Publications 

Hermansen, H., Lorentzen, M. & Restad, F. (2025). Mellom likeverdighet og asymmetri: Kunnskapens rolle i partnerskapsarbeid. UNIPED 48(2-3), p. 142-152. 

Omland, M., Hontvedt, M., Siddiq, F., Amundrud, A., Hermansen, H., Mathisen, M. A. S., Rudningen, G., & Reiersen, F. A. (2025). Co-creation in higher education: a conceptual systematic review. Higher Education. https://doi.org/10.1007/s10734-024-01364-1 

Hermansen, H. & Mausethagen, S. (2023). Konstruksjoner av «partnerskap» i universiteter og høgskolers samarbeid med skolesektoren. UNIPED, 46(3), 189-200. https://doi.org/10.18261/uniped.46.3.5

Stensaker, B. & Hermansen, H. (2023). Global, Nordic, or Institutional Visions? An investigation into how Nordic universities are adapting to the SDGs. Higher Education doi.org/10.1007/s10734-023-01047-3

Hermansen, H. & Mausethagen, S. (2023): Beyond the research–practice gap: Constructing epistemic relations in teacher education. International Journal of Educational Research. Vol. 119, 102171

Hagen, A. K., Damen, M.-L., & Hermansen, H. (2023). Unpacking the Theory–Practice Nexus in Basic Police Education. Nordic Journal of Studies in Policing, 10(1), 1-14.

Hermansen, H. (2020). Knowledge Discourses and Coherence in Professional Education. Professions and Professionalism, 10(3), 1-21. 

Heikkilä, M., Hermansen, H., Iiskala, T., Mikkilä-Erdmann, M., & Warinowski, A. (2023). Epistemic agency in student teachers’ engagement with research skills. Teaching in Higher Education, 28(3), 455-472.

Hermansen, H. (2019). In pursuit of coherence: Aligning program development in teacher education with institutional practices. Scandinavian Journal of Educational Research. DOI: 10.1080/00313831.2019.1639815

Hermansen, H., Lorentzen, M., Mausethagen, S. & Zlatanovic, T. (2018). Hva kjennetegner forskning på lærerrollen under Kunnskapsløftet? En forskningskartlegging av studier av norske lærere, lærerstudenter og lærerutdannere. Akseptert for publisering i Acta Didactica.

Hermansen, H. (2017). Knowledge relations and epistemic infrastructures as mediators of teachers' collective autonomy. Teaching and Teacher Education: An International Journal of Research and Studies.  ISSN 0742-051X.  65, 1-9. doi:10.1016/j.tate.2017.03.003

Hermansen, H. & Mausethagen, S. (2016): Når kunnskap blir styrende: Læreres rekontekstualisering av nye kunnskapsformer. Acta Didactica 10:2. 

Hermansen, H. (2015): Teachers' knowledge work in collective practice development: Approaches to introducing assessment for learning at the school level, Scandinavian Journal of Educational Research, DOI: 10.1080/00313831.2015.1066433

Hermansen, H. (2014): 'Recontextualising assessment resources for use in local settings: Opening up the black box of teachers’ knowledge work', The Curriculum Journal, 25:4, 470-494, DOI 10.1080/09585176.2014.956771

Hermansen, H. & Nerland, M. (2013): Reworking practice through an AfL project: an analysis of teachers’ collaborative engagement with new assessment guidelines. British Educational Research Journal, doi: 10.1002/berj.3037

Hermansen, H. (2025). Utdanningsledelse i et nett av kompleksitet. I Solbrekke, T. D. & Helstad, K. (red.). Utdanningsledelse i høyere utdanning: legitime kompromisser. Universitetsforlaget. 

Heikkila, M. & Hermansen, H. (2023). Epistemic Coherence in Teacher Education. In Doetjes, G., Domovic, V., Mikkilä-Erdmann, M.,  and Zaki, K.: Coherence in European Teacher Education: Theoretical models, empirical studies, instructional approaches. Springer. 

Mausethagen, S. & Hermansen, H. (2023). ‘Research Use’ in Education: Conceptualising the Teaching Profession within Policy-Research-Practice Nexus. I Prøitz, T., Aasen, P. & Wermke, W. (reds): Unpacking the policy and practice nexus: Educational structure and agency revisited. Springer.

Hermansen, H. & Lund, A. (2023) Beyond implementation: Enabling sustainable transformation of digital teaching and learning in higher education. In Pinheiro, R., Tømte, C., Barman, L., Degn, L, & Geschwind, L. (eds.). Digital transformation in Nordic higher education. Palgrave

Hermansen, H. Kartzow, M. B., Rasmussen, A. & Lycke, K. F. (2023). Peer group mentoring: Exploring the interplay with institutional practices. In de lange, T. & Wittek, L. (Eds). Peer Group Mentoring in Higher Education: Developing Pedagogical Collegiality through Organised Supportive Collaboration. Springer.

Wittek, A. L., Kartzow, M. B., & Hermansen, H. (2023):  Interactional dynamics in peer mentoring. In de lange, T. & Wittek, L. (Eds). Peer Group Mentoring in Higher Education: Developing Pedagogical Collegiality through Organised Supportive Collaboration. Springer.

Mausethagen, S. & Hermansen, H. (2023) Hvordan håndtere et komplekst begrep? Analyser av «lærerrollen» i et politisk utredningsarbeid. I Prøitz, T. (red). Fra søk til oversikt: forskningsoversikter i utdanningsvitenskap. Systematikk og kreativitet. Fagbokforlaget.

Mausethagen, S. & Hermansen, H. Desentralisert skoleutvikling i et historisk perspektiv – back to the 80s?. I Mausethagen, S. & Helstad, K (Red.). Skoleutvikling - i forskning, politikk og praksis. Kapittel 2. s. 35-54. Cappelen Damm Akademisk.

Hermansen, H. Kartzow, M. B., Rasmussen, A. & Lycke, K. F. (2021). Kollegaveiledning: samspill eller motspill med institusjonelle praksiser? I Wittek, L. & de Lange, T. (red.): Kollegaveiledning i høyere utdanning. Oslo: Universitetsforlaget

Wittek, L., Kartzow, M. B. & Hermansen, H. (2021). Hva skjer i dialogene? Om samtaledynamikker i kollegaveiledning og potensial for læring. I Wittek, L. & de Lange, T. (red.): Kollegaveiledning i høyere utdanning. Oslo: Universitetsforlaget

Hermansen, H. (2019). Kunnskapsarbeid som et profesjonelt ansvarsområde for lærere og skoleledere. I Helstad, K. & Mausethagen, S. (red.). Nye lærer- og lederroller - nye vilkår for skoleutvikling. Oslo: Universitetsforlaget

Nerland, M. & Hermansen, H. (2017): 'Sosiomaterielle perspektiver på profesjonskvalifisering: Kunnskapsressursenes betydning'. I Mausethagen, S. & Smeby, J.-C. (red.): Kvalifisering til profesjonell yrkesutøvelse. Oslo: Universitetsforlaget

Hermansen, H. og Nerland, M. (2014): 'Betydningen av læreres kunnskapsarbeid for utvikling av kollektiv praksis'. I Elstad, E, og Helstad, K. (red.): Profesjonsutvikling i skolen, Oslo: Universitetsforlaget

Hermansen, H. (2018). Kunnskapsarbeid i lærerprofesjonen. Oslo: Universitetsforlaget 

Hermansen, H. (2015): Knowledge work in the teaching profession: Opening up the black box of teachers’ engagement with Assessment for Learning. PhD dissertation, Department of Education, Faculty of Educational Sciences, University of Oslo.  

Hermansen, H. (2020). Working relationally in and across practices: a cultural-historical approach to collaboration: by Edwards, A., 2017. Mind, Culture & Activity, Vol. 27(1), 92-94.

Hermansen, S. & Stensaker, B. (2024). Does law eat culture for breakfast? Implications of juridification on teaching in higher education. CHER conference, University of Luxembourg, 4-6 September. 

Hermansen, S. & Mausethagen, H. (2023). Between policy implementation and the third mission: The higher education sector and school-based capacity development. CHER Conference. WU Vienna. August 20- September 1, 2023. 

Omland, M., Reiersen, F., Amundrud, A., Hermansen, H., & Hontvedt, M. (2023). Co-creation and student-staff partnership in higher education. A scoping review. EARLI Conference, Aristotle University of Thessaloniki and University of Macedonia, Greece. 22 - 26 August 2023

Tronsmo, E. & Hermansen, H. (2023). Generative resistance as knowledge work: Teacher’s Engagement with Assessment Criteria. EARLI Conference, Aristotle University of Thessaloniki and University of Macedonia, Greece. 22 - 26 August 2023

Mausethagen, S., Hermansen, H., Afdal, H., Holmeide, H., Lorentzen, M.. (2023). Research use in the teaching profession: A systematic review. EARLI Conference, Aristotle University of Thessaloniki and University of Macedonia, Greece. 22 - 26 August 2023

Mausethagen, S. & Hermansen, H. (2023). Research literacy among teachers and school leaders: A case study. NERA-konferansen, OsloMet. 15-17. mars 2023.   

Mausethagen, H., Hermansen, H., Holmeide, H., Lorentzen, M., Niederberger, V. & Skedsmo, G. (2023): Research on ‘research use’ in education: a systematic review. NERA-konferansen, OsloMet. 15-17. mars 2023.

Hermansen, H. & Mausethagen, S. (2022). Blurring the boundaries between higher education and professional practice: Constructing new relations across institutional and epistemic spaces. SRHE Conference, 5-9 December (online).  

Tamimi, M., Elmashharawi, A., Hermansen, H. & Abualrub, I. (2022). Technology-enhanced learning in HE: Approaches to researching holistic & sustainable technology use. EARLI SIG 1 & 4 Joint Conference. 27-30 June 2022, University of Cadiz, Spain.

Hermansen, H. & Stensaker, B. (2021). Symbolic, Institutional or Nordic Visions? Nordic universities and the SDGs. EARLI SIG 1 & 4 Joint Conference. 27-30 June 2022, University of Cadiz, Spain.

Tamimi, M., Muhtaseb, K., Hermansen, H., Almasri, Mohammed, Awawdeh, R. & Elmashharawi, A. (2021). A Holistic Approach to E-learning in the Palestinian Higher Education Sector. SRHE Conference 6-10 December 2021 (online).

Hermansen, H., Lund, A. & Abualrub, I. (2021). Beyond “implementation”: Enabling sustainable transformation of digital teaching and learning in higher education. SRHE Conference 6-10 December 2021 (online).

Hermansen, H. & Mausethagen, S. (2020). Getting beyond the “theory/practice-gap”: Constructions of knowledge relations in research on teacher education. NERA Conference, University of Turku, 4 - 6 March 2020.

Jorde, D. & Hermansen, H. (2020). Reforming the knowledge base of Norwegian teacher education: Integrating research-based education and professional relevance. NERA Conference, University of Turku, 4 - 6 March 2020.

Heikkilä, M., Hermansen, H., Iiskala, T., Mikkilä‐Erdmann, M., & Warinowski, A. (2020). Tools for the Age of Post-Truth: Making Research Skills Visible in Promoting Student Teachers’ Epistemic Agency. NERA Conference, University of Turku, 4 - 6 March 2020.

Hermansen, H. (2019). Tracing the enactment of agency in program design and development in teacher education. EARLI biannual conference, RWTH Aachen University, Germany, 12-16 August 2019

Hermansen, H. (2019): Disciplinary academics or teacher educators? Knowledge discourses as a tool for mediating epistemic boundaries in professional education. 8th Nordic ISCAR Conference, NTNU, Trondheim, 18-20 June 2019

Hermansen, H: (2018). Disciplinary academics or teacher educators? Negotiating epistemic boundaries in professional education. EARLI SIG14 Conference, University of Geneva, 12. - 14. september 2018.

Hermansen, H. & Mausethagen, S. (2018). Differentiating "practice" in the "theory/practice-gap": Exploring conceptualisations of "practice" in research on teacher education. EARLI SIG11 Conference, University of Agder, 13.-15. juni 2018. 

Hermansen, H. (2018). Program development in teacher education: Between organisation, knowledge and politics. EARLI SIG11 Conference, University of Agder, 13.-15. juni 2018. 

Hermansen, H. (2018). In pursuit of integration: Teacher educators' approaches to program development. NERA Conference, University of Oslo, 8-10 March 2018.

Hermansen, H. (2017). Teacher educators in narratives of change: A review of program development in teacher education. EARLI biannual conference, 29 Aug-2 Sep, University of Tampere, Finaldn.

Hermansen, H. (2016): Constructing agency and autonomy through knowledge practices in professional work: An analytical framework. OLKC Conference, 26-28 April, University of St. Andrews, Scotland. 

Hermansen, H. & Dahl, T. (2015): Forskning på lærerrollen i Norge - relevans for lærerutdanningen? SPS-konferansen, Oslo and Akershus University College, 3 Dec 2015.

Hermansen, H. (2015): (De-)constructing professional agency through knowledge work: Teachers developing Assessment for Learning at the school level. NERA Conference, University of Gothenburg, 4-6 March 2015.

Hermansen, H. (2014): Teachers’ knowledge work and collective practice development: Approaches to introducing Assessment for Learning at the school level, NordPro Conference. Oslo and Akershus University College of Applied Sciences. 23-24 October 2014.

Hermansen, H. (2014):  Teachers’ knowledge work within different school settings: Examining the interrelationship between the epistemic and the organisational. The 4th Congress of the International Society for Cultural and Activity Research, Sydney, 29 Sep - 3 October 2014.  

Hermansen, H. (2014): Teachers' knowledge work and collective practice development. EARLI SIG14 Conference, Oslo, 27-29 August 2014.

Hermansen, H. (2014): 'Knowledge work' as an analytical perspective for examining knowledge in the professions. IUC Conference, Dubrovnik, 22-25 April 2014,

Hermansen, H. & Nerland, M. (2012): Co-production of Assessment Practices: Challenges Emerging in Teachers’ Work with ‘Assessment for Learning’. EARLI SIG 14 Conference; Antwerpen, 22-24 August 2012

Hermansen, H. & Nerland, M. (2012): Co-production of Assessment Practices: Challenges Emerging in Teachers’ Work with ‘Assessment for Learning’. AERA Annual Meeting; Vancouver, 13-17 April 2012

Hermansen, H. & Nerland, M. (2011): Negotiating Professional Standards: Teachers’ engagement with new guidelines for students assessment. ISCAR Conference; Rome, 5-9 September 2011