Peter Maassen

• Jungblut, Jens; Maassen, Peter & Stensaker, Bjørn (2026). Investigating the Dynamics of European University Alliances as Multi‐Level Governance Spaces. European Policy Analysis. 12(3). doi: 10.1002/epa2.70050. Fulltekst i vitenarkiv Vis sammendrag

  The European universities initiative (EUI) has been presented by some as a disruptive policy initiative within the Europe of Knowledge given its speed, scale and scope of changes. In this article, a multi‐level governance (MLG) perspective is used to investigate the most important similarities and differences regarding the national policy responses to the EUI in Germany and Norway. The applied MLG perspective focuses on three dimensions: center‐periphery, state‐society, and international‐domestic. Although Norway and Germany can be considered to be most different systems from the perspective of our research questions, we found interesting similarities between the countries, particularly regarding the strong interest in participating in a European alliance. At the same time, the role of the state and in particular that of the political leadership in the form of the responsible sectoral ministries, has been strikingly different, reflecting the differences in the countries' relationship with the EU.

• Stensaker, Bjørn; Koh, Young Hoon; Maassen, Peter; Amarilla, Jessica; Houlette, Hilary & Lee, Jenny J. (2026). The Roles of Policy-Oriented University Alliances: A European Case. Higher Education Policy. ISSN 0952-8733. doi: 10.1057/s41307-026-00447-1. Fulltekst i vitenarkiv
• 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.

• Maassen, Peter (2024). International trends in universities' knowledge transfer and social engagement strategies and activities. I Backhaus-Maul, Holger; Fuecker, Sonja; Grimmig, Martina; Kamuf, Viktoria; Nuske, Jessica & Quent, Matthias (Red.), Forschungsbasierter Wissenstransfer und gesellschaftlicher Zusammenhalt. Theorie, Empirie, Konzepte und Instrumente. Campus Verlag. ISSN 9783593518183. s. 141–167. doi: 10.12907/978-3-593-45584-6. Fulltekst i vitenarkiv
• Stensaker, Bjørn; Maassen, Peter & Rosso, Arianna (2023). The European University Initiative – investigating alliance formation and initial profile developments. Tertiary Education and Management. ISSN 1358-3883. doi: 10.1007/s11233-023-09125-y. Fulltekst i vitenarkiv Vis sammendrag

  Abstract The European University Initiative (EUI) – launched by the European Commission in 2018 has been received with considerable interest from higher education institutions in Europe with hundreds of institutions forming new alliances. While the EUI-initiative in many ways is a continuation of a long history of collaboration across national borders in Europe, the initiative also contains novel elements – not least with respect to the institutional commitments the new alliances are based on. This paper offers new insights into the alliance formation process, and the profiles of European university alliances. Based on a series of qualitative interviews with key persons at alliance level, our findings demonstrate quite complex alliance formation processes where both collective and individual networks of institutions were activated, and where different path-dependencies shaped the membership of the alliances.

• Gornitzka, Åse & Maassen, Peter (2022). The Democratic Role and Public Responsibility of Higher Education and Science. I Klemenčič, Manja (Red.), From Actors to Reforms in European Higher Education. Springer Nature. ISSN 9783031093999. s. 225–238. doi: 10.1007/978-3-031-09400-2_16. Fulltekst i vitenarkiv
• Maassen, Peter (2022). Systemic and Institutional Governance in Higher Education: Visions, trends and New Perspectives. I Jacob, Merle; Kearney, Mary-Louise & Meek, Lynn (Red.), Higher Education and Research in the Post-Knowledge Society. Scenarios for a future world. Cambridge Scholars Publishing. ISSN 9781527581401. s. 25–48. Fulltekst i vitenarkiv
• Maassen, Peter; Stensaker, Bjørn & Rosso, Arianna (2022). The European university alliances—an examination of organizational potentials and perils. Higher Education. ISSN 0018-1560. doi: 10.1007/s10734-022-00951-4. 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
• Maassen, Peter (2020). Perspectives on Institutional Autonomy in a European Higher Education Context. I Bergan, Sjur; Gallagher, Tony & Harkavy, Ira (Red.), Academic Freedom, Institutional Autonomy and The Future of Democracy. Council of Europe Publishing. ISSN 9789287190185. s. 85–102. Fulltekst i vitenarkiv
• Boer, Harry de & Maassen, Peter (2020). University governance and leadership in Continental Northwestern Europe. Studies in Higher Education. ISSN 0307-5079. 45(10), s. 2045–2053. doi: 10.1080/03075079.2020.1823640. Fulltekst i vitenarkiv Vis sammendrag

  With regard to the governance structures of European universities, changes have been proposed aimed at their democratic nature, the composition of governing bodies, the degree of centralisation in decision-making and redirecting the balance between collective and individual governing responsibilities. In this article, we address the effects of such governance reforms in public, comprehensive universities in Norway and the Netherlands. Differences across countries, even within a relatively homogeneous region such as Northwestern Europe, can be traced back to differences in underlying political visions towards university governance. After an overview of the main features of university governance structures in the two countries, we argue that a specific regional university governance practice has emerged with different combinations of executive and democratic elements.

• 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 Vis sammendrag

  The concept of student partnership has attracted increased attention during the last decade, often due to an assumption that it can mitigate neo-liberal agendas and practices in teaching and learning. A review of definitions and understandings of student partnership models shows that most of the research conducted on this topic has been based on normative assumptions, with less focus on how partnership practices play out in different contexts. In this article an analytical framework for analysing student partnership is introduced and tested through an empirical analysis of collaborative practices in centres for teaching excellence in Norwegian higher education. The key findings are that the diversity and dynamics of student partnership depend on the context in which they operate, but more importantly how different practices of partnership play out in parallel in those educational contexts. The result is often a mix of hybrid practices related to different conceptualizations of student partnership.

• 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. 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. 43–56. Fulltekst i vitenarkiv
• 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 Vis sammendrag

  Abstract Through analysis of the strategic ambitions of China’s top universities, this article studies the relationship between governance structures at the system level and strategic institutional adaptations. In China, some top universities are governed directly by the national authorities while others have regional affiliations. By analyzing the strategic plans of a sample of universities in both categories the article examines how these differences in governance modes may impact the formal ambitions and objectives of the universities and discuss the potential system implications of these different governance modes, especially related to issues of excellence and diversity. The article find that differences in governance modes do affect the strategic positioning of Chinese universities, and different ways in which governance arrangements can be used to foster both excellence and diversity in a system perspective are discussed.

• 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.

• 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 Vis sammendrag

  Based on key governance and organisational characteristics from the 1970s universities have been conceptualised as organised anarchies and loosely coupled systems. More recently, a number of studies have argued that universities have been changing their internal governance and organisational structures leading to tighter vertical steering and the emergence of more integrated organisations. In this article, it is argued that while tighter vertical integration indeed might be observed, this does not necessarily imply greater horizontal integration in university organising as well. By drawing on case studies of five research‐intensive universities in five different countries, we discuss how strengthened hierarchical governance is driving increased organisational specialisation and professionalisation, but that this also may result in horizontal de‐coupling within universities. The article ends by a discussion of the positive and negative implications of coupled, de‐coupled and loosely coupled organisations.

• 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. Fulltekst i vitenarkiv
• 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.

• Stensaker, Bjørn; Elken, Mari & Maassen, Peter (2019). Studieprogramledelse – et spørsmål om organisering? Uniped - Tidsskrift for universitets- og høgskolepedagogikk. 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.

• Maassen, Peter; Nerland, Monika & Yates, Lyn (2018). Reconfiguring knowledge: Emerging themes and research avenues. I Maassen, Peter; Nerland, Monika & Yates, Lyn (Red.), Reconfiguring Knowledge in Higher Education. Springer Nature. ISSN 9783319728315. s. 187–202. doi: 10.1007/978-3-319-72832-2_11. Fulltekst i vitenarkiv
• Maassen, Peter; Gornitzka, Åse & Fumasoli, Tatiana (2017). University reform and institutional autonomy: A framework for analysing the living autonomy. Higher Education Quarterly. ISSN 0951-5224. 71(3), s. 239–250. doi: 10.1111/hequ.12129. Fulltekst i vitenarkiv Vis sammendrag

  In this article we discuss recent university reforms aimed at enhancing university autonomy, highlighting various tensions in the underlying reform ideologies. We examine how the traditional interpretation of university autonomy has been expanded in the reform rationales. An analytical framework for studying how autonomy is interpreted and used inside the university is presented, which allows us to highlight that in order to understand the implications of enhanced university autonomy, we have to go beyond the scrutiny of formal arrangements and analyse practices of autonomy within the university which we refer to as the university?s living autonomy. Finally we introduce ideas for further research on the living autonomy with the use of our analytical framework. © 2017 Wiley. This article has been accepted for publication. The article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.

• Aarrevaara, Timo; Wikstrom, Janne & Maassen, Peter (2017). External stakeholders and internal practices in departments of teacher education at European universities. Higher Education Quarterly. ISSN 0951-5224. 71(3), s. 251–262. doi: 10.1111/hequ.12128. Fulltekst i vitenarkiv Vis sammendrag

  Research‐intensive universities are operating in an environment of conflicting goals and priorities. Their status in research as well as education is dependent on their performance in various global arenas where performance can be measured with relatively clear indicators. However, success in operations outside the primary tasks of the academic community, such as universities' societal relevance, is more difficult to identify. Tasks outside the core of academic work are subject to requirements that are less well defined and are more abstract. This article seeks to define these noncore requirements as external contingencies and to analyse them by means of a contingency approach. © 2017 Wiley. This article has been accepted for publication. The article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.

• Cloete, Nico; Maassen, Peter & Pillay, Pundy (2017). Higher Education and National Development. I Shin, Jung Cheol & Teixeira, Pedro N. (Red.), Encyclopedia of International Higher Education Systems and Institutions. Springer Science+Business Media B.V.. ISSN 9789401795531. doi: 10.1007/978-94-017-9553-1_18-1. Fulltekst i vitenarkiv
• Jungblut, Jens Patrick Wilhelm & Maassen, Peter (2017). Types of Higher Education Systems. I Shin, Jung Cheol & Teixeira, Pedro N. (Red.), Encyclopedia of International Higher Education Systems and Institutions. Springer Science+Business Media B.V.. ISSN 9789401795531. doi: 10.1007/978-94-017-9553-1_21-1. Fulltekst i vitenarkiv
• Gornitzka, Åse & Maassen, Peter (2017). Higher Education in Knowledge Systems. I Shin, Jung Cheol & Teixeira, Pedro N. (Red.), Encyclopedia of International Higher Education Systems and Institutions. Springer Science+Business Media B.V.. ISSN 9789401795531. doi: 10.1007/978-94-017-9553-1_23-1. Fulltekst i vitenarkiv
• Gornitzka, Åse; Maassen, Peter & Boer, Harry De (2017). Change in university governance structures in continental Europe. Higher Education Quarterly. ISSN 0951-5224. 71(3), s. 274–289. doi: 10.1111/hequ.12127. Fulltekst i vitenarkiv Vis sammendrag

  This article discusses changes with respect to university governance structures in six comprehensive universities in Europe. We present an analytical framework on the basis of which we conduct a comparative analysis of the university governance structures along four different dimensions: (a) the internal democratic nature of the governance structure, (b) the external involvement in university governance, (c) the level of centralisation of decision‐making authority in the university and (d) the concentration of authority in an individual leadership position versus authority in a collective body or spread over various collective bodies. © 2017 Wiley. This article has been accepted for publication. The article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.

• Maassen, Peter (2017). The university's governance paradox. Higher Education Quarterly. ISSN 0951-5224. 71(3), s. 290–298. doi: 10.1111/hequ.12125. Fulltekst i vitenarkiv Vis sammendrag

  One can observe a growing external pressure on universities to become more responsive to society through proactively engaging in various types of competition—competing for students, staff, external funding, and for academic prestige and status. The ensuing reform agendas aim at changing the intra‐university governance structures for stimulating the intended university responsiveness. This article discusses how intra‐university governance has developed over time with a changing internal and external dynamics. It will be argued that in the university governance practice a paradox has emerged: the more university leaders take on and operate in line with the reform agenda's ideologies, the less effective they appear to be in realising some of the reform intentions. How can such a paradox be accounted for? Building on three general theories of governance, this paradox is analysed as arising from the neglect of the interplay of historical university traditions and formal organisational–structural features of the university. The importance of this interplay will be discussed from the perspective of the prestige economy. © 2017 Wiley. This article has been accepted for publication. The article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.

• Gornitzka, Åse & Maassen, Peter (2017). European Flagship universities: Autonomy and change. Higher Education Quarterly. ISSN 0951-5224. 71(3), s. 231–238. doi: 10.1111/hequ.12130. Fulltekst i vitenarkiv Vis sammendrag

  The article introduces this special issue of Higher Education Quarterly in which results of a research project on 'European Flagship Universities: Balancing Academic Excellence and Socio‐economic Relevance' are presented and discussed. The Flagship project aimed at contributing to a better understanding of the relationship between university reform agendas, with their underlying ideologies, and university practices, especially at the departmental level. The project focused on how selected Flagship universities in continental Europe interpret and use their institutional autonomy in two areas, research management and personnel policies. For this purpose an analytical framework was developed for studying how autonomy is interpreted and used inside the university. © 2017 Wiley. This article has been accepted for publication. The article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.

• Cloete, Nico; Bunting, Ian & Maassen, Peter (2015). Research Universities in Africa: an empirical overview of eight flagship universities. I Cloete, Nico; Maassen, Peter & Bailey, Tracy (Red.), Knowledge Production and Contradictory Functions in African Higher Education. African Minds. ISSN 9781920677855. s. 18–32. Fulltekst i vitenarkiv
• Cloete, Nico; Maassen, Peter; Bunting, Ian; Bailey, Tracy; Wangenge-Ouma, Gerald & Schalkwyk, Francois van (2015). Managing Contradictory Functions and Related Policy Issues. I Cloete, Nico; Maassen, Peter & Bailey, Tracy (Red.), Knowledge Production and Contradictory Functions in African Higher Education. African Minds. ISSN 9781920677855. s. 260–290. Fulltekst i vitenarkiv
• Musiige, Gordon & Maassen, Peter (2015). Faculty Perceptions of the Factors that Influence Research Productivity at Makerere University. I Cloete, Nico; Maassen, Peter & Bailey, Tracy (Red.), Knowledge Production and Contradictory Functions in African Higher Education. African Minds. ISSN 9781920677855. s. 109–128. Fulltekst i vitenarkiv
• Cloete, Nico & Maassen, Peter (2015). Roles of Universities and the African Context. I Cloete, Nico; Maassen, Peter & Bailey, Tracy (Red.), Knowledge Production and Contradictory Functions in African Higher Education. African Minds. ISSN 9781920677855. s. 1–18. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Dolenec, Danijela; Baketa, Nikola & Maassen, Peter (2014). Europeanizing Higher Education and Research Systems of the Western Balkans. I Brankovic, Jelena; Kovacevic, Maja; Maassen, Peter; Stensaker, Bjørn & Vukasovic, Martina (Red.), The Re-Institutionalization of Higher Education in the Western Balkans: The Interplay between European Ideas, Domestic Policies, and Institutional Practices. Peter Lang Publishing Group. ISSN 9783631641484. s. 61–90. doi: 10.3726/978-3-653-03179-9. Fulltekst i vitenarkiv
• Stensaker, Bjørn; Brancovic, Jelena; Kovacevic, Maja; Maassen, Peter & Vukasovic, Martina (2014). Introduction. I Brankovic, Jelena; Kovacevic, Maja; Maassen, Peter; Stensaker, Bjørn & Vukasovic, Martina (Red.), The Re-Institutionalization of Higher Education in the Western Balkans: The Interplay between European Ideas, Domestic Policies, and Institutional Practices. Peter Lang Publishing Group. ISSN 9783631641484. s. 9–18. Fulltekst i vitenarkiv
• Stensaker, Bjørn; Brancovic, Jelena; Kovacevic, Maja; Maassen, Peter & Vukasovic, Martina (2014). Epilogue. I Brankovic, Jelena; Kovacevic, Maja; Maassen, Peter; Stensaker, Bjørn & Vukasovic, Martina (Red.), The Re-Institutionalization of Higher Education in the Western Balkans: The Interplay between European Ideas, Domestic Policies, and Institutional Practices. Peter Lang Publishing Group. ISSN 9783631641484. s. 271–274. Fulltekst i vitenarkiv
• Gornitzka, Åse & Maassen, Peter (2014). Dynamics of Convergence and Divergence: Exploring Accounts of Higher Education Policy Change. I Mattei, Paola (Red.), University Adaptation in Difficult Economic Times. Oxford University Press. ISSN 9780199989393. s. 13–30. doi: 10.1093/oso/9780199989393.003.0002. Fulltekst i vitenarkiv
• Maassen, Peter & Cloete, Nico (2014). Educacion superior, organizaciones donantes, naciones y desarrollo. La Dimension de los donantes publicos en Africa. I Bassett, Roberta Malee & Maldano-Maldano, Alma (Red.), Organismos internacionales y politicas en educacion superior. Pensando globalmente, actuando localmente?. Routledge Taylor & Francis Group. ISSN 9786074510898. s. 351–385. Fulltekst i vitenarkiv
• Christensen, Tom; Gornitzka, Åse & Maassen, Peter (2014). Global Pressures and National Cultures: A Nordic University Template? I Mattei, Paola (Red.), University Adaptation in Difficult Economic Times. Oxford University Press. ISSN 9780199989393. s. 30–51. doi: 10.1093/oso/9780199989393.003.0003. Fulltekst i vitenarkiv
• Maassen, Peter (2012). System Diversity in European Higher Education. I Kwiek, Marek & Kurkiewicz, Andrzej (Red.), The Modernisation of European Universities. Cross-National Academic Perspectives. Peter Lang Publishing Group. ISSN 9783631638088. s. 79–97. Fulltekst i vitenarkiv
• Maassen, Peter; Nerland, Monika; Pinheiro, Romulo; Stensaker, Bjørn; Vabø, Agnete & Vukasovic, Martina (2012). Change Dynamics and Education Reforms: Effects on Education, Research, Governance and Academic Profession. I Vukasovic, Martina; Maassen, Peter; Nerland, Monika; Pinheiro, Romulo; Stensaker, Bjørn & Vabø, Agnete (Red.), Effects of Higher Education Reforms: Change Dynamics. Brill | Sense. ISSN 9789462090156. s. 1–20. doi: 10.1007/978-94-6209-016-3_1. Fulltekst i vitenarkiv
• Kwiek, Marek & Maassen, Peter (2012). Changes in Higher Education in European Peripheries and Their Contexts: Poland, Norway and Europe. I Kwiek, Marek & Maassen, Peter (Red.), National Higher Education Reforms in a European Context: Comparative Reflections on Poland and Norway. Peter Lang Publishing Group. ISSN 9783631638088. s. 11–41. Fulltekst i vitenarkiv
• Maassen, Peter (2012). Higher Education Diversity in Europe. I Kwiek, Marek & Maassen, Peter (Red.), National Higher Education Reforms in a European Context: Comparative Reflections on Poland and Norway. Peter Lang Publishing Group. ISSN 9783631638088. s. 41–65. Fulltekst i vitenarkiv
• Kwiek, Marek & Maassen, Peter (2012). Higher Education in Turbulent Times. Concluding Reflections. I Kwiek, Marek & Maassen, Peter (Red.), National Higher Education Reforms in a European Context: Comparative Reflections on Poland and Norway. Peter Lang Publishing Group. ISSN 9783631638088. s. 227–243. Fulltekst i vitenarkiv
• Gornitzka, Åse & Maassen, Peter (2012). University reform and the Nordic Model. I Kwiek, Marek & Maassen, Peter (Red.), National Higher Education Reforms in a European Context: Comparative Reflections on Poland and Norway. Peter Lang Publishing Group. ISSN 9783631638088. s. 111–126. Fulltekst i vitenarkiv
• Gornitzka, Åse & Maassen, Peter (2011). University governance reforms, global scripts and the "Nordic Model". Accounting for policy change? I Schmid, Josef; Amos, Karin; Schrader, Josef & Thiel, Ansgar (Red.), Welten der Bildung? Vergleichende Analysen von Bildungspolitik und Bildungssystemen. Nomos Verlagsgesellschaft mbH & Co. KG. ISSN 9783832970185. s. 149–177. doi: 10.5771/9783845234076-149. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Maassen, Peter & Gibbs, Paul (2021). Trusting in Higher Education: A multifaceted discussion of trust in and for higher education in Norway and the United Kingdom. Springer Nature. ISBN 9783030870362. 202 s. Fulltekst i vitenarkiv
• 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
• Maassen, Peter; Nerland, Monika & Yates, Lyn (2018). Reconfiguring Knowledge in Higher Education. Springer Nature. ISBN 9783319728315. 208 s. Fulltekst i vitenarkiv
• Cloete, Nico; Maassen, Peter & Bailey, Tracy (2015). Knowledge Production and Contradictory Functions in African Higher Education. African Minds. ISBN 9781920677855. 295 s. Fulltekst i vitenarkiv
• Brankovic, Jelena; Kovacevic, Maja; Maassen, Peter; Stensaker, Bjørn & Vukasovic, Martina (2014). The Re-Institutionalization of Higher Education in the Western Balkans: The Interplay between European Ideas, Domestic Policies, and Institutional Practices. Peter Lang Publishing Group. ISBN 9783631641484. 278 s. Fulltekst i vitenarkiv
• Vukasovic, Martina; Maassen, Peter; Nerland, Monika; Pinheiro, Romulo; Stensaker, Bjørn & Vabø, Agnete (2012). Effects of Higher Education Reforms: Change Dynamics. Brill | Sense. ISBN 9789462090156. 310 s. Fulltekst i vitenarkiv
• Kwiek, Marek & Maassen, Peter (2012). National Higher Education Reforms in a European Context: Comparative Reflections on Poland and Norway. Peter Lang Publishing Group. ISBN 9783631638088. 242 s. Fulltekst i vitenarkiv

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• 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.

• 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
• Maassen, Peter (2024). The reosion of de facto academic freedom in Europe: underlying factors and policy options. Fulltekst i vitenarkiv
• Maassen, Peter (2024). European Parliament Academic Freedom Monitor. State of Play of Academic Freedom in the EU Member States. Fulltekst i vitenarkiv
• Maassen, Peter (2024). The role of institutional autonomy in the deterioration of de facto academic freedom in EU Member States. Fulltekst i vitenarkiv
• Maassen, Peter (2024). Akademisk frihet og bærekraftsarbeid. Fulltekst i vitenarkiv
• Jungblut, Jens & Maassen, Peter (2024). The reosion of de facto academic freedom in Europe: underlying factors and policy options. Fulltekst i vitenarkiv
• Maassen, Peter (2024). Impact of EU as 'Geopolitical Union' on academic migration within and to Europe. 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 & Maassen, Peter (2023). New geopolitical and social realities and internationalization of higher education in Europe. Fulltekst i vitenarkiv
• Maassen, Peter (2020). Landskapet for forskning og høyere utdanning i Afrika. Fulltekst i vitenarkiv
• Maassen, Peter (2020). Governance and institutional changes in higher education. 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
• Maassen, Peter (2020). Wo stehen wir auf dem Weg zu Europäische Hochschulen? Fulltekst i vitenarkiv
• Aryeetey, Ernest; Engebretsen, Eivind; Gornitzka, Åse; Maassen, Peter & Stølen, Svein (2020). Vaccine inequities expose fault lines in North-South collaboration. University World News. Fulltekst i vitenarkiv
• Maassen, Peter (2020). Good institutional governance in higher education: the act of balancing academic, economic, organisational, socio-cultural and political objectives and realities. Fulltekst i vitenarkiv
• Aryeetey, Ernest; Engebretsen, Eivind; Gornitzka, Åse; Maassen, Peter & Stølen, Svein (2020). A step backwards in the fight against global vaccine inequities. The Lancet. ISSN 0140-6736. 397(10268). doi: 10.1016/S0140-6736(20)32596-4. Fulltekst i vitenarkiv
• Maassen, Peter (2019). PhD-Students and their Environment. How Does Transfer Take Place on a Global Scale? Fulltekst i vitenarkiv
• Maassen, Peter (2019). Reconfiguring university-society relationships in the 21st century. Fulltekst i vitenarkiv
• Maassen, Peter (2019). Strengthening Universities’ Position in Society. Fulltekst i vitenarkiv
• Maassen, Peter (2019). Profiles, Partnerships, Problem-solving: proactively reconfiguring higher education-society relationships. Fulltekst i vitenarkiv
• Nerland, Monika; Yates, Lyn & Maassen, Peter (2018). Introduction. Higher Education Dynamics. ISSN 1571-0378. 50, s. 1–24. doi: 10.1007/978-3-319-72832-2_1. Fulltekst i vitenarkiv
• Elken, Mari; Frølich, Nicoline; Maassen, Peter & Stensaker, Bjørn (2018). Organizing quality work in higher education institutions. Fulltekst i vitenarkiv
• Elken, Mari; Maassen, Peter; Nerland, Monika; Stensaker, Bjørn & Vabø, Agnete (2018). Sentrale funn og anbefalinger fra QNHE prosjektet. Fulltekst i vitenarkiv
• Stensaker, Bjørn; Elken, Mari & Maassen, Peter (2018). Study program leadership: a matter of organization? Fulltekst i vitenarkiv
• Elken, Mari; Maassen, Peter & Olson, Jennifer Rebecca (2014). Lack of Grand Ideas for Higher Education in the Europe of Knowledge? Fulltekst i vitenarkiv
• Maassen, Peter (2014). System integration and institutional autonomy. Resilience and change in reforming the governance of the university sector. Fulltekst i vitenarkiv
• Maassen, Peter (2014). Forskning-/UH-politiske utviklingstrekk i et europeisk perspektiv. Fulltekst i vitenarkiv
• Maassen, Peter (2014). Handlingsrom i europeiske universiteter: personalpolitikk og forskningsledelse. Fulltekst i vitenarkiv
• Maassen, Peter; Fumasoli, Tatiana & Gornitzka, Åse (2014). The level of internal integration in European flagship universities. Fulltekst i vitenarkiv
• Fumasoli, Tatiana; Gornitzka, Åse & Maassen, Peter (2013). System integration and institutional autonomy Resilience and change in reforming the governance of the university sector. Fulltekst i vitenarkiv
• Afdal, Hilde Wågsås & Maassen, Peter (2012). Politically versus academically anchored policy making processes; teacher education policy in Finland and Norway compared. Fulltekst i vitenarkiv
• Fumasoli, Tatiana; Gornitzka, Åse & Maassen, Peter (2012). Institutional autonomy in Higher Education. Fulltekst i vitenarkiv
• Fumasoli, Tatiana; Gornitzka, Åse & Maassen, Peter (2012). Institutional autonomy in flagship universities. Fulltekst i vitenarkiv
• Benner, Mats; Maassen, Peter & Stensaker, Bjørn (2012). Politikk for samarbeid, arbeidsdeling og konsentrasjon i høyere utdanning. Forskningspolitikk. ISSN 0333-0273. 35(2), s. 11–13. 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; Jungblut, Jens; Stensaker, Bjørn; Griffith, Rachel Mary & Rosso, Ariana (2023). Navigating competition and collaboration - The way forward for universities. Koerber Stiftung. 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.

• Maassen, Peter; Andreadakis, Zacharias; Gulbrandsen, Magnus & Stensaker, Bjørn (2019). The Place of Universities in Society. Körber Stiftung. Fulltekst i vitenarkiv
• 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 Nordisk institutt for studier av innovasjon, forskning og utdanning. ISSN 9788232702015. Fulltekst i vitenarkiv Vis sammendrag

  Dette notatet presenterer innledende resultater fra en stor spørreundersøkelse blant de som innehar rollen som leder av studieprogram ved norske universiteter og høgskoler. Spørreundersøkelsen tar for seg ulike aspekter ved utdanningsledelse og betingelsene for dette i universitets- og høgskolesektoren, og er den første i sitt slag i Norge. Spørreundersøkelsen er en del av Forskningsrådsprosjektet «Quality of Norwegian Higher Education: Pathways, Practices and Performances» (www.qnhe.no), som gjennomføres av NIFU og Institutt for pedagogikk ved Universitetet i Oslo i samarbeid. Notatet utgjør første del-levering til Kunnskapsdepartementet, sammen med en PowerPoint-presentasjon Bjørn Stensaker holdt for Kunnskapsdepartementet, og et frokostseminar arrangert av NIFU 10. juni 2016. Notatet skal i første omgang presentere de første funnene fra spørreundersøkelsen, mens utdypende analyser vil bli komme senere i form av vitenskapelige artikler.

• Damsa, Crina I.; Lange, Thomas de; Elken, Mari; Esterhazy, Rachelle; Fossland, Trine & Frølich, Nicoline [Vis alle 15 forfattere av denne artikkelen] (2015). Quality in Norwegian Higher Education: A review of research on aspects affecting student learning. NIFU Nordisk institutt for studier av innovasjon, forskning og utdanning. ISSN 9788232701278. Fulltekst i vitenarkiv Vis sammendrag

  This report is produced in the framework of the project “Quality of Norwegian Higher Education: Pathways, Practices and Performances”, funded through the program Research and Innovation in the Educational Sector (FINNUT), Research Council Norway (RCN). The focus of the study is on exploring quality issues related to the educational provision of higher education. The overarching questions in the project are: What factors and mechanisms are important for realizing the aims of quality work in Norwegian higher education? What is the relationship between structural/systemic and institutional conditions, and educational practices? In this first report from the project, the aim is to position the study with respect to the international research-based literature in this area, and to identify factors and mechanisms indicated by the relevant literature as important contributors to the enhancement of quality in higher education. A second aim is to identify knowledge gaps in the existing literature.

• Fumasoli, Tatiana; Gornitzka, Åse & Maassen, Peter (2014). University Autonomy and Organizational Change Dynamics. Universitetet i Oslo. Fulltekst i vitenarkiv
• Maassen, Peter & Jungblut, Jens Patrick Wilhelm (2014). Change Dynamics in Higher Education. Finnish Ministry of Education and Culture. Fulltekst i vitenarkiv
• Jungblut, Jens Patrick Wilhelm; Maassen, Peter & Olson, Jennifer Rebecca (2014). Higher Professional Education in Europe: main policy trends and research findings. Høgskolen i Oslo og Akershus. Fulltekst i vitenarkiv

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