Qualification requirements for basic educational-professional competence for appointment, promotion and transition at HVL

How should educational-professional competence be documented at HVL? These requirements apply from 13 June 2025.

The way applicants document educational-professional competence at HVL is based on the qualification requirements for teaching and research positions in the Regulations to the Universities and University Colleges Act, Section 3-8: Educational-professional competence:

Universities and university colleges shall establish more detailed requirements for educational-professional competence. The requirements shall be adapted to each position category. For the positions of senior lecturer (førstelektor), docent (dosent), associate professor (førsteamanuensis) and professor (professor), the minimum requirements shall include formal pedagogical education, quality development of one’s own teaching, pedagogical supervision, and substantial contributions to the development of educational quality.

Educational-professional competence means pedagogical or didactic competence for promoting learning, including knowledge and skills related to the development and implementation of teaching and pedagogical supervision at university and university college level.

Museum-related competence may replace educational-professional competence for appointments at university museums. The institutions shall establish guidelines for what counts as relevant museum-related competence.

On this webpage you will find information about:

  • Description of qualification criteria
  • Examples and focus areas related to teaching, pedagogical supervision and quality development work
  • Examples of relevant documentation to include in the pedagogical CV
  • Assessment of educational-professional competence

Description of qualification criteria

The application consists of a pedagogical portfolio made up of three parts:

Part 1: Integrative statement

An integrative statement in which the applicant describes, reflects on and documents their educational-professional competence in accordance with the given criteria for each position category described below.

Part 2: Pedagogical CV

The applicant must write a separate pedagogical CV. See examples below of what it may contain.

Part 3: Attachments

The applicant must include attachments to document, support and illuminate what is described in the pedagogical portfolio.

Position category  

University teacher / University lecturer

The integrative statement must include and address the following criteria in order to meet the requirements for educational-professional competence:

I. Development of one’s own teaching with a focus on student learning

The applicant must demonstrate a knowledge-based approach to teaching, with emphasis on practical experience and adaptation to students’ learning needs. This must be described through an integrative statement in which the applicant reflects on the development of teaching methods, forms of assessment, and the use of student feedback in their own development work. The applicant must present and reflect on 2–3 concrete examples of teaching and learning work in which they have participated. See the list below for examples of what may be included.

II. Experience with pedagogical supervision

The applicant must make visible their experience with supervision that has contributed to students’ learning. Supervision may include academic and practical feedback, facilitation of learning through follow-up and reflection, and support for students’ academic development. This section may also include reflection on and documentation of peer supervision and/or supervision in the field of practice.

III. Contribution to the development of teaching quality

The applicant must show how they have contributed to improving teaching quality by strengthening teaching practice. See the list below for examples of what may be included.

The pedagogical CV must provide an overview of teaching experience, completed education as the basis for achieved formal educational-professional competence, experience with assessment and pedagogical supervision of students, and contributions to quality development.

The applicant must include attachments to document, support and illuminate what is described in the pedagogical portfolio.

Associate professor / Senior lecturer

The integrative statement must include and address the following criteria in order to meet the requirements for educational-professional competence:

I. Quality development of one’s own teaching to promote students’ learning

The applicant must document a knowledge-based approach to and systematic development of their own teaching. This may be described through a “before and now” perspective, in which the applicant reflects on changes in their own teaching practice in light of pedagogical and didactic theory and research. The applicant must present and reflect on 3–5 concrete examples of teaching and learning work in which they have participated. The reflection must be documented and make visible concrete examples from the development of the applicant’s own teaching practice. See the list below for examples of teaching activities that may be included.

II. Pedagogical supervision

The applicant must document experience with supervising students at higher education level. Reflection is expected on supervision as a pedagogical practice, where supervision is understood as a targeted learning activity based on students’ prerequisites, needs and learning goals. This involves conscious adaptation of supervision methods and strategies to support learning and academic, professional and personal development. Experience with peer supervision or supervision in the field of practice may also be used to document pedagogical supervision competence.

III. Substantial contribution to educational quality

The applicant must take an active role in the development of the educational provision within their subject area in collaboration with colleagues, thereby making visible their contribution to the development of educational quality. Participation in academic and pedagogical development projects is relevant here. See the list below for examples of what may be included.

In the pedagogical CV, the applicant must refer to completed education as the basis for achieved formal university pedagogical competence, provide an overview of teaching experience and pedagogical supervision experience, and describe participation in development projects and work that supports a substantial contribution to educational quality.

The applicant must include attachments to document, support and illuminate what is described in the pedagogical portfolio.

Professor/Dosent

The integrative statement must include and address the following criteria in order to meet the requirements for educational-professional competence:

I. Quality development of teaching to promote students’ learning over time

The applicant must build on the examples from the associate professor application / senior lecturer application and make visible knowledge-based and systematic development of their own and collegial teaching work within the academic field for which appointment or promotion is sought. This may be described through a “before, now and future” perspective with 2–3 selected focus areas, where the applicant critically reflects on the development of different forms of teaching. The text must demonstrate a scholarly approach to pedagogical and didactic quality development. See the list below for selected focus areas that may be included.

II. Pedagogical supervision

The applicant must demonstrate broad experience with supervision at higher degree level, preferably master’s and/or PhD students. Student supervision must be documented as a pedagogical practice, with emphasis on the learning process and the development of academic skills and independence. Experience with peer supervision or supervision in the field of practice may also be used to document pedagogical supervision competence. The applicant must reflect on how their own supervision methods have developed over time.

III. Substantial contribution to educational quality

In this section, the applicant must show how they have led and contributed to knowledge-based, systematic and collective development of educational quality in the academic environment. Professors/docents must document a leading role in the development of educational quality. See the list below for examples of what may be included.

In the pedagogical CV, the applicant must refer to completed education as the basis for achieved formal university pedagogical competence, and provide an overview of teaching experience and pedagogical supervision experience at master’s and PhD level. The applicant must also outline leadership of and participation in development projects, as well as work that supports substantial contributions to educational quality and dissemination of teaching-related R&D work.

The applicant must include attachments to document, support and illuminate what is described in the pedagogical portfolio.

 

Examples and focus areas related to teaching, pedagogical supervision and quality development work

Course and study programme development

  • Development of new courses or revision of existing courses/study programmes
  • Interdisciplinary collaboration in course development
  • Implementation/editing of learning outcome descriptions

Subject-didactic teaching designs

  • Design and implementation of learning activities
  • Inclusion of interdisciplinary perspectives

Student-active learning

  • Problem-based learning
  • Project-based learning
  • Case-based teaching
  • Group learning
  • Flipped classroom
  • Authentic learning situations
  • Use of role play

Assessment practices

  • Formative assessment: assessment for learning
  • Digital forms of assessment
  • Self-assessment and peer assessment
  • Portfolio assessment and reflection assignments

Student evaluation

  • Development and analysis of student feedback
  • Change work based on evaluations
  • Use of learning analytics to improve teaching

Learning in digital environments and learning technology

  • Digitalisation of teaching and hybrid learning
  • Use of adaptive learning systems
  • Integration of artificial intelligence in teaching
  • Use of VR/AR to support learning

Peer supervision

  • Supervision of new teachers
  • Structured sharing of experience and reflection in teaching teams
  • Peer-based observation and feedback for professional development

Pedagogical development

  • Pedagogical development projects in the academic environment
  • Action research in teaching
  • Testing and evaluation of new teaching forms and learning technologies

Development of learning resources

  • Digital resources and e-learning modules
  • Development of open educational resources
  • Tailored teaching manuals and guides

Follow-up of practice

  • Supervision of students and colleagues in practice
  • Evaluation and development of practice arrangements
  • Collaboration with the field of practice

Internationalisation

  • Development of international collaboration projects
  • Erasmus+ mobility programmes
  • COIL, Collaborative Online International Learning

Simulation and experience-based learning

  • Use of simulation tools in teaching
  • Scenario-based learning activities
  • Reflection exercises linked to simulations

Interdisciplinary collaboration in teaching

  • Collaboration between different academic environments
  • Interdisciplinary projects and learning activities

Sustainability, lifelong learning and continuing education

  • Continuing and further education provision
  • Courses for working life
  • Teaching about the Sustainable Development Goals
  • Use of real societal challenges in teaching and learning work

Strategic leadership, coordination and academic environment development

  • Strategic planning and implementation of quality-enhancing measures at programme or institutional level
  • Leadership roles in programme committees, education committees, learning environment committees or equivalent bodies
  • Leadership of academic groups working on education-related topics such as assessment, digitalisation or practice
  • Development and implementation of common principles and guidelines for teaching in the academic environment

Quality assurance and evaluation

  • Leadership of systematic work on evaluation and improvement of teaching and study programmes
  • Use of data and analysis, for example learning analytics, student evaluations and examiner reports, as a basis for development measures
  • Contributions to the institution’s quality reporting and accreditation processes

Innovation leadership in education

  • Driving new thinking in educational design, learning forms or assessment practices
  • Development and testing of new models for learning in collaboration with colleagues and students
  • Responsibility for pilot projects, for example within technology

Influence beyond the institution

  • Participation in national committees or expert groups for educational quality
  • Contributions to education policy through academic consultation responses or input
  • Leadership of national/international projects that are significant for educational quality

The list is not exhaustive.

Examples of relevant documentation to include in the pedagogical CV

Diplomas/course certificates

Diplomas/course certificates from courses in university pedagogy or other relevant formal pedagogical education related to higher education:

  • Formal university and university college pedagogical education
  • Other pedagogical education directed towards didactic/pedagogical processes in higher education
  • Certifications in digital teaching methods
  • Courses in supervision and mentoring schemes

Academic and pedagogical dissemination in different arenas

  • Conference presentations on teaching and learning
  • Popular science dissemination, such as opinion pieces, blog posts and podcasts
  • Workshops and seminars for colleagues and students
  • Participation in public debate on education

Various teaching-related R&D work, such as reports, articles and books

  • Publication of research on teaching methods and learning
  • Participation in pedagogical development projects
  • Development of pedagogical guides and textbooks

Thesis supervision

  • Supervision of bachelor’s and master’s theses
  • Supervision of PhD students
  • Use of formative assessment methods in supervision
  • Development of reflection-based supervision models

Assessment work

  • External examiner at other institutions
  • Assessment of digital forms of examination
  • Participation in the development of assessment criteria

Participation in course plan development

  • Revision and updating of existing course plans
  • Inclusion of new learning outcome descriptions
  • Integration of work-life-relevant skills into course plans

Practice-oriented development work

  • Collaboration with working life to develop practice models
  • Development of practice-based learning activities
  • Evaluation and improvement of practice arrangements based on feedback from students and supervisors

Committee work

  • Participation in assessment committees for appointment/promotion
  • Member of expert groups in higher education
  • Participation in external evaluations of study programmes

Educational leadership

  • Role as course coordinator or study programme coordinator
  • Leadership of pedagogical development projects
  • Administrative work related to quality assurance of education

Quality development of study programmes/courses

  • Participation in NOKUT evaluations
  • Development of learning analytics for quality improvement
  • Implementation of new pedagogical models

Practice supervision

  • Supervision of students in professional practice
  • Collaboration with the field of practice to improve supervision models
  • Development of assessment criteria for practice

The list is not exhaustive.

Assessment of educational-professional competence

An expert committee is appointed to assess the applicant’s educational-professional competence in connection with:

  • Announcement of a position / appointment
  • Promotion
  • Transition, for example senior lecturer to associate professor and docent to professor

When needed, a statement may be obtained from ALU through a special expert group.

ALU through a special expert group assesses the applicant’s educational-professional competence in connection with:

  • Promotion to associate professor on the basis of a PhD
  • Promotion and transition on the basis of an external competence assessment

Applicants may use their approved educational-professional competence when applying for transition between the professor and docent career tracks. If this competence has not been approved in connection with an application for a position or promotion, the applicant must prepare a pedagogical portfolio that must be approved before the transition can be granted.

Applicants who have applied for and already achieved the status of merited educator, and who also have or can document supervision at master’s and/or PhD level, are recognised as having top-level educational-professional competence in connection with applications for appointment and promotion.

Further information about the guidelines at HVL can be found in “NEW UNIVERSITIES AND UNIVERSITY COLLEGES ACT AND ASSOCIATED REGULATIONS – GUIDELINES AT HVL”.