Courses in higher education pedagogy

There is a distinction between pedagogical and strategic flexibility. When discussing strategic flexibility, it must be predictable so that prospective applicants are aware of the conditions for participating in a course; it is only then that it becomes strategic in nature. This means that the rules that apply to the course or program are known to everyone, establishing the framework we adhere to.

All our higher education pedagogical courses are designed for working professionals who need to combine their participation and studies with other responsibilities. It is therefore crucial that we are completely transparent regarding the prerequisites and conditions for our entire offering, i.e., days, times, conditions for participation, and examination criteria are presented before one applies.

• The majority of activities are designed so that work can take place on campus or digitally.
• The quality for all participants should be equivalent.
• Since the interaction with colleagues on the course and the teachers is at the core of the university pedagogical activities, offering asynchronous participation for the moments where learning occurs in interaction with others becomes counterproductive. 

Exceptions to Hyflex are made at the course level when it is pedagogically justified, meaning that certain individual moments are of such a nature that they cannot be conducted in a blended format but only on campus or digitally. The conditions are carefully presented before participants apply for the course so that they are aware of when this occurs.

SUHF's goals

See The Association of Swedish Higer Education Institutions’ (SUHF's) goals for credentialing higher education pedagogy – In Swedish (REK 2016:1 Mål för behörighetsgivande högskolepedagogisk utbildning samt ömsesidigt erkännande).

The participant must:

1. be able to discuss and critically examine students' learning within their own subject area based on educational and/or subject didactic research relevant to higher education teaching.
2. independently and collaboratively plan, implement, and evaluate teaching and assessment on a scientific or artistic basis within their own area of expertise.
3. be able to use and contribute to the development of physical and digital learning environments to promote the learning of groups and individuals.
4. be able to engage with students in an inclusive manner and have knowledge of regulations and support for students with disabilities.
5. be able to use relevant national and local regulations, as well as discuss society's goals for higher education and academic teaching in relation to their own practice and students' participation in education.
6. demonstrate a reflective approach to their own academic teaching, the relationship with students, and the values of higher education such as democracy, internationalization, gender equality, non-discrimination, and sustainability.
7. be able to utilize, analyze, and communicate personal and others' experiences as well as relevant research findings as a basis for the development of education and their own profession.