© University of Oslo

Monika Nerland is Professor in the Department of Education, University of Oslo. She has conducted research on teaching, learning and knowledge development across disciplinary and professional programs in higher education as well as in work settings. She is currently the leader for the research group HEDWORK for studies in higher education and work at University of Oslo, Faculty of Education. She was recently responsible for the part of the larger project Quality of Norwegian Higher Educationwhich investigated aspects that matter for educational quality  in educational practices, focusing on course environments that employed ’student-centered’ approaches.

Monika Bærøe Nerland

Enhancing student learning in changing knowledge environments: Opportunities and challenges for higher education

Higher education is currently challenged to adapt to emerging knowledge dynamics and new demands to expertise in professional work. Among the current trends is an increased focus on engaging students in processes of knowledge generation and preparing them for future work situations characterized by changing practices, open-ended problems, and shifting contexts of collaboration. This talk draws on recent research on educational practices in Norwegian higher education to discuss how students’ participation in disciplinary or professional knowledge cultures can be supported.

Examples are drawn from different knowledge domains, highlighting characteristics of educational practices as well as how they are experienced by teachers and students. I will also discuss whether/how preparations for professional work and engagement in scientific practice represent competing objectives in higher education, or whether/how these missions can be productively combined.

Roni has 20 years experience as an academic developer, with a research focus on managing enhancement within universities, and how we can support staff to continuously improve the student experience. She was Chair (2014-17) of the Scottish Enhancement Theme on Student Transitions, and was previously Chair of the Learning from International Practice in the Taught Postgraduate Student Experience project. She has extensive experience of working internationally across Europe, the Middle East, India and Nepal, both in academic enhancement and staff development.

Roni Bamber

Academic development, Quality Assurance and Quality Enhancement: Evidence comes of age in HE

Quality assurance and quality enhancement have not always been happy bed fellows. In this talk, I will give an example of anenhancement-led approach to quality, and the benefits which can be obtained from linking quality assurance and quality enhancement.  What I will show is that quality enhancement and quality assurance can work together.

Why would we want to link QA and QE? For academic developers in Scotland, this challenge was thrust upon us about 15 years ago, and we have been on an interesting trajectory ever since. What we do is far from perfect, but we have learned a lot about linking assurance and enhancement.

Our work probably reflects academic development and teaching and learning enhancement work in many countries: we seek to enhance the quality of learning, teaching and research in our universities, by supporting the development of individual staff, by helping programme teams with curriculum development, and by undertaking university policy implementation and projects. But academic developers are also, more than ever, key players in promoting change across the whole university sector.

We act as change agents, harnessing quality assurance to the quality enhancement agenda, both within our institutions, and sectorally, where we work collaboratively on national initiatives.

A key tool which we are learning to use more effectively is evidence. I will suggest an approach to evidencing practice which you may find helpful when thinking about how to make the most of your own QA – QE dynamic.


© SMWK / Martin Förster
© SMWK / Martin Förster

Dr. Eva-Maria Stange

Staatsministerium für Wissenschaft und Kunst

Fotograf: Rolf K. Wegst
Fotograf: Rolf K. Wegst

Prof. Dr. Evelyn Korn

Vizepräsidentin Lehre der Uni Marburg, Preisträgerin des Ars Legendi-Preis 2018

Michael Schneider2

Prof. Dr. Michael Schneider

Professor für Pädagogische Psychologie an der Universität Trier

Dr. Antonia Scholkmann

Dr. Antonia Scholkmann

Mitglied des Dghd-Vorstandes


Marcus Lamprecht

Vorstand freier zusammenschluss von student*innenschaften (fzs) e.V.


Anja Reiter

Moderatorin der Podiumsdiskussion


Themenfeld 1: Bildung als Auftrag von Hochschule und Hochschuldidaktik

„Die dghd-Community ist geprägt von ihrer Vielfalt. Diese Vielfalt ist für mich besonders im Rahmen der Jahrestagungen erfahrbar, weil dort die Einschätzungen und Erkenntnisse der verschiedenen Perspektiven verhandelt werden (können).”

– Angelika Thielsch (Universität Göttingen)

Prof. Dr. Miriam Barnat (FH Aachen)

Themenfeld 2: Hochschuldidaktik in der Qualitätsentwicklung von Studium und Lehre

„10 Jahre HDS - 50 Jahre dghd/AHD - 4 Tage voll mit Information, Innovation, Reflexion und Diskussion”

– Dr. Robert Kordts-Freudinger (Universität St. Gallen)

Dr. Lukas Mitterauer (Universität Wien)

Themenfeld 3: Hochschuldidaktik als Profession – Organisationen der Hochschuldidaktik

„Ich freue mich auf all die bekannten und unbekannten Menschen und auf die ReGeneration Hochschullehre!”

– Dr. Claudia Bade (Universität Leipzig)

„Wir bewegen die Lehre!”

– Dr. Ivo van den Berk (Hochschule Emden-Leer)

© HS Emden/Leer