Jens-Christian Smeby
Biographic Data
| ID | 1499747 |
|---|---|
| NAME | Jens-Christian Smeby |
| GIVEN NAMES | Jens-Christian |
| FAMILY NAME | Smeby |
| SIGNATURE | SMEBY J |
| AFFILIATIONS | OsloMet – Oslo Metropolitan University |
| ORCID | 0000-0001-6111-1335 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 21 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 3 |
Research-based teacher education in Norway – a longitudinal perspective
Research has been highlighted as a key dimension in the development of teacher education quality. However, there are different understandings of how research is and should be linked to teacher educators’ competence. We examine changes in teacher educators’ attitudes towards research-based teacher education in Norway by comparing results from 2008 with those from 2021. Teacher educators’ attitudes have changed towards a more research-positive appr…
Placement training and learning outcomes in social work education
Field placement has traditionally been an important component of professional and vocational education programmes, and there is a growing interest in workplace experience in higher education programmes in general. In this article, we examine the direct and the indirect links between classroom preparation for placement, placement quality and programme coherence, and the development of student learning outcomes (general competence, knowledge and sk…
Vol 10 No 2 (2020)
Reflecting on Bourdieu's theory of symbolic power, the aim of our study was to determine the degree to which prestige ranking follows a logic of social recognition that transcends health professional group boundaries. Based on a previous cross-sectional survey, in which 605 health professionals ranked 19 diseases and 17 specialties, this paper draws on data from 25 in-depth interviews with nurses, doctors and nursing/medical students with the obj…
Special Issue: A Southern African Dialogue on the Professions and Professional Work
A Southern African Dialogue on the Professions and Professional Work" held at the University of Pretoria, South Africa. While the special issue contributes to the conversation on
Special Issue: Professions and Professionalism in Market-Driven Societies
This article presents an analysis and discussion of the conceptions of teacher collegiality in times of restructuring, where a shift in the governance of teachers' work from bureaucratic to market principles can be identified. In addition, several actors from different cultural and social worlds want to contribute to education policy and school success, often through collegiality. Through a conceptual research review, a selection of articles on h…
Special Issue: Complexity, Routines, and Reflexivity in Professional Work
Vol 8, No 1 (2018)
Special Issue: Theoretical Perspectives on Sociology of Professions in Germany
Professionalism undergoing change is discussed from different theoretical standpoints within this special issue
Vol 6, No 2 (2016) Special Issue: Professional-Citizen Relations
Full Issue of Vol 6, No 2 (2016) Special Issue: Professional-Citizen Relations
Connecting to professional knowledge
Studies of students’ educational outcome tend to be based on rather simple input output models. The aim of this paper is to demonstrate that a better understanding of professional knowledge and the longitudinal characteristics of learning processes are important also in quantitative studies. It is suggested that “connection to knowledge” and “wanting structure” are appropriate concepts in this respect. Results from a questionnaire study among col…
Universitetenes utfordringer
Disciplinary Differences in Norwegian Graduate Education
In the humanities and the social sciences master's and PhD students take more time to complete their degree than in the natural sciences. This article examines the reasons for the difference. The findings suggest that field differences in knowledge structures and in the organisation of research have significant implications for research training. 'Hard' fields are characterised by a directed supervision model and a close relationship between stud…
National quality assessment systems in the Nordic countries: Developing a balance between external and internal needs
National quality assessment systems in the Nordic countries: Developing a balance between external and internal needs
Disciplinary differences in university teaching
Several studies indicate that there are differences between fields of learning which impact on both teaching and research. Data from a survey to all regular faculty members at Norwegian universities show significant field differences in the time spent on teaching and preparation, and in the distribution of time between different types of teaching and teaching levels. Some, but not all, of these differences may be due to genuine characteristics of…
Disciplinary differences in university teaching
Several studies indicate that there are differences between fields of learning which impact on both teaching and research. Data from a survey to all regular faculty members at Norwegian universities show significant field differences in the time spent on teaching and preparation, and in the distribution of time between different types of teaching and teaching levels. Some, but not all, of these differences may be due to genuine characteristics of…
Disciplinary Differences in Norwegian Graduate Education
In the humanities and the social sciences master's and PhD students take more time to complete their degree than in the natural sciences. This article examines the reasons for the difference. The findings suggest that field differences in knowledge structures and in the organisation of research have significant implications for research training. 'Hard' fields are characterised by a directed supervision model and a close relationship between stud…
National quality assessment systems in the Nordic countries: Developing a balance between external and internal needs
Connecting to professional knowledge
Studies of students’ educational outcome tend to be based on rather simple input output models. The aim of this paper is to demonstrate that a better understanding of professional knowledge and the longitudinal characteristics of learning processes are important also in quantitative studies. It is suggested that “connection to knowledge” and “wanting structure” are appropriate concepts in this respect. Results from a questionnaire study among col…
Placement training and learning outcomes in social work education
Field placement has traditionally been an important component of professional and vocational education programmes, and there is a growing interest in workplace experience in higher education programmes in general. In this article, we examine the direct and the indirect links between classroom preparation for placement, placement quality and programme coherence, and the development of student learning outcomes (general competence, knowledge and sk…
National quality assessment systems in the Nordic countries: Developing a balance between external and internal needs
Disciplinary differences in university teaching
Several studies indicate that there are differences between fields of learning which impact on both teaching and research. Data from a survey to all regular faculty members at Norwegian universities show significant field differences in the time spent on teaching and preparation, and in the distribution of time between different types of teaching and teaching levels. Some, but not all, of these differences may be due to genuine characteristics of…
National quality assessment systems in the Nordic countries: Developing a balance between external and internal needs
National quality assessment systems in the Nordic countries: Developing a balance between external and internal needs
Disciplinary Differences in Norwegian Graduate Education
In the humanities and the social sciences master's and PhD students take more time to complete their degree than in the natural sciences. This article examines the reasons for the difference. The findings suggest that field differences in knowledge structures and in the organisation of research have significant implications for research training. 'Hard' fields are characterised by a directed supervision model and a close relationship between stud…
Universitetenes utfordringer
Connecting to professional knowledge
Studies of students’ educational outcome tend to be based on rather simple input output models. The aim of this paper is to demonstrate that a better understanding of professional knowledge and the longitudinal characteristics of learning processes are important also in quantitative studies. It is suggested that “connection to knowledge” and “wanting structure” are appropriate concepts in this respect. Results from a questionnaire study among col…
Vol 6, No 2 (2016) Special Issue: Professional-Citizen Relations
Full Issue of Vol 6, No 2 (2016) Special Issue: Professional-Citizen Relations
Special Issue: Theoretical Perspectives on Sociology of Professions in Germany
Professionalism undergoing change is discussed from different theoretical standpoints within this special issue
Special Issue: Professions and Professionalism in Market-Driven Societies
This article presents an analysis and discussion of the conceptions of teacher collegiality in times of restructuring, where a shift in the governance of teachers' work from bureaucratic to market principles can be identified. In addition, several actors from different cultural and social worlds want to contribute to education policy and school success, often through collegiality. Through a conceptual research review, a selection of articles on h…
Special Issue: Complexity, Routines, and Reflexivity in Professional Work
Vol 8, No 1 (2018)
Special Issue: A Southern African Dialogue on the Professions and Professional Work
A Southern African Dialogue on the Professions and Professional Work" held at the University of Pretoria, South Africa. While the special issue contributes to the conversation on
Vol 10 No 2 (2020)
Reflecting on Bourdieu's theory of symbolic power, the aim of our study was to determine the degree to which prestige ranking follows a logic of social recognition that transcends health professional group boundaries. Based on a previous cross-sectional survey, in which 605 health professionals ranked 19 diseases and 17 specialties, this paper draws on data from 25 in-depth interviews with nurses, doctors and nursing/medical students with the obj…
Placement training and learning outcomes in social work education
Field placement has traditionally been an important component of professional and vocational education programmes, and there is a growing interest in workplace experience in higher education programmes in general. In this article, we examine the direct and the indirect links between classroom preparation for placement, placement quality and programme coherence, and the development of student learning outcomes (general competence, knowledge and sk…
Research-based teacher education in Norway – a longitudinal perspective
Research has been highlighted as a key dimension in the development of teacher education quality. However, there are different understandings of how research is and should be linked to teacher educators’ competence. We examine changes in teacher educators’ attitudes towards research-based teacher education in Norway by comparing results from 2008 with those from 2021. Teacher educators’ attitudes have changed towards a more research-positive appr…
Political science (11 works) · Sociology (9 works) · Psychology (8 works) · Higher education (6 works) · Engineering (5 works) · Pedagogy (5 works) · Social science (5 works) · Engineering ethics (4 works) · Mathematics education (4 works) · Evaluation and Performance Assessment (3 works)