this article, we explore the organisational antecedents of collaboration-oriented activities among newly qualified teachers in Denmark. This study represents only a snapshot of newly qualified teachers perceptions of school organisations in the wake of the reforms. The sample was comprised of 143 newly qualified teachers in Denmark that were nominated by their schools principals. Structural equation modelling of the cross-sectional survey data was used to assess the strength of statistical associations between the dependent variable and the hypothesised organisational antecedents. Teacherprincipal trust is not associated with collaboration among newly qualified Danish teachers. However, this trust seems to contribute to collaboration, albeit in a contradictory wayfirst negatively through increased job autonomy, and then positively through increased affective commitment to the organisation. Role clarity, organisational citizenship behaviour, job autonomy and affective commitment were all associated with newly qualified teachers involvement in collaboration. Further, affective commitment and job autonomy were found to have mediating characteristics.

• Lejonberg, Eli & Tiplic, Dijana (2016). Clear Mentoring: Contributing to Mentees’ Professional Self-confidence and Intention to Stay in their Job. Mentoring & Tutoring. ISSN 1361-1267. 24(4), p. 290–305. doi: 10.1080/13611267.2016.1252110. Full text in Research Archive
• Tiplic, Dijana; Brandmo, Christian & Elstad, Eyvind (2015). Antecedents of Norwegian beginning teachers’ turnover intentions. Cambridge Journal of Education. ISSN 0305-764X. 45(4), p. 451–474. doi: 10.1080/0305764X.2014.987642. Full text in Research Archive
• Brandmo, Christian; Tiplic, Dijana & Elstad, Eyvind (2014). The achievement goal theory as an approach to study school principals’ leadership motivation. Problems of Education in the 21st Century. ISSN 1822-7864. 58, p. 27–38. Full text in Research Archive
• Russell, Susan G. & Tiplic, Dijana (2014). Rights-based education and conflict: a cross-national study of rights discourse in textbooks. Compare: A Journal of Comparative and International Education. ISSN 0305-7925. 44(3), p. 314–334. doi: 10.1080/03057925.2013.765288. Full text in Research Archive
• Ramirez, Francisco O. & Tiplic, Dijana (2014). In pursuit of excellence? Discursive patterns in European higher education research. Higher Education. ISSN 0018-1560. 67(4), p. 439–455. doi: 10.1007/s10734-013-9681-1. Full text in Research Archive
• Tiplic, Dijana (2011). Managing Postsocialist Transitions: Politicized Sense Making as a Facilitator of Organizational Change. European Education : Issues and Studies. ISSN 1056-4934. 43(2), p. 5–31. doi: 10.2753/EUE1056-4934430201. Full text in Research Archive

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• Sivesind, Kirsten; Tiplic-Lunde, Dijana & Johnsen, Lars Gunnarsønn Bagøien (2021). Discourses of "the Nordic" within a transnational context: the salience of issues in white and green reports in Norway (1988-2017). Full text in Research Archive
• Sivesind, Kirsten; Tiplic-Lunde, Dijana & Johnsen, Lars Gunnarsønn Bagøien (2021). Tracing Semantic Shifts in the History of Norwegian Reform Policy (1978 – 2017): Towards Stronger International Governance? Full text in Research Archive
• Baek, Chanwoong; Tiplic-Lunde, Dijana & Santos, Íris (2021). Evidence-based Policymaking in Nordic Countries: Different Settings, Different Practices? Full text in Research Archive
• Hörmann, Bernadette; Karseth, Berit; Sivesind, Kirsten & Tiplic, Dijana (2019). Knowledge sources in crafting school reform policy: The case of Norway. Full text in Research Archive
• Brandmo, Christian; Tiplic, Dijana & Elstad, Eyvind (2018). Predictors of department heads’ motivation: The key role of relational trust in schools. Full text in Research Archive
• Tiplic, Dijana; Brandmo, Christian; Elstad, Eyvind; Steingrímsdóttir, María & Engilbertsson, Guðmundur (2016). Antecedents of collaborative-oriented professional learning activities among Icelandic beginning teachers. Full text in Research Archive
• Brandmo, Christian; Tiplic, Dijana & Elstad, Eyvind (2015). Antecedents of collaboration-oriented learning activities among beginning teachers: Evidence from Denmark. Full text in Research Archive
• Brandmo, Christian; Nesje, Katrine; Tiplic, Dijana & Elstad, Eyvind (2014). Components of teachers' work motivation: What motivates students to become teachers and what motivate teachers to stay? Full text in Research Archive
• Brandmo, Christian; Ferguson, Leila Eve; Elstad, Eyvind & Tiplic, Dijana (2014). New and Experienced Teachers’ Trust in Sources of Pedagogical Knowledge and Implications for Motivation. Full text in Research Archive
• Tiplic, Dijana; Brandmo, Christian & Elstad, Eyvind (2013). Antecedents of Norwegian beginning teachers' turnover intentions. Full text in Research Archive
• Brandmo, Christian; Tiplic, Dijana & Elstad, Eyvind (2013). Principals’ Achievement Goals for Leading. Full text in Research Archive
• Tiplic, Dijana; Brandmo, Christian & Elstad, Eyvind (2013). Work motivation in school: Predictors of beginning teachers' intent to leave. Full text in Research Archive
• Brandmo, Christian; Elstad, Eyvind & Tiplic, Dijana (2012). Jobbmotivasjon i skolen. Full text in Research Archive
• Welle-Strand, Anne & Tiplic, Dijana (2008). Managing Organizational Change during Institutional Upheaval: Bosnia-Herzegovina’s Higher Education in Transition. Handelshøyskolen BI. ISSN 9788270428199. Full text in Research Archive Show summary

  This study focuses on organizational change in non-stabile environments. Non-stabile environments are characterized by dramatic change at societal, economic and political levels caused by, for example, changes in political regime or armed conflict. The literature suggests that higher education plays an important role in assisting such societies through such turbulent and dramatic times. Past research, with both international and national focus, has identified various responses of higher education institutions to a changing environment. However, an explanation as to how different responses occur is missing. In an attempt to address this issue, this study examines the ongoing processes of organizational change and the role of individuals in such processes in detail. While the empirical focus is on change in organizations hosted by an environment that can be described in terms of institutional upheaval, it is recognized that this topic has received limited attention in the field of organizational research. Exceptions to this are studies into organizational change of previously state-owned enterprises in Central and Eastern Europe. The context for the study is two higher education institutions in Bosnia-Herzegovina - a context characterized by dramatic societal change and transitions over the past fifteen years. This is a qualitative case study of the phenomenon of organizational change. Such change occurring during institutional upheaval is considered as incorporating both episodic and continuous change. By applying strategies of process research, interview and documentary data were analyzed with the help of Qualitative Software for Data Analysis (NVIVO 7). Findings indicate that organizational change during institutional upheaval can be understood as a dual-motor change process taking place under conditions of strategic ambiguity, and resulting in politicized sense-making. As an outcome, organizations are found to be oscillating between endpoints of change. More specifically, by proposing a model that consists of three phases of organizational change, it has been demonstrated how, in ambiguous situations, influential individuals act as initiators of organizational change. However, upon gaining momentum, the nature of ambiguity changes. Thereby, the change process is assumed to unfold in a cyclical manner between conditions, actions and outcomes.

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