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Den pedagogiska skickligheten och akademins väktare: Kollegial bedömning vid rekrytering av universitetslärare
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. (STEP)
2017 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This thesis develops knowledge on educational proficiency as an object of assessment in academic hiring of university teachers. Hiring processes are essential for the very formation of academia, and peers involved in these processes have an institutional gate-keeping function. University teachers are an important resource for both research and teaching and thus student learning. Consequently, educational proficiency is crucial for the development of higher education institutions. The analysis is informed by a discursive perspective and by research and conceptualizations on educational proficiency, and peer review as a practice of evaluation. The empirical material consists of full dossiers and external peer review letters, drawn from a comprehensive research-intensive university in Sweden.

The first study explores the weight and care peer reviewers attribute to candidates’ educational credentials in the promotion of senior lecturers to full professor. The second study examines educational proficiency in the recruitment of full professors. The meaning and the value attributed to educational proficiency in peer review letters are analyzed, and a set of interrelated themes is developed. The third study investigates the assessment of educational proficiency in the recruitment of senior lecturers. The themes previously developed are further explored as are strategies of intertextuality used by reviewers.

Educational proficiency is attributed a variation of aspects, albeit only a few of those are assigned special value: teaching experience and PhD supervision appears as the touchstone of educational proficiency. Although teaching experience refers to various types of experiences, emphasis is on scope of teaching, and almost no attention is given to the teaching-research nexus. This way, the epistemic foundation of teaching is disregarded. Further, by summarizing and listing merits, reviewers equal experience with proficiency. Although variations do occur across scientific domains, peer reviewers’ affiliation and assignment, the deepest impression conveyed are the similarities. Findings imply that educational proficiency primarily relates to internal and locally embedded activities, and is understood as a technical and generic process. The thesis discusses and problematizes peer review as an expert evaluation, and illuminates how peer review in academic hiring is positioned in the intersection between institutional values and academic cultures.

Place, publisher, year, edition, pages
Uppsala: Acta Universitatis Upsaliensis, 2017. , p. 196
Series
Digital Comprehensive Summaries of Uppsala Dissertations from the Faculty of Educational Sciences ; 12
Keyword [en]
Academic hiring, academic career, academic reward systems, assessment, discourse, educational proficiency, evaluation, higher education, intertextuality, judgment, peer review, promotion, scholarship of teaching and learning, teaching skills, tenure and promotion
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:uu:diva-332515ISBN: 978-91-513-0141-9 (print)OAI: oai:DiVA.org:uu-332515DiVA, id: diva2:1153291
Public defence
2017-12-15, Sal IX, Universitetshuset, Biskopsgatan 3, Uppsala, 13:15 (Swedish)
Opponent
Supervisors
Available from: 2017-11-24 Created: 2017-10-30 Last updated: 2018-03-07
List of papers
1. Assessing educational expertise in academic faculty promotion
Open this publication in new window or tab >>Assessing educational expertise in academic faculty promotion
2016 (English)In: Nordic Journal of Studies in Educational Policy, ISSN 2002-0317, Vol. 2, article id 33759Article in journal (Refereed) Published
Abstract [en]

During 19992010, eligible Swedish university lecturers had an unconditional right to apply for promotion tothe position of professor. Our aim was to discuss the motives of the reform and to problematise challenges inmaking qualitative assessments of educational expertise. We presented the results from an evaluation of thereform, and we focused on the weights that the peer reviewers in their assessment assign to the educationalcredentials of the applicants as opposed to those assigned to the research credentials. The empirical materialconsists of the dossiers from 294 cases of promotion. For research expertise and for educational expertise, wecreated one and three indices, respectively, where different types of credentials were given different weights.Changes over time were examined, as well as differences between disciplinary domains. In the assessment anddecision process, educational expertise was outweighed by research expertise, and mainly quantitative aspectsof the former were taken into account. There were signs that the peer review system underwent changes andthat its intended quality-promoting function diminished over time.

Keyword
academic work; educational expertise; evaluation; peer review; promotion
National Category
Pedagogy
Identifiers
urn:nbn:se:uu:diva-308870 (URN)10.3402/nstep.v2.33759 (DOI)
Available from: 2016-11-30 Created: 2016-11-30 Last updated: 2017-11-29Bibliographically approved
2. A blind spot in the black box: The meaning-making of educational proficiency in academic appointment of full professors
Open this publication in new window or tab >>A blind spot in the black box: The meaning-making of educational proficiency in academic appointment of full professors
(English)In: Teaching in Higher Education, ISSN 1356-2517, E-ISSN 1470-1294Article in journal (Refereed) Submitted
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:uu:diva-332443 (URN)
Available from: 2017-10-27 Created: 2017-10-27 Last updated: 2017-10-30
3. Assessment of Educational Proficiency in Academic Hiring: Construction through summarizing
Open this publication in new window or tab >>Assessment of Educational Proficiency in Academic Hiring: Construction through summarizing
(English)In: Journal of Higher Education, ISSN 0022-1546, E-ISSN 1538-4640Article in journal (Refereed) Submitted
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:uu:diva-332413 (URN)
Available from: 2017-10-27 Created: 2017-10-27 Last updated: 2017-10-30

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