The status is granted independently of other academic promotion schemes.

The title can only be awarded to people who develop their teaching competences systematically and over time to a level that is significantly higher than the required basic competence. To be considered as a candidate for the status as Excellent Teaching Practitioner, the applicant should have teaching experience equivalent to at least five years with full load, including at least two years of teaching experience from NHH.

The status as Excellent Teaching Practitioner is awarded based on the application and the teaching portfolio and interviews. In the application and attached documentation the applicant must describe, analyse, discuss and document systematic and targeted work to enhance educational quality.

The PROCESS

• The application should consist of a short formal application letter and a teaching portfolio. It is highly recommended that the teaching portfolio follow the NHH structure of a teaching portfolio.  It is advised that the teaching portfolio (appendix not included) consists of no more than 10 – 15 pages.
• The application should be sent through the department.
• An assessment committee will evaluate the applications and interview the applicants and their department heads.
• The assessment committee consists of two NHH Excellent Teaching Practitioners, an Excellent Teaching Practitioner from another institution, an external professor / associate professor in university pedagogy and a student representative from NHH.
• The assessment committee shall make a comprehensive qualitative assessment and the report should be written for each application and structured in accordance with the criteria at NHH. The assessment reports should be helpful in terms of what the applicants can work on to further develop their teaching practice and their knowledge of teaching and learning.
• The assessment committee's assessments and recommendations are submitted to the Academic Appointment Committee which makes the final decision on whom to reward the title Excellent Teaching Practitioner.
• Those rewarded receive the title «Merited underviser / Excellent Teaching Practitioner».
• The Excellent Teaching Practitioners will be part of a pedagogical academy. The members of the academy are expected to contribute to pedagogical development within their departments and at institutional level.
• The Excellent Teaching Practitioners teaching portfolios are made available on nhh.no.

NHH now has eight Excellent Teaching Practitioners: Jan Ubøe, Stig Tenold, Annelise Ly, Iver Bragelien, Herbjørn Nysveen, Kjetil Bjorvatn Jon Iden and Alexander Cappelen. On their profile pages, you can read their teaching portfolios.

More information: Frank Mortensen and the teaching coordinators at the departments

ASSESSMENT CRITERIA

• 1. Focus on student learning

  1. Focus on student learning

  • The applicant must demonstrate a clear focus on student learning in all his/her teaching activities.
  • The applicant must be aware of the connection between the teaching and evaluation forms that are chosen and learning outcomes.
  • There must be a clear and reasoned connection between the applicant’s teaching philosophy and learning.
  • The applicant must be able to document good relations with his/her students, and that the applicant asks for and responds constructively to feedback from students.

• 2. Clear progression over time

  2. Clear progression over time

  • The applicant has consciously and systematically endeavoured to further develop the form and content of the teaching to support students’ learning.
  • The applicant has ideas and plans for further development work and to further develop his/her own teaching competence and practice in future.

• 3. An explorative approach

  3. An explorative approach

  • The applicant plans, maps, evaluates and modifies his/her own teaching practice with a view to what and how student learning can best be supported.
  • The applicant reflects on his/her own teaching activities in light of educational theory at university level and knowledge of subject didactics.
  • The applicant carries out R&D-based teaching, both in the sense that the academic content is based on updated and relevant research in the field, that the students make use of elements from the research process in their learning work, and in the sense that the applicant uses R&D results to underpin his/her teaching.

• 4. A collegial attitude and practice

  4. A collegial attitude and practice

  • The applicant shares experiences with others and interacts in a constructive manner with students and colleagues to develop teaching and the quality of the teaching.
  • The applicant interacts with others through the mutual exchange of experience, for instance in discussions, at conferences and through publications.
  • The applicant contributes to achieving the institution's strategic aims for educational quality.