Nicoline Fr?lich

• Bleiklie, Ivar; Fr?lich, Nicoline & Michelsen, Svein (2024). Investigating the dynamics of managerial dialogue in HE merger reform . Higher Education. ISSN 0018-1560.
• Fr?lich, 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¨C13. doi: 10.1111/hequ.12477. Fulltekst i vitenarkiv
• Huisman, Jeroen; Soppe, Karlijn; Eide, Thea & Fr?lich, Nicoline (2023). Can you feel the change of seasons? Perspectives of academicstaff on organizational change. Studies in Higher Education. ISSN 0307-5079. 48(12), s. 1809¨C1824. doi: 10.1080/03075079.2023.2215812.
• Reiling, Rune Borgan & Fr?lich, Nicoline (2022). Climbing the ladder: equal chances for women and men? I Sarrico, Claudia; Rosa, Maria J. & Carvalho, Teresa (Red.), Research Handbook on Academic Careers and Managing Academics. Edward Elgar Publishing. ISSN 978 1 83910 262 2. s. 175¨C189.
• Fr?lich, Nicoline & Stensaker, Bj?rn (2021). Mergers and missions: Investigating consequences for system diversity. Higher Education. ISSN 0018-1560. 82, s. 411¨C434. doi: 10.1007/s10734-021-00730-7. Fulltekst i vitenarkiv Vis sammendrag

  In recent decades, many higher education systems around the world have been exposed to institutional mergers. While the rationale for mergers has often been related to issues of improved quality, effectiveness and/or efficiency at the institutional level, fewer studies have analysed how mergers may affect institutional diversity within the higher education landscape. Focusing on institutional missions, the current study analyses the strategic plans of both merged and non-merged institutions in Norway. The key finding is that mergers may not necessarily reduce system level diversity, although mergers indeed may affect the organisational mission of individual institutions.

• Elken, Mari; Fr?lich, Nicoline; Maassen, Peter & Stensaker, Bj?rn (2020). Quality Systems in Higher Education Institutions: Enabling and Constraining Quality Work. I Elken, Mari; Maassen, Peter; Nerland, Monika; Pr?itz, Tine Sophie; Stensaker, Bj?rn & Vab?, Agnete (Red.), Quality Work in Higher Education. Organisational and Pedagogical Dimensions. Springer. ISSN 978-3-030-41756-7. s. 19¨C41.
• Tellmann, Silje Maria; R?sdal, Trude & Fr?lich, Nicoline (2020). Professional educational programmes under pressure. Organizational challenges related to strengthening research. Studies in Higher Education. ISSN 0307-5079. doi: 10.1080/03075079.2019.1711039. Fulltekst i vitenarkiv Vis sammendrag

  Higher education institutions embed a large variety of organizational practices regarding how to organize, plan, and implement managerial decisions and processes. This variation is amongst others related to the multiple relationships the institutions, disciplines and professions have in their networks, formal agreements, and practical cooperation with the actors and agencies of surrounding societies. Here, we focus upon the challenges and contradictions experienced by leaders of educational programmes within teacher education, engineering and health and social care. The professional educational programmes have increasingly been under pressure to strengthen their research capacity. At the same time, these programmes are characterized by strong relationships with the community of practitioners. How does leadership of these programmes seek to solve the challenges and contradictions between on the one hand catering for the relevance of the programmes and on the other hand strengthening the research capacity of the programmes?

• Fr?lich, Nicoline; Trondal, Jarle; Caspersen, Joakim & Reymert, Ingvild S (2019). Reformer i UH-sektoren. Det muliges kunst. I Knudsen, Jon Paschen & Lauvdal, Torunn (Red.), Geografi, kunnskap, vitenskap: Den regionale UH-sektorens framvekst og betydning. Cappelen Damm Akademisk. ISSN 9788202632571. s. 75¨C98. doi: 10.23865/noasp.73. Fulltekst i vitenarkiv Vis sammendrag

  Public sector reform tends to harbour competing ambitions,?problems and solutions. Reforms in higher education policy are no exception.?They are often?multi-faceted phenomena, partly because?higher education institutions are complex organizations?with?wide-ranging expectations and demands from a variety of stakeholders.?This chapter?argues that higher education institutions cannot ¡®organize away¡¯ competing objectives, but rather aim to create organizational designs which help complex institutions to live with complex reforms.?The?chapter examines the ¡®Structural Reform¡¯ in Norwegian higher education and how higher education institutions responded. Launched in April 2015, it?resulted in?a large-scale organizational redesign of the higher education landscape through merger processes?between university colleges as well as between universities and university colleges.?As with?other reforms in higher education, the Structural Reform focused on several desirable but competing objectives such as high- quality education and research, regional development and world leading academic environments.?

• Stensaker, Bj?rn; Fr?lich, Nicoline & Aamodt, Per O (2018). Policy, Perceptions, and Practice: A Study of Educational Leadership and Their Balancing of Expectations and Interests at Micro-level. Higher Education Policy. ISSN 0952-8733. s. 1¨C18. doi: 10.1057/s41307-018-0115-7. Fulltekst i vitenarkiv Vis sammendrag

  As international and domestic policy initiatives continue to sweep over higher education, it is of utmost importance to study how those responsible for the implementation of the many initiatives taken perceive and respond to the many expectations about change and renewal. Through three different analytical perspectives ¡ª a managerial, a disciplinary, and a stakeholder perspective ¡ª the current article offers insights into how educational leaders responsible for the management of study programmes at micro-level interpret external expectations and how they prioritize between them. Based on data derived from a representative sample of Norwegian educational leaders, the current article finds ¡ª somewhat surprisingly ¡ª that the managerial perspective is less relevant for understanding the sense-making of educational leaders and how they prioritize between different tasks in their daily work. Disciplinary and the stakeholder perspectives are in this respect more relevant for explaining the practices related to programme management. The study provides indications of a (continued) gap between macro-level policy-making and its implementation at micro-level. In the conclusion, the findings are reflected upon and implications for policy and practice are outlined.

• Fr?lich, Nicoline; Christensen, Tom & Stensaker, Bj?rn (2018). Strengthening the strategic capacity of public universities: The role of internal governance models. Public Policy and Administration. ISSN 0952-0767. 34(4), s. 475¨C493. doi: 10.1177/0952076718762041. Fulltekst i vitenarkiv Vis sammendrag

  Governments in Europe have emphasized the development of more autonomous public universities over the last couple of decades. Often, the aim of these reform policies has been to stimulate to a more competitive and agile higher education sector, where increased formal autonomy is perceived as a key condition to strengthen the strategic capacity of universities. These reforms have resulted in considerable shifts in the internal governance models of some universities, while others have kept their traditional governance models. In this article, instrumental and cultural perspectives derived from organizational theory are used as lenses to compare how universities with different internal governance models organize and structure their strategic development processes. Our findings suggest that internal governance models have little impact on the design and organization of strategic processes. In conclusion, it is argued that changes in internal governance arrangements alone are not enough to drive transformation in higher education institutions, and the issue of formal institutional autonomy is intimately linked to how various policy instruments at the system level are designed and coordinated.

• Aamodt, Per O; Fr?lich, Nicoline & Stensaker, Bj?rn (2018). Learning outcomes ¨C a useful tool in quality assurance? Views from academic staff. Studies in Higher Education. ISSN 0307-5079. 43(4), s. 614¨C624. doi: 10.1080/03075079.2016.1185776. Fulltekst i vitenarkiv Vis sammendrag

  While the establishment of quality assurance has been seen for decades as the most significant instrument to secure and enhance the quality of teaching and learning in higher education, the concept of developing more specific learning outcomes has in recent years attracted much interest, not least due to the creation of national qualification frameworks. In this article, we compare the perceived relevance of the traditional quality assurance approach with the new learning outcomes approach ¨C as seen from the view of the academic staff. Using data from a representative survey among Norwegian academic staff, the study indicates that learning outcomes are perceived as more useful and relevant than traditional quality assurance approaches. The article discusses this finding in light of the current ways quality assurance procedures are functioning in higher education, and points to possible implications for the enhancement of quality in universities and colleges.

• Fr?lich, Nicoline; Huisman, Jeroen & Stensaker, Bj?rn (2017). Understanding Strategy Practices in Universities. I Bleiklie, Ivar; Enders, Jurgen & Lepori, Benedetto (Red.), Managing Universities: Policy and Organizational Change from a Western European Comparative Perspective. Palgrave Macmillan. ISSN 978-3-319-53864-8. s. 167¨C188. doi: 10.1007/978-3-319-53865-5_7.

Se alle arbeider i Cristin

• Fr?lich, Nicoline & Solberg, Espen (2024). Hva skal vi med kunstig intelligens i h?yere utdanning? Panelsamtale under Arendalsuka.
• Korseberg, Lene Kirstine & Fr?lich, Nicoline (2024). Digitalisation and merger processes in universities. How are they interrelated? Paper accepted to be presented at NOPSA, Bergen, July 2024.
• Fr?lich, Nicoline & Korseberg, Lene Kirstine (2024). Digitalization and merger processes in universities. How are they interrelated? .
• Fr?lich, Nicoline (2024). Kvalitet er ogs? kaffe og venner. Khrono.no. ISSN 1894-8995.
• Str?ms?, Helge Ivar; Esterhazy, Rachelle; Hjelmeng, Erling Johan & Fr?lich, Nicoline (2023). Ja, vi trenger universitetspedagogisk basiskompetanse! .
• Fr?lich, Nicoline & Vinje, Kristin (2023). Fremragende utdanning b?r stimuleres, og SFU-ordningen b?r derfor ikke avvikles. Innlegg i Khrono, 12. oktober 2023.
• Fr?lich, Nicoline (2023). Globale trender i h?yere utdanning. Innlegg for Direktorat for h?yere utdanning og kompetanse 26. oktober 2023 .
• Fr?lich, Nicoline (2023). Etter og viderutdanning - hva gj?r institusjonene? Innlegg og debatt om livslang l?ring.
• Fr?lich, Nicoline (2023). Globale trender i h?yere utdanning - hva trenger vi vite mer om?
• Fr?lich, Nicoline (2023). Kvalitet i h?yere utdanning - hvordan kan digital teknologi bidra? Panelsamtale i regi av LINK og NIFU under Arendalsuka 2023.
• Fr?lich, Nicoline (2023). Fragmentering av utdanning og l?ring? Bidrag i paneldebatt i regi av H?gskolen p? Innlandet, Arendalsuka 2023.
• Fr?lich, Nicoline (2023). Higher Education and academic careers - Women's path to academic positions in academia.
• Fr?lich, Nicoline (2023). LINK - presentasjon for fakultetsstyrem?te UV-fakultetet.
• Fr?lich, Nicoline (2023). Meeting Teaching and Learning Centres in Circle U - plans for possible collaboration.
• Fr?lich, Nicoline (2023). LINK - oppf?lging etter NOKUTs evaluering av UiO.
• Fr?lich, Nicoline & Hjelmeng, Erling Johan (2023). Pedagogisk st?tte ved UiO - er det LINK som er problemet?
• Fr?lich, Nicoline & Stensaker, Bj?rn (2023). Hvordan h?ndterer vi pedagogiske kriser ved UiO?
• Fr?lich, Nicoline (2023). Perceptions of strategic choice and change in the university context.
• Fr?lich, Nicoline Sidsel (2022). Hvordan skal vi undervise etter pandemien? . Khrono.no. ISSN 1894-8995.
• Fr?lich, Nicoline Sidsel (2022). Fem globale trender innen h?yere utdanning. Khrono.no. ISSN 1894-8995.
• Fr?lich, Nicoline Sidsel (2022). Kvinners vei mot den akademiske toppen.
• Fr?lich, Nicoline Sidsel (2022). Evalueringen av strukturreformen.
• Wiborg, Vegard Sjurseike; Fidjeland, Andreas; Eide, Thea; Holtermann, Helge; Skjelbred, Siv-Elisabeth & Fr?lich, Nicoline Sidsel (2022). Konsekvenser av strukturreformen: Tilfredshet blant kandidatene.
• Fr?lich, Nicoline Sidsel (2022). Fremtidens h?yere utdanning.
• Fr?lich, Nicoline (2022). Key features of higher education in the future - panel discussion.
• Fr?lich, Nicoline (2022). Video i undervisningen - God bruk og tekniske l?sninger.
• Elken, Mari; Vukasovic, Martina & Fr?lich, Nicoline (2022). Transformative re-organisations and identity formation in higher education.
• Fr?lich, Nicoline; Elken, Mari & Eide, Thea (2022). Distance to leadership in academic organisations.
• Fr?lich, Nicoline Sidsel (2022). Samfunnsutfordringer og strategiutforming.
• Fr?lich, Nicoline Sidsel (2022). Strukturreformen og styringsdilemma.
• Fr?lich, Nicoline; Elken, Mari & Eide, Thea (2022). Distance to leadership: unpacking different forms of distance in academic organisations.
• Huisman, Jeroen; Soppe, Karlijn; Eide, Thea & Fr?lich, Nicoline (2022). The impact of reforms in higher education.
• Wiborg, Vegard Sjurseike; Fidjeland, Andreas ?stb?; Eide, Thea; Holtermann, Helge; Skjelbred, Siv-Elisabeth & Fr?lich, Nicoline (2022). Konsekvenser av strukturreformen: Tilfredshet blant kandidatene. Vis sammendrag

  Et av m?lene med sammensl?ingene av h?yskoler og universiteter som fulgte av Strukturmeldingen i 2015, var ? bedre utdanningskvaliteten. P? tross av dette finner vi ingen tegn til at nyutdannede fra fusjonerte l?resteder har blitt mer tilfredse med utdanningen. Tall fra Kandidatunders?kelsen viser snarere en midlertidig, marginal nedgang i tilfredshet sammenlignet med kandidater fra ikke-fusjonerte l?resteder. Resultatene kan derfor tyde p? at eventuelle positive gevinster av sammensl?inger for denne dimensjonen av utdanningskvalitet, kandidaters tilfredshet, lar vente p? seg.

• Huisman, Jeroen; Eide, Thea; Soppe, Karlijn & Fr?lich, Nicoline (2022). Organisational features of Norwegian higher education institutions: perceptions on organisational change. Vis sammendrag

  In 2015 a large-scale restructuring of the Norwegian higher education sector was launched, resulting in a number of merger processes leading to more comprehensive institutions than before. The merger processes are complex organisational processes which arguably have impact on key organisational features such as information flow, communication, engagement, collaboration, organisational culture, commitment, leadership and organisational change. Based on data from a 2021 survey among academic staff, this brief compares six of the institutions merging between 2016 and 2017 (INN, NORD, HVL, USN, UiT and NTNU) with a sample of 15 other higher education institutions in Norway. The tendency is that academic staff at the merged institutions in general are less positive with respect to organisational features of their institution than those in the group of other institutions. Both the type of institution and subject fields do play a role in staff reflections on organisational features as well.

• Huisman, Jeroen; Eide, Thea; Daenekindt, Stijn & Fr?lich, Nicoline (2022). The impact of the structural reform: what do academics think and do? Vis sammendrag

  In 2015 a large-scale structural reform was introduced in Norway, aiming at improving the quality of higher education. Through mergers between institutions, reform objectives such as high-quality education and research, robust academic communities, proper access to education throughout the country, regional development, world leading academic communities and efficient use of resources were to be achieved. A 2021 survey among academic staff allows us to gain insight in the teaching, research and third mission activities of academic staff and to see some perceived impacts of the structural reform. Teaching and research activities were quite similar across the sector, with some differences between subfields, merged institutions versus non-merged institutions and across institutional types. In contrast, involvement in third mission activities differed significantly. Also here there were marked differences by subfields, merged/non-merged institutions and institutional type. Regarding the level of change experienced, we found that across all reform dimensions respondent very often did not witness much change or did not know. Overall, the impact of the reform appears to be ¨C according to the respondents ¨C limited.

• Fr?lich, Nicoline Sidsel (2021). Hvordan endres forskningshverdagen n?r ?pen forskning blir den nye normalen? (innlegg i paneldebatt).
• Fr?lich, Nicoline; Vukasovic, Martina & Bleiklie, Ivar (2021). Politikken som formet strukturreformen. Khrono.no. ISSN 1894-8995.
• Fr?lich, Nicoline (2021). Publiseringen ved fusjonerte h?yskoler har skutt i v?ret. Forskerforum.no.
• Fr?lich, Nicoline (2021). Hvordan har norske universiteter og h?yskoler blitt p?virket av Covid-19? .
• Fr?lich, Nicoline & Solberg, Espen (2021). Ledelse av panelsamtale.
• Fr?lich, Nicoline & Solberg, Espen (2021). Kunnskapsvalget 2021.
• Fr?lich, Nicoline; Bleiklie, Ivar & Stensaker, Bj?rn (2021). The actual work of university leaders. Short paper accepted to be presented to sub-theme 71.
• Fr?lich, Nicoline; Vukasovic, Martina; Elken, Mari & Stensaker, Bj?rn (2021). Pressing problems in researching structural reforms and mergers in higher education.
• Fr?lich, Nicoline (2021). Evaluation of the structural reform.
• Fr?lich, Nicoline (2021). Evaluering av strukturreformen ¨C noen forel?pige funn og refleksjoner.
• Fr?lich, Nicoline (2021). Hva gj?r strukturreformen med norsk h?yere utdanning? I Solberg, Espen & Wendt, Kaja Kathrine (Red.), Det norske forsknings- og innovasjonssystemet ¨C statistikk og indikatorer 2021. Norges forskningsr?d. ISSN 978-82-12-03903-2. s. 189¨C193. Vis sammendrag

  Indikatorrapporten har utviklet seg b?de i form og omfang siden den f?rste gang ble utgitt i 1997. 2021-utgaven er den fjerde nettbaserte utgaven (www.forskningsr?det.no/indikatorrapporten/). Et hovedpoeng med rapporten er ? presentere et bredt tallmateriale om norsk og internasjonal forskning og innovasjon og se dette i en st?rre sammenheng. Rapporten bygger p? FoU- og innovasjonsstatistikken, men trekker i tillegg p? mer enn 30 ulike datakilder.

• Bj?rkholt, Solveig; Gunnes, Hebe; Hovdhaugen, Elisabeth; N?ss, Terje; Sarpebakken, Bo & Villund, Ole [Vis alle 14 forfattere av denne artikkelen] (2021). Menneskelige ressurser til FoU. I Solberg, Espen & Wendt, Kaja Kathrine (Red.), Det norske forsknings- og innovasjonssystemet ¨C statistikk og indikatorer 2021. Norges forskningsr?d. ISSN 978-82-12-03903-2. s. 115¨C226. Vis sammendrag

  Indikatorrapporten har utviklet seg b?de i form og omfang siden den f?rste gang ble utgitt i 1997. 2021-utgaven er den fjerde nettbaserte utgaven (www.forskningsr?det.no/indikatorrapporten/). Et hovedpoeng med rapporten er ? presentere et bredt tallmateriale om norsk og internasjonal forskning og innovasjon og se dette i en st?rre sammenheng. Rapporten bygger p? FoU- og innovasjonsstatistikken, men trekker i tillegg p? mer enn 30 ulike datakilder.

• Solberg, Espen; Ingeborgrud, Lina; Korseberg, Lene Kirstine; Fr?lich, Nicoline & Lyby, Lars (2021). Det er trolig flere forskere som forsker p? 1. mai-tog enn som g?r i det. Morgenbladet. ISSN 0805-3847.
• Korseberg, Lene Kirstine; Eide, Thea & Fr?lich, Nicoline (2021). Kontinuitet fremfor innovasjon. Valg av faglig organisering ved fusjonerte institusjoner. Vis sammendrag

  De fleste fusjonerte institusjonene har valgt en modell for faglig organisering som i stor grad reflekterer den fakultetsstrukturen som eksisterte f?r fusjonen. Valget av ny struktur er dermed preget av kontinuitet, heller enn innovasjon. En gjennomgang av de fusjonerte institusjonenes styrepapirer i perioden 2016-2020 viser at alle har som m?l at den faglige omorganiseringen skal skape institusjoner med sterkere fagmilj?er og en tydelig faglig og strategisk profil. Hvordan de vurderer dette m?let, og hvilke prioriteringer de legger til grunn i denne prosessen, er derimot forskjellig mellom de ulike institusjonene. Dette gjenspeiles i deres valg av fakultetsmodell, som varierer fra en tradisjonell ?disiplinmodell? med bred fakultetsstruktur til en smalere fakultetsstruktur basert p? en ?profesjons-? eller ?tverrfaglig? modell.

• Aksnes, Dag W.; Fossum, Lone Wander?s & Fr?lich, Nicoline (2021). An initial bibliometric mapping of six higher education institutions undergoing structural changes. Vis sammendrag

  One objective of the Structural Reform introduced in Norwegian higher education in 2015 is to promote high quality of research and contribute to more academic environments performing at a high international level. Higher education institutions differ with regard to research capacity and in the volume of research carried out. This is reflected, amongst others, in the amount of funding and in the number of academic staff and scientific and scholarly publications. During the period between 2011 and 2019, NTNU, HVL, HINN, USN, Nord Univ and UiT all increased their publication volume, both when measured in number of publications and in the number of publication points. The general pattern is that the largest institutions have the lowest growth rates. Several of the smaller institutions have very high growth rates, which may reflect increased research ambitions and time devoted to such activities at these institutions. Furthermore, the institutions differ in terms of discipline profile and specialization. Scientific productivity is also very skewed at the level of individuals. In 2019, one quarter of the publishing personnel published more than 1.5 publication points and there were only minor differences in this proportion across institutions. In terms of citation impact, all the examined institutions contribute to high impact research, but overall, the figures are lower than the national average. Large differences prevail at the level of subject fields.

• N?ss, Terje; Fr?lich, Nicoline & Elken, Mari (2021). Fusjonerte institusjoner i st?peskjeen: Endringer i faglige profiler og det regionale studietilbudet. Vis sammendrag

  I dette notatet belyses utviklingen i studieprogramprofilen ved de fusjonerte institusjonene. Institusjonene har f?tt en tydeligere fagprofil m?lt som andel studieprogram innen ulike fagomr?der og ogs? styrket mastergradsprofil, men dette skyldes i stor grad den p?g?ende overgangen fra fire?rig til fem?rig l?rerutdanning. Det har ogs? v?rt en ?kning i antall studenter per studieprogram. Institusjonene har st?rre regional spredning av studietilbudene, men studentene s?ker i st?rre grad til noen av studiestedene enn andre. Data er hentet fra DBH.

• Vukasovic, Martina; Fr?lich, Nicoline; Bleiklie, Ivar; Elken, Mari & Michelsen, Svein (2021). Policy processes shaping the Norwegian Structural Reform. 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.

• St?ren, Liv Anne; Nesje, Kjersti; Skjelbred, Siv-Elisabeth & Fr?lich, Nicoline (2020). B?r "relevant jobb etter studiet" inng? i inansieringssystemet? Khrono.no. ISSN 1894-8995.
• Fr?lich, Nicoline (2020). Studenter i praksis i forskningsinstitutt ¨C erfaringer fra NIFU. Praksisemnet p? masterprogrammet i statsvitenskap, UiO.
• Bleiklie, Ivar; Elken, Mari; Fr?lich, Nicoline; Michelsen, Svein & Vucasovic, Martina (2020). Managerial policy making and the higher education merger reform in Norway.
• Bleiklie, Ivar; Elken, Mari; Fr?lich, Nicoline; Michelsen, Svein & Vucasovic, Martina (2020). Policy Making as Dialogue?
• Elken, Mari & Fr?lich, Nicoline (2020). Nye utfordringer for strukturreformen. Khrono.no. ISSN 1894-8995.
• Fr?lich, Nicoline & Loge, Julia (2019). Kvinner og menn har like sjanser til ? gj?re karrierehopp i akademia. [Tidsskrift]. Forskerforum.
• Fr?lich, Nicoline; Mangset, Marte; Teigen, Mari; Liest?l, Knut; Enli, Gunn & Christensen, Lina (2019). Endelig likestilling? Ikke enn?. [Tidsskrift]. Forskerforum.no.
• Fr?lich, Nicoline (2019). Hvem vinner det akademiske kappl?pet? .
• Fr?lich, Nicoline (2019). Norwegian structural reform in higher education. Recent policies and practices .
• Fr?lich, Nicoline (2019). Re-Structure: Redesigning the Norwegian higher education landscape. .
• Fr?lich, Nicoline (2019). Attraktive akademiske karrierer? .
• Fr?lich, Nicoline (2019). Re-Structure: Redesigning the Norwegian higher education landscape. .
• Fr?lich, Nicoline (2019). Attraktive akademiske karrierer? .
• Fr?lich, Nicoline & Mangset, Marte (2019). Endelig likestilling i akademia? .
• R?sdal, Trude; Elken, Mari & Fr?lich, Nicoline (2019). Struktur, kommunikasjon og kultur i en ny organisasjon. Vis sammendrag

  Som f?lge av Strukturreformen er flere norske UH-institusjoner n? midt i omfattende omorganiseringsprosesser. I dette notatet presenterer vi resultater fra en intervjubasert unders?kelse om fusjonsprosessen ved H?gskulen p? Vestlandet. Fusjonsprosessen har v?rt tidkrevende, og spesielt den administrative omorganiseringen har v?rt forsinket. Forsinkelsene har bl.a. resultert i et h?yt arbeidspress for de ansatte ved h?gskolen. Utfordringene kan i stor grad relateres til implementering av campusovergripende fakulteter og institutter, ingen stedlig ledelse og store geografiske avstander. Unders?kelsen viser ogs? at det i stor grad er en felles virkelighetsforst?else p? tvers av de tradisjonelle skillelinjene i akademisk virksomhet (ansatt¨Cleder, fag¨Cadministrasjon). Notatet framhever et behov for bedre prosesskoordinering, et mer effektivt kommunikasjonssystem, arbeid med ledelse i en ny organisasjon, samt behov ? ogs? ha fokus p? de uformelle aspektene av en ny organisasjon.

• Degn, Lise; Elken, Mari & Fr?lich, Nicoline (2019). The "what, "why" and "how" of Quality in Nordic higher education reforms.
• Fr?lich, Nicoline & Skule, Sveinung (2018). Attraktive karriereveier i og ut av universiteter og h?gskoler. Khrono.no. ISSN 1894-8995.
• Larsen, Hege & Fr?lich, Nicoline (2018). NIFU-rapport: H?y andel professorer i Norge. [Avis]. khrono.no.
• Fr?lich, Nicoline & Stensaker, Bj?rn (2018). Navigating complexity: leadership work at institutional top level.
• Fr?lich, Nicoline (2018). Managing mergers, governancing institutional integration.
• Fr?lich, Nicoline (2018). Internationalisation strategies of Norwegian higher education institutions.
• Fr?lich, Nicoline & Skule, Sveinung (2018). Attraktive karriereveier i og ut av universiteter og h?gskoler. 澳门葡京手机版app下载spolitikk. ISSN 0333-0273. 41(2), s. 18¨C19. Vis sammendrag

  Underdalutvalgets forslag til ny stillingsstruktur og nye karriereveier vil kunne gi bedre forutsigbarhet og mer attraktive karriereveier for ansatte i norske universiteter og h?gskoler. Men utvalget svarer ikke p? den st?rste utfordringen: Hvordan man kan lage attraktive karriereveier for det store flertallet med fersk doktorgrad ¨C de som ikke skal jobbe ved universiteter eller h?gskoler.

• Elken, Mari; Fr?lich, Nicoline; Maassen, Peter & Stensaker, Bj?rn (2018). Organizing quality work in higher education institutions.
• Fr?lich, Nicoline & Skule, Sveinung (2017). Syv utfordringer for Strukturreformen. Khrono.no. ISSN 1894-8995.
• Fr?lich, Nicoline & R?sdal, Trude (2017). Strukturreformen - mye arbeid gjenst?r. Khrono.no. ISSN 1894-8995.
• Fr?lich, Nicoline & Huisman, Jeroen (2017). Structural reforms in higher education.
• Fr?lich, Nicoline & Nesje, Kjersti (2017). Higher education¡¯s relevance: learning outcomes meet the labour market.
• Fr?lich, Nicoline & Bleiklie, Ivar (2017). Policy, governance and organisational change in higher education.
• Fr?lich, Nicoline; R?sdal, Trude & Tellmann, Silje Maria (2017). Professional educational programmes under pressure. Organisational challenges related to strengthening research.
• Elken, Mari; Fr?lich, Nicoline & Aamodt, Per O (2017). Ledelse av studieprogrammer.
• Fr?lich, Nicoline (2017). Strukturreformen - nye spenninger og styringsdilemma?
• Fr?lich, Nicoline & Borlaug, Siri Brorstad (2017). F?lgeevaluering av fusjoner i UH-sektoren.
• Eide, Thea; Solberg, Linn Elise Lur?s; Huisman, Jeroen & Fr?lich, Nicoline (2021). A note on survey methodology: Documentation of data from the Re-structure survey among academic staff spring 2021. Nordisk institutt for studier av innovasjon, forskning og utdanning NIFU. ISSN 978-82-327-0523-8. Vis sammendrag

  This note on methodology describes the questionnaire, sample and data gathering process of a survey conducted by NIFU in connection to the Re-structure project, a four-year project funded by the Research Council of Norway through the FINNUT programme. The survey ¡°Working conditions in higher education¡± has three objectives: To operationalize the reform goals, to investigate changes in core activities in order to measure change in the HE sector, and to measure institutional integration.

• Elken, Mari; Daus, Stephan; Gunnes, Hebe; Lyby, Lars; Fr?lich, Nicoline & R?sdal, Trude (2020). En forskningsbasert f?lgeevaluering av H?gskulen p? Vestlandet : Sluttrapport. Nordisk institutt for studier av innovasjon, forskning og utdanning NIFU. ISSN 978-82-327-0458-3. Vis sammendrag

  H?gskulen p? Vestlandet (HVL) ble etablert 01.01.2017 etter fusjon mellom H?gskolen i Bergen, H?gskulen i Sogn og Fjordane og H?gskolen Stord/Haugesund og er et av flere nye l?resteder etablert i etterkant av Strukturreformen i 2015. F?lgeevalueringen av fusjonen viser at den formelle organiseringen er i ferd med ? finne sin form, men det gjenst?r arbeid med ? utvikle felles kultur og god kommunikasjon i en mye st?rre organisasjon med til dels lange vertikale linjer og geografiske avstander. P? tross av en krevende fusjonsprosess har HVL flere gode resultater innen forskning, utdanning og samhandling. Denne rapporten presenterer funnene fra en forskningsbasert f?lgeevaluering som ble gjennomf?rt i perioden august 2018¨Cjanuar 2020.

• Fr?lich, Nicoline; Reiling, Rune Borgan; Gunnes, Hebe; Mangset, Marte; Orupabo, Julia & Ulvestad, Marte E.S. [Vis alle 9 forfattere av denne artikkelen] (2019). Attraktive akademiske karrierer? S?kning, rekruttering og mobilitet i UH-sektoren . Nordisk institutt for studier av innovasjon, forskning og utdanning NIFU. ISSN 978-82-327-0403-3. Vis sammendrag

  Akademiske karrierer, rekruttering av vitenskapelig ansatte og forskeres mobilitet har f?tt st?rre oppmerksomhet etter stortingsmeldingen Kultur for kvalitet (2016¨C2017). Ikke minst er det en sentral politisk m?lsetting at akademiske karrierer skal v?re attraktive. I den forbindelse har Kunnskapsdepartementet ?nsket en kartlegging av s?kning, rekruttering og mobilitet i universitets- og h?gskolesektoren. Resultatene av kartleggingen presenteres i denne rapporten.

• Fr?lich, Nicoline; Wendt, Kaja Kathrine; Reymert, Ingvild S; Tellmann, Silje Maria; Elken, Mari & Kyvik, Svein [Vis alle 8 forfattere av denne artikkelen] (2018). Academic career structures in Europe : Perspectives from Norway, Denmark, Sweden, Finland, the Netherlands, Austria and the UK. Nordic Institute for Studies in Innovation, Research and Education (NIFU). ISSN 978-82-327-0318-0. Vis sammendrag

  The higher education sector is increasingly important to society and national economies. Recruitment to academic positions, academic career prospects, and working conditions are critical issues in this regard. Importantly, academic career structures are characterised by different principles for organising academic careers which show distinct national variations. Currently the Norwegian academic career system is under discussion and the Ministry of Education and Research has appointed an expert committee (the Underdal committee) to consider the strengths and weaknesses of the Norwegian academic career system, whether changes are necessary, and to provide recommendations for improvement.

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