Reference : (Re)shaping Educational Research through ‘Programification’: Institutional Expansion,...
Scientific journals : Article
Social & behavioral sciences, psychology : Sociology & social sciences
Social & behavioral sciences, psychology : Education & instruction
Educational Sciences
http://hdl.handle.net/10993/31430
(Re)shaping Educational Research through ‘Programification’: Institutional Expansion, Change, and Translation in Norway
English
Zapp, Mike mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Helgetun, Jo B. []
Powell, Justin J W mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
In press
European Journal of Education
52
Yes (verified by ORBilu)
International
0141-8211
[en] higher education ; educational research ; Norway
[en] Educational research in Norway has experienced unprecedented structural expansion as well as cognitive shifts over the past two decades, especially due to increased state investments and the strategic use of extensive and multi-year thematic programs to fund research projects. Applying a neo-institutionalist framework, we examine institutionalization dynamics in cultural-cognitive, normative, and regulative dimensions over the past two decades using interviews, research program calls, policy documents, and funding data. In the cultural-cognitive dimension, we find references to the knowledge society, the importance of evidence in policy-making, and ideas of quality, excellence, and relevance. In the normative dimension, we find the introduction of new professional and methodological standards, reflecting broader global patterns of academic and epistemic drift. In the regulative dimension, the strengthened role of both government and the Research Council of Norway is manifest in substantial growth in both funding and large-scale, long-term planning, including thematic choices—evidence of ‘programification’. The importance of external models has grown in an era of internationalization, yet translation occurs at every level of governance of educational research. This results in a specific Norwegian research model, guided by a mode of governance of programs, that maintains social values traditionally strong in Nordic societies.
Education, Culture, Cognition & Society (ECCS) > Institute of Education & Society (InES)
University of Luxembourg - UL
Researchers ; Professionals ; Students ; General public
http://hdl.handle.net/10993/31430

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