Research

I have been the Rector of Roskilde University since 2014 and I am also a professor of university pedagogy.

My primary areas of research are:

• foreign language didactics
• university pedagogy

In recent years, I have worked in particular with exam forms, teaching development, language learning and views on language, the importance of foreign languages in education and quality in education.

Teaching

I have always been occupied with creating the best possible educational programmes for the students. During my 13 years at Aarhus University, I was, among other things, professor of university pedagogy, director of the Centre for Teaching Development, head of study for the French programme, international coordinator, and vice dean for education at the Faculty of Humanities. I was involved in developing collegial supervision as a method for competence development for teachers and supervisors, Aarhus University's teacher training programme for Danish and international assistant professors, courses in PhD supervision, teaching portfolio, and written and oral communication.

Before joining Roskilde University, I was a professor and the director of the Learning Lab at Copenhagen Business School, and I worked both strategically and in concrete teaching processes with creating optimal methods for teachers' competence development. At the same time, I was an advisor at program level on the choice of exam forms, evaluation tools and internationalization.

Management and Cooperation

I use my insight and practice with education, educational research and strategy to advise both nationally in ministerial and other committees and internationally, for example in Norway, Sweden, Finland and France. Participating in evaluating Finnish universities' research strategies, Norwegian universities' quality systems and developing French universities' bachelor's programmes provides invaluable knowledge in my everyday life, and in addition a large network within university management internationally.

I also work with management and strategy through board work, mainly within research, education, and culture.
 
All of this provides a solid basis for participating in important debates about education and universities and, not least, to help develop future research-based education and pedagogy.