Odd Rune Stalheim

• Yeo, Michelle & Stalheim, Odd Rune (2026). Resonance and Joy: A Pedagogical Relationship. Journal of Teaching and Learning. ISSN 1492-1154. 20(4), s. 35–44. doi: 10.22329/jtl.v20i5.11869. Fulltekst i vitenarkiv Vis sammendrag

  The world we currently experience is characterized by acceleration and change. Western ideals of individualistic success, along with surrounding social structures, leads to alienation (Rosa, 2019). The purpose of education is to prepare students for the world they will encounter, but what world? We argue that rather than preparing students for a disconnected world focused on the individual, instead we aim for students to contribute to a changing future with a foundation of resilience, belonging, and connection. Hartmut Rosa (2019) has proposed the concept of resonance as a counterpoint to alienation – as an alert and present willingness to enter dialogue with the world. This view of presence has relevance to pedagogy through joy: joy becomes essential for resilience in an alienating age. This essay explores how Rosa’s concept of resonance can provide a conceptual architecture  for a joy-centred pedagogy. Drawing on Ross Gay's work on joy and its interaction with Rosa, we suggest that resonant pedagogical encounters create a reciprocal relationship with joy: an emergent quality of relational, dialogical, and meaningful engagements. We argue that resonance-oriented learning environments can foster the capacities students need for an uncertain future by developing attitudes, relational sensitivity, curiosity, and agency.  This essay explores how Rosa’s concept of resonance can provide a conceptual basis for a joy-centered pedagogy. Drawing on the work of Ross Gay on joy and how it interacts with Rosa, we suggest that resonant pedagogical encounters are generative conditions for joy: an emergent quality of relational, dialogical, and meaningful engagements. We argue that resonance-oriented learning environments can foster the capacities students need for an uncertain future by developing attitudes, relational sensitivity, curiosity, and agency.     

• Johansen, Frode; Løvsletten, Maria; Toft, Helge & Stalheim, Odd Rune (2026). Organizational dynamics and individual motivations in VR integration in higher education. BMC Medical Education. s. 1–31. doi: 10.1186/s12909-026-09911-3. Fulltekst i vitenarkiv Vis sammendrag

  Abstract Background Virtual Reality (VR) is increasingly adopted in higher education, offering immersive learning experiences that bridge theoretical knowledge and practical application. However, its integration is influenced by organizational dynamics and individual motivations, requiring a deeper understanding of these factors to optimize its potential. Methods This qualitative study employed thematic analysis of semi-structured interviews with four educators from health and social care programmes at three universities and one educator from a police education programme. Participants shared their experiences integrating VR into curricula, focusing on leadership, collaboration, training, and resource allocation. Data were analysed using Braun and Clarke’s reflexive thematic analysis, supported by F4 Analysis software, to identify key themes related to VR adoption and implementation. Results Six themes emerged, highlighting both enablers and barriers to VR adoption. Leadership support and motivated early adopters were critical for initial implementation, but challenges included high costs, inadequate training, and limited alignment with curricula. Collaboration, both internally and with external partners, facilitated tailored VR content but required sustained effort and resources. Participants also noted that VR provided opportunities to enhance student preparedness for real-world scenarios, although its perceived complexity occasionally hindered broader acceptance. Despite variability in institutional readiness, a common need for ongoing professional development and strategic planning was evident. Conclusions The findings underscore that successful VR integration in education relies on aligning technological innovations with pedagogical design and institutional strategies. Leadership support, robust collaboration, and sustained training are pivotal for overcoming barriers. These preliminary, hypothesis-generating insights point to factors that institutions may wish to consider when adopting VR, while underscoring the need to balance enthusiasm with critical evaluation.

• Nomerstad, Ann-Therese Dalbakk; Helstad, Kristin & Stalheim, Odd Rune (2026). Lærere i kombinasjonsstillinger som profesjonelle grensearbeidere | Tidlig – Tidsskrift for Lærerutdanning og grunnopplæring. Tidlig Tidsskrift for Lærerutdanning og grunnopplæring. doi: 10.15845/tidlig.v1i1.4918. Fulltekst i vitenarkiv Vis sammendrag

  I denne artikkelen undersøker vi hvordan lærere i kombinasjonsstillinger utvikler seg som profesjonelle grensearbeidere i lærerutdanningen, og hvilke institusjonelle og organisatoriske betingelser som påvirker deres mulighet til å bidra i arbeidet. Studien tar utgangspunkt i Noordegraafs (2020) teori om samspillsprofesjonalitet og analyserer hvordan ekspertise, autonomi og autoritet utvikles i samspill mellom aktører og institusjonelle vilkår. Datagrunnlaget bygger på en case-studie ved en norsk lærerutdanningsinstitusjon der vi intervjuet lærere i kombinasjonsstillinger og ledere i utdanningen og observerte samarbeidsmøter mellom ansatte. Funnene viser at rollen som lærer i kombinasjonsstilling er i utvikling og formes gjennom aktiv deltakelse, kunnskapsoversettelse og forhandlinger om oppgaver og ansvar i samspill med fagmiljøer og ledelse. Lærere i kombinasjonsstillinger bidrar med praksisnær ekspertise og fungerer som oversettere mellom skole og utdanning, samtidig som de må navigere i et institusjonelt farvann preget av uklare forventninger. Funnene avdekker at utviklingen av profesjonelt handlingsrom og legitimitet er tett knyttet til tilgang til samarbeidsarenaer, tydelige forventinger og støtte fra ledelsen. Artikkelen bidrar med kunnskap om hvordan lærere i kombinasjonsstillinger fungerer som grensearbeidere, der profesjonalitet utvikles i et samspill mellom aktører i og på tevers av utdanning og praksisfelt. Hybrid Teacher Educators as Professional Boundary Workers  In this article, we examine hybrid teacher educators development as professional boundary workers in teacher education, and which institutional and organisational conditions influence their ability to contribute to this work. The study is based on Noordegraaf’s (2020) theory of connective professionalism and analyses how expertise, autonomy, and authority are developed through interaction between actors and institutional conditions. The data material is drawn from a case study at a Norwegian teacher education institution, where we interviewed hybrid teacher educators and leaders, and observed collaboration meetings. The findings show that the role of hybrid teacher educators is evolving and shaped through active participation, knowledge translation, and negotiations over tasks and responsibilities in interaction with academic communities and leadership. Hybrid teacher educators contribute practice-based expertise and act as translators between schools and teacher education, while simultaneously navigating an institutional landscape characterised by unclear expectations. The findings reveal that the development of professional agency and legitimacy is closely linked to access to collaborative arenas, clear expectations, and leadership support. The article contributes to existing research by providing empirical insight into how hybrid teacher educators function as boundary workers, where professionalism is developed through interaction among actors within and across educational and practice fields. Keywords: hybrid teacher educators; teacher education; boundary work; connective professionalism; leadership 

• Løfblad, Åse Wedø; Stalheim, Odd Rune & Lerbak, Kari (2025). Exploring Shadows: Letter Writing as a Pathway to Counter Authoritarianism in Education? Global Education Review (GER). 12(3), s. 3–17. doi: https:/ger.mercy.edu/index.php/ger/article/view/664. Fulltekst i vitenarkiv Vis sammendrag

  Our society is influenced by neoliberalism and new public management, and the education system is no exception. Students are navigating a system characterized by market fundamentalism, resulting in the prevalence of standards-based educational policies and an intense focus on assessments and quality measures, making higher education more of an assembly line. As a response to the acceleration in society, which can cause alienation, this article is inspired by Rosa (2022) ideas of resonance and Biestas's (2021) work on subjectivity in education. Our response is based on a search for the students' experiences by looking in the shadows for hidden perspectives guided by the following question, What moves in the shadows of teaching among students, and how can letter writing contribute to counteracting authoritarian structures and conventional discourses in higher education? We have used letter writing as an approach to uncover tacit thoughts and meanings from the students, aiming to provide an opportunity for developing a context and path for uncovering insights and make room for the students' dialogue with the world, subjectification as well as empowering the students to fight authoritarianism partly by raising awareness of resonance as one way to counter neoliberalism in our education and society.

• Johansen, Frode; Toft, Helge; Stalheim, Odd Rune & Løvsletten, Maria (2025). Exploring the potential of virtual reality in nursing education: learner’s insights and future directions. Advances in Simulation. 10, s. 1–9. doi: 10.1186/s41077-025-00337-3. Fulltekst i vitenarkiv Vis sammendrag

  Aim/objective This study aims to explore the perceptions of nursing students on virtual reality (VR) technology, focusing on its utility, relevance, user-friendliness, and potential for broader integration into nursing education and other educational domains. Background VR is increasingly utilized in education, providing immersive and interactive learning experiences. Despite its potential, there are concerns regarding its practical application and alignment with educational objectives across various disciplines. Design The study employed an exploratory descriptive design using focus group interviews to gather qualitative data from nursing students. Methods Semi-structured interviews were conducted with 15 nursing students across three focus groups. The discussions centered on their experiences with VR in medication management training, focusing on perceived utility, user-friendliness, and motivation for future use. Data were analyzed using thematic analysis to identify key themes and insights relevant to educational technology adoption. Results Students acknowledged VR’s potential for providing a safe and enhanced learning environment. They appreciated the opportunity to practice without real-world consequences but expressed concerns about technical complexity, lack of user-friendliness, and the absence of realistic clinical scenarios. The need for better alignment of VR content with actual educational needs and more user-friendly interfaces was emphasized. Conclusion The findings highlight the importance of aligning VR technology with the specific needs and learning objectives of students in various educational settings. Continuous dialogue with end-users is crucial for enhancing the educational effectiveness of VR. This study provides valuable insights for educators and developers to refine VR applications, contributing to the development of solutions that meet practical and educational requirements across different disciplines.

• Stalheim, Odd Rune & Yeo, Michelle (2025). Two Academics and an Escape Room: Unlocking the Potential of Hermeneutics in SoTL. I Bohndick, Carla; Kordts, Robert; Leschke, Jonas & Vöing, Nerea (Red.), Scholarship of Teaching and Learning und disziplinäre Forschung: Eine komplexe Beziehung. Springer Nature. ISSN 9783658479077. s. 197–209. doi: 10.1007/978-3-658-47908-4_22. Fulltekst i vitenarkiv Vis sammendrag

  This paper explores the application of hermeneutics within the Scholarship of Teaching and Learning (SoTL) through the metaphor of an escape room. We recount our experience in an escape room and draw parallels between the collaborative problem-solving required in escape rooms and the interpretive methodologies of hermeneutics. We argue that SoTL often assumes a linear improvement model, which overlooks the complex and contextual nature of teaching and learning. By employing hermeneutics, we seek deeper insights into educational experiences, emphasizing the importance of trust, dialogue, and openness to diverse perspectives. The escape room metaphor highlights the need for collaboration, critical thinking, and adaptability in educational settings. We conclude that just as escape rooms require participants to navigate constraints and trust each other, hermeneutics in SoTL encourages educators to challenge assumptions, embrace uncertainty, and engage in continuous inquiry to uncover more profound understandings of the learning process.

• Johansen, Frode; Stalheim, Odd Rune; Løvsletten, Maria; Furulund, Lucie & Toft, Helge (2025). Investigating Virtual Reality and the Virtual medicine room for nursing education: student perceptions and technology acceptance. Interactive Learning Environments. ISSN 1049-4820. 33(10), s. 1–14. doi: 10.1080/10494820.2025.2491629. Fulltekst i vitenarkiv Vis sammendrag

  The study explores the impact of Virtual Reality Simulation (VRS) technologies, specifically the Virtual Medicine Room (VMR), on nursing education. Using the Technology Acceptance Model (TAM), the study investigates nursing students’ perceptions of VMR as an educational tool, examining factors that influence their acceptance and adoption intentions. Conducted at a Norwegian university, 129 nursing students participated, experiencing VRS through VR (Virtual Reality) headsets with the VMR application, simulating a controlled educational setting. The research followed a two-phase method: an initial practical VRS interaction and a subsequent quantitative survey based on TAM, using a 7-point Likert scale to measure perceived usefulness, ease of use, and intention to use VR and VMR. Results showed a significant link between students’ pre-existing attitudes toward VR technology and their views on VMR's usefulness, ease of use, and adoption likelihood. Age was a critical factor, with older students showing more scepticism, and gender affected perceived ease of use, with female students finding it less user-friendly. This study highlights the importance of students’ prior attitudes in influencing their perceptions of educational technologies like VMR in nursing education, suggesting the need for further research into factors affecting technology acceptance.

• Faldet, Ann-Cathrin; Skrefsrud, Thor Andre; Somby, Hege Merete & Stalheim, Odd Rune (2025). Integrating virtual reality as a pedagogical tool into teacher education: experiences from Norwegian preservice teachers. Professional Development in Education. ISSN 1941-5257. s. 1–20. doi: 10.1080/19415257.2025.2518536. Fulltekst i vitenarkiv Vis sammendrag

  This study explores the experiences of Norwegian preservice tea-chers using virtual reality (VR) simulations to practice home – schoolconversations with parents, aiming to support children’s academicand social development. The VR simulation was part ofa professional development course grounded in Vygotsky’s theoriesof cognitive development and was structured in three phases:literature review, VR interaction with animated characters, andgroup reflection. Based on observations and interviews with 23preservice teachers, the study found that participants were highlyengaged and perceived the VR experience as realistic and valuablepreparation for future teaching. Analysis through a Vygotskyan lenshighlighted strong emotional engagement and benefits from dia-logue and collaboration, though less evidence of concept develop-ment was observed. The VR environment offered practical, situatedexperiences that fostered shared understanding – crucial for effec-tive communication and relationship-building between schoolsand families. The findings suggest that when used reflectively andsystematically, VR can be a powerful tool for developing profes-sional skills in home – school collaboration. It helps prepare pre-service teachers to navigate complex family dynamics and engageempathetically with caregivers, ultimately supporting strongerpartnerships between home and school.

• Korseberg, Lene Kirstine & Stalheim, Odd Rune (2024). The role of digital technology in facilitating epistemic fluency in professional education. Professional Development in Education. ISSN 1941-5257. s. 1–17. doi: 10.1080/19415257.2024.2421489. Fulltekst i vitenarkiv Vis sammendrag

  The proliferation of digital tools in higher education has resulted in newpossibilities for students’ professional learning and development.Consequently, there is a need for more knowledge regarding the practicalincorporation of digital technology in professional learning designs, therationale behind their selection, and the perceived advantages and dis-advantages of their use. In this paper, we discuss findings froma qualitative case study of two academic subjects selected from profes-sional study programmes at Norwegian higher education institutions:occupational therapy and nautical studies. Deploying a constant com-parative method of analysis inspired by a grounded theory approach, wediscuss how the integration of digital technology in professional learningdesigns may facilitate students’ professional learning and development.By exploring the data material and connecting the findings to existingliterature and theory on professional learning, we show how the thought-ful integration and use of digital technology into a professional learningdesign may open up new ways of fostering epistemic fluency in futureprofessionals. By focusing on the suitability – rather than the advanced-ness – of the technology, integrated into a reflective and holistic learningdesign, the use of technology may facilitate the development of epistemicfluency both within and outside a situated professional context.

• Stalheim, Odd Rune (2024). In search for a revolting spirit - a case study report on methodological considerations in educational research. Metodologia. s. 72–83. Fulltekst i vitenarkiv Vis sammendrag

  This case study report delves into the search for the revolting spirit among architectural students participating in a voluntary workshop called 'Speed Practice'. It focuses on the methodological challenges and considerations encountered during the research process, shedding light on the importance of embracing openness to unexpected insights. In the report, I discuss the process of defining a study design, allowing the students' stories and experiences to unfold naturally and illuminate how the research sought to gain a deeper understanding of their engagement. Further, I emphasize the complexities of constructing research questions and the inherent biases researchers bring to their investigations. By immersing myself as a participant in the workshop, I gained a firsthand perspective, deepening my understanding of the students' viewpoints. This approach contributes to exploring student experiences in higher education, advocating for increased student involvement and alternative ways to understand teaching and learning.

• Leoni, Anna Santucci; Yeo, Michelle & Stalheim, Odd Rune (2024). What (Is It) About Dialogue? We Make the SoTL Road by Walking. Transformative Dialogues (TD): Teaching and Learning Journal. 17(1), s. 72–90. doi: 10.26209/td2024vol17iss11803. Fulltekst i vitenarkiv Vis sammendrag

  The authors of this articleengaged in a serendipitous “dialogue about dialogue” in summer and fall 2023.Through correspondence and live discussions, we pondered about the nature and affordances of the act of dialogue among colleagues in SoTL. We represent diverse disciplinary and national identities yet found in our conversation kindred thinkers and unexpected points of theoretical commonality. We offer here a glimpse into the dialogue we engaged in, illuminating the complex nature of transdisciplinary and intersubjective conversation through the lenses of hermeneutics, immediacy, and vulnerability. While we do not aspire to reach a definite framework for the role of dialogue in SoTL, we explore the transformative potential of engaging deeply in exchanges that allow new possibilities to emerge. This piece has been co-created to invite others into the conversation—we offer it as an opening rather than a conclusion

• Stalheim, Odd Rune & Somby, Hege Merete (2024). An embodied perspective on an augmented reality game in school: pupil's bodily experience toward learning. Smart Learning Environments. 11(24), s. 1–21. doi: 10.1186/s40561-024-00308-7. Fulltekst i vitenarkiv Vis sammendrag

  There has long been an increased focus on and investment in digital technology in schools to improve the quality of education. While digital tools have gained access to pedagogical spheres, physical activity has been overlooked, as pupils often engage in activities that require minimal bodily movement. In this article, we discuss pupils’ experiences with learning through an augmented reality (AR)-based game application and explain how the application supports embodied learning. Digital tools, including gaming, can supplement traditional activities, motivate children to become physically active and enhance their learning experiences. Integrating technology and physical activity can create a more varied, meaningful, and dynamic school day, positively supporting pupils’ learning processes. The AR game associated with this study facilitated physical activity and learning experiences through a mobile device application. The empirical material for the study includes interviews with pupils participating in an AR game in mathematics. The findings show that participating in an AR game promoted embodied learning and positively impacted pupils’ motivation, engagement and learning processes. More specifically, AR facilitated learners’ engagement in the learning process by fostering their active involvement through physical and social collaboration and by enhancing the pupils’ joy of learning. Additionally, the pupils expressed that they enjoyed the application’s variations and the experiences that followed working collaboratively with the tasks. Moreover, they commonly found the physical and collaborative components of the AR game exciting and academically motivating. Studies on AR games and technology focusing on the opportunities and pedagogical foundations for their use in education are relevant in these precarious times. Indeed, more knowledge is needed on the ways creative and flexible learning processes that transpire within a technological learning environment influence embodied learning, knowledge that is essential for designing teaching and learning in the technical future.

• Stalheim, Odd Rune (2023). I Am Smitten by Her Smile. Imagining SoTL: Selections from the Banff Symposium (IS). 3(1). doi: 10.29173/isotl681. Fulltekst i vitenarkiv Vis sammendrag

  In this personal call-and-response piece, inspired by a poem made through a dialogue with a poet at the Pop-Up Poetry session at the symposium in Banff, I explore the transformative power of Pop-Up Poetry and new encounters made. By taking the reader through the poem, I illuminate how human qualities are essential for personal growth and “Bildung.” The Pop-Up Poetry broke the confines of academic discourse, fostering vulnerability and introspection. Integrating personal poetry into conferences might empower individuals to transcend the academic race. Through this journey of self-discovery, I found that Pop-Up Poetry and new friendships are one possible key to unlocking new paths of personal and professional enlightenment, nurturing our humanity, and fostering collective growth in the academic world.

• Somby, Hege Merete & Stalheim, Odd Rune (2023). Vygotsky med VR-briller. I Faldet, Ann-Cathrin; Skrefsrud, Thor Andre & Somby, Hege Merete (Red.), Læring i et Vygotsky-perspektiv. Muligheter og konsekvenser for opplæringen. Cappelen Damm Akademisk. ISSN 9788202811501. s. 197–216. doi: 10.23865/noasp.191.ch11. Fulltekst i vitenarkiv
• Somby, Hege Merete; Stalheim, Odd Rune; Mølstad, Christina Elde; Bjørnsrud, Kari Myren & Isaksen, Aurora Johanne (2022). Augmented reality in mathematics: Enhancing pupils’ everyday school lives. Digital Culture and Education. 14(3), s. 87–104. Fulltekst i vitenarkiv Vis sammendrag

  This article presents findings from a study focused on using technology as a learning tool in education. Educational research on game-based learning argues that technology-based learning tools effectively enhance learning and memory. Augmented reality (AR) technology is attracting significant attention; its importance will continue to increase as new learning environments are exploited and new possibilities for promoting flexible and playful learning are revealed. This study investigated pupils’ experiences with an AR application by comparing experiences and reflections from pupils who learned mathematics using the Wittario game-based learning application with pupils exposed to more traditional instructional methods. 72 pupils in 5th and 6th grade, divided into three different test groups, and 5 teachers were interviewed. The study revealed that the application provided more subjectoriented interactions, and pupils expressed a high level of motivation and peer affiliation when using the application. Our findings, therefore, reveal that using the application, especially when facilitating tasks that involve peer collaboration and interaction with a specter of features available, contributes to a positive learning environment. Also uncovered was that the teacher’s presence and positioning of the activity in a pedagogical context are essential to this process.

• Stalheim, Odd Rune (2022). Har samlebandsideologien sigra over kreativitet og mogelegheitene for innovasjon i høgare utdanning? Uniped - Tidsskrift for universitets- og høgskolepedagogikk. ISSN 1500-4538. 45(1), s. 64–74. doi: 10.18261/uniped.45.1.7. Fulltekst i vitenarkiv Vis sammendrag

  Vi ser eit auka fokus på innovasjon i høgare utdanning for å møta utfordringar i framtida. Det er ei målsetjing med utdanninga å utrusta studentane med eigna kunnskapar og dugleikar, slik at dei kan bidra til fellesskapet og arbeidsmarknaden med nytenking og kreativitet. Kvalifikasjonsrammeverket har som målsetjing å klargjera og fanga opp utbyte til studentane og legg samstundes føringar på kva innhaldet i utdanninga bør legga vekt på. Spørsmålet er om rammeverket bidreg til innovasjon og nytenking, eller om ein samlebandsideologi og standardiserte læringsutbyteskildringar har ført til ei instrumentell tilnærming til kunnskap som stikk kjeppar i hjula for kreativitet og mogelegheitene for innovasjon. Gjennom ei konseptuell tilnærming diskuterer artikkelen mogelegheiter og utfordringar for innovasjon i rammeverket med utgangspunkt i ulike syn på og oppfatningar av læringsutbyte og tileigning av kunnskap. Artikkelen viser at innovativ læring og innovasjonsprosessar er utfordrande å målsetja og vurdera og inneber læring som ikkje alltid kan fastsetjast på førehand eller stykkast opp i standardiserte skildringar av kunnskap. Det ser dermed ut til at ei instrumentell og policystyrt tilnærming til utforming av læringsutbyte står i fare for å fremja strategisk og instrumentell etterleving i staden for kritisk, analytisk tenking, som er kjenneteikn på eigenskapar for innovasjon, noko som kan gjera det utfordrande å sigra over samlebandsideologien.

• Maurer, Trent W.; Woolmer, Cherie; Powell, Nichole; Sisson, Carol; Snelling, Catherine & Stalheim, Odd Rune [Vis alle 7 forfattere av denne artikkelen] (2021). Sharing SoTL Findings with Students: An Intentional Knowledge Mobilization Strategy. Teaching and Learning Inquiry. ISSN 2167-4779. 9(1), s. 333–349. doi: 10.20343/TEACHLEARNINQU.9.1.22. Fulltekst i vitenarkiv Vis sammendrag

  This paper critically examines the reasons for and processes of sharing SoTL findings with students. Framed by our commitment to SoTL’s role to make teaching “community property,” we interpret sharing SoTL findings with students as an act of knowledge mobilization, where SoTL might be disseminated, translated, or co-created with the student as a legitimate knowledge broker. We connect these knowledge mobilization processes with four primary reasons why faculty might want to share SoTL findings with students. Finally, we provide examples of knowledge mobilization that use different “voices” found in contemporary communication settings and that reach various student audiences in micro, meso, macro, and mega contexts.

• Stalheim, Odd Rune (2021). Student Driven Innovations: A Promised Road to Paideia? I Broucker, Bruno; Pritchard, Rosalind M.O.; Melin, Göran & Milsom, Clare (Red.), Sustaining the Future of Higher Education. De Gruyter Brill. ISSN 9789004467798. s. 62–78. doi: 10.1163/9789004467804_005. Fulltekst i vitenarkiv Vis sammendrag

  With increased attention on the consideration of innovative learning practices as a professional development strategy for preparing students to live and work sustainably in the future,the shift from an instruction paradigm to a learning paradigm has acquired its renaissance. This has highlighted the impact of work-based learning, practice, and student engagement on the development of sustainable skill development. This chapter investigates the correlation between the concepts of innovation and professional development through an empirical case study. The aim is to uncover how student-driven innovations prepare learners for an unknown future and how the ‘Wood Pieces’ initiative supports students’ ‘becoming’. The study confirms the importance of student-driven initiatives as a practical method for providing students with 21st century skills, such as creativity, communication and critical thinking; empowering them for a more sustainable personal and professional future.

• Esterhazy, Rachelle; Fossland, Trine & Stalheim, Odd Rune (2020). What Counts as Quality Feedback? Disciplinary Differences in Students’ and Teachers’ Perceptions of Feedback. I Elken, Mari; Maassen, Peter; Nerland, Monika; Prøitz, Tine Sophie; Stensaker, Bjørn & Vabø, Agnete (Red.), Quality Work in Higher Education. Organisational and Pedagogical Dimensions. Springer. ISSN 9783030417567. s. 155–174. doi: 10.1007/978-3-030-41757-4_9. Fulltekst i vitenarkiv Vis sammendrag

  As the literature has shown, students and teachers in different higher education settings often perceive the quality of feedback in varying ways. Recognising that the discipline is important for the way students and teachers perceive teaching and learning in higher education, we assume that the perceived quality of feedback is related to the specific teaching-learning environment in which it is embedded. To that end, we explore in this chapter what students and teachers perceive to be quality feedback in their courses and how these perceptions are related to those of their own teaching-learning environments. We draw on interviews with students and teachers from three different courses that vary in their disciplines and pedagogical approaches. The findings show that the criteria for what counts as quality feedback vary across course contexts and between students and teachers. The differences are related to the importance attributed to certain structural, epistemic, and relational-affective characteristics of the course environment. Based on these findings, we suggest that it is important to develop more context-sensitive ways of evaluating and developing the quality of feedback in higher education.

• Stalheim, Odd Rune (2020). Developing professional knowledge through innovation in higher education. Higher Education, Skills and Work-based Learning. ISSN 2042-3896. doi: 10.1108/HESWBL-06-2019-0082. Fulltekst i vitenarkiv
• Nordkvelle, Yngve Troye; Stalheim, Odd Rune; Fossland, Trine; Lange, Thomas de; Wittek, Anne Line & Nerland, Monika Bærøe (2020). Praksisnær undervisning med simulering og rollespill, Praksisnær undervisning – i praksis og teori. Cappelen Damm Akademisk. ISSN 9788202632588. s. 99–119. doi: 10.23865/noasp.94.ch6. Fulltekst i vitenarkiv Vis sammendrag

  Simulation in education involves creating situations that are similar to events, rituals and routines performed in the workplace – or in therapy, consultation, conflicts or similar situations. One recreates as many conditions as are necessary for the students to ‘live’ within what one imitates. Teachers instruct students and run the procedures as if they were ‘reality’. Some simulations, such as in nursing education, require expensive equipment and sophisticated use of ICT. Others can be set up as role-playing games with what one has at their disposal in terms of facilities. The article compares three cases of simulation that were closely examined in connection with a research project. The purpose was to find out if the students experienced this as good quality. The students’ ability to immerse themselves in the situation is of great importance for the benefit of the simulation. Most students find that the situations closely resemble real life and keep them engaged and alert. Teaching that explicitly tries to resemble reality is perceived as very educational.

• Stalheim, Odd Rune & Nordkvelle, Yngve Troye (2019). Skal vi la pasienten døy? Sjukepleiarstudentar sine erfaringar med å handtere utfordringar i simulering. Uniped - Tidsskrift for universitets- og høgskolepedagogikk. ISSN 1500-4538. 42(1), s. 27–40. doi: 10.18261/issn.1893-8981-2019-01-03. Fulltekst i vitenarkiv Vis sammendrag

  Historisk har opplæring i sjukepleie vore tufta på ein tradisjonell modell for læring der praksis vert utført i situasjonar nært knytt til røynda. Teknologiske nyvinningar som simulering har endra dette. Simulering har den føremona at den kan førebu studentane på verkelege hendingar og støtta omsetjinga av teori til handling i trygge tilhøve. Forsking viser at simulering gir meir tid og høve til å konsentrera seg om det som elles berre er mogeleg å læra i komplekse og realistiske situasjonar. Denne artikkelen byggjer på ein del av prosjektet «Quality of Norwegian Higher Education 1 » og undersøkjer nærare studentar sine erfaringar med simulering som ein studentaktiv læringsform. Empirisk er artikkelen tufta på intervju og observasjon av studentar som viser at ei vellukka simulering er avhengig av at fagpersonell handterer forventa og uventa situasjonar under sjølve prosedyren, som til dømes spørsmål av typen «skal vi la pasienten døy». Samstundes må fagpersonell ha evne til kritisk gjennomgang i etterkant av aktiviteten, noko som ofte vert rekna som det mest effektive og krevjande elementet med tanke på læringsutbytet. Studentane er nøgde med læringsmetoden, men framhevar tydinga av verkelege erfaringar og oppfylging undervegs. Fylgjeleg reknar dei simulering meir som god teoriundervising enn som ei erstatning for røynda.

• Nordkvelle, Yngve Troye; Stalheim, Odd Rune; Fossland, Trine; Lange, Thomas de; Wittek, Anne Line & Nerland, Monika (2019). Simulating: Bridging the Gap Between Practice and Theory in Higher Professional Education. I Trimmer, Karen; Newman, Tara & Padró, Fernando (Red.), Ensuring Quality in Professional Education Volume I. Palgrave Macmillan. ISSN 9783030010959. s. 53–72. doi: 10.1007/978-3-030-01096-6_3. Fulltekst i vitenarkiv
• Stalheim, Odd Rune & Nordkvelle, Yngve Troye (2018). I Saved the Patient: Simulation and Self-Efficacy in Health Education. I Hodges, Charles B. (Red.), Self-Efficacy in Instructional Technology Contexts. Springer Nature. ISSN 9783319998572. s. 75–88. doi: 10.1007/978-3-319-99858-9. Fulltekst i vitenarkiv
• Stalheim, Odd Rune (2018). Hurtigpraksis: ein entreprenøriell respons på opplevd yrkesdistanse. Uniped - Tidsskrift for universitets- og høgskolepedagogikk. ISSN 1500-4538. 41(1), s. 29–41. doi: 10.18261/issn.1893-8981-2018-01-03. Fulltekst i vitenarkiv
• Stalheim, Odd Rune & Flindall, Ona (2018). HurtigPraksis: a student response to a distant profession. I Lorentsen, Elise & Torp, Kristine A. (Red.), Formation - Architectural Education in a Nordic Perspective. Architectural Publisher. ISSN 9788792700247. s. 96–105. Fulltekst i vitenarkiv

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• Husebø, Dag; Ferguson, Leila Eve; Stalheim, Odd Rune; Erikson, Inger Carin; Isaksen, Karl Robert & Mavroudi, Anna [Vis alle 7 forfattere av denne artikkelen] (2024). Det universitets- og høgskolepedagogiske vitenskapsområdet i Norge : fremvekst, grunnlagstenkning og "state of the art". Cappelen Damm Akademisk. ISBN 9788202860790. 441 s. Fulltekst i vitenarkiv

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• Mølstad, Christina Niemi; Løfblad, Åse Wedø; Brønstad, Odin Thune; Sønsthagen, Sigrun; Laski, Alona & Bergseth, Kristin Kathinka Due [Vis alle 50 forfattere av denne artikkelen] (2026). Skroting av lærernormen – basert på forskning? doi: https:/www.utdanningsnytt.no/barnehage-klasseledelse-laerernorm/skroting-av-laerernormen-basert-pa-forskning/469012?fbclid=IwY2xjawQ54sJleHRuA2FlbQIxMQBzcnRjBmFwcF9pZBAyMjIwMzkxNzg4MjAwODkyAAEe5-ESejbAANeW9iL_Yi5PFe-M92Cok76QgWJztVKEVMpy9_jpymhzgRro7ls_aem_NkB3gbl0zcVLQ8D6kE2ejQ. Fulltekst i vitenarkiv Vis sammendrag

  Forslagene om å skrote lærernormen og fjerne øremerkede midler til toppbemanning i barnehage er på kollisjonskurs med profesjonsutøvernes fortellinger om knappe ressurser, og med forskningsbidrag i feltet.

• Haslie, Tonje; Lerbak, Kari; Løfblad, Åse Wedø & Stalheim, Odd Rune (2026). The Unmeasurable Moment: A Pedagogy of Presence. Fulltekst i vitenarkiv
• Stalheim, Odd Rune & Yeo, Michelle (2025). Resonance: Letters as a Path to Collegial Connection in SoTL. Fulltekst i vitenarkiv
• Strzalkowski, Nicholas; Yeo, Michelle; Stalheim, Odd Rune & Hewitt, Sarah (2025). In Defense of Uncertainty Identity, Scholarship, and Classroom Practice. Fulltekst i vitenarkiv
• Stalheim, Odd Rune; Tronvoll, Åse & Lerbak, Kari (2025). Resonance in Higher Education: Empowering Student Agency Amid Neoliberal Influences. Fulltekst i vitenarkiv
• Yeo, Michelle & Stalheim, Odd Rune (2025). Further Explorations of Decoding the Disciplines: Narrative and Hermeneutic Aspects. Didaktiknachrichten. ISSN 1612-4537. s. 24–37. doi: 10.1080/10494820.2025.2491629. Fulltekst i vitenarkiv
• Stalheim, Odd Rune; Lerbak, Kari & Tronvoll, Åse (2024). Studentenes stemmer- brevskriving som metode for å undersøke pedagogikkundervisningen. Fulltekst i vitenarkiv
• Stalheim, Odd Rune & Yeo, Michelle (2024). Escape Room as a Metaphor for Unlocking the Potential of Hermeneutics in Teaching and Learning Studies. Fulltekst i vitenarkiv
• Bjelkerud, Agnes Westgaard; Bigum, Svein Harald; Bergseth, Kristin Kathinka Due; Gillund, Mari; Tronvoll, Åse Wedø & Stalheim, Odd Rune [Vis alle 10 forfattere av denne artikkelen] (2024). Politisering av forskning kan være problematisk. Fulltekst i vitenarkiv
• Rønning, Asle Olav & Stalheim, Odd Rune (2024). Profesjonsmeldingen: Delt stilling: − Utviklende og lærerikt. [Internet]. Forskerforum. Fulltekst i vitenarkiv
• Wallin, Patric; Husebø, Dag; Ferguson, Leila Eve; Stalheim, Odd Rune; Erikson, Inger Carin & Isaksen, Robert [Vis alle 7 forfattere av denne artikkelen] (2024). Avslutningskommentar. I Husebø, Dag; Ferguson, Leila Eve; Stalheim, Odd Rune; Erikson, Inger Carin; Isaksen, Karl Robert; Mavroudi, Anna & Wallin, Patric (Red.), Det universitets- og høgskolepedagogiske vitenskapsområdet i Norge : fremvekst, grunnlagstenkning og "state of the art". Cappelen Damm Akademisk. ISSN 9788202860790. s. 437–441. Fulltekst i vitenarkiv
• Ferguson, Leila Eve; Husebø, Dag; Stalheim, Odd Rune; Erikson, Inger Carin; Isaksen, Robert & Mavroudi, Anna [Vis alle 7 forfattere av denne artikkelen] (2024). Innledning. I Husebø, Dag; Ferguson, Leila Eve; Stalheim, Odd Rune; Erikson, Inger Carin; Isaksen, Karl Robert; Mavroudi, Anna & Wallin, Patric (Red.), Det universitets- og høgskolepedagogiske vitenskapsområdet i Norge : fremvekst, grunnlagstenkning og "state of the art". Cappelen Damm Akademisk. ISSN 9788202860790. s. 7–14. Fulltekst i vitenarkiv
• Tronvoll, Åse Wedø; Lerbak, Kari & Stalheim, Odd Rune (2024). Stories about teaching, learning and being. Exploring subjectification through letter writing in early childhood teacher education. Fulltekst i vitenarkiv
• Tronvoll, Åse; Lerbak, Kari & Stalheim, Odd Rune (2024). Å utforske skygger: Brevskriving, historier og motstandskraft. Fulltekst i vitenarkiv
• Yeo, Michelle & Stalheim, Odd Rune (2024). Letters Across the Atlantic: A Hermeneutic Exploration of SoTL and the Academic Self. Transformative Dialogues (TD): Teaching and Learning Journal. 17(2), s. 1–18. doi: 10.26209/td2024vol17iss21894. Fulltekst i vitenarkiv
• Yeo, Michelle & Stalheim, Odd Rune (2024). Dear Friend/Kjære Ven: Letter Writing as a Means of Co-Inquiry. Fulltekst i vitenarkiv
• Stalheim, Odd Rune & Yeo, Michelle (2023). Letters across the Atlantic: An exploration of a hermeneutic approach in SoTL. Fulltekst i vitenarkiv
• Stalheim, Odd Rune & Hembre, Oda Julie (2023). Hvordan «leke» seg til profesjonsfaglig digital kompetanse (PfDK). Fulltekst i vitenarkiv
• Stalheim, Odd Rune; Hembre, Oda Julie; Skaar, Øystein Olav & Michaelsen, Eloisa (2023). DigitalInnSights- To play or not to play? Fulltekst i vitenarkiv
• Woolmer, Cherie; Stalheim, Odd Rune; Maurer, Trent; Sisson, Carol; Turner, Ian & Powell, Nichole [Vis alle 7 forfattere av denne artikkelen] (2023). A model(s) of knowledge mobilization of SoTL with students, for students. Fulltekst i vitenarkiv
• Slette, Aslaug Louise; Korseberg, Lene Kirstine; Flobakk-Sitter, Fride & Stalheim, Odd Rune (2023). Digital teknologi i undervisningen: hva, hvorfor og hvordan? Fulltekst i vitenarkiv Vis sammendrag

  Digitalisering i høyere utdanning blir ofte en diskusjon om tekniske løsninger. Hvordan kan vi vri diskusjonen fra teknologibasert tenkning og mer over til designbasert tenkning? Gjennom fem eksempler ser vi nærmere på hvordan digital teknologi kan integreres i læringsdesignet. Hva gjøres? Hvorfor gjøres det slik? Hvordan gjøres det i praksis? Og ser studentene noen utfordringer med integrering av den digitale teknologien i sin undervisning?

• Stalheim, Odd Rune & Yeo, Michelle (2023). Hermeneutic Explorations in Decoding. Fulltekst i vitenarkiv
• Stalheim, Odd Rune & Yeo, Michelle (2023). Uncovering Tacit Knowledge: The Decoding the Disciplines Approach. Fulltekst i vitenarkiv
• Nordhagen, Svein Erik; Stalheim, Odd Rune & Brenden, Kristian (2023). Dual careers: How can elite athletes better succeed with higher education? Fulltekst i vitenarkiv
• Wallin, Patric; Erikson, Inger Carin; Husebø, Dag; Ferguson, Leila Eve; Isaksen, Robert & Mavroudi, Anna [Vis alle 7 forfattere av denne artikkelen] (2022). Spenninger, nyanser og mangfold i universitets- og høgskole­pedagogikk. Fulltekst i vitenarkiv
• Stalheim, Odd Rune (2022). Student-driven innovation – a facilitator for student preparedness? Fulltekst i vitenarkiv
• Somby, Hege Merete; Skrefsrud, Thor Andre; Faldet, Ann-Cathrin; Stalheim, Odd Rune & Parish, Karen (2022). VR Simulation as a Learning Method for Pre-Service Teachers. Fulltekst i vitenarkiv
• Stalheim, Odd Rune (2022). The impingement of an assembly line ideology on creativity and opportunities for innovation in Higher Education. Fulltekst i vitenarkiv
• Stalheim, Odd Rune & Somby, Hege Merete (2022). Augmented Reality game in school- a digital bridge between body and learning? Fulltekst i vitenarkiv
• Frimand, Marte & Stalheim, Odd Rune (2022). Bruker VR og spill kreativt i lærerutdanningene på Hamar. [Journal]. Næringsliv Norge. Fulltekst i vitenarkiv
• Woolmer, Cherie; Reena, Sara; Maurer, Trent; Powel, Nichole; Turner, Ian & Stalheim, Odd Rune [Vis alle 7 forfattere av denne artikkelen] (2022). Sharing SoTL with Students: From Ideation to Practice. Fulltekst i vitenarkiv
• Woolmer, Cherie; Stalheim, Odd Rune & Reena, Sara (2022). Student faculty partnerships in SoTL: Exploring practice through simulation and role play. Fulltekst i vitenarkiv
• Stalheim, Odd Rune (2021). Student-driven innovation- a driver for professional learning? Fulltekst i vitenarkiv
• Johannessen, Martin & Stalheim, Odd Rune (2021). Læring gjennom spill og fysisk aktivitet med Wittario. [Internet]. Podkasten "Rekk opp hånda". Fulltekst i vitenarkiv
• Stalheim, Odd Rune (2021). Student involvement and innovations- a door-opener to Paideia? Fulltekst i vitenarkiv
• Bjørnsrud, Kari Myren; Isaksen, Aurora Johanne; Somby, Hege Merete & Stalheim, Odd Rune (2021). Learning through movement and gaming – a social and playful approach to mathematics. Fulltekst i vitenarkiv
• Stalheim, Odd Rune (2021). Digital løpefart! Skynd deg på, skynd deg på, for nå skal karusellen gå! Fulltekst i vitenarkiv
• Vebenstad, Marit Aaby & Stalheim, Odd Rune (2021). Kommer seg ut med mobilen. [Journal]. Utdanningsnytt.no. Fulltekst i vitenarkiv
• Maurer, Trent W.; Powell, Nichole; Woolmer, Cherie; Turner, Ian; Sisson, Carol & Stalheim, Odd Rune [Vis alle 7 forfattere av denne artikkelen] (2020). Sharing the Findings of SoTL with Students. Fulltekst i vitenarkiv
• Stalheim, Odd Rune (2020). "Spør en smarting" om koronahverdagen i skolen. Fulltekst i vitenarkiv
• Bergum, Håkon Boye & Stalheim, Odd Rune (2020). Studenter bør være modige, dumdristige og kreative. Forskning.no. ISSN 1891-635X. Fulltekst i vitenarkiv
• Stalheim, Odd Rune (2019). “Wood Pieces” –Building blocks for the future. Fulltekst i vitenarkiv
• Esterhazy, Rachelle; Fossland, Trine & Stalheim, Odd Rune (2019). What counts as quality feedback? Examining student and teacher perceptions. Fulltekst i vitenarkiv
• Stalheim, Odd Rune (2018). "Speed Practice" and "Wood Pieces"- Student Revolts Against a Distant Profession. Fulltekst i vitenarkiv
• Nordkvelle, Yngve Troye & Stalheim, Odd Rune (2018). Simulation in a practicum course in nursing. I Nerland, Monika & Prøitz, Tine Sophie (Red.), Pathways to quality in higher education : Case studies of educational practices in eight courses. NIFU Nordisk institutt for studier av innovasjon, forskning og utdanning. ISSN 9788232703197. s. 96–115. Fulltekst i vitenarkiv Vis sammendrag

  This report is produced in the framework of the project “Quality of Norwegian Higher Education: Pathways, Practices and Performances”, funded through the program Research and Innovation in the Educational Sector (FINNUT), Research Council Norway (RCN). The focus of the study is on exploring quality issues related to the educational provision of higher education. The overarching questions in the project are: What factors and mechanisms are important for realizing the aims of quality work in Norwegian higher education? What is the relationship between structural/systemic and institutional conditions, and educational practices?This report presents findings from one of the sub-projects with focus on educationalpractices. The report presents eight in depth case studies focusing on teaching and learning practices at the course level. These studies were designed to focus on aspects that matter for the quality of education in course design that employ student-centred approaches.

• Stalheim, Odd Rune & Nordkvelle, Yngve Troye (2018). Shall we let him die?- Experiences with simulation as a student centered activity in nursing. Fulltekst i vitenarkiv
• Stalheim, Odd Rune (2018). “Speed Practice”- A Student Revolt Against a Distant Profession. Fulltekst i vitenarkiv
• Stalheim, Odd Rune (2017). A Bottom-Up Response to a Distant Profession. Fulltekst i vitenarkiv
• Stalheim, Odd Rune (2017). Skal vi la han dø og korleis brukar vi ein hammar? Fulltekst i vitenarkiv
• Stalheim, Odd Rune & Nordkvelle, Yngve Troye (2017). «Shall we let him die». Simulation as a method for integrating theory and practice in nursing. Fulltekst i vitenarkiv
• Stalheim, Odd Rune (2016). Entrepreneurial skills in practice. Fulltekst i vitenarkiv
• Stalheim, Odd Rune & Flindall, Ona (2016). Hurtigpraksis: a student response to a distant profession. Fulltekst i vitenarkiv
• Johansen, Frode; Stalheim, Odd Rune; Løvsletten, Maria & Toft, Helge (2026). FRA VURDERING TIL BESLUTNING: EN PRAGMATISK STUDIE AV VR-TEKNOLOGI I HØYERE UTDANNING. Universitet i Innlandet / University of Inland Norway. ISSN 9788283806106. Fulltekst i vitenarkiv Vis sammendrag

  Denne avhandlingen undersøker hvordan beslutninger om bruk av virtuell virkelighet (VR) i høyere utdanning formes i skjæringspunktet mellom menneske, teknologi og organisasjon. Til tross for økende interesse for VR som pedagogisk verktøy, finnes det begrenset kunnskap om hvilke indre (kognitive, emosjonelle og erfaringsbaserte) og ytre (organisatoriske, kulturelle og strukturelle) faktorer som påvirker aktørenes vurderinger og beslutninger før adopsjon og implementering. Mens tidligere forskning i stor grad har fokusert på læringseffekt, motivasjon og brukeropplevelser etter at teknologien er tatt i bruk, er de innledende vurderings- og beslutningsfasene langt mindre undersøkt. Denne avhandlingen adresserer dette kunnskapshullet. Avhandlingen kombinerer én kvantitativ og to kvalitative delstudier som samlet utforsker hvordan studenter og undervisere vurderer VR i tidlig fase. Studie 1 analyserer sykepleierstudenters vurderinger av nytteverdi, brukervennlighet, holdninger og intensjon om bruk av VR i et virtuelt medisinrom. Studie 2 utforsker, gjennom fokusgrupper, studenters erfaringer med VR i legemiddelhåndtering, med fokus på relevans, læringsutbytte, utfordringer og motivasjon. Studie 3 undersøker på sin side organisatoriske dynamikker og individuelle motivasjoner i tidlig adopsjon av VR-teknologi, blant undervisere fra flere institusjoner. Det er benyttet et teoretisk rammeverk som integrerer teknologiakseptmodellen (TAM), teorien om spredning av innovasjoner (DOI), motivert resonnering, tosidig prosess-teori og meningsskapings-teorien. Gjennom dette perspektivet viser avhandlingen hvordan vurdering av teknologi påvirkes av emosjoner, kognitive snarveier, profesjonsforståelser, organisasjonskultur og strategiske prioriteringer. Funnene indikerer at tidlig fascinasjon («wow-effekt») ofte driver interesse, men at varig legitimitet krever tydelig pedagogisk relevans, teknisk pålitelighet, organisatorisk støtte og rom for kollektiv meningsdannelse. Samlet viser avhandlingen at adopsjon av VR-teknologi i høyere utdanning ikke handler om teknologiens egenskaper alene, men av et samspill mellom menneskelige faktorer, faglige behov og organisatoriske rammer. Den understreker betydningen av refleksjon, brukerinvolvering, tverrfaglig samarbeid og institusjonell støtte for å sikre pedagogisk og organisatorisk bærekraft når ny teknologi vurderes, adopteres og implementeres.

• Stalheim, Odd Rune (2020). Innovasjon i høgare utdanning: eit studentperspektiv på utvikling av profesjonskompetanse. Universitetet i Innlandet. ISSN 9788283801897. Fulltekst i vitenarkiv Vis sammendrag

  Abstract The main objective of this thesis is to explore the meaning of pedagogical innovations for the development of professional competence among students in higher education (HE). Pedagogical innovation in this thesis is centered around how HE facilitates methods and initiatives that equip students with necessary professional competence for the future. The thesis focuses on the students' personal experiences and benefits from being participants in two different innovations of practice. As a result of significant changes and challenges in society, there is an long going argument that HE needs to think innovatively in the work of preparing students for the future and equip them with valuable social, sustainable and academic competencies to contribute to society's development and to develop themselves both, as a professional and as a human being. In this development work, practice calculates as an essential dimension in education that can support students in developing the necessary skills required. As far as practice is concerned, it is argued that knowledge about how the development of professional competence evolves, how it expands and develops in Norwegian HE is scarce, and the efforts have generated relatively sparse knowledge about what the students experience as good teaching and professional development. The thesis builds on a qualitative study of two different educational innovations, one technological and one student-driven. The thesis attention is focused on how pedagogical innovation can facilitate increased job relevance and what dividends the students have of the respective innovations. The empirical basis of the study is based on interviews with and observation of students. The five contributions in the dissertation explore and discuss the two cases from different perspectives, and together they form the basis for an overall discussion about the thesis's main question, how does pedagogical innovation facilitate the development of professional competence among students in higher education? Overall, does the study shows that pedagogical innovations have a positive effect on the student's professional development and contribute to the fact that they, for example, have the opportunity to translate theoretical knowledge into practice, becomes less troubled by the profession and obtain an increased understanding for the different tasks that they are expected to encounter in the future. Despite the positive effects of the various cases, the study points to different aspects of the innovations that are of importance to the students' benefit from them. For example, does it emerges that: a) thorough pedagogical choices in and during the implementation of the activities, b) how the innovations are organized and structured and c) how the innovations facilitate authentic meetings or experiences with reality, are dimensions that must be taken into account when working on developing the sector. Furthermore, does the study shows that the impact of and the requirement for increased control, aims and efficiency in HE is of importance for the ability they have to renew. To meet this discrepancy in meeting and equip students with the necessary skills to deal with an unknown future in rapid change, it may indicate that HE should place greater emphasis on education and students' involvement in education. Therefore, to help students become more involved in their learning process, HE should pay more attention to new and alternative ways of practicing the profession, focus on student-active learning methods and alternative assessment methods, rather than retaining traditional knowledge transfer. The study argues that the involvement of students in the design of curricula, teaching, and access to practice-related work methods foster improved awareness about their learning process, increases security and motivation, and gives students enhanced insight and understanding of the profession. The result is therefore that the professional and personal competence of the students can be improved and the study thus argues that HE should to a greater extent take into account the students in the work of renovating the sector.

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