Elisabeth Hovdhaugen
Biographic Data
| ID | 3941946 |
|---|---|
| NAME | Elisabeth Hovdhaugen |
| GIVEN NAMES | Elisabeth |
| FAMILY NAME | Hovdhaugen |
| SIGNATURE | HOVDHAUGEN E |
| AFFILIATIONS | Nordic Institute for Studies in Innovation, Research and Education |
| ORCID | 0000-0002-6422-5028 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 27 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Shared Leadership and Governance in Swedish and Norwegian Schools: Implications for Leadership Autonomy in Quality Work
Shared leadership has gained impact in educational research and policy, and is often portrayed as key to quality enhancement in schools. However, intricate soft governance strategies, increased focus on school leaders’ responsibility for results and external quality assessment can all cause dilemmas due to differences in professional cultures, traditions and expectations of involvement in decision-making processes. In the Nordic countries, school…
Experiences of stress relating to responsibilities and autonomy for Norwegian school principals and middle leaders
Purpose This paper aims to better our understanding of how different kinds of leadership responsibilities are linked to stressors at work for different types of school leaders in Norwegian compulsory and upper secondary schools. The study’s differentiation between principals and middle leaders contributes to research on the responsibilities of school leaders. Design/methodology/approach The paper builds on a 2023 survey of 641 school leaders in N…
The historic importance of degree structure: A comparison of bachelor to master transitions in Norway and Denmark
The Bologna process and the 3+2-degree structure presents students with several decision points in higher education, both which bachelor’s programme to choose, and whether to continue beyond bachelor. Based on a small-scale survey containing both closed and open-ended questions, this paper studies reasons the students give for entering a master’s programme. We compare students in Norway and Denmark who have entered a master’s programme in educati…
Motivation for full degree mobility: Analysing sociodemographic factors, mobility capital and field of study
In this paper we have investigated students’ motivations for undertaking a full degree abroad. It examines how motivations can be categorised, and if this varies according to gender, social origin, field of study and mobility capital (previous experience of living abroad or parents who have done so). The analyses are based on a survey of Norwegian students abroad, containing information from more than 4100 respondents. The three underlying dimens…
Age as a merit in admission decisions for higher education
This paper uses register data to study how a particular age reward feature affects admission into two highly competitive study programs: medicine and law. The Norwegian admission system to higher education is centralized, and applicants compete in two quotas: one quota almost entirely based on grade point average from upper secondary education and one quota where students can compete with improved grades and where being older automatically increa…
Moving on, Switching Gear or Staying Put: Tracking Social Inequality in Secondary School Pathways in Three European Cities
It is commonly known that education reproduces, rather than diminishes, social inequality, but how this takes place may vary between educational systems. This paper uses data from a unique longitudinal cross-national project to analyze differences in pathways through the upper years of secondary education between Bergen (Norway), Ghent (Flanders, Belgium) and Barcelona (Spain). Analyses show that social background has the greatest impact on desti…
Study Success Policy Patterns in Higher Education Regimes: More Similarities than Differences
Participation in adult education and training in countries with high and low participation rates: Demand and barriers
This paper explores patterns in participation in adult education and training (AET) by comparing five countries with high participation rates (the Nordic countries and the Netherlands) with three countries with significantly lower participation rates (France, Poland and the Slovak Republic). Using PIAAC data the paper examines differences in the levels of demand for AET as well as variations in barriers to AET participation between the two groups…
Work-related training and workplace learning: Nordic perspectives and European comparisons
Work-related training and non-formal and informal workplace learning are increasingly being recognised as a key to lifelong learning and to realising the potential for skills development. Globalisation, technology change with further digitalisation, together with demographic change and climate changes are transforming the world of work. This special issue is born out of collaboration between two large research projects, Barriers and drivers regar…
Hva vet vi egentlig om ulikhet i høyere utdanning
Second chance’ routes into higher education: Sweden, Norway and Germany compared
Widening access to higher education is clearly part of the European policy agenda. Higher education ministers in the Bologna countries, as well as the European Commission, have all expressed a wish to make higher education more representative of national populations. This policy objective has been echoed at national level. One approach to widening participation is to provide 'second chance' routes into higher education. This is achieved by removi…
Serving the Society? Historical and Modern Interpretations of Employability
Transfer and dropout: Different forms of student departure in Norway
This article examines student departure from university, based on data from a survey of undergraduate university students in Norway conducted in 2005. The survey maps students’ progression through higher education, and the analysis focuses on the different types of departure and their causes. More than 50% of all university students left the initial institution before degree completion, but the majority of the leavers transferred to another highe…
Participation in adult education and training in countries with high and low participation rates: Demand and barriers
This paper explores patterns in participation in adult education and training (AET) by comparing five countries with high participation rates (the Nordic countries and the Netherlands) with three countries with significantly lower participation rates (France, Poland and the Slovak Republic). Using PIAAC data the paper examines differences in the levels of demand for AET as well as variations in barriers to AET participation between the two groups…
Second chance’ routes into higher education: Sweden, Norway and Germany compared
Widening access to higher education is clearly part of the European policy agenda. Higher education ministers in the Bologna countries, as well as the European Commission, have all expressed a wish to make higher education more representative of national populations. This policy objective has been echoed at national level. One approach to widening participation is to provide 'second chance' routes into higher education. This is achieved by removi…
Transfer and dropout: Different forms of student departure in Norway
This article examines student departure from university, based on data from a survey of undergraduate university students in Norway conducted in 2005. The survey maps students’ progression through higher education, and the analysis focuses on the different types of departure and their causes. More than 50% of all university students left the initial institution before degree completion, but the majority of the leavers transferred to another highe…
Work-related training and workplace learning: Nordic perspectives and European comparisons
Work-related training and non-formal and informal workplace learning are increasingly being recognised as a key to lifelong learning and to realising the potential for skills development. Globalisation, technology change with further digitalisation, together with demographic change and climate changes are transforming the world of work. This special issue is born out of collaboration between two large research projects, Barriers and drivers regar…
Serving the Society? Historical and Modern Interpretations of Employability
Moving on, Switching Gear or Staying Put: Tracking Social Inequality in Secondary School Pathways in Three European Cities
It is commonly known that education reproduces, rather than diminishes, social inequality, but how this takes place may vary between educational systems. This paper uses data from a unique longitudinal cross-national project to analyze differences in pathways through the upper years of secondary education between Bergen (Norway), Ghent (Flanders, Belgium) and Barcelona (Spain). Analyses show that social background has the greatest impact on desti…
Transfer and dropout: Different forms of student departure in Norway
This article examines student departure from university, based on data from a survey of undergraduate university students in Norway conducted in 2005. The survey maps students’ progression through higher education, and the analysis focuses on the different types of departure and their causes. More than 50% of all university students left the initial institution before degree completion, but the majority of the leavers transferred to another highe…
Serving the Society? Historical and Modern Interpretations of Employability
Hva vet vi egentlig om ulikhet i høyere utdanning
Second chance’ routes into higher education: Sweden, Norway and Germany compared
Widening access to higher education is clearly part of the European policy agenda. Higher education ministers in the Bologna countries, as well as the European Commission, have all expressed a wish to make higher education more representative of national populations. This policy objective has been echoed at national level. One approach to widening participation is to provide 'second chance' routes into higher education. This is achieved by removi…
Participation in adult education and training in countries with high and low participation rates: Demand and barriers
This paper explores patterns in participation in adult education and training (AET) by comparing five countries with high participation rates (the Nordic countries and the Netherlands) with three countries with significantly lower participation rates (France, Poland and the Slovak Republic). Using PIAAC data the paper examines differences in the levels of demand for AET as well as variations in barriers to AET participation between the two groups…
Work-related training and workplace learning: Nordic perspectives and European comparisons
Work-related training and non-formal and informal workplace learning are increasingly being recognised as a key to lifelong learning and to realising the potential for skills development. Globalisation, technology change with further digitalisation, together with demographic change and climate changes are transforming the world of work. This special issue is born out of collaboration between two large research projects, Barriers and drivers regar…
Study Success Policy Patterns in Higher Education Regimes: More Similarities than Differences
Moving on, Switching Gear or Staying Put: Tracking Social Inequality in Secondary School Pathways in Three European Cities
It is commonly known that education reproduces, rather than diminishes, social inequality, but how this takes place may vary between educational systems. This paper uses data from a unique longitudinal cross-national project to analyze differences in pathways through the upper years of secondary education between Bergen (Norway), Ghent (Flanders, Belgium) and Barcelona (Spain). Analyses show that social background has the greatest impact on desti…
Age as a merit in admission decisions for higher education
This paper uses register data to study how a particular age reward feature affects admission into two highly competitive study programs: medicine and law. The Norwegian admission system to higher education is centralized, and applicants compete in two quotas: one quota almost entirely based on grade point average from upper secondary education and one quota where students can compete with improved grades and where being older automatically increa…
The historic importance of degree structure: A comparison of bachelor to master transitions in Norway and Denmark
The Bologna process and the 3+2-degree structure presents students with several decision points in higher education, both which bachelor’s programme to choose, and whether to continue beyond bachelor. Based on a small-scale survey containing both closed and open-ended questions, this paper studies reasons the students give for entering a master’s programme. We compare students in Norway and Denmark who have entered a master’s programme in educati…
Motivation for full degree mobility: Analysing sociodemographic factors, mobility capital and field of study
In this paper we have investigated students’ motivations for undertaking a full degree abroad. It examines how motivations can be categorised, and if this varies according to gender, social origin, field of study and mobility capital (previous experience of living abroad or parents who have done so). The analyses are based on a survey of Norwegian students abroad, containing information from more than 4100 respondents. The three underlying dimens…
Experiences of stress relating to responsibilities and autonomy for Norwegian school principals and middle leaders
Purpose This paper aims to better our understanding of how different kinds of leadership responsibilities are linked to stressors at work for different types of school leaders in Norwegian compulsory and upper secondary schools. The study’s differentiation between principals and middle leaders contributes to research on the responsibilities of school leaders. Design/methodology/approach The paper builds on a 2023 survey of 641 school leaders in N…
Shared Leadership and Governance in Swedish and Norwegian Schools: Implications for Leadership Autonomy in Quality Work
Shared leadership has gained impact in educational research and policy, and is often portrayed as key to quality enhancement in schools. However, intricate soft governance strategies, increased focus on school leaders’ responsibility for results and external quality assessment can all cause dilemmas due to differences in professional cultures, traditions and expectations of involvement in decision-making processes. In the Nordic countries, school…
Economics (8 works) · Higher education (7 works) · Psychology (7 works) · Sociology (7 works) · Norwegian (6 works) · Pedagogy (6 works) · Political science (6 works) · Demographic economics (5 works) · Higher Education Governance and Development (5 works) · Economic growth (4 works)