Kristin Solli

I study how researchers and students in higher education write and how institutional and historical conditions shape that writing. Much of my work examines doctoral writing development and the emergence of the PhD thesis by publication. I’m also interested in the implications of this type of thesis format for supervisors, examiners, institutions, and academic disciplines. A second strand of my research looks at understandings of time as an often invisible condition for learning and research. I use mostly qualitative methods, and an important goal is to contribute to the further development of pedagogy, supervision, and institutional practices.