PhD in Science of Professions

The PhD in Science of Professions consists of two parts: a training component (30 ECTS) and independent research work of a high international standard, which is concluded with a PhD thesis, trial lecture and public defence. Together with the work on the thesis, the training component shall provide the necessary professional specialisation and breadth.

Through the mandatory course in ‘Science of Professions, with a focus on language, relationships and actions’, the candidates will acquire knowledge, skills and general competence within the discipline of the science of professions. In addition, complex and relevant methodologies and methodological approaches will be used in the research project. 

The courses, seminars and other activities in the programme will develop students’ competence to critically analyse, synthesise, systematise and plan research, and in placing their research in a national and international context. 

The training component builds on the academic competence that the PhD candidate has acquired through previous studies. The training component provides candidates with knowledge, skills and general competence to support their thesis work and further research.

In consultation with the supervisor, the candidate prepares a plan for the training component, indicating which courses will be taken and in which semesters. The individual training plan must be approved upon admission to the PhD in Science of Professions, but can be changed upon application. The candidates must pass all the courses in the training component in order to have their thesis assessed.
The PhD programme’s training component consists of mandatory and elective courses, as well as mandatory activities. This part of the course includes minimum 30 ECTS, made up of courses at PhD level: 20 ECTS mandatory courses and 10 ECTS elective courses.

• See more information in the programme description​

Requirements for the training component:

​Mandatory activities in the training component consist of:  

• 30 ECTS PhD-courses.
• Completed start-up, midway and final seminar (see separate section).
• Internationalisation (see separate section).
• Annual reporting.

Requirements for the composition of PhD-courses in the training component:

• PRO9014 Science of professions, with a focus on language, relationships, and actions (7.5 ECTS), is mandatory.
• A minimum of 10 ECTS credits must be dedicated to training in scientific methods. The
  course PRO9020 Design and Method (5 ECTS), or equivalent, must be included.
• A minimum of 5 ECTS credits must be dedicated to training in philosophy of science and
  research ethics. The course PRO9015 Theory of Science and Research Ethics, or equivalent, must be included.
• Elective courses totalling 7.5 ECTS credits, which may include subject-specific courses, relevant to the research project, or additional courses in research methodology or philosophy of science.

The courses in the training component are tailored to the PhD programme in Science of professions, and candidates are therefore encouraged to take the courses offered. An overview of the courses can be found on the programme page (PhD-courses). Where a course has participants who do not speak a Scandinavian language, the language of instruction will be English.  

​Start-up seminar​

All candidates who have been admitted since the previous seminar must participate in the start-up seminar. 

The start-up seminar provides the PhD candidates with an opportunity to discuss their project and debate methodological and thematic issues in the initial phase of their work on the thesis. Moreover, the seminar will introduce the candidates to the programme and the university community and help them establish contacts with relevant research groups, including contacts across the two faculties. Attendance at a seminar such as this will facilitate contact between candidates who are at the same stage in their work. The candidates’ presentations will be based on their own project outline and position at the time in question.

Midway seminar

All candidates must participate at a midway seminar during their third semester (the fourth semester for those whose required duties amount to 25% of the programme period). 

The objective of the midway seminar is for candidates to get an outside perspective on the work they have done so far and on the project as a whole. The evaluation committee consists of two internal members, both proposed by the main supervisor.

Approximately three weeks before the midway seminar, the candidate must complete the ‘Candidate’s Report to the Midway Seminar’, with relevant attachments, and send it to the evaluation committee.

Final seminar

Approximately three months before the planned submission date for the thesis, all candidates must attend a final seminar. The objective of the final seminar is to quality assure the draft thesis before submission and to provide feedback to the candidate with a view to enhancing the quality of the thesis. The committee that provides feedback on the work consists of one internal and one external member, both proposed by the main supervisor.

The final seminar is open to all interested parties.

• Guidelines for the start-up, midway and final seminar​
• The candidate’s report to the midway seminar​

Internationalisation and support for international mobility

Each year, candidates have the opportunity to attend a seminar about internationalisation issues. Follow the link, annual planning cycle. The faculties provide administrative support and opportunities to apply for funding for international mobility. The period abroad must be spent at a recognised education or research institution, or some another relevant organisation, where it is possible to work with the subject areas in the research work/thesis. If this is not possible, candidates can spend time at another educational institution in Norway.

The Working Committee can also consider other arrangements that enable candidates to gain insight into alternative academic and research traditions relating to the topic of the thesis. In addition to international mobility, the faculties also invite guest researchers and facilitate the candidate's inclusion into international networks.

• Guidelines for internationalisation​
• Information on PhD mobility and various support schemes​ (requires access to Nord University’s intranet)

​Progress report

All candidates must submit an annual progress report, and will receive a link to the online form to be completed in December. The candidates report their status and a self-assessment of their progress, as well as any deviations from the progress plan, publishing activity, exchange periods abroad and completion of the PhD courses.

The research component consists of work on an academic thesis. The thesis must be an independent scientific work that meets international standards in terms of academic level, methods and ethical requirements, with the inclusion of technology and innovative approaches where relevant. The thesis must generate new academic knowledge and be of a standard that merits publication as part of the body of specialist literature in the field, see the Regulations relating to the Degree of Philosophiae Doctor (PhD) at Nord University.

The thesis can either take form of an extended abstract (“kappe”) including a minimum of three academic articles (article-based thesis) or a monograph. The thesis must be written in English or a Scandinavian language. See the supplementary guidelines for the PhD in Science of Professions​. 

Upon admission to the PhD programme, candidates will join a research group that gives them access to a research community. The research groups associated with the PhD programme​ organise interdisciplinary and monodisciplinary seminars that provide opportunities for networking. Participation in a research group and at seminars help candidates develop the ability to critically reflect on their own and others' research, and provides a platform for presenting and discussing their own research work, and for dissemination of their own research.

Overview of relevant publication channels​​ – this list is not exhaustive. (In Norwegian). Form for Declaration of co-authorship for papers incorporated in thesis​.

Submission and public defense

Information on submission of PhD thesis and public defense​ - PhD in professional science. Here you will find information on, among other things: Submission and printing of the thesis, co-author declaration and final approval of the training plan, application for assessment and trial lecture and defense.

Forms and information for supervisors and the assessment committee

• Main supervisors suggested assessment committee for PhD thesis​
• Trial lecture an public defence​
• Declaration of impartiality regarding PhD dissertation
• Guidelines for evaluation committees ​
• Form for evaluation of PhD thesis in Science of Professions
• Evaluation of PhD Thesis in Science of Professions

​Rejected thesis

Sometimes it happens that a candidate gets their thesis rejected. Then the candidate either gets a maximum of 3 months for a minor reworking of the thesis (see Supplementary guidelines §15.4), or the candidate must submit a new thesis after a minimum of 6 months (see Supplementary guidelines §15.5). 

A guide has been made for candidates whose thesis has been rejected​.

On completion of the PhD in Science of Professions, the candidate should have achieved the following learning outcomes, defined as knowledge, skills and general competence, within the science of professions, limited to one or more of the focus areas of language, relationships and actions:

Knowledge

The candidate:   

• is at the forefront of knowledge in the science of professions at a high international level, within one or more of the focus areas of language, relationships and actions
• is able to make independent and innovative contributions to the development of new knowledge and theory within the science of professions
• has extensive knowledge of relevant dissemination channels for the science of professions
• has mastered critical and independent reflection on relevant theory, issues, the philosophy of science and methods
• has in-depth knowledge of research ethics, including legislation and regulations

Skills

The candidate:   

• ​is able to critically and independently address complex questions relating to the science of professions and challenge established knowledge and practices in this field
• is able to critically and independently assess and explain the appropriateness and application of various methods and processes in research projects, as well as explain the limitations of methodologies used
• is able to conduct research at a high international level through own research project
• is able to formulate research questions, and plan and execute research projects and innovation processes of a high academic standard using relevant technology
• is able to critically and independently initiate, conduct, evaluate and disseminate research, and discuss the implications of the research for professions and society

​General competence

The candidate:   

• ​is able to identify, critically assess and discuss relevant academic and ethical issues in their own and others’ research, and conduct their own research with academic integrity
• is able to lead complex interdisciplinary work and projects in an independent manner and in collaboration with others
• is able to disseminate research through recognised, and preferably open access, national and international channels
• is able to critically assess the need for innovation and research with societal relevance and initiate this
• is able to actively participate in discussions in national and international forums, and contribute expert input to the public discourse  

The Ph.D. program admits candidates with a 120 ECTS master's degree or equivalent, who also have a professional education background, bachelor's or master's, in health, social, or educational sciences.

Additionally, individual assessments can be made for the admission of candidates with a 120 ECTS master's degree without the aforementioned professional education backgrounds at the bachelor's or master's level. This requires the presentation of projects that are significant for professional practice and that these projects can be linked to practice.

When applying for admission to the program, a specific application form is used. All Ph.D. candidates in professional science must be affiliated with a research group in their faculty. If this is clarified at the time of application, please indicate this in the remarks field under item 7 in the application form.

Include:

• Project description formulated in accordance with current guidelines
• Data management plan
• Project timeline
• Permissions from ethical committees or other authorities or private individuals (informants, patients, parents, etc.) necessary to carry out the project. Alternatively, an overview of which permissions are necessary and a plan for obtaining such permissions.
• Copies of relevant diplomas (bachelor's and master's)
• Documentation of funding (award letter, employment letter as a research fellow, or confirmation from the employing institution). General information about funding for Ph.D. studies can be found here.
• Proposal for at least one supervisor: Include a brief presentation of the proposed supervisor(s). Indicate whether the person has formal training as a Ph.D. supervisor and whether they have previously supervised Ph.D. candidates to completion. Also, state when the person defended their own Ph.D. and provide an overview of their scientific publications from the last five years – preferably in the form of a link to an online publication list.
• If the amount of time you will work on the project varies during your funding period, include a funding plan showing the percentage of work time to be used for the Ph.D. project per year/semester.

You can read more about applying for a Ph.D. in professional science in our Supplementary guidelines, see § 6.

Processing of the admission application

Normally, you should apply for admission to the Ph.D. program within three (3) months after the start of funding.

Applications for admission to the Ph.D. in professional science are processed by the Working Committee (AU) for the Ph.D. in professional science. The AU makes recommendations to the dean, who has the final decision on admission. The AU meets every other Wednesday, in even-numbered weeks. Applications with the necessary attachments must be received by the AU at least one week before the meeting date. The application is processed based on the Supplementary guidelines for the Ph.D. in Professional Science

Agreement on admission to the Ph.D.

After the decision on admission to the Ph.D. in professional science, the administration prepares the "Agreement on admission to the Ph.D. at Nord University." The agreement must be signed by the candidate, supervisors, and the dean.

Transition rules

Candidates admitted to earlier programme descriptions  (for the PhD in Studies of Professional Practice) must follow the transition rules for the PhD in Science of Professions​. 

​Being a candidate in the PhD in Science of Professions programme is an exciting, challenging, interesting and busy period. Documents have been drawn up to create a framework and structure, and to provide help with everyday life as a PhD candidate.

Candidates are advised to familiarise themselves with the following documents:

• ​Regulations for the degree of Philosophiae Doctor (PhD) at Nord University, with supplementary guidelines for the PhD in Science of Professions – commonly referred to as ‘the supplementary guidelines’
• ​Programme description for the PhD in Science of Professions
• Annual planning cycle for the PhD in Science of Professions​​ (in Norwegian)​
• Organisation model for the PhD in Science of Professions​
• Schematic diagram of the PhD in Science of Professions​ 
   

​Supervision of candidates

All PhD candidates have the right to receive supervision on their PhD project, and they are expected to have regular contact with their supervisor.

The supervision relationship starts during the preparation of the project description. The main supervisor and co-supervisor are formally appointed at the same time as the candidate is admitted to the PhD programme. 

• Supervisors’ responsibilities and tasks
• PhD candidates’ responsibilities, duties and rights​

The relationship between the supervisor and candidate is also regulated through the Admission agreement for the PhD in Science of Professions​ at Nord University.

Interdisciplinary development forum (TUF)

The TUF is an important arena for all PhD candidates. It organises a minimum of three activities each year, e.g. seminars, conferences etc. The forum is responsible for holding the annual PhD conference. All events organised by the TUF are intended to contribute to the further development of the PhD in Science of Professions. 

• Mandate for the interdisciplinary development forum​​ (in Norwegian)

​Annual PhD conference

In the annual PhD conference organised by the TUF, candidates have the opportunity to present their work. They can also get involved as panel members at other candidates’ presentations. An inspiring external lecturer is also invited each year. 

The library and its resources

Information on research support can be found on the library’s home pages.

Research schools

In addition to the options at the institutions, PhD candidates can attend research schools, which provide a high-quality and extremely beneficial arena for professional practice within the relevant sectors.

Several of our research fellows have attended one of the following research schools:

PROFRES is a national research school within the professional disciplines of health, welfare and education, where the focus is on professions and has relevance for the practice field. The school was founded as a result of a collaboration between Nord University, Agder University, Stavanger University and the University of South-Eastern Norway, in partnership with several colleges and research institutions throughout the country.

MUNI-HEALTH-CARE​ offers research education specifically aimed at the municipal health and care services, and is a supplement to existing PhD programmes at universities and colleges.

​The national Norwegian Graduate School in Mathematics and Science Education has been established with a view to ensuring that postgraduate students in these subject areas are well-equipped for the tasks they will face in research and other types of work. The research school is hosted by Agder university, but with Nord university as a partner.

NorDoc​, Nordic Doctoral Training in Health Sciences.

NORCHILD is Norway's first research school aimed at the kindergarten sector. NORCHILD strengthens the kindergarten and education sector through talent development and training of transferable skills.

Sickness, leave and extension of right to study

If you fall ill, you must contact both your supervisor and your immediate superior. As a PhD candidate, you can apply for leave, for example in cases of childbirth, or for sick leave of more than 14 days. This will also allow you to apply for an extension of the study period.

Own illness or a child's illness, self-reported or documented with a doctor's certificate, provides grounds for applying to extend the PhD period.

More information:
Section 2-3, Regulations concerning terms and conditions of employment for the posts of post-doctoral research fellow, research fellow, research assistant and resident​ (in Norwegian)​
Employee Handbook – Nord University​ (requires access to Nord University’s intranet)

Autumn 2025

• PRO9014 Science of Professions, with a focus on language, relationships, and actions, 7.5 ECTS 
  Application deadline - 7 July 2025
  
   
• PRO9015 Theory of Science and Research Ethics, 5 ECTS 
  Application deadline 8 September 2025

Spring 2026

• PRO9020 Design and Method, 5 ECTS 
  Application deadline: 24 November 2025
  
   
• PRO9021 Qualitative Analysis, 2.5 ECTS 
  Application deadline: 9 February 2026
  
   
• PRO9022 Quantitative Analysis, 2.5 ECTS 
  Application deadline: 10 February 2026
  
   
• PRO9017 Secondary Analysis; Systematic / Scoping Literature Review; Meta-analysis and Meta-synthesis, 5 ECTS 
  Application deadline: 1 December 2025
  
   
• PRO9011 Mixed Methods, 5 ECTS 
  Application deadline: 15 January 2026

• Overview for PhD Courses offered in Fall 2025 – Spring 2026 - Fall 2026 – Spring 2027

Admission to PhD courses

For admission to PhD courses related to the PhD in Science of Professions, applicants are ranked as follows:

1. Applicants admitted to the PhD in Science of Professions
    
2. Applicants employed in research fellow positions, or in competence tracks, with the goal of being admitted to the PhD in Science of Professions
    
3. Applicants from other institutions admitted to Ph.D. programs with similarities to the PhD in Science of Professions
    
4. Applicants admitted to other PhD programs at Nord University
    
5. Applicants employed at FLU and FSH who are not in the above categories
    
6. Applicants employed at other faculties/units at Nord University who are not in the above categories
    
7. Other applicants

Generic Courses and Seminars at Nord University 

Under this section, you will find an overview of courses and seminars that do not provide study credits but can be very beneficial for Ph.D. candidates to attend.

The library at Nord University also holds courses that may be relevant for Ph.D. candidates; see more on the library's website. Nord University has a Course Catalog where all employees, including Ph.D. candidates, can find exciting and relevant courses. (Requires login at Nord University).

PhD Courses at other institutions

PhD course portal University of Oslo

PhD course overview University of Oslo
 

Research Scools

NorDoc

Nordic Doctoral Training in Health Sciences, abbreviated as 'NorDoc,' is a Nordic association aimed at initiating, facilitating, and intensifying cooperation between the Nordic Ph.D. programs in all relevant areas of health and medical sciences. This is done for Ph.D. candidates and their supervisors to support and ensure the highest possible quality in Ph.D. programs in health and medicine. The association is open to Ph.D. schools and health science faculties at universities in the Nordic countries and territories: Sweden, Norway, Denmark, Finland, Iceland, the Faroe Islands, Åland, and Greenland.

The Ph.D. program in Professional Science is a member of NorDoc, and the membership provides free access to participate in Ph.D. courses at the association's Ph.D. schools and health science faculties

Under the auspices of TUF, a PhD conference will be organized every year. All candidates have the opportunity to present their projects. All candidates can also try to participate as moderator / co-chair during other candidates' presentations. Each year, an exciting external lecturer will also be invited.

PhD-Conference 2026

• Target Group: Candidates at PhD in Science of Professions, starting in 2021, 2022, 2023, 2024, 2025 and 2026
• Time and place: The conference will take place Wednesday 25 and Thursday 26 of March 2026
• The conference will be located at Campus Mørkved in Bodø.
• Language: The conference language will be English
• Program for PhD-conference 2026 will come

Participation with activity, presentations or beeing a co-chair

• First year (Autumn 2025 and Spring 2026) PhD candidates are invited to submit an abstract and prepare a poster (digital and paper) and give a 2.5-minute pitch talk, and 4,5 minutes for feed-back.
• Second year (Autumn 2024 and Spring 2025) PhD candidates are invited to submit an abstract and give a 4-minute flash talk, and 5 minutes for feed-back.
• Third, fourth- and fifth-year (Autumn 2021 till Spring 2024) PhD candidates are invited to submit an abstract and give a 10-minute oral presentation, and 9 minutes for feed-back. Or, serve as a co-chair together with a senior faculty member.

Registration and important dates

• Registration and possibility to hand in your abstract (online form)
• 15 February 2026 - Deadline for handing-in abstracts – Sign-on-form
• 23 February - Feedback on the abstracts
• Medio February 2026 - Posterseminar
• 1 March 2026- Deadline for Sign-on for those who participate without activity
• 25 and 26 March 2026 - The conference.

Economy 

• All candidates starting from 2021 till spring 2026 in the PhD program, and representatives from DU, AU and TUF’s working committee, are invited to participate in the PhD conference. Costs in connection with participation are covered by FSH/ FLU, according to the state’s rates (travel expenses and accommodation for one night). Supervisors and professors are welcome to participate in the conference’s academic program.

Meals

• All participants (candidates, Key-note-speakers, DU, AU, TUF’s operating committee) are invited to lunch on both days, as well as dinner on Wednesday evening. All meals are at the Nord university canteen, Mørkved. Registration in the Registration Form 
   

Theses from PhD in Science of Professions – You can search for Theses in Oria​​

• Nr. 74 – 2025    978-82-93196-80-8    Ruth Øfsti - "Spor i snøen". Klinisk vurdering og dokumentasjon i hjemmesykepleie til eldre med KOLS. En multimetode studie blant sykepleiere og pasienter.
   
• Nr. 73 – 2025    978-82-93196-79-2    Marianne Hauan - Helse- og omsorgstjenesten på akkord med egne verdier - En hermeneutisk studie av sykepleiepraksis hvor hverdagsmestring som tankesett er implementert.
   
• Nr. 72 - 2025    978-82-93196-78-5    Anne Grethe Baustad - Practitioner's conceptions of and interactions with children: The potential impact of in-service professional development intervention in early childhood education and care
   
• Nr. 71 - 2025    978-82-93196-77-8    Tina Piil Torabi - Comparisons of clinical and biomechanical assessments within elite handball players playing with previous, current, and non-symptomatic shoulder pain. What is relevant?
   
• Nr. 70 - 2025    978-82-93196-76-1    Stian Larsen - Kinematic and kinetic considerations in the back squat among recreationally resistance-trained men
   
• Nr. 69 - 2025    978-82-93196-75-4    Maria Klaussen Herset - Nivåmarkering av matematikkoppgaver: Differensieringstiltakets påvirkning på elevenes mestringserfaringer i matematikkfaget
   
• Nr. 68 - 2024    978-82-93196-74-7    Anne Kristine Sørstrøm - Tilrettelegging av hjemmedød – fra sykepleieres perspektiv. En
  kvalitativ studie om ansvar og utfordringer når sykepleiere legger til rette for hjemmedød.
   
• Nr. 67 - 2024  Sigrid Ness – Understandings of emotional abuse – A qualitative study on how emotional abuse is understood in a child welfare context
   
• Nr. 66 - 2024 Elise Sivertsen Arnsby - Teachers’ professional learning through school-based mentor education – A mixed methods study.
   
• Nr. 65 - 2024 Tone Rove Nilsen - Children’s Opportunities for Play in Early Childhood Education and Care: A multimethod study of practices facilitating children's play through play materials in physical indoor environments.
   
• Nr. 64 - 2024 Hilde Munkeby – Dårlig samvittighet hos sykepleiere. En multimetode studie om sykepleieres erfaring med dårlig samvittighet i sykehjem og hjemmebasert omsorg.
   
• Nr. 63 - 2024 Inger Margrethe Tronstad - Å sette foten varsamt ned -og sette djupe spor. Friluftslivslærarar sin profesjonskunnskap om mellommenneskelege prosessar på tur.
   
• Nr. 62 - 2024 Ørjan Hattrem - Teaterkunstneren og de kunstneriske idéene. Om skuespillere og andre teaterkunstneres utvikling av bærende kunstneriske idéer i samskapende teaterproduksjoner.
   
• Nr. 61 - 2023 Hilde Kjelsrud - Pedagogisk observasjon som læringsaktivitet i trafikklærerutdanningen.
   
• Nr. 60 - 2023 Olav Levin Johansen - Identitet, selvforståelse og yrkesidentitet. En studie av egne erfaringer som fengselsførstebetjent i spenningsfeltet mellom hjelp og grensesetting.
   
• Nr. 59 - 2023 Moonika Raja - Societal Digital Demands and Needs in Healthcare Services: Viewing the Dignity of Adults Aged 75 Years and Older.
   
• Nr. 58 - 2023 Anke Zondag - Improvisation: A Playful Pressure to Speak. A study into student teachers’ experiences with facilitation of spontaneous English speech and the development of speaking confidence in English.
• Nr. 57 - 2023 ​Rune Kjøsen Talsnes – Optimizing endurance training and performance development in cross-country skiing
   
• ​Nr. 56 - 2022 Julie Lysberg - Læreres teamsamarbeid mot mer nyanserte forståelser. En studie av læreres interaksjoner i teamsamarbeid og deres refleksjoner om samarbeidet og muligheter for egen læring
   
• ​Nr. 55 - 2022 ​Hanne Leirbekk Mjøsund - Physical Activity in Older Adults: Exploring Healthcare Professionals’ Judgments in the Context of Reablement
   
• ​Nr. 54 - 2022 ​Jannike Lie Karlstad - «Seile sin egen sjø» En kvalitativ studie om å være forelder eller søsken til en voksen kvinne med spiseforstyrrelse
   
• ​Nr. 53 - 2022 ​Nicole Grynning Rezende - Every Coin Has Two Faces: Obstetricians’ Practices, Experiences, and Perceptions in a Multifarious Reality of Cesarean Births in Bahia, Brazil
   
• ​Nr. 52 - 2022 ​Solveig Salthammer Kolaas - Samkunst som meningsskapende tilnærming ​– en mixed methods studie om valgfaget produksjon for scene
   
• ​Nr. 51 – 2022 ​Even Næss – Ledelse og det gode liv. Ledelse i kunnskapsintensive organisasjoner
• ​Nr. 50 - 2022 ​Ida Pape-Pedersen – Pedagogkroppen. En studie av kroppslig profesjonskunnskap(ing) i barnehagen
   
• ​Nr. 49 - 2022 ​Leonie Isabelle Johann  – Facing educational Challenges in Molecular Life Science – A thesis to reconstruct Cell Membrane Biology for Upper Secondary Teaching and Learning
   
• ​Nr. 48 - 2022 ​Line Dverseth Danielsen – Idrettsledelse og coaching av kvinnelige spillere på toppnivå: Å lede kvinnelige toppfotballspillere – En studie av trener- og lederroller i et profesjonsperspektiv
   
• ​Nr. 47 - 2022 ​Ingrid Elden – Lærerpraksiser i mangfoldige klasserom. En kvalitativ studie av samhandling i grunnskole for voksne
   
• ​Nr. 46 – 2022 ​Marianne Kollerøs Nilsen – Å ta beslutning om behovsmedisin. En kvalitativ studie om hvordan beslutningstaking praktiseres i forbindelse med bruk av behovsmedisin, i kommunale omsorgsboliger for eldre
   
• ​Nr. 45 -​ 2022 ​Ingvill Bjørnstad Åberg -  Othering in the age of “diversity”. Cultural, ethnic and racial categorisations in education policy and social studies.​
   
• ​Nr. 44 - 2021 ​Trude Jægtvik – Bevegelser som berører: En studie i folkehelsearbeid om kvinners kroppslige erfaringer med magedans.
   
• ​Nr. 43 - 2021 ​Kathrine Moen - Kjærlig kamp. En analyse og drøfting av barnehagelæreres dømmekraft i situasjoner med verdimotsetninger mellom foreldre og ansatte i barnehager med religiøst mangfold.
   
• ​Nr. 42 - 2021 ​Karin Oddbjørg Kippe - Barnehagen som arena for barns fysiske aktivitet. En mixed methods studie av 4-6 åringers og ansattes fysiske aktivitetsgrad i barnehagen, ansattes syn på fysisk aktivitet, og det pedagogiske miljøets kollektive bevissthet og praksis for å fremme aktivitet blant barna.
   
• ​Nr. 41 - 2021 ​Ola Buan Øien - Understanding musical leadership in light of performative and pedagogical practices from a hermeneutic practice ecological perspective.
   
• ​Nr. 40 - 2021 ​Marianne Brattgjerd - Standardisering av sykepleie. Hvordan påvirkes profesjonsutøvelsen? En kvalitativ studie med utgangspunkt i en standardisert tiltaksplan til døende pasienter.
   
• ​Nr. 39 - 2021​ ​Trude Anita Hartviksen - Health care middle managers’ development of capacity and capability for leadership: the complex context experienced as a conflicting practice
   
• ​Nr. 38 - 2021​ ​Svein Bergem - Aktivitetshjelpemidler, kunnskap og deltakelse. En studie om barn og unge med funksjonsnedsettelser og foresatte sin erfaring, i møte med ulike aktører og tjenesteytere sin kunnskap og forståelse.
   
• ​Nr. 37 - 2021 ​Hilde Kristin Mikalsen - Fysisk aktivitet i overgangen fra barndom til ungdom. En mixed methods studie om ungdoms fysiske aktivitetsnivå, iver for fysisk aktivitet og meningsskapende erfaringer fra kroppsøving, organisert idrett og selvorganisert aktivitet i fritiden.
   
• Nr. 36 - 2020​ ​Marina Prilutskaya Use of Students’ Linguistic Resources in Teaching English as an Additional Language in Norway: An Empirical Study.
   
• ​Nr. 35 - 2020 ​Rita Solbakken Omsorg for pasienten- kjernen i sykepleieledelse. En hermeneutisk studie fra sykepleielederes perspektiv i kommunehelsetjenesten.
   
• ​Nr. 34 – 2020 ​Andreas Ribe-Nyhus Indre og ytre soning.
   
• ​Nr. 33 - 2020 ​Bente I. Borthne Hvidsten Begrepet konsentrasjonsvansker og dets sensus communis. Siste års lærerstudenters, erfarn​e læreres og rådgiveres oppfatninger av og erfaringer med det operative begrepet konsentrasjonsvansker.
   
• ​Nr. 32 - 2019 ​Lisbeth Drejer Dybro Fornemmelser, fortællinger, faglighed – om at fortælle skærpet dømmekraft frem. Et studie af sygeplejerskers fortællinger om egen praksis​.
   
• ​Nr. 31 - 2019 ​Marit Synnøve Krogtoft Praktiske arbeidsformer i norsk på ungdomstrinnet. En studie med utgangspunkt i ungdomstrinnsmeldinga.
   
• Nr. 30 - 2019​ ​Katji Lindberg Bara som skapande. Om konstpraktik som meningsskapande och reflexiv process, belyst genom konstlärarens yrkeskunnande.
   
• ​Nr. 29 - 2019 ​Oddbjørg Edvardsen Politipatruljens møte med barn som lever med vold i hjemmet. En fenomenologisk undersøkelse av politipatruljens praksis​​.
   
• ​Nr. 28 - 2019 ​Maria Strandås Sykepleier-pasient relasjoner som profesjonell praksis. En etnografisk studie om sykepleier-pasient relasjoner i hjemmesykepleie, i en tid av New Public Management.
   
• Nr. 27 - 2019​ ​Inger-Lise Magnussen Nærhetsrommet – en sansehage‐pasient‐pleier relasjon: Aksjonsforskning i sykehjem.
   
• ​Nr. 26 - 2018 ​Regine Vesterlid Strøm Det usikre sangerlivet. En livshistoriestudie på langs og på tvers i klassiske sangeres sosiale praksis.
   
• ​Nr. 25 - 2018 ​Wenche Wannebo Om ungdom og psykisk helse. Ung på hybel, sårbarhet og helsefremming.
   
• ​Nr. 24 - 2018 ​Jonny Mækelæ «Den kvasse eggen»: En kvalitativ undersøkelse av relasjoner og samarbeid mellom ansatte og beboere i et bofellesskap.
   
• ​Nr. 23 - 2018 ​May Line Rotvik Tverbakk Læreres lesedidaktiske praksiser. En studie av lesing i norsk, naturfag og samfunnsfag på ungdomstrinnet.
   
• Nr. 22 - 2018 ​Thomas Dillern Natural Science: a human practice – Expanding the horizon of established practice.
   
• Nr. 21 - 2018 ​Natallia B. Hanssen Special educational needs practices in Norwegian and Belarusian preschools.
   
• Nr. 20 - 2017 ​Cathrine Fredriksen Moe Hverdagsrehabilitering i praksis. En studie fra spenningsfeltet mellom ulike aktører og interesser.
   
• ​Nr. 19 - 2017 ​Solrun G. Holm Knapt med tid i hjemmetjenesten – om kjøreruter, skjulte tjenester og tidspress: En dokumentanalyse av enkeltvedtak og ukeprogram.
   
• Nr. 18 - 2017 ​Ann Karin Orset Kunnskapsutvikling i fiksjon og virkelighet. En studie av teaterpedagogers nøytralmaskeundervisning.
   
• ​Nr. 17 - 2017 ​Kjersti Sunde Mæhre "Vi må ha hjelp!" Pasienter, pårørende og sykepleiere sine erfaringer fra en forsterket sykehjemsavdeling etter Samhandlingsreformen.
   
• ​Nr. 16 - 2016 ​Ove Pedersen "Konseptualisering av entreprenørskap i pedagogiske kontekster".
   
• ​Nr. 15 - 2016 ​Dag Ofstad "Den entreprenørielle dannelsesreisen". En kvalitativ studie av læringsprosesser.
   
• ​Nr. 14 - 2015 ​Jorunn Hov "De får han aldri". Om erfaringane til pårørande og pleiepersonalet og det som står på spel i møtet mellom heimverda og sjukeheimsverda.
   
• ​Nr. 13 - 2015 ​Niklas Hald Skådespelaren i barnteatern. Utmaningar för oss som spelar teater för barn och unga.
   
• Nr. 12 - 2014 ​Anne Marit Valle Lærerens intuitive handlingskompetanse.
   
• ​Nr. 11 - 2014​ ​Anette Jahnke Insegel till dialog. Skolans matematikutbildning – en studie i fyra praktiker.
   
• ​Nr. 10  - 2014 ​Jostein Greibrokk I storm og i stille. En diskusjon av norsklæreres litteraturundervisning.
   
• ​Nr. 9 - 2014 ​Ingjerd G. Kymre Å iverksette hud-mot-hud omsorg for premature nyfødte barn og deres foreldre – En undersøkelse av praksisens mening og vilkår fra sykepleieres perspektiv.
   
• Nr.  8 - 2013 ​Inger J. Danielsen Handlingsrommets evidens: om praktisk kunnskap i nyfødteintensivsykepleien.
   
• Nr. 7 - 2012​ ​Rita Jakobsen Nærvær når identitet er truet - En studie av god omsorg til personer i særlig sårbare situasjoner.
   
• ​Nr. 6 - 2012 ​Maria Johansson Skådespelarens praktiska kunskap.
   
• ​Nr. 5 - 2012 ​Catrine Torbjørnsen Halås Ungdom i svevet - Å oppdage muligheter med utsatte unge.
   
• ​Nr. 4 - 2011 ​Nils Friberg Det ovägbaras tyngd - Vattenfall og ingenjörens roll.
   
• ​Nr. 3 - 2011 ​Grete Salicath Halvorsen Relasjoner mellom hjelper og hjelpesøkende - En studie i forståelsens og anerkjennelsens betingelser og utviklingsmuligheter.
   
• ​Nr. 2 - 2011 ​Linda Hoel Å gjenopprette orden - En studie av politibetjentens praktiske kunnskap - i et fenomenologisk-hermeneutisk perspektiv.
   
• ​Nr. 1 - 2010 Johanne Alteren Følelse er fornuft. Sykepleierutdanningen mellom gjerninger og tekst​.