Monika Bærøe Nerland

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Phone +47 22858172
Room 578
Available hours By appointment
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Visiting address Department of Education Helga Eng's building Sem Sælandsv. 7 N-0317 Oslo
Postal address Postboks 1092 Blindern 0317 Oslo

Academic Interests

Monika Nerlands research interests relate to knowledge cultures and learning in professional education and work as well as in the field of higher education. A particular interest is the ways in which organization of knowledge in expert communities constitute practices of learning and identity formation.

Current activities

Completed projects

  • Quality of Norwegian Higher Education: Pathways, Practices and Performances (2014-2018). The project is funded by the Norwegian Research Council through the FINNUT program for Research and Innovation in the Educational Sector. More information
  • Co-leader (with Peter Maassen) for the project Horizontal Governance and Learning Dynamics in Higher Education (2012-2016), funded by the Research Council of Norway. The project investigates change dynamics in higher education in the intersection between policies and and epistemic cultures. Among its activities are analyses of students' learning and enrolment in knowledge cultures in selected profession-oriented programs. More information.
  • Learning Trajectories in Knowledge Economies (LiKE, 2008-2011), project leader from Oct 2009. The project was funded by the Research Council of Norway and conducted comparative studies of learning and knowledge practices in different professional fields. Special attention was given to the role of artefacts in linking practices of workplace learning with wider knowledge frontiers.
  • Professional Learning in a Changing Society (ProLEARN, 2004-2008), post doc. / project member. This project was a comparative study of learning in the transition from education to work among nurses, teachers, accountants and computer engineers, financed by the Research Council of Norway. Project leader: Prof. Karen Jensen.
  • One-to-one teaching as cultural practice: a study of teaching practices in an Academy of Music. PhD project, 1998-2002, University of Oslo and Norwegian Academy of Music.

Teaching

  • MIED4100 Higher Education Studies
  • Master course PED4403 (In Norwegian)
  • Master course PED4405 (In Norwegian)
  • PhD course in Qualitative methodology: UV9102A and UV9102B
  • Supervision of PhD and master students in the areas of higher education, professional- and workplace learning

Higher education and employment history

Education

  • Dr.polit (PhD), University of Oslo, Faculty of Education (2003)
  • Cand. Musicae (M.A.), Norwegian Academy of Music (1994)

Employment history

  • Professor, Department of Education, UiO (2010 - )
  • Associate Professor, Department of Educational Research, UiO (2008 - 2010)
  • Postdoc., Department of Educational Research, UiO (2004 - 2008)
  • Lecturer, Teacher education programs in Oslo and Vestfold (2002 - 2004)
  • Research fellow (Ph.D), Norwegian Academy of Music and University of Oslo (1998-2002)

Visiting researcher

  • Visiting Researcher, University of Sydney, Centre for Research on Learning and Innovation (April 2018)
  • Visiting Professor, Charles Sturt University, The Education for Practice Institute (April 2013)
  • Visiting Scholar, University of California Berkeley, Center for Studies in Higher Education (January-July 2012)
  • Visiting Fellow, University of London, Institute of Education (October-December 2006)
  • Visiting Fellow, University of Wisconsin-Madison, Dep. of Curriculum and Instruction (September-November 2000)

Appointments

  • Leader for the HEDWORK (and previous ExCID) research group for Studies in higher education and work (2016-2020)
  • Adjunct professor with Charles Sturt University, The Education for Practice Institute (2013-2015)
  • Track leader, NATED Graduate School in Educational Sciences, track  4: Higher education and Professional learning (2014-2016)
  • Coordinator for the Ph.D programme, Department of Education (01.2013 - 07.2016)
  • Member of the Norwegian Research Council's Expert committee for the Social Sciences (2010-2012)
  • Board member, Department of Educational Research (2009-2012; 2017-2020)

 

Honoraria

  • The PhD thesis was awarded with H.M King of Norway's Gold Medal for outstanding young researchers
  • The Faculty of Educational Sciences' teaching award, 2014
Tags: Higher education, Workplace learning, Professions, Expertise

Publications

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.  doi: 10.1007/s10734-015-9872-z

Nerland, M. & Jensen, K. (2014) Changing Cultures of Knowledge and Professional Learning. International Handbook of Research in Professional and Practice-based Learning, edited by S. Billett, C. Harteis & H. Gruber, pp. 611 - 640 . Dordrecht: Springer.

Fenwick, T. & Nerland, M. (eds.) (2014). Reconceptualising Professional Learning. Sociomaterial knowledges, practices and responsibilities. Routledge.  ISBN 978-0-415-81578-9.

Nerland, M. & Karseth, B. (2013). The Knowledge Work of Professional Associations: Approaches to Standardisation and Forms of Legitimisation. Journal of Education and Work.  doi: 10.1080/13639080.2013.802833.

Nerland, M. & Jensen, K. (2012). Epistemic practices and object relations in professional work. Journal of Education and Work,  25(1), 101- 120.

Nerland, M. (2012). Professions as knowledge cultures, In K. Jensen; L. C. Lahn & M. Nerland (eds.),  Professional Learning in the Knowledge Society, pp. 27-48.  Sense Publishers. Reprinted in D. W. Livingstone & D. Guile (eds., 2012), The Knowledge Economy and Lifelong Learning, pp. 207-228. Sense Publishers.

Mathisen, A. & Nerland, M. (2012). The pedagogy of complex work support systems: Infrastructuring practices and the production of critical awareness in risk auditing. Pedagogy, Culture & Society, 20(1), 71- 91.

Børte, K. & Nerland, M. (2010). Software effort estimation as collective accomplishment. An analysis of estimation practice in a multi-specialist team. Scandinavian Journal of Information Systems, 22(2), 65-98.

Nerland, M. & Jensen, K. (2010). Objectual practice and learning in professional work. In S. Billett (Ed): Learning through practice: models, traditions, orientations and approaches, pp. 82-103. Springer. DOI 10.1007/978-90-481-3939-2_5

Nerland, M. (2010): Transnational discourses of knowledge and learning in professional work: examples from computer engineering. Studies in Philosophy and Education, 29 (2), 183-195. Online first: DOI: 10.1007/s11217-009-9170-2.

Nerland, M. (2008): Civic and professional responsibility in new landscapes of knowledge. Utbildning & Demokrati [Education & Democracy], 17 (2), 123-130.

Nerland, M. (2008): Knowledge cultures and the shaping of work-based learning: the case of computer engineering. Vocations and Learning: Studies in vocational and professional education, Vol. 1, 49-69.

Karseth, B. & Nerland, M. (2007): Building professionalism in a knowledge society: examining discourses of knowledge in four professional associations. Journal of Education and Work, 20 (4), 335-355.

Nerland, M. (2007): One-to-one teaching as cultural practice: two case studies from an Academy of Music. Music Education Research, 9 (3), 399-416.

Nerland, M. (2006): Vilkår for reflektert praksis i utdanningsinstitusjoner. [Conditions for reflective practice in educational institutions] Nordic Studies in Education, 26, 48-60.

Nerland, M. (2003): Instrumentalundervisning som kulturell praksis. En diskursorientert studie av hovedinstrumentundervisning i høyere musikkutdanning. [Instrumental teaching as cultural practice. A discourse-oriented study of teaching in higher music education. ] Doctoral thesis. Oslo: Unipub

 

  • Langemeyer, Ines & Nerland, Monika (2022). Undergraduate Research: Sociocultural Perspectives. In Mieg, Harald A.; Ambos, Elizabeth; Brew, Angela; Galli, Dominique & Lehmann, Judith (Ed.), The Cambridge Handbook of Undergraduate Research. Cambridge University Press. ISSN 9781108835923. p. 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. Full text in Research Archive
  • 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), p. 1–20. doi: 10.7577/pp.4267.
  • 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. Full text in Research Archive
  • Nerland, Monika (2020). Exploring student participation challenges in student-centred learning environments. In Elken, Mari; Maassen, Peter; Nerland, Monika; Prøitz, Tine Sophie; Stensaker, Bjørn & Vabø, Agnete (Ed.), Quality Work in Higher Education. Organisational and Pedagogical Dimensions. Springer. ISSN 978-3-030-41756-7. p. 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. p. 99–119. doi: 10.23865/noasp.94.ch6. Full text in Research Archive
  • Nerland, Monika (2019). Beyond policy: Conceptualising student-centred learning environments in higher (music) education. In Gies, Stefan & Sætre, Jon Helge (Ed.), Becoming musicians: Student involvement and teacher collaboration in higher music education. Norges musikkhøgskole. ISSN 978-82-7853-273-7. p. 53–66. doi: 10.1007/978-3-030-41757-4_6. Full text in Research Archive
  • Lina, Markauskaite; Muukkonen, Hanni; Damsa, Crina I.; Reimann, Peter; Shaffer, David & Thompson, Kate [Show all 9 contributors for this article] (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. ISSN 978-1-7324672-4-8. Full text in Research Archive
  • 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. Full text in Research Archive
  • 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), p. 2075–2089. doi: 10.1111/bjet.12855. Full text in Research Archive
  • Nerland, Monika & Damsa, Crina I. (2019). VET as Lifelong Learning: Engagement With Distributed Knowledge in Software Engineering. In Guile, David & Unwin, Lorna (Ed.), The Wiley Handbook of Vocational Education and Training. Wiley-Blackwell. ISSN 9781119098591. p. 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. In Trimmer, Karen; Newman, Tara & Padró, Fernando (Ed.), Ensuring Quality in Professional Education Volume I. Palgrave Macmillan. ISSN 978-3-030-01095-9. p. 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), p. 319–339. doi: 10.1007/s12186-018-9214-2. Full text in Research Archive
  • Ludvigsen, Sten Runar & Nerland, Monika (2018). Learning at work: Social practices and units of analysis. In Fischer, Frank; Hmelo-Silver, Cindy E.; Goldman, Susan R. & Reimann, Peter (Ed.), International Handbook of the Learning Sciences. Routledge. ISSN 9781138670594. p. 147–156.
  • Maassen, Peter; Nerland, Monika & Yates, Lyn (2018). Reconfiguring knowledge: Emerging themes and research avenues. In Maassen, Peter; Nerland, Monika & Yates, Lyn (Ed.), Reconfiguring Knowledge in Higher Education. Springer Nature. ISSN 978-3-319-72831-5. p. 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, p. 33–43. doi: 10.1016/j.tate.2018.02.008. Full text in Research Archive
  • Nerland, Monika (2018). Knowledge practices and relations in professional education. Studies in Continuing Education. ISSN 0158-037X. 40(3), p. 242–256. doi: 10.1080/0158037X.2018.1447919. Full text in Research Archive
  • de Lange, Thomas & Nerland, Monika (2018). Learning to Teach and Teaching to Learn: Exploring Microteaching as a Site for Knowledge Integration in Teacher Education. In Maassen, Peter; Nerland, Monika & Yates, Lyn (Ed.), Reconfiguring Knowledge in Higher Education. Springer Nature. ISSN 978-3-319-72831-5. p. 169–185. doi: 10.1007/978-3-319-72832-2_10.
  • Nerland, Monika & Hermansen, Hege Yvonne (2017). Sosiomaterielle perspektiver på profesjonskvalifisering: Kunnskapsressursenes betydning. In Mausethagen, Sølvi & Smeby, Jens-Christian (Ed.), Kvalifisering til profesjonell yrkesutøvelse. Universitetsforlaget. ISSN 9788215026459. p. 167–179. Full text in Research Archive
  • Damsa, Crina I.; Nerland, Monika & Jensen, Karen (2017). Enrolment of first-year students in knowledge domains: Unpacking transformative practices in three introductory courses. In Kyndt, Eva; Donche, Vincent; Trigwell, Keith & Lindblom-Ylänne, Sari (Ed.), 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, p. 38–49. doi: 10.1016/j.lcsi.2017.02.001. Full text in Research Archive
  • 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), p. 1–17. doi: 10.1108/QROM-06-2016-1385. Full text in Research Archive
  • Nerland, Monika (2016). Learning to Master Profession-Specific Knowledge Practices: A Prerequisite for the Deliberate Practitioner? In Trede, Franziska & McEwen, Celina (Ed.), Educating the Deliberate Professional. Springer Science+Business Media B.V.. ISSN 978-3-319-32956-7. p. 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. p. 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. In Langemeyer, Ines; Fischer, Martin & Pfadenhauer, Michaela (Ed.), Epistemic and learning cultures – wohin sich Universitäten entwickeln. Verlagsgruppe Beltz. ISSN 978-3-7799-3277-2. p. 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), p. 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), p. 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), p. 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), p. 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. In Fenwick, Tara; Mangez, Eric & Ozga, Jenny (Ed.), 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. In Polman, J. L.,, Kyza, E., O'Neill, D. K., Taba (Eds.), Learning and becoming in practice, Proceedings of the International Conference of the Learning Sciences. International Society of the Learning Sciences. ISSN 978-0-9903550-1-4.
  • Damsa, Crina I.; Muukkonen, Hanni; Nerland, Monika; Lakkala, Minna; Toom, Auli & Kosonen, Kari [Show all 10 contributors for this article] (2014). Enrollment of higher education students in professional knowledge and practices. In Polman, J. L.,, Kyza, E., O'Neill, D. K., Taba (Eds.), Learning and becoming in practice, Proceedings of the International Conference of the Learning Sciences. International Society of the Learning Sciences. ISSN 978-0-9903550-1-4. p. 1283–1292.
  • Hermansen, Hege & Nerland, Monika (2014). Betydningen av læreres kunnskapsarbeid for utvikling av kollektiv praksis. In Elstad, Eyvind & Helstad, Kristin (Ed.), Profesjonsutvikling i skolen. Universitetsforlaget. ISSN 978-82-15-02355-7. p. 224–240.
  • Nerland, Monika & Jensen, Karen (2014). Changing Cultures of Knowledge and Professional Learning. In Billett, Stephen; Harteis, Christian & Gruber, Hans (Ed.), International Handbook of Research in Professional and Practice-based Learning. Springer. ISSN 978-94-017-8902-8. p. 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. In Fenwick, Tara & Nerland, Monika (Ed.), Reconceptualising Professional Learning. Sociomaterial knowledges, practices and responsibilities. Routledge. ISSN 978-0-415-81578-9. p. 25–37.
  • Ludvigsen, Sten Runar & Nerland, Monika (2014). Knowledge Sharing in Professions: Working Creatively with Standards in Local Settings. In Sannino, Annalisa & Ellis, Vivian Thomas (Ed.), Learning and Collective Creativity. Activity-Theoretical and Sociocultural Studies. Routledge. ISSN 978-0-415-65710-5. p. 116–131.
  • Nerland, Monika (2012). Self-technologies in work-based learning. In Jensen, Karen; Lahn, Leif Christian & Nerland, Monika (Ed.), Professional Learning in the Knowledge Society. Brill|Sense. ISSN 978-94-6091-992-3. p. 195–209. doi: 10.1007/978-94-6091-994-7_11.
  • Nerland, Monika (2012). Professions as knowledge cultures. In Jensen, Karen; Lahn, Leif Christian & Nerland, Monika (Ed.), Professional Learning in the Knowledge Society. Brill|Sense. ISSN 978-94-6091-992-3. p. 27–48. doi: 10.1007/978-94-6091-994-7_2.
  • Fenwick, Tara; Nerland, Monika & Jensen, Karen (2012). Introduction: Sociomaterial Approachesto Conceptualising Professional Learning and Practice. Journal of Education and Work. ISSN 1363-9080. 25(1), p. 1–14. doi: 10.1080/13639080.2012.644901.
  • Jensen, Karen; Lahn, Leif Christian & Nerland, Monika (2012). Introduction - Professional learning in new knowledge landscapes: A cultural perspective. In Jensen, Karen; Lahn, Leif Christian & Nerland, Monika (Ed.), Professional Learning in the Knowledge Society. Brill|Sense. ISSN 978-94-6091-992-3. p. 1–24. doi: 10.1007/978-94-6091-994-7_1.
  • Maassen, Peter; Nerland, Monika ; Pinheiro, Romulo ; Stensaker, Bjørn; Vabø, Agnete & Vukasovic, Martina (2012). Change Dynamics and Education Reforms: Effects on Education, Research, Governance and Academic Profession. In Vukasovic, Martina; Maassen, Peter; Nerland, Monika ; Pinheiro, Romulo ; Stensaker, Bjørn & Vabø, Agnete (Ed.), Effects of Higher Education Reforms: Change Dynamics. Brill|Sense. ISSN 978-94-6209-015-6. p. 1–20. doi: 10.1007/978-94-6209-016-3_1.
  • Nerland, Monika & Jensen, Karen (2012). Epistemic practices and object relations in professional work. Journal of Education and Work. ISSN 1363-9080. 25(1), p. 101–120. doi: 10.1080/13639080.2012.644909.
  • Mathisen, Arve & Nerland, Monika (2012). The pedagogy of complex work support systems: Infrastructuring practices and the production of critical awareness in risk auditing. Pedagogy, Culture & Society. ISSN 1468-1366. 20(1), p. 71–91. doi: 10.1080/14681366.2012.649416.
  • Nerland, Monika & Hanken, Ingrid Maria (2011). Apprenticeship in transition? New configurations of teacher-student relationships in higher music education. In Lindgren, Monica; Frisk, Anna; Henningsson, Ingemar & Öberg, Johan (Ed.), Musik och kunskapsbildning. En festskrift till Bengt Olsson. ArtMonitor Bok. ISSN 9789197847629. p. 129–136.

View all works in Cristin

  • 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 p.
  • Maassen, Peter; Nerland, Monika & Yates, Lyn (2018). Reconfiguring Knowledge in Higher Education. Springer Nature. ISBN 978-3-319-72831-5. 208 p.
  • Fenwick, Tara; Nerland, Monika & Jensen, Karen (2014). Professional Learning in Changing Contexts. Routledge. ISBN 978-0-415-71693-2. 163 p.
  • Fenwick, Tara & Nerland, Monika (2014). Reconceptualising Professional Learning. Sociomaterial knowledges, practices and responsibilities. Routledge. ISBN 978-0-415-81578-9. 232 p.
  • Jensen, Karen; Lahn, Leif Christian & Nerland, Monika (2012). Professional Learning in the Knowledge Society. Brill|Sense. ISBN 978-94-6091-992-3. 228 p.
  • Vukasovic, Martina; Maassen, Peter; Nerland, Monika ; Pinheiro, Romulo ; Stensaker, Bjørn & Vabø, Agnete (2012). Effects of Higher Education Reforms: Change Dynamics. Brill|Sense. ISBN 978-94-6209-015-6. 310 p.

View all works in Cristin

  • 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. In Guile, David & Unwin, Lorna (Ed.), The Wiley Handbook of Vocational Education and Training. Wiley-Blackwell. ISSN 9781119098591. p. 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), p. 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 .
  • 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.
  • Nerland, Monika (2012). Changing Knowledge Cultures and Research on Student Learning.
  • Hermansen, Hege Yvonne & Nerland, Monika (2012). Co-production of Assessment Practices: Challenges Emerging in Teachers’ Work with ’Assessment for Learning’.
  • Afdal, Hilde Wågsås & Nerland, Monika (2012). Teachers’ knowledge relations: An analysis of relations to knowledge among Norwegian and Finnish novice teachers.
  • Hermansen, Hege Yvonne & Nerland, Monika (2011). Negotiating Professional Standards: Teachers’ engagement with new guidelines for student assessment.
  • Nerland, Monika (2011). Karriereveiledning - et felt under profesjonalisering. In Gravås, Tonje Foosnæs & Gaarder, Ingrid Espolin (Ed.), Karriereveiledning. Universitetsforlaget. ISSN 9788215014043. p. 181–188.
  • 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. Full text in Research Archive
  • 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.
  • Damsa, Crina I.; de Lange, Thomas; Elken, Mari; Esterhazy, Rachelle; Fossland, Trine & Frølich, Nicoline [Show all 15 contributors for this article] (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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Published Aug. 14, 2013 3:11 PM - Last modified Aug. 30, 2022 12:16 PM