Legitimising quality work in higher education

References

• Bloch, C., Degn, L., Nygaard, S., & Haase, S. (2021). Does quality work work? A systematic review of academic literature on quality initiatives in higher education. Assessment and Evaluation in Higher Education, 46(5), 701–718. https://doi.org/10.1080/02602938.2020.1813250
   Web of Science ®Google Scholar
• Bloch, C., Fuglsang, S., Glavind, J. G., & Bendtsen, A.-K. (2022). Quality work in higher education: A multi-stakeholder study. Quality in Higher Education, Ahead-of-Print(Ahead-of-Print), 1–18. https://doi.org/10.1080/13538322.2022.2123267
   Google Scholar
• Borch, I. H. (2020). Lost in translation: From the university's quality assurance system to student evaluation practice. Nordic Journal of Studies in Educational Policy, 6(3), 231–244. https://doi.org/10.1080/20020317.2020.1818447
   Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
   Google Scholar
• Bryman, A. (2012). Social research methods (4th ed.). Oxford: Oxford University Press.
   Google Scholar
• Christensen, T., & Lægreid, P. (2011). Changing accountability relations - the forgotten side of public sector reforms. Stein Rokkan Centre for Social Studies.
   Google Scholar
• Clark, T., Foster, L., Sloan, L., & Bryman, A. (2021). Bryman's social research methods (6th ed.). Oxford: Oxford University Press.
   Google Scholar
• Coffey, A. (2013). Analysing documents. In The SAGE Handbook of Qualitative Data Analysis (pp. 367–379). doi.org/10.4135/9781446282243.
   Google Scholar
• Deephouse, D. L., & Suchman, M. (2008). Legitimacy in organizational institutionalism. In R. Greenwood (Ed.), The SAGE Handbook of Organizational Institutionalism (pp. 49–77). London: SAGE.
   Google Scholar
• DiMaggio, P. J., & Powell, W. W. (1983). The iron cage revisited: Institutional isomorphism and collective rationality in organizational fields. American Sociological Review, 48(2), 147–160. https://doi.org/10.2307/2095101
   Web of Science ®Google Scholar
• Diogo, S., Diogo, C., Amaral, T., & Amaral, A. (2015). Institutionalism and organizational change. In H. d. B. Jeroen Huisman, D. D. Dill, & M. Souto-Otero (Eds.), Multi-level governance in higher education research (pp. 114–132). London: Palgrave.
   Google Scholar
• Elken, M., Maassen, P., Nerland, M., Prøitz, T. S., Stensaker, B., & Vabø, A. (2020). Quality Work in Higher Education: Organisational and Pedagogical Dimensions (Vol. 54). Cham: Springer.
   Google Scholar
• Elken, M., & Stensaker, B. (2018). Conceptualising ‘quality work’ in higher education. Quality in Higher Education, 24(3), 189–202. https://doi.org/10.1080/13538322.2018.1554782
   Web of Science ®Google Scholar
• Elken, M., & Stensaker, B. (2020a). Quality work: Reflections and refinements. In M. Elken, P. Maassen, M. Nerland, T. S. Prøitz, B. Stensaker, & A. Vabø (Eds.), Quality Work in Higher Education: Organisational and Pedagogical Dimensions (Vol. 54, pp. 175–186). Cham: Springer.
   Google Scholar
• Elken, M., & Stensaker, B. (2020b). Researching ‘quality work’ in higher education. In M. Elken, P. Maassen, M. Nerland, T.S. Prøitz, B. Stensaker, & A. Vabø (Eds.), Quality Work in Higher Education : Organisational and Pedagogical Dimensions (Vol. 54, pp. 1–17). Cham: Springer.
   Google Scholar
• Erickson, M., Hanna, P., & Walker, C. (2021). The UK higher education senior management survey: A statactivist response to managerialist governance. Studies in Higher Education, 46(11), 2134–2151. https://doi.org/10.1080/03075079.2020.1712693
   Web of Science ®Google Scholar
• Frølich, N., Hovdhaugen, E., & Terum, L. I. (2014). Kvalitet, kapasitet og relevans: utviklingstrekk i norsk høyere utdanning. Oslo: Cappelen Damm Akademisk.
   Google Scholar
• Hansen, H. F., Geschwind, L., Kivistö, J., Pekkola, E., Pinheiro, R., & Pulkkinen, K. (2019). Balancing accountability and trust: University reforms in the nordic countries. Higher Education, 78(3), 557–573. https://doi.org/10.1007/s10734-019-0358-2
   Web of Science ®Google Scholar
• Hesse-Biber, S. N., & Johnson, R. B. (2015). The Oxford handbook of multimethod and mixed methods research inquiry. Oxford: Oxford University Press.
   Google Scholar
• Hopwood, N. (2018). When coding doesn’t work, or doesn’t make sense: Synoptic units in qualitative data analysis. nickhop.files.wordpress.com/2018/11/hopwood-2018-when-coding-doesnt-work.pdf
   Google Scholar
• Jongbloed, B., Enders, J., & Salerno, C. (2008). Higher education and its communities: Interconnections, interdependencies and a research agenda. Higher Education, 56(3), 303–324. https://doi.org/10.1007/s10734-008-9128-2
   Web of Science ®Google Scholar
• Kunnskapsdepartementet. (2019). Forskrift om kvalitetssikring og kvalitetsutvikling i høyere utdanning og fagskoleutdanning. https://lovdata.no/forskrift/2010-02-01-96
   Google Scholar
• Lackner, E. J. (2021). Studying the relation between stakeholder input and higher education policy. Higher Education Policy, 35(4), 929–945. https://doi.org/10.1007/s10734-008-9128-2
   Web of Science ®Google Scholar
• Lackner, E. J., & Stensaker, B. (2022). Skiftende politiske perspektiver på universitetet? En analyse av to sentrale stortingsmeldinger på 2000-tallet. Norsk Pedagogisk Tidsskrift, 106(4), 291–303. https://doi.org/10.18261/npt.106.4.2
   Google Scholar
• Lawrence, T. B., Leca, B., & Zilber, T. B. (2013). Institutional work: Current research, new directions and overlooked issues. Organization Studies, 34(8), 1023–1033. https://doi.org/10.1177/0170840613495305
   Web of Science ®Google Scholar
• Lawrence, T. B., Suddaby, R., & Leca, B. (2009). Institutional work: Actors and agency in institutional studies of organizations. Cambridge: Cambridge University Press.
   Google Scholar
• Maassen, P., Gornitzka, A., & Fumasoli, T. (2017). University reform and institutional autonomy: A framework for analysing the living autonomy. Higher Education Quarterly, 71(3), 239–250. https://doi.org/10.1111/hequ.12129
   Web of Science ®Google Scholar
• March, J. G., & Olsen, J. P. (1984). The new institutionalism: Organizational factors in political life. American Political Science Review, 78(3), 734–749. https://doi.org/10.2307/1961840
   Web of Science ®Google Scholar
• Mårtensson, K., Roxå, T., & Stensaker, B. (2014). From quality assurance to quality practices: An investigation of strong microcultures in teaching and learning. Studies in Higher Education, 39(4), 534–545. https://doi.org/10.1080/03075079.2012.709493
   Web of Science ®Google Scholar
• M.o.E.R. (2017). Meld. St. 16 (2016-2017) Kultur for kvalitet i høyere utdanning. Oslo: Ministry of Education and Research.
   Google Scholar
• Molander, A. (2020). Discretion. In H. LaFollette (Ed.), International Encyclopedia of Ethics. https://doi.org/10.1002/9781444367072.wbiee880.
   Google Scholar
• Molander, A., Grimen, H., & Eriksen, E. O. (2012). Professional discretion and accountability in the welfare state. Journal of Applied Philosophy, 29(3), 214–230. https://doi.org/10.1080/03075079.2012.709493
   Web of Science ®Google Scholar
• Olsen, J. P. (2009). Change and continuity: An institutional approach to institutions of democratic government. European Political Sicence Review, 1(1), 3–32. https://doi.org/10.1080/03075079.2012.709493
   Google Scholar
• Pechmann, P., & Haase, S. (2022). How policy makers employ the term quality in higher education policymaking. Scandinavian Journal of Educational Research, 66(2), 355–366. https://doi.org/10.1080/00313831.2020.1869081
   Web of Science ®Google Scholar
• Prøitz, T. S. (2015). Learning outcomes as a key concept in policy documents throughout policy changes. Scandinavian Journal of Educational Research, 59(3), 275–296. https://doi.org/10.1080/00313831.2020.1869081
   Web of Science ®Google Scholar
• Shaw, M. A. (2019). Public accountability versus academic independence: Tensions of public higher education governance in Poland. Studies in Higher Education, 44(12), 2235–2248. https://doi.org/10.1080/00313831.2020.1869081
   Web of Science ®Google Scholar
• Solbrekke, T., Sugrue, C., & Sutphen, M. (2020). Leading in a web of commitments. Negotiating legitimate compromises. In T. Solbrekke, & C. Sugrue (Eds.), Leading higher education as and for public good: rekindling education as praxis (pp. 53–69). Abingdon: Routledge.
   Google Scholar
• St. Pierre, E. A., & Jackson, A. Y. (2014). Qualitative data analysis after coding. Qualitative Inquiry, 20(6), 715–719. https://doi.org/10.1177/1077800414532435
   Web of Science ®Google Scholar
• Suchman, M. C. (1995). Managing legitimacy - Strategic and institutional approaches. The Academy of Management Review, 20(3), 571–610. https://doi.org/10.2307/258788
   Web of Science ®Google Scholar
• Suddaby, R., & Viale, T. (2011). Professionals and field-level change: Institutional work and the professional project. Current Sociology, 59(4), 423–442. oi.org/10.1177/0011392111402586
   Web of Science ®Google Scholar
• Wallander, L., & Molander, A. (2014). Disentangling professional discretion: A conceptual and methodological approach. Professions and Professionalism, 4(3), 1–19. https://doi.org/10.4135/9781446282243
   Google Scholar
• Wendt, K., Gunnes, H., Østby, M. N., & Fossum, L. W. (2021). Når timene telles. Tidsbruksundersøkelsen 2021. NIFU.
   Google Scholar
• Wittek, L., & Kvernbekk, T. (2011). On the problems of asking for a definition of quality in education. Scandinavian Journal of Educational Research, 55(6), 671–684. https://doi.org/10.1080/00313831.2011.594618
   Web of Science ®Google Scholar
• Yeo, A., Legard, R., Keegan, J., Ward, K., McNaughton Nicholls, C., & Lewis, J. (2014). In-depth interviews. In J. Ritchie (Ed.), Qualitative research practice: A guide for social science students and researchers (2nd ed., Vol. 2, pp. 177–210). London: SAGE.
   Google Scholar