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Peer review of teaching merits in academic career systems: a comparative study
KTH, School of Industrial Engineering and Management (ITM), Learning.ORCID iD: 0000-0001-8664-6854
KTH.
KTH, School of Industrial Engineering and Management (ITM), Learning.ORCID iD: 0000-0003-2983-5573
2019 (English)In: Proceedings of the 8th Research in Engineering Education Symposium (REES 2019), 2019Conference paper, Published paper (Refereed)
Abstract [en]

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.

Place, publisher, year, edition, pages
2019.
National Category
Other Engineering and Technologies not elsewhere specified
Research subject
Technology and Learning
Identifiers
URN: urn:nbn:se:kth:diva-257873OAI: oai:DiVA.org:kth-257873DiVA, id: diva2:1349059
Conference
Research in Engineering Education Symposium
Note

QC 20190917

Available from: 2019-09-06 Created: 2019-09-06 Last updated: 2019-09-17Bibliographically approved

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Edström, KristinaGeschwind, Lars

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