rachells

• Sweetman, Rachel (2018). Incompatible enactments of learning outcomes? Leader, teacher and student experiences of an ambiguous policy object.. Teaching in Higher Education.  ISSN 1356-2517.  24(2), s 141- 156 . doi: 10.1080/13562517.2018.1469486 Fulltekst i vitenarkiv.
• Bleiklie, Ivar; Frølich, Nicoline; Sweetman, Rachel & Henkel, Mary (2017). Academic institutions, ambiguity and learning outcomes as management tools. European Journal of Education.  ISSN 0141-8211.  52(1), s 68- 79 . doi: 10.1111/ejed.12200
• Sweetman, Rachel (2017). HELOs and student centred learning ? where's the link?. European Journal of Education.  ISSN 0141-8211.  52(1), s 44- 55 . doi: 10.1111/ejed.12202 Fulltekst i vitenarkiv.
• 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
• Stensaker, Bjørn & Sweetman, Rachel (2014). Impact of assessment initiatives on quality assurance, In Hamish Coates (ed.),  Higher Education Learning Outcomes Assessment.  Peter Lang Publishing Group.  ISBN 978-3-631-65446-0.  Part 3, Chapter 3.  s 237 - 259
• Sweetman, Rachel; Hovdhaugen, Elisabeth & Karlsen, Hilde (2014). Learning outcomes across disciplinary divides and contrasting national higher education traditions. Tertiary Education and Management.  ISSN 1358-3883.  20(3), s 179- 192 . doi: 10.1080/13583883.2014.902096

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• Sweetman, Rachel (2019). Exploring the enactment of learning outcomes in higher education: Contested interpretations and practices through policy nets, knots, and tangles. Doktoravhandlinger forsvart ved Det utdanningsvitenskapelige fakultet, Universitetet i Oslo. 1.
• Bleiklie, Ivar; Frølich, Nicoline & Sweetman, Rachel (2016). Academic institutions, ambiguity and learning outcomes as management tools.
• Sweetman, Rachel & Ashwin, Paul (2016). What would socially-just international measures of the quality of teaching in higher education look like?. Vis sammendrag

  This paper is focused on the challenges of comparing the quality of undergraduate degrees internationally in a way that is socially-just. It attempts to offer a constructive response to ongoing concerns about the issues involved in devising international measures and comparisons of teaching quality in higher education. The influence of international comparison can be significant, but the process of measuring and comparing can have unintended and undesirable impacts on institutional and individual practices. In different ways each of the keynotes think pieces highlight the need to develop socially-just international measures of the quality of teaching in higher education. Jenni Case shows the importance of developing arguments for socially-just education that have purchase in a world dominated by metrics, whilst Jan McArthur highlights the need to bring together ‘the near’ and ‘the far’; in this case ‘the near’ of close-up measures of teaching and learning and ‘the far’ of international measures of the quality of teaching. Finally Monica McLean’s piece highlights the need to develop quality measures that reflect students’ engagement with knowledge and thus provide a sense of epistemic justice. Starting from a discussion of the limited insights rankings offer on teaching or programme quality, we briefly examine some alternative attempts to assess and compare quality internationally that have more of a teaching focus than traditional rankings . We argue that rankings, and recent approaches to compare degree quality or outcomes, lack validity as ways of comparing the learning that takes place in universities or teaching quality. They fail to engage with crucial aspects of higher education including the transformational potential of higher education and students’ engagement with disciplinary knowledge. Based on these limitations, we identify criteria for alternative forms of comparison which avoid the unintended consequences which undermine existing approaches. This paper offers a concrete contribution to ongoing debates and the potential for more empirical work investigating the benefits and limitations of differing approaches to comparison. We argue for changes in how league table data are utilised and interpreted, while presenting an alternative that would offer more valid insights into teaching quality.

• Sweetman, Rachel (2015). Learning Outcomes in universities: how are they interpreted and practiced in Norway and England?.
• Sweetman, Rachel & Ashwin, Paul (2015). Exploring the limits of learning outcomes: the case of international comparisons.
• Bleiklie, Ivar; Michelsen, Svein; Sweetman, Rachel & Stensaker, Bjørn (2014). The Landing of a Policy Instrument.
• Sweetman, Rachel (2014). The interpretation and impact of learning outcome approaches within degree programmes: national and disciplinary settings translating a key European concept.
• Hovdhaugen, Elisabeth; Opheim, Vibeke; Sjaastad, Jørgen & Sweetman, Rachel Louise (2013). AHELO mulighetsstudie: Oppsummering av erfaringene med å gjennomføre OECDs AHELO mulighetsstudie i Norge. NIFU-rapport. 11.
• Klitkou, Antje; Coenen, Lars & Sweetman, Rachel Louise (2012). Finding Nordic transition pathways: joined-up thinking on sustainable energy and transport. Public Service Review: European Union.  ISSN 1472-3395.  (23), s 408- 408
• Vabø, Agnete; Ramberg, Inge & Sweetman, Rachel Louise (2012). Independent project support by Riksbankens Jubileumsfond. NIFU-rapport. 27.
• Vabø, Agnete & Sweetman, Rachel Louise (2012). Overcoming The American bubble? The Norwegian Partnership programme (PPNA) for Collaboration in Higher Education with North America. IIE networker, Institute of International Education networker magazine.  Spring, s 48- 49
• Sweetman, Rachel Louise; Vabø, Agnete & Martin J., Finkelstein (2011). Review of the Partnership Programme in Higher Education with North America. NIFU-rapport. 43.
• Vabø, Agnete & Sweetman, Rachel Louise (2011). Praksisorienterte studietilbud: Eksempler fra ingeniørutdanning, markedsføringsfag, humanistiske og samfunnsvitenskapelige fag. NIFU-rapport. 3.
• Sweetman, Rachel Louise (2010). Englands nye universitetsreformer. Forskningspolitikk.  ISSN 0333-0273.  4(33)
• Sweetman, Rachel Louise (2010). The value of a degree in comparative context: Student perceptions, rates of return and policy trends in Norway and England.
• Sweetman, Rachel Louise & Thune, Taran (2010). An integrative perspective on the value of a bachelors degree: comparisons of students' views, financial returns and policy frames in Norway and England.
• Sweetman, Rachel Louise; Johnson, Fiona & Skowron, Louise (2009). Raising Young People’s Higher Education Aspirations: Teachers’ Attitudes.
• Sweetman, Rachel Louise (2006). Large scale qualitative analysis: case studies of projects using XSight analysis software.

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