Arne Nørstebø

• Boe, Ole; Myhre, Enid; Mirlekar, Gaurav; Vindenes, Urd; Ellestad, Laura & Nørstebø, Arne [Vis alle 7 forfattere av denne artikkelen] (2026). GENERATIVE AI IN DOCTORAL EDUCATION: GUIDELINES, NORMS, AND INSTITUTIONAL EXPECTATIONS FOR PHD CANDIDATES IN NORWAY. EDULEARN Proceedings. 26. doi: 10.21125/edulearn.2026.1053. Fulltekst i vitenarkiv Vis sammendrag

  This article examines the use of artificial intelligence (AI) in academic writing among PhD candidates in Norway, with particular attention to the guidelines, expectations, and institutional support available for the use of generative AI in doctoral work. The study was motivated by the dual role of PhD candidates as both students and researchers, a position that raises important questions related to academic integrity, independent scholarship, and supervision. The guiding research question was: What regulations, guidelines, and norms apply to PhD candidates at Norwegian universities regarding the use of generative AI? Document analysis was used as the method to investigate the research question. Our study was based on documents considered crucial for providing insight into the study’s purpose, that is, publicly available university websites and policy documents identified through web-based searches. The findings show that several Norwegian universities have developed AI-related guidance for students, which can be grouped into five main categories: (1) general guidelines and recommendations, (2) specific guidance for the use of AI in assignments, (3) ethical considerations and critical thinking, (4) legislation and privacy, and (5) national initiatives. Overall, these guidelines reflect an attempt to balance the opportunities and risks offered by AI with the need to uphold academic integrity, ethical standards, and data protection. However, the analysis also indicates that most existing guidelines are aimed primarily at bachelor’s and master’s students. There is limited attention to the specific situation of PhD candidates, particularly regarding their combined roles as students and independent researchers. The study concludes that doctoral education in Norway lacks clear and targeted guidance on the responsible use of generative AI, highlighting the need for dedicated institutional and national guidelines.

• Nørstebø, Arne; Furfjord, Ingrid & Boe, Ole (2026). Peer feedback as a learning activity in police instructor education. AMPS Proceedings Series. 43(3), s. 281–290. doi: https:/amps-research.com/wp-content/uploads/2026/02/Amps-Proceedings-Series_43.3.pdf. Fulltekst i vitenarkiv
• Nørstebø, Arne & Boe, Ole (2024). EXPLORING PEER FEEDBACK'S IMPACT ON FACILITATION OF LEARNING: A PILOT STUDY FROM THE NORWEGIAN POLICE UNIVERSITY COLLEGE. ICERI Proceedings. s. 3864–3874. doi: 10.21125/iceri.2024.0982. Fulltekst i vitenarkiv
• Nørstebø, Arne; Dahl, Olav & Boe, Ole (2023). Does the digitalization of practical exams in mentoring education reflect a practical exam`s true nature? ICERI Proceedings. s. 1849–1855. doi: 10.21125/iceri.2023.0538. Fulltekst i vitenarkiv

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• Nørstebø, Arne; Furfjord, Ingrid & Boe, Ole (25). Feedback as a Learning Activity in Police Instructor Education. Fulltekst i vitenarkiv
• Eckblad, Kjersti; Damen, Maria Louiza Christina; Furfjord, Ingrid & Nørstebø, Arne (2024). Responding to future requirements when the students want to be educated for today. Dilemmas in Norwegian Police University College instructor education programs. Fulltekst i vitenarkiv
• Nørstebø, Arne & Dahl, Olav (2021). Bruk av digitale verktøy ved vurdering av praktisk veiledning. Fulltekst i vitenarkiv Vis sammendrag

  En presentasjon og diskusjon om hvordan digital innlevering av eksamen påvirker studentenes læringsutbytte innen praktisk veiledning.

• Nørstebø, Arne & Nilsen, Annette Drangsholt (2016). Eksamensformer med bruk av video. Fulltekst i vitenarkiv
• Thoresen, Marianne & Nørstebø, Arne (2011). Veiledning i barnehager. Om å utfordre i veiledning. Fra nyutdannet lærer til profesjonell yrkesutøver i lærende fellesskap. Becoming a professional: the New Teacher in schools and kindergartens. Oslo 30. - 31.mars 2011. se nettsiden www.nyutdannede.no - kurs og konferanser. Fulltekst i vitenarkiv

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