Bjørn Stensaker

• Frølich, Nicoline & Stensaker, Bjørn (2021). Mergers and missions: Investigating consequences for system diversity. Higher Education.  ISSN 0018-1560. . doi: 10.1007/s10734-021-00730-7 Fulltekst i vitenarkiv. Vis sammendrag

  In recent decades, many higher education systems around the world have been exposed to institutional mergers. While the rationale for mergers has often been related to issues of improved quality, effectiveness and/or efficiency at the institutional level, fewer studies have analysed how mergers may affect institutional diversity within the higher education landscape. Focusing on institutional missions, the current study analyses the strategic plans of both merged and non-merged institutions in Norway. The key finding is that mergers may not necessarily reduce system level diversity, although mergers indeed may affect the organisational mission of individual institutions.

• Lee, Jenny & Stensaker, Bjørn (2021). Research on internationalisation and globalisation in higher education—Reflections on historical paths, current perspectives and future possibilities. European Journal of Education.  ISSN 0141-8211.  56(2), s 157- 168 . doi: 10.1111/ejed.12448 Vis sammendrag

  Internationalisation and globalisation are intertwined and complex phenomena that have attracted the interest of higher education scholars for several decades. This article offers some reflections on how research on internationalisation and globalisation has developed over the years and the perspectives that appear to have dominated these studies. A key argument is that while the field is, in many ways, booming—both in the numbers of publications and with respect to topics explored—whether substantial theoretical advances have been made is questionable. Many publications still tend to be quite descriptive with shallow observations, mostly on reporting national trends and political agendas. As internationalisation and globalisation undoubtedly continue to make an impact on higher education in the years to come, there is a need for a stronger theoretical basis, which can underpin future studies. The current article discusses potential future advancements enabling a more integrated, theoretical grounding for understanding and interpreting internationalisation and globalisation in the years to come.

• Stensaker, Bjørn (2021). Building institutional capacity for student competencies: An organizational perspective. International Journal of Chinese Education.  ISSN 2212-585X. . doi: 10.1177/22125868211006200 Vis sammendrag

  One of the key ambitions of universities around the world is to improve the educational design and delivery to the benefit of their students. Many universities acknowledge that they need to educate students for a future characterised by high levels of uncertainty in which individuals need to possess substantial confidence and competencies to navigate. While much attention has been given to the need for innovation in educational design, this paper focuses more on the organizational conditions needed to realize the necessary changes. Based on a review of current organizational developments and characteristics of universities, it is argued that a number of tasks, areas and practices need to be better integrated if higher education is to fulfil their ambition to equip students with the competencies needed for the future.

• Stensaker, Bjørn; Jungblut, Jens Patrick Wilhelm & Mihut, Georgiana (2021). Strategic advisory boards – the emergence of shadow governance in universities?. International Journal of Leadership in Education.  ISSN 1360-3124. . doi: 10.1080/13603124.2021.1913237
• Aamodt, Per O; Graversen, Ebbe Krogh; Hovdhaugen, Elisabeth; Schmidt, Evanthia Kalpazidou; Maassen, Peter & Stensaker, Bjørn (2020). The relationship between external quality assurance and the work of study programme leaders: a comparative study, In Mari Elken; Peter Maassen; Monika Nerland; Tine Sophie Prøitz; Bjørn Stensaker & Agnete Vabø (ed.),  Quality Work in Higher Education. Organisational and Pedagogical Dimensions.  Springer.  ISBN 978-3-030-41756-7.  Chapter 3.  s 43 - 56
• Dong, Xilu; Maassen, Peter; Stensaker, Bjørn & Xu, Xiuling (2020). Governance for excellence and diversity? The impact of central and regional affiliation for the strategic positioning of Chinese top universities. Higher Education.  ISSN 0018-1560. . doi: 10.1007/s10734-020-00516-3 Fulltekst i vitenarkiv.
• Elken, Mari; Frølich, Nicoline; Maassen, Peter & Stensaker, Bjørn (2020). Quality Systems in Higher Education Institutions: Enabling and Constraining Quality Work, In Mari Elken; Peter Maassen; Monika Nerland; Tine Sophie Prøitz; Bjørn Stensaker & Agnete Vabø (ed.),  Quality Work in Higher Education. Organisational and Pedagogical Dimensions.  Springer.  ISBN 978-3-030-41756-7.  2.  s 19 - 41
• Elken, Mari & Stensaker, Bjørn (2020). Quality Work: Reflections and Refinements, In Mari Elken; Peter Maassen; Monika Nerland; Tine Sophie Prøitz; Bjørn Stensaker & Agnete Vabø (ed.),  Quality Work in Higher Education. Organisational and Pedagogical Dimensions.  Springer.  ISBN 978-3-030-41756-7.  10.  s 175 - 186
• Elken, Mari & Stensaker, Bjørn (2020). Researching ‘Quality Work’ in Higher Education, In Mari Elken; Peter Maassen; Monika Nerland; Tine Sophie Prøitz; Bjørn Stensaker & Agnete Vabø (ed.),  Quality Work in Higher Education. Organisational and Pedagogical Dimensions.  Springer.  ISBN 978-3-030-41756-7.  1.  s 1 - 18
• Holen, Rasa; Ashwin, Paul; Maassen, Peter & Stensaker, Bjørn (2020). Student partnership: exploring the dynamics in and between different conceptualizations. Studies in Higher Education.  ISSN 0307-5079. . doi: 10.1080/03075079.2020.1770717 Fulltekst i vitenarkiv.
• Karakhanyan, Susanna & Stensaker, Bjørn (2020). External quality assurance: Comparative reflections, In  Global Trends in Higher Education Quality Assurance.  Brill|Sense.  ISBN 978-90-04-44031-9.  Chapter 4.
• Karakhanyan, Susanna & Stensaker, Bjørn (2020). External quality assurance: The landscape, the players and developmental trends, In  Global Trends in Higher Education Quality Assurance.  Brill|Sense.  ISBN 978-90-04-44031-9.  Chapter 2.
• Karakhanyan, Susanna & Stensaker, Bjørn (2020). Introduction: The background for and the ambitions of the current book, In  Global Trends in Higher Education Quality Assurance.  Brill|Sense.  ISBN 978-90-04-44031-9.  Introduction.
• Lee, Jenny J; Vance, Hillary; Stensaker, Bjørn & Ghosh, Sowmya (2020). Global rankings at a local cost? The strategic pursuit of status and the third mission. Comparative Education.  ISSN 0305-0068.  56(2), s 236- 256 . doi: 10.1080/03050068.2020.1741195 Fulltekst i vitenarkiv.
• Stensaker, Bjørn (2020). External Quality Assurance in Higher Education, In  Encyclopedia of International Higher Education Systems and Institutions.  Springer Nature.  ISBN 978-94-017-8904-2.  kapittel.  s 421 - 426
• Stensaker, Bjørn (2020). Policy Implementation in Higher Education, In  Encyclopedia of International Higher Education Systems and Institutions.  Springer Nature.  ISBN 978-94-017-8904-2.  Kapittel.  s 2252 - 2259
• Stensaker, Bjørn & Karakhanyan, Susanna (2020). Institutional quality management: Comparative reflections, In  Global Trends in Higher Education Quality Assurance.  Brill|Sense.  ISBN 978-90-04-44031-9.  Chapter 5.
• Stensaker, Bjørn & Karakhanyan, Susanna (2020). Quality assurance: legitimacy, efficiency and control issues, In  Global Trends in Higher Education Quality Assurance.  Brill|Sense.  ISBN 978-90-04-44031-9.  Chapter 3.
• Dong, Xilu; Maassen, Peter & Stensaker, Bjørn (2019). Balancing Excellence and Diversity in Higher Education? The Role of the Chinese First–level Discipline Evaluation Scheme. Policy Reviews in Higher Education.  ISSN 2332-2969.  3(2), s 208- 230 . doi: 10.1080/23322969.2019.1640635
• Hansen, Hanne Foss; Aarrevaara, Timo; Geschwind, Lars & Stensaker, Bjørn (2019). Evaluation Practices and Impact: Overload?, In Romulo Pinheiro; Lars Geschwind; Hanne Foss Hansen & Kirsi Pulkkinen (ed.),  Reforms, Organizational Change and Performance in Higher Education. A comparative Account from the Nordic Countries.  Palgrave Macmillan.  ISBN 978-3-030-11737-5.  Chapter 8.  s 235 - 266
• Maassen, Peter & Stensaker, Bjørn (2019). From organised anarchy to de-coupled bureaucracy: The transformation of university organisation. Higher Education Quarterly.  ISSN 0951-5224.  73(4), s 456- 468 . doi: 10.1111/hequ.12229 Fulltekst i vitenarkiv.
• Pinheiro, Romulo; Aarrevaara, Timo; Berg, Laila Nordstrand; Fumasoli, Tatiana; Geschwind, Lars; Hansen, Hanne Foss; Hernes, Helge; Kivistö, Jussi; Lind, Jonas Krog; Lyytinen, Anu; Pekkola, Elias; Pulkkinen, Kirsi; Stensaker, Bjørn & Söderlind, Johan (2019). Nordic Higher Education in Flux: System Evolution and Reform Trajectories, In Romulo Pinheiro; Lars Geschwind; Hanne Foss Hansen & Kirsi Pulkkinen (ed.),  Reforms, Organizational Change and Performance in Higher Education. A comparative Account from the Nordic Countries.  Palgrave Macmillan.  ISBN 978-3-030-11737-5.  Kapittel 3.  s 69 - 108 Fulltekst i vitenarkiv.
• Pulkkinen, Kirsi; Aarrevaara, Timo; Berg, Laila Nordstrand; Geschwind, Lars; Hansen, Hanne Foss; Hernes, Helge; Kivistö, Jussi; Lind, Jonas Krog; Lyytinen, Anu; Pekkola, Elias; Pinheiro, Romulo; Stensaker, Bjørn & Söderlind, Johan (2019). Does It Really Matter? Assessing the Performance Effects of Changes in Leadership and Management Structures in Nordic Higher Education, In Romulo Pinheiro; Lars Geschwind; Hanne Foss Hansen & Kirsi Pulkkinen (ed.),  Reforms, Organizational Change and Performance in Higher Education. A comparative Account from the Nordic Countries.  Palgrave Macmillan.  ISBN 978-3-030-11737-5.  Kapittel 1.  s 3 - 36 Fulltekst i vitenarkiv.
• Stensaker, Bjørn (2019). Socially embedded universities and the search for meaning, In Tom Christensen; Åse Gornitzka & Francisco O. Ramirez (ed.),  Universities as Agencies. Reputation and Professionalization.  Palgrave Macmillan.  ISBN 978-3-319-92712-1.  10.  s 251 - 269
• Stensaker, Bjørn; Elken, Mari & Maassen, Peter (2019). Studieprogramledelse – et spørsmål om organisering?. UNIPED.  ISSN 1500-4538.  42(1), s 91- 105 . doi: 10.18261/issn.1893-8981-2019-01-07 Fulltekst i vitenarkiv. Vis sammendrag

  Utdanningsledelse har blitt fremmet som et viktig tiltak for å øke kvalitet i norsk høyere utdanning, men det har vært relativt begrenset kunnskap om hva utdanningsledelse på studieprogramnivå består av. Studieprogramledere har en viktig funksjon i koordineringen av det faglige arbeidet i studieprogrammene, de er koblingspunktet mellom pedagogisk arbeid i studieprogrammene og den organisatoriske konteksten studieprogrammene opererer innenfor. Artikkelen bruker data fra et spørreskjema blant norske studieprogramledere (N=551) ved 33 læresteder som ble gjennomført i 2016. Denne artikkelen ser på relasjonen mellom organisatoriske strukturer og rutiner og hvordan studieprogramledelse utøves. Artikkelen ser på lederrollens formalisering og forankring, ansvarsområder, samt måten kvalitetsarbeid samordnes på. En sentral konklusjon i artikkelen er at fordelingen av administrativt og faglig ansvar skaper flere spenninger for studieprogramledernes hverdag. I konklusjonen argumenteres det for at studieprogramledelse er en aktivitet rammet inn av en rekke administrative krav, forventninger og rutiner. For å sikre at studieprogramledere faktisk kan utøve sin lederrolle må derfor institusjonene kritisk vurdere hvordan utvikling av studieprogrammers drift organiseres.

• Stensaker, Bjørn; Hovdhaugen, Elisabeth & Maassen, Peter (2019). The practices of quality management in Norwegian higher education: Collaboration and control in study programme design and delivery. International Journal of Educational Management.  ISSN 0951-354X.  33(4), s 698- 708 . doi: 10.1108/IJEM-11-2017-0327 Fulltekst i vitenarkiv. Vis sammendrag

  Purpose: In recent decades, higher education institutions have been encouraged to develop their own internal management systems as a response to perceived quality challenges in the sector. These quality management (QM) systems have often been found to mainly reflect external accountability requirements, with less focus on coherent study programme development. The purpose of this paper is to explore the relationship between QM practices and study programme delivery in Norwegian higher education institutions. Design/methodology/approach: The study examined how coordination and control of quality work with respect to educational activities take place, using data from a survey to study programme leaders in a large sample of Norwegian higher education institutions. Findings: The main findings show that a majority of institutions have established formal advisory bodies with a QM mandate, contributing to more coherent thinking, even though the division of labour between these bodies and formal decision-making structures often is unclear. The study also shows a high level of diversity in the collaboration practices among different actors involved in QM work, indicating that QM practices are adapted to local needs. Originality/value: The paper provides new knowledge as to how QM is conducted in practice at the local level. It nuances earlier studies by showing the involvement of collegial bodies in QM although such bodies may have unclear mandates and, thus, an unclear role in the QM process.

• Wollscheid, Sabine; Stensaker, Bjørn & Bugge, Markus (2019). Evidence-Informed Policy and Practice in the Field of Education: The Dilemmas Related to Organizational Design. European Education : Issues and Studies.  ISSN 1056-4934.  51(4) . doi: 10.1080/10564934.2019.1619465 Fulltekst i vitenarkiv. Vis sammendrag

  Evidence-informed policy and practice has been a trend as part of an effort to increase the use of research to improve education at all levels. In many countries, knowledge-brokering initiatives were established to stimulate links between research, policy, and practice. Drawing on a mapping of initiatives in seven countries, this article describes different organizational designs, and discusses potential dilemmas these might imply for the realization of these organizations’ roles. Given different interests involved, the article shows that organizational design is crucial for enhancing legitimacy. Findings indicate a trend toward locating the knowledge-brokering function in a combined policy–science logic.

• Aamodt, Per O; Frølich, Nicoline & Stensaker, Bjørn (2018). Learning outcomes – a useful tool in quality assurance? Views from academic staff. Studies in Higher Education.  ISSN 0307-5079.  43(4), s 614- 624 . doi: 10.1080/03075079.2016.1185776 Fulltekst i vitenarkiv. Vis sammendrag

  While the establishment of quality assurance has been seen for decades as the most significant instrument to secure and enhance the quality of teaching and learning in higher education, the concept of developing more specific learning outcomes has in recent years attracted much interest, not least due to the creation of national qualification frameworks. In this article, we compare the perceived relevance of the traditional quality assurance approach with the new learning outcomes approach – as seen from the view of the academic staff. Using data from a representative survey among Norwegian academic staff, the study indicates that learning outcomes are perceived as more useful and relevant than traditional quality assurance approaches. The article discusses this finding in light of the current ways quality assurance procedures are functioning in higher education, and points to possible implications for the enhancement of quality in universities and colleges.

• Abualrub, Iyad & Stensaker, Bjørn (2018). How are universities responding to demands for improved learning environments?. Journal of Further and Higher Education.  ISSN 0309-877X.  42(5), s 721- 732 . doi: 10.1080/0309877X.2017.1311991 Fulltekst i vitenarkiv.
• Elken, Mari & Stensaker, Bjørn (2018). Conceptualising ‘quality work’ in higher education. Quality in Higher Education.  ISSN 1353-8322.  24(3), s 189- 202 . doi: 10.1080/13538322.2018.1554782 Fulltekst i vitenarkiv. Vis sammendrag

  The issue of quality enhancement within higher education has attracted considerable research interest and the article suggest that managerial and cultural approaches have thus far dominated the literature in the field. While acknowledging the importance of both management and culture, the article argues for the relevance of ‘quality work’ as a concept to better understand the processes involved in quality enhancement. By advocating that a stronger focus should be given on analysing practices, the article underlines the role of individual actors and their actions for understanding the foundations related to both quality maintenance and enhancement, as well as the research needed to empirically investigate these processes.

• Elken, Mari; Stensaker, Bjørn & Dedze, Indra (2018). The painters behind the profile: the rise and functioning of communication departments in universities. Higher Education.  ISSN 0018-1560.  76(6), s 1109- 1122 . doi: 10.1007/s10734-018-0258-x Fulltekst i vitenarkiv. Vis sammendrag

  It has been argued that universities are changing into becoming more professional as organizations, and this paper investigates this claim by exploring the emergence and tasks of communication departments in modern universities. Examination of universities in six Baltic and Nordic countries shows that communication departments are working closely with the institutional leadership and that communication is increasingly seen as a strategic function in the universities. This can position communication departments as a central internal coordinator between various organizational units and processes. While the findings indicate support for the assumption about more professional universities, those working within a communication department seem to have a broad and varied background and cannot be said to have developed a specific professional identity in all the institutions. However, our findings do indicate increasing contact and close relations between communication specialists across university borders which may result in a stronger professional identity over time.

• Frølich, Nicoline; Christensen, Tom & Stensaker, Bjørn (2018). Strengthening the strategic capacity of public universities: The role of internal governance models. Public Policy and Administration.  ISSN 0952-0767.  34(4), s 475- 493 . doi: 10.1177/0952076718762041 Fulltekst i vitenarkiv. Vis sammendrag

  Governments in Europe have emphasized the development of more autonomous public universities over the last couple of decades. Often, the aim of these reform policies has been to stimulate to a more competitive and agile higher education sector, where increased formal autonomy is perceived as a key condition to strengthen the strategic capacity of universities. These reforms have resulted in considerable shifts in the internal governance models of some universities, while others have kept their traditional governance models. In this article, instrumental and cultural perspectives derived from organizational theory are used as lenses to compare how universities with different internal governance models organize and structure their strategic development processes. Our findings suggest that internal governance models have little impact on the design and organization of strategic processes. In conclusion, it is argued that changes in internal governance arrangements alone are not enough to drive transformation in higher education institutions, and the issue of formal institutional autonomy is intimately linked to how various policy instruments at the system level are designed and coordinated.

• Fumasoli, Tatiana; Stensaker, Bjørn & Vukasovic, Martina (2018). Tackling the multi-actor and multi-level complexity of European governance of knowledge: Transnational actors in focus. European Educational Research Journal.  ISSN 1474-9041.  17(3), s 325- 334 . doi: 10.1177/1474904117742763 Fulltekst i vitenarkiv.
• Hovdhaugen, Elisabeth & Stensaker, Bjørn (2018). Variation in student success across Europe: Exploring the relevance of system-level explanations. International Journal of Chinese Education.  ISSN 2212-585X.  7(2), s 229- 245 . doi: 10.1163/22125868-12340099 Fulltekst i vitenarkiv.
• Jensen, Karen; Fumasoli, Tatiana & Stensaker, Bjørn (2018). Shadow organising: emerging stakeholder collaboration in higher education to enhance quality. Journal of Higher and Further Education.  ISSN 1469-9486.  44(4), s 365- 377 . doi: 10.1080.0309877x.2018.1541975 Fulltekst i vitenarkiv.
• Jungblut, Jens; Stensaker, Bjørn & Vukasovic, Martina (2018). What kind of quality assurance leads to improved performance and accountability? The views of European students, In Ellen Hazelkorn; Hamish Coates & Alexander C. McCormick (ed.),  Research Handbook on Quality, Performance and Accountability in Higher Education.  Edward Elgar Publishing.  ISBN 978 1 78536 974 2.  24.  s 321 - 331
• Lee, Jenny; Vance, Hillary & Stensaker, Bjørn (2018). Examining Rankings and Strategic Planning: Variations in local commitments, In Yan Wu; Qi Wang & Nian Cai Liu (ed.),  World-Class Universities: Towards a Global Common Good and Seeking National and Institutional Contributions.  Brill Academic Publishers.  ISBN 978-90-04-38963-2.  Chapter 5.  s 88 - 101 Fulltekst i vitenarkiv.
• Leiber, Theodor; Stensaker, Bjørn & Harvey, Lee (2018). Bridging theory and practice of impact evaluation of quality management in higher education institutions: a SWOT analysis. European Journal of Higher Education.  ISSN 2156-8235.  8(3), s 351- 365 . doi: 10.1080/21568235.2018.1474782
• Ozolins, Modris; Stensaker, Bjørn; Gaile-Sarkaane, Elina; Ivanova, Liene; Lapina, Inga; Ozolina-Ozola, Iveta & Straujuma, Anita (2018). Institutional attention to European policy agendas: exploring the relevance of instrumental and neo-institutional explanations. Tertiary Education and Management.  ISSN 1358-3883.  24(4), s 338- 350 . doi: 10.1080/13583883.2018.1459820 Fulltekst i vitenarkiv.
• Pinheiro, Romulo & Stensaker, Bjørn (2018). Balancing efficiency and equity in a welfare state setting: High participation higher education in Norway, In Brendan Cantwell; Simon Marginson & Anna Smolentseva (ed.),  High Participation Systems of Higher Education.  Oxford University Press.  ISBN 9780198828877.  Chapter 14.  s 386 - 417
• Stensaker, Bjørn (2018). Quality assurance and the battle for legitimacy - Discourses, Disputes and Dependencies. Higher Education Evaluation and Development (HEED).  ISSN 2514-5789.  12(2), s 54- 62 . doi: 10.1108/HEED-10-2018-0024 Fulltekst i vitenarkiv.
• Stensaker, Bjørn (2018). Universitets- og høyskolepedagogikk i lys av historiske og internasjonale utviklingstrekk. UNIPED.  ISSN 1500-4538.  41(3), s 206- 216 . doi: 10.18261/issn.1893-8981-2018-03-03 Fulltekst i vitenarkiv.
• Stensaker, Bjørn (2018). University Alliances: Enhancing Control, Capacity, and Creativity in Dynamic Environments. Educational Studies Moscow.  ISSN 1814-9545.  13(1), s 132- 153 . doi: 10.17323/1814-9545-2018-1-132-153 Fulltekst i vitenarkiv.
• Stensaker, Bjørn; Frølich, Nicoline & Aamodt, Per O (2018). Policy, Perceptions, and Practice: A Study of Educational Leadership and Their Balancing of Expectations and Interests at Micro-level. Higher Education Policy.  ISSN 0952-8733.  s 1- 18 . doi: 10.1057/s41307-018-0115-7 Fulltekst i vitenarkiv. Vis sammendrag

  As international and domestic policy initiatives continue to sweep over higher education, it is of utmost importance to study how those responsible for the implementation of the many initiatives taken perceive and respond to the many expectations about change and renewal. Through three different analytical perspectives — a managerial, a disciplinary, and a stakeholder perspective — the current article offers insights into how educational leaders responsible for the management of study programmes at micro-level interpret external expectations and how they prioritize between them. Based on data derived from a representative sample of Norwegian educational leaders, the current article finds — somewhat surprisingly — that the managerial perspective is less relevant for understanding the sense-making of educational leaders and how they prioritize between different tasks in their daily work. Disciplinary and the stakeholder perspectives are in this respect more relevant for explaining the practices related to programme management. The study provides indications of a (continued) gap between macro-level policy-making and its implementation at micro-level. In the conclusion, the findings are reflected upon and implications for policy and practice are outlined.

• Stensaker, Bjørn; Lee, Jenny; Rhoades, Gary; Ghosh, Sowmya; Castiello-Gutièrrez, Santiago; Vance, Hillary; Calikoglu, Alper; Kramer, Vanessa; Liu, Shuiyun; Marei, Mahmoud Sayed; O`Toole, Leslie; Pavlyutkin, Ivan & Peel, Cassandra (2018). Stratified University Strategies: The shaping of institutional legitimacy in a global perspective. Journal of Higher Education.  ISSN 0022-1546.  90(4), s 539- 562 . doi: 10.1080/00221546.2018.1513306
• Vukasovic, Martina & Stensaker, Bjørn (2018). University alliances in the Europe of knowledge: Positions, agendas and practices in policy processes. European Educational Research Journal.  ISSN 1474-9041.  17(3), s 349- 364 . doi: 10.1177/1474904117724572 Fulltekst i vitenarkiv.
• Frølich, Nicoline; Huisman, Jeroen & Stensaker, Bjørn (2017). Understanding Strategy Practices in Universities, In Ivar Bleiklie; Jurgen Enders & Benedetto Lepori (ed.),  Managing Universities: Policy and Organizational Change from a Western European Comparative Perspective.  Palgrave Macmillan.  ISBN 978-3-319-53864-8.  Chapter.  s 167 - 188
• Papadimitriou, Antigoni; Levy, Daniel; Stensaker, Bjørn & Kanazir, Sanja (2017). Public regulatory arrangements for private higher education in the Western Balkans. European Educational Research Journal.  ISSN 1474-9041.  16(6), s 800- 819 . doi: 10.1177/1474904117733183 Fulltekst i vitenarkiv.
• Rhoades, Gary & Stensaker, Bjørn (2017). Bringing Organisations and Systems Back Together: Extending Clark's Entrepreneurial University. Higher Education Quarterly.  ISSN 0951-5224.  71(2), s 129- 140 . doi: 10.1111/hequ.12118 Fulltekst i vitenarkiv.
• Stensaker, Bjørn (2017). Academic development as cultural work: responding to the organizational complexity of modern higher education institutions. International Journal for Academic Development.  ISSN 1360-144X.  23(4), s 274- 285 . doi: 10.1080/1360144X.2017.1366322 Fulltekst i vitenarkiv.
• Stensaker, Bjørn; Bilbow, Grahame; Breslow, Lori & Van der Vaart, Rob (2017). Strategic challenges in the development of teaching and learning in research-intensive universities, In Bjørn Stensaker; Grahame Bilbow; Lori Breslow & Rob Van der Vaart (ed.),  Strengthening teaching and learning in research universities. Strategies and initatives for institutional change..  Palgrave Macmillan.  ISBN 978-3-319-56498-2.  1.  s 1 - 19 Fulltekst i vitenarkiv.
• Stensaker, Bjørn & Fumasoli, Tatiana (2017). Multi-level strategies in universities: Coordination, contestation or creolization?. Higher Education Quarterly.  ISSN 0951-5224.  71(3), s 263- 273 . doi: 10.1111/hequ.12126 Fulltekst i vitenarkiv.
• Stensaker, Bjørn; Van der Vaart, Rob; Solbrekke, Tone Dyrdal & Wittek, Anne Line (2017). The expansion of academic development: The challenges of organizational coordination and collaboration, In Bjørn Stensaker; Grahame Bilbow; Lori Breslow & Rob Van der Vaart (ed.),  Strengthening teaching and learning in research universities. Strategies and initatives for institutional change..  Palgrave Macmillan.  ISBN 978-3-319-56498-2.  2.  s 19 - 42
• Cardoso, Sónia; Rosa, Maria Joao & Stensaker, Bjørn (2016). Why is quality in higher education not achieved? The view of academics. Assessment & Evaluation in Higher Education.  ISSN 0260-2938.  41(6), s 950- 965 . doi: 10.1080/02602938.2015.1052775
• Elken, Mari; Hovdhaugen, Elisabeth & Stensaker, Bjørn (2016). Global rankings in the Nordic region: challenging the identity of research-intensive universities?. Higher Education.  ISSN 0018-1560.  72(6), s 781- 795 . doi: 10.1007/s10734-015-9975-6 Fulltekst i vitenarkiv. Vis sammendrag

  Global university rankings currently attract considerable attention, and it is often assumed that such rankings may cause universities to prioritize activities and outcomes that will have a positive effect in their ranking position. A possible consequence of this could be the spread of a particular model of an ‘‘ideal’’ university. This article tests this assumption through an analysis of a sample of research-intensive universities in the Nordic region. Through document analysis and interviews with institutional leaders and staff from central administration, the study explores whether high-ranked Nordic universities take strategic measures as a response to global rankings, and whether the traditional identities of the universities are changing, as they are influenced and affected by the rankings. The study shows that rankings have a relatively modest impact on decision-making and strategic actions in the Nordic universities studied, and that there are few signs of rankings challenging the existing identities of the universities in this region.

• Elken, Mari; Stensaker, Bjørn & Hovdhaugen, Elisabeth (2016). Do global university rankings drive convergence? Evidence from the Nordic region, In Ellen Hazelkorn (ed.),  Global Rankings and the Geopolitics of Higher Education.  Routledge.  ISBN 9781138828117.  14.
• Friedrich, Philipp; Prøitz, Tine Sophie & Stensaker, Bjørn (2016). Disciplining the Disciplines? How qualification schemes are written up at study program level in Norwegian higher education. Teaching in Higher Education.  ISSN 1356-2517.  21(7), s 870- 886 . doi: 10.1080/13562517.2016.1184138 Vis sammendrag

  Qualification frameworks are spreading rapidly, not least in Europe following the introduction of the European Qualification Framework. The impact of such frameworks are contested, and the article contributes to this debate by analyzing how a selected group of different study programs in Norwegian higher education is adapting to the newly launched national qualification framework. The findings show that there are distinct differences as to how universities and colleges, as well as how different disciplines write up their study programs according to the new framework. In the conclusion, we discuss the implication of the findings for current debates about the relevance and function of qualification framework in higher education.

• Michelsen, Svein; Sweetman, Rachel; Stensaker, Bjørn & Bleiklie, Ivar (2016). Shaping perceptions of a policy instrument: The political-administrative formation of learning outcomes in higher education in Norway and England. Higher Education Policy.  ISSN 0952-8733.  29(3), s 399- 417 . doi: 10.1057/s41307-016-0009-5
• Morphew, Christopher; Fumasoli, Tatiana & Stensaker, Bjørn (2016). Changing missions? How the strategic plans of research-intensive universities in Northern Europe and North America balance competing identities. Studies in Higher Education.  ISSN 0307-5079.  43(6), s 1074- 1088 . doi: 10.1080/03075079.2016.1214697
• Solbrekke, Tone Dyrdal & Stensaker, Bjørn (2016). Utdanningsledelse - Stimulering av et felles engasjement for studieprogrammene?. UNIPED.  ISSN 1500-4538.  39(2), s 144- 157 . doi: 10.18261/issn.1893-8981-2016-02-05
• Papadimitriou, Antigoni; Gornitzka, Åse & Stensaker, Bjørn (2015). Designed diffusion? The impact of an EU instrument for public management reform in the Western Balkans. Journal of European Integration.  ISSN 0703-6337.  37(6), s 629- 647 . doi: 10.1080/07036337.2015.1046857
• Frølich, Nicoline; Gulbrandsen, Magnus & Stensaker, Bjørn (2015). Hva har skjedd i universiteter og høgskoler?, I: Nicoline Frølich (red.),  Hva skjer i universiteter og høgskoler? Perspektiver fra vitenskapelig ansatte og studenter.  Universitetsforlaget.  ISBN 9788215024349.  Kapittel 12.  s 163 - 170
• Frølich, Nicoline; Waagene, Erica & Stensaker, Bjørn (2015). Et godt grep om internasjonaliseringen? Lærestedenes internasjonale strategier, I: Nicoline Frølich (red.),  Hva skjer i universiteter og høgskoler? Perspektiver fra vitenskapelig ansatte og studenter.  Universitetsforlaget.  ISBN 9788215024349.  Kapittel 9.  s 123 - 134
• Fumasoli, Tatiana; Pinheiro, Romulo & Stensaker, Bjørn (2015). Handling Uncertainty of Strategic Ambitions—The Use of Organizational Identity as a Risk-Reducing Device. International Journal of Public Administration.  ISSN 0190-0692.  38(13-14), s 1030- 1040 . doi: 10.1080/01900692.2014.988868
• Jungblut, Jens Patrick Wilhelm; Vukasovic, Martina & Stensaker, Bjørn (2015). Student perspectives on quality in higher education. European Journal of Higher Education.  ISSN 2156-8235.  5(2), s 157- 180 . doi: 10.1080/21568235.2014.998693
• Leiber, Theodor; Stensaker, Bjørn & Harvey, Lee (2015). Impact evaluation of quality assurance in higher education: methodology and causal designs. Quality in Higher Education.  ISSN 1353-8322.  21(3), s 288- 311 . doi: 10.1080/13538322.2015.1111007
• Maassen, Peter & Stensaker, Bjørn (2015). A conceptualisation of available trust-building mechanisms for international quality assurance of higher education. Journal of Higher Education Policy and Management.  ISSN 1360-080X.  37(1), s 30- 40 . doi: 10.1080/1360080X.2014.991538

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• Elken, Mari; Maassen, Peter; Nerland, Monika; Prøitz, Tine Sophie; Stensaker, Bjørn & Vabø, Agnete (ed.) (2020). Quality Work in Higher Education. Organisational and Pedagogical Dimensions. Springer.  ISBN 978-3-030-41756-7.  186 s.
• Karakhanyan, Susanna & Stensaker, Bjørn (2020). Global Trends in Higher Education Quality Assurance. Brill|Sense.  ISBN 978-90-04-44031-9.  348 s.
• Teixeira, Pedro N.; Shin, J C; Amaral, Alberto; Bernasconi, A; Magalhães, António; Kehm, Barbara; Stensaker, Bjørn; Choi, E; Balbachevsky, Elisabeth; Hunter, Fiona; Goastellec, Gaele; Mohamedbhai, G; de Wit, Hans; Välimaa, Jussi; Rumbley, Laura E.; Unangst, L; Klemenčič, Manja; Langa, Patricio; Yang, R & Nokkala, Terhi (2020). Encyclopedia of International Higher Education Systems and Institutions. Springer Nature.  ISBN 978-94-017-8904-2.  2767 s.
• Stensaker, Bjørn; Bilbow, Grahame; Breslow, Lori & Van der Vaart, Rob (ed.) (2017). Strengthening teaching and learning in research universities. Strategies and initatives for institutional change.. Palgrave Macmillan.  ISBN 978-3-319-56498-2.  228 s.
• Cloete, Nico; Goedegebuure, Leo; Gornitzka, Åse; Jungblut, Jens Patrick Wilhelm & Stensaker, Bjørn (ed.) (2016). Pathways through higher education research: A festschrift in honour of Peter Maassen. Department of Education, University of Oslo.  ISBN 978-82-569-7044-5.  166 s.

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• Stensaker, Bjørn; Winka, Katarina; Pettersson, Eva; Andersen, Hanne Leth; Hatlen, Jan Frode; Bjørnsdatter, Oda; Matveeva, Angelica & Lind, Eirik Gjessing (2021). Anerkjennelse av individuell kompetanse og organisatorisk kulturutvikling - på samme tid? Evaluering av UiTs meritteringsordning.
• Elken, Mari & Stensaker, Bjørn (2020). Innovative practices in higher education quality assurance : A study of new activities, tasks and roles in six quality assurance agencies in Europe. NIFU Arbeidsnotat. 7. Vis sammendrag

  The main purpose of this project is to explore both recent developments and possible future trajectories for quality assurance. The study finds that despite increased emphasis on international developments, the agencies analysed in the present study show a strong national orientation; they are still under substantial control of and influenced by national authorities – often resulting in new tasks and responsibilities for the agencies.

• Jongbloed, Ben; de Boer, Harry; Stensaker, Bjørn & Elken, Mari (2020). Performance Agreements in Denmark, Ontario and the Netherlands. Vis sammendrag

  Several countries have gained experience with some form of performance agreements in higher education. The Center for Higher Education Policy Studies (CHEPS) of the University of Twente has conducted a review of the performance agreements found in three countries: Denmark, the Netherlands and Ontario (Canada). The lessons learned in these three countries may be used as inputs for discussions on the future of the performance agreements in Norwegian higher education. The full report describes the three systems in more detail (Jongbloed & de Boer 2020). This Policy Brief summarises the findings and provides guidance for the design of performance agreements.

• Wiers-Jenssen, Jannecke & Stensaker, Bjørn (2020, 13. februar). Hvilke formål bør Studiebarometeret tjene?. [Internett].  Khrono. Vis sammendrag

  Kronikk som diskuterer hvilke formål den nasjonale studentundersøkelsen Studiebarometeret bør tjene

• Aamodt, Per O; Hybertsen, Ingunn Dahler; Røsdal, Trude; Stensaker, Bjørn; Caspersen, Joakim & Federici, Roger Andre (2019). Evaluering av den nasjonale rektorutdanningen 2015-2019. Fulltekst i vitenarkiv. Vis sammendrag

  ​Dette er sluttrapport i evalueringen av den nasjonale rektorutdanningen i perioden fra 2015 til 2019. I rapporten følger vi opp mange av de samme resultatene fra de to delrapportene fra 2017 og 2018, særlig deltagerundersøkelsen som hvert kull har mottatt ved starten og i etterkant av utdanningen. Den kvantitative undersøkelsen inkluderer også kontrollutvalg. Den kvalitative undersøkelsen omfatter et utvalg case-skoler med tre besøk over tid og analyser av intervjudata samlet inn fra skoleledere, lærere og skoleeiere. I tillegg har vi gjennomført intervjuer med to av tilbyderne, og samlet inn skriftlige sluttoppgaver fra et utvalg deltakere​.

• Maassen, Peter; Andreadakis, Zacharias; Gulbrandsen, Magnus & Stensaker, Bjørn (2019). The Place of Universities in Society.
• Caspersen, Joakim; Aamodt, Per O; Stensaker, Bjørn & Federici, Roger Andre (2018). Evaluering av den nasjonale rektorutdanningen 2015-2019 Delrapport 2. Vis sammendrag

  Arbeidet i skolene er i stadig endring. Endringene skyldes en rekke årsaker: politisk vektlegging av ulike verktøy i skolens arbeid (Skedsmo & Mausethagen, 2017), nye lærerroller som lærerspesialister skaper nye spenningsforhold og mellomposisjoner mellom skoleledere og lærere (Seland, Caspersen, Markussen, & Sandsør, 2017), demografiske endringer som følge av innvandring og økt heterogenitet gir nye utfordringer for skolen og systemene rundt (Pihl, 2010), elevers psykiske helse settes under lupen og løftes frem som viktig tema (Uthus, 2017) og teknologi og digitalisering gir både muligheter og utfordringer som må løses (Gilje, 2017). Slike endringer, og mange andre, setter nye krav til alle som arbeider i skolene, og i stor grad til dem som skal lede arbeidet i skolene. Skolelederne, og særlig rektorene, skal lede sine ansatte til endring, og ha pedagogisk og administrativ kontroll over virksomheten. Til dette må de rustes, og det er innsatsen for å ruste rektorene (og andre skoleledere) som er under lupen i evalueringen som denne rapporten er en del av.

• Elken, Mari; Frølich, Nicoline; Maassen, Peter & Stensaker, Bjørn (2018). Organizing quality work in higher education institutions.
• Elken, Mari; Maassen, Peter; Nerland, Monika; Stensaker, Bjørn & Vabø, Agnete (2018). Sentrale funn og anbefalinger fra QNHE prosjektet.
• Elken, Mari & Stensaker, Bjørn (2018). All student-centered now? Analyzing institutional teaching and learning policies in Scandinavia.
• Frølich, Nicoline & Stensaker, Bjørn (2018). Navigating complexity: leadership work at institutional top level.
• Stensaker, Bjørn; Elken, Mari & Maassen, Peter (2018). Study program leadership: a matter of organization?.
• Elken, Mari & Stensaker, Bjørn (2017). Quality work in Higher Education.
• Hovdhaugen, Elisabeth & Stensaker, Bjørn (2017). The Practices of Quality Management: Collaboration and control of study program delivery.
• Aamodt, Per O; Hovdhaugen, Elisabeth; Stensaker, Bjørn; Frølich, Nicoline; Maassen, Peter & Dalseng, Carmen Celine From (2016). Utdanningsledelse: En analyse av ledere av studieprogrammer i høyere utdanning. NIFU Arbeidsnotat. 10.
• Bugge, Markus; Wollscheid, Sabine & Stensaker, Bjørn (2016). Evaluering av Kunnskapssenter for utdanning. NIFU-rapport. 12.
• Damsa, Crina I.; Nerland, Monika & Stensaker, Bjørn (2016). Enhancing student learning through ‘student-centered approaches’: What matters for educational quality?.
• Frølich, Nicoline & Stensaker, Bjørn (2016). State power and university autonomy: Analyzing the role of internal governance modes.
• Hovdhaugen, Elisabeth; Aamodt, Per O; Reymert, Ingvild & Stensaker, Bjørn (2016). Indikatorer på kvalitet i høyere utdanning. NIFU Arbeidsnotat. 3.
• Stensaker, Bjørn; Frølich, Nicoline & Aamodt, Per O (2016). Beyond Bologna? Change processes and change drivers within study programs in Norwegian higher education.
• Stensaker, Bjørn; Vabø, Agnete & Reymert, Ingvild (2016). Evaluering av ordningen med fakultets- og instituttstyrer ved Universitetet i Stavanger. NIFU-rapport. 7.
• Stensaker, Bjørn; Vabø, Agnete & Reymert, Ingvild (2016). Organisasjonsstrukturen ved Universitetet i Stavanger – synspunkter fra de ansatte. NIFU Arbeidsnotat. 5.
• Aamodt, Per O; Frølich, Nicoline & Stensaker, Bjørn (2015). Learning outcomes - a useful tool in quality assurance. Views from academic staff.
• 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.
• de Lange, Thomas; Lycke, Kirsten Hofgaard; Skodvin, Arne; Strømsø, Helge Ivar; Fremstad, Ester; Stensaker, Bjørn; Enqvist-Jensen, Cecilie; Beck, Eevi Elisabeth & Solbrekke, Tone Dyrdal (2015). Egenrapport: Programevaluering - pedagogisk basiskompetanse Fagområdet for universitetspedagogikk, UiO. Fulltekst i vitenarkiv.
• de Lange, Thomas; Stensaker, Bjørn & Vabø, Agnete (2015). Litteraturstudie: kvalitet i høyere utdanning. Kunnskapsdepartementet 10 juni 2015.
• Elken, Mari & Stensaker, Bjørn (2015). Organisering av flercampusuniversitet: En diskusjon av prinsipper og etablert praksis ved noen utenlandske læresteder. NIFU Arbeidsnotat. 10.
• Elken, Mari; Stensaker, Bjørn & Hovdhaugen, Elisabeth (2015). The painters behind the profile: the rise and functioning of communication departments in universities.

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