Chalmers - Qualifications

Qualifications:
How they are presented, documented and assessed

Presentation of Qualifications
Qualifications are given partly in the curriculum vitae and partly in the short summary of the most important qualifications. In both cases they may be arranged in the order shown here.

1. Scientific qualifications

1.1 Scientific education
University degrees etc.

1.2 Research
Grants received, research carried out, results such as publications, new companies, patents etc.

1.3 Supervision of doctoral students
Extent of personal (own) supervision of doctoral students. Give name and year of Licentiate and Ph.D. degrees as well as your contribution (head supervisor) etc.

1.4 Scientific commissions
Examiner (at the public defence of a doctoral thesis), outside expert, lectures etc. at conferences, referee, member of research council etc.

Applicants from environments other than universities should present references and documents (External Project reports, "konsultrapporter" etc.) that facilitate assessment of scientific qualification in a corresponding way.

1.5 Distinctions

2. Pedagogical Qualifications

2.1 Pedagogical studies and development projects
Participation in courses and study visits with a pedagogical focus and implemented pedagogical projects.

2.2 Pedagogical competence
This concerns teaching at all levels including also supervising doctoral students. Teaching experience should include not only extent but also quality which should be documented by, for example, certificates (testimonials), pedagogical prizes, or course evaluations.

Applicants from environments other than universities should present documents and references, which describe leadership, lectures etc., that facilitate assessment of pedagogical qualification in a corresponding way.

· Variety, amount and level of teaching undertaken
· Participation in curriculum planning
· Production of teaching and assessment material

3. Other

3.1 Leadership
Ability to lead may be demonstrated at a university, a company or in the (general) community.

The extent of the leadership should be verified. There should also be an evaluation of how the leadership has been conducted, which is usually best done with references.

3.2 Ability to co-operate
Chalmers attaches great significance to the ability to co-operate, which is why it is important to verify this. This includes the capacity to work jointly with colleagues and superiors. A teacher may also have shown such ability in interaction with industry.

In the matter of co-operative ability also, verification by references is important.

3.3 Ability to give information about activities (to inform about work in progress)
This includes what is known as the third task, to inform about activities, as well as how knowledge and experience acquired through the activity can be applied. This may have occurred through popular scientific authorship (writing), achievements in adult education, lectures, or radio and TV programmes with popular science content.

3.4 Industrial (or equivalent) experience
It is stated in Chalmers Policy and Requirements for Faculty that: "Experience from universities, industry and other employment relevant to the appointment are qualifications for all posts."

Verification with documents and references
Qualifications should be documented with publications, diplomas, testimonials from employers and others, invitations, distinctions etc. Some qualifications can be suitably verified by giving references.

It is important to include your own comments (on your work) to demonstrate independence as well as those factors that are assessed, according to Table 1 below, in the judgement of qualifications.

Assessment of qualifications
The final judgement is made as a global assessment of all qualifications of significance to the appointment under consideration. When the various qualifications are shown, it should be taken into account that they are judged first according to Table 1. The assessment of reflective attitude, for example, can thus be influenced by how it is verified in relation to [both] research as well as teaching. Consequently, it is appropriate/suitable to give your own view of the work presented in relation to aim, assumptions/conditions and results.

An international perspective is always important in the assessment of qualifications, especially when a professorship is concerned. This means that international contacts are highly valued and that the qualifications are compared with what is achieved internationally.

Table 1. Assessment of qualifications

Extent and Quality When sufficient variety and extent of activity has been shown, it is primarily quality that is scrutinised. Relevance, creativity and a reflective attitude can be seen as an expression (indication) of quality, but are judged separately due to their great significance.

Relevance Qualifications are assessed in relation to Chalmers' needs, especially with regard to how this is stated in the announcement.

Creativity Originality together with the will and ability to innovate.

Reflective attitude To question and test assumptions, judgements, methods and results. To put the work into perspective and be able to see it in a larger context.

Social Qualifications This can be seen as a comprehensive concept that includes leadership and ability (qualification 3.1), capacity for co-operation (qualification 3.2), and communication skills. Social competence is also shown in supervising doctoral students and in contacts with other students.

Potential for Development The expectation of potential development is a qualification. For example, if the rate of publishing has slowed recently due to supervision of an increased number of doctoral students, this should be pointed out in the application. Plans for future activity also give an indication of potential development.

00.08.10
Responsible for this document is Gerd Åsberg, e-post gerd.asberg@adm.chalmers.se

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