TY - ABST

T1 - Teaching portfolios and a competence framework aimed to build faculty teaching competencies

AU - Dolin, Jens

AU - Kobayashi, Sofie

N1 - Conference code: 17

PY - 2017/8/31

Y1 - 2017/8/31

N2 - The University of Copenhagen has decided to introduce teaching portfolios and a competence framework as initiatives aimed to address the relatively low status of teaching compared to research. The two measures have been designed in a bottom-up process and are also backed by university leadership. This paper analyses drivers and barriers in achieving successful implementation of the two initiatives through an organisational action research project. Main drivers are recognition for the need to increase the status of teaching and needs for tools and space for reflecting on one’s teaching, as well as a need for a common language and reference. Main barriers are scepticism towards the teaching portfolio for assessment of competencies, fear of extra work load, possible use as control measures, and fear that standards will narrow teaching development. In a research intensive university it is very difficult to give teaching a status similar to research. This research shows that by initiating discussions at all levels and in many fora at the university, the barriers and the support has come out in the open for a fruitful exchange of pros and cons and through this process the two fundamental measures have been accepted and approved by leadership and gained broad acceptance among faculty.

AB - The University of Copenhagen has decided to introduce teaching portfolios and a competence framework as initiatives aimed to address the relatively low status of teaching compared to research. The two measures have been designed in a bottom-up process and are also backed by university leadership. This paper analyses drivers and barriers in achieving successful implementation of the two initiatives through an organisational action research project. Main drivers are recognition for the need to increase the status of teaching and needs for tools and space for reflecting on one’s teaching, as well as a need for a common language and reference. Main barriers are scepticism towards the teaching portfolio for assessment of competencies, fear of extra work load, possible use as control measures, and fear that standards will narrow teaching development. In a research intensive university it is very difficult to give teaching a status similar to research. This research shows that by initiating discussions at all levels and in many fora at the university, the barriers and the support has come out in the open for a fruitful exchange of pros and cons and through this process the two fundamental measures have been accepted and approved by leadership and gained broad acceptance among faculty.

M3 - Conference abstract for conference

Y2 - 29 August 2017 through 2 September 2017

ER -