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Guidance for applicants and members of selection committees concerning documentation, evaluation and weighting of qualifications for appointment to/promotion in permanent academic posts at the University of Oslo

For a brief overview of the key components in the appointment process see the booklet Appointments to academic posts at the University of Oslo - Information for applicants and assessment committees (pdf).

A  Background

The University of Oslo (UiO) has adopted a ‘qualification profile’ that aims to increase the breadth of the types of qualification that are to be evaluated in the case of appointments to academic posts, and to clarify the weighting of the different types of qualification that are included in this profile.

The purpose of this qualification profile is:

  • to emphasise that the UiO is dependent on the institution’s academic staff’s having qualifications for the broad spectrum of activity that is required of a university,
  • to ensure that this is expressed in the criteria that are taken as a basis in the evaluation of those who are appointed to such posts and
  • to ensure that the individual member of staff is given credit for the effort he or she makes and the results he or she achieves in the whole breadth of his or her activity at the University.

Competence promotion

The assessment of competence promotion is to be based on letter B point 1, 2 and 3 below, with the examples as a guideline. What is to be assessed is whether the applicant meets the academic/professional and the educational qualifications required to be professor competent or equivalent for other job categories. The basis for the Rules for Appointments to Professorships and Associate Professorships at UiO is the general criteria for employment stated in Chapter 1 of the Regulations concerning appointment and promotion to teaching and research posts. Section 2 of the Regulations (promotion rules) stipulates that the criteria in Chapter 1 shall be used when assessing competence promotion.

B  Main qualification areas that shall be evaluated for appointment/promotion

Specified below are the six areas in which the UiO demands qualifications in the case of an application for an academic post or for promotion to a higher level of post. Within each qualification area are specified sub-areas that are intended as exemplification and clarification of what qualifications are relevant within the area concerned.

  1. Academic qualificationsFootnote 1
    • One’s own research, taking the initiative for the development/management of research projects/research groups or contributing to such work.
  2. Other professional qualifications Footnote 2
    •   Specialist competence within medicine and dentistry, clinical competence, museum work, competence for other professional activity.
    • Evaluation work in connection with appointments and assessments for degrees.
    • Activity as a referee/reviewer in professional/scientific journals.
    • Specialist books, exhibitions and catalogues.
    • Contributions to innovation based on research and professional development work.
  3. Pedagogical qualifications
    • Pedagogical education.
    • Teaching (at different levels and in varied forms), examination work.
    • Research supervision at main subject/master’s degree/doctoral degree level.
    • Work on the development/revision/renewal of study plans and the arrangement of teaching programmes. Responsibility for and/or participation in the production of textbooks and other teaching materials. Development work and research connected to one’s own/the institution’s pedagogical activity. Participation in the evaluation of education and the quality of education in one’s own or other institutions.
    • Management of/attendance at conferences of a subject-didactic nature and activity as an author/referee/editorial board member for subject-didactic journals.
  4. Qualifications for externally oriented professional activity (publicising)
    • Education for research publicising/translation work etc.
    • Publicising of research and knowledge beyond one’s own subject community (locally, nationally and internationally).
    • Technical and/or literary translation work.
    • Professionally founded contributions to topical situations, debates, conflicts and the like in society through different media.
    • Management of/participation in work on public reports etc.
    • Professional activity in/professional contributions to the work of voluntary organisations.
  5. Qualifications for management and administration
    • Education for management/administration.
    • Activity in administrative functions or as the manager of such (at different levels/in different functions) within/outside higher education.
    • Membership/chairmanship of councils, boards, committees, working groups etc. within and outside the institution.
  6. Personal qualifications
    • Personal suitability for the work, depending upon the nature of the post (co-operation, positive contributions to the working environment etc.).

Main areas

The first five qualification areas are categorised under two main areas:

  • Academic/professional qualifications – which include items 1 and 2 above.
  • Other qualifications – which include items 3 – 5 above.Footnote 3

This bringing together of the qualification areas has been done to make clear that it is a matter of two main qualification areas on an equal footing, and to enable selection committees to make clear how the weighting of these has been done in the individual appointment proceedings.

Amendments to the qualification areas

In relation to earlier categories of qualifications the following is new:

  • A clearer distinction has been introduced between ‘Academic qualifications’ and ‘Other professional qualifications’. The grounds for this are
    • the desire to make clear that research and other forms of academic activity are one type of qualification that is important in the case of appointments to the UiO.
    • it is important to take into account qualifications relating to other forms of professionally qualified activity that also requires a high degree of professional competence. The nature of such qualifications will vary according to the distinctive features of the subjects concerned.
  • The areas ‘Pedagogical qualifications’ and ‘Qualifications for externally oriented professional activity (publicising)’ have been clarified in this qualification profile. They represent qualifications that are linked to the other two main objectives for the University: teaching and publicising.
  • The area ‘Management and administration’ has been included to emphasise the importance of applicants’ qualifications for academic and institutional management.

C  Basic competencies

At the UiO a requirement has been introduced that persons who are appointed to permanent academic posts shall provide documentary evidence of two types of basic competence: Footnote 4

  • Basic academic competence
  • Other basic competence

Limitations in the basic competence within one of these qualification areas cannot be compensated for by qualifications that exceed the basic competence in the other area.

Basic academic competence

  • Associate professor: Doctoral degree or the equivalent.
  • Professor: Considerable academic production beyond what is required for a doctoral degree. The research shall be of a high quality and demonstrate both breadth and depth. The production shall reflect an independent research profile and demonstrate the capacity to take up new problematic issues. Continuous research activity is a prerequisite for the conferment of professorial competence. The fundamental requirement for a person to be recognised as having the competence for a professorship consists in documented academic/artistic qualifications on a level with international and national standards for professorships in the relevant subject area.

Other basic competence:

  • Associate professor: Relevant pedagogical education of an extent corresponding to 3 to 4 weeks (full time). This corresponds to the requirement for ‘basic pedagogical competence’ that was previously laid down.Footnote 5
  • Professor: In addition to the basic pedagogical competence that is required at the lower level, professors must provide documentary evidence of qualifications beyond the normal performance of duties at associate professor level in no fewer than two of the qualification areas under ‘Other qualifications’ (pedagogical activity, publicising, management). Footnote 6

D  Assessment

General remarks

Normally selection committees take into consideration only the first five of these qualification areas. ‘Personal qualifications’ may nevertheless be taken into consideration by the selection committee if the material to which the committee has access provides a foundation for this. Otherwise these are only taken into account by the bodies with the power of recommendation and appointment in connection with an interview and/or follow-up of references. It is important to be aware that personal qualifications may have decisive significance in appointment proceedings on objective grounds. It should therefore be made clear in the advertisement/post description what is expected in the way of personal qualifications.

The breadth of the qualification profile is intended to provide scope for being able to take into consideration qualifications in all areas that are relevant for the post. The individual applicant is therefore not expected to provide documentary evidence of qualifications in all main areas or sub-areas. In some cases it will be made clear in the advertisement for/descriptive statement about the post whether there are certain areas on which particular weight will be placed, and both applicants and assessors should in such cases take account of this when describing and documenting their qualifications. (See however the requirement for ‘basic competence’ above.)

Evaluation and weighting of different types of qualification

Academic and other professional qualifications are evaluated in the same manner as earlier.

When it comes to ‘Other qualifications’, weight shall be placed on

  • whether the activity and the results that are invoked as an expression of such qualifications have been satisfactorily described and whether they have been documented through concrete examples.
  • whether through his or her presentation of and reflection on this material the applicant demonstrates insight in those areas that are mentioned and adopts a testing and evaluating attitude to his or her own practice in the light of knowledge in the area.
  • whether the material displays quality, development and breadth of those qualifications that are mentioned – in this order of priority.

Selection committees must evaluate applicants’ qualifications in relation to the standards that must be met by respectively ‘Academic’ and ‘Other’ basic competence separately. Only if an applicant satisfies both these demands is the person concerned competent for the post (see also Footnote 3). The committee must make an explicit statement about applicants’ competence in each of these two main areas.

Evaluation of ‘other basic competence’ in the case of applications for professorships – a clarification

It says above that the requirement here is basic pedagogical competence (as for lower level posts) plus

“…qualifications beyond the normal performance of duties in a lower level post in no fewer than two of the qualification areas under ‘Other qualifications’ (pedagogical activity, publicising and management)”.

It is obvious that this evaluation will have to be based on a certain amount of subjective judgement and knowledge of the subject community to which the post is affiliated. Nevertheless the following may be taken as a basis for the evaluation:

All members of the academic staff in posts at the lower level will in the exercise of their functions perform teaching, examination work and supervision at different levels of study.

It will also be normal for them to participate – albeit to a limited extent in some subject communities – in the planning and revision of study and course plans, in the production of anthologies of texts, course material, programmes for flexible learning or in other activity related to teaching.

Correspondingly the vast majority of those in the lower level of post will also have contributed to a certain amount of externally oriented activity through lectures, newspaper articles, translations or appearances in different media.

Most will also have been involved in committees, boards or councils within their own institution or equivalent activity in other academic contexts. It is this that is meant by the formulation “… normal performance of duties in a lower level post …”

‘Other basic competence’ on the professorial level will thus include documentation of pedagogical, publicising or managerial practice and results beyond this in precisely (no fewer than) two of these three sub-areas. Applicants may themselves choose in which sub-areas they wish to provide documentary evidence of qualifications.

Both applicants and assessors should also take account of any priorities in the text of the advertisement/descriptive statement. “Beyond” in this connection refers partly to the fact that the extent of such activity is greater than is deemed usual for middle group posts in the subject community and partly to the fact that the quality of the activity and the results thereof are clearly superior to the norm.

Ranking of competent applicants

The committee shall rank the (three) best qualified of the competent applicants. In the ranking it shall take account of:

  • Academic qualifications beyond the basic competence
  • Professional qualifications
  • Quality, extent and breadth of the other qualifications beyond the basic competence
  • Personal qualifications (if the material to which the committee has access provides a foundation for such an evaluation)

In the ranking of competent applicants, the whole breadth of their qualifications shall be brought in, assessed and explicitly ascribed weigth. Particular weight is placed on qualifications that are closely related to the area in which the post is advertised. For ordinary professorships (ev associate professorships), academic qualifications will, unless no other information is given, be ascribed more weigth than other professional and other qualifications.

See Appendix 2 for further guidance concerning assessment.

E  Form of applications

Documentary evidence of qualifications

An application for an academic post will normally contain the following parts:

  • An application giving an account of the applicant’s education and practice and (usually) grounds for applying for the post
  • Copies of degree certificates and certificatesof employment that confirm this
  • A CV showing in greater detail what the applicant has in the way of education and what the person concerned has worked with. ‘Other professional qualifications’ are to be described here and documented either by means of degree certificates/certificates of employment (see above) or through specialist publications (see below)
  • A list of academic/professional publications
  • A selection of these publications that in the opinion of the applicants document their academic/professional qualifications in the best possible way (The number will usually be specified in the advertisement.)
  • Any project descriptions etc. that provide documentary evidence of research planning, research management and environment-creating work within research, declarations of special competence, referee activity etc. and overviews of any evaluation work
  • A dossier/portfolio Footnote 7 providing documentary evidence of the applicant’s ‘Other qualifications’

Since it is the weighting of documentary evidence of ‘Other qualifications’ that is new in relation to earlier practice, this is described in more detail below and in Appendix 1.

The evaluation of ‘Other qualifications’ is new in relation to earlier practice. It shall be based on documentary evidence that makes it possible to take a standpoint of the quality of them. As is apparent from the survey of the qualification areas, weight has therefore been placed on formulating the examples so that they concern activities and results of such qualifications and are not about ‘abilities’ or ‘presuppositions’, in keeping with practice in the case of the evaluation of academic qualifications, where it is also the results of the qualifications that are taken as a basis in the evaluation.

In order to provide documentary evidence of the three sub-areas of ‘Other qualifications’, applicants shall use a ‘dossier’ (or ‘portfolio’) to document what they have done and achieved in these areas.

  • Descriptions of the applicant’s activity and results within the area
  • Documentary evidence exemplifying and supporting the descriptions
  • Reflection on one’s activity and qualifications within these areas and the development of them over time, seen in relation to one’s overall competence for the post

Description, documentation and reflection should show quality, development and breadth in activity and results.

Appendix 1 provides further guidance for applicants concerning the design of a portfolio for documentation of ‘Other qualifications’.

Appendix 2 provides further guidance for selection committees on the evaluation of ‘Other qualifications’ (which it may also be useful for applicants to be familiar with).

Appendix 1: Further guidance for applicants concerning the design of a portfolio for documentation of ‘Other qualifications’

General remarks

As the competence requirements are now laid down at the UiO, it is the applicant’s responsibility to document his or her qualifications in those areas that the rules demand in a manner that makes it possible for the selection committee to make correct decisions concerning the applicant’s competence. It is therefore important that applicants read the rules and guidance carefully so that they do not, on account of failure to provide documentary evidence of qualifications they in fact have, place themselves in a less favourable position than they should in reality.

In order to be able to present a portfolio with good documentary evidence of one’s qualifications, it is wise to gather such documentation during one’s career and to take care of it in a systematic manner. It may therefore be appropriate to build up a folder for each of the three sub-areas in which one takes care of relevant documentation and arranges it chronologically and/or thematically. Such folders will constitute a good starting point for putting together a presentation dossier when one applies for a post. If one has not done anything of this kind previously, it may be necessary to go back in other archives or ‘cultural deposits’ in search of material that can function as examples of activity one has conducted. Most people no doubt have such sources to take from, but there is probably great variation in how systematic the material is.

When one is to provide documentary evidence of one’s ‘Other qualifications’ and present them as part of an application, it is pertinent to divide the dossier into two or three sections (all according to how many sub-areas one is to document). Mark them clearly and make a table of contents for each section so that it is easy to find one’s way about in the dossier. Within each section it will also often be wise to have a further division that contributes to arranging the material in a way that makes it readily available to the readers.

It is apparent from the regulations that the portfolio is expected to contain

  • Descriptions of activity and results

  • Documentary evidence exemplifying and supporting the descriptions and

  • Reflection on one’s activity and qualifications

It may be convenient – within each section – to start with the description and to refer to enclosures that exemplify and document this. These enclosures then follow, and may well bear a brief note about the context in which they were developed. One may partly link the reflection to the individual examples or it may be brought together at the end after the enclosed documentation. It is important through the portfolio as a whole to bring out what has been done, why one has worked in such and such a way and what results one believes to have been produced.

It will be natural for a researcher applying for a post at the UiO to relate his or her qualifications to the institution’s obligations in these areas. Below an attempt has been made to indicate what one may include in the portfolio in each of the three sub-areas under ‘Other qualifications’. Furthermore some clarifications of the content of the category ‘Other professional qualifications’ have (first) been included because this point has been given a somewhat broader content than it was previously usual to document as professional qualifications

Other professional qualifications

  • Specialist competence within medicine and dentistry, clinical qualifications, museum work, qualifications for other professional activity
    This point refers to qualifications one has acquired in the exercise of a profession in different areas (medicine, dentistry, psychology, law, ICT, journalism, film, music etc.). It is the intention that the wording shall not be interpreted restrictively in any other way than that it shall be a matter of qualifications that may be relevant for work in the post one is applying for. Note that the footnote makes clear that it may also be a matter of artistic activity, where this is relevant.
  • Evaluation work in connection with appointments and assessments for degrees
    This is activity for which skilful professionals are often used and which therefore indicates qualification. Feel free to provide a survey of such activity and exemplify with (anonymous) examples.
  • Activity as a referee/reviewer in professional/scientific journals
    This also applies to activity as an editor or participation in an editorial group or the like. Describe, document with copies of first pages of the journal and/or exemplifying referee statements or reviews.
  • Specialist books, exhibitions and catalogues
    Here it may be a matter of printed material and exhibitions in a traditional sense, but also electronic versions of such things. It may also be relevant to refer to (and provide examples of) databases, software or similar electronic products one has developed or contributed to. It will often be possible to make these available to the assessors via references to Web addresses where they can be found.
  • Contributions to innovations based on research and professional development work
    Contributions to the development of innovations of different kinds that are adopted for use in society, including inventions, patents, programmes, models and the like.

Pedagogical qualifications

  • Pedagogical education
    Approved education corresponding to – and, as the case may be, going beyond – the requirement for basic pedagogical competence, shall be described. Any other education with pedagogical relevance may also be included. It is important to bring out whether/how such education has led to results in the form of strengthened/changed understanding and practice as a university teacher.
  • Pedagogical activity
    Teaching, supervision, examination work, study plan development/revision and development/testing of different forms of teaching aids (books, anthologies of texts, flexible learning programmes etc.). It is important to bring out variation, quality and development of the activity, not only its scope. Work on planning, evaluating and changing in these areas and grounds for the method of work should be described. Work on continuous evaluation of one’s own teaching (with the aid of colleagues, students and others) should be described. Results of such evaluation (summed up and with concrete examples as enclosures) should be included, preferably with emphasis on consequences of the evaluation for further work. If one has participated in evaluations of courses of education/quality of education in one’s own or other institutions, this should be mentioned and documented.
  • Pedagogical development work
    Projects one has initiated/led/participated in and which are intended to develop and improve one’s own or the institution’s pedagogical activity through experiments, evaluation and research-oriented measures which have preferably been reported. It is important to bring out why the work was commenced and what it led to.
  • Attendance at/contributions to conferences etc. of a pedagogical or subject-didactic nature or activity as an author/referee/editorial board member for subject-didactic journals
    In this connection it may be appropriate to mention any publications of a pedagogical or subject-didactic nature or any guest lectures about such topics that one has given in other institutions.
  • If one has received prizes or other tributes for parts of one’s pedagogical activity, these shall of course be mentioned and any accompanying grounds for the award shall be documented.
  • In one’s reflection on what is described and documented it is important to make clear what one thinks about one’s own – and one’s institution’s – pedagogical activity, how one looks on learning, teaching, students etc. in a way that may contribute to explaining and justifying the manner in which the activity has been conducted and developed in the context in which one has worked. It is for example usual in the pedagogical part of such a portfolio to write a short memorandum on one’s own view of learning and teaching – one’s ‘educational philosophy’. It will also be natural to give an account of the degree to which one has worked alone or co-operated with others in this part of one’s work – and why. Of particular interest to the basic unit in which one is to work will be any plans one has for further developing one’s pedagogical activity and qualifications for this, and what development areas one sees for oneself in this field.

Qualifications for externally oriented activity (publicising)

  • Education for externally oriented activity (courses in research publicising, media contact, research journalism etc.) shall be mentioned here. It is also important to state what consequences this education has had for one’s further work in this area.
  • Types, extent and frequency of such publicising should be mentioned and examples should be enclosed. Here it is a matter of publicising beyond one’s own subject community, i.e. to groups who are not themselves experts in the area. This may take place – depending on the subject field – in different ways such as through books, articles, interviews, contributions in the media, exhibitions, ‘open days’ etc. locally, nationally and internationally.
  • In some subjects technical or literary translation work will fall under this point. In other subjects artistic performance may also be relevant.
  • Participation in topical public debate and contributions to the illumination of matters that are central in the media – or contributions to putting important issues on the agenda – are significant contributions in the University’s externally oriented activity and shall be mentioned and documented.
  • Here it may also be natural to document one’s participation in (or management of) the production of public reports where one is included as a specialist. The same applies to one’s professional participation in the work of voluntary organisations.
  • If one has received prizes or other tributes for parts of one’s externally oriented activity, these shall of course be mentioned and any accompanying grounds for the award shall be documented.
  • Reflection in this area should document one’s own understanding of the nature and significance of this work, how one works with it and why one works in such and such a way, and what experience one has harvested through this part of one’s work as a member of the academic staff. It will also be of importance to give an account of further plans in this area and of how one is thinking of developing one’s competence in this field.

Qualifications for management and administration

  • Education for management tasks, especially within higher education, whether it be formal training units or more short-term courses, shall be described and documented here. It is important that consequences of such education for one’s work with management and administration should be brought out.
  • Practice in functions that entail management: management of a unit, member of a governing body, work in a post/function that entails management of a sector of the unit’s activity (e.g. manager of a study programme), management of or participation in work groups and corresponding duties outside higher education shall be described. It is important that one should make clear one’s own role, duties and results of such work.
  • Reflection on this type of activity should be linked to how one sees one’s own role and responsibility in this part of one’s work as a member of the academic staff, what experience one has harvested as a result of the work in which one has participated, what one’s intentions were in such work, how one tried to realise these and what one believes one has achieved. Of special interest will be how one wants to relate to such managerial tasks in the future and how one wishes to develop further one’s qualifications for them.

Appendix 2: Further guidance for selection committees concerning the evaluation of ‘Other qualifications’

In Norwegian higher education there is no lengthy tradition of evaluating and weighting what are here called ‘Other qualifications’, nor is there any well-established practice with internalised criteria and norms among the assessors. To reach a point at which such evaluation is perceived as ‘natural’ and the evaluation criteria are ‘taken for granted’, we have a long way to go where description and documentation of such qualifications are developed at the same time as criteria and methods of evaluation are clarified.

Even though the road must therefore come into being as we walk, it is important that right from the beginning we should attempt to give explicit provisional expression to what it is important to look for and to place weight on, when this group of qualifications is to be evaluated. Notwithstanding the fact that we know these provisional descriptions of such evaluation will have to be both extended and amended as such evaluation work goes on, a provisional guide has been produced below for the work of selection committees on the evaluation of ‘Other qualifications’.

In order to be able to develop further criteria and methods of evaluation, it is important for the individual selection committee itself to clarify explicitly its criteria and use of these, so that this can be brought into the work of clarifying and further developing such a guide.

Since the evaluation of academic and professional qualifications is a well-known area with a long tradition, the text below will be limited to the evaluation of ‘Other qualifications’. It must nevertheless be mentioned that it is important that the assessors first examine and consider whether the individual applicant satisfies the requirements for ‘basic academic competence’. Thereafter academic qualifications beyond this and other professional qualifications are evaluated so that the committee can arrive at an overall evaluation of the applicants’ academic and professional qualifications. Then these shall – together with the applicants’ Other Qualifications – constitute the basis for ranking the qualified applicants.

Method of work when evaluating ‘Other qualifications’

The committee should first – for the individual applicant – decide whether the person concerned satisfies the requirements for ‘Other basic competence’ as these are described in the rules. Be particularly aware that the requirement for ‘basic pedagogical competence’ applying to middle group posts need not be satisfied at the time of appointment, but may be satisfied in the course of the first two years after appointment. It is however the responsibility of the committee to make it absolutely clear whether or not the individual applicant satisfies this requirement. The same applies to professorships – where this requirement is a sub-requirement – when other qualifications are to be evaluated. Note also that other qualifications for professorships shall be documented in two of the three sub-areas, and that in these areas they shall be “beyond the normal performance of duties in a lower level post” (see above).

Thereafter the committee should form a picture of what qualifications (beyond the basic competence) the individual applicant documents in each of the three sub-areas.

In the evaluation of and comparison between these qualifications, weight shall be placed on the quality – i.e. how good or strong qualifications the applicants document. This shall also be seen in relation to the qualification requirements that are written into the advertisement and descriptive statement of the post.

Documentation of quality in an activity presupposes a certain extent and a certain variation in the activity. But extent and/or variation are not in themselves a sufficient sign of quality. It is the quality of the activity that is documented that must be at the heart of the evaluation. This quality may be shown through practice which is judged by the applicant himself/herself and by others (colleagues, students, outsiders) to be satisfactory, good, excellent or outstanding, and where such evaluations are reinforced by documented examples of the activity that is described. However, what is also important is that through the reflections the portfolio contains, the applicant

  • can demonstrate his or her own consciousness and understanding of his or her activity,
  • can demonstrate and explain the development of this activity over time,
  • can demonstrate the connection between his or her more general views and the practice he or she has pursued

This will for example (exemplified below through pedagogical qualifications) show itself through clear descriptions of the applicant’s ‘educational philosophy’ or ‘pedagogical creed’ and in particular through the connection between such descriptions and the practice that the applicant documents. It may also come to expression through documentation of the applicant’s active and conscious work on the development of his or her own teaching where the use of inter alia the students’ evaluation of the teaching is included in a well-considered and constructive manner.

Reflection will be able to document to what degree applicants are concerned with systematically studying how their own teaching and the basic unit’s course provision function, why things function in this way and what can be done – within the existing limitations – to create optimal learning possibilities for the students. In such reflection it will also be the case – to a greater or lesser degree – that one brings in research-based knowledge about e.g. learning and teaching in higher education. In this there lies an academic attitude to the activity that is an important feature of quality in the work. The reflections may also contribute enabling the committee to form an impression of applicants’ interest in and weighting of teaching tasks.

The same will apply to activity in the other two sub-areas.

In this there lies the notion that there is not one particular form of conduct of the activity which is sought after and which will be evaluated as qualitatively good. It is on the other hand a question of a way of relating to the activity that is marked by systematic investigation and reflection linked to conscious use of academic and experience-based knowledge.

It will also be reasonable for the selection committee to bring into its evaluation what plans applicants have for the further development of their own practice and qualifications in the three areas concerned. This must of course also be seen in relation to the needs of which an account has been given in the post description

The selection committee shall give an explicit account of

  • what other qualifications the individual applicant has,
  • the assessed quality of these and
  • how these qualifications have been brought in in relation to the academic and professional qualifications

The rules do not clearly specify how the two main qualification areas shall be weighted in relation to each other in the ranking of competent applicants, but the resolution passed by the Senate (11.12.01) clearly states that it “… is presupposed that the whole breadth of qualifications is brought in, evaluated and weighted explicitly when selection committees rank competent applicants for all types of academic post.”

The travaux préparatoires of the rules, the actual division into two main areas and the requirement for basic competence in each of these areas also indicate that it is the intention that selection committees shall place weight on both these areas. One should be able for example – if two applicants both satisfy the requirements for both basic competencies – to rank an applicant who documents some academic competence beyond the basic competence and extensive and qualitatively good other qualifications before an applicant with somewhat stronger academic/professional qualifications but without other qualifications beyond the basic competence.


  1. Qualifications in these areas may be replaced/supplemented by artistic qualifications in special subjects/special posts held.
  2. Qualifications in these areas may be replaced/supplemented by artistic qualifications in special subjects/special posts held.
  3. When it comes to item 6 ‘Personal qualifications’, reference is made to the description under ‘Assessment’ below.
  4. ‘Competence’ is used here of the formal declaration that the person concerned satisfies the current requirements for a particular level of post. The term ‘qualifications’ is used of the real qualifications the person has in different areas.
  5. If the person appointed does not have such competence on appointment, he or she must acquire such competence in the course of two years after appointment.
  6. A clarification of this requirement is given below.
  7. In the rules at the UiO the Norwegian term ‘mappe’ [dossier] is used. Internationally at many universities the term ‘portfolio’ is used of such a dossier, which is increasingly required in the case of applications for posts.
Published July 21, 2005 10:36 AM - Last modified July 23, 2019 12:32 PM