Mari Elken

• Elken, Mari & Vukasovic, Martina (2026). Identity (re)-formation during transformative reorganisation processes: comparative analysis of three mergers in Norway. Studies in Higher Education. ISSN 0307-5079. s. 14–14. doi: 10.1080/03075079.2026.2674304. Fulltekst i vitenarkiv Vis sammendrag

  The article analyses identity (re-)formation during major transformative re-organisation processes, namely mergers that involve significant organisational restructuring. These processes bring into focus power asymmetries, latent tensions and taken-for-granted assumptions, thus potentially invoking substantial identity (re-)formation. The study takes a point of departure in classic and newer organisational theories that conceptualise identity and examines the aftermath of three higher education mergers in Norway. The analysis puts particular focus on the kind of identity claims that emerge, as well as the relationship between identity (re-)formation and characteristics of organisational merger processes. The empirical material builds on more than 60 interviews with various organisational members, as well as strategic documents of the merged institutions, analysing both explicit and implicit identity claims. The findings point to the role of slogans during times of organisational turbulence, how the specific environment in which the institutions are located acts as a resource for identity claims, and how nonspecific aspects such as size can nevertheless gain an important role as an identity marker. Moreover, while identities in the period after the immediate merger are indeed in a transitional stage, some of these transitional identities may also become entrenched over time and become embedded into the fabric of the organisation.

• Jungblut, Jens & Elken, Mari (2025). Searching for the Right Balance between Equality and Differentiation: Education Policies in Norway. I Kolltveit, Kristoffer; Allern, Elin Haugsgjerd; Braut-Hegghammer, Målfrid & Rasch, Bjørn Erik (Red.), Oxford Handbook of Norwegian Politics. Oxford University Press. ISSN 9780198888581. s. 570–589. doi: 10.1093/oxfordhb/9780198888581.013.0030. Fulltekst i vitenarkiv Vis sammendrag

  Abstract This chapter presents an overview of education policies and policy debates in Norway. To this end, it encompasses three main parts. First, the chapter provides an overview of the normative foundation and structure of the Norwegian education system. Second, the chapter contains a summary of key policy developments in Norwegian education policy since 1945, including primary and secondary education, vocational education, and higher education. The third part benchmarks the performance of the Norwegian education system against other Organisation for Economic Co-operation and Development countries, highlighting key policy challenges and trade-offs. Overall, Norwegian education policy has a strong focus on ensuring societal equality through a common school with minimal differentiation. However, this also creates tensions regarding the question of the right balance between equal treatment of all pupils and providing space for individual differentiation.

• Maassen, Peter; Elken, Mari & Jungblut, Jens Patrick Wilhelm (2025). De facto Academic Freedom in the European Union – Threats and Trends. European Review. ISSN 1062-7987. doi: 10.1017/S1062798725000134. Fulltekst i vitenarkiv Vis sammendrag

  Academic freedom is widely accepted both as a fundamental value of present-day higher education and as a prerequisite for well-functioning democratic societies. Yet, in recent years, major concerns about the state of academic freedom in Europe have been raised by higher education stakeholders, including policymakers and members of the academic community. In response to these concerns, the European Parliament launched in 2022 its Academic Freedom Forum. The studies undertaken for the Forum show that academic freedom is eroding in practically all EU Member States. In this article we will discuss these studies and, on the basis of their findings, introduce six categories of threats to academic freedom in Europe. These categories allow for more structured studies on academic freedom in Europe and can contribute to a better understanding of differences and similarities in academic freedom trends among European countries.

• Elken, Mari (2025). Utdanningsledelse i kontekst: styring av høyere utdanning i Norge. I Solbrekke, Tone Dyrdal & Helstad, Kristin (Red.), Utdanningsledelse i høyere utdanning - legitime kompromisser. Universitetsforlaget. ISSN 9788215071329. s. 45–62. Fulltekst i vitenarkiv
• Korseberg, Lene Kirstine & Elken, Mari (2024). Waiting for the revolution: how higher education institutions initially responded to ChatGPT. Higher Education. ISSN 0018-1560. doi: 10.1007/s10734-024-01256-4. Fulltekst i vitenarkiv Vis sammendrag

  Although debates regarding the integration of digital technologies in higher education are far from new, the launch of ChatGPT in November 2022 was considered by many as something different from the developments that had come before. This article explores how higher education institutions make sense of the potentiality inherent in artificial intelligence and the early responses to the proliferation of ChatGPT. Through a qualitative interview-based study carried out at three HEIs in Norway, and applying Scott’s (2005) three pillars of institutions as an analytical framework, the article examines the type of change pressure ChatGPT was perceived to represent in the period following its launch and the type of organizational response this perception warranted. The findings show that while it was expected that ChatGPT and related technologies not only could threaten — and potentially challenge — key norms and values in the long run, in the short term it was primarily perceived as a regulatory issue that needed to be controlled by higher education institutions. The article points to an epistemic and temporal imbalance in both the expectations and response to ChatGPT, coupled with a lack of technological competence to fully consider the kind of transformation that artificial intelligence technology potentially represents. Coupled with the sense of artificial intelligence being a “moving target”, this led higher education institutions to an initial state of organizational paralysis, in turn adopting a “wait and see” strategy.

• Borlaug, Siri Brorstad & Elken, Mari (2024). Formalising variety: the organisation of universities’ regional engagement and third mission activities. European Journal of Higher Education. ISSN 2156-8235. 14, s. 10–28. doi: 10.1080/21568235.2024.2405555. Fulltekst i vitenarkiv
• Elken, Mari & Borlaug, Siri Brorstad (2023). Implementation of ambiguous governance instruments in higher education. Higher Education. ISSN 0018-1560. doi: 10.1007/s10734-023-01161-2. Fulltekst i vitenarkiv Vis sammendrag

  The article examines how higher education institutions respond to ambiguous governance instruments. A key focus is how ambiguity is tackled in the interpretation and implementation processes. Building on theoretical perspectives from institutional analysis of organisations, an empirical point of departure is the analysis of ten higher education institutions in Norway and their response on the introduction of development agreements. The findings point out two important dimensions in analysing implementation processes: focusing on the change dynamics and the degree of internal integration. In combination, these point towards distinct patterns in organisational responses to ambiguous policy instruments.

• Frølich, Nicoline; Elken, Mari & Eide, Thea (2023). Mergers, distance, and leadership: Perceptions of different forms of distance to leadership in merger processes. Higher Education Quarterly. ISSN 0951-5224. s. 1–13. doi: 10.1111/hequ.12477. Fulltekst i vitenarkiv Vis sammendrag

  Mergers in higher education are large-scale, complex organisational change processes seeking to integrate former independent institutions into a new organisational entity. Mergers are often justified by reference to broad overarching goals such as quality, relevance, and efficiency. In practice, mergers entail attempts at organisational integration which can be inhibited by several obstacles, increasing and large internal distances can be such a hindrance to integration. In this paper, we explore how different forms of distance to leadership in the context of higher education can be conceptualised, and how experiences of different forms of distance interrelate. This paper shows that geographical distance can also mask other conceptualisations of distances and that geographical distance can also interact with other forms of distances. The empirical basis consists of data from a large-scale research project addressing the organisational transformations taking place in Norwegian higher education due to mergers between 2016 and 2017.

• Elken, Mari (2023). Collaborative design of governance instruments in higher education. Studies in Higher Education. ISSN 0307-5079. doi: 10.1080/03075079.2023.2258905. Fulltekst i vitenarkiv Vis sammendrag

  There is considerable focus on finding effective governance approaches. This article examines experiences with using more collaborative approaches to developing new governance instruments in the context of higher education. The specific empirical case focuses on the introduction of multi-annual performance agreements between the ministry and the higher education institutions in Norway. Specific focus is on the pilot process, during which the instrument was developed in collaboration between the ministry and representatives from the higher education institutions. The article takes a starting point in a contingency model for collaborative governance, and examines starting conditions, institutional design and leadership models, and the characteristics of the collaborative process itself, including the role of face-to-face dialogue with good faith negotiation, a trust-building phase, a commitment process, followed by a shared understanding of the problems, values and goals, and intermediate outcomes. The data consist of approximately 50 qualitative interviews with representatives from the ministry and the higher education institutions and a range of document data. The paper analyses how the collaborative design process in Norway shaped policy outputs, and highlights critical factors of the process, including the consequences of the temporal sequencing of the process, the interaction of the new governance instrument with the existing instrument mix, and the role of various other concurrent policy developments. The analysis also points out that while collaborative approaches can provide ways to strengthen legitimacy of governing, they also involve a number of dilemmas and challenges, and therefore require careful design.

• Chou, Meng-Hsuan; Elken, Mari & Jungblut, Jens Patrick Wilhelm (2023). Policy Framing in Higher Education in Western Europe: (Some) Uses and (Many) Promises, Comparative Higher Education Politics. Policymaking in North America and Western Europe. Springer. ISSN 9783031258664. s. 231–257. doi: 10.1007/978-3-031-25867-1_10. Fulltekst i vitenarkiv Vis sammendrag

  This chapter contributes to our understanding of the transformation sweeping the higher education sector in the last 50 years by examining how higher education policy has been framed and reframed since the 1970s in Western Europe. How policies are framed and reframed is important because it helps us make sense of higher education policy reforms around the world: the various models that drive it, the politics promoted, and the potential winners and losers resulting from framing and reframing. The literature review on framing and higher education policy in Western Europe shows that scholars examined three overlapping themes: the origin and evolution of European higher education policy cooperation (the ‘European Story’), Europeanization (‘When Europe Hits Home’), and the evolution of national higher education policy (‘National Story’). To provide a more considered discussion of framing and higher education policies, we then examine the higher education policy frames, framing, and reframing at the European-level, in Germany, and in Norway. The conclusion reflects on the avenues in which the framing approach could be used to generate more interdisciplinary and comparative higher education research in the post-pandemic context.

• Elken, Mari & Stensaker, Bjørn (2022). Bounded innovation or agency drift? Developments in European higher education quality assurance. Assessment & Evaluation in Higher Education. ISSN 0260-2938. doi: 10.1080/02602938.2022.2078476. Fulltekst i vitenarkiv Vis sammendrag

  As higher education quality assurance in many countries in Europe has become a mature activity, some agencies carrying out external quality assurance are developing beyond their core tasks and missions. The current study identifies new tasks taken up within quality assurance agencies and analyses the drivers behind such development. Based on an empirical investigation into six quality assurance agencies in Europe, the study finds that these agencies are still under substantial control of and influenced by national authorities—often resulting in new tasks and responsibilities that are added to older tasks and established responsibilities. The ongoing innovations can be characterized by two dynamics: ‘bounded innovation’ where new tasks and activities are induced by public authorities, and agency drift where agencies themselves redefine and expand existing tasks and activities. The developments also show a high degree of diversity, suggesting that mature quality assurance agencies do not develop on a convergent path.

• Elken, Mari & Wollscheid, Sabine (2022). Undergraduate Research in Scandinavia. I Mieg, Harald A.; Ambos, Elizabeth; Brew, Angela; Galli, Dominique & Lehmann, Judith (Red.), The Cambridge Handbook of Undergraduate Research. Cambridge University Press. ISSN 9781108835923. doi: 10.1017/9781108869508.089. Fulltekst i vitenarkiv Vis sammendrag

  This chapter explores the depth and range of undergraduate research (UR) in higher education in The Netherlands. It proceeds systematically by charting the range of higher education types and levels in the country, and then focuses in on the cultural and administrative context in which Dutch UR takes place. Thereafter, a survey is conducted into national best practices and UR outcomes. Here, the roots of Dutch UR come to the fore as they emerged in the south-western city of Middelburg under the leadership of Hans Adriaansens, the then Dean of the Roosevelt Academy (now University College Roosevelt), a liberal arts and sciences honours college of Utrecht University. In this chapter it is also explained how UR went on to be taken upacross the country, first through the liberal arts and sciences college network and shortly thereafter by the large research universities. This led to the national student research conference that is organized annually by the Hague-based Association of Universities in the Netherlands (VSNU) in conjunction with a business partner, Science Works Ltd, also based in The Hague.

• Elken, Mari; Hovdhaugen, Elisabeth & Wiers-Jenssen, Jannecke (2022). Policy framing of international student mobility in the Nordic countries. Policy Reviews in Higher Education. ISSN 2332-2969. s. 1–27. doi: 10.1080/23322969.2022.2105255. Fulltekst i vitenarkiv Vis sammendrag

  Student mobility in the Nordic countries has traditionally been characterized by cultural cooperation and egalitarian values. Yet, the region has not been isolated from international trends towards emphasizing excellence and competition in the global knowledge economy. Policy framing is here used as an analytical lens for analysing national policy documents on international student mobility over a 20-year period. The analysis finds that the Nordic countries have become increasingly different in how international student mobility is framed. In both Denmark and Finland, the economic frame has become prominent, yet containing somewhat different kinds of ambitions and concerns. In Sweden and Norway, the framing is still predominantly educational. The article challenges the assumptions of the Nordic countries as a cohesive region, and provides a critical exploration into how justifications for international student mobility include important national translations.

• Elken, Mari & Tellmann, Silje Maria (2021). Institutionalising Distrust? The Changing Relationship Between Higher Education and the Labour Market in Norway. I Maassen, Peter & Gibbs, Paul (Red.), Trusting in Higher Education: A multifaceted discussion of trust in and for higher education in Norway and the United Kingdom. Springer Nature. ISSN 9783030870362. s. 69–88. Fulltekst i vitenarkiv
• Kaša, Rita; Elken, Mari & Paazlow, Anders (2021). Entrepreneurial universities in post-Soviet countries. I Hytti, Ulla (Red.), A Research Agenda for the Entrepreneurial University. Edward Elgar Publishing. ISSN 9781788975032. s. 43–66. Fulltekst i vitenarkiv
• Elken, Mari; Frølich, Nicoline; Maassen, Peter & Stensaker, Bjørn (2020). Quality Systems in Higher Education Institutions: Enabling and Constraining Quality Work. I Elken, Mari; Maassen, Peter; Nerland, Monika; Prøitz, Tine Sophie; Stensaker, Bjørn & Vabø, Agnete (Red.), Quality Work in Higher Education. Organisational and Pedagogical Dimensions. Springer. ISSN 9783030417567. s. 19–41. Fulltekst i vitenarkiv
• Elken, Mari & Stensaker, Bjørn (2020). Quality Work: Reflections and Refinements. I Elken, Mari; Maassen, Peter; Nerland, Monika; Prøitz, Tine Sophie; Stensaker, Bjørn & Vabø, Agnete (Red.), Quality Work in Higher Education. Organisational and Pedagogical Dimensions. Springer. ISSN 9783030417567. s. 175–186. Fulltekst i vitenarkiv
• Elken, Mari & Stensaker, Bjørn (2020). Researching ‘Quality Work’ in Higher Education. I Elken, Mari; Maassen, Peter; Nerland, Monika; Prøitz, Tine Sophie; Stensaker, Bjørn & Vabø, Agnete (Red.), Quality Work in Higher Education. Organisational and Pedagogical Dimensions. Springer. ISSN 9783030417567. s. 1–18. Fulltekst i vitenarkiv
• Jungblut, Jens Patrick Wilhelm; Maassen, Peter & Elken, Mari (2020). Quo Vadis EHEA: Balancing Structural Continuation and Political Variety, European Higher Education Area: Challenges for a New Decade. Springer. ISSN 9783030563158. s. 391–415. doi: 10.1007/978-3-030-56316-5_25. Fulltekst i vitenarkiv Vis sammendrag

  While the EHEA has achieved its goal to reduce structural barriers for student and staff mobility, the situation is different when it comes to the realization of the agreed upon promotion of basic values and principles. For example, in a number of EHEA countries the adherence of academic freedom has deteriorated since 2010. In addition, various studies have suggested a decreasing level of political commitment to Europeanisation of higher education in a growing number of countries. Achieving progress in the coming period in this key part of the EHEA’s objectives is difficult also as a result of the problems the overall process of European integration faces. For example, Brexit, the rise of anti-EU political parties and movements, and growing disagreements among EU member states on the key ideas and principles underlying European integration are posing serious challenges for Europe’s way forward in higher education collaboration. In this chapter, we will discuss a number of the challenges facing, directly or indirectly, the EHEA. We will start with a discussion of the importance of the rise of science diplomacy for the EHEA, being a consequence of the growing connection between foreign affairs and the higher education & science policy areas. Next, we will analyse the growing intra-European political tensions, with a number of EHEA countries not adhering to basic European values and principles concerning liberal democracy and open societies. Further, we will examine relevant trends in EU-funded higher education collaboration within the EHEA, with special attention for the European University Initiative. Finally, the discussions and analyses presented in the chapter lead to proposing two complementary EHEA trajectories for the coming period, the first implying a move away from the geographical focus on Europe, the second including only those countries that adhere to promoting academic freedom, institutional autonomy and other basic values and principles. Both trajectories take as a starting-point that the EHEA is in need of fundamental reforms.

Se alle arbeider i NVA

• Elken, Mari; Maassen, Peter; Nerland, Monika; Prøitz, Tine Sophie; Stensaker, Bjørn & Vabø, Agnete (2020). Quality Work in Higher Education. Organisational and Pedagogical Dimensions. Springer. ISBN 9783030417567. 186 s. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Elken, Mari & Maassen, Peter (2026). Academic Freedom and Political Polarization in Europe. doi: https:/ecpr.eu/Events/Event/PaperDetails/90851. Fulltekst i vitenarkiv Vis sammendrag

  Academic freedom has especially since WWII been acknowledged as a fundamental value in higher education and a prerequisite for well-functioning democratic societies. At the same time, in liberal democracies in Europe and elsewhere, academic freedom has long been taken for granted. This situation has changed rather dramatically, amongst other things, as a consequence of increased political polarization, which has led in some European countries, such as Hungary, Italy and Poland, to illiberal democratic regimes coming into power. The reform initiatives of these regimes have included, directly or indirectly, attempts to control higher education, which has led to various forms of infringement on academic freedom. In this paper, we will analyze the ways in which political polarization in Europe affects academic freedom. The analysis takes a point of departure in case studies conducted for the European Parliament Academic Freedom Monitor in 2025 and 2026. The country cases chosen for analysis here show a mix of what may be labelled liberal, illiberal and post-illiberal regimes – including Poland, Italy, the Netherlands, Finland and Estonia. The countries also show a mix concerning their performance in the Academic Freedom Index, while all have had parties on the far right either in power, or having obtained a substantive share of the political vote. The analyzed trends in the selected countries show first that political polarization has affected the political, legal and financial framework conditions for higher education in such a way that the state of academic freedom is in various ways eroding. Furthermore, political polarization has also entered the academic community where it forms a potential threat to academic freedom.

• Vukasovic, Martina; Elken, Mari & Jungblut, Jens (2026). Coupling of rules and practices in higher education.
• Elken, Mari & Stensaker, Bjørn (2026). Organisations within organisations: the organisational construction of centres of excellence in research. Fulltekst i vitenarkiv
• Slette, Aslaug Louise; Flobakk-Sitter, Fride & Elken, Mari (2026). Entangled Quality Work in Higher Education. Old News or New Insights? Fulltekst i vitenarkiv
• Elken, Mari (2026). Temporality in temporary organising. Fulltekst i vitenarkiv
• Hovdhaugen, Elisabeth; Wiborg, Vegard Sjurseike & Elken, Mari (2026). Utenlandserfaring under studiene: store mål i et utfordrende landskap. doi: https:/hdl.handle.net/11250/5361696. Fulltekst i vitenarkiv Vis sammendrag

  Europakommisjonen vedtok i mars 2025 «Union of Skills». Strategien for å sikre utdanning av høy kvalitet slik at opplæring og livslang læring kan brukes for å tette kompetansegap og derfor redusere mangelen på kvalifisert arbeidskraft i Europa. Ett av målene i strategien er å styrke mobilitet, både for studenter og arbeidstakere. Også i Norge har det vært et uttrykt mål om å øke andel mobile studenter ved å gjøre utenlandsopphold til en hovedregel for alle studier (Meld. St. 7 (2020–2021)). Men hvor mobile er norske studenter og hvilke insentiver finnes det for å øke mobilitet?

• Elken, Mari (2025). Akademisk frihet under press: utviklingen i Europa og Norge. Fulltekst i vitenarkiv
• Elken, Mari (2025). De facto academic freedom in the EU: Insights from the EP AFM. doi: https:/research-innovation-community.ec.europa.eu/events/1Jrq4PIevDtASjYFJEwDbX/programme. Fulltekst i vitenarkiv
• Sareen, Siddharth; Danbolt, Bjørn Kristian; Aamaas, Borgar; Olsen, Cecilie Sachs; Bratland-Sanda, Solfrid & Holmen, Heidi [Vis alle 14 forfattere av denne artikkelen] (2025). AYFs Jubileumsbok - De første ti årene. doi: https:/akademietforyngreforskere.no/wp-content/uploads/2025/11/Jubileumsbok-digital-3.pdf. Fulltekst i vitenarkiv
• Elken, Mari (2025). Plenary panel debate: Academic Freedom and Political Science in Challenging Times. Fulltekst i vitenarkiv
• Elken, Mari (2025). Academic Freedom in Europe: de facto status and policy developments. Fulltekst i vitenarkiv
• Elken, Mari; Jungblut, Jens & Maassen, Peter (2025). Academic Freedom and European Knowledge Policy. Fulltekst i vitenarkiv
• Elken, Mari; Jungblut, Jens & Maassen, Peter (2025). Academic Freedom and European Knowledge Policy. Fulltekst i vitenarkiv
• Elken, Mari & Fishberg, Rachel (2025). Temporality and identity in semi-temporary organising: identity construction in centres of excellence for research. Fulltekst i vitenarkiv
• Elken, Mari (2025). TA-ansattes arbeidsoppgaver, kompetanse og karriereutvikling. Fulltekst i vitenarkiv
• Elken, Mari (2025). KI?? HU-institusjonenes respons til Chat-GPT. Fulltekst i vitenarkiv
• Aksnes, Dag W.; Borlaug, Siri Brorstad & Elken, Mari (2024). Forskning i profesjonsfagene – hva er status? Fulltekst i vitenarkiv
• Elken, Mari (2024). Forskningens relevans bør ikke vurderes administrativt. Fulltekst i vitenarkiv
• Borlaug, Siri Brorstad; Elken, Mari; Vukasovic, Martina; Slette, Aslaug Louise; Aksnes, Dag W. & Korseberg, Lene Kirstine [Vis alle 7 forfattere av denne artikkelen] (2024). Strukturreformen - hva nå? Fulltekst i vitenarkiv
• Elken, Mari (2023). Loose Coupling and analysis of university organization. Fulltekst i vitenarkiv
• Korsvoll, Nils Hallvard; Lison, Pierre; Reinertsen, Hilde; Elken, Mari; Korne, Haley De & Hansen, Kai Arne [Vis alle 7 forfattere av denne artikkelen] (2023). Fire tiltak for en bedre språkpolitikk i akademia. Fulltekst i vitenarkiv
• Wiers-Jenssen, Jannecke; Korseberg, Lene Kirstine & Elken, Mari (2023). The unexpected introduction of tuition fees to non EEA students in Norway. Fulltekst i vitenarkiv
• Wiers-Jenssen, Jannecke; Hovdhaugen, Elisabeth & Elken, Mari (2023). Kuvending i politikk for internasjonal studentmobilitet. Fulltekst i vitenarkiv
• Elken, Mari (2023). Characteristics of Norwegian policy for international student mobility. Fulltekst i vitenarkiv
• Elken, Mari; Maassen, Peter & Jungblut, Jens (2023). Academic Freedom across the EU 2023 - Latest trends analysis. Fulltekst i vitenarkiv
• Elken, Mari; Maassen, Peter & Jungblut, Jens (2023). Academic Freedom across the EU 2023 - Latest trends analysis. Fulltekst i vitenarkiv
• Elken, Mari & Korseberg, Lene Kirstine (2023). Challenging education? Post-pandemic digitalization and the rise of ChatGPT. Fulltekst i vitenarkiv
• Elken, Mari; Degn, Lise; Jungblut, Jens & Vukasovic, Martina (2023). Organising for excellence in education and research. Fulltekst i vitenarkiv
• Borlaug, Siri Brorstad & Elken, Mari (2023). Formalising variety: Organisation of universities' regional engagement. Fulltekst i vitenarkiv
• Elken, Mari & Maassen, Peter (2023). New geopolitical and social realities and internationalization of higher education in Europe. Fulltekst i vitenarkiv
• Elken, Mari (2023). Internasjonal studentmobilitet i en ny kontekst. Fulltekst i vitenarkiv
• Elken, Mari; Korseberg, Lene Kirstine & Wiers-Jenssen, Jannecke (2023). The rather unexpected introduction of tuition fees to non-EEA students in Norway. Fulltekst i vitenarkiv
• Flobakk-Sitter, Fride & Elken, Mari (2022). Bærekraft og grønn omstilling i universitets- og høyskolesektoren. Fulltekst i vitenarkiv Vis sammendrag

  En gjennomgang av sentrale strategidokumenter for universiteter og høyskoler i Norge viser at det er store variasjoner i hvilken grad lærestedene vektlegger og arbeider med bærekraftig omstilling. Selv om noen universiteter har utviklet egne handlingsplaner for bærekraft og miljø, henviser de fleste lærestedene til relativt generelle bærekraftstrategier og «grønne planer» uten betydelig substansielt innhold.

• Elken, Mari; Vukasovic, Martina & Frølich, Nicoline (2022). Transformative re-organisations and identity formation in higher education. Fulltekst i vitenarkiv
• Frølich, Nicoline; Elken, Mari & Eide, Thea (2022). Distance to leadership: unpacking different forms of distance in academic organisations. Fulltekst i vitenarkiv
• Elken, Mari (2022). Nasjonalt Kvalifikasjonsrammeverk som et styringsverktøy. Fulltekst i vitenarkiv
• Elken, Mari & Borlaug, Siri Brorstad (2022). Utviklingsavtaler løser ikke styrings­utfordringene i aka­demia. Fulltekst i vitenarkiv
• Elken, Mari (2022). Utviklingsavtaler: dialogverktøy, finansieringsinstrument, eller noe annet? Fulltekst i vitenarkiv
• Elken, Mari (2022). Utviklingsavtaler i norsk høyere utdanning. Fulltekst i vitenarkiv
• Elken, Mari; Rots, Aike Peter & Tjønndal, Anne (2022). Hvor internasjonal er egentlig norsk forskning? Morgenbladet. ISSN 0805-3847. Fulltekst i vitenarkiv
• Frølich, Nicoline; Elken, Mari & Eide, Thea (2022). Distance to leadership in academic organisations. Fulltekst i vitenarkiv
• Elken, Mari (2022). Styring av kvalitet: mål aktører og praksis i norsk UH-politikk. Fulltekst i vitenarkiv
• Elken, Mari (2022). Collaborative design of governance instruments in higher education. Fulltekst i vitenarkiv
• Flobakk-Sitter, Fride & Elken, Mari (2022). Bærekraft og grønn omstilling i universitets- og høyskolesektoren. NIFU-innsikt 2022, nr. 6. Fulltekst i vitenarkiv Vis sammendrag

  En gjennomgang av sentrale strategidokumenter for universiteter og høyskoler i Norge viser at det er store variasjoner i hvilken grad lærestedene vektlegger og arbeider med bærekraftig omstilling. Selv om noen universiteter har utviklet egne handlingsplaner for bærekraft og miljø, henviser de fleste lærestedene til relativt generelle bærekraftstrategier og «grønne planer» uten betydelig substansielt innhold.

• Vukasovic, Martina; Frølich, Nicoline; Bleiklie, Ivar; Elken, Mari & Michelsen, Svein (2021). Policy processes shaping the Norwegian Structural Reform. Fulltekst i vitenarkiv Vis sammendrag

  In April 2015 the Norwegian government launched a large-scale re-organisation of the Norwegian higher education landscape. A key characteristic of the 2015 Structural Reform is not the basic policy solution per se, but rather how this solution was put forward and the extent to which the higher education institutions involved were included in shaping the specificities of the merger processes in which they were involved.

• Elken, Mari (2021). Sentrale styringstrender i sektoren. Styring, endringer og forventninger på UH landskapet. Fulltekst i vitenarkiv
• Elken, Mari; Sandsør, Astrid Marie Jorde & Dale, Ragnhild Freng (2021). Hva i alle dager er tverrfaglighet? Morgenbladet. ISSN 0805-3847. Fulltekst i vitenarkiv
• Lund, Bjarte Aarmo; Elken, Mari & Eriksen, Stefka Georgieva (2021). Er det fordeler ved å være ung forsker? Morgenbladet. ISSN 0805-3847. Fulltekst i vitenarkiv
• Elken, Mari (2021). Forskningsetiske gjengangere fra de yngre forskernes perspektiv. Fulltekst i vitenarkiv
• Korsvoll, Nils Hallvard; Elken, Mari; Sandtorv, Alexander Harald & Lison, Pierre (2021). Welcome to Norway! Fulltekst i vitenarkiv
• Hansen, Kai Arne; Solheim, Marte Cecilie Wilhelmsen & Elken, Mari (2021). Hva er det ultimate nyttårsforsettet? doi: https:/www.morgenbladet.no/aktuelt/2021/12/30/hva-er-det-ultimate-nyttarsforsettet/. Fulltekst i vitenarkiv
• Næss, Terje; Frølich, Nicoline & Elken, Mari (2021). Fusjonerte institusjoner i støpeskjeen: Endringer i faglige profiler og det regionale studietilbudet. Fulltekst i vitenarkiv Vis sammendrag

  I dette notatet belyses utviklingen i studieprogramprofilen ved de fusjonerte institusjonene. Institusjonene har fått en tydeligere fagprofil målt som andel studieprogram innen ulike fagområder og også styrket mastergradsprofil, men dette skyldes i stor grad den pågående overgangen fra fireårig til femårig lærerutdanning. Det har også vært en økning i antall studenter per studieprogram. Institusjonene har større regional spredning av studietilbudene, men studentene søker i større grad til noen av studiestedene enn andre. Data er hentet fra DBH.

• Borlaug, Siri Brorstad; Elken, Mari & Solberg, Espen (2021). Finansierings­utvalget trenger nytt mandat og bredere sammensetning. Fulltekst i vitenarkiv
• Frølich, Nicoline; Vukasovic, Martina; Elken, Mari & Stensaker, Bjørn (2021). Pressing problems in researching structural reforms and mergers in higher education. Fulltekst i vitenarkiv
• Elken, Mari & Vukasovic, Martina (2021). Performance contracts and mergers in Norwegian HE: Exploring the interactions between concurrent policy reforms. Fulltekst i vitenarkiv
• Elken, Mari (2021). Fra lange linjer til U-svinger i norsk UH-politikk? Forskningspolitikk. ISSN 0333-0273. 44(4), s. 22–23. Fulltekst i vitenarkiv
• Jongbloed, Ben; Boer, Harry de; Stensaker, Bjørn & Elken, Mari (2020). Performance Agreements in Denmark, Ontario and the Netherlands. Fulltekst i vitenarkiv 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.

• Elken, Mari (2020). Evaluering av pilotordningen med utviklingsavtaler. Fulltekst i vitenarkiv
• Elken, Mari & Borlaug, Siri Brorstad (2020). Evaluering av utviklingsavtaler. Prosjektstatus og foreløpige refleksjoner. Fulltekst i vitenarkiv
• Elken, Mari (2020). Forskningsbasert følgevaluering av Høgskolen på Vestlandet. Fulltekst i vitenarkiv
• Lohne, Kjersti & Elken, Mari (2020). Unge forskere opplever uetisk press. [Journal]. forskning.no. Fulltekst i vitenarkiv
• Maassen, Peter; Jungblut, Jens & Elken, Mari (2020). Quo vadis European Higher Education Area: balancing structural continuation and political variety. Fulltekst i vitenarkiv
• Elken, Mari (2020). Foreword. Higher Education Dynamics. ISSN 1571-0378. 54, s. v–v. Fulltekst i vitenarkiv
• Elken, Mari & Frølich, Nicoline (2020). Nye utfordringer for strukturreformen. Fulltekst i vitenarkiv
• Bleiklie, Ivar; Elken, Mari; Frølich, Nicoline; Michelsen, Svein & Vucasovic, Martina (2020). Policy Making as Dialogue? Fulltekst i vitenarkiv
• Bleiklie, Ivar; Elken, Mari; Frølich, Nicoline; Michelsen, Svein & Vucasovic, Martina (2020). Managerial policy making and the higher education merger reform in Norway. Fulltekst i vitenarkiv
• Elken, Mari & Borlaug, Siri Brorstad (2020). Hva skal vi med utviklingsavtalene? Forskningspolitikk. ISSN 0333-0273. 43(4), s. 6–7. Fulltekst i vitenarkiv
• Elken, Mari (2020). Kvalitetsarbeid i høyere utdanning. Fulltekst i vitenarkiv
• Slette, Aslaug Louise; Flobakk-Sitter, Fride; Elken, Mari; Pedersen, Tea Dyred & Korseberg, Lene Kirstine (2025). Sammen om kvalitet? Kvalitetsarbeid i universitets- og høyskolesektoren – lokale og nasjonale perspektiver. NIFU Nordisk institutt for studier av innovasjon, forskning og utdanning. ISSN 9788232707485. doi: https:/hdl.handle.net/11250/5327935. Fulltekst i vitenarkiv Vis sammendrag

  På oppdrag fra Kunnskapsdepartementet har NIFU undersøkt sammenhenger i det kvalitetsarbeidet som gjøres i norsk høyere utdanning. Ved seks universiteter og høyskoler har vi studert samspillet mellom faglig-pedagogisk utviklingsarbeid og systematisk kvalitetsarbeid på studieprogramnivå, og koblinger til kvalitetsarbeid på institusjonsnivå. Samtidig har vi sett på det nasjonale kvalitetsarbeidet som drives av myndighetsorganene NOKUT og Direktoratet for høyere utdanning og kompetanse (HK-dir), og hvordan dette påvirker det lokale kvalitetsarbeidet ved institusjonene. Studien rammes inn av at det skjer flere endringer i sektoren. Det har nylig vært endringer i finansieringsmodellen, og nasjonale tilskuddsordninger forvaltet av HK-dir fases ut. Disse tilskuddsmidlene skal overføres til institusjonene. Samtidig er NOKUTs tilsynsmodell for systematisk kvalitetsarbeid endret. Dette skaper et kunnskapsbehov knyttet til om, og eventuelt hvordan, de endrede rammevilkårene påvirker kvalitetsarbeidet i norsk høyere utdanning.

• Furholt, Jon; Høst, Håkon; Elken, Mari; Lillebø, Otto Sevaldson; Korseberg, Lene Kirstine & Slette, Aslaug Louise (2025). ECTS i høyere yrkesfaglig utdanning : Behov, forutsetninger og konsekvenser. NIFU Nordisk institutt for studier av innovasjon, forskning og utdanning. ISSN 9788232707324. doi: https:/hdl.handle.net/11250/5273423. Fulltekst i vitenarkiv Vis sammendrag

  Denne studien tar for seg en mulig innføring av European Credit Transfer and Accumulation System (ECTS) for høyere yrkesfaglig utdanning i Norge. Studien er gjennomført på oppdrag fra, og finansiert av, Direktoratet for høyere utdanning og kompetanse. Studien bygger på dybdeintervjuer av informanter i Norge og fra Europa, en spørreundersøkelse til fagskolene, samt dokumentanalyse.

• Wiers-Jenssen, Jannecke; Elken, Mari; Korseberg, Lene Kirstine; Stubhaug, Magnus Eliasson & Besche, Torstein de (2024). Teknisk-administrativt ansatte i universitets- og høyskolesektoren. NIFU Nordisk institutt for studier av innovasjon, forskning og utdanning. ISSN 9788232706303. doi: https:/hdl.handle.net/11250/3119788. Fulltekst i vitenarkiv Vis sammendrag

  Denne rapporten belyser ulike sider ved arbeidshverdagen til teknisk-administrativt ansatte i universitets- og høyskolesektoren, og er skrevet på oppdrag av Forskerforbundet.

• Wiers-Jenssen, Jannecke; Elken, Mari; Korseberg, Lene Kirstine; Stubhaug, Magnus Eliasson & Besche, Torstein de (2024). Teknisk-administrativt ansatte i universitets- og høyskolesektoren: Karriereutvikling, arbeidsvilkår og jobbtilfredshet. NIFU Nordisk institutt for studier av innovasjon, forskning og utdanning. ISSN 9788232706303. Fulltekst i vitenarkiv
• Craciun, Daniela; Elken, Mari; Maassen, Peter; Meulen, Barend van der & Jungblut, Jens (2024). Key findings and policy options (EP Academic Freedom Monitor 2023). Panel for the Future of Science and Technology. EPRS | European Parliamentary Research Service. Fulltekst i vitenarkiv
• Elken, Mari; Maassen, Peter; Jungblut, Jens; Martinsen, Dennis & Griffith, Rachel Mary (2024). Academic freedom across the EU 2023: Latest trends analysis (EP Academic Freedom Monitor 2023). Panel for the Future of Science and Technology. EPRS | European Parliamentary Research Service. Fulltekst i vitenarkiv
• Maassen, Peter; Martinsen, Dennis; Elken, Mari; Jungblut, Jens & Lackner, Elisabeth Josefine (2023). State of play of academic freedom in the EU Member States. Overview of de facto trends and developments. European Parliamentary Research Service. Fulltekst i vitenarkiv Vis sammendrag

  Currently, major breaches of and threats to academic freedom can be observed across Europe and the world. Presenting independent research into the de facto state of play of academic freedom in the EU Member States, this study has been designed to contribute to a better understanding of potential and real threats to academic freedom in the EU Member States, and ways in which the protection of academic freedom can be strengthened.

• Holtermann, Helge; Korseberg, Lene; Eide, Thea & Elken, Mari (2022). Evaluering av matriseorganiseringen ved Det helsevitenskapelige fakultet ved Universitetet i Stavanger. NIFU Nordisk institutt for studier av innovasjon, forskning og utdanning. ISSN 9788232705696. Fulltekst i vitenarkiv Vis sammendrag

  Da Det helsevitenskapelige fakultetet ved Universitetet i Stavanger ble opprettet i 2017 ble det organisert etter en matrisemodell. Samtidig vedtok universitetsstyret at organiseringen skulle evalueres innen fire år. På oppdrag fra Universitetet i Stavanger har NIFU gjennomført en forskningsbasert evaluering, der hensikten har vært å undersøke om den nåværende organiseringen er hensiktsmessig, samt hva som kan gjøres for at organiseringen ved fakultetet skal fungere bedre.

• Elken, Mari; Christiansen, Helene Aalborg; Braaten, Eline & Biseth-Michelsen, Susann Andora (2021). Medisinstudentenes synspunkter på og opplevelser av egen utdanning - en kvalitativ undersøkelse. LINK - Universitetet i Oslo. Fulltekst i vitenarkiv
• Elken, Mari & Borlaug, Siri Brorstad (2020). Utviklingsavtaler i norsk høyere utdanning : En evaluering av pilotordningen. NIFU Nordisk institutt for studier av innovasjon, forskning og utdanning. ISSN 9788232704798. Fulltekst i vitenarkiv Vis sammendrag

  I denne rapporten presenterer vi funn fra evalueringen av ordningen med flerårige utviklingsavtaler mellom Kunnskapsdepartementet (KD) og statlige universiteter og høyskoler. En utviklingsavtale er en skriftlig ikke-juridisk avtale mellom KD og en UH-institusjon, der partene blir enige om et sett med mål for en tre–fireårsperiode. Evalueringen er gjennomført på oppdrag fra Kunnskapsdepartementet og skal bidra til kunnskapsgrunnlaget i arbeidet med ny stortingsmelding om styringspolitikk for statlige universiteter og høyskoler. Evalueringen bygger på et omfattende dokumentmateriale, samt intervjuer ved KD og 10 UH-institusjoner

• 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 Nordisk institutt for studier av innovasjon, forskning og utdanning. ISSN 9788232704927. Fulltekst i vitenarkiv 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.

• Elken, Mari; Daus, Stephan; Gunnes, Hebe; Lyby, Lars; Frølich, Nicoline & Røsdal, Trude (2020). En forskningsbasert følgeevaluering av Høgskulen på Vestlandet : Sluttrapport. NIFU Nordisk institutt for studier av innovasjon, forskning og utdanning. ISSN 9788232704583. Fulltekst i vitenarkiv Vis sammendrag

  Høgskulen på Vestlandet (HVL) ble etablert 01.01.2017 etter fusjon mellom Høgskolen i Bergen, Høgskulen i Sogn og Fjordane og Høgskolen Stord/Haugesund og er et av flere nye læresteder etablert i etterkant av Strukturreformen i 2015. Følgeevalueringen av fusjonen viser at den formelle organiseringen er i ferd med å finne sin form, men det gjenstår arbeid med å utvikle felles kultur og god kommunikasjon i en mye større organisasjon med til dels lange vertikale linjer og geografiske avstander. På tross av en krevende fusjonsprosess har HVL flere gode resultater innen forskning, utdanning og samhandling. Denne rapporten presenterer funnene fra en forskningsbasert følgeevaluering som ble gjennomført i perioden august 2018–januar 2020.

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