Kristin Solli

• Solli, Kristin & Afdal, Geir Sigmund (2026). Writing and socialization in an interdisciplinary context : doctoral students' perspectives. I Saxegaard, Fredrik; Lövheim, Mia & Afdal, Geir Sigmund (Red.), Doctoral supervision across boundaries : interdisciplinarity as process and practice. Scandinavian University Press (SCUP). ISSN 9788215074801. s. 129–154. doi: 10.18261/9788215074818-26-06. Fulltekst i vitenarkiv Vis sammendrag

  This book explores how trends of increasing emphasis on interdisciplinarity and internationalization on the one hand, and efficiency and professionalization on the other, affect doctoral supervision. Based on experiences from a Scandinavian interdisciplinary research school, the volume explores supervision as a distributed practice in a particular context. The volume discusses existing research on interdisciplinary doctoral education and supervision, as well as how handbooks on supervision discuss the impact of conducting interdisciplinary projects. It highlights how PhD students and supervisors experience their roles in the supervision of interdisciplinary projects and analyzes how committees evaluate interdisciplinary dissertations. Additionally, it explores processes of learning interdisciplinary research practices between Scandinavian and North American contexts. The volume broadens the field by adding new empirical and theoretical insights on how larger transformations of the context of PhD education in late modern knowledge societies shape interdisciplinary supervision practices. The chapters confirm insights from previous research showing that supervision involves multiple agents and processes of socialization, intersecting components of identity, and negotiations between varying cultures and expectations. In addition, the book offers new insights about how alternative learning modes and continuous interactions between PhD students and supervisors across disciplines can provide fruitful spaces for handling new challenges. A core argument for practice and future research is that supervision can no longer be limited to the dyadic, pre-scheduled meetings between a supervisor and a PhD student, but needs to be approached as a distributed practice across temporal and spatial modes of organization.

• Johansen, Gerd & Solli, Kristin (2026). Time matters: explicating temporal awareness for higher education students conducting research aimed at change. Teaching in Higher Education. ISSN 1356-2517. s. 19–19. doi: 10.1080/13562517.2026.2630378. Fulltekst i vitenarkiv
• Mason, Shannon & Solli, Kristin (2025). "A thesis is a thesis"? Insights into how researchers examine doctoral theses that include publications. Issues in educational research. ISSN 0313-7155. 35(1), s. 237–254. Fulltekst i vitenarkiv
• Ofte, Ingunn & Solli, Kristin (2024). Exploring in-class writing activities in teacher education: A study of perspectives on writing in literacy events. Nordic Journal of Literacy Research. 10(1), s. 1–22. doi: 10.23865/njlr.v10.5278. Fulltekst i vitenarkiv Vis sammendrag

  Writing is a central yet under-researched activity in teacher education classrooms. In this study, we explore in-class writing activities used by a multidisciplinary group of teacher educators at one teacher education institution. The purpose is to gain a better understanding of the nature of the writing activities and perspectives on writing they reflect. To this end, we analyze writing prompts and fieldnotes from classroom observations of fifteen literacy events in which writing was at the center. While our analysis reveals multiple and overlapping perspectives on writing, it also shows that writing activities are understood primarily as versatile learning tools. This is reflected in a focus on cross-disciplinary uses of writing to enhance students’ content learning, rather than on explicit development of discipline-specific writing conventions. Furthermore, our analysis shows that there is limited metacommunication about the writing that takes place in the literacy events. We suggest that there is untapped potential among these teacher educators when it comes to making the pedagogical rationales behind the use of in-class writing activities explicit to the students. Such explicit rationales might support students in developing a greater understanding of how to use and work with writing as future teachers.

• Solli, Kristin & Doroholschi, Claudia (2024). ‘The material you’re working with is yourself’: Student Learning Experiences with Thesis Writing. I Petric, Bojana & Castello, Montserrat (Red.), The Thesis Writing Journeys of Bachelor's and Master's Students: A Transnational European Perspective. Multilingual Matters. ISSN 9781800413986. s. 131–155. Fulltekst i vitenarkiv Vis sammendrag

  After the adoption of the Bologna declaration (1999), bachelor’s and master’s theses have become almost universal across Europe as dissertations that students have to write at the end of a study cycle. Although still relatively under-researched compared to doctoral theses, there is an increasing body of work focusing on various aspects of the bachelor’s/master’s thesis writing process such as supervision (e.g. Ädel et al., 2023; Augustsson & Jaldemark, 2014; Dysthe et al., 2006; Harwood & Petrić, 2017; Hu et al., 2016; Roberts & Seaman, 2018), institutional support (e.g. Dragomir & Dumitru, 2023; Eriksson et al., 2021) and student experiences and emotions (e.g. Henttonen et al., 2023a; Hintsanen & Pyhältö, 2018; Karlsholm et al., 2023; see also Chapter 7 in this volume). Several studies have also examined bachelor’s and master’s theses in relation to learning (e.g. Henttonen et al., 2023b; Mendoza et al., 2022) and these studies show that bachelor’s and master’s thesis writing is a complex learning experience during which students experience different types of learning. However, we do not yet have a clear understanding of when and how learning occurs during the thesis writing process from a student perspective or how students conceive of their own learning processes. The objective of this study was to capture how students conceptualise their own learning during the bachelor’s and master’s thesis writing process by analysing interviews in which master’s and bachelor’s students from several European countries were asked to reflect on their learning experiences during the journey of writing their thesis. Specifically, we analysed our dataset asking two main questions: (1) What are the main features of students’ learning trajectories? (2) What are the students’ perceptions of how they learned?

• Vestby, Stian & Solli, Kristin (2023). Fra cowboy til nordicana: 70 år med countrymusikk i Norge. Studia Musicologica Norvegica. ISSN 0332-5024. 49(1), s. 116–131. doi: 10.18261/smn.49.1.9. Fulltekst i vitenarkiv Vis sammendrag

  Denne artikkelen gir et bredt historisk overblikk over countrymusikkens utvikling i Norge. Med konseptene musikalsk gentrifisering og glokalisering som omdreiningspunkt skisserer teksten tre epoker og viser frem sentrale brytninger som kan forklare sjangerens posisjon og rolle i norsk musikkliv fra ca. 1950 til 2020. Vi legger spesielt vekt på å få frem hvordan sjangeren gjennom å utvikle egne norske uttrykk og et økende mangfold av musikalske og estetiske tilnærminger gradvis har fått større aksept. Likevel innehar country fremdeles spenningsfylte posisjoner på tvers av sosiale felt, noe som indikerer at sjangerens status stadig er uavklart. Countrymusikk er lite utforsket i norsk musikkforskning, og avslutningsvis peker vi på behovet for å undersøke smalere felt og tema enn det vår brede tilnærming muliggjør.

• Solli, Kristin & Nygaard, Lynn Parker (2022). The doctorate in pieces: a scoping review of research on the PhD thesis by publication. Higher Education Research and Development. ISSN 0729-4360. doi: 10.1080/07294360.2022.2110575. Fulltekst i vitenarkiv Vis sammendrag

  The thesis by publication (TBP) – a collection of standalone articles aimed at publication and accompanied by an explanatory narrative – has grown in popularity over the last two decades. Although research on the TBP is beginning to emerge, it is thus far fragmented. We carried out a scoping review of the literature on the TBP for the years 2000–2020 to assess the current state of knowledge about the TBP and emerging knowledge needs. We identified 65 studies that met our criteria and analyzed what kind of research is emerging (as well as where it is emerging from), what topics are covered, and what recommendations are called for. Our analysis shows that the literature has been dominated by studies focusing on individual TBP experiences and on solving practical challenges surrounding the TBP. We argue that important next steps in research on the TBP will be to move from micro-level analysis of individual experiences to more conceptual studies that seek to analyze the TBP from a meso or macro level – exploring the links between thesis format, doctoral education, and the production of knowledge in a longitudinal perspective.

• Johansen, Gerd & Solli, Kristin (2022). The hidden curriculum of temporal organization: an empirical comparison of classroom and workshop practices. Journal of Curriculum Studies. ISSN 0022-0272. 54(6), s. 792–808. doi: 10.1080/00220272.2022.2079960. Fulltekst i vitenarkiv
• Solli, Kristin & Nygaard, Lynn Parker (2022). Same But Different? Identifying Writing Challenges Specific to the PhD by Publication. I Chong, Sin-Wang & Johnson, Neil (Red.), Landscapes and Narratives of PhD by Publication. Springer Nature. ISSN 9783031048951. doi: 10.1007/978-3-031-04895-1_2. Fulltekst i vitenarkiv Vis sammendrag

  Is writing a PhD By Publication (PBP) a fundamentally different learning experience than writing a traditional thesis in the form of a monograph? Are the ‘typical challenges’ faced by a PBP writer substantively different from the challenges of writing a traditional thesis, or do they stem from an environment unfamiliar with the PBP, or simply similar challenges manifested differently? In this chapter, we seek to answer these questions by analysing 17 peer-reviewed articles written by PBP writers who describe and reflect on their own experiences of writing a PBP. Our analysis identifies three types of challenges that can be considered unique to PBP writers and inherently linked to the features of the genre: potentially losing ownership of the text and writing process, negotiating the relationship between stand-alone pieces and the thesis as a whole, and writing for different purposes and different audiences. We conclude the chapter by suggesting that these findings can help identify the type of institutional and supervisory support PBP writers need and by pointing to a need for further empirical research into how different thesis types shape doctoral trajectories.

• Muir, Tom & Solli, Kristin (2022). "And Thou Shall Find your Path": The Manifesto in Doctoral Writing Development. Journal of Academic Writing. 12(1), s. 68–85. doi: 10.18552/joaw.v12i1.817. Fulltekst i vitenarkiv Vis sammendrag

  If writing pedagogy aims at writer development rather than text fixing, understanding how the writer sees that development is a key element of our skillset as writing teachers. In this article, we argue that a writing manifesto is a way for academic writers to express their development – one that, crucially, draws on semiotic resources outside the usual palette of academic writing. We situate this argument in the literature about reflective writing, which sees reflection as key in writing development, but which also points to the limits of certain kinds of reflective writing. Specifically, several scholars have noted how the reflective essay, traditionally conceived, tends to be constructed of formulaic mappable moves that can obstruct meaningful reflection. By analysing a corpus of manifestos created by doctoral writers, we show how the writers’ use of distinctive semiotic resources – irony, parody, font choice, layout – allow the writers to position themselves as agentive, and present themselves as the makers, not the recipients, of rules about writing. The manifesto, then, is a useful genre for enabling reflection and development because it can create space for writers’ agency and text ownership. Our analysis highlights the value of further discussion about alternate modes of reflective writing.

• Solli, Kristin & Muir, Tom (2021). EAP Pedagogies for Doctoral Students in Professional Fields. I MacDiarmid, Carole & MacDonald, Jennifer J. (Red.), Pedagogies in English for Academic Purposes: Teaching and Learning in International Contexts. Bloomsbury Academic. ISSN 9781350164826. s. 59–74. Fulltekst i vitenarkiv
• Muir, Tom & Solli, Kristin (2019). The Unreal and the Real: English for Research Purposes in Norway. I Corcoran, James N.; Englander, Karen & Muresan, Laura-Mihaela (Red.), Pedagogies and Policies for Publishing Research in English: Local Initiatives Supporting International Scholars. Routledge. ISSN 9781138558090. doi: 10.4324/9781315151229-6. Fulltekst i vitenarkiv Vis sammendrag

  Working in Norway, often with scholars based in the relatively new academic fields connected to the professions, we encounter issues in academic writing beset by a double conflict – the issues of power, hierarchy and expression that accrue around publishing in an additional language are multiplied by contradictions between “professional relevance” and “research relevance.” We argue that we are seeing here an instance of a paradox – academic writing is not real (its properties are contingent, not essential), and at the same time real (it is imbricated in material, often controversial, systems of reward and advancement). Situating this paradox in the context of Norwegian higher education language debates, we examine the concept of “academic drift” and the practical responses offered by Legitimation Code Theory to this issue. Attending to the constructedness of academic forms and disciplinarity, we suggest that questions concerning national language policies are bound up with questions about the nature of academic writing itself.

• Solli, Kristin & Ødemark, Ingjerd Legreid (2019). Multilingual Research Writing beyond English: The Case of Norwegian Academic Discourse in an Era of Multilingual Publication Practices. Publications. 7(2). doi: 10.3390/publications7020025. Fulltekst i vitenarkiv Vis sammendrag

  Although English is the dominant language of scholarly publication, many multilingual scholars continue to publish in other languages while they also publish in English. A large body of research documents how these multilingual scholars negotiate writing in English for publication. We know less, however, about the implications of such negotiations for other languages that scholars work in. We wanted to investigate trends in writing conventions in language other than English during a period when multilingual publication patterns have been common. Specifically, we examined changes in rhetorical patterns in the introduction sections of the 1994 and the 2014 volumes of three Norwegian-language journals in three different disciplines in the humanities and social sciences. Our findings show that while certain features of our material might be interpreted as the result of a non-English discourse community adopting dominant Anglo-American models, the overall picture is more complex. Our study indicates that we need more research that examines cross-linguistic textual practices that focus on English and any other languages that scholars may work in. We also consider the possible pedagogical implications of such a focus

• Solli, Kristin (2017). Tales of the West: "Americanization" in an Era of "Europeanization". I Dominguez, Virginia R. & Desmond, Jane C. (Red.), Global Perspectives on the United States: Pro-Americanism, Anti-Americanism, and the Discourses Between. University of Illinois Press. ISSN 9780252040832. s. 217–238. Fulltekst i vitenarkiv
• Luthen, Geir Sverre; Klevenberg, Bente; Solli, Kristin & Strangstadstuen, Solveig (2016). The writing buddy scheme at two teacher education institutions - (how) does it work? I Livingston, Kay & Macfarlane, Gaele (Red.), Teacher education through partnerships and collaborative learning communities. Proceedings of the 40th annual ATEE Conference. Glasgow 2015. ATEE - Association for Teacher Education in Europe. ISSN 9789082506518. s. 248–260. Fulltekst i vitenarkiv

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• Nygaard, Lynn Parker & Solli, Kristin (2020). Strategies for Writing a Thesis by Publication in the Social Sciences and Humanities. Routledge. ISBN 9780367204693. 194 s. Fulltekst i vitenarkiv

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• Solli, Kristin; Afdal, Geir Sigmund & Bjerke, Annette Hessen (2026). Supervisor Experiences of Doctoral Thesis Resubmission or Rejection. Fulltekst i vitenarkiv
• Solli, Kristin & Afdal, Geir Sigmund (2026). From Supervisors to Supervision: Exploring Distributed Supervision in Doctoral Education. Fulltekst i vitenarkiv
• Solli, Kristin & Johansen, Gerd (2026). Making time visible in student research: Why temporal awareness matters. doi: https:/teachinginhighereducation.wordpress.com/2026/03/02/making-time-visible-in-student-research-why-temporal-awareness-matters/. Fulltekst i vitenarkiv
• Solli, Kristin; Zemliansky, Pavel & Muir, Tom (2025). Designing an Online Course on Digital Science Communication for Researchers: Experiences from DILAN. doi: 10.5281/zenodo.15727157. Fulltekst i vitenarkiv Vis sammendrag

  KEYNOTE PLENARY - This presentation explores design principles for creating an online course on digital science communication tailored for researchers across disciplines and across countries. By drawing from experiences of DILAN, an Erasmus+ project, which aims to aid researchers in effectively communicating their work to diverse audiences, the talk will highlight some key lessons for design principles and the process of course development in an international collaborative team. We begin by discussing key design principles for online education, such as interactivity, accessibility, and engagement. Adaptability was a core focus in the course design and development process to ensure the course could be taught across various institutional and cultural settings. This required developing flexible modules mindful of different academic and cultural contexts. Workshopping the course with DILAN team members was instrumental in refining its content and structure, integrating feedback from diverse institutional and disciplinary contexts. The course's pilot phase in multiple settings provided insights into its adaptability, suggesting which ways the course may be modified to meet local needs. Preliminary results suggest mostly successful adaptation, fostering participant engagement and peer learning, but also points to some challenges that involve clarifying expectations among educators and participants about the course objectives. The presentation concludes with lessons from the pilot, addressing ongoing modifications and clarifications.

• Solli, Kristin (2025). Det blinker gult og rødt. Evalueringer av doktorgradsavhandlinger. doi: https:/www.hiof.no/forskning/aktuelt/arrangementer/konferanser/2025/solli_forskerutdanningskonferansen_2025.pdf. Fulltekst i vitenarkiv
• Solli, Kristin & Afdal, Geir Sigmund (2025). From supervisors to supervision: Experiences of distributed doctoral supervision. Fulltekst i vitenarkiv
• Vestby, Stian; Solli, Kristin & Scott, Claudia (2025). Fra cowboy til Nordicana: 70 år med countrymusikk i Norge. Fulltekst i vitenarkiv
• Solli, Kristin; Vestby, Stian & Scott, Claudia (2024). Fra cowboy til nordicana: 70 år med countrymusikk i Norge. Fulltekst i vitenarkiv
• Hansen, Kai Arne; Solli, Kristin & Vestby, Stian (2024). Kvinnelige musikere rir den norske countrybølgen. [Journal]. Kilden kjønnsforskning. Fulltekst i vitenarkiv
• Negretti, Raffaella; McGrath, Lisa; Castello, Montserrat; Bubaré, Anna Sala & Solli, Kristin (2024). Educating doctoral writers at the intersection of industry and academia. Fulltekst i vitenarkiv
• Solli, Kristin (2024). Developing sustainable writing practices: Thriving as a doctoral writer. Fulltekst i vitenarkiv
• Pettersen, Malin; Solli, Kristin; Vestby, Stian & Guttormsen, Ellen Wesche (2024). Kvinner gjorde country stuereint i Norge. [Radio]. NRK P2 - Ekko. Fulltekst i vitenarkiv
• Solli, Kristin & Nygaard, Lynn Parker (2023). What exactly is a PhD by publication? LSE Impact Blog. Fulltekst i vitenarkiv
• Muir, Tom; Solli, Kristin & Zemliansky, Pavel (2023). Three Trends in Doctoral Writing. Fulltekst i vitenarkiv
• Solli, Kristin (2023). Examining the Experiences of Doctoral Researchers with Professional Backgrounds Writing for Publication. Fulltekst i vitenarkiv
• Solli, Kristin (2023). Examining the Experiences of Doctoral Researchers with Professional Backgrounds Writing for Publication. Fulltekst i vitenarkiv
• Solli, Kristin & Nygaard, Lynn Parker (2023). Research on the doctoral thesis by publication: The current state of knowledge and emerging knowledge needs. Fulltekst i vitenarkiv
• Solli, Kristin & Muir, Tom (2023). Transformation and Preservation: Examining the Experiences of Doctoral Researchers with Professional Backgrounds Writing for Publication. Fulltekst i vitenarkiv
• Solli, Kristin (2022). Exploring Research Genres and Language-use in the Digital Age. Review of Research Genres across Languages. Multilingual Communication Online by Carmen Pérez-Llantada. ESP Today. Journal of English for Specific Purposes at Tertiary Level.. ISSN 2334-9050. 10(2), s. 339–344. Fulltekst i vitenarkiv
• Solli, Kristin & Muir, Tom (2021). EAP Pedagogies for Doctoral Students from Professional Fields Writing a Thesis by Publication. Fulltekst i vitenarkiv
• Muir, Tom & Solli, Kristin (2021). Beyond Reflection: The Manifesto in Doctoral Writing Development. Fulltekst i vitenarkiv
• Johansen, Gerd; Solli, Kristin & Dyrnes, Eva Martinsen (2019). Exploring knowledge practices in a building and construction program. Fulltekst i vitenarkiv
• McGrath, Lisa; Muir, Tom; Negretti, Raffaella & Solli, Kristin (2019). Crossing contexts: doctoral students' writing within and across public sector, industrial and academic institutions. Fulltekst i vitenarkiv
• Solli, Kristin; Nygaard, Lynn Parker; Angu, Pineteh Ernest; Day, Trevor & Leijen, Djuddah (2019). The Doctorate in Pieces? A Roundtable Conversation about Article-Based Dissertations in the Humanities, Social Sciences, and Professional Fields. Fulltekst i vitenarkiv
• Doroholschi, Claudia & Solli, Kristin (2019). Plotting a writing research journey: A collaborative autoethnographic account of working in an international research team. Fulltekst i vitenarkiv
• Muir, Tom & Solli, Kristin (2019). Writing Differently: A Syllabus in Ninety Minutes. Fulltekst i vitenarkiv
• Solli, Kristin (2019). Drifting into Research? Multilingual Researchers in Professional Fields, Academic Drift, and EAP. Fulltekst i vitenarkiv
• Bekar, Mira; Doroholschi, Claudia & Solli, Kristin (2018). BA and MA Students’ Perceptions on the Supervisory Relationship: A European Context. Fulltekst i vitenarkiv
• Solli, Kristin (2018). Bruk av andres tekster i egen tekst: leseøvelser for skriving. Fulltekst i vitenarkiv
• Doroholschi, Claudia & Solli, Kristin (2018). “The material you’re working with is yourself”: Student learning experiences with thesis writing. Fulltekst i vitenarkiv
• Solli, Kristin & Muir, Tom (2018). English for Research Purposes in Norway: Language, Authority, Positioning. Fulltekst i vitenarkiv
• Solli, Kristin (2018). Review of Language Learning and Use in English-Medium Higher Education by Lia Blaj-Ward. Journal of English for Academic Purposes. ISSN 1475-1585. 36(November 2018), s. 132–134. doi: 10.1016/j.jeap.2018.10.002. Fulltekst i vitenarkiv
• Solli, Kristin (2017). Review of Writing Your Master's Thesis: From A to Zen. Journal of Academic Writing. 7(1), s. 59–62. Fulltekst i vitenarkiv
• Solli, Kristin & Ødemark, Ingjerd Legreid (2017). Writing Conventions in an Era of Multilingual Publication Practices: The Case of Changing Rhetorical Patterns in Norwegian Academic Discourse. Fulltekst i vitenarkiv
• Muir, Tom & Solli, Kristin (2017). Who is here?: Haunted Teaching and EAP. Fulltekst i vitenarkiv
• Solli, Kristin (2016). Journal Analysis. Fulltekst i vitenarkiv
• Gulden, Ann Torday; Muir, Tom & Solli, Kristin (2016). Uses of literary texts and cultural studies to expand EAP practice: breaking new ground. Fulltekst i vitenarkiv Vis sammendrag

  This provocative round table seeks to address and challenge the worrying tendencies towards conformity in EAP practice and its outcomes. EAP imposes a terministic screen which can be limiting and lead to the risk of cloned discourses. There is an element of instrumentality in much current EAP practice, which risks endorsing unreflecting formulaic writing . The power of EAP hegemonies can interfere with the development of academic identities in both L1 and L2 contexts. Using approaches from literary and cultural studies, we propose to explore ways in which learner imagination and autonomy can be encouraged and such instrumentality challenged. (Ann Torday Gulden was the convenor of the roundtable, Tom Muir and Kristin Solli were contributors)

• Solli, Kristin (2016). Reading in English. Fulltekst i vitenarkiv
• Solli, Kristin & Bancel, Suzanne (2016). Teaching and Learning across Borders: Implications for Curriculum Development. Fulltekst i vitenarkiv
• Solli, Kristin & Bancel, Suzanne (2016). Multilingual Resources. Fulltekst i vitenarkiv
• Solli, Kristin (2016). The Place of Theory in Academic Writing. Fulltekst i vitenarkiv
• Muir, Tom & Solli, Kristin (2016). Norwegian Forum for English for Academic Purposes Summer Conference 2016: EAP and Creativity (Conference co-organiser). Fulltekst i vitenarkiv
• Luthen, Geir Sverre; Solli, Kristin; strangtadstuen, solveig & Klevenberg, Bente (2015). Hvordan kan vi se en skrivekameratordning i et mangfoldperspektiv? Fulltekst i vitenarkiv
• Luthen, Geir Sverre; Strangstadstuen, Solveig; Klevenberg, Bente & Solli, Kristin (2015). The writing buddy-scheme at two teacher education institutions - (how) does it work? I Livingston, Kay (Red.), ATEE 40th annual conference 2015 : Teacher education through partnerships and collaborative learning communities : Programme and abstracts book. University of Glasgow, Scotland. s. 101–101. Fulltekst i vitenarkiv
• Luthen, Geir Sverre; Strangstadstuen, Solveig; Klevenberg, Bente & Solli, Kristin (2014). Writing buddies: developing a programme for students with Norwegian as a second language in teacher education across institutions. I Leite, Laurinda (Red.), ATEE annual conference 2014: Transitions in teacher education and professional identities: programme and abstracts. University of Minho. ISSN 9789898525345. s. 155–155. Fulltekst i vitenarkiv Vis sammendrag

  39th ATEE conference

• Solli, Kristin (2011). Håndlangerne. [Journal]. Forskerforum. Fulltekst i vitenarkiv
• Gulden, Ann Torday; Fryer, Daniel Lees & Solli, Kristin (2010). 'Not too happy, but I just have to do it':Challenges in using English as method of instruction. Fulltekst i vitenarkiv
• Solli, Kristin & Gulden, Ann Torday (2010). In English, Please : Academic Writing in a Second Language. Fulltekst i vitenarkiv
• Gulden, Ann Torday & Solli, Kristin (2010). In English please: academic writing in a second languauge. Fulltekst i vitenarkiv
• Solli, Kristin & Gulden, Ann Torday (2010). "'Not too happy, but I just have to do it': Challenges in using English as the medium of instruction". Fulltekst i vitenarkiv
• Steensen, Steen; Solli, Kristin & Bjerke, Annette Hessen (2026). A Strategic Guide to Writing the PhD kappe : Developed at the PhD programmes in Social Sciences and Educational Sciences, Oslo Metropolitan University | Skriftserien. OsloMet Skriftserie. ISSN 9788283648348. Fulltekst i vitenarkiv Vis sammendrag

  This guide offers strategic advice for PhD candidates and supervisors writing the introductory synthesis – the kappe – of an article-based dissertation. It is grounded in a systematic review of 40 doctoral evaluation reports from the PhD programmes in Social Sciences and Educational Sciences at OsloMet, supplemented by insights from the broader research literature on article-based dissertations. The guide is structured in four chapters. After the introduction in chapter 1, chapter 2 focuses on six recurring areas of critique raised by evaluation committees and translates each into concrete best-practice recommendations for candidates. The six themes are: (1) Articulating Research Questions and Aims with Precision, (2) Contextualisation and Positioning Within the Research Field; (3) Developing a Coherent Theoretical Framework and Conceptual Clarity; (4) Ensuring Methodological Transparency and Rigor; (5) Discussing Findings and Articulating Contributions; and (6) Ensuring Coherence, Structure, and Overall Quality of the Kappe. For each theme, the guide describes the most common examiner critiques and offers specific, actionable strategies for addressing them during the writing process. The third chapter addresses primarily supervisors. It focuses on two core supervisory challenges: helping candidates build a kappe that holds together as a coherent, integrated whole, not merely a sum of its parts, and guiding the kappe writing process from an early stage through to submission. The guide offers practical strategies for both, including guiding questions that foreground the connections between chapters, tools for "zooming out" while still working on individual articles, and advice on managing feedback and clarifying expectations. The guide concludes with an annotated list of selected resources for further reading, in chapter 4.

• Negretti, Raffaella; Solli, Kristin; McGrath, Lisa; Bubaré, Anna Sala & Montserrat, Castelló (2025). Doctoral education at the intersection of academia and the professions in Europe: towards innovative writing pedagogies. Chalmers. Fulltekst i vitenarkiv
• Jonsdottir, Gudrun; Solli, Kristin & Vinje, Inge Johnny (2015). Sluttrapport fra arbeidsgruppen OFA-master. Inspirasjon fra Pilot i Nord. Oslofjordalliansen. Fulltekst i vitenarkiv

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