Ingunn Johanne Nesss bilde

Ingunn Johanne Ness

Forsker, Senior Researcher & Theme Leader, SLATE: https://slate.uib.no/
  • E-postIngunn.Ness@uib.no
  • Telefon+47 55 58 48 60+47 957 80 544
  • Besøksadresse
    Christies gate 13
    5015 Bergen
  • Postadresse
    Postboks 7807
    5020 Bergen

My research interests are grounded in a socio-cultural theoretical tradition with a particular interest in creative knowledge processes, dialogue/dialogic pedagogy, and social interaction in different learning contexts and how these processes are fostered and led.

 Creative knowledge processes are inherently social, as ideas develop through a combined and relational process of co-construction of meaning and knowledge enhancement through dialogue. This theoretical positioning is grounded in the three main premises of the sociocultural approach: 1) individual development originates in social sources, whether cultural or historical, 2) human action, including both the social and the individual planes, is mediated through tools or signs, and 3) the process spans over time and space. Within this sociocultural approach, Bakhtin’s (1981) dialogical principle, Edward’s (2012) relational expertise, and Vygotsky’s (1930/2004, pp. 9-10) concept of (creative) imagination are productive analytical tools in order to understand the creative knowledge processes in different learning contexts.

With this theoretical approach as a point of departure, I conduct multi-level research in both organizations and in schools/higher education institutions and investigate different leadership strategies and how technology can support and mediate creative knowledge processes. Dialogic pedagogy and Relational leadership have in common that both empower the learner and recognize the intersubjective nature of life, the inherently polyphonic nature of relationships, and the need to engage in relational dialogues.

Vitenskapelig artikkel
  • Vis forfatter(e) (2022). Team reflexivity and the shared mind in interprofessional learning. Policy Futures in Education. 1-11.
  • Vis forfatter(e) (2021). Reflexivity in Interprofessional Workplace Learning. International Journal of Social Policy & Education. 68-74.
  • Vis forfatter(e) (2021). Reflexivity and expansive learning theory in interprofessional workplace learning. Journal of Interprofessional Care. 878-883.
  • Vis forfatter(e) (2021). New Frontiers in Creativity, Learning, and Technology Research. Creativity. Theories – Research - Applications. 5-10.
  • Vis forfatter(e) (2020). Ricoeur’s triple mimesis and the zone of proximal development in the learning processes of interprofessional student teams. Journal of Pedagogical Sociology and Psychology. 86-91.
  • Vis forfatter(e) (2020). Polyphonic Imagination: Understanding Idea Generation in Multidisciplinary Groups as a Multivoiced Stimulation of Fantasy. Creativity Research Journal.
  • Vis forfatter(e) (2020). Creativity, Learning and Technology: Opportunities, Challenges and New Horizons . Creativity Research Journal. 1-3.
  • Vis forfatter(e) (2019). Writing on the wall: How the use of technology can open dialogical spaces in lectures. Thinking Skills and Creativity. 1-18.
  • Vis forfatter(e) (2019). Apophatic Listening. A Response to Deliberating Public Policy Issues with Adolescents: Classroom Dynamics and Sociocultural Considerations. Democracy and Education. 1-5.
  • Vis forfatter(e) (2019). Advancing Creativity Theory and Research: A Socio‐cultural Manifesto. The Journal of creative behavior. 1-5.
  • Vis forfatter(e) (2017). Polyphonic orchestration - facilitating creative knowledge processes for innovation. European Journal of Innovation Management. 557-577.
  • Vis forfatter(e) (2015). Openness, curiosity and respect: Underlying conditions for developing innovative knowledge and ideas between disciplines. Learning, Culture and Social Interaction. 29-39.
  • Vis forfatter(e) (2014). The room of Opportunity: Understanding phases of creative knowledge processes in innovation. Journal of Workplace Learning. 545-560.
  • Vis forfatter(e) (2019). Adaptiv læring i matematikk: empirisk rapport om Multi Smart Øving i grunnskolen. .
Faglig foredrag
  • Vis forfatter(e) (2020). PhD for innovation. Experiences with the pilot version of a PhD course on interdisciplinary problem solving and creativity.
  • Vis forfatter(e) (2019). PhD for Innovation: Interdisciplinary problem solving and creativity.
  • Vis forfatter(e) (2018). Forskning på egen praksis.
  • Vis forfatter(e) (2016). The Room of Opportunity PhD project.
  • Vis forfatter(e) (2016). Creative Knowledge processes in multidisciplinary group work.
  • Vis forfatter(e) (2014). The Room of Opportunity: Understanding how knowledge and ideas are constructed in multidisciplinary groups working with innovation.
Populærvitenskapelig foredrag
  • Vis forfatter(e) (2013). The Room of Opportunity: understanding how knowledge and ideas are constructed in innovative groups.
Vitenskapelig foredrag
  • Vis forfatter(e) (2021). Writing camp for PhD candidates.
  • Vis forfatter(e) (2021). When aiming for Innovation: The importance of creativity and building complementary and well-functioning teams and culture .
  • Vis forfatter(e) (2021). Let´s go native: Exploring creative processes in interdisciplinary groups through an ethnographic design .
  • Vis forfatter(e) (2021). KEYNOTE: From Policy to Practice: Polyphonic Knowledge processes in the Classroom and in Higher Education.
  • Vis forfatter(e) (2021). Diversity: a key to Creativity, Innovation work in Interdisciplinary teams .
  • Vis forfatter(e) (2021). Creativity: A spark for Interdisciplinary Innovation work.
  • Vis forfatter(e) (2020). Leading for Innovation: How crises can be innovation catalysts .
  • Vis forfatter(e) (2019). Reflexivity in interprofessional workplace learning.
  • Vis forfatter(e) (2019). KEYNOTE Organizational creativity: What is it? How can we enable it? .
  • Vis forfatter(e) (2019). Dialogue, Polyphony, and Creative Knowledge Processes in Education .
  • Vis forfatter(e) (2019). Dialogic and creative processes in the classroom and in Higher Education.
  • Vis forfatter(e) (2018). Polyphonic Imagination: Understanding how multidisciplinary groups develop innovative ideas through a multivoiced stimulation of fantasy .
  • Vis forfatter(e) (2018). How to succeed with Interdisciplinary group work for Innovation.
  • Vis forfatter(e) (2018). How to succeed with Innovation work in Interdisciplinary groups .
  • Vis forfatter(e) (2017). Creativity in Interdisciplinary groups .
  • Vis forfatter(e) (2017). Creative and polyphonic dialogues in the Relational Zone of Development -The 2017 International Society for Theoretical Psychology in Tokyo.
  • Vis forfatter(e) (2020). Dialogisk pædagogik, kreativitet og læring. Forlaget Klim.
  • Vis forfatter(e) (2020). Creative Learning in Digital and Virtual Environments Opportunities and Challenges of Technology-Enabled Learning and Creativity. Routledge.
  • Vis forfatter(e) (2016). The Room of Opportunity. Understanding how knowledge and ideas are constructed in multidisciplinary groups working with developing innovative ideas.
  • Vis forfatter(e) (2020). OPPkvikker - faglig frokostmøte med Universitetet i Bergen.
Vitenskapelig Kapittel/Artikkel/Konferanseartikkel
  • Vis forfatter(e) (2021). Polyphony.
  • Vis forfatter(e) (2021). John Dewey.
  • Vis forfatter(e) (2020). «Læring som praksis» - John Deweys pragmatisme. 17 sider.
  • Vis forfatter(e) (2020). Sosiokulturell teori - Vygotsky, Lave og Wenger. 27 sider.
  • Vis forfatter(e) (2020). Elevens beste og pedagogiske perspektiver - en analyse. 24 sider.
  • Vis forfatter(e) (2019). Clicker Interventions in Large Lectures in Higher Education. 22 sider.
  • Vis forfatter(e) (2019). Behind the Scenes: How to Research Creative Processes in Multidisciplinary Groups. 20 sider.
  • Vis forfatter(e) (2018). Sociocultural Perspectives on Creativity, Learning, and Technology. 20 sider.
  • Vis forfatter(e) (2018). STEPRE – model: Facilitating knowledge development in student groups in Higher Education.
Populærvitenskapelig bok
  • Vis forfatter(e) (2019). Innovating Pedagogy 2019. Open University Innovation Report 7. The Open University.
  • Vis forfatter(e) (2020). First year students' imagination of future employment: identity as an important employability aspect. Proceedings of the 9th Computer Science Education Research Conference. 1-7.
  • Vis forfatter(e) (2020). Diversity: Key to creative processes in interdisciplinary teams. SIETAR Switzerland The first-class Postbuzz.
Faglig kapittel
  • Vis forfatter(e) (2020). The Zone of Proximal development. . I:
    • Vis forfatter(e) (2020). The Palgrave Encyclopedia of the Possible. Palgrave Macmillan.
  • Vis forfatter(e) (2020). Polyphonic Imagination - about Understanding Idea Generation in Multidisciplinary Groups as a Multivoiced Stimulation of Fantasy. . I:
    • Vis forfatter(e) (2020). Creative Learning in Digital and Virtual Environments Opportunities and Challenges of Technology-Enabled Learning and Creativity. Routledge.
  • Vis forfatter(e) (2020). Polyfoni og kreative vidensprocesser i klasserummet og i videregående uddannelser. 113-143. I:
    • Vis forfatter(e) (2020). Dialogisk pædagogik, kreativitet og læring. Forlaget Klim.
  • Vis forfatter(e) (2020). Introduction: Creativity, Learning and Technology in the Age of the Pandemic. . I:
    • Vis forfatter(e) (2020). Creative Learning in Digital and Virtual Environments Opportunities and Challenges of Technology-Enabled Learning and Creativity. Routledge.
  • Vis forfatter(e) (2020). Dialogisk pædagogik som deltagende læring. . I:
    • Vis forfatter(e) (2020). Dialogisk pædagogik, kreativitet og læring. Forlaget Klim.
  • Vis forfatter(e) (2020). Creative success in collaboration: A sociocultural perspective. 13-31. I:
    • Vis forfatter(e) (2020). Creative success in teams. Elsevier.
  • Vis forfatter(e) (2019). Polyphonic Orchestration: The Dialogical Nature of Creativity. 189-206. I:
    • Vis forfatter(e) (2019). Dynamic Perspectives on Creativity: New Directions for Theory, Research, and Practice in Education. Springer Publishing Company.

Se fullstendig oversikt over publikasjoner i CRIStin.

Leading Creative Knowledge Processes: Knowledge Intensive Organizations and Learning Contexts

Project Period:

March 2017 - March 2022

Funded By:


Project Leader:

Ingunn Johanne Ness

We live in a changing world and creativity is important both in organizations and in a digital work life where there is a need to be innovative and able to adjust to a rapid changing society. This also includes schools and higher education institutions that prepare young people for an unknown future (21 Century skills). Further, as a society we are facing new social and global challenges that require interdisciplinary and innovative solutions.

The LEAD C-PRO project is an umbrella project comprising several sub-projects developing models and concepts for creative knowledge processes and how such processes are led in different learning contexts in organizations and other workplaces, schools, and in higher education.


Scaling up Educational Innovation in Schools

Project Period:

1 January 2020 - 31 December 2022

Funded By:


Project Leader:

Barbara Wasson (UiB)

Project Members:

SLATE, University of Bergen: Barbara Wasson, Mohammad Khalil, Cecilie Hansen, Ingunn Ness, Kjetil Egelandsdal

Project Partners:

University of Tallinn, Estonia (Project Coordinator): Terje Väljataga, Tobia Ley, Kairit Tammets

Tampere University, Finland: Jussi Okkonen, Iiris Tuvi

The European Educational Research Association has expressed serious concerns on quality and impact of educational research in Europe. The commonplace critique of educational research is that it is grounded in conventional assumptions about learning and teaching in a single setting, including the problems with fragmented and compartmentalized knowledge and lack of holistic view on learning, thus, failing to provide understandable input for improving learning and teaching and scaling up new practices and methods. Responsible Research and Innovation implies that stakeholders work together during the whole research and technology-driven innovation process in order to better adopt and scale up innovation.

Scaling Up Educational Innovation in Schools (SEIS) will significantly strengthen educational innovation research not only in Estonia, but in the Baltic states and in wider Europe by taking educational research and innovation to the next level addressing RRI principles and current dominating limitations in the field.The Twinning project SEIS aims at supporting the vision of Centre of Excellence in Educational Innovation (CEEI), Tallinn University, Estonia to become the leading and competitive research centre in educational research and innovation with the potential to influence educational innovation research and development among stakeholders in Estonia, Baltic States and in wider Europe. The overall objectives of the SEIS project are to:

  • strengthen CEEI research and innovation capactiy
  • promote the CEEI into the competetive institution in Estoinia and wider Europe, and
  • to form a basis for integrating its research activities futher into international collaboration


Project title 

FREMFARM -To educate pharmacists to be ready to meet tomorrow's challenges 

funded by: DIKU

Project leader: Lone Holst & Reidun Kjome

Members: Ingunn Johanne Ness, Øystein Stavø Høvig, David Wrights, Gia Tran, Aase Raddum, Mirey Alfarah

FREMFARM will develop the 5-year master's programme in pharmacy at UiB to better attend to skills training that prepares candidates for their future working life. 

The pharmacy programme shall prepare graduates for jobs in the pharmaceutical industry, pharmacies and elsewhere in the healthcare system, and it has traditionally been focused on chemical and biological subjects with a lot of laboratory work that teaches students the value of recipes, systematics and precision. 

Feedback from students has highlighted that, especially in the first three years of their education, the students find it difficult to see the connection between what they are learning and the profession they are preparing for. Feedback from the professional training field highlights communication skills as essential in the pharmacist's working life, and that ready-made candidates must be prepared for a working life in constant change, where they will often be given responsibility for managing change. FREMFARM will therefore develop, test, evaluate and implement new ways to include skills training in communication and innovation at repeated points during the study programme. We will also add a longitudinal topic of context, which uses examples, cases and tasks from working life to highlight the connections between what students are learning and what they will use it for.