Research Centre for Quality of Education, Profession Policy and Practice

In this project, we examine how Student-Centered Learning (SCL) is conceptualized and transformed at three international educational institutions (VIA University College, University of Otago, and Humber College Institute of Technology). We will do an international systematic review in preparation for further collaborative studies looking at student retention and educational success.

In cooperation with Jönköping University and Stockholm University, we look at data-driven practices in education in the Nordic countries. There is a need to explore the growing datafication of the educational sector – using critical, creative and proactive approaches. Through a series of workshops and seminars, researchers from the three institutions seek to establish a terminology for discussing values and ethics in the emerging data-driven, sociotechnical practices in education. The project is supported by the Swedish Research Council.

This project investigates whether gender stereotypes and biases affect future teachers’ assessments of their pupils. In a mixed methods’ design, we look at whether a pupil’s gender affects how the student teacher assesses him or her for high school. We also look at the mechanisms affecting gender stereotypes in education, including how hobbies, grades, and social competencies play a role. Finally, the project looks at the importance of the student teachers’ own background in how they assess pupils.  The project is funded by the Danish Villum Foundation.

Director of Research, Sanne Haase, was a member of the European Commission Expert Group on quality investment in education and training (DG EAC). The group’s final report Investing in our future. Quality investment in education and training identifies education policies in the EU with a potential to boost education outcomes and equity, while improving the efficiency of spending. The expert group also emphasizes the need for more knowledge to inform decision-making regarding how to qualify spending in education and training.