Find Academic Supervisors

Hilde Henriksen WaageView profile

Research Professor

• Mediation
• Peacebuilding
• Middle East Conflict
• +4 more

Hilde Henriksen Waage is a Research Professor at the Peace Research Institute Oslo (PRIO) and a Professor of History at the University of Oslo . With a focus on Middle East conflicts , peacebuilding , and US foreign policy , she has led major projects like No Peace in Sight? The United States and Afghanistan (2020–2024) and The Geopolitics of Syria’s Reconstruction (2019–2020). Key Research Areas: Mediation in hostile conflicts US-PLO dialogue facilitation Oslo Peace Process legacy Gaza ceasefire analysis Israeli-Palestinian power asymmetry Notable Publications: 2022: Analysis of Sverre Lodgaard’s peace research journey 2021: Geopolitical challenges in Syria’s reconstruction 2018: Critique of Palestinian-Israeli negotiation failures 2013: Historical conflict patterns in the Middle East 2006: Lessons from Norwegian peacekeeping in the Middle East Awards: Admitted to the Norwegian Academy of Science and Letters (2017) Media Engagement: Provided expert analysis on Gaza ceasefire (ABC News, 2025) Commented on Israel’s political instability (Dagbladet, 2025)

• Responsible Innovation
• Entrepreneurship
• Digital Health
• +12 more

Tatiana Aleksandrovna Iakovleva is a Professor of Entrepreneurship Studies at the University of Stavanger (UiS), affiliated with the UiS School of Business and the Department of Innovation, Management and Marketing. She is actively engaged in research on responsible innovation, digital health, user involvement, and entrepreneurship. Her research interests include responsible innovation, digital health, user engagement in innovation, living labs, open innovation, stakeholder involvement, healthcare innovation, social innovation, and regional development. She explores how innovation can be conducted ethically and inclusively, particularly in public and healthcare sectors. Her recent publications (2020–2025) reveal a strong focus on responsible innovation in digital health, user empowerment, and collaborative innovation spaces such as living labs. Themes include stakeholder inclusion, boundary innovation spaces, patient engagement, and the role of universities in regional development. Her work spans interdisciplinary fields, combining insights from management, public health, innovation studies, and social sciences. She has collaborated extensively with researchers such as Elin Merethe Oftedal, John Bessant, Raj Kumar Thapa, and others, contributing to high-impact journals and international conferences like ISPIM and Routledge handbooks. She advises students and researchers in entrepreneurship and innovation, though specific names are not listed in the provided text. She is involved in projects related to digital health innovation, responsible research, and university-industry collaboration. She is associated with the Norwegian Smart Care Lab and participates in participatory research involving service users and professionals in mental health care. Her work emphasizes inclusive and responsible approaches to innovation, particularly in public service contexts.

Maria SydnesView profile

Associate Professor

• Emergency Management
• Crisis Response
• Organizational Resilience
• +4 more

Maria Sydnes serves as an Associate Professor in the Department of Technology and Security at UiT The Arctic University of Norway, Tromsø. Her academic work focuses on emergency management and organizational resilience within high-risk Arctic environments, with particular emphasis on maritime safety and cross-border crisis coordination between Norway and Russia. Her research interests span interorganizational coordination during emergencies, organizational learning for resilience building, and practical applications of lean production principles in crisis contexts. She investigates Arctic-specific challenges including avalanche response in Longyearbyen, oil spill management in polar waters, and integration of unorganized volunteers into formal emergency systems, consistently addressing the intersection of climate change impacts and security vulnerabilities. Analysis of her publication record reveals a strong trend toward interdisciplinary solutions for Arctic safety, with recurring themes of Norwegian-Russian cooperation, maritime risk assessment, and adaptive governance structures. Her work bridges theoretical frameworks with real-world case studies—from Svalbard waters to the Barents Sea—demonstrating practical approaches to disaster risk reduction in extreme environments. Dr. Sydnes actively participates in multiple research initiatives including the Climate Change Adaptation and Secure Societies groups. Her current projects encompass Co-producing knowledge about risk and safety of maritime activities around Svalbard SPRICE (spray icing modelling for maritime decision support) GLOBSEC (North-South security partnerships) NoCoU (civil security for Norwegian communities) Beredt! (risk-based governance for climate-driven natural hazards) highlighting her commitment to scalable, community-focused security solutions in vulnerable Arctic regions.

Ann BostromView profile

Professor

• Risk Perception
• Risk Communication
• Risk Management
• +7 more

Ann Bostrom is the Weyerhaeuser Endowed Professor in Environmental Policy at the Evans School of Public Policy & Governance, University of Washington, where she joined the faculty in 2007 after serving as Associate Dean for Research and Professor at Georgia Tech's Ivan Allen College. She co-directed the NSF Decision Risk and Management Science Program and serves on the AAAS and Washington State Academy of Sciences boards. Her educational background includes: Ph.D. in Public Policy Analysis, Carnegie Mellon University M.B.A., Western Washington University B.A. in English, University of Washington Postdoctoral studies in Engineering and Public Policy, Carnegie Mellon University Postdoctoral studies in cognitive survey methodology, Bureau of Labor Statistics Bostrom's research centers on risk perception, communication, and management in environmental policy and uncertain decision contexts. She investigates causal misconceptions about climate change, earthquake risk awareness, and pandemic risk communication, bridging social/behavioral sciences with weather and climate risk management through efficacy-focused frameworks. Her 2017-2021 publications reveal concentrated work on climate change communication, natural hazards, and pandemic risks. Key themes include causal thinking's impact on policy support, risk message design efficacy, and cross-cultural risk perception comparisons, frequently contributing to National Academies reports on science communication and hazard management. Major scientific recognitions include: 2020 Distinguished Educator Award (Society for Risk Analysis) 1997 Chauncey Starr Award Elected fellow of AAAS, WSAS, and Society for Risk Analysis ASA/NSF/BLS Research Associateship (1991-92) Fulbright Fellowship (1989-90) Patricia Roberts Harris Fellowship (1988-89) She has secured major funding from NSF, EPA, and NIH, currently co-leading the Cascadia Coastlines and Peoples Hazards Research Hub and NSF AI Institute for Trustworthy AI in Weather/Climate. Advisory roles include National Renewable Energy Laboratory Decision Science Committee and Earthquake Hazards Reduction Advisory Committee. At UW, Bostrom co-chairs Environments and Populations research in the Center for Studies in Demography and Ecology, serves on EarthLab's steering committee, and participates in the Program on Climate Change Governing Board, while maintaining affiliations with Carnegie Mellon's Center for Climate and Energy Decision Making.

Einar LieView profile

Professor

• Economic History
• Norwegian Economic Policy
• State-Business Relations
• +5 more

Einar Lie is a Professor of Economic History at the Department of Archaeology, Conservation and History, University of Oslo. He holds a cand.polit. in Economics (1991) and a dr.philos. in History (1996) from the University of Oslo. Lie has undertaken research stays at INSEE (Paris), Lancaster University, University of Oxford, and UC Berkeley. He served as Vice Dean for Research at the Faculty of Humanities, University of Oslo (2010-2014), and as Board Chairman of the Norwegian University Center in St. Petersburg (2011-2014) and Kultrans. Lie is a member of the Norwegian Academy of Science and Letters and has contributed to boards of institutions like the Nansen Fund and Rosendal Barony. Education: cand.polit. (Economics), University of Oslo (1991) dr.philos. (History), University of Oslo (1996) Einar Lie's research focuses on Norwegian economic and political history, particularly state-business relations in banking, manufacturing, and the oil sector. His work explores themes like economic policy, central banking, state ownership, and statistical methodologies. Lie's publications include analyses of Norway's postwar economic strategies, the origins of the Norwegian Oil Fund, and the interplay between technocrats and policymakers in historical contexts. His work often bridges economic theory and historical practice, emphasizing institutional and methodological developments. Lie's scholarly contributions span economic policy debates, banking crises (e.g., 1987-1992), and state interventions in industry. His recent articles address historical lessons for contemporary fiscal and energy policies, with a focus on Norway's unique economic model. Lie's interdisciplinary approach incorporates economic theory, statistical science, and political economy. Scientific Awards: Member of the Norwegian Academy of Science and Letters As a regular op-ed columnist for Aftenposten , Lie engages public discourse on topics like climate policy, economic inequality, and historical parallels in modern governance. He contributes to research groups on contemporary history and climate-environment-energy studies (KLIMER) at the University of Oslo.

• Marine Renewable Energy
• Wind Energy Systems
• Drivetrain Design and Reliability
• +7 more

Amir R. Nejad is a Professor in the Department of Marine Technology at NTNU, leading the Marine Energy Systems and Autonomics (MESA) research group. He holds roles such as Chair of the EAWE WindEurope Scientific Track Committee and co-chair of the Drivetrain Technical Committee at the European Academy of Wind Energy (EAWE). His research focuses on stochastic design, reliability-based operation, dynamic modeling, and fault detection in marine and offshore renewable systems. Nejad is an editorial board member for journals like Wind Energy Science and Ocean Engineering , and a member of ISO committees on drivetrain health monitoring. Education: PhD in Marine Technology, NTNU (2015) MSc Subsea Engineering, University of Aberdeen (2012) BSc Mechanical Engineering, Tehran University (2009) His research interests emphasize offshore wind drivetrain reliability, condition monitoring, and digital twin applications. Recent work includes studies on blade bearing fatigue estimation, SCADA-based lifetime extension of drivetrains, and wake steering techniques in floating wind farms. Key awards include multiple 'Best Lecturer' honors at NTNU and international conference recognitions. His research has been supported by grants such as the Nowitech Fellowship and DNV Education Fund. Key Projects: Marine System Dynamics and Vibration Lab (MD Lab) oversees projects on wind turbine drivetrains, floating offshore systems, and digital twin integration. Lab/Teams: MD Lab focuses on advancing marine energy systems through experimental and computational studies.

Kirsti KletteView profile

Professor

• Learning and education
• Pedagogy
• Classroom research
• +5 more

Kirsti Klette is Professor at the Department of Teacher Education and School Research within the Faculty of Education at the University of Oslo. She serves as Centre Director at the Nordic Centre of Excellence Quality in Nordic Teaching (QUINT), launched in autumn 2018. Her academic career spans over two decades, beginning as Associate Professor at Lillehammer University College in 1994, then at the University of Oslo Faculty of Education in 1998, and becoming full Professor in 2002/2004. She held a Visiting Fulbright Professorship at Stanford University (2007-2008) and has directed numerous national research programs including UTDANNING 2020 (2009-2014). Professor Klette's research focuses on classroom teaching and learning through video methodology, instructional quality, and teacher education. Her work examines the relationship between teaching practices and student outcomes across Nordic educational contexts. She leads major projects including Linking Instruction and Student Achievement (LISA), Linking Instruction and Student Experiences (LISE), and the Synthesizing Research on Teaching Quality (SYNTEQ). Her methodological expertise in video research has established her as a leading figure in educational research methodology. Analysis of her recent publications (2022-2024) reveals consistent focus on classroom observation systems, teacher education coherence, and Nordic educational practices. Her work spans multiple subject areas including mathematics, social studies, and language arts, with particular attention to how instructional quality can be measured and improved. She frequently collaborates with international researchers, contributing to global understanding of teaching quality across different educational systems. Professor Klette has made significant contributions to educational policy and practice, particularly in teacher education reform and classroom observation methodology. Her research bridges educational theory and classroom practice, with implications for teacher preparation, professional development, and educational assessment systems.

Nils Asle BergsgardView profile

Professor

• Sports Sociology
• Sports Policy
• Deviant Behavior in Sports

Nils Asle Bergsgard is a Professor in Sports Sociology at the Department of Sport Science and Friluftsliv, Telemark University College. His scholarly work focuses on intersections between sports, politics, and societal structures, with particular emphasis on deviant behavior in sports and institutional dynamics within the Nordic welfare state framework. Research Interests: Sports Sociology, Sports Policy, Deviant Behavior in Sports Ongoing Projects: Rapid social change and value transformation in cultural fields, Pluralisation and civil associations in welfare states Recent publications analyze: Evolution of sports policy in Scandinavia Institutionalization of elite sports organizations like Olympiatoppen Resource allocation conflicts in sports governance Interplay between welfare state models and sports movement autonomy Globalization effects on national sports systems Comparative analysis of Scandinavian sports policy frameworks

• Diversity, equity, and inclusion in science education
• Decolonizing science education
• Multilingual science learning
• +6 more

Lilith G. Rüschenpöhler serves as Associate Professor for Chemistry Education at the Norwegian University of Science and Technology (NTNU) since 2023. Prior to this, she held a Margarete von Wrangell fellowship at Ludwigsburg University of Education (2021-2023) and worked as a part-time secondary school teacher in Germany (2021-2022). Research Interests: Decolonizing science education in European contexts Multilingual science learning strategies Science capital theory and application Generative AI integration in science instruction Philosophical foundations of science education Her recent publications focus on cultural comparisons in chemistry education (Germany/China), equity-focused teaching approaches, and vocational orientation tools. She has developed card games for science career exploration and conducted extensive research on self-concept formation in chemistry students. Scientific Awards: Margarete von Wrangell fellowship (2021-2023) As a trained secondary school teacher with expertise in chemistry and French as a foreign language, she has taught in four languages and developed innovative teaching materials including international science capital metrics and planetary boundaries lesson plans.

• Indigenous peoples
• South Sami language and culture
• Intercultural competence
• +4 more

Helen Margaret Murray is a University Lecturer in the Department of Teacher Education at the Norwegian University of Science and Technology (NTNU), specializing in Indigenous education with a focus on South Sami language and culture. She coordinates the course 'Sami themes in school (LÆR2004)' and serves as the coordinator for 'Take Credit – English KfK 8–13' and 'DEKOM: Sami perspectives in LK20' in collaboration with Nord University. Her research interests center on Indigenous peoples both in Norway and internationally, South Sami language and culture, intercultural competence, multiculturalism, and the analysis of textbooks and curricula. She has developed significant expertise in examining representations of Indigenous peoples in educational materials, particularly in English language teaching contexts. Murray's publication record demonstrates consistent focus on Indigenous representation in Norwegian education, with recent works analyzing colonial narratives in EAL textbooks, developing practical approaches for teaching about Indigenous peoples, and creating resources for Sami language revitalization. Her research shows a clear trajectory from theoretical analysis to practical application in educational settings. Qualifying scholarships from the Literacy community (2019/2020 and 2020/2021) Language grant from the Sami Parliament for Southern Sami language Qualification Scholarship from Institute for Teacher Education (ILU), 2023–2026 LIM scholarship from NTNU, 2024 Murray supervises four master's students and has received multiple research grants supporting her work on Indigenous education. She actively disseminates her research through guest lectures at various institutions, articles in national newspapers, development of digital teaching resources, and community projects like the Sami city walking tour in Trondheim. As co-leader of NTNU's Strategic Research Network 'Community – Team Sápmi' and leader of the 'Research Group: Indigenous Topics in Education,' she plays a significant role in advancing Indigenous scholarship at NTNU.

• Drama Education
• Applied Theatre
• Process Drama
• +11 more

Konstantinos Amoiropoulos is an Associate Professor in the Department of Early Childhood Education at the Faculty of Education and International Studies, Oslo Metropolitan University (OsloMet). His academic work bridges drama, theatre, and education, with a strong focus on applied and process drama in early years and school settings. Faculty: Faculty of Education and International Studies Department: Department of Early Childhood Education Email: konstantinos.amoiropoulos@oslomet.no Office: Q4059, Pilestredet 42, 0167 Oslo His research interests span a rich interdisciplinary terrain, including drama education, theatre in education (TIE), process drama, philosophy of art, political theatre, and Lacanian theory. He explores how drama can serve as a transformative space for learning, identity formation, and democratic engagement, particularly in early childhood and educational contexts. His recent publications (2022–2024) reflect a consistent focus on the integration of drama into curriculum, the philosophical dimensions of role-playing, and innovative pedagogical methods. Themes include myth in education, sustainability through drama, object use in dramatic play, and international collaborations in theatre education. His work appears in journals like the Journal for Drama In Education and in edited volumes and conference proceedings across Europe. He is actively engaged in dissemination, regularly conducting workshops and seminars internationally on process drama, role development, and curriculum integration. These include events in Greece, Hungary, and the UK, often in collaboration with groups like Site B Drama and InSite TIE Company and Jian Xue International Education Institute. Konstantinos Amoiropoulos is a key figure in arts-based research through his involvement in KunstForsk – Arts-based and Artistic Research. As Head of Studies in his department, he plays a leadership role in shaping drama education programs, mentoring students and educators, and advancing the academic profile of drama within early childhood education.

• Physical Education
• Curriculum Development
• Assessment and Grading
• +8 more

Erlend Ellefsen Vinje is a Professor at Oslo Metropolitan University, affiliated with the Faculty of Education and International Studies and the Department of Primary and Secondary Teacher Education. He serves as Head of Studies in Area of Responsibility 6, focusing on physical education teacher training. His work is central to understanding and shaping physical education in Norwegian schools, particularly in the context of recent curriculum reforms. His research interests span Physical Education , Curriculum Development , Assessment and Grading , Teacher Education , Student Motivation , and Inclusion in Education . He critically examines how pedagogical frameworks like Sport Education can be adapted to the Norwegian context and investigates the challenges and opportunities presented by the LK20 curriculum reform (fagfornyelsen). His recent publications, including textbooks, research reports, and scientific articles, consistently focus on the transformation of physical education—shifting from a sport-centric model to a more inclusive, health-oriented, and recognition-based learning subject. He explores student and teacher perceptions of competence, the ethics of grading, and the design of relevant and engaging physical activities. His work emphasizes creating equitable and motivating learning environments. Vinje is actively involved in the FUSK research project, which investigates physical education after the curriculum renewal, and regularly contributes to public discourse through dissemination in outlets like Utdanningsnytt.no and RB.no. He participates in seminars and dialogues with teachers and policymakers, advocating for reforms such as the removal of grades in physical education to improve student health and motivation. Scientific Publications: 31 Textbooks: 6 Research Reports: 4 Dissemination Articles: 160 He has supervised or collaborated on numerous research initiatives and publications, though specific student advisees are not listed. He leads research groups focused on Body, Learning, and Diversity, and his work is instrumental in guiding both policy and practice in Norwegian physical education.

• Teacher Professional Development
• Professional Learning Communities
• Educational Leadership
• +6 more

Kåre Hauge is a Senior Lecturer in Pedagogy at the Department of Teacher Education, Norwegian University of Science and Technology (NTNU), with expertise in teacher professional development, professional learning communities, and educational innovation. He holds a PhD in Pedagogy (2019) focused on Lesson Study as an intervention research methodology and a master's degree in Preschool Pedagogy. His work bridges theory and practice through collaborations with schools, emphasizing cultural-historical activity theory (CHAT) and digital competence in teaching. Education: PhD in Pedagogy (NTNU, 2019), Master's in Preschool Pedagogy. Research Interests Hauge's research spans teacher professional development, collaborative learning communities, educational leadership, and inclusive pedagogy. He investigates how Lesson Study and CHAT frameworks enhance teaching practices and school improvement, with recent projects like LeadDig funded by the Norwegian Research Council. Publications Overview His publications focus on collaborative teacher research, digital competence development, and inclusive education. Key themes include reflective dialogue in Lesson Study, cross-sector collaborations (e.g., arts and primary schools), and critiques of standardized testing's impact on pedagogical autonomy. Projects and Grants Hauge leads initiatives such as LeadDig (Leadership and Learning for Teachers' Professional Digital Competence), supported by the Norwegian Research Council. He has presented at international conferences including ISCAR and ECER, highlighting his commitment to advancing educational theory and practice.

• Mathematics Education
• Comparative Textbook Analysis
• Lesson Design
• +2 more

Øyvind Andersen Lundeby is a Lecturer at the Department of Teacher Education at NTNU , with expertise in mathematics education and textbook analysis. Since 2012, he has focused on comparative studies between Norwegian and international educational systems, particularly Ethiopia and South Sudan. Master's degree in mathematics education (2009) Specializes in textbook design, lesson planning, and didactic frameworks like ATD Teaches Mathematics 1-2 for primary and lower secondary teacher education Research Interests: Comparative analysis of mathematics textbooks across cultures Application of Anthropological Theory of Didactics (ATD) Problem-posing pedagogy in educational materials Functions and relations teaching methodologies Recent Publications examine cross-cultural differences in mathematics curriculum materials, with a focus on problem-posing, functional representation, and educational equity. He frequently collaborates with researchers like Solomon Abedom Tesfamicael and Geir Harald Botten.

Andrea Solnes MiltenburgView profile

Associate Professor

• Global Women's Health
• Maternal Health
• Pregnancy Care
• +5 more

Andrea Solnes Miltenburg serves as Associate Professor in Global Health at the University of Oslo's Department of Community Medicine and Global Health while concurrently working as a resident in obstetrics and gynaecology at Akershus University Hospital. Her dual clinical-academic role bridges research and practice in global maternal health. Education: MD, VU University Medical Center, Amsterdam (2012) PhD, University of Oslo, Institute of Health and Society (2019) Research Focus: Andrea's work centers on improving maternal health through community-centered approaches. Her primary interests include global women's health, quality enhancement in pregnancy/birth/post-partum care, co-creation methodologies, community participation frameworks, and mHealth implementation strategies. Current fieldwork examines pre-eclampsia prevention in Tanzania and post-partum care innovation in Norway. Publication Trends: Her 15 most recent publications (2015-2025) reveal a consistent trajectory from descriptive studies of maternal care quality toward implementation science and community-driven interventions. Key thematic evolution shows increasing focus on structural determinants of care quality, participatory design methods, and context-specific adaptation of global health frameworks in both high and low-resource settings. Advising and Funding: Andrea supervises MSc and PhD students while integrating medical students into active research. She has secured significant competitive funding including: NFR's 12 million NOK PRESHA project (2022) preventing hypertensive disorders in pregnancy AHUS Research Fund's 500,000 NOK post-partum co-creation project (2023) Helse Sør-Øst's 950,000 NOK home-based post-partum care initiative (2021) NFR GLOBVAC PhD stipend (2015) Research Infrastructure: She contributes to the Obstetrics and Gynecology Research Group at Akershus University Hospital and the Transdisciplinary Research for Sustainable Health (TRUST) network, leading the PRESHA project and Strengthened Doctoral Education for Health in Tanzania (DOCEHTA) initiatives.