At Lund University, academic staff are encouraged to pursue balanced career paths that reflect their strengths and ambitions in both teaching and research. Career development is not a linear journey but rather a flexible process shaped by personal goals, opportunities, and the evolving needs of departments and faculties. Regardless of where you are at in your academic career, we encourage you to take time to explore the various development and recognition pathways.

Lund University offers a structured pathway for academic career development, with opportunities to enhance both research and pedagogical skills. Depending on your current role, you may have a different focus, whether that's primarily teaching, research, or a mix of both. On this page, learn more about the following: 

• Pedagogical Development at Different Stages of Your Career
• Recognition of Teaching Merit
• Excellent Teacher Award and Recognition Schemes

Pedagogical Development at Different Stages of Your Career

Below, you’ll find an overview of some key academic roles and how you may be able to advance your pedagogical development within the role:

Doctoral Students

Early-career academics at the PhD level primarily focus on their research, but they are encouraged to take on teaching responsibilities and develop teaching skills through coursework.  These responsibilities may include guest lectures, teaching a module within a course, first- or second-cycle thesis supervision, or similar. Doctoral students may teach up to 20% of their time, with support by their supervisor and department. 
All doctoral students shall be offered training in teaching and learning in higher education of at least two weeks. Doctoral students who teach shall have completed introductory training of at least two weeks (STYR 2023/625).

Postdoctoral Researchers

Postdocs at Lund often balance more significant research responsibilities with increased teaching duties, including involvement in curriculum design, delivery and assessment. These roles provide a chance to develop and refine pedagogical skills while continuing to build a research profile. 

Assistant Senior Lecturer (Biträdande universitetslektor)

As an assistant senior lecturer, your focus may be on developing your teaching skills alongside your research. This role may involve course responsibility for the design, coordination and/or evaluation of courses. Assistant senior lecturers are required to build their pedagogical merit portfolio and engage in structured pedagogical development activities as these kinds of merits are evaluated when applying to become a senior lecturer.

Lecturer and Senior Lecturer (Adjunkt och lektor)

Lecturers often take on larger teaching responsibilities, coordinating courses and working with students across multiple courses and programmes. This role may focus more on teaching than research, depending on the specific position and the department’s needs. As a lecturer, you’ll be expected to contribute to curriculum development and engage in pedagogical leadership at the departmental level.

Associate Professor (Docent)

Associate professors are recognised for their leadership in both teaching and research. In this role, you may mentor junior staff, lead faculty-wide pedagogical initiatives, and contribute to the strategic direction of your department’s educational programmes. While research remains important, pedagogical leadership and collaboration are also key elements of the role.

Professor

Professors at Lund University are expected to demonstrate excellence in both teaching and research. In addition to their academic contributions, professors play a crucial role in shaping pedagogical cultures and practices at an institutional level. Professors may lead educational development initiatives, mentor colleagues, and participate in national and international teaching networks.

Recognition of Pedagogical Merit

Lund University values pedagogical excellence, recognising that quality teaching is fundamental to academic success. The Pedagogical Recognition Framework provides a structured approach for teachers to reflect on their teaching development and gain recognition at every stage of their career.

Learn more about the pedagogical recognition framework – ahu.lu.se

The framework outlines four levels of pedagogical competence, with each level representing a deeper contribution to the university’s teaching and learning mission:

• Competent Teacher: Focuses on effective teaching practices in small groups or individual students at any level, demonstrating reflective and professional growth over time.
• Skilled and Collegial Teacher: Takes responsibility for teaching across courses, contributing to the collaborative environment within their department and supporting student learning on a broader scale.
• Institutional Leader: Shows educational leadership at the faculty or university level, influencing teaching practices and mentoring colleagues. These teachers often contribute to curriculum development and lead pedagogical initiatives.
• National and International Leader: Recognised for their impact on teaching at a national or international level, contributing to the global conversation on pedagogical practices through research, publications, and leadership in professional networks.

Excellent Teacher Programmes

Lund University also recognises teaching merit through its Excellent Teacher Awards and recognition schemes, which provide additional recognition and rewards for outstanding teachers. Participants are expected to demonstrate how their teaching has positively impacted student learning and contributed to the educational goals of their faculty.

Several faculties offer their own versions of these programmes, tailored to the needs and contexts of their departments. Successful applicants are admitted to the faculty’s teaching academy, receiving a salary increase.

These programmes provide a clear route for teachers who wish to focus on teaching excellence and gain formal recognition for their contributions to student success. The opportunities within the programmes encourage continuous pedagogical development, as participants may remain engaged within their programmes and play active roles in shaping the university’s teaching practices.