Recently, UNESCO has issued guidelines with regard to the 5 areas of its 2019 OER recommendation (see below).
My question is: do you have concrete examples in your higher education institution where Open Education practices are valorised in career development? For example, engaging in an authentic project with students with an output in the form of renewable assignement, like a wiki page on a topic of interest, has the “same weight” in the scholars’ internal evaluation process as the publication of an article in a peer-reviewed journal?
This falls into Action Area 2, Action (c), developing mechanisms to create communities of practice, promote teacher professional development using OER, create networks of experts of OER and properly recognize OER creation as a professional or academic merit.
Looking forward to reading how recognition of OE practices are currently living in your respective institutions,
Best,
Barbara
My post of June 12 on actual support of higher education institutions to value Open Education practices in career development has remained silent…
This is really puzzling with such a large community as the one on OEG connect.
Hoping to receive some inputs from the different parts of the world, I try again with the present message!
Hi Barbara, I’m sorry you’ve not gotten any replies to your question (familiar feeling). To echo what you wrote in the launch of this topic:
Perhaps it might help if you could share if known a specific example of what you are looking for?
I’m surmising you seek examples of where open education practices or research are built into institutional promotion/tenure/review?
Rummaging in my pile of links I remembered a number of people working with the DOERS3 effort on OER tenure and promotion
And follow up work led by Amanda Coolidge at BCcampus, e.g. this OEWeek session in 2022
I recall also efforts shared by @lcbyoung at the Maricopa Community Colleges for a matrix of OE competencies which might have been tied into academic standing (fuzzy memory, help me Lisa?)
Perhaps relevant too is a post by @Mais about the 6th R being Recognition and how that was being considered at University of Technology Sydney
And lastly I was reminded of the UK National Teaching Repository (OE Award winner in 2023) that supported this in a way by creating DOI for academics that uploaded OER, I believe creating a means to document reuse or activity was part of the rationale of this project. Perhaps @Dawne can share any connections of this to promotion / standing.
I’m not sure if this helps but also would like to yell out with you to the many people here to respond to Barbara’s question.
Thanks a lot for the different sources you brought. What I am looking for is more like the very last example, i.e. attributing a DOI to an OER and making this contribution to teaching and learning count in the evaluation process like a peer-reviewed article counts in research. I am not looking for effective policies in place that actually take into account OE practices in the evaluation process of the scholar and if possible explain how this is taken into account. For instance, with the DORA declaration, Read the Declaration | DORA , the narrative CV has been introduced to mitigate the impact factor. Does a narrative CV with a developped part for the teaching mission of academics exist? Is there an institution that implements it with a given template as there are for narrative CVs (ex. at the Faculty of Medecine at the University of Geneva, Carrières académiques - Faculté de médecine - UNIGE => direct link to the template in English: https://www.unige.ch/medecine/download_file/view/4652/395 )?
Looking forward to continuing the discussion,
Best,
Barbara