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Lived Experiences of Study Programme Leadership in Norwegian Higher Education

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Title: Lived Experiences of Study Programme Leadership in Norwegian Higher Education
Language: English
Authors: Kristin Haugen (ORCID 0000-0002-1972-8160), Randi Beate Tosterud, Sigrid Wangensteen, Marit Honerød Hoveid
Source: Educational Management Administration & Leadership. 2026 54(1):237-256.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 20
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Higher Education, Allied Health Occupations Education, Bachelors Degrees, Program Administration, Leadership Role, Program Development, Educational Change, Curriculum Development, Instructional Leadership, Universities, Administrator Attitudes, Educational Quality
Geographic Terms: Norway
DOI: 10.1177/17411432241230663
ISSN: 1741-1432
1741-1440
Abstract: This qualitative study explores the lived experiences of study programme leadership in development processes in higher education (HE). Study programme leaders are considered crucial in enhancing high-quality study programmes. Using a phenomenological hermeneutic approach, we analysed data from 18 interviews representing study programme leaders from six distinct health profession bachelor programmes at two Norwegian multi-campus institutions. Our findings paint a metaphorical picture of study programme leadership, likening it to leading as in alternating currents where signals flow and change direction. These leaders adeptly navigate an ever-evolving educational landscape filled with horizontal and vertical signals, tensions, and expectations. However, some express a lack of motivation and preparation to enter this field of tension. Our analysis identifies three aspects of study programme leadership: transforming, bridging, and balancing. Through their leadership, study programme leaders serve as vital antennas in development processes, capturing signals, coordinating activities, and fostering connections. Furthermore, they are a pivotal nexus through their transformative and bridging efforts. Balancing various leadership approaches enables them to navigate the changing currents. This study's implications are relevant to the HE field, offering valuable insights into study programme leadership. By emphasising the pivotal role of study programme leaders, it contributes to advancing HE development processes, underscoring the need for heightened awareness and further development of these leadership roles.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1491845
Database: ERIC
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  Data: Lived Experiences of Study Programme Leadership in Norwegian Higher Education
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Kristin+Haugen%22">Kristin Haugen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1972-8160">0000-0002-1972-8160</externalLink>)<br /><searchLink fieldCode="AR" term="%22Randi+Beate+Tosterud%22">Randi Beate Tosterud</searchLink><br /><searchLink fieldCode="AR" term="%22Sigrid+Wangensteen%22">Sigrid Wangensteen</searchLink><br /><searchLink fieldCode="AR" term="%22Marit+Honerød+Hoveid%22">Marit Honerød Hoveid</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Educational+Management+Administration+%26+Leadership%22"><i>Educational Management Administration & Leadership</i></searchLink>. 2026 54(1):237-256.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 20
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Allied+Health+Occupations+Education%22">Allied Health Occupations Education</searchLink><br /><searchLink fieldCode="DE" term="%22Bachelors+Degrees%22">Bachelors Degrees</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Administration%22">Program Administration</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership+Role%22">Leadership Role</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Development%22">Program Development</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Development%22">Curriculum Development</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Leadership%22">Instructional Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Universities%22">Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Attitudes%22">Administrator Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Quality%22">Educational Quality</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Norway%22">Norway</searchLink>
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  Data: 10.1177/17411432241230663
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  Data: 1741-1432<br />1741-1440
– Name: Abstract
  Label: Abstract
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  Data: This qualitative study explores the lived experiences of study programme leadership in development processes in higher education (HE). Study programme leaders are considered crucial in enhancing high-quality study programmes. Using a phenomenological hermeneutic approach, we analysed data from 18 interviews representing study programme leaders from six distinct health profession bachelor programmes at two Norwegian multi-campus institutions. Our findings paint a metaphorical picture of study programme leadership, likening it to leading as in alternating currents where signals flow and change direction. These leaders adeptly navigate an ever-evolving educational landscape filled with horizontal and vertical signals, tensions, and expectations. However, some express a lack of motivation and preparation to enter this field of tension. Our analysis identifies three aspects of study programme leadership: transforming, bridging, and balancing. Through their leadership, study programme leaders serve as vital antennas in development processes, capturing signals, coordinating activities, and fostering connections. Furthermore, they are a pivotal nexus through their transformative and bridging efforts. Balancing various leadership approaches enables them to navigate the changing currents. This study's implications are relevant to the HE field, offering valuable insights into study programme leadership. By emphasising the pivotal role of study programme leaders, it contributes to advancing HE development processes, underscoring the need for heightened awareness and further development of these leadership roles.
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  Data: 2026
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  Data: EJ1491845
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        Value: 10.1177/17411432241230663
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      – Text: English
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        PageCount: 20
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Higher Education
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      – SubjectFull: Allied Health Occupations Education
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      – SubjectFull: Bachelors Degrees
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      – SubjectFull: Educational Change
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      – SubjectFull: Curriculum Development
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      – SubjectFull: Instructional Leadership
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      – SubjectFull: Administrator Attitudes
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      – SubjectFull: Educational Quality
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      – SubjectFull: Norway
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      – TitleFull: Lived Experiences of Study Programme Leadership in Norwegian Higher Education
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