Peer review of teaching merits in academic career systems: a comparative study

• This paper investigates peer review of teaching merits in promotion processes at two Swedish technical universities. At KTH, two external experts evaluate both scientific and teaching merits, while Chalmers invites three experts for scientific and one for pedagogical evaluation. 50 successful promotion cases, containing 126 expert statements, are investigated quantitatively and qualitatively. The analysis shows that neither university devotes the same attention to assessing teaching as scientific merits. In 2/3 of the cases, less than 1/3 of the text is devoted to evaluating teaching merits. Half the KTH cases are settled based on less than one page evaluating teaching. In pedagogical evaluations at Chalmers, teaching qualifications are broadly conceptualised including collegial and scholarly aspects. At KTH, the experts with Swedish affiliations demonstrate broader conceptualisations of teaching than the international experts do. This is interpreted as expressions of two different evaluation cultures, one scientific-international and one pedagogical-national. The legitimacy of these practices is considered.

Ämnesord

TEKNIK OCH TEKNOLOGIER  -- Annan teknik -- Övrig annan teknik (hsv//swe)

ENGINEERING AND TECHNOLOGY  -- Other Engineering and Technologies -- Other Engineering and Technologies not elsewhere specified (hsv//eng)

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences (hsv//eng)

Nyckelord

Technology and Learning

Teknik och lärande

Publikations- och innehållstyp

ref (ämneskategori)

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