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Det universitets- og høgskolepedagogiske vitenskapsområdet i Norge
Dag Husebø (editor), Leila Ferguson (editor), Robert Isaksen (editor), Dagrun Astrid Aarø Engen, Kirsten Hofgaard Lycke, Helge I. Strømsø, Line Wittek, Randi Elisabeth Hagen, Siw Huatorpet, Hans Erik Lefdal, Yngve Nordkvelle, Trine Fossland, Per Lauvås, Ann Karin Orset, Fazilat Siddiq, Monika Kvernenes, Leif Martin Hokstad, Stian Kreken Almeland, Pål Anders Opdal, Kristine Ludvigsen, Maike Luimes, Jens Breivik, Ingjald Pilskog, Elisabeth Grov Beisland, Alexander Selvikvåg Lundervold, Øyvind Førland Standal, Caroline Cruaud, Anna Steen-Utheim, Knut Omholt, Iris Borch, Ragnhild Sandvoll, Maarten T. P. Beerepoot, Ida F. Pedersen, Hilja L. Huru, Elena Malyutina, Terese Wilhelmsen, Anne-Line Bjerknes, Steinar Øvreås, Silje Eikanger Kvalø, Synnøve Eikeland, Gunn Helen Ofstad, Anita Iversen, Cecilie Aurvoll, Hilde Larsen Damsgaard, Cecilie Enqvist-Jensen, Odd Rune Stalheim (editor), Inger Carin Erikson (editor), Anna Mavroudi (editor), Patric Wallin (editor)
2024
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The book provides an insight into the fields of teaching and research in higher education in Norway today. Furthermore, the history and development of the scientific area, and central characteristics of the work university and college pedagogues (University pedagogues) carry out are presented. In this way, the book constitutes an updated knowledge base for higher education (HE) pedagogy in the Norwegian context. The book's chapters are individual scientific and peer-reviewed chapters that can be read individually based on a specific area of interest. While the book's chapters each represent a unique contribution, the book can and should also be read as a whole, where the different parts touch and elaborate on various overarching themes.
The first part of the book covers basic questions and foundational thinking, as well as the background for the emergence of HE pedagogy as a field of practice and scientific area of study in Norway. The second part of the book sheds light on various matters that have to do with teaching and learning in higher education. The chapters in this part spring from research and development projects in Norway with HE pedagogical relevance. The book's third part is also rooted in practice in the HE pedagogical field. This section attempts to take the students' perspective on learning and various courses and schemes offered at various institutions. Finally, we have collected chapters that raise a systems perspective and discuss the development and establishment of various institutional measures to raise teaching and educational quality, in addition to specific competence-enhancing courses.
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Keywords
- thema EDItEUR::J Society and Social Sciences::JN Education
- thema EDItEUR::J Society and Social Sciences::JN Education::JNA Philosophy and theory of education
- thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education
Links
DOI: 10.23865/cdf.225Editions