The meaning-making of educational proficiency in academic hiring: a blind spot in the black box
The meaning-making of educational proficiency in academic hiring: a blind spot in the black box
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学术招聘中教育能力的意义：黑匣子中的盲点
DOI：
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发表时间：
2020
影响因子：
2.6
通讯作者：
M. Elmgren
中科院分区：
文献类型：
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作者：
Sara Levander;Eva Forsberg;M. Elmgren
摘要 本文阐述了在招聘正教授时教育能力的意义和价值的知识。招聘流程反映了学术界的组织标准和学术学术的概念、其价值和质量，并且所涉及的代理人具有机构把关功能。实证数据（外部同行评审信）来自一所古老的综合性研究密集型大学，提供广泛科学领域的教育课程。尽管教育水平有很多不同的方面，并且不同科学领域和审稿人之间确实存在差异，但主要发现是一个受限制的概念。博士生导师和教师培训的范围被赋予了特殊的价值。注重内部个人课堂表现，而较少强调学术互动。审稿人主要充当学科研究的把关人，而不是学科研究的教育，因此，在学术奖学金的背景下，教育水平并不能改变游戏规则。
ABSTRACT This article develops knowledge about the meaning and value ascribed to educational proficiency in the recruitment of full professors. Hiring processes reflect standards that organize academia and notions of academic scholarship, its value and quality, and agents involved have an institutional gate-keeping function. The empirical data, external peer review letters, is drawn from an old comprehensive research-intensive university, offering educational programmes within a broad range of scientific domains. Although a large variety of aspects are ascribed to educational proficiency, and variations do occur across scientific domains and reviewers, the main finding is a restricted notion. A special value is assigned to the scope of doctoral supervision and teacher training. Internal individual classroom performance is focused, while scholarly interaction is less emphasized. Reviewers primarily serve as gatekeepers of disciplinary research, not the education thereof, thus educational proficiency is no game changer in the context of academic scholarship.