Lars Ulriksen

Lars Ulriksen serves as Professor in the sociology of science education within the Department of Science Education at the University of Copenhagen's Faculty of Science. His academic career spans over two decades, focusing on educational transitions, student retention, and pedagogy in science and engineering contexts. Ulriksen actively contributes to national educational policy discussions and leads research on how institutional structures interact with student experiences to shape academic success and identity development.

Education:

• PhD in Educational Studies, Roskilde University (1995)
• MA (cand.comm.) in Danish and Communication Studies, Roskilde University (1991)

Ulriksen's research centers on the dynamic encounter between students' prior knowledge, expectations, and the educational environment. He investigates how this interaction influences identity formation, sense of belonging, and learning outcomes, particularly within science and engineering higher education. His work examines critical transition points, such as the move from secondary to university education, and the challenges faced by non-traditional students in upper secondary schools.

Key areas include university pedagogy, retention strategies, dropout prevention, and the role of science education in broader societal contexts. He employs sociological and educational frameworks to analyze institutional constraints and student agency in educational pathways.

Analysis of Ulriksen's recent publications (2021-2025) reveals three dominant trends: (1) Student navigation of institutional constraints in higher education, particularly during bachelor studies; (2) Theoretical integration of science capital and Bildung concepts to address equity in science education; (3) Time management challenges and interdisciplinary curriculum design in contemporary university settings. These themes reflect his commitment to linking educational theory with practical teaching challenges.

Scientific Awards:

• Gymnasieskolernes Uddannelsespris 2008 (shared with Susanne Murning and Aase Bitsch Ebbensgaard)

Ulriksen has held significant academic leadership positions, including Head of Studies for bachelor and master's programmes at Roskilde University (2003-2005). While specific PhD students aren't listed in available materials, his research on student transitions and retention informs institutional advising practices across Danish higher education. He collaborates extensively with educational developers and policymakers, contributing to national initiatives on science education reform and university teaching quality. His grant activities remain implicit in his extensive publication record and conference organization efforts, though specific funding sources aren't detailed in the provided text.

As a core member of the Department of Science Education, Ulriksen participates in multiple research clusters focused on university pedagogy and science education equity. He collaborates with national networks like the Danish University Pedagogical Network (DUN) and international bodies including ESERA (European Science Education Research Association). His team-based work often involves cross-institutional projects addressing STEM education pathways and teacher development in science disciplines.