Horizontal governance and learning dynamics in higher education

Prosjektperiode: 01/04/2012 - 31/05/2016

Institusjon: Pedagogisk forskningsinstitutt, Universitetet i Oslo

Prosjektleder: Peter Maassen

Program: Norsk utd.forskn.2009-2018

Sammendrag

The HOGLED project is aimed at contributing to an improved understanding of major change dynamics in higher education with respect to higher education governance and learning processes in higher education institutions, as well as the way these two are con nected. The changes in governance and learning processes can be interpreted as a horizontal extension of traditionally vertical processes. Concerning the horizontalization of governance HOGLED is interested in how higher education policies have been coord inated with other knowledge policy areas. When it comes to learning processes in higher education HOGLED is focused on the way in which these have become spatially extended, and currently comprise a multitude of sites and practices which may co-exist and interact in complex ways. Finally, the horizontal extension of governance and learning processes has made the vertical coordination practices and structures more complex. HOGLED will analyze how institutional leadership in higher education institutions co nnects the two 'horizontalization' processes. Special focus will be on examining the role of knowledge cultures in constituting dynamics of learning in higher professional programmes, on examining the interpretations among institutional leaders at variou s levels of the extended governance and learning contexts, and the way in which these interpretations affect the connection between the two. For this purpose, amongst other things, the educational strategies of the institutions involved will be studied. �The analytical framework for this project is built upon two theoretical perspectives, i.e. institutional theory and an epistemic culture perspective. This analytical framework represents an important development in educational research since it concerns an effort to integrate traditionally separated perspectives and research activities. This framework allows for an integrated multi-level analysis of the change dynamics in higher education systems and institutions.