Find Academic Supervisors

• Life Mastery
• Learning environment
• Mental health
• +5 more

Eli Vibeke Eriksen serves as an Associate Professor in the Department of Teacher Education and Pedagogy at UiT The Arctic University of Norway. She is actively engaged in research and teaching at the Tromsø campus, with contact information listing her email and phone number for professional inquiries. Her research interests focus on critical aspects of educational psychology and student development, including Life Mastery, Learning environment, Mental health, Social and emotional competencies, Motivation, and Involvement. Through her work, she examines how these factors interact within educational settings to influence student outcomes, particularly in secondary school contexts. Dr. Eriksen's recent publications demonstrate a consistent research trajectory examining social competencies, classroom relationships, and academic engagement using sophisticated quantitative methods like latent change score modeling. Her work primarily focuses on lower secondary school students, investigating how social-emotional factors impact educational experiences and outcomes during critical developmental periods. She is an active member of the Participation and communication (PAC) research group and participates in the project 'Bruk av VR-briller som praksisnær studentaktivitet' (Use of VR glasses as practice-oriented student activity), indicating her interest in innovative educational technologies and methodologies. Her teaching expertise spans pedagogical psychology, pedagogical sociology, quantitative and qualitative research methods, and philosophy of science, providing students with comprehensive training in educational research methodologies.

• Mathematics Education
• Metascience
• Classroom Research
• +4 more

Roar Bakken Stovner is an Associate Professor at the Department of Primary and Secondary Teacher Education within the Faculty of Education and International Studies at Oslo Metropolitan University (OsloMet), where he also serves as Head of Studies - Area of Responsibility 2. His academic career at OsloMet began as an Assistant Professor (2021-2023) before his promotion to Associate Professor in 2023. Prior to his university position, he worked as a teacher in lower and upper secondary schools in Oslo (2012-2018) and completed his PhD at the University of Oslo (2016-2020). He holds a Master of Science and Technology from NTNU (2007-2012) with a thesis on applied computational topology. Stovner's research spans several interconnected domains within educational science: Developing methodologies for describing and measuring teaching quality across multiple classrooms, with special emphasis on mathematics education Metascience research examining how citation practices distort findings and confer unwarranted authority to claims in educational research Creating programming tools for educational research, including the gptworkr package for text analysis in R using ChatGPT His scholarly work focuses on classroom research, mathematics education, mathematical competencies, metascience, and citation analysis. He actively participates in research groups focused on Classroom Research and Task Design in Mathematics Education, and leads significant involvement in the Teacher Education Panel Study (TEPS), a comprehensive longitudinal study examining teacher education implementation in Norway. Stovner's recent publications demonstrate substantial engagement with contemporary issues in educational research methodology, AI applications in education, and critical examination of scientific practices. His work on the EDUCATE project has produced influential reports on algorithmic thinking in mathematics education across different grade levels and exploratory teaching approaches in upper secondary education. His contributions to educational discourse include conference presentations, book chapters, and practical resources for teacher education, such as "Bedre masterskriving – en bok for lærerstudenter" (Better Master's Writing - A Book for Teacher Students), which supports academic writing development among future educators.

Lene VestadView profile

Associate Professor

• Educational Psychology
• Learning Environments
• Social and Emotional Learning
• +7 more

Lene Vestad is an Associate Professor at the University of Stavanger, Faculty of Arts and Education, where she is affiliated with the Norwegian Centre for Learning Environment and Behavioral Research in Education. Her research centers on educational psychology, with a strong focus on social and emotional learning, student motivation, growth mindset, and inclusive education in lower and upper secondary schools. She actively contributes to national and international scholarly discourse through publications and conference presentations. Her research interests include: Social and emotional competencies in educational contexts Teacher support and its impact on student motivation and mindset Inclusion of immigrant and newly arrived students Development of academic efficacy and engagement Implementation of interventions like ROBUST and Move-P The most recent articles highlight a consistent focus on longitudinal modeling, teacher-student relationships, and the integration of socio-emotional development with academic outcomes. Her work frequently employs advanced statistical techniques such as latent change score modeling and cross-lagged panel models to understand developmental trajectories. Lene Vestad has contributed to policy discussions through presentations to the Norwegian Knowledge Department and public engagement via media outlets and educational films. She has also supervised several master’s students, indicating her active role in academic mentoring. ROBUST: A social-emotional learning curriculum for lower secondary students, where she contributed to teacher training and content development on emotions and growth mindset. Move-P: A research-practice partnership project focused on motivation and mastery in upper secondary education, where she has led dissemination and implementation efforts.

• Employee Flexibility
• Digital Transformation
• Human Resource Management (HRM) Systems
• +4 more

Elizabeth Anne Solberg is an Associate Professor at the Department of Welfare, Management and Organisation at Østfold University College. She also holds an Adjunct Associate Professor position at BI Norwegian Business School. Her academic journey includes a Ph.D. in Leadership and Organization from BI Norwegian Business School (2017), an MSc in Leadership and Organizational Psychology (2011), and a BSc in Business Administration from the University of Arizona (2001). Prior to academia, she worked in marketing and advertising for over a decade. Her research focuses on employee flexibility in dynamic work environments, the role of managers and HRM systems, and the impact of digital technologies on work. Key areas include organizational change management, employee engagement in digital transformation, and human performance improvement in high-risk industries like nuclear energy. Her work spans interdisciplinary collaborations, with notable contributions to journals like Safety Science , Human Resource Management Journal , and Group & Organization Management . She has also engaged with industry through the Institute for Energy Technology (2020–2024), bridging academic research and practical workplace challenges.

• Dementia Care
• Therapeutic Horticulture
• Green Care
• +3 more

Grete Grindal Patil serves as Dean of the Faculty of Landscape and Society at the Norwegian University of Life Sciences (NMBU), where she holds a Professorship. Her leadership in Education Administration underscores her institutional role within Norway's premier agricultural and environmental sciences university. Her research centers on nature-health interactions , with dominant focus on dementia care through farm-based day services and therapeutic horticulture . She investigates how care farming environments impact emotional well-being, quality of life, and retention rates for dementia patients, while also examining nature exposure in offices for stress reduction and productivity. Her work spans environmental psychology , rehabilitation science , and green care interventions across diverse populations including stroke patients and office workers. Analysis of her 15 most recent publications (2016-2022) reveals three dominant research streams: (1) Farm-based dementia care protocols and stakeholder mapping in Norwegian contexts, (2) Nature exposure mechanisms for psychological distress reduction in workplaces, and (3) Green exercise accessibility and therapeutic horticulture applications in clinical rehabilitation. Her methodology emphasizes longitudinal studies, comparative analyses, and mixed-methods approaches focusing on Norwegian populations.

Reidar SäfvenbomView profile

Professor

• Human Development
• Positive Youth Development
• Physical Activity Contexts
• +6 more

Dr. Reidar Säfvenbom serves as a Professor at the Department of Teacher Education and Outdoor Studies within the Norwegian School of Sport Sciences (NIH) . His academic focus centers on Human Development and Positive Youth Development , particularly examining how physical activity contexts influence adolescent growth. He has investigated the relationship between vulnerable youth groups and sports participation, advocating for policy changes to create equitable movement opportunities outside traditional organized sports systems. Research Interests: Relational Developmental Systems Theories, Self-Organized Lifestyle Sports, Motivational Climate Analysis Teaching: General educational theory, child/adolescent development, educational philosophy His NIH-based research group explores how physical education, organized sports, and self-organized activities shape adolescent experiences. Notably, he developed the Eagerness for Physical Activity Scale (EPAS) to measure motivational drivers. Recent publications analyze self-organized activity benefits for youth development, comparative studies of egalitarian vs. elitist sports systems, and longitudinal investigations of motivational climate effects. His work with the School in Motion project examines physical activity's impact on academic performance and health metrics.

• Physics Education
• Student-Centered Learning
• Formative Assessment
• +5 more

Dr. Guri Sivertsen Korpås is an Assistant Professor and Excellent Teacher Practitioner at the Department of Physics, Norwegian University of Science and Technology (NTNU), Faculty of Natural Sciences. She specializes in science education research with focus on student-active learning methodologies. Key affiliations: SEED (Science and Engineering Education Development) center Project participation: TettPÅ Her research interests include: Student-active learning implementation Formative assessment through dialogue and reflection Innovative learning spaces design Student response technology integration Recent publication trends indicate focus on: Collaborative learning frameworks Mastery learning models in programming education Multi-campus course design Technology-enhanced physics pedagogy Scientific recognition: Awarded 'Excellent Teacher Practitioner' in 2022 Teaching responsibilities: FY6017 - Elektromagnetisme HBIOT1013 - Kjemisk og instrumentell analyse FY6013 - Mekanikk

• Public Health Nursing
• Nursing Ethics
• Healthcare Education
• +5 more

Julia Thuve Hovden is a University Lecturer and Subject Manager for the Master in Public Health Nursing program at the Department of Health and Care Sciences, UiT The Arctic University of Norway, located in Tromsø. She plays a key role in shaping the academic and professional development of future public health nurses. Her research focuses on the ethical dimensions of public health nursing, pedagogical innovation in distributed learning environments, and systemic challenges in nurse workforce development. Through qualitative and meta-ethnographic studies, she investigates how nurses navigate moral responsibility, cope with frontline pressures, and sustain professional identity in complex healthcare systems. The recent body of her work reveals a strong thematic focus on ethical responsibility, educational adaptation across campuses, and workforce sustainability. Her publications span high-impact journals in nursing ethics and healthcare education, as well as public commentaries addressing urgent policy issues in nurse training and rural healthcare access. Julia actively collaborates with a core research group including Anne Mary Gerard Clancy, Hilde Laholt, Runa Anneli Andersen, and Berit Evenstad. Together, they have produced influential syntheses on ethical challenges and career pathways in public health nursing. She contributes to academic leadership as a subject manager and is deeply engaged in improving learning outcomes through innovative didactic strategies. While no formal grants or awards are mentioned in the source material, her prolific scholarly output and policy engagement indicate significant impact in the field of public health nursing education and ethics.

• Public Service Interpreting
• Conference Interpreting
• Simultaneous Interpreting
• +7 more

Maria Abad Colom is an Associate Professor at Oslo Metropolitan University, affiliated with the Department of International Studies and Interpreting within the Faculty of Education and International Studies. Her academic work centers on Interpreting Studies, with a strong focus on public service and conference interpreting, pedagogical innovation, and the impact of English as a lingua franca in multilingual professional environments. Her research interests include: Public Service Interpreting (PSI) Simultaneous and Consecutive Interpreting Training English as a Lingua Franca (ELF) in health and academic contexts Virtual Reality (VR) and simulation in interpreter education Pedagogical challenges in heterogeneous student groups Professionalization of interpreter qualifications The recent publications and dissemination activities highlight a clear trend toward integrating technology into interpreter training, especially through the ERGOTOLK-VR project, which uses immersive simulations to prepare future interpreters and public sector professionals. Her work also addresses broader systemic issues, such as the marginalization of translation in public administration and the evolving demands on interpreters in ELF-dominated domains like health sciences. Maria Abad Colom has not received any explicitly mentioned scientific awards in the provided text. She has been actively involved in curriculum development and digital teaching solutions, contributing to semi-online and blended learning models in interpreting education. While no grants are explicitly named, her participation in projects like ERGOTOLK-VR suggests involvement in funded research and innovation initiatives. She collaborates with colleagues across Norway and internationally, particularly in Spain, reflecting a transnational research approach. She is involved in research groups focused on Interpreting, Language, and Communication and contributes to both academic and professional dissemination through conferences and publications.

• Inclusive education
• Special education
• Classroom management
• +4 more

Kristian Øen is Associate Professor of Pedagogy at NLA University College, Sandviken, Bergen. His research and teaching focus on inclusive education, classroom management, and special-education responses to challenging behaviour. Education: PhD (Philosophiae doctor), University of Bergen, 2023 – thesis on inclusion and challenging behaviour Master in Pedagogy with emphasis on Special Education General Teacher Education (Allmenlærerutdanning) Research interests: Øen investigates how schools can maintain inclusive environments when pupils display challenging behaviour. His work blends qualitative classroom studies with municipal governance analyses, emphasising the balance between emotional support and academic demands. Recent projects explore researcher–practitioner partnerships (e.g., the SUKIP innovation project) and teacher attitudes across European contexts. Publication trends 2021-2024: Fifteen peer-reviewed outputs centre on three intertwined strands: (1) micro-level classroom strategies for inclusion, (2) meso-level municipal leadership and school–psychology collaboration, and (3) theoretical lenses such as complementarity theory to critique contemporary schooling. The corpus is predominantly Norwegian with selective English-language articles in Frontiers in Education and European Journal of Special Needs Education . Scientific awards & grants: None listed in the supplied material. Advising & project roles: No named doctoral or master’s students are provided. Øen is affiliated with the University of Bergen’s special-education research group (www.uib.no/fg/spesped) and participates in nationally funded innovation projects on inclusive practice. Labs & teams: Research activities are conducted within interdisciplinary consortia linking NLA University College, University of Bergen, and municipal school owners.

• Vocational Education
• Technical Training
• Electrical Engineering
• +4 more

Roger Lossius is a Senior Lecturer in Vocational Didactics at the Department of Teacher Education, Norwegian University of Science and Technology (NTNU). With a background as a qualified electrician, telecommunications fitter, and production electronics technician, he combines practical industry experience with academic expertise in vocational training, apprenticeship programs, and electrical engineering education. His research focuses on holistic vocational competence professional identity formation industry-academia collaboration digital practice follow-up vocational assessment He is actively involved in projects like "Fagsamtale på yrkesfaglærerutdanningen," aiming to enhance vocational teacher pedagogy and curriculum design. Recent publications include encyclopedia entries on vocational concepts (e.g., Kryssløp [feedback loops], Bolignormen [building standards]) and reports on apprentice integration models. His work emphasizes bridging theoretical-practical knowledge gaps, improving apprenticeship progression through self-efficacy, and aligning training with industry standards. He teaches courses like YFL1010 - Learning Processes in Professional and Vocational Perspective and YFL2020 - Vocational Depth and Adapted Training , while serving on national examination boards for the Telecommunications Installation profession.

• Gerontology
• Public Health
• Nursing
• +3 more

Hanne Cecilie Johnsen serves as Assistant Professor in the Department of Public Health and Nursing at the Norwegian University of Science and Technology (NTNU), with her office located at Øya helsehus, room 152.07.026. She actively teaches clinical nursing courses including SYT1003KOM - Clinical Observations and Assessments in Nursing. Her research centers on gerontological public health with specialized focus on preventive home care for elderly populations, interprofessional learning frameworks, and holistic well-being assessment. Key investigations examine mastery mechanisms, meaning construction, and quality-of-life metrics within daily living contexts for aging individuals, bridging clinical practice and community health theory. Recent publications demonstrate methodological innovation in validating interprofessional education tools and developing culturally responsive preventive care models for elderly populations. This work establishes critical connections between psychometric scale development and practical implementation of home-based geriatric interventions across Scandinavian healthcare systems.

Tommy HaugenView profile

Professor

• Children and young people's learning and development
• Motivation
• Group dynamics
• +6 more

Tommy Haugen is a Professor in the Department of Sport Science and Physical Education at the University of Agder (UiA), Norway. His research and teaching focus spans sports psychology, physical activity, and performance science. Haugen maintains an active research profile with publications through 2025 across multiple high-impact journals in sports science and psychology. Education: PhD Sport Science, Norwegian School of Sport Sciences, 2013 Master's degree in Sport Science, University of Agder, 2005 General Teacher Education, University College of Agder / University College of Sogn and Fjordane, 2002 Haugen's research interests center on children and young people's learning and development, motivation in sports contexts, group dynamics, physical activity and psychosocial health, sports psychology, sports performance, sports pedagogy, and quantitative research methods. His work demonstrates particular expertise in handball performance analysis, youth sports psychology, motivation in physical education settings, and the relationship between physical activity and mental health. His recent publications (2023-2025) reveal strong thematic continuity in sports psychology and performance research, with particular emphasis on handball performance metrics, youth sports motivation, coaching methods, and physical activity interventions. The publications span diverse methodological approaches from quantitative analysis of large datasets to qualitative evaluations of coaching interventions. Haugen leads multiple research initiatives including the SPORT AND EXERCISE PSYCHOLOGY: HEALTH, EDUCATION, AND PERFORMANCE (SEP-HEP) research group, REPAC project, ScIM project, and FRISKUS. He teaches statistics and methods courses at bachelor and master levels, performance psychology in sports, motivation and learning climate in physical education, and individual health behavior in public health education. His current research projects include the Group Dynamic Research Project (GDRP), studies on collective mastery and feedback in sports, team performance research, humor in sports, leadership in coaching roles, team identity and cohesion, and sports psychological mapping and analysis.

Boo Fredrik SahlanderView profile

Associate Professor

• Jazz Studies
• Music Education
• Improvisation Techniques
• +3 more

Boo Fredrik Sahlander is an Associate Professor in the Department of Popular Music at the University of Agder. His academic role focuses on music pedagogy, jazz studies, and digital platforms for musical learning. He holds a PhD in Popular Music from the University of Agder (2017), with his thesis exploring jazz methodology through improvisation and digital tools. Research interests include improvisation techniques, digital music education, and the intersection of technology with performance. His work emphasizes practical applications of theory in live settings, particularly in jazz and ensemble performance contexts. Sahlander actively engages with both academic and artistic communities through concerts, workshops, and collaborative projects. Recent activities include organizing and performing in over 50 concerts across Norway, including series with South City Stompers, jazz festivals, and experimental projects like Art’s Resonance Across Continents . These performances highlight his commitment to historical repertoire revival, cross-genre experimentation, and community engagement through music. Notable collaborations include work with Runar Nørsett Trio and Tini Flaat, exploring Norwegian jazz traditions and modern improvisation. His events often blend educational outreach with artistic expression, reflecting his dual focus on teaching and performance. Future projects include expanding digital pedagogy initiatives and continuing research on improvisation methods in contemporary music education.

Hanne Marie Høybråten SigstadView profile

Professor

• Special Needs Education
• Inclusive Education
• Intellectual Disabilities
• +3 more

Hanne Marie Høybråten Sigstad is a Professor of Special Education (Neurodevelopmental Disorders) at the University of Oslo's Department of Special Education. Her research focuses on inclusive education, quality of life for vulnerable groups, and employment integration for individuals with intellectual disabilities. She holds a doctorate (2003) and advanced degrees in Special Needs Education from the University of Oslo. Her work emphasizes user participation and methodological innovation in research with marginalized groups. She teaches master’s courses such as SPED4600 (Specialization in Developmental Disabilities) and SPED4090 (Master's Thesis). She is affiliated with research groups like Learning, Mastery and Quality of Life (LML), and Inclusion and Diversity in Education (IncluDEd). Key research interests include school-to-work transitions, peer relationships, and policy implementation for individuals with disabilities. Her publications analyze workplace integration strategies, caregiver experiences, and teacher preparedness in fostering inclusive practices. She has contributed to national and Nordic studies on disability employment and educational equity.