Guidelines - educational competence

1. Main Criteria for Assessing Educational Competence

When hiring, promoting, or transitioning into new roles, applicants must document and reflect on their experience and competence in fostering learning through the planning, implementation, evaluation, and development of teaching and supervision at the university and college level.

It is expected that didactic and university pedagogical competence is continuously developed, with increasing demands for educational competence as the level of the position increases.

At OsloMet, educational competence must be documented according to the following four main criteria:

1. Focus on student learning

2. A clear development over time

3. An exploratory and scientific approach

4. A collegial and institution-building attitude and practice

Additionally, there is a requirement for formal training in pedagogy at the university and college level, as stated in Section 3-8 of the Regulations to the Universities and University Colleges Act.

OsloMet requires formal pedagogical training at the university and college level, equivalent to 200 hours, to be documented with a course certificate. Documentation of university and college pedagogy courses equivalent to 100 hours completed before July 1, 2019, will be accepted as formal training.

When hiring, an overall assessment of qualified applicants, in accordance with the job announcement, must be conducted. The full range of qualifications will be explicitly evaluated. Unless otherwise stated, scientific qualifications will be given greater weight than other qualifications. Educational qualifications, unless otherwise specified in the job announcement, will be given greater weight than qualifications in research dissemination, administration, and leadership.

1.1. Teaching Portfolio

Educational competence must be documented through a teaching portfolio with attachments, consisting of a teaching CV, a profiling document, and supporting documentation for the content of the profiling document.

• Teaching CV: A brief description of the applicant and their career in higher education as a teacher/supervisor. It should only include elements relevant to educational and teaching assignments.

• Profiling Document: A presentation of the applicant's development in educational competence. The document should include a reflective account of the applicant’s teaching and supervision repertoire and systematic work on quality development in teaching, conducted individually or collaboratively. The profiling document must be anchored in the main criteria for assessing educational competence (see section 1) and demonstrate the ability to reflect on one’s own role and choices. OsloMet’s competence matrix (OsloMet-CAM) provides examples of documentation and reflection for educational competence (pdf, in Norwegian).

The profiling document should not be too extensive. As a general rule, a length of up to six pages will suffice. If a different length requirement is specified in the job announcement, that requirement will apply.

2. Requirements for Educational Competence

The competence requirements for employment are outlined in Section 3-8 of the Regulations to the Universities and University Colleges Act. At OsloMet, the requirements are specified as follows:

2.1 Employment in University Teaching Positions (universitetslærerstilling) and Employment or Promotion to University Lecturer Positions (universitetslektorstilling)

• Documentation and reflection on one’s experience and competence in fostering learning through teaching and/or supervision
• Formal training, as specified in section 1

If the applicant cannot document a university pedagogical basic competence course equivalent to 200 hours at the time of employment, or 100 hours completed before July 1, 2019, they must complete this within two years of employment. For temporary appointments lasting two years or less, the requirement may be waived.

2.2 Employment or Promotion to Assistant Professor Positions (førstelektorstilling)

• Formal training, as specified in section 1
• Quality development in one’s teaching
• Broad competence and experience in planning, implementing, and evaluating teaching
• Experience in supervision at the university and college level
• Contribution to the development of educational quality, including extensive collaboration with colleagues and the field of practice

Educational competence must be documented at the time of application for both the position and promotion/transition.

2.3 Employment or Promotion to Associate Professor Positions (førsteamanuensisstilling)

• Formal training, as specified in section 1
• Quality development in one’s teaching
• Competence and experience in planning, implementing, and evaluating teaching
• Experience in supervision at the university and college level
• Collaboration with colleagues and the field of practice in working on educational quality

If the applicant cannot document this competence at the time of employment, they must acquire it within two years of employment. For temporary appointments lasting two years or less, the requirement may be waived. For promotion or transition, competence must be documented at the time of application.

2.4 Employment or Promotion to Professor Positions (dosentstilling)

• Significant quality development in one’s own teaching.
• Strong competence and experience in planning, implementation, and evaluation of teaching.
• Broad experience in supervision at the university and college level, including supervision at various levels, such as master’s.
• Substantial contributions to the development of educational quality, including extensive collaboration with colleagues and the field of practice.

Documentation of educational competence must be provided at the time of application for the position and at the time of application for promotion or transition.

2.5 Employment or Promotion to Professor Positions (professorstilling)

• Formal training, as specified in section 1

• Quality development in one’s own teaching

• Strong competence and experience in planning, implementation, and evaluation of teaching

• Broad experience in supervision at the university and college level, including supervision at various levels, such as master’s and PhD

• Substantial contributions to the development of educational quality, including extensive collaboration with colleagues and the field of practice

Documentation of educational competence must be provided at the time of application. In exceptional cases, for the employment of international candidates, a 2-year extension may be granted for the requirement of formal training. This exception does not apply to promotion or transition. Note that all four other requirements for educational competence must, without exception, be met at the time of application for a professor position. For temporary appointments lasting two years or less, the requirement may be waived.

Approved July 2025.