Great expectations and even greater societal responsibility? A study on academic work and societal responsibility in Norwegian higher education

Abstract

This dissertation examines how expectations for professors and associate professors in Norwegian public universities have evolved between 2000 and 2020. It explores the changing nature of academic roles and the extent to which societal responsibility and the rationalization of university practices have influenced these developments. The study focuses on four core academic roles: research, teaching, administration, and the third mission (contributions to society/societal responsibility). The analysis is based on a set of job advertisements collected from all public universities and interviews with professors and university leaders.

One key finding is that job advertisements have become more detailed over time, reflecting efforts to structure academic hiring more systematically and enhance university competitiveness. Expectations for research, teaching, and third-mission activities have increased, while administrative duties remain largely unadvertised.

The study also examines how academics engage in activities that generate societal value. The findings indicate a growing emphasis on interaction, collaboration, consulting, and contract research, while other third-mission activities, such as dissemination and commercial endeavors, have had a limited impact on academic work in Norway during the observed period.

Finally, the study explores the intricate balance between academic excellence and societal relevance in research. It concludes that these priorities often create tension as universities strive to achieve both.