Rachelle Esterhazy

Lecturer - UNIPED
Image of Rachelle Esterhazy
Norwegian version of this page
Email rachelle.esterhazy@iped.uio.no
Phone +47-22858113
Room 571
Available hours By appointment
Username
Visiting address Sem Sælands vei 7 Helga Engs hus 0371 OSLO
Postal address Postboks 1092 Blindern 0317 OSLO

Educational background

  • 2014 - 2019 - Ph.D., Department of Education, University of Oslo, Norway
  • 2012 - 2014 - M.Phil. in Higher Education, University of Oslo, Norway
  • 2008 - 2010 - B.Sc. in Psychology, University of Konstanz, Germany
  • 2006 - 2008 - Diplom Psychology, University of Vienna, Austria

Employment history

  • 2018 - current - University lecturer, LINK Center for Learning, Innovation & Academic Development
  • 2014 - 2018 - Research fellow/PhD candidate, Department of Education, University of Oslo, Norway
  • 2013 - 2014 - Research Assistant, ARENA Centre for European Studies, University of Oslo, Norway
  • 2011 - 2012 - Study Counsellor, Martin-Luther University Halle-Wittenberg, Germany
  • 2010 - HR program management, SAP Germany

Other activities

  • Co-coordinator of Special Interest Group 4 (Higher Education) at European Association for Research in Learning and Instruction (EARLI)

Academic Interests

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

PhD project

Teaching

Tags: Education, Higher education

Publications

  • Esterhazy, Rachelle & Fiksen, Øyvind (2019). Evolution of a portfolio-based design in ecology: a three-year design cycle. UNIPED.  ISSN 1893-8981.  42(1), s 60- 73 . doi: https://doi.org/10.18261/issn.1893-8981-2019-01-05
  • Esterhazy, Rachelle (2018). Organizational Change in Response to the German Excellence Initiative: A Case Study of Humboldt University of Berlin, In Roland Bloch; Alexander Mitterle; Catherine Paradeise & Tobias Peter (ed.),  Universities and the Production of Elites. Discourses, Policies, and Strategies of Excellence and Stratification in Higher Education.  Palgrave Macmillan.  ISBN 978-3-319-53969-0.  Kapitel.  s 201 - 223
  • Esterhazy, Rachelle (2018). What matters for productive feedback? Disciplinary practices and their relational dynamics. Assessment & Evaluation in Higher Education.  ISSN 0260-2938.  43(8), s 1302- 1314 . doi: 10.1080/02602938.2018.1463353
  • Esterhazy, Rachelle & Damsa, Crina I. (2017). Unpacking the feedback process: an analysis of undergraduate students’ interactional meaningmaking of feedback comments. Studies in Higher Education.  ISSN 0307-5079. Full text in Research Archive.

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  • Esterhazy, Rachelle (2018). Portfolio assessment in an undergraduate course in ecology, In Monika Nerland & Tine Sophie Prøitz (ed.),  Pathways to quality in higher education : Case studies of educational practices in eight courses.  Nordic Institute for Studies in Innovation, Research and Education (NIFU).  ISBN 978-82-327-0319-7.  3.  s 58 - 78
  • Esterhazy, Rachelle (2018). Seeking and engaging with feedback: How students explore and co-construct disciplinary practices.
  • Esterhazy, Rachelle (2018). Studying effective feedback through a sociocultural lens: How can we account for the relational, processual and situated nature of feedback?.
  • Esterhazy, Rachelle (2018). What matters for productive feedback?.
  • Esterhazy, Rachelle & Fiksen, Øyvind (2018). Portfolio assessment in biology: following a three-year design cycle.
  • Esterhazy, Rachelle (2017). Emerging strategies for supporting student learning. A practical guide for librarians and educators. European Journal of Higher Education.  ISSN 2156-8235.
  • Esterhazy, Rachelle (2017). Sociocultural perspectives on feedback: How do they help us solve the feedback dilemma?.
  • Esterhazy, Rachelle & Damsa, Crina I. (2017). Students’ interactional meaning-making of assessment feedback viewed through a sociocultural lens.
  • Esterhazy, Rachelle & Damsa, Crina I. (2017). Unpacking the feedback process: An analysis of undergraduate students’ interactional meaning-making of feedback comments.
  • Esterhazy, Rachelle & Hyytinen, Heidi (2017). Quality of Norwegian Higher Education project: Analysis of HowULearn data.
  • Esterhazy, Rachelle (2016). The role of social interaction for developing feedback literacy in higher education students.
  • Esterhazy, Rachelle (2016). The role of social interaction for developing feedback literacy in higher education students - An observation study.
  • Esterhazy, Rachelle & Jungblut, Jens Patrick Wilhelm (2016). „When I write my master’s thesis“ – The formation of higher education researchers and professionals through the Oslo higher education master’s programs, In Nico Cloete; Leo Goedegebuure; Åse Gornitzka; Jens Patrick Wilhelm Jungblut & Bjørn Stensaker (ed.),  Pathways through higher education research: A festschrift in honour of Peter Maassen.  Department of Education, University of Oslo.  ISBN 978-82-569-7044-5.  23.  s 129 - 136
  • Damsa, Crina I.; de Lange, Thomas; Elken, Mari; Esterhazy, Rachelle; Fossland, Trine; Frølich, Nicoline; Hovdhaugen, Elisabeth; Maassen, Peter; Nerland, Monika; Nordkvelle, Yngve Troye; Stensaker, Bjørn; Tømte, Cathrine Edelhard; Vabø, Agnete; Wiers-Jenssen, Jannecke & Aamodt, Per O (2015). Quality in Norwegian Higher Education: A review of research on aspects affecting student learning. NIFU-rapport. 24.
  • Esterhazy, Rachelle (2015). Feedback to students in higher education - A conceptual review.
  • Esterhazy, Rachelle (2015). Strategic Responses to the German Excellence Initiative - A case study of Berlin Humboldt University.
  • Esterhazy, Rachelle (2015). Strategic responses to the Excellence Initiative.
  • Esterhazy, Rachelle & Fumasoli, Tatiana (2015). Institutionalizing strategic behavior in higher education - The case of a German flagship university.
  • Esterhazy, Rachelle (2014). Strategic responses to the German Excellence Initiative - A casy study of Berlin Humboldt University.

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Published Sep. 9, 2014 2:33 PM - Last modified Feb. 4, 2019 2:30 PM

Projects

Research groups