Assessing educational expertise in academic faculty promotion

Levander, Sara; Riis, Ulla

doi:10.3402/nstep.v2.33759

Cited by 7 publications

(6 citation statements)

References 4 publications

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“…These findings are similar to previous research (see e.g. Levander et al, 2019;Levander & Riis, 2016). Experience per se may indeed indicate evidence of quality; the rationale could be that "practice makes perfect", or that a dysfunctional teacher would not repeatedly be assigned further teaching.…”

Section: A Restricted Notion Of Educational Proficiencysupporting

confidence: 89%

Construction of educational proficiency in academia: peer review of educational merits in academic recruitment in Sweden

Levander

2020

Education Inquiry

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Section: A Restricted Notion Of Educational Proficiencysupporting

confidence: 89%

Construction of educational proficiency in academia: peer review of educational merits in academic recruitment in Sweden

Levander

2020

Education Inquiry

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“…However, educational proficiency has mainly been focused in academic development literature and in policy analyses. Research has shown that educational proficiency is given less weight than research in academic promotion (Cadez, Dimovski, and Groff 2017;Chalmers 2011;Levander and Riis 2016;Young 2006). Although studies on educational proficiency are increasing in number (e.g.…”

Section: From Teaching Skills To Scholarship Of Teaching and Learningmentioning

confidence: 99%

The meaning-making of educational proficiency in academic hiring: a blind spot in the black box

Levander

Forsberg

Elmgren

2019

Teaching in Higher Education

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This article develops knowledge about the meaning and value ascribed to educational proficiency in the recruitment of full professors. Hiring processes reflect standards that organize academia and notions of academic scholarship, its value and quality, and agents involved have an institutional gate-keeping function. The empirical data, external peer review letters, is drawn from an old comprehensive research-intensive university, offering educational programmes within a broad range of scientific domains. Although a large variety of aspects are ascribed to educational proficiency, and variations do occur across scientific domains and reviewers, the main finding is a restricted notion. A special value is assigned to the scope of doctoral supervision and teacher training. Internal individual classroom performance is focused, while scholarly interaction is less emphasized. Reviewers primarily serve as gatekeepers of disciplinary research, not the education thereof, thus educational proficiency is no game changer in the context of academic scholarship.

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“…Given that they have their own formal and informal criteria for recruitment, reflecting their community, culture, type of knowledge, and notions of quality (Lamont, 2009;Musselin, 2010), they can be argued to emphasize different qualities in an applicant (Reymert et al, 2020;Reymert, 2021). For instance, bibliometric indicators, teaching experience, and interpretive and technical skills are valued differently across the disciplinary spectrum (Hammarfelt & Rushforth, 2017;Herschberg et al, 2018;Levander & Riis, 2016;Musselin, 2010).…”

Section: Disciplinary Differences In Academic Recruitmentmentioning

confidence: 99%

Barriers to attracting the best researchers: perceptions of academics in economics and physics in three European countries

Reymert

Vabø²,

Borlaug

et al. 2022

High Educ

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Recruitment is one of the main strategic tools for universities, which aim to hire the best possible candidates for their academic positions. However, not every institution can hire whom they perceive as the best. Our paper investigates what are perceived to be the most pressing hindrances to attracting the best researchers. We focus on national and disciplinary differences in researchers’ perceptions of barriers to recruiting the best scholars in their fields. We surveyed researchers in economics and physics in the Netherlands, Norway, and the UK and find that economists emphasize salary level and institutional prestige as the main barriers, while physicists underline competition from non-academic actors and career development opportunities. We further find differences by country. In Norway, limited institutional prestige is a key barrier to attracting the best researchers, while researchers in the UK highlight salary levels. Respondents at Dutch universities claim that they experience multiple, equally important barriers.

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Assessing educational expertise in academic faculty promotion

Cited by 7 publications

References 4 publications

Construction of educational proficiency in academia: peer review of educational merits in academic recruitment in Sweden

Construction of educational proficiency in academia: peer review of educational merits in academic recruitment in Sweden

The meaning-making of educational proficiency in academic hiring: a blind spot in the black box

Barriers to attracting the best researchers: perceptions of academics in economics and physics in three European countries

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