Studieprogramledelse i høyere utdanning – aksjonsforskning som grunnlag for involvering, læring og organisatoriske grenseoppganger

Abstract

This article is based on action research integrated as part of a competence development programme provided for colleagues taking on a study programme leader function established at the University in Stavanger 2018–2019. Experiences expressed by those who hold the function are investigated in relation to what is formulated in the written descriptions of the new educational leadership function. Data in the study was collected through mixed methods including notes from observations, case-descriptions submitted in the competence programme, and document analysis of written experiences. The new study programme leader function had the same organizational description for all faculties. However, our findings indicate that the position was interpreted and experienced in various ways in different departments and scientific disciplines, with regards to time given to fill the position, as well as the responsibility and job tasks following the position. Our main findings suggest that the study programme leaders experienced a set of tensions and dilemmas in their practice. These findings are described and discussed in the article.