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Educational research in Norway has experienced unprecedented structural expansion and cognitive shifts over the last two decades because of greater state investments and the strategic use of extensive and multi-year thematic programmes to fund research projects.Using a neo-institutionalist framework, we examine institutionalisation dynamics in cultural-cognitive, normative and regulative dimensions by means of interviews, research programme calls, policy documents and funding data. In the cultural-cognitive dimension, we find references to the knowledge society, the perceived importance of evidence in policymaking and ideas of quality, excellence and relevance. In the normative dimension, we find the introduction of new professional and methodological standards, reflecting broader global patterns of academic and epistemic drift. In the regulative dimension, the strengthened role of both government and the Research Council of Norway is manifest in substantial growth in both funding and large-scale, long-term planning, including thematic choices-evidence of 'programmification'. The importance of external models has grown in an era of internationalisation, yet translation occurs at every level of the governance of educational research. This results in a specific Norwegian research model, guided by a mode of governance of programmes that maintains social values that are traditionally strong in Nordic societies.

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