Assessing educational expertise in academic faculty promotion

• 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.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Pedagogik (hsv//swe)

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

Nyckelord

academic work; educational expertise; evaluation; peer review; promotion

Publikations- och innehållstyp

ref (ämneskategori)

art (ämneskategori)