| Discrepancies in purposes of student course evaluations: what does it mean to be “satisfied”? I Borch, R Sandvoll, T Risør Educational Assessment, Evaluation and Accountability 32 (1), 83-102, 2020 | 77 | 2020 |
| Drivers for educational change? Educational leaders’ perceptions of academic developers as change agents T Fossland, R Sandvoll International Journal for Academic Development 28 (3), 305-318, 2023 | 18 | 2023 |
| Feeling good, but missing the mark. What happened to the assessment in peer assessment? R Sandvoll Journal of University Teaching & Learning Practice 11 (1), 3, 2014 | 18 | 2014 |
| When Intentions Meet Reality: Consonance and Dissonance in Teacher Approaches to Peer Assessment. R Sandvoll Canadian Journal of Higher Education 44 (2), 118-134, 2014 | 12 | 2014 |
| Undervisningsplanlegging. I JH Stray & L R Sandvoll, M Allern Wittek (Red.), Pedagogikk-en grunnbok, 307-320, 2014 | 12 | 2014 |
| Merittering som vitenskapelig tilnærming til undervisning R Sandvoll, K Winka, M Allern Uniped 41 (3), 246-258, 2018 | 10 | 2018 |
| Student course evaluation documents: Constituting evaluation practice I Borch, R Sandvoll, T Risør Assessment & Evaluation in Higher Education 47 (2), 169-182, 2022 | 4 | 2022 |
| Peer observation of teaching asmotivation for educational development–from teaching as private enterprise to a collective approach M Allern, MA Sundset, R Sandvoll The 2nd EuroSoTL conference, 2017 | 4 | 2017 |
| Vitenskapelig ansattes refleksjoner om utvikling av egen undervisning R Sandvoll, K Dørum, M Solberg Uniped 40 (4), 284-298, 2017 | 3 | 2017 |
| Deliberative leadership: Moving beyond dialogue K Ewins, E Fremstad, T Fossland, R Sandvoll Leading Higher Education As and For Public Good, 107-123, 2020 | 1 | 2020 |
| Nurturing pedagogical praxis through deliberative communication R Sandvoll, A Bergh, TD Solbrekke Leading Higher Education As and For Public Good, 142-156, 2020 | 1 | 2020 |
| Academic developers’ roles and responsibilities in strengthening student evaluation of teaching for educational enhancement I Borch, R Sandvoll, T Roxå Higher Education Research & Development, 1-15, 2024 | | 2024 |
| Academic development through a collective approach–introducing peer observation of teaching in a multidisciplinary faculty: Academic development through a collective approach MA Sundset, R Sandvoll Nordic Journal of STEM Education 6 (1), 16-27, 2022 | | 2022 |
| DELIBERATIVE LEADERSHIP K Ewins, E Fremstad, T Fossland, R Sandvoll Leading Higher Education As and For Public Good: Rekindling Education as Praxis, 2020 | | 2020 |
| Supporting the development of professional responsibility in higher education in the interface between odontology and education R Sandvoll, A Bergh, TD Solbrekke European Conference Educational Research (ECER 2020), Glasgow, UK, September …, 2020 | | 2020 |
| Enhancing a collective approach to teachingin the spirit of SoTL MA Sundset, R Sandvoll, M Allern Ikaskuntza-irakaskuntzaakademikoaren eremu berriakarakatzen, 507-512, 2019 | | 2019 |
| A policy on the shelf or a map for future action?-Perceptions of and reactions to a strategic plan for teaching and learning in higher education R Sandvoll Nordic Studies in Education 35 (3-4), 184-199, 2015 | | 2015 |
| A policy on the shelf or a map for future action? R Sandvoll Nordic Studies in Education 35, 2015 | | 2015 |
| Fra strategisk plan til praksis En studie om forutsetninger for utvikling av undervisning i høyere utdanning R Sandvoll UiT Norges arktiske universitet, 2014 | | 2014 |
| Å være seminarleder–muligheter og utfordringer i seminarundervisningen R Sandvoll | | |
