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Educational Quality

The overarching objective of Umeå University's model for the recognition of teaching qualifications is to contribute to the ongoing enhancement of educational quality by:

• Encouraging faculty members to cultivate a high level of pedagogical competence
• Recognizing and rewarding outstanding pedagogical competence among the university’s teaching staff
• Fostering institutional and faculty-level support for pedagogical development
• Establishing clear criteria for pedagogical excellence in higher education
• Assessing and rewarding such excellence in accordance with these criteria

The model comprises two levels of recognition: Recognised Teacher and Distinguished Teacher. Applications for distinguished teacher may only be submitted by teachers who have previously been appointed recognised teacher. Each level is defined by a set of criteria for pedagogical competence, all of which must be fulfilled for an appointment to be granted.

Appointment within the model is associated with a salary adjustment, determined by the Vice-Chancellor every four years. The Committee for the Recognition of Teaching Qualifications, comprising representatives from all faculties, holds overarching responsibility for ensuring quality and consistency. Final decisions on appointments are made by the respective faculty.

Criteria

For appointment, all criteria at the relevant level must be fulfilled, although not all indicators need to be met.

Recognised Teacher

A recognised teacher has teaching experience beyond that required for appointment as a teacher at Umeå University. At this level, emphasis is placed on the teacher’s engagement and competence in interactions with students, as demonstrated through planning, implementation, assessment, evaluation, and development of their own teaching. The recognised level focuses on the qualities of pedagogical work carried out in direct relation to students and the teacher’s own teaching practice.

1. Teaching Experience

The teacher has extensive and broad teaching experience in higher education and has made significant contributions to educational programmes. Relevant aspects include experience of:

• various teaching assignments
• different educational levels
• different teaching methods
• different student groups
• course or module responsibility
   

2. Engagement

The teacher shows engagement in the teaching assignment and develops and renews their own pedagogical practice. Aspects considered important for the assessment include that the teacher, for example:

• actively participates in the development of teaching elements, modules, and courses
• systematically evaluates their teaching and uses the results to improve quality
• develops their higher education pedagogical competence through further education and discussions with colleagues and students
• develops their subject and professional knowledge through further education and discussions with colleagues and other stakeholders

3. Teaching Skill

The teacher has a good ability to plan, implement, and evaluate teaching and examination that supports students’ learning. Aspects considered important for the assessment include that the teacher, for example:

• plans, implements, examines, evaluates, and develops teaching that supports students’ learning and enhances their critical thinking
• develops and adapts teaching and examination methods according to subject content, student group, and distribution methods
• relates their own teaching to other courses or modules within the subject area to achieve progression and coherence
• has received positive feedback on their teaching skills

4. Reflective Approach

The teacher has a reflective and critical approach to their own pedagogical practice. Aspects considered important for the assessment include that the teacher, for example:

• shows awareness of their pedagogical principles and positions
• reflects on the goals of higher education, the conditions of the subject, and the general advantages and disadvantages of different teaching methods, and how these justify the design of their own teaching
• discusses course content and teaching methods with colleagues and students
• learns from past experiences, both good and less good, and applies these experiences in the development of teaching and their own learning 

Distinguished Teacher

A Distinguished teacher has broader pedagogical skills than what is required for the Recognised level. For the Distinguished level, the teacher’s scientific approach to the pedagogical assignment as well as engagement and skill in pedagogical leadership and professional development are emphasized. The Distinguished teacher’s pedagogical practice has an impact for the department, the university, and the academic community. At the Distinguished level, the focus is on the quality of the pedagogical work that the teacher conducts with colleagues, at the department and the university, as well as for the field of higher education pedagogy.

5. Scientific approach

The teacher applies a scientific approach in their pedagogical practice by analyzing and problematizing their practice and disseminating their higher education pedagogically grounded knowledge. Aspects considered important for the assessment include that the teacher, for example:

• shows awareness of their pedagogical principles and starting points based on scientific grounds and proven experience
• problematizes the scientific traditions of their own subject and its significance for education and students’ learning
• develops teaching materials and learning aids supported by subject didactic and higher education pedagogical knowledge
• communicates their higher education pedagogical experiences, knowledge, and skills through national and international networks, conferences, or journals

6. Pedagogical leadership

The teacher has promoted pedagogical development in higher education and collaboration within and outside the university through pedagogical leadership. Aspects considered important for the assessment include that the teacher, for example:

• initiates, evaluates, and drives the development of education in collaboration with colleagues and other stakeholders
• initiates and participates in pedagogical discussions, seminars, and conferences within and outside the university
• promotes higher education pedagogical development, collaboration, and participation at various levels within and outside the university
• has taken on pedagogical development and leadership assignments of strategic and operational nature

7. Professional Development

The teacher has systematically developed themselves and the higher education pedagogical activities over time. Aspects considered important for the assessment include that the teacher, for example:

• continuously develops their higher education pedagogical competence in a versatile manner
• continuously develops their pedagogical leadership to promote the quality of education and students’ learning
• has visions and plans for pedagogical development work in relation to the conditions of higher education

The Committee for the Recognition of Teaching Qualifications

To ensure an equal assessment of pedagogical proficiency at the different faculties, the Vice-Chancellor has decided on a joint university board to oversee qualifications for higher education teaching. The Board recommends a decision for appointment to the faculties, based on the experts' assessments.

The Board consists of Deputy-Vice-Chancellor Cathrine Norberg (chair), two representatives per faculty and representatives of the three student unions.

An expert in educational matters and an administrative support officer from Centre for Educational Development (UPL) are co-opted to the committee, as well as two already appointed Distinguished Teachers, who are selected by the chair. If necessary, an expert in employment matters from the Human Resources Office is also co-opted. The term of office is four years, and the committee meets at least twice per semester.

Faculty of Medicine

Associate Dean Magnus Hultin and Educational Leader Anna Fahlgren.

Faculty of Social Sciences

Associate Dean Ulrika H Westergren and Educational Leader Tomas Rattamää.

Faculty of Arts and Humanities

Deputy Dean Maria Löfgren and Educational Leader Ann-Catrine Eriksson.

Faculty of Science and Technology

Deputy Dean Karolina Broman and Educational Leader Susanne Vikström.

Student Unions

One representative from each of the following: Umeå Student Union, the Medical Student Union of Umeå, and the Science and Technology Student Union.

Pedagogical Experts

The applications are assessed by external pedagogical experts. For applications to the Recognised level, one expert is appointed; for the Distinguished level, two experts are appointed. The expert’s task is to evaluate whether the applicant meets the criteria for the Recognised or Distinguished level, and to provide constructive feedback to the applicant. The expert is also responsible for reviewing the applicant’s eligibility regarding higher education pedagogical training. The review should result in a written expert statement following the template below.

Link to the template