Rachelle Esterhazy
Doctoral Research Fellow
-
Department of Education
Norwegian version of this page
Phone
+47-22858113
Room
571
Available hours
By appointment
Username
Visiting address
Sem Sælands vei 7
Helga Engs hus
0317 OSLO
Postal address
Postboks 1092 Blindern
0317 OSLO
Educational background
- 2014 - (2018) - PhD candidate, 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
- 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
- Administrative coordination of the research group ExCID
- Board member of UiODoc - Interest organization for PhDs and Postdocs at University of Oslo
- Board member of SiN - Association of Doctoral Organizations in Norway
Academic Interests
- Higher education
- Teaching and Learning
- Feedback and assessment
- Organizational change in higher education
PhD project
- "Feedback practices in higher education"
- Funded by FINNUT project Quality of Norwegian Higher Education: Pathways, Practices and Performances
Teaching
- Research Methods I and II in M.Phil Higher Education (http://www.uio.no/english/studies/programmes/higheredu-master/index.xml)
Publications
- 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.
- 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 & 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.
Published Sep. 9, 2014 2:33 PM
- Last modified Sep. 23, 2016 2:14 PM