Tone Dyrdal Solbrekke

• Sandvoll, Ragnhild; Bergh, Andreas & Solbrekke, Tone Dyrdal (2025). Exploring the complexity in academic development through the lens of signature pedagogy. Scandinavian Journal of Educational Research. ISSN 0031-3831. p. 1–15. doi: 10.1080/00313831.2025.2558724. Full text in Research Archive Show summary

  In recent decades, improving teaching quality has been a priority on the political agenda, and the role and responsibilities of academic developers (ADs) has expanded from running courses for individual teachers to engaging in strategic work. Utilising Shulman’s concept of signature pedagogy, this article contributes to the literature by scrutinising the practice of an AD’s collaboration with dental educators to improve their practice of suitability assessment. This case study employs qualitative, multi-method data analysed abductively and theory driven. It explores the AD’s efforts to challenge entrenched teaching practices, enrich teachers’ pedagogical vocabulary, and make tacit knowledge explicit. The results highlight the benefits of academic development, emphasising sensitivity and curiosity towards the discipline. However, the study identifies missed opportunities to explore epistemological assumptions in teaching. The findings suggest that deeper engagement with signature pedagogy structures could foster critical examination and adaptation of teaching practices, ultimately enhancing both societal and individual development.

• Solbrekke, Tone Dyrdal; Helstad, Kristin; Lysebo, Marius & Fekjær, Silje (2025). Gode og dårlige forsøk på å lede utdanning: Erfaringer fra utdanningsledelse i høyere utdanning. In Solbrekke, Tone Dyrdal & Helstad, Kristin (Ed.), Utdanningsledelse i høyere utdanning - legitime kompromisser. Universitetsforlaget. ISSN 9788215071329. Full text in Research Archive
• Tvete, Ingrid; Solbrekke, Tone Dyrdal & Helstad, Kristin (2025). Handlingsrom for utdanningsledelse: strategisk manøvrering. In Solbrekke, Tone Dyrdal & Helstad, Kristin (Ed.), Utdanningsledelse i høyere utdanning - legitime kompromisser. Universitetsforlaget. ISSN 9788215071329. p. 100–115. Full text in Research Archive
• Solbrekke, Tone Dyrdal & Helstad, Kristin (2025). Profesjonelt ansvarlig utdanningsledelse:legitime kompromisser i spenningen mellom ulike styringslogikker. In Solbrekke, Tone Dyrdal & Helstad, Kristin (Ed.), Utdanningsledelse i høyere utdanning - legitime kompromisser. Universitetsforlaget. ISSN 9788215071329. p. 82–95. Full text in Research Archive
• Solbrekke, Tone Dyrdal & Helstad, Kristin (2025). Utdanningsledelse i høyere utdanning. In Solbrekke, Tone Dyrdal & Helstad, Kristin (Ed.), Utdanningsledelse i høyere utdanning - legitime kompromisser. Universitetsforlaget. ISSN 9788215071329. p. 25–39. Full text in Research Archive
• Sutphen, Molly; Solbrekke, Tone Dyrdal & Møystad, Anne (2024). Anatomy of a hospitable collaboration: academic hospitality in and for academic development. International Journal for Academic Development. ISSN 1360-144X. doi: 10.1080/1360144X.2024.2393810. Full text in Research Archive Show summary

  We suggest that academic hospitality may be a common, unarticulated practice in academic development. We use two nested collaborations between an academic development unit and a dental faculty to illustrate practices of academic hospitality. The collaboration changed the faculty’s culture of suitability assessment, or assessment of students’ qualifications for professional work. Nested within this collaboration, another collaboration emerged between one of the academic developers and a dental faculty member. They conducted a research study on the cultural change in the faculty as an example of how and why changes might come about in an academic culture. We contend that both collaborations are marked by academic hospitality and exemplify hospitable collaboration.

• Sugrue, Ciaran & Solbrekke, Tone Dyrdal (2023). Deliberative leadership: Sustainable practices for public universities? Journal of Praxis in Higher Education (JPHE). 6(1), p. 15-42–15-42. doi: 10.47989/kpdc422. Full text in Research Archive Show summary

  The higher education landscape is experiencing a period of serious uncertainty, an interregnum wherein there is considerable disagreement as to its orientation and sustainability. Some suggest that ongoing incremental adaptability is sufficient, while others insist nothing short of radical transformation will suffice. These disagreements are reflected in competing, and conflicting, discourses on leadership, into which we posit the potential of deliberative leadership, not as a silver bullet, but a work in progress; a reconsideration of the public good mandate of higher education, recognising that what counts as ‘public’ or ‘good’ is increasingly contested. Using data from a larger study on formation in higher education, we describe deliberative leadership, its characteristics, and underpinning values. We provide empirical evidence from one institution as to how deliberative attitude and deliberative communication, when combined and stretched over an organisation. In doing so, they create conditions where, through horizontal and vertical brokering, individual webs of commitments are acknowledged, yet legitimate compromises are forged without compromising on values. This paper commends the quiet resolute melody of deliberative leadership to readers, recognising that the case made here is advanced on evidence from one institution, yet recognising its potential contribution to forging a more sustainable deliberative leadership praxis.

• Helstad, Kristin; Solbrekke, Tone Dyrdal & Granberg, Heidi (2022). Skoleutvikling fra lærerperspektiv – legitime kompromisser i en vev av forpliktelser. In Mausethagen, Sølvi & Helstad, Kristin (Ed.), Skoleutvikling - i forskning, politikk og praksis. Cappelen Damm Akademisk. ISSN 9788202717728. p. 214–232. Full text in Research Archive
• Solbrekke, Tone Dyrdal & Møystad, Anne (2022). Changing practices of Suitability Assessment in a Norwegian Education Dental Programme. Uniped - Tidsskrift for universitets- og høgskolepedagogikk. ISSN 1500-4538. 45(3), p. 184–194. doi: 10.18261/uniped.45.3.3. Full text in Research Archive Show summary

  A profound responsibility of higher education is to educate and certify adequately candidates for professional work. However, there are signs indicating that many Norwegian professional programmes fail in this responsibility. In this article, we present and analyse a process of change in a five-year dental education programme at a Norwegian university that had the aim of developing more reliable certification practices through improving their suitability assessment practices. Whatever motivates a need for change, a change of practices in higher education is far from a simple process. By using Kotter’s eight-step change model in a retrospective analysis of the change process, we identified the impetus for change, strategies taken, and their strengths and weaknesses. The analysis demonstrates how research on staff and student knowledge of, and experiences with, the suitability assessment at their Faculty, created a research mindset that promoted change, while also indicating the promise of working with academic development over time in order to create change. While there is still a way to go, the Faculty of Dentistry is definitely on its way to improving the quality of suitability assessment, and meeting their responsibility for educating and certifying their candidates’ adequacy for professional practice.

• Solbrekke, Tone Dyrdal & Sugrue, Ciaran (2020). Leading higher education:deliberative communication as praxis and method. In Solbrekke, Tone Dyrdal & Sugrue, Ciaran (Ed.), Leading Higher Education As and For Public Good Rekindling Education as Praxis,. Routledge. ISSN 9780367205126. p. 71–80. Full text in Research Archive
• Sugrue, Ciaran & Solbrekke, Tone Dyrdal (2020). Re-kindling education as praxis: The promise of deliberative leadership. In Solbrekke, Tone Dyrdal & Sugrue, Ciaran (Ed.), Leading Higher Education As and For Public Good Rekindling Education as Praxis,. Routledge. ISSN 9780367205126. p. 158–176. Full text in Research Archive
• Sandvoll, Ragnhild; Bergh, Andreas & Solbrekke, Tone Dyrdal (2020). Nurturing pedagogical praxis through deliberative communication. In Solbrekke, Tone Dyrdal & Sugrue, Ciaran (Ed.), Leading Higher Education As and For Public Good Rekindling Education as Praxis,. Routledge. ISSN 9780367205126. p. 142–156. doi: 10.4324/9780429261947. Full text in Research Archive Show summary

  Previous research has identified a need to critically investigate the formative aspects of different teaching practices in light of the purpose of higher education to educate students’ with a capacity to act in a professionally responsible manner in preparation for the world of work. This chapter is a case study of one experienced academic developer (AD) who collaborates with an educational leader to improve instructors’ clinical supervision and assessment of dental students. By documenting and analyzing the practice of this AD, who clearly states that she believes in deliberative communication as, and for, public good, the case study provides empirical knowledge about possibilities as well as challenges that emerged as the AD sought to lead the process by supporting the leader and the group of instructors. Deliberative communication was deployed pedagogically to build a mutual understanding of how to assess students’ professional responsibility in clinical work in the process of becoming responsible dentists. Enabling the leader and instructors to make nuanced judgements and decisions consistent with suitable assessment regulations is interpreted as a fostering of and contribution to public good in the process of challenging, recalibrating and seeking legitimate compromises between competing perspectives, values and aspirations in higher education.

• Bergh, Andreas; Solbrekke, Tone Dyrdal & Wickström, Johan (2020). Deliberative communication: Stimulating collective learning? In Solbrekke, Tone Dyrdal & Sugrue, Ciaran (Ed.), Leading Higher Education As and For Public Good Rekindling Education as Praxis,. Routledge. ISSN 9780367205126. p. 92–106. Full text in Research Archive
• Solbrekke, Tone Dyrdal & Sugrue, Ciaran (2020). Leading higher education as, and for, public good: New beginnings. In Solbrekke, Tone Dyrdal & Sugrue, Ciaran (Ed.), Leading Higher Education As and For Public Good Rekindling Education as Praxis,. Routledge. ISSN 9780367205126. p. 3–18. Full text in Research Archive
• Solbrekke, Tone Dyrdal & Fremstad, Ester (2020). Deliberative communication as pedagogical leadership: Promoting public good? In Solbrekke, Tone Dyrdal & Sugrue, Ciaran (Ed.), Leading Higher Education As and For Public Good Rekindling Education as Praxis,. Routledge. ISSN 9780367205126. p. 124–141. Full text in Research Archive
• Solbrekke, Tone Dyrdal; Sugrue, Ciaran & Sutphen, Molly (2020). Leading in a web of commitments:Negotiating legitimate compromises. In Solbrekke, Tone Dyrdal & Sugrue, Ciaran (Ed.), Leading Higher Education As and For Public Good Rekindling Education as Praxis,. Routledge. ISSN 9780367205126. p. 53–69. Full text in Research Archive
• Sugrue, Ciaran & Solbrekke, Tone Dyrdal (2020). Leading higher education: Putting education center stage. In Solbrekke, Tone Dyrdal & Sugrue, Ciaran (Ed.), Leading Higher Education As and For Public Good Rekindling Education as Praxis,. Routledge. ISSN 9780367205126. p. 18–36. Full text in Research Archive
• Damsa, Crina-Ioana; Sutphen, Mary; Esterhazy, Rachelle; Solbrekke, Tone Dyrdal; Sugrue, Ciaran & McCune, Velda (2020). Academic hospitality as a frame for interdisciplinary learning. In Gresalfi, Melissa & Horn, I. (Ed.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2. Nashville, Tennessee: International Society of the Learning Sciences.. International Society of the Learning Sciences (ISLS). ISSN 9781732467262. p. 1084–1094. Full text in Research Archive
• Fremstad, Ester; Bergh, Andreas; Solbrekke, Tone Dyrdal & Fossland, Trine (2019). Deliberative academic development: the potential and challenge of agency. International Journal for Academic Development. ISSN 1360-144X. doi: 10.1080/1360144X.2019.1631169. Full text in Research Archive Show summary

  In this paper, we explore possibilities and challenges for deliberative academic development. Deliberative academic development refers to a practice that engages members of the university in dialogue about its purposes, ways of organizing and leading higher education, as well as teaching and learning. The paper critically analyses data from focus group interviews with academic developers from four universities within two national contexts. Combining sociological conceptualizations of agency and the framework of ‘epistemic living spaces’, the paper offers insights into challenges and opportunities for deliberative academic development, as well as a framework for studying agency in other contexts.

• Sugrue, Ciaran; Solbrekke, Tone Dyrdal; Bergh, Andreas; Sutphen, Molly & Fossland, Trine (2019). University leaders' talk about institutional missions and academic developers' contributions. European Educational Research Journal. 18(6), p. 743–759. doi: 10.1177/1474904119866520. Full text in Research Archive
• Solbrekke, Tone Dyrdal & Fremstad, Ester (2018). Universitets- og høgskolepedagogers profesjonelle ansvar. Uniped - Tidsskrift for universitets- og høgskolepedagogikk. ISSN 1500-4538. 41(3), p. 229–245. doi: 10.18261/issn.1893-8981-2018-03-05. Full text in Research Archive Show summary

  Denne artikkelen belyser og diskuterer universitets- og høgskolepedagogers (UH-pedagogers) profesjonelle ansvar i en tid der deres ansvarsområder utvides. I økende grad forventer både politikere og ledelse at UH-pedagoger bidrar til å styrke utdanningskvaliteten ikke bare skal ved å kurse og veilede undervisere, men også ved å være institusjonsledelsens støttespillere i forbindelse med implementering av politisk initierte føringer. Som utgangspunkt anvender vi et teoretisk rammeverk basert på det normative grunnlag for profesjoner, og viser analogien til UH-pedagogers ansvar. Videre presenterer vi en distinksjon mellom to ulike logikker som ligger til grunn for hhv. faglig og moralsk ansvar i profesjonsstyring og den regnskapsplikt som har fått økende dominans innenfor siste års offentlige styring i høyere utdanning. Vi viser hvordan tilstedeværelsen av begge logikker skaper spenninger og nye ansvarsrelasjoner og oppgaver for UH-pedagoger, samt at det å opptre profesjonelt ansvarlig i dag innebærer å fremforhandle legitime kompromisser i spenningen mellom de ulike logikkene – og å kunne handle i overensstemmelse med disse. Sentrale spenninger illustreres med universitetspedagogers beskrivelser av sitt arbeid. Avslutningsvis argumenterer vi for at det å komme frem til legitime kompromisser ikke er et individuelt, men et kollektivt ansvar og må fremforhandles av UH-pedagoger i fellesskap.

• Sutphen, Mary; Solbrekke, Tone Dyrdal & Sugrue, Ciaran (2018). Toward articulating an academic praxis by interrogating university strategic plans. Studies in Higher Education. ISSN 0307-5079. p. 1–13. doi: 10.1080/03075079.2018.1440384. Full text in Research Archive
• Sugrue, Ciaran; Englund, Tomas; Solbrekke, Tone Dyrdal & Fossland, Trine (2017). Trends in the practices of academic developers: trajectories of higher education? Studies in Higher Education. ISSN 0307-5079. 43(12), p. 2336–2353. doi: 10.1080/03075079.2017.1326026. Full text in Research Archive
• Arneback, Emma; Englund, Tomas & Solbrekke, Tone Dyrdal (2017). Achieving a professional identity through writing. Education Inquiry. doi: 10.1080/20004508.2017.1380489. Full text in Research Archive Show summary

  In what way might writing of different kinds contribute to the development of a professional identity? By analytically distinguishing three discourses of communication, everyday, professional and academic, applied to three preschool student teachers’ conceptions of writing during their education and in their initial phase at work as preschool teachers, we attempt to understand the role of writing in their development of professional identities. What we have found is that the professional discourse which all three have achieved is something each of them creates and develops in very different forms. Their independent final projects show that all three have a mastery of academic discourse, but only in exceptional cases do they make use of that discourse in contexts other than this specific piece of work and to some extent earlier papers written as part of their teacher education. However, judging from our interviews and their responses to our questions, it seems as if they have acquired modes of expression quite close to an academic discourse, but have primarily developed and use different variants of a professional discourse. This professional discourse also seems to be an important element in their development of a professional identity.

• Arneback, Emma; Englund, Tomas & Solbrekke, Tone Dyrdal (2017). Student teachers’ experiences of academic writing in teacher education– on moving between different disciplines. Education Inquiry. doi: 10.1080/20004508.2017.1389226. Full text in Research Archive Show summary

  This study focuses on a selection of student teachers’experiences of academic writing in different disciplines in teacher education. By studying two different learning and writing environments at a Swedish university – teacher education for preschool teachers and for secondary school teachers – we distinguish different forms of writing ideals resulting from disciplinary shifts during the first two years of teacher education. In the preschool group, all the student teachers express the idea that writing ideals change during their education, as if they move between different worlds of writing. The student teachers specializing in secondary school education express the view that, overall, the writing ideal remains the same, and have a sense of staying in the same neighbourhood. These different experiences most likely create different barriers and possibilities in their formation as writers and future teachers. The results also indicate that, in their writing during the first two years, the participating students’ focus is on becoming students and adapting to different disciplines in higher education.

• Wittek, Anne Line; Solbrekke, Tone Dyrdal & Helstad, Kristin (2017). Med mappen som redskap i kampen om teksten. In Erixon, Per-Olof & Josephson, Olle (Ed.), Kampen om texten: Eksamensarbetet i lärarutbildningen. Studentlitteratur AB. ISSN 9789144119304. p. 97–126. Full text in Research Archive
• Arneback, Emma; Englund, Tomas & Solbrekke, Tone Dyrdal (2017). Att skriva sig till professionell identitet-tre förskollärarstudenter. In Erixon, Per-Olof & Josephson, Olle (Ed.), Kampen om texten: Eksamensarbetet i lärarutbildningen. Studentlitteratur AB. ISSN 9789144119304. p. 55–78. Full text in Research Archive
• Helstad, Kristin; Solbrekke, Tone Dyrdal & Wittek, Anne Line (2017). Exploring teaching academic literacy in mathematics in teacher education. Education Inquiry. doi: 10.1080/20004508.2017.1389225. Full text in Research Archive Show summary

  Living in complex knowledge societies requires citizens who master multiple literacies involving both cognitive and social skills. Thus, all individuals should be offered relevant educational opportunities and teachers capable of integrating subject expertise with relational aspects. This paper demonstrates a teaching design for mathematics that student teachers have indicated integrates both these dimensions. Drawing on theoretical perspectives that conceptualize academic literacy as a socially situated discourse practice, we investigate one teacher educator’s teaching design for mathematics. The evidence indicates that the teaching approaches in this design are highly student centered and process oriented. Student teachers report that the approach supports both individual and collective learning of the discipline of mathematics while also modeling how to teach mathematics as a school subject. The teaching design comprises varied and exploratory approaches to teaching mathematics and represents an alternative to more traditional mathematics pedagogy. In this way, the study contributes to an empirically informed understanding of how the goal of learning to master academic literacy may be facilitated by a varied repertoire of writing, reading, and oral activities. The study indicates challenges for traditional teaching and teacher education more broadly.

• Stensaker, Bjørn; Vaart, Rob Van der; Solbrekke, Tone Dyrdal & Wittek, Anne Line (2017). The expansion of academic development: The challenges of organizational coordination and collaboration. In Stensaker, Bjørn; Bilbow, Grahame; Breslow, Lori & Vaart, Rob Van der (Ed.), Strengthening teaching and learning in research universities. Strategies and initatives for institutional change.. Palgrave Macmillan. ISSN 9783319564982. p. 19–42. doi: 10.1007/978-3-319-56499-9_2. Full text in Research Archive
• Solbrekke, Tone Dyrdal; Wittek, Anne Line & Helstad, Kristin (2017). Læringsbaner og profesjonsidentitet. In Erixon, Per-Olof & Josephson, Olle (Ed.), Kampen om texten: Eksamensarbetet i lärarutbildningen. Studentlitteratur AB. ISSN 9789144119304. p. 171–188. Full text in Research Archive
• Wittek, Anne Line; Solbrekke, Tone Dyrdal & Helstad, Kristin (2017). "You Learn How to Write from Doing the Writing, But You also Learn the Subject and the Ways of Reasoning". Outlines : Critical Social Studies. ISSN 1399-5510. 18(1), p. 81–108. Full text in Research Archive Show summary

  The research question addressed in this paper is: How do the activities of writing mediate knowledge of writing, disciplinary knowledge, and professional knowledge as intertwined sites of learning? To conceptualise the role that writing can take in these complex processes, we apply an analytical framework comprising two core concepts; mediation and learning trajectories. We draw on an empirical study from the context of initial teacher education in Norway. From our analysis, we identify three qualities of writing as important. First, the writing process should include responding to and sharing drafts. Other important qualities include high teacher expectations and continuous reflection. From the perspective adopted here, learning is understood to be distributed and situated. In particular, in situated cultural contexts, collaborative writing can become a significant mediational tool for learning. Initial teacher education seeks to prepare the student teacher for a highly complex professional competency, developing both professionally and in individual subjects. To do so, students must transform social structures and the tools embedded in practices into psychological tools. We contend that writing is one significant tool in moving through complex trajectories of learning towards becoming professional teachers.

• Solbrekke, Tone Dyrdal; Englund, Tomas; Karseth, Berit & Beck, Eevi Elisabeth (2016). Educating for Professional Responsibility: From Critical Thinking to Deliberative Communication, or Why Critical Thinking Is Not Enough. In Trede, Franziska & McEwen, Celina (Ed.), Educating the Deliberate Professional. Springer Science+Business Media B.V.. ISSN 9783319329567. p. 29–44. doi: 10.1007/978-3-319-32958-1. Full text in Research Archive
• Solbrekke, Tone Dyrdal & Stensaker, Bjørn (2016). Utdanningsledelse - Stimulering av et felles engasjement for studieprogrammene? Uniped - Tidsskrift for universitets- og høgskolepedagogikk. ISSN 1500-4538. 39(2), p. 144–157. doi: 10.18261/issn.1893-8981-2016-02-05. Full text in Research Archive
• Arneback, Emma; Englund, Tomas & Solbrekke, Tone Dyrdal (2016). Writing in and out of control. A longitudinal study of three student teachers’ experiences of academic writing in preschool teacher education. Nordic Studies in Education. ISSN 1891-5914. 36(3), p. 211–228. doi: 10.18261/issn.1891-5949-2016-03-03. Full text in Research Archive
• Karseth, Berit & Solbrekke, Tone Dyrdal (2016). Curriculum Trends in European Higher Education:The pursuit of the Humboldtian University Ideas. In Slaughter, Sheila & Barrett, Jay Taylor (Ed.), Higher Education, Stratification, and Workforce Development: Competitive Advantage in Europe, the US, and Canada. Springer Science+Business Media B.V.. ISSN 9783319215112. p. 215–233. doi: 10.1007/978-3-319-21512-9. Full text in Research Archive
• Solbrekke, Tone Dyrdal & Karseth, Berit (2016). Kvalifikasjonsrammeverk og Læringsutbytte. Til nytte eller besvær? In Strømsø, Helge Ivar; Lycke, Kirsten Hofgaard & Lauvås, Per (Ed.), Når læring er det viktigste. Undervisning i høyere utdanning.. Cappelen Damm Akademisk. ISSN 9788202527280. p. 57–82. Full text in Research Archive
• Solbrekke, Tone Dyrdal & Helstad, Kristin (2016). Student formation in higher education: teaching approaches matter. Teaching in Higher Education. ISSN 1356-2517. 21(8), p. 962–977. doi: 10.1080/13562517.2016.1207624. Full text in Research Archive
• Sugrue, Ciaran & Solbrekke, Tone Dyrdal (2015). Policy rhetorics and resource neutral reforms in higher education: their impact and implications? Studies in Higher Education. ISSN 0307-5079. 42(1), p. 130–148. doi: 10.1080/03075079.2015.1036848. Full text in Research Archive
• Englund, Tomas & Solbrekke, Tone Dyrdal (2015). Om innebörder i lärarprofessionalism. Pedagogisk Forskning i Sverige. ISSN 1401-6788. 20(3-4), p. 168–194. Full text in Research Archive
• Beck, Eevi Elisabeth; Solbrekke, Tone Dyrdal; Sutphen, Molly & Fremstad, Ester (2015). When mere knowledge is not enough: The potential of bildung as self-determination, co-determination and solidarity. Higher Education Research and Development. ISSN 0729-4360. 34(3), p. 445–457. doi: 10.1080/07294360.2014.973373. Full text in Research Archive Show summary

  How can higher education educate graduates who know more than ‘just knowledge’? Such an education includes developing in students an awareness of the limits of their knowledge, an ability to discern what kinds of knowledge are appropriate in a given situation and a sensitivity to different forms of knowing. When is scientific rigour appropriate and when is another type of knowing appropriate? When should one set aside own preferences in favour of the needs of others? This paper rethinks ‘bildung’ as a source of ideas on aims for teaching students. Making the arguably ephemeral ideal of bildung work in practice can be an obstacle. This paper, however, takes it as a positive challenge, exploring ways in which bildung might be appropriate in professional education. If bildung can be helpful even within this most applied part of higher education, implications in terms of the development of more readily applicable and fully inclusive notions of bildung would benefit not only professional education but also higher education more generally. Drawing on work by Wolfgang Klafki, the authors argue the value of updated notions of bildung. Klafki’s three-part conception of bildung as self-determination, co-determination and solidarity helps reconnect the importance of personal development with that of peer communities (e.g., professional bodies) and action for others. Klafki’s framework facilitates working with ethical-epistemological questions such as these.

• Solbrekke, Tone Dyrdal & Englund, Tomas (2014). Certification of Teachers: Tensions in a New Signature Reform. Professions and Professionalism. 4(2). doi: 10.7577/pp.668. Full text in Research Archive

View all works in NVA

• Solbrekke, Tone Dyrdal & Helstad, Kristin (2025). Utdanningsledelse i høyere utdanning - legitime kompromisser. Universitetsforlaget. ISBN 9788215071329. 252 p. Full text in Research Archive
• Solbrekke, Tone Dyrdal & Sugrue, Ciaran (2020). Leading Higher Education As and For Public Good Rekindling Education as Praxis, Routledge. ISBN 9780367205126. 180 p. Full text in Research Archive

View all works in NVA

• Sutphen, Molly; Sandvoll, Ragnhild & Solbrekke, Tone Dyrdal (2026). Collaborative hospitality in academic development. Full text in Research Archive
• Solbrekke, Tone Dyrdal & Sandvoll, Ragnhild (2026). Academic hospitality in interdisciplinary education: Collaboration in the Fishery and Aquaculture bachelor program. Full text in Research Archive
• Solbrekke, Tone Dyrdal (2025). Academic Hospitality and its role in collaboration across and within disciplines and different positions in academia. Full text in Research Archive
• Solbrekke, Tone Dyrdal (2025). Academic Hospitality and its role in collaboration across and within disciplines, and across different positions in academia. Full text in Research Archive
• Helstad, Kristin; Solbrekke, Tone Dyrdal; Gregers, Tone Fredsvik; Mørken, Knut Martin & Sølna, Hanne (2025). Arbeid i lederteam for å utvikle utdanning:erfaringer fra utdanningsledelse i praksis. In Solbrekke, Tone Dyrdal & Helstad, Kristin (Ed.), Utdanningsledelse i høyere utdanning - legitime kompromisser. Universitetsforlaget. ISSN 9788215071329. p. 225–237. Full text in Research Archive
• Solbrekke, Tone Dyrdal & Helstad, Kristin (2025). Introduksjon til boken. In Solbrekke, Tone Dyrdal & Helstad, Kristin (Ed.), Utdanningsledelse i høyere utdanning - legitime kompromisser. Universitetsforlaget. ISSN 9788215071329. p. 13–24. Full text in Research Archive
• Sutphen, Molly & Solbrekke, Tone Dyrdal (2024). How do we consider and do collaboration in our various research projects?  . Full text in Research Archive
• Solbrekke, Tone Dyrdal & Ewins, Kristin (2024). What may we learn from Academic hospitality in interdisciplinary education. Full text in Research Archive
• Sandvoll, Ragnhild Sofie; Ewins, Kristin; Solbrekke, Tone Dyrdal; Sugrue, Ciaran; Hogstad, Kjetil Horn & Sutphen, Molly (2024). Collaboration in interdisciplinary education – challenges and opportunities. Full text in Research Archive
• Solbrekke, Tone Dyrdal (2024). Varför gör jag som jag gör? Om drivkraften i universitetspedagogisk arbeid. Full text in Research Archive
• Solbrekke, Tone Dyrdal & Ewins, Kristin (2024). Academic Hospitality (Akademisk Gjestfrihet) i tverrprofesjonelle samarbeidsrelasjoner (AHIE) ​. Full text in Research Archive
• Solbrekke, Tone Dyrdal (2024). UH-pedagogens profesjonelle ansvar - legitime kompromisser. Full text in Research Archive
• Ewins, Kristin; Sandvoll, Ragnhild; Solbrekke, Tone Dyrdal & Sugrue, Ciaran (2024). Leading for interdisciplinary education: collaboration as transformative resistance. Full text in Research Archive
• Solbrekke, Tone Dyrdal; Ewins, Kristin & Hogstad, Kjetil Horn (2023). Academic development and academic hospitality in interdisciplinary education. Full text in Research Archive
• Solbrekke, Tone Dyrdal; Sandvoll, Ragnhild; Ewins, Kristin & Oswald, Emily (2023). AHIE Forum Discussion Fall 2023. Full text in Research Archive
• Solbrekke, Tone Dyrdal & Sandvoll, Ragnhild (2023). AHIE Forum Discussion Spring 2023. Full text in Research Archive
• Sutphen, Molly & Solbrekke, Tone Dyrdal (2023). Academic hospitality in professional education: How and why to shift cultures in teaching and learning in higher education. Full text in Research Archive
• Sugrue, Ciaran; Solbrekke, Tone Dyrdal & Sutphen, Molly (2023). Academic Hospitality, Interdisciplinary Education: Disruptive Leadership ? Full text in Research Archive
• Sutphen, Mary Preston & Solbrekke, Tone Dyrdal (2023). Academic Hospitality in Interdisciplinary Education. Full text in Research Archive
• Solbrekke, Tone Dyrdal (2023). Forskning på (og utvikling av)skikkethetsvurdering. Full text in Research Archive
• Solbrekke, Tone Dyrdal; Sandvoll, Ragnhild; Ewins, Kristin & Sutphen, Molly (2022). AHIE Forum Discussion. Full text in Research Archive
• Solbrekke, Tone Dyrdal (2022). ‘Cross professional practice in health- and welfare professions'. Full text in Research Archive
• Sutphen, Mary; Damsa, Crina I. & Solbrekke, Tone Dyrdal (2022). Strong dissatisfaction of university pedagogy courses? [Journal]. Khrono - https://khrono.no/strong-dissatisfaction-of-univers. Full text in Research Archive
• Solbrekke, Tone Dyrdal (2022). KEY NOTE: Kvalitetsutvikling av høyere utdanning: Universitets- og høgskolepedagogers roller og ansvar. Full text in Research Archive
• Sutphen, Mary Preston; Solbrekke, Tone Dyrdal & McCune, Velda (2022). How can academic hospitality prepare students to cope with wicked problems? Full text in Research Archive
• Sutphen, Mary Preston; Solbrekke, Tone Dyrdal & Møystad, Anne (2022). An Anatomy of Collaboration in Academic Development. Full text in Research Archive
• Sugrue, Ciaran & Solbrekke, Tone Dyrdal (2022). DELIBERATIVE LEADERSHIP IN UNCERTAIN TIMES:SUSTAINABLE PRACTICES FOR PUBLIC UNIVERSITIES? Full text in Research Archive
• Solbrekke, Tone Dyrdal (2022). Refleksjoner over bærekraftig utdanning. Full text in Research Archive
• Solbrekke, Tone Dyrdal & Sugrue, Ciaran (2021). Deliberative Leadership in Public Universities: Promising Practices, Elusive Praxis? Full text in Research Archive
• Sutphen, Molly; Solbrekke, Tone Dyrdal & Ewins, Kristin (2021). Formation of academics in higher education: Reflection for discerning praxes. Full text in Research Archive
• Solbrekke, Tone Dyrdal (2021). Leading in a Web of Commitments, Deliberative Leadership, Rekindling Education as Practice. Full text in Research Archive
• Solbrekke, Tone Dyrdal (2021). Academic Development in the Tension between Responsibility and Accountability. Full text in Research Archive
• Solbrekke, Tone Dyrdal & Sutphen, Molly (2021). What may make interdisciplinary and interprofessional collaboration sustainable in health and social work education programs? Full text in Research Archive
• Solbrekke, Tone Dyrdal & Sutphen, Molly (2021). How Can We Prepare Student Teachers For Collaboration for and in a Sustainable World? Full text in Research Archive
• Solbrekke, Tone Dyrdal; Sugrue, Ciaran & Sutphen, Molly (2020). Leading in a Web of Commitments Negotiating Legitimate Compromises. Full text in Research Archive
• Sandvoll, Ragnhild; Bergh, Andreas & Solbrekke, Tone Dyrdal (2019). Supporting the development of professional responsibility in higher education - studying the interface between odontology and education. Full text in Research Archive
• Solbrekke, Tone Dyrdal (2019). Utdanningsledelse i en mangfoldig vev av forpliktelser. Full text in Research Archive
• Solbrekke, Tone Dyrdal (2019). Veiledning i og for praksis. Full text in Research Archive
• Solbrekke, Tone Dyrdal (2018). Perspectives on Professional Responsibility in light of Governing and Professionalism - Challenges and Opportunities for Policy Makers, Researchers and Practitioners in Education". Full text in Research Archive
• Helstad, Kristin & Solbrekke, Tone Dyrdal (2018). Quality in higher education: The intertwined relationship between didactics and leadership. Full text in Research Archive
• Sugrue, Ciaran; Solbrekke, Tone Dyrdal; Sutphen, Molly; Bergh, Andreas & Fossland, Trine (2018). Senior University Leaders’ Perspectives on the Contributions of Academic Developers. Full text in Research Archive
• Solbrekke, Tone Dyrdal & Fremstad, Ester (2018). Universitets- og høyskolepedagogers profesjonelle ansvar. Full text in Research Archive
• Helstad, Kristin & Solbrekke, Tone Dyrdal (2018). Tools for leading teaching in higher education. Full text in Research Archive
• Solbrekke, Tone Dyrdal & Sugrue, Ciaran (2018). Teaching in Higher Education: The brokering leadership responsibilities of University Academic Developers. Full text in Research Archive
• Sugrue, Ciaran; Solbrekke, Tone Dyrdal; Fossland, Trine; Bergh, Andreas & Sutphen, Molly (2017). Institutional Leaders’ Perspectives on the Contribution of Academic Developers to Institutional and Academic Formation. Full text in Research Archive
• Helstad, Kristin & Solbrekke, Tone Dyrdal (2017). Exploring teaching academic literacy in mathematics in initial teacher education: a case study. Full text in Research Archive
• Helstad, Kristin & Solbrekke, Tone Dyrdal (2017). The significance of academic literacies in learning mathematics when students are becoming teachers: Learning from an "excellent” teacher educator. Full text in Research Archive
• Fremstad, Ester; Solbrekke, Tone Dyrdal & Supthen, Molly (2016). Aims and practices of academic development: Conceptions and experiences of academic developers within two research intensive universities. Full text in Research Archive
• Nordkvelle, Yngve Troye; Lefdal, Hans Erik; Engelsrud, Gunn & Solbrekke, Tone Dyrdal (2016). Krever undervisningskompetanse. 48(1). Full text in Research Archive
• Fremstad, Ester; Solbrekke, Tone Dyrdal & Supthen, Molly (2016). Understanding different conceptions of- and approaches to- academic development. Developing a framework of analysis through a cross-case analysis. Full text in Research Archive
• Arneback, Emma; Englund, Tomas & Solbrekke, Tone Dyrdal (2015). What role might writing within and after preschool teacher education have for the professional practice? Full text in Research Archive
• Sugrue, Ciaran & Solbrekke, Tone Dyrdal (2015). Externally driven higher education reform: Whither academic formation and Professional responsibility? Full text in Research Archive
• Solbrekke, Tone Dyrdal & Helstad, Kristin (2015). Student formation in teacher education: Approaches to teaching writing matter. Full text in Research Archive
• Solbrekke, Tone Dyrdal (2015). Re-Akkreditering av studieprogram: Et spenningsfylt profesjonelt lederansvar. Full text in Research Archive
• Arneback, Emma; Englund, Tomas & Solbrekke, Tone Dyrdal (2014). Writing in and out of control A semi-longitudinal study of three students writing in preschool teacher education. Full text in Research Archive
• Gloppen, Silje Kristin; Solbrekke, Tone Dyrdal; Ârlestig, Helene; Rud, Hanne & Strøm, Kristin Flood (2018). Ekstern evaluering av masterprogrammet i utdanningsledelse. Rapport fra eksternt panel. Periodisk programevaluering. Institutt for lærerutdanning og skoleforskning. Full text in Research Archive
• Lange, Thomas de; Lycke, Kirsten Hofgaard; Skodvin, Arne; Strømsø, Helge Ivar; Fremstad, Ester & Stensaker, Bjørn [Show all 9 contributors for this article] (2015). Egenrapport: Programevaluering - pedagogisk basiskompetanse Fagområdet for universitetspedagogikk, UiO. Det utdanningsvitenskapelige fakultet. Full text in Research Archive

View all works in NVA