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From one digital assessment platform to another

Switching digital assessment platforms is rarely about technology alone

For many higher education institutions, the real challenge lies in change management. Unlearning established processes, reassuring academic staff, ensuring examday stability and navigating the organisational impact of a new system, even when the institution is already fully digital.

In 2025, three Norwegian institutions: Oslo Metropolitan University (OsloMet), VID Specialized University and Østfold University College (HIOF), all transitioned to WISEflow after UNIwise was awarded the national SIKT tender. All of them were experienced users of another digital assessment platform.

While SIKT recommended WISEflow as the national digital assessment platform, the decision to follow that recommendation ultimately rested with each individual institution. The institutions chose to align with the national recommendation as part of a longerterm strategic direction for the sector.

As the systems worked, the choice to switch raised important questions internally: why change something that already functions, how to bring staff along, and how to ensure stability during and after the transition.

It is within this context that UNIwise entered the picture. Not to convince institutions to adopt a new platform, but to support them through the organisational and operational implications of a transition they had actively decided to undertake.

Their stories illustrate what it takes to move from one digital system to another without disruption, and why the role of the vendor must go far beyond delivering software.

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SWITCHING WHEN THE SYSTEM ALREADY WORKS

Their existing solutions had not failed them. OsloMet openly describes itself as an institution that normally avoids changing tools unless necessary. However, alignment with the national sector and longterm strategy made the change unavoidable

VID and HIOF describe a similar starting point. Their previous platforms functioned well, and staff were already accustomed to digital exams. The challenge was not digitisation, but transition: how to move forward while maintaining confidence among administrators, academic staff and students.

This is the context in which UNIwise entered - not to “sell a better system”, but to support institutions through a complex organisational shift.

THE REAL CONCERNS BEHIND THE TRANSITION

Across all three institutions, the same concerns surfaced early in the process:

  • Academic staff resistance to changing established exam practices

  • Increased workload for exam administration during the transition period

  • Uncertainty around integrations and technical stability

  • Anxiety around highstakes exams, especially early in implementation.

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At VID, there was particular concern about how quickly staff could adapt, given the short timeframe for the switch. HIOF anticipated a demanding period with parallel systems running simultaneously. At OsloMet, the scale of the organisation added another layer of complexity: longstanding processes had to be rethought and rebuilt, not simply transferred. These concerns were not treated as obstacles to be minimised, but as realities to be addressed.

THREE INSTITUTIONS, THREE TRANSITION PATHS

VID: A fast transition with close support

VID faced an unusually tight timeline. Once the decision was made to switch platforms, the institution moved quickly, supported by strong leadership backing and a clear internal mandate.

What made the difference, according to VID, was the intensity and quality of UNIwise’s onboarding and followup. The process was described as proactive, flexible and highly personal. Rather than delivering a standard onboarding package, UNIwise stayed closely involved, ensuring that training, integrations and daily questions were handled as they arose. The process was described as proactive, flexible and highly personal. Rather than delivering a standard onboarding package, UNIwise stayed closely involved, ensuring that training, integrations and daily questions were handled as they arose.

“The transition was intense and had to happen quickly, but UNIwise stayed very close to us throughout. The onboarding was thorough, and the continuous follow-up made us confident that we would succeed. This was not a standard delivery. It felt like a true collaboration.”
Heidi OlsenExamination Administration, VID Specialized University

As VID highlights, such a rapid transition would not have been possible without strong onboarding and continuous support. The relationship was not transactional, it was collaborative.

HIOF: Confidence to run highstake exams early

For HIOF, trust was the decisive factor. The institution chose to run highstakes, on campus exams early in the implementation period. A decision that required full confidence in both the system and the support behind it. What enabled this was the knowledge that UNIwise was available, responsive and directly reachable if issues arose.

HIOF describes how simply knowing that “support was there, and reachable” changed their risk assessment. In practice, that support was never needed on exam day, but its presence made it possible to move forward decisively.

“We dared to run large, highstakes exams very early because we knew we had UNIwise’s support behind us. We knew they were available, we had their mobile numbers, and that made all the difference. It made us feel safe.”
Lena KnudsenSenior Advisor, Section for Examinations, Østfold University College

Following implementation, HIOF reports fewer student inquiries, smoother exam starts and reduced administrative overhead, particularly through automated communication and clearer workflows.

OsloMet: Managing change at scale

OsloMet’s transition illustrates what platform switching looks like in a large, complex organisation.

Rather than a single cutover moment, OsloMet implemented WISEflow in phases, starting with pilot exams and gradually scaling up. Much of the effort focused not on the system itself, but on change management, preparing administrative staff, supporting academic users and restructuring established exam processes.

UNIwise played a central role in this phase. Onboarding sessions were adapted to OsloMet’s needs, delivered both online and onsite, and recorded for reuse. Questions were answered quickly, often immediately, and followup was described as handson and visible.site, and recorded for reuse. Questions were answered quickly, often immediately, and followup was described as handson and visible.

One of the strongest signals from OsloMet is not tied to functionality, but to relationship. The institution describes feeling seen and heard, not treated as just another customer, but as a partner whose concerns mattered.

“The response time when we had questions or issues was very fast. We really felt seen as a user – not just as an institution in a contract, but as a partner whose concerns mattered.”
Nadine KaiserMember of OsloMets WISEflow Project Team

WHAT CHANGED AFTER GOLIVE

Despite their differences, all three institutions report similar outcomes once WISEflow was in use:

  • Fewer technical issues at exam start
  • Reduced manual communication, replaced by automated messaging
  • Fewer student questions related to exam access and submission
  • Greater predictability and calm during exam periods
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“After we moved to WISEflow, we receive far fewer enquiries from students about submissions and exams. The automated messages and clearer workflows have made exam days calmer for everyone, both students and administration.”
Lena KnudsenSenior Advisor, Section for Examinations, Østfold University College

Notably, these benefits are not framed in terms of features, but in terms of operational relief. The success of the transition is measured less by what the system can do, and more by how little friction it introduces.

UNIwise AS A PARTNER, NOT JUST A DIGITAL ASSESSMENT PLATFORM VENDOR

Across all interviews, one theme stands out clearly. UNIwise is described not as a vendor delivering software, but as a partner embedded in the process.

UNIwise Totebags in stack on table

 

Institutions highlight:

  • Proactive and flexible onboarding

  • Deep understanding of exam practices

  • Fast response times and human availability

  • Willingness to adapt support and onboarding to institutional needs

OsloMet explicitly notes that UNIwise’s responsiveness made them feel important as an institution, not just as a contract. VID states clearly that they could not have completed the transition alone. HIOF points to the confidence that came from knowing support was present, even when it was not needed.

“We felt very well supported throughout the process. The UNIwise team was hands-on, responded quickly, and helped us move forward whenever questions came up. That made a real difference for us.”
Sofya KudlaevaOsloMet project Lead

WHO THIS CASE IS FOR

This story is relevant for institutions that:

  • Already use a digital assessment platform and know that functionality alone does not determine success

  • Are considering a switch due to national frameworks, tenders or longterm strategic alignment

  • Recognise that their main concerns lie outside the platform itself, including:

    • Change management

    • Academic staff adoption
    • Examday stability
    • Organisational workload and risk

FREQUENTLY ASKED QUESTIONS

Why did the institutions switch to WISEflow if their existing platforms already worked?

Although their previous systems were functional, OsloMet, VID, and HIOF chose WISEflow to align with Norway’s national SIKT recommendation and broader strategic direction. The switch wasn’t driven by system failure, but by long‑term sector alignment and future readiness.
What were the biggest concerns during the transition?

Across all institutions, concerns included academic staff resistance, increased administrative workload, integration uncertainties, and fear of instability during high‑stakes exams. These concerns were treated as real organisational challenges, not technical issues.
How did UNIwise support institutions through the transition?

UNIwise acted as a hands‑on partner rather than a traditional vendor, offering proactive onboarding, fast response times, tailored training sessions, and direct availability during critical periods. Institutions consistently described the support as personal, flexible, and highly collaborative.
What made VID’s fast transition successful?

VID had a very tight timeline, but strong leadership support combined with intensive follow‑up from UNIwise made it possible. Continuous training, direct communication, and tailored guidance ensured the institution could switch platforms quickly and confidently.
How did HIOF gain confidence to run high‑stakes exams early?

HIOF proceeded with major on‑campus exams early in the implementation because they trusted they had immediate access to UNIwise support if needed. Knowing they had direct contact and rapid escalation options allowed them to adopt WISEflow decisively, even though no issues arose on exam day.
What outcomes did the institutions experience after go‑live?

All three institutions reported fewer technical issues, smoother exam starts, fewer student questions, reduced manual communication, and greater predictability. The success was measured less by features and more by how much friction the new system removed from daily operations.

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