Sample Higher Education Peer Review Team Letter for Faculty Promotion

Abstruse

While enquiry claim have long been the priority in the recognition of institutions and scholars, teaching is often downplayed, actualization as a practise of less worth in Academia. To counteract this tendency, various systems to upgrade the value of education and to promote education excellence have been introduced by college didactics institutions on a global scale. In this chapter, we explore the values and behavior unveiled in the promotion of academics in such a system. We employ empirical information collected from an inquiry into the promotion of distinguished university teachers at a comprehensive academy in Sweden. An assay of reviewers' judgements and legitimations shows that the intersection between promotion, peer review, and excellent instruction affects non just the peer review process, simply also the notion of the distinguished university teacher.

Keywords

Peer review
Academic promotion
Teaching excellence

Introduction

Promotion in academia is part of the bookish reward system that comprises the many means in which institutions and scientific fields value faculty. The reward organisation, which includes aspects of both merit and bias, is critical in how institutions recruit, sustain, assess, and advance faculty members throughout their careers (O'Meara, 2011). Reward systems and career structures are deeply entrenched in the national traditions of higher didactics systems and domestic labour markets. However, processes of convergence can exist observed and, in many countries, recent reforms have addressed the management of faculty careers in somewhat similar ways (Musselin, 2005). In many countries, academic careers follow a rather formalized structure with more or less clearly delineated ranks for dissimilar stages (Musselin, 2010).

Moreover, evaluations are a hallmark of scientific merit (Merton, 1968), and an evaluation machinery has now spread to nearly every corner of the academic enterprise, reward systems included (Dahler-Larsen, 2015). In evaluation practices, gatekeepers maintain a powerful role in the recognition of scholars and institutions. Judgement by peers is the evaluation grade par excellence in the academic field, although it has been challenged by managerialism (Musselin, 2013). Peer review is crucial in determining, for example, the reputation and status of scholars and the allocation of scarce resources and academic careers (Lamont, 2009).

Research merits take long been the priority in the recognition of institutions and scholars (Merton, 1968; Bourdieu, 1996). Teaching is ofttimes downplayed, actualization every bit a practise of less worth in academia (Van den Brink, 2010; Levander, 2017). To counteract this tendency, diverse systems to upgrade the value of didactics and promote teaching excellence accept been introduced by higher instruction institutions on a global scale (O'Meara, 2011). Even though institutions differ in their heart of focus, most stress a multiple grade of scholarship that includes the dual mission and nexus of enquiry and teaching (Boyer, 1990; Elken & Wollscheid, 2016; Taylor, 2008; Tight, 2016). In recent decades, there has been a quest for excellence in academic scholarship, in terms of both research and educational activity and public outreach. The moral qualities of academics tin also exist included in the evaluation of excellence (Lamont & Mallard, 2005). Nevertheless, excellence, similar quality, often lacks both an external referent and internal content; it does non refer to a specific prepare of things or ideas (Readings, 1996). As an empty signifier (Laclau & Mouffe, 1985), excellence has gained back up and full general consent on the level of discourse.

Although excellence has come up to serve as the meritocratic standard and currency, it is not a universally recognized, neutral, and objective gold standard. On the opposite, there is little consensus of what constitutes excellence, what it means, how it is achieved, and how it may be assessed (Lamont, 2009). Rather, it is a fuzzy socially constructed object that is contextual and relational, gaining its meaning by an array of actors in multiple practices and through various artefacts (Angermüller, 2010). In other words, the construction and conceptualization of excellence depends on where it is used, by whom, for what purposes, and in relation to what; different standards of excellence are employed in different contexts.

While at that place is a keen deal of literature on teaching excellence in higher instruction—stretching from distinct conceptualizations of the phenomenon (Boshier, 2009; Boyer, 1990) to suggestions or imperatives on how to assess it in, for example, academic recruitment and promotion (Glassick et al., 1997; Paulsen, 2002; Ramsden et al., 1995)—there is less enquiry on how it is manifested in academic promotion processes. Prior inquiry on peer review of excellence in academia has primarily focused on research excellence in grant proposals and in manuscripts for publication in academic journals. Even though peer review has been a prominent object of study, peculiarly later 1990, empirical research has not addressed peer review in a comprehensive way. In particular, insufficiently few studies analyse peer review in the promotion of teaching excellence and the texts that are interchanged in these processes (Sabaj Meruane et al., 2016; Batagelj et al., 2017). Thus, we know little virtually the manifestation of instruction excellence in peer review in distinct academic promotion systems. In this respect, this affiliate provides a substantial contribution to the extant enquiry on peer review.

In this chapter, we explore the values and behavior that are unveiled in the promotion of academics when educational activity excellence is under scrutiny. Nosotros employ empirical data collected within the research project titled Academia, Scholar Proficiency, and Career Systems—more than specifically, from an inquiry into the promotion of excellent teachers to the level of 'distinguished university teacher',^{Footnote one} at a broad research-intensive comprehensive university in Sweden. Due to the principle of public admission to official records, the documents in promotion processes are hands attainable for research purposes. While contextual factors such as national regulations, institutions' academic profiles, and academic evaluative cultures are critical for the specific meaning reviewers accredit to teaching excellence, the evaluation processes of academic scholarship are of involvement across the specific context. Moreover, the tendencies of convergence of higher educational systems require an understanding of specific national circumstances (Hamann, 2019).

In many respects, peer review in the promotion of teaching excellence is similar to other evaluations of academic performances; however, there are likewise meaning differences. We debate that the peer review process is mainly framed by the national and institutional context, the item career and advantage system, the type of appointment (promotion), and the specific object of evaluation (teaching excellence). Moreover, the intersection between promotion, peer review, and excellent teaching affects both the peer review procedure and the notion of the 'distinguished university teacher'. Furthermore, the institutionalization of this promotion exercise is embedded in the tension between standardization and professional judgement. Like many other evaluation practices, the promotion procedure is a high-stakes action characterized by dubiety and risk.

The chapter proceeds as follows: commencement, promotion to the level of 'distinguished academy teacher' will be contextualized as part of the career and reward structure within the Swedish college education sector. We and then analyse the framework of regulation and sectionalization of responsibilities between the agents involved in the promotion procedure at the particular university under study (the 'case academy'). Side by side, we employ guidelines, applications, and reviewers' assessments to illustrate the meaning-making of distinguished university education. Special attention is paid to the reviewers' judgement and to their legitimation of their judgement. In the final section, nosotros talk over the institutionalization of the notion of an excellent instructor as manifested in the (e)valuation process of 'distinguished university teachers'.

Career and Reward Structure in Swedish Higher Education

Although most higher education institutions in Sweden are public, they vary in size, in specialization, and in the residuum betwixt the resource allocated for research and didactics. They also differ in that universities are granted general degree-awarding powers at the 2nd and 3rd bike levels, while university colleges must apply for them. The same basic legislation is valid for all Swedish college education institutions (Swedish Govt. Bill, 2009/2010, 80). Thus, at that place is now some variety in the career and reward structure, although there are still major similarities regarding the well-nigh fundamental categories.

According to national statistics, senior lecturers and lecturers make up about 30 and 15 per cent, respectively, of the research and didactics staff in the college education system. The share of academics with professorship—the highest position a instructor or researcher can achieve—amounts to roughly 20 per cent. There are also permanent positions every bit researchers. Within these positions, fixed-term employments are relatively common (approximately 30 per cent), including qualification positions and positions every bit a researcher, visiting professor, adjunct instructor, or substitute teacher. Qualification positions include acquaintance senior lecturer, postdoc, and postdoctoral research fellow. There is an increasing tendency in the number of positions requiring a PhD (UKÄ, Swedish Higher Education Authority, 2019).

The nigh mutual procedure for appointing positions at a higher education institution is that teachers are to exist appointed in competition, assessed by good reviewers who must pay the same amount of attending to the assessment of research as to the cess of teaching expertise. Unless it is manifestly unnecessary, skillful reviewers are expected to be used for the appraisal of a professor. The positions of professors and senior lecturers and the qualification position of an associate senior lecturer are regulated by the state in the Swedish Higher Education Act (SFS, 1992:1434). Across these, each institution tin can make up one's mind what teacher categories are to exist employed and how their career structure and guidelines for date and promotion are to be designed. Every bit elsewhere (Höhle, 2014), a shift from a chair model to a department model tin can be observed in Sweden. While basic criteria of eligibility for senior lecturers and professors are yet established at the authorities level in the Swedish College Education Ordinance (SFS, 1993:100), decisions on more than elaborated criteria, and on criteria for the employment of other types of academic positions, are fabricated at the institutional level.

There are three bones career structures in the Swedish higher education system (every bit detailed in Fig. 11.1), and they utilize different denominations and levels of teaching excellence. The first career structure is the traditional ranking structure, which is mainly based on inquiry expertise. The second is direct linked to the about mutual education positions—the mandatory professor and senior lecturer—in addition to the common teaching position of the lecturer, who is not required to accept a PhD. The third is an emerging career construction similar to the organization of tenure and promotion that is employed in United states universities, based on the fixed-term qualification position of acquaintance senior lecturer.

It is possible for a candidate to be appointed to whatsoever teaching position without having held another teaching position earlier, although educational activity expertise is required. Usually, the rank of reader is required for an appointment to professor. At many universities, a teacher may utilise for a promotion from 1 teaching position to the adjacent, while demonstrating the required expertise in research and pedagogy. In the three-track career structure presented in Fig. xi.one, there are several possible career paths. In the next department, we explore how the promotion to 'distinguished university teacher' in our instance university is related to the Swedish college pedagogy career and reward structure, and briefly comment on the promotion organization and its guidelines.

Gatekeeping in the Promotion of 'Distinguished University Teachers'

In 2010, the vice-chancellor of our case university decided on a academy-broad reform in which teachers could apply to become appointed as 'distinguished university teachers', at a level clearly requiring a higher level of proficiency than the level being demanded for recruitment (Guidelines for Comprisal of First-class Teachers). Thus, the admittance of 'distinguished academy teachers' emerged as an boosted, fourth career track (Fig. 11.2).

Criteria specifications were left to the kinesthesia boards to decide on, in accordance with a decentralized collegial structure. Pedagogy qualifications should be documented and assessments should exist performed by two reviewers, at least one of which must be external to the academy and at least i of which must have scientific expertise in the same field equally that of the candidate. The admitted instructor would receive a standardized bacon increase.

Promotion processes at the university follow a formalized procedure. A requirement for admittance to 'distinguished university teacher' is permanent employment as a lecturer, senior lecturer, or professor. On the 1 hand, the rank of a 'distinguished academy teacher' is on par with the rank of a reader. On the other hand, it is neither a part of the traditional career rails nor a part of the tenure and promotion career track, both of which are based on possession of a PhD. Instead, teaching excellence is directly linked to either level of the educational activity position career rail (see Fig. 11.1). Each faculty lath has elaborated guidelines within the institutional framework. Co-ordinate to these guidelines, there are no differences in the cess of excellence based on the level of teacher position.

The Procedure of Promoting Teaching Excellence

The process of promotion comprises several stages and involves different agents. Due to unlike structures inside different scientific domains, the level of the faculty board involved may vary, and there are slight differences in the degree of delegation at dissimilar faculties. Still, in general, a promotion committee prepares the recruitment and evaluation process, whereas the concluding conclusion is fabricated by a kinesthesia lath. The promotion committees are standing committees, and the members are elected for a certain term of office. The entire procedure is illustrated in Fig. 11.iii.

As shown in the figure, the process involves a number of gatekeepers, all of which are peers: the reviewers, the promotion committee, and the kinesthesia board. These gatekeepers produce a number of documents: evaluation reports written past the reviewers, the proposal protocol from the promotion committee, and the last conclusion protocol from the faculty board/promotion committee. The faculty board plays a dual office in this process, since the board executes the local guidelines framing the whole process in add-on to making the concluding decision, if the latter is not delegated elsewhere.

The actual process starts when a candidate submits an awarding to the promotion committee. And then, the promotion committee selects two peer reviewers to assess the application. After the reviewers' evaluation reports are submitted to the promotion commission, the candidate may be invited to an interview and/or educational hearing. Drawing on the awarding, evaluation reports, interview, and educational hearing, the committee decides whether or not to nominate the candidate for comprisal. Although the determination-making lies with the committee or the lath, the reviewers take a crucial gatekeeping function and are key actors in this evaluation do.

The qualification and selection of the gatekeepers are crucial to the making of the 'distinguished university teacher' in the promotion process. Faculty members on the board and committees are selected by and amid scientifically qualified colleagues. In some committees, the members are themselves appointed every bit 'distinguished university teachers' or are considered to be especially skillful in pedagogical problems. To a varying extent, peer reviewers are chosen for their disciplinary expertise, pedagogical noesis, pedagogical content cognition, or expertise in the evaluation of teaching proficiency. Pari passu with the national emergence of the possibility of rewarding splendid educational activity is the establishment of a national course programme aiming to educate reviewers in the evaluation of pedagogy excellence. More than and more academics are attention this course, and many of the reviewers involved in these assessments at the academy have taken the class.

The Mandatory Content of the Application Dossier

As shown in Fig. 11.3, reviewers must base of operations their assessments on the data compiled in the awarding dossier. The dossier commonly includes a comprehend alphabetic character, a curriculum vitae (CV), and a teaching portfolio (Fig. 11.iv).

In the portfolio, the candidates are expected to describe and reverberate upon prior experiences in areas such as telescopic of teaching, management and development of teaching, the education-enquiry nexus, and scholarly interaction. The candidates' teaching philosophy is likewise relevant—that is, their reasoning about their educational aims, views on teaching, learning theories, and then forth. It is important for candidates to provide concrete examples from practise that support their instruction philosophy and account of experiences. The portfolio should also contain various educational and teaching materials, such every bit a syllabus, assignments, lecture notes, and books, in guild to strengthen the clarification and arguments made past the candidate. Moreover, a variety of testimonials, such equally certificates, diplomas, student course evaluations, and attestations or affirmations from employers and colleagues, should be included in social club to substantiate the excellence of the candidate. To support and guide the applicants and the reviewers' assessments, the faculty boards have adult local guidelines.

Faculty Guidelines and Candidate Applications

In this chapter, we draw on application cases from a educational activity excellence advantage system at a wide inquiry-intensive comprehensive university in Sweden during 2013–2014. The information includes policy guidelines, full awarding dossiers, and the reviewers' evaluation reports. All three scientific domains are represented, and both admitted and rejected applications are included. The instance university is divided into three scientific domains: Humanities and Social Sciences (HS), Medicine and Pharmacy (MP), and Science and Applied science (ST). Three sets of guidelines are represented in our textile, one for each domain. All guidelines include criteria, although these are elaborated in different ways regarding the aspects and examples of signs of fulfilment—that is, what kinds of indicators the applicants can bespeak towards as evidence of their excellence. All sets of guidelines have in common an appreciation of all-encompassing disciplinary knowledge, broad experience from teaching at various levels and in different courses, a cogitating practice in which the candidate analyses her or his ain teaching and its outcomes, cooperation and discussions with colleagues, and educational assistants. Collaboration and academic leadership are likewise emphasized, but not by every faculty. Some faculties expect all aspects to be fulfilled, while other faculties regard some aspects as added value. Moreover, the ST and MP faculties emphasize the instruction-research nexus, instruction-society nexus, and student progression, while the HS faculty stresses research activities, scientific production, research seminars, and conferences. While several types of testimonials are mentioned as evidence, it is worth noting that a standard for the level of excellence is non explicit in the guidelines. Both Boyer (1990) and O'Meara (2011) emphasize the reward organisation as a device for institutions, departments, and disciplines to differentiate among themselves and present their practices as unique. Within the promotion organization of didactics excellence, there are no signs of such organizational judgements in the guidelines.

In the applications, candidates negotiate the guidelines when addressing reviewers equally 'significant others' in the promotion process (Serrano Velarde, 2018). In alignment with the guidelines, the application dossiers in our report consist of portfolios with written reflections on the applicant'southward educational exercise, also every bit attachments with various testimonies, class evaluations, and examples, commonly complemented with CVs. The candidates' reflections are by and large grounded in philosophical statements, typically based on both the educational literature and experience. Diverse examples of instruction practise, including supervision and examination, are reflected upon, ofttimes with some literature references and attachments. Furthermore, collegial cooperation and academic leadership are covered. In many cases, reflective exercise is shown through the candidate'southward ain teaching progress and thoughts on future development. The importance of the teaching-enquiry nexus is often discussed, with disciplinary knowledge and research insights seen as foundations for teaching, occasionally with some mention of the consequences for the design of learning activities. Reciprocal learning and the role of students in academic discussions are sometimes mentioned; for example, one applicant wrote, 'Interaction with students at both undergraduate and postgraduate levels has ofttimes meant that my research has been challenged and critiqued in interesting and at times unexpected means'. In this chapter even so, we focus on the evaluation reports written by peers.

Sentence and Legitimation in the Making of 'Distinguished Academy Teachers'

Recognizing excellent teaching is expedient for research on the interaction between reviewers, the object of the review (i.e. teaching excellence), and the context of the review (i.e. promotion). In add-on, since attempts to promote the value of instruction and teaching excellence are evolving across the globe (O'Meara, 2011), early investigations may contribute to the comeback of these practices. Every bit an emergent practice, the admittance of 'distinguished academy teachers' involves insecurities regarding the prevailing norms of assessment. We may expect the various promotion texts to be more explicit near codified norms than in situations with more institutionalized evaluation practices. Informed by the sociology of valuation and evaluation (Beljean et al., 2015; Hamann, 2019), we are concerned with how value is produced and assessed in the promotion of instruction excellence. Nosotros illustrate the making of the' distinguished university teacher' in promotion evaluations by analysing the archived records of peer review reports, while because the guidelines and candidate applications mentioned to a higher place. We distinguish between two processes that are analytically distinct withal empirically intertwined (Hamann, 2019): the reviewers' process of judgement, in which value and qualities are ascribed to candidates and to excellent teaching and the process of legitimation, in which judgements are justified and fabricated stable.

The (East)valuation of the 'Distinguished University Instructor': The Judgement

In the (e)valuation of the 'distinguished university teacher', the reviewers ascribe value to teaching excellence in distinct means: past explicitly pointing to qualifications and competencies plant in the application dossier (referred to herein as 'existentees'); by stressing missing aspects ('absentees'); and by arguing some claim to exist extraordinary ('excellencees'). The reviewers draw non simply on information in the application dossier, but too on the criteria and indicators of evidence stipulated in policy. The evaluation reports reverberate the guidelines in terms of construction and criteria to a rather high degree. Thus, although the wording is more often than not non the aforementioned, there is an explicit and strong intertextual human relationship between the guidelines and the evaluation reports. Once in the MP domain, the list of criteria with indicators is used equally a checklist and the reviewer marks which criteria are fulfilled, or non fulfilled, without providing explicit justifications.

The Scholarly Judgement of Criteria and Content

Through the reviewers' scholarly judgements, many aspects of educational activity excellence are manifested. The most dominant criteria used are educational activity skills, disciplinary knowledge, the pedagogy-inquiry nexus, aspects of the Scholarship of Pedagogy and Learning,^{Footnote 2} a holistic perspective, development over fourth dimension, collaboration, and educational leadership. Teaching skills refer inter alia to high-quality educational activity, supporting students' multifarious development, constructive alignment, teaching and examination, and consideration of students' differences and diversified experiences. Disciplinary knowledge and the teaching-inquiry nexus are deeply intertwined. Disciplinary knowledge commonly refers to the depth and breadth of the candidate's level of content knowledge, and is explicitly manifested equally part of the nexus in some reports. The nexus is manifested in various means: through the candidate's content knowledge, undertaking of enquiry, use of their ain or others' research production, production of educational activity materials (e.g. textbooks), and pedagogical and pedagogical content knowledge.

Emphasis on the aspects of the Scholarship of Teaching and Learning is too feature of this specific evaluation practice. Insights into educational research and the broadcasting of do-oriented research are included, along with examples from successful practice and development activities. In brusque, a research- and problem-based approach to the candidate's ain educational activity practice is emphasized. A holistic perspective refers to the candidate's ability to maintain progression throughout the educational activity procedure and communicate the main thread to the students. The reviewers comment on the connection between current teaching and the overall teaching programme, and on the relationship amidst specific education, students' upcoming working life, and society in general. Collaboration and evolution over fourth dimension concern communication and cooperation with students and colleagues regarding course pattern and development through, for example, the apply of student course evaluations and discussions among peers. Educational leadership comprises positions and responsibilities such as (vice) head of department, manager of studies, class management, and so forth.

The Scholarly Judgement of Evidence

Lists of claim (CVs), descriptions of prior teaching experiences and responsibilities, every bit well every bit commissions of trust (due east.yard. serving equally faculty opponent or practiced reviewer, and positions of authority) are common indicators to determine the fulfilment of criteria. Other commonly used indicators are testimonials such as certificates of standing professional person evolution (CPD) courses, records of publications and conference papers, support letters from management and colleagues, and student ratings of instructions and awards. However, testimonials per se are non always enough, as they must be put into context and be elaborated upon past the candidate. Furthermore, testimonials must include specific information, considering if in that location are 'no motivations from either students or the caput in the [certificate]… there are basically just statements and no cloth to assess or consider'. Hence, mere affidavit is not sufficient; testimonials should preferably also clearly account 'for [the candidate's] various contributions'.

Moreover, testimonials lonely are insufficient evidence of excellence. The candidate'south cocky-reflection as a teacher and reflection on educational problems in a broader sense are indispensable for the distinguished title. Reflection on one's own practise is one of the most dominant indicators of teaching excellence, both in terms of existentees and absentees. Existentees such as '[the candidate] reflects upon the relevance of the research for his instruction and how the inquiry findings tin can be of use for the students' are, for the most function, best-selling by the peers. Absentees are equally oftentimes stressed:

[Teaching excellence] is in part demonstrated by some educatee course evaluations, one teaching award, and affirmations from the head of department. Nevertheless, I lack clearer prove regarding due east.g. well described educational considerations, discussions most how the teaching works and first and foremost, why and with what result.

By request of some reviewers, reflections ought to be 'developed in support of educational literature…' and based on 'all-encompassing, practically pedagogical examples'. In plow, candidates who 'illustrate … with concrete examples as well as [their] ain arguments, theoretically connected in a very illustrative and well-thought-out style' are praised by the reviewers. Conversely, reviewers unremarkably practice not corroborate of excessive citations without reflection, nor of abstract reasoning without (some) references or tangible examples aligned with the rest of the portfolio. Moreover, some reviewers argue that it is 'not enough to describe a successful achievement. Much more assay and testing are required to meet the criteria for excellent teachers'. Thus, candidates are expected to problematize failures and unsuccessful attempts in an investigative approach, and discuss 'what the educational problem was, how he solved it (and why), and what the upshot was'.

The same is true regarding aspects of the Scholarship of Teaching and Learning. It is not enough to participate in conferences; a word regarding 'the educational content of the many conferences and symposia' in which candidates partake is expected, and how this has affected the candidate's 'ain and others' educational development'. It is stressed that this is not but for the sake of the portfolio, but also for the benefit of the customs, as 'it would exist of great value if these were distributed to colleagues through conferences, seminars, manufactures'. When the teaching materials support arguments such equally '[the candidate] uses his own experiences from quantitative and qualitative methodology in his teaching', this is considered to exist solid evidence of education excellence. So once more, education material with (according to the reviewers) misguided links to accounts in the portfolio or left uncommented may be seen as a token of a sloppy or hasty application, instead of being evidence of didactics excellence.

Although this focus of the assessments is mainly on quality, references to the level of quality are non very articulate. Nevertheless, words and phrases such as 'impressive', 'splendid', 'prestigious', 'extraordinary', and 'extremely well qualified' indicate a high level of standard (excellencees). Such words are used to draw the fulfilment of several criteria and indicators, such every bit disciplinary knowledge, holistic perspective and reflection, educational leadership, and educatee form evaluations. Quantity and telescopic, such as 'massive teaching experience' or 'all-encompassing experience of educational leadership from different levels', are also referred to, admitting primarily as a minimum level of qualification for teaching excellence or as beingness nowadays in too-limited amounts. These are commonly referred to in a routine fashion, and are only given explicit value when related to reflection on action, developmental work, a successful result, and so forth.

To sum upwards, testimonials, reflections, and tangible examples from pedagogical do are the most prevalent indicators of teaching excellence in our sample. Still, each separate indicator is neither sufficient, nor decisive; rather, it is the combination of indicators and reflection upon them that matters.

Justification of the (E)valuation: The Legitimation

The nomination of a 'distinguished university teacher' requires not only the judgement of significant aspects of instruction excellence, but also the legitimation of these judgements. Justifications of the (due east)valuations are fabricated in several means: through the germination of the promotion process, through the products involved and produced in the procedure, and through the ways in which the gatekeepers explicitly or implicitly debate their case.

Justification In-between Standardization and Professional person Sentence

The promotion process is framed by institutional and kinesthesia regulations, and is embedded in a national career structure of bookish teachers. Following a process of kinesthesia involvement, the university board decided to enlarge the reward system, and introduced the date of 'distinguished university teachers'. In add-on to institutional regulations, each faculty board laid down rules regarding several issues that were seen to be disquisitional for the justification of the outcome: namely, the caste of decentralization of judgement and determination, the creation of guidelines, and the subsequent balance between standardization and professional sentence.

The introduction of the promotion organization was partly motivated as a way to alter the rest between the primary values of a higher educational activity establishment: research and didactics. Two parties are directly involved in the engagement of 'distinguished university teachers': actors who distribute recognition (the faculty lath) and those who receive it (the appointed teachers). All the same, interactional 3rd parties are also involved in the process (Sauder, 2006).

Peers, both internal and external, are involved in the formation of the promotion process and its consequence. Third-political party factors that legitimate the judgements fabricated include the promotion committees, which are equanimous of faculty colleagues who have been especially elected to manage and decide on the promotion of teaching excellence, and the selected peer reviewers. The question of who is considered qualified to serve equally a peer reviewer or as a member of the committee is critical for legitimation. Different values and weights are given to different reviewer qualifications. The legitimacy of peers is interchangeably based on disciplinary noesis, pedagogical knowledge, pedagogical content knowledge, and expertise in the evaluation of teaching proficiency.

The construction of comparatively elaborated and explicit faculty guidelines with criteria, indicators, and even checklists tin can be regarded equally a way to make the promotion process relatively transparent, to standardize the process of judgement, and thus to frame the interpretation, (due east)valuation, and decisions made past peer reviewers and committee members. The introduction of this promotion system at the case university created an elite/non-aristocracy level of stardom between the basic teaching competencies required in the recruitment of teachers and pedagogy excellence as demanded in the date of a 'distinguished university teacher'. Thus, as in all ranking systems, the exclusiveness of the rank is an overall legitimation of the promotion. Although criteria and indicators are stated in the guidelines, the level of the standard of excellence is less visible and is largely left to peer reviewers to establish.

Changes in condition hierarchies are never piece of cake, and are e'er a thing of struggle and power. Accordingly, the employment of colleagues is no guarantee of successfully redefining the status of instruction versus research. Merton (1996) sometimes used the notion of a 'compeer' to signal that academic practice is every bit much competitive as collaborative. In society to legitimate the bookish promotion process and shift the residual in the valuation of education and inquiry, the university and faculties under report chose to seek justification in-between standardization and professional person judgement of peers. Moreover, the promotion in itself is legitimated through economic remuneration for the candidates and recognition for both individuals and organizations (Hamilton, 2019). Beyond the title and possible enhancement in condition, information technology is less clear what the rank implies for the academic work of its holder. Similar to the appointment of readers, 'distinguished academy teachers' are non automatically assigned new duties. However, there are ongoing discussions on this topic in the university and in that location have been some signs of professional implications. Furthermore, the 'distinguished university teacher' title is non connected to a specific subject. Thus, in a sense, it is a generic title that lacks a disciplinary foundation. Moreover, it has not been made clear whether the championship is valid beyond the institution and the admitting kinesthesia.

Justification Through Mandated Intertextuality

The justifications of the (due east)valuations fabricated by peer reviewers are more often than not legitimated through explicit or implicit references to what is stated as mandatory or desirable in faculty board guidelines. Thus, the legitimation device par excellence in the promotion of 'distinguished academy teachers' is justification through mandated intertextuality (Chen & Hyon, 2005). The reviewer report is required to interact with other documents; in particular, with guidelines and the criteria and indicators within them. These include formal judgements based on specified criteria, which let the exclusion of candidates who are not formally qualified for the nomination (Hamann, 2019). Beside the existentees of requested merits and performances, peer reviewers frequently refer to absentees—that is, what they consider to be missing. Overall, the reports legitimate and reflect cardinal institutional processes and values within a framework that justifies itself through its aspiration for transparency and fairness, both procedural and distributional (run across e.grand. Mallard et al., 2009).

Generic and referential intertextuality are both present in the peer reviews (Devitt, 1991). Although the onetime is implicit, information technology tin can be discerned through statements responding to formal expectations as expressed in the guidelines. The latter is explicit and is present in the form of direct references to other texts. Guidelines are referred to almost oft, but other texts are likewise invoked, such as curriculum documents, teaching materials, research publications, conference presentations, and diverse forms of testimonials, indicating bear witness of an applicant'southward merits, performances, and achievements. Yet another form of intertextuality relates to the intersection of documents in the applicants' dossier, the kinesthesia guidelines, and the reviewers' reports. Candidate and reviewer texts are linked through the guidelines and the candidates' anticipation and knowledge of what they believe will be especially valued past the reviewer and committees.

Justification Through Scholarly Sentence

The promotion process is marked by standardization, and mandatory intertextuality is prevalent in the reviewer reports. At the aforementioned time, the peer reviewers negotiate and interpret criteria, indicators, and standards in their (e)valuation of the candidates' records. The reviewers argue their case through different types of scholarly sentence, which are omnipresent in the reports. In line with the guidelines, reviewers mainly focus on what to gauge (i.e. criteria) and on evidence of required qualification and achievements (i.east. indicators); more rarely, they focus directly on the level of teaching excellence (i.eastward. standards) (Centra, 1993).

The level of detail varies beyond criteria in reviewer reports. In general, criteria are briefly stated; sometimes, nevertheless, the reviewers present short rationales that further specify aspects or indicators of a criterion. Often, these rationales are closely aligned with the explanations provided in the kinesthesia guidelines. Commonly reflected themes in the reviewers' evaluations are education skills, disciplinary cognition, the teaching-enquiry nexus, aspects of the Scholarship of Teaching and Learning, a holistic perspective, collaboration, and leadership. The reviewers announced to consider continuous modify and evolution in response to evaluation, feedback, and reflection to be fundamental. Less often mentioned themes include the aims and pregnant of education, student diversity, out-of-campus instruction, the use of educational media, and innovative, outstanding, or original teaching. Moreover, these latter themes are conspicuous by their absence in both the guidelines and the reviewer reports.

The nigh popular indicators employed by peer reviewers in their judgement of candidate performances are various forms of testimonials. The reviewers also make utilize of concrete materials related to curriculum development and courses, when these are included by the applicants. Moreover, interviews and tests on teaching competence supplement the indicators applied by the reviewers to legitimate their judgements. Observation of regular teaching or educatee work is not part of the cess. In addition, no metrics are used that refer to students' retention, performances, exams, employability outcome, and and then along. Metrics related to instructor products, such as pedagogy textbooks and articles, are not used either.

Explicit references to the level of standard (teaching excellence) are few. According to institutional guidelines, the level of education excellence is 'a college level of teaching expertise /…/ clearly distinguished from the bones level' (UFV, 2010/1842, p. one). In turn, this 'basic level' of teaching expertise is prepare in the requirements for the recruitment of permanent teachers—with permanent instructor being the merely category eligible for admittance every bit 'distinguished academy teacher'. About reviewers indicate a higher level of teacher excellence through the specific value, weight, and significance they attribute to different criteria and indicators, likewise as the relation within each category and between them. As an object of (e)valuation, the level of excellence emerges in the reviewer report primarily as a relational phenomenon. The level of excellence has both a qualitative and a quantitative foundation. According to the reviewers, the variety and amount of the candidate's experiences, skills, and achievements, in addition to the evidence substantiating these, are paramount. In comparison with the level of bones pedagogy competencies, the reviewers await the fulfilment of a larger number of aspects of various criteria or themes. In some faculties, all criteria and indicators must be satisfied; in others, some criteria or indicators add value merely are not mandatory. Thus, reviewers collect information with an eliminatory function, which allows the reviewers to turn down an applicant. The reviewers also search for positive signs of evidence, which might add together together to accomplish the bar of excellence (Musselin, 2002).

Furthermore, the level of excellence is manifested in arguments that consist of a link between ii elements, or a concatenation of such links. Reviewers repeatedly address how activities are executed; merely participating is not enough, regardless of how ofttimes participation occurs. Occasionally, reviewers are explicit about the quality of the functioning, calculation positive descriptions such as 'impressive' and 'extraordinary' to indicate the level of excellence. Experience with different kinds of educational activity covering a diverse range of activities over time is also seen as fundamental. The link between instruction content and form and student achievements (i.e. field of study—education—learning) is present, only not specially emphasized or elaborated. A more-or-less outspoken link is constituted betwixt educational activity and disciplinary knowledge (the teaching-research nexus). The teaching-outreach link is less visible. A recurrent line of argument from the reviewers is related to the candidates' writing on teaching philosophy. The chain of links is oftentimes visualized through the identification of what reviewers gauge to be left out or missing or, alternatively, to exist statements without evidence. Candidates are requested to explore concrete teaching examples, preferably including student performances, class evaluations, and didactics reflections based on some kind of educational literature followed by curriculum development (activity—result—exploration—theorizing—feedback—alter). This chain of practise-based instructor reflection operates equally the prime gatekeeping part for the level of teaching excellence.

The Intersection of Promotion, Peer Review, and Didactics Excellence

Peer review emerged in modern science as a device to determine scientific quality and to classify recognition among researchers. Nowadays, the practice of peer review has migrated and is employed in a number of evaluation practices. In this chapter, we have focused on a relatively new career runway—the promotion of 'distinguished university teachers'—and identified the promotion process, involved actors, and products. The gatekeeping role of this process has been analysed in terms of judgement and legitimation. Through the former, the value and worth of different content, criteria, and indicators accept been explored; through the latter, different forms of justification have been identified.

Nosotros infer that teaching competencies are ascribed with a somewhat different content and value in this specific evaluation practise, than in the recruitment of academic teachers in Sweden (see e.1000. Levander, 2017; Levander et al., 2019). Reviewers relate to the criteria in policy to a greater extent, and largely highlight and discuss the many different aspects of educational proficiency, including the teaching-research nexus. In that respect, our findings exercise not fully support the misgivings of a disruption of teaching and research in academia due to didactics reward systems (Krause, 2009). Still, although the evaluation reports are more elaborated in these assessments, they brandish a rather homogeneous approach to the assessment of teaching excellence. That is, the notion of teaching excellence turns out to be very similar, irrespective of discipline, the candidate'due south pedagogy position, and/or organizational belonging. Thus, the notion of teaching excellence is rather similarly and narrowly synthetic across disciplines, and the approach to its assessment is relatively compatible. This, nosotros conclude, may be explained by the institutionalization of this specific promotion process by means of the establishment of a national course for prospective reviewers and by means of the pick of reviewers.

We have demonstrated how the career and reward structure (the context of the evaluation), the promotion process (the evaluation in itself), and pedagogy excellence (the object of evaluation) is decisive for the peer review practice. Appropriately, we fence that the peer review exercise is mainly framed past the national and institutional context, the item career and reward arrangement, the type of appointment, and the specific object of evaluation. The intersection of the promotion process, peer review, and teaching excellence affects the nature of guidelines, the selection of peers, the scope and specification of the upshot, and consequently the notion of the 'distinguished university instructor'. Furthermore, nosotros argue that there is a tension between standardization and professional judgement in the institutionalization of the promotion process.

The Promotion of 'Distinguished Academy Teachers': The Same, But Different

Peer review in the promotion of 'distinguished academy teachers' has both similarities and significant differences in comparison with other evaluation practices of academic operation. For decades, peers accept been used in external and internal evaluations of pedagogy programmes and exams. Thus, the evaluation of teaching and instructor competencies is zero new, nor is the use of peers in these processes.

Reviewer sentence and justification of the level of excellent teaching add an aspect to the evaluation of teaching, however. In addition, the principal focus on educational proficiency is novel, even though disciplinary noesis and the educational activity-research nexus are expected to exist taken into account. In contrast, the focus has mainly been the other way effectually in other kinds of promotion practices, with a particular emphasis on scientific proficiency. Furthermore, peers do not have to rank the candidates in promotion processes. In comparison with the hiring of teachers, this particular grade of promotion both expands and reduces the peer review do.

It is evident that the level of excellence is peculiarly difficult to recognize in the promotion of 'distinguished academy teachers'. When left to the peer reviewers to identify, teacher excellence has some common traits that are expressed on a rather abstract and full general level in the course of expected chains or links. Still, fifty-fifty in this context, excellence equally an empty signifier seems to have some sort of external referent, while lacking internal content (see Laclau & Mouffe, 1985; Readings, 1996); that is, the notion of teaching excellence is identified mainly equally a generic phenomenon. This finding is similar to prior research on the recruitment of bookish teachers in Sweden (Levander et al., 2019). The very limited focus on the products of instruction is also worth noting; metrics have a less prominent standing and original or innovative pedagogy is of minor importance. This finding has similarities with prior research on promotion (Hyon, 2011). However, it is a divergence from some institutional evaluations in which metrics and products of teaching hold a strong, sometimes criticized, position (Canning, 2019). Similarly, products, originality, and metrics are prominent in assessments of scientific proficiency.

The conceptualization of pedagogy excellence, including its assessment, is too dependent on the emergent institutionalization of this specific promotion process, which sets it apart from other peer review practices to some degree. The balance between standardization and professional judgement delimits the elbowroom given to peers in comparing with other academic evaluation practices. Even though the determination lies with the promotion committee, the prime number gatekeeper in the promotion process is, as stated above, the peer reviewer. However, the national and institutional framing of the process causes the gatekeeping part of this detail promotion process to be more explicitly carve up between several actors. Kinesthesia guidelines are definitely more elaborated when it comes to criteria and indicators, admitting silent on the level of standard. The assessment of reviewers is more than bounded, as criteria and indicators are more than clearly specified and fixed in accelerate by local gatekeepers.

A significant and powerful primal machinery in the making of teaching excellence is the pick of peers—that is, who qualifies equally a peer, and why. Apparently, at that place are neat differences in peer choice depending on whether it is teaching, research, or both that are to be assessed. When it comes to the latter, information technology is typical for Swedish higher pedagogy institutions to select scholars who accept been recognized within the international scientific community and inside the relevant inter/disciplinary domain. However, when pedagogy excellence is the object of evaluation, the context is constructed differently mayhap because of the national and institutional framing of education and of how education in itself is understood. As shown before in this chapter, peers may be disciplinary experts, have special expertise in instruction, and/or exist specialized in the evaluation of education. Sometimes these competencies coincide, but often they do not. Information technology is reasonable to assume that the differences in competencies have a major touch on on the peer review exercise and on the construction of education excellence within dissimilar disciplinary domains. Obviously, the peer review exercise in itself, as well equally its context, is decisive for the upshot. In what way and to what extent this is true needs to be further explored, preferably by means of a comparative approach.

A Latecomer and an Emergent Game Changer?

The two-staged career rail (from bookish teacher to 'distinguished academy teacher') that is now open up to all permanently employed teachers is a latecomer in the career and advantage construction at our example university. It adds a rank and diverges itself from the other career paths in being open to teachers without a PhD as well. The aim of this particular promotion practice is to recognize and reward teaching excellence in order to change the balance between pedagogy and inquiry, raise the status of academics engaged in instruction, and enhance the reputation of excellent teachers. Some scholars fence that the value of rewarding first-class educational activity may be jeopardized if the processes for doing so are vague, and call for more and clearer criteria, along with a congruence between criteria and indicators (Chism, 2006). Others assert that endeavours to heighten the value of education by means of various kinds of instruction awards are based on tokenism, and tend to annul this enterprise rather than support it. Hence, in that location is an impending risk that the reward system will entail a symbolic value without leading to real changes in practice (Macfarlane, 2011). All the same others fence that organizational drift that transforms bookish values may occur if 'pedagogical skills' are stressed 'at the expense of subject education' (Kaiserfeld, 2013, p. 174). The consequences of this particular promotion do remain to be seen, however, and are beyond the telescopic of the present study.

The evaluation machinery (Dahler-Larsen, Chap. 6 in this volume) and the quality movement in academia take become such a profound role of gimmicky college education institutions that they affect academics' work in all respects. The evaluation of enquiry too as teaching has increased in importance and scope, and academics increasingly undertake a number of evaluation tasks each yr. The time consumed for inquiry evaluation has been estimated to equal well-nigh one month'south worth of piece of work per year for a professor (Langfeldt & Kyvik, 2011). Obviously, this impacts what we, as researchers, may look from evaluation reports in terms of both scope and content. Furthermore, as an skilful evaluation, peer review is based on professional person sentence and is not expected to evoke strong formalization. Information technology is plausible that reviewers attain a determination most a candidate rather quickly, based on their expertise and overall assessment. To legitimate their conclusion, they subsequently look for signs that support their sentence (Musselin, 2002). Such a logic suggests that it is less reasonable to wait a full account of the rationale of the final judgement in the evaluation reports. Hence, in order to accomplish a deeper understanding of reviewers' reasoning, interviews would exist a promising avenue for further inquiry. All in all, this chapter illustrates how the admittance of 'distinguished academy teachers' lies at the intersection of promotion, peer review, and teaching excellence.

Notes

1.
'Distinguished university teacher' is the official term of this rank at the university in question.
2.
The Scholarship of Teaching and Learning motion was get-go initiated by Boyer's (1990) seminal work, in which he proposed four different forms of scholarship: discovery, awarding of knowledge, integration, and didactics. He argued for the recognition and advantage of all four scholarships, inter alia to achieve greater alignment betwixt academic staff rewards and institutional missions (O'Meara, 2006). Based on Boyer's work, Glassick et al. (1997) stressed the importance of further assessment in order to raise the value of other forms of scholarship in academia. Ideas almost kinesthesia conducting research on teaching and learning, excellence in teaching, the development of practice through reflection on theory and inquiry, and experience-based knowledge on didactics (Kreber & Cranton, 2000) were later introduced as role of the notion. Furthermore, the basis for the Scholarship of Instruction and Learning is non just content and pedagogical noesis, but also pedagogical content knowledge, as pointed out by Shulman (1986).

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Eva Forsberg, Sara Levander & Maja Elmgren

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Forsberg, E., Levander, S., Elmgren, Thousand. (2022). Peer Review in Academic Promotion of Excellent Teachers. In: Forsberg, E., Geschwind, L., Levander, S., Wermke, West. (eds) Peer review in an Era of Evaluation. Palgrave Macmillan, Cham. https://doi.org/x.1007/978-3-030-75263-7_11

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