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Solbrekke, Tone Dyrdal
Publications (10 of 14) Show all publications
Fremstad, E., Bergh, A., Solbrekke, T. D. & Fossland, T. (2019). Deliberative academic development: The potential and challenge of agency. International journal for academic development
Open this publication in new window or tab >>Deliberative academic development: The potential and challenge of agency
2019 (English)In: International journal for academic development, ISSN 1360-144X, E-ISSN 1470-1324Article in journal (Refereed) Epub ahead of print
Abstract [en]

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

Place, publisher, year, edition, pages
Routledge, 2019
Keywords
Agency, deliberative academic development, epistemic living spaces
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-74762 (URN)10.1080/1360144X.2019.1631169 (DOI)
Projects
Formation and Competence Building of University Academic Developers
Funder
The Research Council of Norway, 971 035 854
Available from: 2019-06-20 Created: 2019-06-20 Last updated: 2020-01-08Bibliographically approved
Bergh, A., Pettersson, D. & Solbrekke, T. D. (2019). Governing and professionalism: Challenges and opportunities for policy makers, researchers and practitioners in education. In: Erik Amnå (Ed.), Nordic Education in a Democratically Troublesome time: Threats and Opportunities: A conference report (pp. 61-64). Örebro, Sweden: Örebro University
Open this publication in new window or tab >>Governing and professionalism: Challenges and opportunities for policy makers, researchers and practitioners in education
2019 (English)In: Nordic Education in a Democratically Troublesome time: Threats and Opportunities: A conference report / [ed] Erik Amnå, Örebro, Sweden: Örebro University , 2019, p. 61-64Chapter in book (Other academic)
Abstract [en]

In recent years, there has been an increased societal and political debate about how the governing of welfare institutions can be best organized in order to serve the public and uphold democracy. In education, positively loaded key concepts such as equivalence, quality and legal security have dominated the debate. Simultaneously, governance ideas implied in NPM-policies, in particular the increased development of quality assurance systems and accountability regimes, have been criticized for its unintended consequences and possible narrowing of the societal mandate for education. Concerns have been raised about a need for revitalizing trust in professionals, at the same time as ensuring a certain amount of control. But how can such a balance be found?

By introducing and raising critical questions on dominant governance discourses in education, including issues about professionalism and quality, this seminar invites deliberations among policy makers, researchers and practitioners on how we may seek new ways of making welfare institutions sustainable in democratic societies. A core issue is how education constructively can contribute to the promotion and upholding of democracy.

The four presenters will provide brief introductions with different, yet related, perspectives on the theme “Governing and Professionalism”. Thereafter all participants are invited to a shared discussion on the opportunities and challenges for collaboration among policy makers, researchers and practitioners to ensure education that serve the public good in a democratically troublesome time.

Place, publisher, year, edition, pages
Örebro, Sweden: Örebro University, 2019
Keywords
governing, professionalism, collaboration, public good
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-78484 (URN)978-91-87789-23-6 (ISBN)
Note

Co-arrangement by the Swedish Ministry of Education and Research, the Nordic Ministers of Education and Örebro University 30-31 October 2018

Available from: 2019-12-06 Created: 2019-12-06 Last updated: 2020-01-08Bibliographically approved
Sandvoll, R., Bergh, A. & Solbrekke, T. D. (2019). Supporting the development of professional responsibility in higher education: Studying the interface between odontology and education. In: : . Paper presented at European Educational Research Association, (ECER 2019), Hamburg, Germany, September 3-6, 2019.
Open this publication in new window or tab >>Supporting the development of professional responsibility in higher education: Studying the interface between odontology and education
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Keywords
professional responsiblity, academic developers, higher education, deliberative communication
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-75850 (URN)
Conference
European Educational Research Association, (ECER 2019), Hamburg, Germany, September 3-6, 2019
Funder
The Research Council of Norway
Available from: 2019-08-23 Created: 2019-08-23 Last updated: 2020-01-08Bibliographically approved
Sugrue, C., Solbrekke, T. D., Bergh, A., Sutphen, M. & Fossland, T. (2019). University leaders’ talk about institutional missions and academic developers’ contributions. European Educational Research Journal (online), 18(6), 743-759
Open this publication in new window or tab >>University leaders’ talk about institutional missions and academic developers’ contributions
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2019 (English)In: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 18, no 6, p. 743-759Article in journal (Refereed) Published
Abstract [en]

There are increasing external pressures on 21st-century universities to be engines of economic recovery and growth. In this rapidly altering landscape, how university senior leaders articulate the purpose of university education and the contribution of academic developers to fulfil these education purposes is a matter of empirical interest. Senior leaders and academic developers have particular responsibilities since they impact educational quality at an institutional level. Senior leaders are responsible for orienting their institutions, giving direction to colleagues in the process, while their implicit leadership theories animate effort and interactions. Academic developers are employed to provide educational programmes for academics to develop their pedagogical competence, and are increasingly deployed by university leaders to implement new quality assurance systems. Such responsibilities strongly suggest agency and relative autonomy to forge new alliances and collaborative networks where these did not previously exist; they are simultaneously required to be leaders and followers. Consequently, the portfolios of academic developers have expanded exponentially, strategically walking a tightrope between the potentially coercive message of strategic missions and the relative autonomy of academic staff, brokering new horizons of university education in a collegial, collaborative and horizontal manner. The paper captures the dynamics of leading education in four universities: the brokering responsibilities of academic developers.

Place, publisher, year, edition, pages
Sage Publications, 2019
Keywords
University orientations, academic developers, implicit leadership theories, roles and responsibilities, academic development, brokering
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-75871 (URN)10.1177/1474904119866520 (DOI)000493740300006 ()2-s2.0-85070476910 (Scopus ID)
Funder
The Research Council of Norway, 247645
Available from: 2019-08-23 Created: 2019-08-23 Last updated: 2020-01-08Bibliographically approved
Bergh, A., Pettersson, D. & Solbrekke, T. D. (2018). Governing and professionalism: Challenges and opportunities for policy makers, researchers and practitioners in education. In: : . Paper presented at Nordic Education in a Democratically Troublesome Time – Threats and Opportunities. Co-arrangement by the Swedish Ministry of Education and Research, the Nordic Ministers of Education and Örebro University, Örebro, Sweden, 2018-10-30-31.
Open this publication in new window or tab >>Governing and professionalism: Challenges and opportunities for policy makers, researchers and practitioners in education
2018 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

In recent years, there has been increased societal andpolitical debate about how the governance of welfare institutions can best be organized to serve the public and uphold democracy. In education, positively charged key concepts such as equivalence, quality, and legal security have dominated the debate. Simultaneously, governance ideas embedded in new public management (NPM) policies, particularly the increased development of quality assurance systems and accountability regimes, have been criticized for creating unintentional consequences and narrowing the societal mandate of education. Concerns have been raised about a need to revitalize trust in professionals, while ensuring a certain amount of control. How can such a balance be found? By introducing and raising critical questions about the dominant governance discourses in education, including issues of professionalism and quality, we argue that there is a need for deliberations among policymakers, researchers, and practitioners on how to seek new ways of making welfare institutions sustainable in democratic societies. A core issue is how education can contribute constructivelyto the promotion and upholding of democracy.

National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-74764 (URN)
Conference
Nordic Education in a Democratically Troublesome Time – Threats and Opportunities. Co-arrangement by the Swedish Ministry of Education and Research, the Nordic Ministers of Education and Örebro University, Örebro, Sweden, 2018-10-30-31
Available from: 2019-06-20 Created: 2019-06-20 Last updated: 2020-01-08Bibliographically approved
Bergh, A., Sugrue, C., Solbrekke, T. D., Sutphen, M. & Fossland, T. (2018). Leading Universities: Senior leaders’ perspectives on the contributions of academic developers?. In: : . Paper presented at 46th Congress of the Nordic Educational Research Association (NERA 2018), Oslo, Norway, March 8-10, 2018.
Open this publication in new window or tab >>Leading Universities: Senior leaders’ perspectives on the contributions of academic developers?
Show others...
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-66252 (URN)
Conference
46th Congress of the Nordic Educational Research Association (NERA 2018), Oslo, Norway, March 8-10, 2018
Available from: 2018-03-29 Created: 2018-03-29 Last updated: 2020-01-08Bibliographically approved
Sugrue, C., Englund, T., Solbrekke, T. D. & Fossland, T. (2018). Trends in the practices of academic developers: trajectories of higher education?. Studies in Higher Education, 43(12), 2336-2353
Open this publication in new window or tab >>Trends in the practices of academic developers: trajectories of higher education?
2018 (English)In: Studies in Higher Education, ISSN 0307-5079, E-ISSN 1470-174X, Vol. 43, no 12, p. 2336-2353Article in journal (Refereed) Published
Abstract [en]

Amidst the rapidly evolving Higher Education (HE) landscape, this paper provides a systematic review of Academic Development (AD) work, the roles and responsibilities of Academic Developers (ADs) in HE. Beginning from the perspective that HE institutions, as publicly funded organisations, have responsibility to contribute to the public good, more than 100 peer-reviewed papers (1995-2015) are interrogated under five themes. These are: a review of reviews, technology and AD work, their status and identity, assessment of AD work and impact, and the leadership roles of ADs and their impact on institutional leadership. Critical to the evolution of their work has been a more mainstream and public contribution. Their emerging responsibilities in collaboration with institutional leaders, as 'brokers' and 'bridge-builders' position them more strategically within institutions - with potential to be compromised in terms of their espoused values and dispositions while potentially more influential in shaping the futures of their organisations.

Place, publisher, year, edition, pages
Routledge, 2018
Keywords
Academic development, academic developers, roles and responsibilities, brokers, higher education
National Category
Educational Sciences
Identifiers
urn:nbn:se:oru:diva-70771 (URN)10.1080/03075079.2017.1326026 (DOI)000451593300015 ()2-s2.0-85019676368 (Scopus ID)
Funder
The Research Council of Norway, 247645
Available from: 2018-12-17 Created: 2018-12-17 Last updated: 2020-01-08Bibliographically approved
Arneback, E., Englund, T. & Solbrekke, T. D. (2017). Achieving a professional identity through writing. In: : . Paper presented at 45th Congress of the Nordic Educational Research Association (NERA), Copenhagen, Denmark, March 23-25, 2017. Universitetsforlaget
Open this publication in new window or tab >>Achieving a professional identity through writing
2017 (English)Conference paper, Oral presentation with published abstract (Refereed)
Place, publisher, year, edition, pages
Universitetsforlaget, 2017
National Category
Pedagogy
Identifiers
urn:nbn:se:oru:diva-64497 (URN)
Conference
45th Congress of the Nordic Educational Research Association (NERA), Copenhagen, Denmark, March 23-25, 2017
Note

UPublishing of papers are planned for 2018-04 in Nordic Studies in Education, Vol 38

Available from: 2018-01-24 Created: 2018-01-24 Last updated: 2020-01-08Bibliographically approved
Arneback, E., Englund, T. & Solbrekke, T. D. (2017). Achieving a professional identity through writing. Education Inquiry, 8(4), 284-298
Open this publication in new window or tab >>Achieving a professional identity through writing
2017 (English)In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 8, no 4, p. 284-298Article in journal (Refereed) Published
Abstract [en]

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

Place, publisher, year, edition, pages
Taylor & Francis, 2017
Keywords
preschool teacher education, professional identity, academic writing, longitudinal study
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-63526 (URN)10.1080/20004508.2017.1380489 (DOI)
Projects
Kampen om texten (VR)
Available from: 2017-12-21 Created: 2017-12-21 Last updated: 2020-01-08Bibliographically approved
Arneback, E., Englund, T. & Solbrekke, T. D. (2017). Att skriva sig till professionell identitet - tre förskollärarstudenter (1ed.). In: Per-Olof Erixson & Olle Josephson (Ed.), Kampen om texten: examensarbetet i lärarutbildningen (pp. 55-79). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Att skriva sig till professionell identitet - tre förskollärarstudenter
2017 (Swedish)In: Kampen om texten: examensarbetet i lärarutbildningen / [ed] Per-Olof Erixson & Olle Josephson, Lund: Studentlitteratur AB, 2017, 1, p. 55-79Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2017 Edition: 1
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-61915 (URN)978-91-44-11930-4 (ISBN)
Projects
Kampen om texten (VR)
Available from: 2017-10-23 Created: 2017-10-23 Last updated: 2020-01-08Bibliographically approved

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