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2021
1 Borch, Iris Helene; Sandvoll, Ragnhild; Risør, Torsten.
Student course evaluation documents: Constituting evaluation practice. Assessment & Evaluation in Higher Education 2021
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2 Finstad, Bjørn-Petter; Sandvoll, Ragnhild; Lien, Ingrid Hovda.
Praksis som læringsform i studier uten profesjonstilknytning - utfordringer og muligheter. Nordic Journal of STEM Education 2021 ;Volum 5.(1) s. -
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3 Fossland, Trine; Sandvoll, Ragnhild.
Drivers for educational change? Educational leaders’ perceptions of academic developers as change agents. International Journal for Academic Development 2021 s. -
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2020
4 Borch, Iris Helene; Sandvoll, Ragnhild; Risør, Torsten.
Discrepancies in purposes of student course evaluations: what does it mean to be “satisfied”?. Educational Assessment, Evaluation and Accountability 2020 ;Volum 32. s. 83-102
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5 Ewins, Kristin; Fremstad, Ester; Fossland, Trine; Sandvoll, Ragnhild.
Deliberative leadership: Moving beyond dialogue. I: Leading Higher Education As and For Public Good Rekindling Education as Praxis,. Routledge 2020 ISBN 978-0-367-20512-6. s. 107-124
UiO UiT Untitled
 
6 Sandvoll, Ragnhild; Bergh, Andreas; Solbrekke, Tone Dyrdal.
Nurturing pedagogical praxis through deliberative communication. I: Leading Higher Education As and For Public Good Rekindling Education as Praxis,. Routledge 2020 ISBN 978-0-367-20512-6. s. 142-156
UiO UiT Untitled
 
2019
7 Sandvoll, Ragnhild; Bergh, Andreas; Solbrekke, Tone Dyrdal.
Supporting the development of professional responsibility in higher education - studying the interface between odontology and education. ECER; 2019-09-03 - 2019-09-06
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8 Sandvoll, Ragnhild; Nordmo, Ivar; Lund, Øystein.
The complexities between professional development of academic staff, local culture and educational leadership. Euro SoTL; 2019-06-12 - 2019-06-14
UiB UiT Untitled
 
9 Sundset, Monica Alterskjær; Allern, Marit; Sandvoll, Ragnhild.
Utvikling av undervisningskvalitet gjennom styrket fagfellesskap. MNT-konferansen 2019; 2019-03-28 - 2019-03-29
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10 Sundset, Monica Alterskjær; Sandvoll, Ragnhild; Allern, Marit.
Enhancing a collective approach to teaching in the spirit of SoTL. EuroSoTL 2019; 2019-06-13 - 2019-06-14
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2018
11 Borch, Iris Helene; Sandvoll, Ragnhild; Risør, Torsten.
Students want to co-create their education, but do we let them? Evaluation in health profession education. CES Conference 2018; 2018-05-29 - 2018-05-29
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12 Sandvoll, Ragnhild.
Dokumentasjon av pedagogisk kompetanse. Fagdag; 2018-05-02 - 2018-05-02
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13 Sandvoll, Ragnhild; Winka, Katarina; Allern, Marit.
Merittering som vitenskapelig tilnærming til undervisning. UNIPED 2018 ;Volum 41.(3) s. 246-258
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2017
14 Dørum, Kine; Sandvoll, Ragnhild; Solberg, Mariann.
Developing a Teaching Philosophy: An Exercise in Futility or a Means to Transforming Teaching Practice?. EuroSoTL; 2017-06-08 - 2017-06-09
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15 Sandvoll, Ragnhild.
Ledelse av studieprogram. Nettverkssamling; 2017-11-23 - 2017-11-23
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16 Sandvoll, Ragnhild; Dørum, Kine; Solberg, Mariann.
Vitenskapelig ansattes refleksjoner om utvikling av egen undervisning. UNIPED 2017 ;Volum 40.(4) s. 284-298
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17 Sundset, Monica Alterskjær; Allern, Marit; Sandvoll, Ragnhild.
Peer observation of Teaching as motivation for educational development. From teaching as private enterprise to a collective approach. Transforming patterns through the scholarship of teaching and learning», EuroSoTL; 2017-06-08
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2016
18 Fossland, Trine; Sandvoll, Ragnhild.
The different layers of academic development: approaching leaders perceptions of educational change. Etichs, care and quality in educational development; 2016-11-23 - 2016-11-25
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19 Sandvoll, Ragnhild; Dørum, Kine; Solberg, Mariann.
Min undervisningsfilosofi: i spennet mellom hvem man er og hvem man vil være som underviser. Danning & utdanning; 2016-05-02 - 2016-05-04
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2015
20 Allern, Marit; Sandvoll, Ragnhild.
Educational development in the Scandinavian countries - informed and inspired by SoTL? A case study in three universities. EuroSoTL; 2015-06-08 - 2015-06-09
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21 Sandvoll, Ragnhild.
A policy on the shelf or a map for future action? : perceptions of and reactions to a strategic plan for teaching and learning in higher education. Nordic Studies in Education 2015 ;Volum 34.(3-4) s. 184-199
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22 Sandvoll, Ragnhild; Allern, Marit.
How academic leaders understand, enact and endorse according to scholarship of teaching and learning?. The 12th annual conference of the International Society for the Scholarship of Teaching and Learning; 2015-10-27 - 2015-10-30
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2014
23 Allern, Marit; Sandvoll, Ragnhild.
Undervisningsplanlegging. I: Pedagogikk - en grunnbok. Cappelen Damm Akademisk 2014 ISBN 978-82-02-41424-5. s. 307-320
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24 Sandvoll, Ragnhild.
Feeling good, but missing the mark. What happened to the assessment in peer assessment?. Journal of University Teaching and Learning Practice 2014 ;Volum 11.(1) s. 1-14
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25 Sandvoll, Ragnhild.
When Intentions Meet Reality – Consonance and Dissonance in Teacher Approaches to Peer Assessment. Canadian Journal of Higher Education 2014 ;Volum 44.(2) s. 118-134
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2013
26 Sandvoll, Ragnhild; Allern, Marit.
Strategisk plan for undevisning – sentrale aktørers engasjement og forståelse. Fleksibilitet og kvalitet, nettverkskonferanse om undervisning i høyere utdanning; 2013-05-12 - 2013-05-13
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27 Sandvoll, Ragnhild; Allern, Marit.
Strategy Statement for Teaching and Learning. A paper exercise or a steering document initiating Scholarly Teaching and SoTL?. Critical Transitions in Teaching and Learning - conference; 2013-10-02 - 2013-10-05
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2008
28 Allern, Marit; Sandvoll, Ragnhild; Dahl, Tove Irene.
Student-Centered Control in the Learning Process?Involving Students Through Peer Assessment and Peer Learning. Annual Conference of the ISETL; 2008-10-23 - 2008-10-25
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2006
29 Sandvoll, Ragnhild.
Bokomtaler: "Når læring er viktigst". UNIPED 2006 ;Volum 29.(3/2006) s. 45-47
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