Åse Gornitzka

• Palmowski, Jan & Gornitzka, Åse (2025). In the shadow of the EU’s crises: the changing dynamics of the European knowledge area, 2014–25. Journal of European Integration. ISSN 0703-6337. doi: 10.1080/07036337.2025.2592091. Fulltekst i vitenarkiv Vis sammendrag

  This article examines the impact of crises – beginning with Brexit in 2016 – on the European knowledge area, an area of growing political salience in the EU. We argue that by looking at the multi-level, multi-issue and multi-actor (multi-s) characteristics of governance, we can explain the changing dynamics of the knowledge area across research and education. We draw upon an analysis of the following empirical cases: open science and research assessment reform, the renewal of the European Research Area, and the European universities initiative. But, we argue, to understand how each policy was formed and implemented through different governance processes, it is also important to focus on how policy entrepreneurs, as ‘skilled social actors’, framed crises as a catalyst for reform in the context of multi-s dynamics to effect policy change and implementation.

• Gornitzka, Åse & Stensaker, Bjørn (2024). Players or Pawns? University Response to the Introduction of Plan S. European Review. ISSN 1062-7987. doi: 10.1017/S1062798723000583. Fulltekst i vitenarkiv
• Gornitzka, Åse & Maassen, Peter (2022). The Democratic Role and Public Responsibility of Higher Education and Science. I Klemenčič, Manja (Red.), From Actors to Reforms in European Higher Education. Springer Nature. ISSN 9783031093999. s. 225–238. doi: 10.1007/978-3-031-09400-2_16. Fulltekst i vitenarkiv
• Egeberg, Morten; Gornitzka, Åse & Trondal, Jarle (2022). Organization Theory. I Ansell, Christopher & Torfing, Jacob (Red.), Handbook on Theories of Governance. Edward Elgar Publishing. ISSN 9781800371965. Fulltekst i vitenarkiv
• Krick, Eva & Gornitzka, Åse (2020). Tracing scientisation in the EU Commission’s expert group system. Innovation. The European Journal of Social Sciences. ISSN 1351-1610. doi: 10.1080/13511610.2020.1811649. Fulltekst i vitenarkiv Vis sammendrag

  This study traces the sweeping claim of a “scientisation” of EU governance, that is a growing authority of research-based knowledge within modern policymaking, by zooming in on the EU Commission’s expert group system, and its “high level groups” in particular. With new quantitative and qualitative data that cover the period between 2005 and 2017, the study assesses whether alleged scientisation pressures are translated into actual patterns of participation and into modes of committee governance, and how this has changed over time. The study does not find signs of a substantial scientisation of the membership structure and this contrasts with the numbers of the official expert group register. Nonetheless, the considerable authority of epistemic claims seems to leave its mark on the management of the expert group system, i.e. the groups’ mandate framings, the selection of chairpersons and committee member labelling practices.

• Egeberg, Morten; Gornitzka, Åse & Trondal, Jarle (2019). Le recrutement au merite favorise la bonne gouvernance: comment les agences de l’Union europeenne recrutent-elles leur personnel? Revue Internationale des Sciences Administratives. ISSN 0303-965X. 85(2), s. 257–273. doi: 10.3917/risa.852.0257. Fulltekst i vitenarkiv
• Christensen, Tom; Gornitzka, Åse & Ramirez, Francisco O. (2019). Reputation Management, Social Embeddedness, and Rationalization of Universities. I Christensen, Tom; Gornitzka, Åse & Ramirez, Francisco O. (Red.), Universities as Agencies. Reputation and Professionalization. Palgrave Macmillan. ISSN 9783319927121. s. 3–42. doi: 10.1007/978-3-319-92713-8_1. Fulltekst i vitenarkiv Vis sammendrag

  Reputation management or branding, has become increasingly important for universities in the last decades. This is partly reflecting increasing social embeddedness and the global pressure toward increasing formalization and rationalization of the universities. Accordingly, the book tries to answer the following questions: What is typical for the reputation management of the universities, as reflected by their websites? What are the core symbols—related to their performance record, professional qualities, moral features and procedural features—balanced and changing over time? How is social embeddedness reflected in the institutionalization in universities over time of diverse organizational features, exemplified by the emergence of development offices, diversity units and legal units? What explains differences between universities with respect to reputation management and the institutionalization of new organizational units?

• Christensen, Tom & Gornitzka, Åse (2019). Reputation Management in Nordic Universities - Profile and Development over Time. I Christensen, Tom; Gornitzka, Åse & Ramirez, Francisco O. (Red.), Universities as Agencies. Reputation and Professionalization. Palgrave Macmillan. ISSN 9783319927121. s. 43–66. doi: 10.1007/978-3-319-92713-8_2. Fulltekst i vitenarkiv Vis sammendrag

  The times are long gone when universities were closed entities dominated by a selected group of professors. Modern universities cater to a wide variety of stakeholder groups and are hence socially embedded. This makes universities ‘social accountable’: they provide information, project an image of themselves and are connected in different ways to actors in the environment who are important providers of resources, support, commitment, trust and legitimacy. Reputation management is therefore important. We ask what is typical for the reputation management of universities? What are the core symbols and how are different types of symbols balanced? How much do universities focus on their performance record, their moral symbols (openness, trust, caring, etc.) and professional qualities? We set out to answer these questions using a comparative analysis of twenty universities in four Nordic countries. The data consist of a web-census—a systematic analysis of the websites of the universities in question in 2005 and 2015.

• Egeberg, Morten; Gornitzka, Åse & Trondal, Jarle (2019). Merit-based recruitment boosts good governance: How do European Union agencies recruit their personnel? International Review of Administrative Sciences. ISSN 0020-8523. 85(2), s. 247–263. doi: 10.1177/0020852317691342. Fulltekst i vitenarkiv Vis sammendrag

  Studies show that public administrations that practise merit-based recruitment of their personnel are significantly less marked by corruption than administrations that do not recruit in this manner. While we know a lot about how EU member states score with regard to the degree of merit-based recruitment within their administrations, and also how the European Commission administration performs in this respect, recruitment practices within the increasing number of European Union regulatory (decentralized) agencies seem to remain a white spot in the literature so far. In this article, we make a first step in mapping recruitment practices within the secretariats of such agencies. We also investigate if it matters whether a European Union agency is located in a country marked by a non-meritocratic administrative culture or not. The article shows that European Union agencies seem to overwhelmingly apply meritocratic instruments when hiring people, regardless of their location.

• Gornitzka, Åse (2019). Fri flyt av vitenskap? EØS-avtalens betydning for forskning i Norge :. Internasjonal Politikk. ISSN 0020-577X. 77(4), s. 388–397. doi: 10.23865/intpol.v77.1998. Fulltekst i vitenarkiv Vis sammendrag

  Gjennom EØS-avtalen ble det norske forskningssystemet koblet til en overnasjonal politikk preget av lagvis endring og ekspansjon. EUs økende engasjement i forskningspolitikken har resultert i et bredt sammensatt sett av forsknings- og innovasjonspolitiske virkemidler og en økende andel av EUs budsjett. Dette politikkområdet er båret av overnasjonale prinsipper for forskningsfinansiering og intense transnasjonale nettverk i sektoren. EØS-avtalen skapte en forutsigbar ramme for samhandling mellom norske og europeiske forskningsmiljøer med EUs rammeprogram for forskning som gravitasjonspunkt. Denne artikkelen retter oppmerksomheten mot de effekter denne 25-årige koblingen har hatt på det nasjonale forskningspolitiske nivå og på forskningsmiljøenes faglige aktiviteter.

• Christensen, Tom & Gornitzka, Åse (2019). Reputation Management in Public Agencies: The Relevance of Time, Sector, Audience, and Tasks. Administration & Society. ISSN 0095-3997. 51(6), s. 885–914. doi: 10.1177/0095399718771387. Fulltekst i vitenarkiv Vis sammendrag

  Reputation management or branding is increasingly important for public organizations. Based on organization theory perspectives and reputation management theory, reputation profiles of four agencies—from the financial and education sectors—are compared. The data used were retrieved from the websites of the agencies at two points in time (2006 and 2016). The main results show not only that the performance dimension of the reputation profile is the most prominent but also that it is more balanced with moral and professional dimensions over time. This shows the increasing multiplicity of reputation management, catering to many and diverse internal and external stakeholders.

• Gornitzka, Åse (2018). Organising Soft Governance in Hard Times – The Unlikely Survival of the Open Method of Coordination in EU Education Policy. European Papers (EP). 3(1), s. 235–255. doi: 10.15166/2499-8249/211. Fulltekst i vitenarkiv
• Krick, Eva & Gornitzka, Åse (2018). The governance of expertise production in the EU Commission’s ‘high level groups’: tracing expertisation tendencies in the expert group system. I Bevir, Mark & Phillips, Ryan (Red.), Decentring European Governance. Routledge. ISSN 9781351209540. doi: 10.4324/9781351209557. Fulltekst i vitenarkiv
• Krick, Eva & Gornitzka, Åse (2018). The Expertisation of Stakeholder Involvement in EU Policy Making. I Holst, Cathrine; Warat, Marta & Góra, Magdalena (Red.), Expertisation and Democracy in Europe. Routledge. ISSN 9781138288232. s. 51–70. doi: 10.4324/9781315268033-4. Fulltekst i vitenarkiv Vis sammendrag

  Expertisation and Democracy in Europe provides a much-needed account of the role and re-organisation of expertise and expert knowledge in Europe and the European Union in a broad range of policy spheres, contributing to the debate triggered by the recent crises. It brings novel perspectives to debates on technocracy and our understanding of the relations between knowledge, experts and democracy. The book explores and assesses new and old linkages between knowledge, expertise and democracy, and expands and deepens the current debates by addressing questions such as: What is the role of expertise in Europe? How is knowledge of different kinds embedded in and decisive for democratic practice in contemporary democracies? How are we to assess recent transformations of the expert-citizens and government-civil society relationships from the perspective of democracy, and which paths are viable in the years to come? Finally, the book engages with and gives flesh to the notion of expertisation not only as a broad political and societal diagnosis, but also as a multidimensional and deeply contested process that enfolds in concrete practices and institutional settings.

• Maassen, Peter; Gornitzka, Åse & Fumasoli, Tatiana (2017). University reform and institutional autonomy: A framework for analysing the living autonomy. Higher Education Quarterly. ISSN 0951-5224. 71(3), s. 239–250. doi: 10.1111/hequ.12129. Fulltekst i vitenarkiv Vis sammendrag

  In this article we discuss recent university reforms aimed at enhancing university autonomy, highlighting various tensions in the underlying reform ideologies. We examine how the traditional interpretation of university autonomy has been expanded in the reform rationales. An analytical framework for studying how autonomy is interpreted and used inside the university is presented, which allows us to highlight that in order to understand the implications of enhanced university autonomy, we have to go beyond the scrutiny of formal arrangements and analyse practices of autonomy within the university which we refer to as the university?s living autonomy. Finally we introduce ideas for further research on the living autonomy with the use of our analytical framework. © 2017 Wiley. This article has been accepted for publication. The article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.

• Holst, Cathrine; Gornitzka, Åse & Christensen, Johan (2017). Knowledge Regimes in the Nordic Countries. I Knutsen, Oddbjørn P. (Red.), The Nordic Models in Political Science : Challenged, but Still Viable?. Fagbokforlaget. ISSN 9788245021752. Fulltekst i vitenarkiv
• Gornitzka, Åse (2017). The European Governance of Education Policy: Crisis, Collisions and Sectoral Defence. I Nixon, Jon (Red.), Higher Education in Austerity Europe. Bloomsbury Academic. ISSN 9781474277266. s. 47–62. doi: 10.5040/9781474277297.ch-002. Fulltekst i vitenarkiv Vis sammendrag

  This is an Accepted Manuscript of a book chapter published by Bloomsbury Academic in Higher Education in Austerity Europe on 21-09-2017, available online: https://www.bloomsbury.com/uk/higher-education-in-austerity-europe-9781474277266/

• Gornitzka, Åse & Maassen, Peter (2017). Higher Education in Knowledge Systems. I Shin, Jung Cheol & Teixeira, Pedro N. (Red.), Encyclopedia of International Higher Education Systems and Institutions. Springer Science+Business Media B.V.. ISSN 9789401795531. doi: 10.1007/978-94-017-9553-1_23-1. Fulltekst i vitenarkiv
• Gornitzka, Åse; Maassen, Peter & Boer, Harry De (2017). Change in university governance structures in continental Europe. Higher Education Quarterly. ISSN 0951-5224. 71(3), s. 274–289. doi: 10.1111/hequ.12127. Fulltekst i vitenarkiv Vis sammendrag

  This article discusses changes with respect to university governance structures in six comprehensive universities in Europe. We present an analytical framework on the basis of which we conduct a comparative analysis of the university governance structures along four different dimensions: (a) the internal democratic nature of the governance structure, (b) the external involvement in university governance, (c) the level of centralisation of decision‐making authority in the university and (d) the concentration of authority in an individual leadership position versus authority in a collective body or spread over various collective bodies. © 2017 Wiley. This article has been accepted for publication. The article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.

• Gornitzka, Åse & Maassen, Peter (2017). European Flagship universities: Autonomy and change. Higher Education Quarterly. ISSN 0951-5224. 71(3), s. 231–238. doi: 10.1111/hequ.12130. Fulltekst i vitenarkiv Vis sammendrag

  The article introduces this special issue of Higher Education Quarterly in which results of a research project on 'European Flagship Universities: Balancing Academic Excellence and Socio‐economic Relevance' are presented and discussed. The Flagship project aimed at contributing to a better understanding of the relationship between university reform agendas, with their underlying ideologies, and university practices, especially at the departmental level. The project focused on how selected Flagship universities in continental Europe interpret and use their institutional autonomy in two areas, research management and personnel policies. For this purpose an analytical framework was developed for studying how autonomy is interpreted and used inside the university. © 2017 Wiley. This article has been accepted for publication. The article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.

• Christensen, Tom & Gornitzka, Åse (2017). Reputation Management in Complex Environments — A Comparative Study of University Organizations. Higher Education Policy. ISSN 0952-8733. 30(1), s. 123–140. doi: 10.1057/s41307-016-0010-z. Fulltekst i vitenarkiv
• Egeberg, Morten; Gornitzka, Åse & Trondal, Jarle (2016). Organization Theory. I Ansell, Christopher & Torfing, Jacob (Red.), Handbook on Theories of Governance. Edward Elgar Publishing. ISSN 9781782548492. s. 32–45. Fulltekst i vitenarkiv
• Gornitzka, Åse (2015). Executive governance of European science - technocratic, segmented, and path dependent? I Wedlin, Linda & Nedeva, Maria (Red.), Towards European Science: Dynamics and policy of an evolving European Research Space. Edward Elgar Publishing. ISSN 9781782545507. s. 83–104. doi: 10.4337/9781782545514. Fulltekst i vitenarkiv
• Egeberg, Morten; Gornitzka, Åse; Trondal, Jarle & Johannessen, Mathias (2015). The European parliament administration: Organizational structure and behavioural implications. I Bauer, Michael W. & Trondal, Jarle (Red.), The Palgrave Handbook of the European Administrative System. Palgrave Macmillan. ISSN 9781137339881. s. 227–245. doi: 10.1057/9781137339898_13. Fulltekst i vitenarkiv
• Gornitzka, Åse & Sverdrup, Ulf (2015). Societal inclusion in expert venues: Participation of interest groups and business in the european commission expert groups. Politics and Governance. 3(1), s. 151–165. doi: 10.17645/pag.v3i1.130. Fulltekst i vitenarkiv Vis sammendrag

  The elaborate system of expert groups that the European Commission organises is a key feature of EU everyday governance and also a potential channel of societal involvement in EU policy making. This article examines the patterns of participation in the expert group system of a broad set of societal actors—NGOs, social partners/unions, consumer organisations, and business/enterprise. The analysis is based on a large-N study of Commission expert groups. Taking on an “executive politics” perspective, we identify main patterns of participation and analyse organisational factors that affect the inclusion of societal actors in the expert group system. We find that such actors are strongly involved in this system. Yet, there is a striking heterogeneity in the extent to which the Commission’s administrative units include societal groups as experts in the policy process. The logics that underpin the inclusion of business organisations are not identical to the logics of inclusion applied to social partners and NGOs. The Commission as the core supranational executive is thus selectively open for societal involvement in its expert groups system, and this bureaucratic openness is patterned, clustered, and conditioned by structural factors that affect how the Commission as a multi-organisation operates.

• Gornitzka, Åse & Sverdrup, Ulf (2015). The Expert-Executive Nexus in the European Administrative System: Expert Groups and the European Commission. I Bauer, Michael W. & Trondal, Jarle (Red.), The Palgrave Handbook of the European Administrative System. Palgrave Macmillan. ISSN 9781137339881. s. 401–418. doi: 10.1057/9781137339898_23. Fulltekst i vitenarkiv
• Gornitzka, Åse (2015). 'All in'? Patterns of participation in EU education policy-making. I Souto-Otero, Manuel (Red.), Evaluating European education policy-making. Privatization, networks and the European Commission.. Palgrave Macmillan. ISSN 9781137287977. s. 92–123. doi: 10.1057/9781137287984.0009. Fulltekst i vitenarkiv
• Papadimitriou, Antigoni; Gornitzka, Åse & Stensaker, Bjørn (2015). Designed diffusion? The impact of an EU instrument for public management reform in the Western Balkans. Journal of European Integration. ISSN 0703-6337. 37(6), s. 629–647. doi: 10.1080/07036337.2015.1046857. Fulltekst i vitenarkiv
• Egeberg, Morten; Gornitzka, Åse & Trondal, Jarle (2014). A Not So Technocratic Executive? Everyday Interaction between the European Parliament and the Commission. West European Politics. ISSN 0140-2382. 37(1), s. 1–18. doi: 10.1080/01402382.2013.832952. Fulltekst i vitenarkiv
• Egeberg, Morten; Gornitzka, Åse & Trondal, Jarle (2014). European Parliament staff: Who are they and does their background influence decision-making? EUROPP - European Politics and Policy. Fulltekst i vitenarkiv
• Gornitzka, Åse & Stensaker, Bjørn (2014). The Dynamics of European Regulatory Regimes in Higher Education: Challenged Prerogatives and Evolutionary Change. Policy and Society: An Interdisciplinary Journal of Policy Research. ISSN 1449-4035. 33(3), s. 177–188. doi: 10.1016/j.polsoc.2014.08.002. Fulltekst i vitenarkiv
• Gornitzka, Åse & Maassen, Peter (2014). Dynamics of Convergence and Divergence: Exploring Accounts of Higher Education Policy Change. I Mattei, Paola (Red.), University Adaptation in Difficult Economic Times. Oxford University Press. ISSN 9780199989393. s. 13–30. doi: 10.1093/oso/9780199989393.003.0002. Fulltekst i vitenarkiv
• Egeberg, Morten; Gornitzka, Åse & Trondal, Jarle (2014). The technocratic European Commission - a myth? EUDO CAFE. Fulltekst i vitenarkiv
• Christensen, Tom; Gornitzka, Åse & Maassen, Peter (2014). Global Pressures and National Cultures: A Nordic University Template? I Mattei, Paola (Red.), University Adaptation in Difficult Economic Times. Oxford University Press. ISSN 9780199989393. s. 30–51. doi: 10.1093/oso/9780199989393.003.0003. Fulltekst i vitenarkiv
• Gornitzka, Åse & Metz, Julia (2014). Dynamics of Institution Building in the Europe of Knowledge: The Birth of the European Research Council. I Chou, Meng-Hsuan & Gornitzka, Åse (Red.), Building the Knowledge Economy in Europe: New Constellations in European Research and Higher Education Governance. Edward Elgar Publishing. ISSN 9781782545286. s. 81–110. doi: 10.4337/9781782545293.00009. Fulltekst i vitenarkiv
• Gornitzka, Åse (2014). How Strong are the European Union's Soft Modes of Governance? The Use of Open Method Coordination in National Policy-making in the Knowledge Policy Domain. I Chou, Meng-Hsuan & Gornitzka, Åse (Red.), Building the Knowledge Economy in Europe: New Constellations in European Research and Higher Education Governance. Edward Elgar Publishing. ISSN 9781782545286. s. 160–187. doi: 10.4337/9781782545293.00012. Fulltekst i vitenarkiv
• Gornitzka, Åse & Chou, Meng-Hsuan (2014). Building a European Knowledge Area: An Introduction to the Dynamics of Policy Domains on the Rise. I Chou, Meng-Hsuan & Gornitzka, Åse (Red.), Building the Knowledge Economy in Europe: New Constellations in European Research and Higher Education Governance. Edward Elgar Publishing. ISSN 9781782545286. s. 1–26. doi: 10.4337/9781782545293.00006. Fulltekst i vitenarkiv
• Gornitzka, Åse & Metz, Julia (2014). European Institution Building under Inhospitable Conditions: The Unlikely Establishment of the European Institute of Innovation and Technology. I Chou, Meng-Hsuan & Gornitzka, Åse (Red.), Building the Knowledge Economy in Europe: New Constellations in European Research and Higher Education Governance. Edward Elgar Publishing. ISSN 9781782545286. s. 111–130. doi: 10.4337/9781782545293.00010. Fulltekst i vitenarkiv
• Sverdrup, Ulf & Gornitzka, Åse (2014). The European Commission's expert groups as an information system. I Blom, Tannelie & Vanhoonacker, Sophie (Red.), The politics of information : the case of the European Union. Palgrave Macmillan. ISSN 9781137325402. s. 127–145. doi: 10.1057/9781137325419.0017. Fulltekst i vitenarkiv
• Egeberg, Morten; Gornitzka, Åse & Trondal, Jarle (2014). People who run the European Parliament: Staff demography and its implications. Journal of European Integration. ISSN 0703-6337. 36(7), s. 659–675. doi: 10.1080/07036337.2014.935362. Fulltekst i vitenarkiv
• Gornitzka, Åse (2013). The interface between research and policy – a note with potential relevance for higher education. European Journal of Higher Education. ISSN 2156-8235. 3(3), s. 255–264. doi: 10.1080/21568235.2013.816469. Fulltekst i vitenarkiv
• Egeberg, Morten; Gornitzka, Åse; Trondal, Jarle & Johannessen, Mathias (2013). Parliament staff: unpacking the behaviour of officials in the European Parliament. Journal of European Public Policy. ISSN 1350-1763. 20(4), s. 495–514. doi: 10.1080/13501763.2012.718885. Fulltekst i vitenarkiv
• Gornitzka, Åse (2013). Channel, Filter or Buffer? National Policy Responses to Global Rankings. I Erkkilä, Tero (Red.), Global university rankings: Challenges for European higher education. Palgrave Macmillan. ISSN 9781137296863. s. 75–91. doi: 10.1057/9781137296870.0012. Fulltekst i vitenarkiv
• Langfeldt, Liv; Godø, Helge Lauritz; Gornitzka, Åse & Kaloudis, Aris (2012). Integration modes in EU research: Centrifugality versus coordination of national research policies. Science and Public Policy. ISSN 0302-3427. 39(1), s. 88–98. doi: 10.1093/scipol/scs001. Fulltekst i vitenarkiv Vis sammendrag

  In the past decade, EU research policy has become more central to the EU's political ambitions and its instruments are expanding in scale and scope. Recently there has been mounting apprehension over the EU's R&D efforts, such as the Framework Programmes, and their adequacies in meeting European and global ‘grand challenges’. How European-level and national research efforts interact is a key condition for enhancing Europe's research competitiveness and responsiveness. This paper presents data from Norway indicating that the R&D institutions adapt to European-level priorities directly, whereas the national authorities have a limited impact on the country's European research portfolio. It points to a need for thorough analysis of national path-dependencies, and how the nation states organise and coordinate their participation in European programmes, specifically for facing present and future ‘grand challenges’.

• Berg, Lisbet & Gornitzka, Åse (2012). The consumer attention deficit syndrome: Consumer choices in complex markets. Acta Sociologica. ISSN 0001-6993. 55(2), s. 159–178. doi: 10.1177/0001699312440711. Fulltekst i vitenarkiv
• Gornitzka, Åse & Maassen, Peter (2012). University reform and the Nordic Model. I Kwiek, Marek & Maassen, Peter (Red.), National Higher Education Reforms in a European Context: Comparative Reflections on Poland and Norway. Peter Lang Publishing Group. ISSN 9783631638088. s. 111–126. Fulltekst i vitenarkiv
• Gornitzka, Åse & Maassen, Peter (2011). University governance reforms, global scripts and the "Nordic Model". Accounting for policy change? I Schmid, Josef; Amos, Karin; Schrader, Josef & Thiel, Ansgar (Red.), Welten der Bildung? Vergleichende Analysen von Bildungspolitik und Bildungssystemen. Nomos Verlagsgesellschaft mbH & Co. KG. ISSN 9783832970185. s. 149–177. doi: 10.5771/9783845234076-149. Fulltekst i vitenarkiv
• Gornitzka, Åse (2011). Universitetene og en stille administrativ revolusjon. Materialisten. Tidsskrift for forskning, fagkritikk og teoretisk debatt. ISSN 0801-3055. Fulltekst i vitenarkiv
• Gornitzka, Åse & Sverdrup, Ulf (2011). Access of Experts: Information and EU Decision-making. West European Politics. ISSN 0140-2382. 34(1), s. 48–70. doi: 10.1080/01402382.2011.523544. Fulltekst i vitenarkiv Vis sammendrag

  Who provides the European Union with information? This article examines patterns of participation in the large expert group system under the European Commission. It explores competing propositions about the character of the Commission’s information system, and tests four hypotheses about what affects participation in the EU expert group system. The authors distinguish between three kinds of information providers: scientists, societal actors and government officials. The empirical section of the paper builds upon an analysis of a data set covering all of Commission expert groups (N¼1237). Although scientists, and interest groups, industries and NGOs are prevalent information providers for the Commission, the authors show that the informational foundation is strongly biased towards officials from national administrations. They argue that these distinct patterns of participation are significantly affected by inter-institutional and environmental conditions that the Commission Directorate Generals operate under. Access of experts increases the ability of the Commission to anticipate reactions to its proposals and initiatives and hence it impinges on the interinstitutional dynamic of the EU

• Gornitzka, Åse (2010). Bologna in Context: a horizontal perspective on the dynamics of governance sites for a Europe of Knowledge. European Journal of Education. ISSN 0141-8211. 45(4), s. 535–548. doi: 10.1111/j.1465-3435.2010.01452.x. Fulltekst i vitenarkiv
• Sverdrup, Ulf & Gornitzka, Åse (2010). Enlightened Decision Making? The Role of Scientists in EU Governance. Politique européenne. ISSN 1623-6297. s. 125–149. Fulltekst i vitenarkiv Vis sammendrag

  The role of technocratic and scientific expertise in EU governance is contested. This article examines the degree of involvement of scientists in EU decision making and the conditions that affect their participation. The study uses a large data set on the European Commission’s expert groups. We show that scientists are involved in a large portion of the expert groups under the European Commission (one third), but are rarely the only participants in such groups. We also show that access for scientists is more likely in the early stage of policy formulation and that it is dependent on specific institutional settings. Décisions éclairées ? Le rôle des scientifiques dans la gouvernance de l’UE Le rôle d’expertise technocratique et scientifique dans la gouvernance de l’UE est contesté. Cet article examine le degré de participation des scientifiques dans le processus décisionnel de l’UE et les conditions qui influent sur leur participation. L’étude utilise une base de données sur les groupes d’experts de la Commission européenne. Nous montrons que les scientifiques sont impliqués dans une grande partie des groupes d’experts organisés par la Commission européenne (un tiers), mais ils sont rarement les seuls participants. Nous montrons également que l’accès des scientifiques est plus probable dans la phase d’élaboration de la politique et que leur participation dépend de certains cadres institutionnels.

• Gornitzka, Åse (2009). Styringsreformer i høyere utdanning i Europa - politiske ambisjoner mellom omgivelsespress og sektortradisjoner. Norsk statsvitenskapelig tidsskrift. ISSN 0801-1745. 25(2), s. 127–156. Fulltekst i vitenarkiv
• Gornitzka, Åse (2009). Research Policy and the European Union -- Multi-layered Policy Change? I Clancy, Patrick & Dill, David D. (Red.), The Research Mission of the University: Policy Reforms and Institutional Response. Brill | Sense. ISSN 9789087909956. s. 53–75. Fulltekst i vitenarkiv
• Gornitzka, Åse (2009). Networking Administration in Areas of National Sensitivity: The Commission and European Higher Education. I Amaral, Alberto; Neave, Guy; Musselin, Christine & Maassen, Peter (Red.), European Integration and the Governance of Higher Education and Research. Springer Science+Business Media B.V.. ISSN 9781402095054. s. 109–131. Fulltekst i vitenarkiv
• Stensaker, Bjørn & Gornitzka, Åse (2009). The Ingredients of Trust in European Higher Education. I Kehm, Barbara; Huisman, Jeroen & Stensaker, Bjørn (Red.), The European Higher Education Area: Perspectives on a Moving Target. Brill | Sense. ISSN 9789087907129. s. 125–139. Fulltekst i vitenarkiv
• Sverdrup, Ulf & Gornitzka, Åse (2008). Who consults? The configuration of expert groups in the European union. West European Politics. ISSN 0140-2382. 31(4), s. 725–750. Fulltekst i vitenarkiv
• Stensaker, Bjørn; Frølich, Nicoline; Gornitzka, Åse & Maassen, Peter (2008). Internationalisation of higher education: the gap between national policy-making and institutional needs. Globalisation, Societies and Education. ISSN 1476-7724. 6(1), s. 1–11. doi: 10.1080/14767720701855550. Fulltekst i vitenarkiv
• Smeby, Jens-Christian & Gornitzka, Åse (2008). All Cosmopolitans Now? I Gornitzka, Åse & Langfeldt, Liv (Red.), Borderless Knowledge. Springer Science+Business Media B.V.. ISSN 9781402082825. s. 37–50. Fulltekst i vitenarkiv
• Gornitzka, Åse; Gulbrandsen, Magnus & Langfeldt, Liv (2008). Crossing the Borders. Changing Patterns and Forces of Internationalisation. I Gornitzka, Åse & Langfeldt, Liv (Red.), Borderless knowledge. Understanding the "New" Internationalisation of Research and Higher Education in Norway. Springer Science+Business Media B.V.. ISSN 9781402082825. s. 171–184. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Christensen, Tom; Gornitzka, Åse & Ramirez, Francisco O. (2019). Universities as Agencies. Reputation and Professionalization. Palgrave Macmillan. ISBN 9783319927121. 220 s. Fulltekst i vitenarkiv
• Chou, Meng-Hsuan & Gornitzka, Åse (2014). Building the Knowledge Economy in Europe: New Constellations in European Research and Higher Education Governance. Edward Elgar Publishing. ISBN 9781782545286. 252 s. Fulltekst i vitenarkiv
• Gornitzka, Åse & Langfeldt, Liv (2008). Bordeless knowledge? Understanding the "new" internationalisation of research and higher education in Norway. Springer. ISBN 9781402082832. 193 s. Fulltekst i vitenarkiv
• Gornitzka, Åse & Langfeldt, Liv (2008). Borderless Knowledge. Springer Science+Business Media B.V.. ISBN 9781402082825. 193 s. Fulltekst i vitenarkiv
• Gornitzka, Åse & Langfeldt, Liv (2008). Borderless knowledge. Understanding the "New" Internationalisation of Research and Higher Education in Norway. Springer Science+Business Media B.V.. ISBN 9781402082825. 193 s. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Gornitzka, Åse; Benner, Mats & Haugen, Heidi Østbø (2023). Universitetenes rolle i et moderne kunnskapsdemokrati. Fulltekst i vitenarkiv
• Hansen, Mette Halskov & Gornitzka, Åse (2023). Forskningssamarbeid på tvers av politiske systemer og akademiske kulturer: Europa og Kina. I Graver, Hans Petter; Birkelund, Gunn Elisabeth & Havelin, Gro (Red.), Hvor går demokratiet?. Dreyer Forlag A/S. ISSN 9788282656702. s. 107–129. Fulltekst i vitenarkiv
• Jære, Lisbet; Mamelund, Svenn-Erik; Samset, Bjørn Hallvard; serck-hanssen, camilla & Gornitzka, Åse (2023). Senter for grunnforskning: Forskeres mulighet til å grave seg ned i tide. [Journal]. Forskningspolitikk. Fulltekst i vitenarkiv
• Aryeetey, Ernest; Engebretsen, Eivind; Gornitzka, Åse; Maassen, Peter & Stølen, Svein (2020). Vaccine inequities expose fault lines in North-South collaboration. University World News. Fulltekst i vitenarkiv
• Aryeetey, Ernest; Engebretsen, Eivind; Gornitzka, Åse; Maassen, Peter & Stølen, Svein (2020). A step backwards in the fight against global vaccine inequities. The Lancet. ISSN 0140-6736. 397(10268). doi: 10.1016/S0140-6736(20)32596-4. Fulltekst i vitenarkiv
• Krick, Eva; Holst, Cathrine & Gornitzka, Åse (2017). The negotiated expertise of ad hoc advisory committees and the dynamics and variations of knowledge regimes. Fulltekst i vitenarkiv
• Krick, Eva & Gornitzka, Åse (2017). Expertisation of the EU Commission’s expert groups? Fulltekst i vitenarkiv
• Krick, Eva & Gornitzka, Åse (2017). Expertisation of policy advice? Dynamics of the EU Commission’s high level groups. Fulltekst i vitenarkiv
• Egeberg, Morten; Gornitzka, Åse & Trondal, Jarle (2016). Merit-based recruitment boosts good governance: How do European Union agencies recruit their personnel? Fulltekst i vitenarkiv
• Gornitzka, Åse (2016). The effect of European Union agencies on the expertise-executive nexus in the European Commission. Fulltekst i vitenarkiv
• Gornitzka, Åse & Holst, Cathrine (2015). The Expert-Executive Nexus in the EU: An Introduction. Politics and Governance. 3(1), s. 1–12. doi: 10.17645/pag.v3i1.271. Fulltekst i vitenarkiv Vis sammendrag

  Expertise has played a pivotal role in EU executives since the European Union (EU) was established, but its significance is arguably increasing and takes on new shapes. This issue explores the role and use of expert knowledge in decision-making in and by EU executive institutions. © 2015 by the authors; licensee Cogitatio (Lisbon, Portugal). This article is licensed under a Creative Commons Attribu-tion 4.0 International License (CC BY).

• Gornitzka, Ase & Knutsen, Carl Henrik (2015). A note from the new editors of scandinavian political studies. Scandinavian Political Studies. ISSN 0080-6757. 38(1), s. 1–3. doi: 10.1111/1467-9477.12043. Fulltekst i vitenarkiv
• Holst, Cathrine & Gornitzka, Åse (2015). The Role of Expert Knowledge in EU Executive Institutions. Fulltekst i vitenarkiv
• Gornitzka, Åse (2014). Europeiske flaggskipsuniversitet – balansegangen mellom eksellens og samfunnsrelevans. Fulltekst i vitenarkiv
• Maassen, Peter; Fumasoli, Tatiana & Gornitzka, Åse (2014). The level of internal integration in European flagship universities. Fulltekst i vitenarkiv
• Berg, Lisbet & Gornitzka, Åse (2014). The Consumer Attention Deficit Syndrome. Fulltekst i vitenarkiv
• Fumasoli, Tatiana; Gornitzka, Åse & Leruth, Benjamin (2013). Actors and dynamics in the emerging European Research Area. Extending the research agenda on differentiated integration. Fulltekst i vitenarkiv
• Fumasoli, Tatiana; Gornitzka, Åse & Maassen, Peter (2013). System integration and institutional autonomy Resilience and change in reforming the governance of the university sector. Fulltekst i vitenarkiv
• Fumasoli, Tatiana; Gornitzka, Åse & Maassen, Peter (2012). Institutional autonomy in Higher Education. Fulltekst i vitenarkiv
• Fumasoli, Tatiana; Gornitzka, Åse & Maassen, Peter (2012). Institutional autonomy in flagship universities. Fulltekst i vitenarkiv
• Chou, Meng-Hsuan & Gornitzka, Åse (2011). I kunnskapens Europa. [Journal]. Addressa (kronikk). Fulltekst i vitenarkiv
• Berg, Lisbet & Gornitzka, Åse (2010). The Consumer Atention Deficit Syndrome. Fulltekst i vitenarkiv
• Gornitzka, Åse (2008). New Public Management og høyere utdanning: Styringsrevolusjon eller stor ståhei om ingenting? Fulltekst i vitenarkiv
• Gornitzka, Åse & Sverdrup, Ulf (2008). Who are the experts? The informational basis of EU decision making. Fulltekst i vitenarkiv
• Gornitzka, Åse (2008). Institutionalising Governance for a Europe of Knowledge: the application of the Open Method of Coordination in research and education policy. Fulltekst i vitenarkiv
• Gornitzka, Åse (2008). Institutionalising Governance for a Europe of Knowledge: the application of the Open Method of Coordination in research and education policy. Fulltekst i vitenarkiv
• Gornitzka, Åse & Larsen, Ingvild Marheim (2008). The “institutional paradox” and university change: four cases of moving the unmovable? Fulltekst i vitenarkiv
• Gornitzka, Åse & Sverdrup, Ulf (2008). The informational basis of EU decision making- a national bias? Fulltekst i vitenarkiv Vis sammendrag

  This paper examines some basic propositions regarding the informational foundation of EU decision making. Who provides the European Commission with information? Are these sources of information biased? If so, in what way, and what can the informational bias tell us about decision making in the Commission and the European Union? The papers examines different competing propositions about the character of the Commission information system with reference to different theoretical conceptions of European governance, as well as to different general notions about the role of information and informational systems in decision-making. We separate between four kinds of information providers: the scientific community, societal actors, governmental officials, as well as a mixed multi-actor model. The empirical section of the paper builds upon a quantitative analysis of all of the European Commission expert groups (N=1237). Our analysis reveals that although scientists, and various interest groups, industries and NGOs play an important role in providing information to the European Commission, the informational foundation is strongly biased towards officials from public administrations and in particular officials from the national administrations.

• Gornitzka, Åse (2008). Changing political conditions for ’the Europe of Knowledge’ –The University’s “Pact” under stress? Fulltekst i vitenarkiv
• Gornitzka, Åse (2008). OMC – A Watershed in European Education policy? Fulltekst i vitenarkiv
• Larsen, Ingvild Marheim & Gornitzka, Åse (2008). The "institutional paradox" and university change: four cases of moving the unmovable? Fulltekst i vitenarkiv
• Leruth, Benjamin; Gornitzka, Åse & Fumasoli, Tatiana (2015). A Multi-level Approach to Differentiated Integration: Distributive Policy, National Heterogeneity and Actors in the European Research Area. ARENA Centre for European Studies, University of Oslo. Fulltekst i vitenarkiv
• Fumasoli, Tatiana; Gornitzka, Åse & Maassen, Peter (2014). University Autonomy and Organizational Change Dynamics. Universitetet i Oslo. Fulltekst i vitenarkiv
• Elken, Mari; Gornitzka, Åse; Maassen, Peter & Vukasovic, Martina (2011). European integration and the transformation of higher education. Universitetet i Oslo. Fulltekst i vitenarkiv
• Chou, Meng-Hsuan & Gornitzka, Åse (2011). Den femte frihet og Kunnskapens Europa: Konsekvenser for Norge. Europautredningen: Utvalget for utredning av Norges avtaler med EU. Fulltekst i vitenarkiv
• Gornitzka, Åse; Larsen, Ingvild Marheim & Gunnes, Hebe (2009). Universitetsadministrasjon i Kvalitetsreformens tiår. NIFU Nordisk institutt for studier av innovasjon, forskning og utdanning. ISSN 9788272186226. Fulltekst i vitenarkiv Vis sammendrag

  NIFU STEP har tidligere undersøkt administrativ endring ved universitetene, siste gang med data fra 1999. Disse undersøkelsene har analysert universitetsadministrasjonen med vekt på endringer i størrelsen på universitetsadministrasjonen sett i forhold til antall studenter og vitenskapelige ansatte, sammensetningen av administrasjonen, administrativt tilsattes bakgrunn og forskjeller i administrasjonen lærestedene imellom.

Se alle arbeider i NVA