Excellent Teacher Practitioner

Excellent Teacher Practitioner

There are four criteria you have to fill in order to be awarded the status of Excellent Teacher Practitioner (merittert underviser) at NHH: focus on student learning, clear progression over time, an explorative approach and a collegial attitude and practice.

  • 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.
  • Application process 2019

    Application process 2019

    On 6 May 2019, at 12.15 - 15, NHH organises a seminar on the application process. Venue: Kjell Grønhaug, SOL.

    At the seminar, the content and structure of the applications will be reviewed and discussed. Are you interested in applying, you should definitely attend the seminar.

    As an applicant you must develop a teaching portfolio that you submitted with your application.

    In May, a course / workshop will be arranged for those who need to develop a teaching portfolio and for those who will be assessing pedagogical competence. The course / workshop is also suitable for those who in the future might apply for permanent employment or promotion.

    You can find more information at NHH Teaching and Learning Lab.

    Assessment committee

    Your application will be assessed by an assessment committee consisting of external and internal representatives. The committee will call the applicants for an interview and then make a qualitative assessment. The committee's recommendations will be sent to the Acadmic Appointment Committee, which makes the final decisions.

    You can also contact NHH's professor II in pedagogy for individual guidance during the application process.

    Deadline for applications: 1 September 2019.

  • Background

    Background

    In the white paper "Culture for quality in higher education" (2017), the Norwegian government introduced a system for rewarding teaching excellence. The aim was to raise the status of teaching by

    • recognising and rewarding staff with a particularly high level of expertise in and commitment to teaching, and inspiring them to further increase their efforts
    • inspiring staff to focus more on their teaching duties
    • contributing to the development of the academic environments these teachers work in

    Systems for rewarding excellence should be formalised in order to develop a collegial and professional teaching and learning culture and to systematically document and reward efforts to develop teaching. They make it possible for individual employees to earn rewards based on documented teaching competence and results.

    Similar to most other institutions in Norway, NHH now introduces an individual rewards scheme.

    Employees who are credited receive a salary supplement of three salary steps and the title Excellent Teacher Practitioner (in Norwegian Merittert underviser).

  • Teaching competence

    Teaching competence

    TEACHING COMPETENCE

    For the more experienced part of the academic staff, it would be advisable to consider teaching experience as a basis for applying for the merit scheme. The merit process could help to meet the requirements for promotion from associate professorship to professor regarding new stricter criteria for teaching competence.

    The Ministry of Education and Research has as well followed up the white paper and revised the regulations for employment and promotion for academic staff members. This includes requirements for teachers to have basic skills in teaching and supervision. The skills can be developed through institutional programmes (minimum 200 hours), relevant courses and / or practical teaching and must be documented in the form of a systematic and overall presentation.

    There will be higher requirements for professor promotion. In the white paper, Universities Norway's (UHR) guiding standards for competence goals is mentioned. NHH has a model in place that satisfies UHR's guiding standards.