How a reform affects writing in higher education

Bibliographic Data

ID4096813
AuthorsOlga Dysthe (University of Bergen, corresponding author)
Year2007
Volume32
Issue2
Pages237-252
Publication date2007-04-01
Open AccessNo
TypeARTICLE
VenueStudies in Higher Education (JOURNAL)
Journal identifiersISSN: 0307-5079 • E-ISSN: 1470-174X
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/03075070701267285
OpenAlexW2156078937
LanguageEN
Citations received5
References cited2

This article deals with how a major top‐down reform in Norwegian higher education has affected student writing, and teachers’ and students’ roles. The Quality Reform was strongly influenced by the Bologna Declaration and was implemented from 2002. One of the outcomes was that, while Norwegian universities previously demanded very little undergraduate writing before the traditional sit‐down examination, most courses now include student essay writing and teacher feedback. Portfolio assessment, which demands extended writing, has been introduced. The article presents some results from an evaluation of the reform, and the following questions are discussed: (1) why did the reform change writing practices; (2) what other factors have contributed to the change; (3) in what ways have the changes in writing practices affected students and teachers; and (4) what are unintended results and critical factors in the future development of writing in the aftermath of the reform

Bologna declaration · Bologna Process · Declaration · Higher education · Mathematics education · Norwegian · Pedagogy · Political science · Portfolio · Professional writing · Rhetoric · Sociology · Unintended consequences · Doctoral Education Challenges and Solutions · Law · Psychology · Reflective Practices in Education · Student Assessment and Feedback

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