TASK AND FINISH GROUP ON ACADEMIC PROGRESSION
Monday 30 June 2014 at 2pm
Building:One Marchant Syndicate Room A
Agenda
1
Notes of meeting held on Tuesday 6 May 2014 (attached)
2
Final recommendations to VCEG on:
•
Criteria and length of probation for E&R Lecturers
•
Criteria for progression to Senior Lecturer (E&R)
Documents attached:
•
Covering report
•
Proposals submitted by Colleges (Appendix A and appendices C to F)
•
Current PDP criteria (Appendix B)
•
Current career pathway for Lecturers in the Education and Scholarship job family
(Appendix G)
Membership
• Professor Janice Kay (Chair)
• Deans of Colleges (or designate)
o Business School: Richard Owen attending on behalf of Robin Mason
o SSIS: apologies from Robert Van de Noort
o Medical School: apologies from Angela Shore
o CLES: Tim Quine attending on behalf of Dan Charman
o Humanities: Nick Kaye
o EMPS: Ken Evans
• Ariel Edge, College Manager
• Jonathan Barry (UCU) (apologies)
• Holly Hellier, HR Business Partner
• Andrew Johnson HR Services (Coordinator)
Also in attendance from HR Services:
• Tash Khan Davis
• Charlotte Woollam
• Lydia Rollin
For details of previous meetings see
http://www.exeter.ac.uk/about/organisation/dualassurance/taskandfinishgroups/academicprogression/
TASK AND FINISH GROUP ON ACADEMIC PROGRESSION
Notes of meeting held on Tuesday 6 May 2014
Present:
Professor Janice Kay (Chair)
Professor Ken Evans
Professor Nick Kaye
Professor Robin Mason
Professor Dan Charman
Professor Robert Van de Noort
Professor Jonathan Barry
Tash Khan-Davis
Suzanne Middleton
Andrew Johnson
Lydia Rollin
1. The notes from the meeting held on Tuesday 25 March were approved.
2. The Task and Finish Group were invited to comment on and confirm its previous
recommendation to decouple confirmation of appointment as Lecturer and
promotion/progression to Senior Lecturer. It was suggested that a choice be offered during
the consultation process, with one option being keeping things as they currently are.
However, the group decided that the consultation process should present a single
recommendation.
The Group also restated their view that the revised process should not lose the clear
pathway for accelerated progression to Senior Lecturer.
The group also discussed the implications of reinstating an ‘established Lecturer’ grade.
3. The Group considered the Draft Probation Policy for new lecturers, which includes
statements on the purpose of the probation; on the probationary period being a 2 part
process, including both probation and development, with the Academic Lead conducting
PDR; and an expectation of regular meetings and review opportunities.
The period of three academic cycles was proposed as the normal length of probation,
recognising that this is the norm for the sector, although the probation criteria would inform
the final recommendation on length.
The Group discussed how consultation within Colleges would be conducted. This will
include a discussion of who’s involved and what is expected of them and a process
overview.
The Draft Probation Policy proposed that the role of the Probationary Review Panel to
consider and to recommend the confirmation or non-confirmation of appointment at the end
of the probationary period. The panel could alternatively recommend an extended
probationary period of one year, but the Group emphasised that such extensions should
only be applied to very specific, exceptional circumstances, to avoid an extension period
becoming the norm. To ensure consistency, it was further suggested that clear guidelines
be set for the non-confirmation of appointments.
The Group were also invited to consider the appropriateness of the proposed configuration
of the Probationary Review Panel and its structure, as a discrete group within Colleges. In
response the group explored issues encountered with other panels. For example, the
importance of having equal gender distributions on a panel, additionally the possibility of
whether members (e.g. ADRs) from other Colleges could sit on the panel was explored.
The inclusion of a statement similar to the REF reduced output procedure was discussed
by the Group. The Group recommended that any probation targets should be pro-rata,
particularly in light of Athena Swan initiatives, although the minimum outputs should always
be one. Speaking on behalf of the UCU, JB suggested that this part of the guidance should
be rewritten to be more generic.
4. Regarding the probationary criteria for new Lecturers, speaking on behalf of the UCU, JB
stressed how it was important to be explicit from the start about whether previous
achievement is or is not to be taken into account in the process. The Group noted that
individuals appointed as new Lecturers start with a wide variety of prior experience and
acknowledged the difficulty of designing a process to accommodate such differences. The
Group agreed that there should be a degree of flexibility. The Group considered that the
University wanted new Lecturers to demonstrate certain competences so that the University
was confident that they will perform as a “good academic” at the University of Exeter. While
current publications helped an individual secure the appointment, it was suggested that the
probationary process should also clearly set out what the University required them to
demonstrate to be an academic at the University of Exeter. In particular, Lecturers should
be expected to demonstrate that they can conduct and publish independent research post
PhD.
It was suggested that the Chair of the appointing panel could set the probation criteria when
the appointment is offered, which would be agreed by the appointee (when they accepted
the job). JB, for the UCU, stressed that the targets should be appropriate for the individual’s
situation and be expressed clearly to them at appointment.
Additionally, JB, speaking for the UCU raised the issue of variances of workload within
disciplines. It was noted that Lecturers on probation do tend to have a lighter load, and the
Group discussed whether that needed to be explicitly stated at University-level or should be
left to Colleges to determine within their workload policies.
5. The criteria for probation and the criteria for progression to Senior Lecturer were discussed.
The Group agreed that, if the PDP was to be replaced, the criteria for probation and the
criteria for progression to Senior Lecturer should be developed and consulted on together.
The Group were asked whether the current “interim” PDP targets or the (unused) 2011
version could be a starting point for developing the criteria for probation and similarly the
“final” targets for progression to Senior Lecturer. The Group noted that the 2011 criteria
were “over specified” and that the new criteria should avoid this.
The Group agreed that each Dean would draft criteria for probation and the criteria for
progression to Senior Lecturer which would meet their requirement of their College as an
initial starter for further discussion within the Group.
The Group also noted the requirement to review the promotion criteria to Associate
Professor and Professor and agreed that, while this could be deferred until after new
arrangements to replace the PDP had been progression, when the PDP proposals do go
out to consultation, it should be highlighted that other levels will also be reviewed in due
course.
6. It was decided that the Task and Finish Group should meet at once more as there were still
a number of things to agree on. This will mean the deferring of the consultation process.
Next Steps/Action
7. Deans to draft new targets/criteria for probation and progression to Senior Lecturer.
8. Discuss the development requirements and support for Lecturers/Senior Lecturers.
Next Meeting
To be arranged. This meeting will also look at the criteria and arrangements for probation and
progression to Senior Lecturer for the Education and Scholarship job family, to ensure
appropriate parity.
TASK AND FINISH GROUP ON ACADEMIC PROGRESSION
Monday 30 June 2014
Introduction
1. Following the meeting in May, College Deans were asked to draft new targets/criteria for
probation for new Lecturers in the Education and Research job family and for progression to
Senior Lecturer (Education and Research) for consideration at the next meeting.
2. It was also agreed that the next meeting would look at the criteria and arrangements for
probation and progression to Senior Lecturer for the Education and Scholarship job family, to
ensure appropriate parity across job families.
3. The purpose of this meeting is to finalise recommendations to VCEG (for its meeting on 7 July)
on the decoupling of probation and progression for new E&R Lecturers and its replacement
with new probation criteria (and arrangements discussed in earlier meetings) and new criteria
for progression to Senior Lecturer.
4. Submissions have been received from the following Colleges:
•
Life and Environmental Sciences (appendix C)
•
Social Sciences and International Studies (appendix D)
•
Business School (appendix E)
•
Medical School (appendix F)
•
Engineering, Mathematics and Physical Sciences
5. These proposals have been incorporated into the table at appendix A.
6. Appendix B summarises the current interim and final PDP requirements.
7. The current career pathway for progression from Lecturer (Education and Scholarship) to
Senior Lecturer (Education and Scholarship) is shown in appendix G. The current period of
probation is one year: Colleges are required to assess competence and performance against
the “whole job” as described in this document, rather than specific targets. The Business
School has commented that “probation should be equally challenging for all job families”.
Probation
8. The recommendations from the five Colleges inevitably reflect some differences but there are
common themes for the assessment of probation:
(a)
Length: new Lecturers should be given a maximum of three years to achieve the
specified targets.
(b)
Teaching: in addition to achieving an appropriate teaching qualification, evidence of
satisfactory teaching should be supported through observation etc. Appendix H
suggests a range of possible performance criteria to assess competence in Teaching.
Are the meanings of “satisfactory” and “excellence” in regard to teaching, used in the
current PDP interim criteria, clearly understood by Lecturers and academic managers?
(c)
Research Publications: Lecturers on probation should be expected to publish a
minimum number of outputs at a specified standard. In some disciplines, some of these
outputs may be the publication of research undertaken prior to joining the University but
some evidence of research developed at Exeter should be expected within the
probationary period. Colleges differ on the number/quality of publications which can be
expected of new Lecturers. EMPS have pointed out that the current outputs targets in
the PDP need to be updated to take account of experience and to future-proof for the
next REF.
(d)
Research Grants: the Lecturer should be submitting grant applications that meet
College standards (assessed by internal peer review) as evidence of potential to win
research funding in the future. CLES would requires at least one application to be
successful.
(e)
Broader contribution: there should be clearer expectations of the contribution new
Lecturers are expected to make in terms of outreach, internationalisation, College
management etc. Some further work may be necessary on defining these expectations
as suggested in appendix H.
9. The Medical School have commented that they would prefer to see a more comprehensive
description of the expectations in relation to teaching, administration and citizenship than
described in the current PDP scheme (see page 1 of appendix F).
10. The questions posed by the Business School need to be addressed in order to finalise
recommendations to VCEG.
•
what can be expected of new E&R Lecturers during probation in terms of research outputs
and impact?
•
How much scope should/can there be for disciplinary variations?
•
How should existing qualifications and track record be taken into account for probation?
11. No balanced scorecard would apply for assessment of probation. The new Lecturer would have
to achieve all the required criteria (except where modified for part-time working, maternity leave
etc) within the three year period.
Progression to Senior Lecturer
12. For progression to Senior Lecturer, there is a consensus around competences and
achievements in the following areas:
(a)
Teaching: module development and delivery; contribution to higher degrees.
(b)
Research publications: four outputs of minimum 3* quality within the last 5 years plus
supervision of PGR students and/or Research Fellows.
(c)
Research grants: securing funding at a level appropriate to their discipline. To ensure
that the process is fair and transparent, the funding targets would need to be clearly
communicated within each discipline and not vary frequently. In summary, employees
need to know in advance what the target/expectation is that they are going to be judged
on.
(d)
Broader contribution of the areas of impact, community and business relations and
management/administration. The Business School have suggested that thought be
given to what criteria should be set for a Lecturer in terms of research impact in order to
assess their readiness for progression to Senior Lecturer.
13. The Medical School’s comment about a more comprehensive description of the expectations
also applies to the criteria for progression to Senior Lecturer (see pages 2-4 of appendix F).
14. This is linked to the issue previously discussed by the Group about whether the performance
expectations for each grade in the academic career pathway are clear. The Universities of
Birmingham and Sheffield have begun to address this through the “Birmingham Academic” 1
and “Sheffield Academic” 2 – but these documents do not specify how these expectations differ
between grades.
1
2
http://www.birmingham.ac.uk/Documents/staff/birmingham-academic.pdf
http://www.sheffield.ac.uk/hr/sheffieldacademic/statement and
http://www.sheffield.ac.uk/polopoly_fs/1.79753!/file/The-Sheffield-Academic---Final-Statement.pdf
15. Again the questions posed by the Business School need to be addressed in order to finalise
recommendations to VCEG on revised progression arrangements:
•
What is the role of external review in assessing progression to Senior Lecturer (currently
applications for progression to Associate Professor (E&R) and Professor (E&R) are subject
to external review but this does not form part of the PDP process).
•
How much scope should/can there be for disciplinary variations?
•
How should existing qualifications and track record be taken into account for progression to
Senior Lecturer?
•
How would a balanced scorecard work for progression to Senior Lecturer?
16. This last question is particularly important because the concept of the “balanced scorecard”
has not been clearly defined to date and there is a concern that this may lead to inconsistency
in decision making. The University has used “balanced scorecard” to mean that underachievement of some targets can be offset by overachievement of other targets. This assumes
that the targets carry equal weight, which may not be the case. Within the context of academic
career development, it runs the risk that competences which may be essential to the
development of a fully rounded academic career are left undeveloped. Consequently, the
Group may wish to specify some minimum standards (eg in teaching) which must be achieved.
17. Whereas confirmation of probation will be delegated to Colleges, decisions on progression to a
higher grade will continue to be made by VCEG (or other arrangements agreed following a
review of academic promotion arrangements).
Education and Scholarship
18. The Business School has commented that “the criteria for Education & Scholarship…
promotion are over-specified. More narrative for how criteria are met is needed.” Additionally, in
recommending a common approach across job families for assessing progression, the
Business School has posed the question: “How would external verification work for promotion
of E&S staff?”
19. The College of Social Sciences and International Studies has submitted a framework for the
assessment of probation for Lecturers in the Education & Scholarship and for progression to
Senior Lecturer (Education & Scholarship) – see the second page of appendix D.
20. The Medical School has also submitted criteria for progression to Senior Lecturer (Education &
Scholarship) – see page 4 of appendix F.
Development and Support
21. The Group has previously stated its commitment to maintaining the positive elements of the
Professional Development Programme, particularly the opportunity/expectation of Lecturers
progressing to Senior Lecturer within 5 years.
22. This can be achieved in part through the way in which the new arrangements are
communicated (for example, to we continue to use the term “Professional Development
Programme”), but the main emphasis will be on how expectations are managed through the
PDR dialogue and the support which Lecturers (both during probation and after confirmation of
appointment) receive from their Academic Lead and Head of Discipline.
23. Additionally, there will be a range of professional development activities which Lecturers will
need to complete during probation and before consideration for progression to Senior Lecturer
(as suggested in appendix H).
Next Steps
24. The Group is requested to agree at this meeting:
•
standard criteria for confirmation of probation for E&R Lecturers (including agreement on
any variation by discipline)
•
standard criteria for progression to Senior Lecturer (E&R) (including agreement on any
variation by discipline)
•
amendments to the current arrangements for probation and progression to Senior Lecturer
(Education and Scholarship) to ensure appropriate parity across job families.
25. The Group’s recommendations will be reported to VCEG on 7 July. Subject to the agreement of
VCEG, they will be the subject of consultation with Colleges and the UCU during the summer
(and equality impact analysis) with a view to revised arrangement being agreed early in the
new academic year.
26. Further work will be necessary in considering how new arrangements should apply to current
PDP Lecturers.
Andrew Johnson
HR Services
June 2014
Appendices
A. College proposals for probation and progression
B. Current PDP criteria
C. proposals from College of Life and Environmental Sciences
D. proposals from College of Social Sciences and International Studies
E. proposals from Business School
F. proposals from Medical School
G. current career pathway for progression for Education and Scholarship job family
H. Examples of possible criteria for assessment of competence for new Lecturers
APPENDIX A: TASK AND FINISH GROUP ON ACADEMIC PROGRESSION: COLLEGE RECOMMENDATIONS ON PROBATION AND PROGRESSION CRITERIA
Probation
EMPS
Business
School
Length
Teaching
3 years (?)
Current 3 year targets being used for the requirements of probation with the following provisos:
2- 3 years
(‘Substantive
period’)
Reports from peer
observation
3 years
[1] engaged in the
teaching of prescribed
courses and the
supervisory and tutorial
work assigned to you, to a
suitably high standard;
[2] shown promise by your
work and enterprise of
continuing to develop as a
University teacher and a
scholar and a full member
of our University
community in the long
term;
[3] successfully completed
the PCAP and applied for
Fellowship of the Higher
Education Academy
Research Outputs
Progression to Senior Lecturer
Research Income
targets for publications be
reviewed and amended to take
into account experiences of
RoM and to anticipate REF
2020 (ie to be more specific
about both quality and
quantity).
targets for research
income be modified for
each discipline taking
account of benchmark
competitor data; and to be
regularly updated by
College Executive.
What can be expected during
probation in terms of research
outputs and impact?
Evidence of applying for
external research grants
as co-investigator
[1] engaged in research
towards the advancement of
your discipline through the
publication of *[number to be
agreed at start of Lectureship]
research papers in peer
reviewed and refereed
journals, to a high international
standard;
[2] demonstrated the potential
to continue, for the forseeable
future, publishing research
considered 'internationally
excellent', and acting as a
leader in an academic
community of the first rank
conscientiously engaged
in applications for
research funding
demonstrating the
potential to win funding
collaboratively and/or
individually
Broader Contribution
Teaching
Research Outputs
Research Income
Broader Contribution
current 5 year targets being used for promotion to Senior Lecturer with the following provisos:
targets for publications be
reviewed and amended to
take into account experiences
of RoM and to anticipate REF
2020 (ie to be more specific
about both quality and
quantity).
targets for research
income be modified
for each discipline
taking account of
benchmark
competitor data;
and to be regularly
updated by College
Executive.
Verification by external reviewer(s)
Current 5 year PDP targets provided a balanced scorecard is applied, subject to revised outputs targets as follows:
Minimum of 4 x 3* outputs.
What can be expected in
terms of research impact?
Humanities
Medical
School
conscientiously carried out
such examining duties and
performed efficiently and
effectively such administrative
duties as have been required
of you;
[1] undertake teaching which is
research-led and intellectually
challenging to your students at both
undergraduate and postgraduate
level, including research
supervision, helping to contribute to
a distinctive student experience
which develops and hones
employability skills and attributes,
such as teamwork, creativity,
leadership social responsibility;
[2] undertake teaching when
required of subjects within your
discipline but which are not central
to your personal research or
research plans;
[3] be readily accessible to your
students concerning teaching and
assessment ;
[4] support, including mentoring
where appropriate, and help to
develop the highest standards in
learning and teaching amongst your
academic colleagues;
[5] reflect on feedback from your
students to improve your teaching,
and contribute to curriculum
development where practicable;
[6] be innovative in learning and
teaching, and assessment
methods, incorporating available
technology where appropriate;
[7] undertake examinations work
and course assessment as directed
and contribute to the development
and conduct of fair and transparent
assessment;
[8] provide appropriate feedback,
support and guidance to students;
[9] demonstrate continuing
professional development in
academic practice.
[1] produce 4 quality research outputs rated
internationally excellent or above, in terms of
originality, significance and rigour for the REF or
other equivalent peer review, with careful planning to
maximise research quality and the communication of
its outcome and impact; ensure that any publications
are in open access and uploaded to the Exeter
databases;
[2] demonstrate the ability to win competitive research
funding in support of your research, individually
and/or collaboratively, on a sustained basis and
sufficient to support a group of competitive size.
[3] contribute significantly towards recruiting and
winning funding for postgraduate students, and
demonstrate excellence in the supervision of
research students, ensuring successful completion of
research degrees within required timescales and
ensuring the quality of their wider development and
training.
[4] contribute in a sustained manner to the research
life and culture of the Medical School, for example by
attracting distinguished academic visitors;
[5] lead and manage successfully your research,
research projects or programmes, mentoring,
supporting and promoting the development of early
career
researchers
and
other
colleagues,
demonstrating teamworking;
[6] contribute to dissemination of your research
through a combination of regular presentations to
national and international conferences, invitations to
give key lectures, membership of peer review panels,
or editorial responsibilities relating to major journals
or reviewing research papers and applications;
[7] engage directly with non academic external
organisations or users to transfer your knowledge and
expertise for cultural, societal and/or economic
benefit and so contribute under the 'impact' heading
in REF, and to use the experience you find there to
enrich your research agenda
[1] undertake management
and administrative teaching
roles as required
[2] active engagement with
colleagues and accepting
delegated responsibilities;
[3] creating good working
relationships with colleagues
and others;
[4] acceptance of legitimate
criticism of conduct or job
performance;
[5] fulfilling commitments;
being
punctual,
notifying
sickness absence in good
time to avoid disruption to the
teaching timetable;
[6]
adherence
to
the
University's
policies
on
equality and diversity and
promoting
good
campus
relations and health and
safety;
[7] respect for colleagues at
all levels and avoidance of
verbal aggression;
[8] contributing positively to
meetings or training events;
[9] maintaining confidentiality.
Probation
Length
Teaching
Research Outputs
SSIS
(?)
[1] Receive satisfactory
peer and student
feedback with evidence of
excellence in some areas.
[2] Undertake the
University development
programme, if not already
completed a comparable
programme elsewhere.
[3] Take part in requisite
design, review and QA
processes.
[4] Increase teaching
commitments to College
average.
[1] Either complete-and-submit
a monograph or publication (or
acceptance for publication) of
at least three research articles,
to a recognised
publisher/journals agreed with
the DoR.
[2] Present one piece of work
developed at the University of
Exeter at a major academic
conference.
CLES
Up to 3 years
(max)
[1] Demonstrate clear
engagement with teaching
and learning – including
positive student and peer
feedback with evidence of
excellence in some areas.
This should be supported
by the HoD, informed by
DoE.
[2] Undertake PCAP or
Aspire and achieve
fellowship of the HEA
[3] Take part in requisite
design, review and QA
processes;
[4] Increase teaching
commitments to a level
similar to other staff in the
discipline, taking account
of other commitments.
[5] Assume the role of
Module Leader.
[1] Publication (or acceptance
for publication) of at least two
papers or the equivalent, which
are assessed by the University
as being 3* or above and
would be eligible for
submission to REF OR a 4*
paper, and a 2* paper.
[2] Supervise or act as cosupervisor of at least one
postgraduate research student
or Associate Research Fellow.
[3] Presentation of work at
major academic conferences
of international standing.
Progression to Senior Lecturer
Research Income
Broader Contribution
Teaching
Research Outputs
Research Income
Broader Contribution
Have developed and
submitted a fundable
research grant bid,
adhering to the peerreview processes in the
College.
Impact, business and
community relations
[1] Develop a 5-year research
dissemination, public outreach
or impact plan, to be approved
by the DoR;
[2] Develop a 5-year plan to
internationalize own research
(eg presenting papers at
international conferences or
co-authoring papers with
international collaborators), to
be approved by the DoR.
Management and
administration:
Make an effective contribution
to management and
administration within the
College or Discipline.
[1] Develop a range of different
modules, either for sole delivery or
as part of a team.
[2] Act as the internal examiner at a
higher degree examination.
[3] Provide an effective contribution
to teaching and learning
programmes in the College, as
evidenced by satisfactory peer and
student feedback with evidence of
excellence in some areas
[1] Produce at least four
pieces of work - which may
include pieces produced in the
probation stage - at least three
of which are assessed by the
University as being at or
above ‘international
excellence’, with the fourth
graded at least ‘recognised
internationally’.
[2] Supervise or act as cosupervisor of at least one
postgraduate research student
or Associate Research Fellow.
[3] Present two pieces of work
developed at the University of
Exeter at major academic
conferences
Secure research
funding of 50% of
the average of the
previous five years’
College FTE
income target.
Impact, business and
community relations
[1] Successfully implement
the research dissemination,
public outreach or impact plan
approved by the DoR;
[2] Successfully implement
the plan to internationalize
own research approved by
the DoR.
Management and
administration
[1] Make an effective and
significant contribution to the
management and
administration of the College
or Discipline, in line with the
College’s workload model.
[2] Mentor colleagues / GTAs
[1] External Funding:
Applications for significant
grants that have been
internally peer reviewed as
fundable, For guidance, a
significant grant is
approximately 3x the
discipline FTE pa (see
table).
[2] Obtain at least one
research grant (as main or
co-applicant) of any value.
Business & Community
Relations, Impact
[1] Initiate and participate in
appropriate areas of outreach
activities, widening
participation, community
relations, internationalisation
and commercial partnerships
[2] Where possible, this should
include work suitable to
supporting the development of
a REF impact case study
Management & Administration
[1] Make an effective
contribution to management
and administration within the
Department.
[2] Participate in professional
activities such as meetings of
professional/subject
organisations, journal
reviewing, external committees
etc.
[1] Demonstrate strong
engagement with and excellence in
teaching and learning programmes,
as evidenced by peer and student
feedback, award nominations,
student performance and a
statement from HoD.
[2] Effectively supervise at least one
postgraduate research student to
completion as main supervisor.
[3] Internal examiner for higher
degree.
[1] Have produced at least
four pieces of work or the
equivalent within the last 5
years which are assessed by
the University as being 3* or
higher and would be eligible
for submission to REF.
[2] Continue to present work
regularly at major academic
conferences of international
standing, preferably including
invited keynote presentations.
Secure research
funding at a level of
the relevant UoA
FTE income target
for senior lecturers
(see table), taking
into account the
specific area of
research.
Business & Community
Relations, Impact
[1] Initiate and participate in
appropriate areas of outreach
activities, widening
participation, community
relations, internationalisation
and commercial partnerships
[2] Where appropriate, this
should include developing a
REF impact case study.
Management &
Administration
[1] Make a successful and
significant contribution to the
management and
administration of the
Department or wider
College/University.
[2] Participate in wider
professional activities such as
meetings of
professional/subject
organisations, external
examining, journal
editing/reviewing, research
council committees etc.
[3] Mentor colleagues and
research staff.
APPENDIX B: TASK AND FINISH GROUP ON ACADEMIC PROGRESSION: CURRENT PDP CRITERIA
Probation
Length
Current
PDP
Current
interim (3
year) PDP
targets
Teaching
Receive satisfactory
peer and student
feedback with evidence
of excellence in some
areas.
Undertake University
development
programme. (ie achieve
HEA Fellowship normally through PCAP)
Take part in requisite
design, review and QA
processes.
Increase teaching
commitments to College
average.
Research Outputs
Progression to Senior Lecturer
Research Income
Humanities

Complete a monograph or equivalent and submit to a recognised
academic (or appropriate) publisher OR

Publication (or acceptance for publication) of at least two
research articles (single authored or first authored) in journals
agreed with the College Director of Research (DoR).

Presentation of at least one piece of work developed at the
University of Exeter at a major academic conference.
Social Sciences

Secure research funding
AND Either

Complete a monograph and submit to a recognised academic (or
appropriate) publisher OR

Publication (or acceptance for publication) of at least three
research articles (single authored or first authored) in journals
agreed with the College Director of Research (DoR).

Presentation of at least one piece of work developed at the
University of Exeter at a major academic conference
Sciences
See below
* The number will be specified by the College prior to appointment,
recognising the requirements of the specialist area of research.
Engineering, Computer Science and Mathematics

Publication of at least * articles, in which the new Lecturer is the
principal author, in journals agreed with the College Director of
Research (DoR).

Supervise or act as co-supervisor of at least one postgraduate
research student or Associate Research Fellow.

External funding: make on average one research application per
year, as the Principal Applicant, to a relevant external funding
body (Research Councils, Royal Society, EU etc).

Presentation of at least one piece of work at a major academic
conference of international standing.
Psychology

Publication (or acceptance for publication) of at least * articles in
journals agreed with the College DoR: at least two of these
should be the principal author.

Supervise or act as co-supervisor of at least one postgraduate
research student or Associate Research Fellow.

External Funding: Obtaining at least one research grant (as main
or co-applicant)

Presentation of at least one piece of work at a major academic
conference of international standing.
Broader Contribution
Business and community
relations:
Initiate and participate in
outreach activities in accord
with the University’s external
affairs and international
strategies as indicated in the
College's plans:
Management and
administration:
Make an effective contribution
to management and
administration within the
College.
Teaching
Assume the role of Module
Leader.
Effectively contribute to teaching
and learning programmes in the
College, as evidenced by
satisfactory peer and student
feedback with evidence of
excellence in some areas.
Effectively supervise
postgraduate research students
Internal examiner for higher
degree (Sciences and Social
Sciences)
Develop a range of different
modules, either for sole delivery
or as part of a team (Social
Sciences)
Research Outputs
Research Income
Humanities

Have produced at least four pieces of work (single
authored or first authored) - including the pieces
referred to above - at least two of which are
assessed by the University as being at or above
‘international excellence’ with the others graded at
least ‘recognised internationally’.

Secure research funding at a level consistent with
the College FTE income target.

Supervise or act as co-supervisor of at least one
postgraduate research student or Associate
Research Fellow.

Presentation of at least one piece of work
developed at the University of Exeter at a major
academic conference
Social Sciences

Have produced at least four pieces of work (single
authored or first authored) - including the pieces
referred to above - at least two of which are
assessed by the University as being at or above
‘international excellence’ with the others graded at
least ‘recognised internationally’.

Secure research funding at a level consistent with
the College FTE income target.

Supervise or act as co-supervisor of at least one
postgraduate research student or Associate
Research Fellow.

Presentation of at least one piece of work
developed at the University of Exeter at a major
academic conference
Sciences
See below

Have produced at least four pieces of work (as the
principal author) - including the pieces referred to
above - at least two of which are assessed by the
University as being at or above ‘international
excellence’ with the others graded at least
‘recognised internationally’.

Secure research funding at a level consistent with
the College FTE income target.

Have produced at least four pieces of work (as the
principal author) - including the pieces referred to
above - at least two of which are assessed by the
University as being at or above ‘international
excellence’ with the others graded at least
‘recognised internationally’.

Obtain a second research grant (not essential if
the earlier grant was a three year award)
Broader Contribution
Business and community
relations:
Make a significant contribution
to outreach activities at a level
consistent with the College's
Business Plan targets.
Management and
administration:
Make an effective significant
contribution to the management
and administration of the
College, in line with the
College’s workload model.
Participate in wider professional
activities such as LTSNs,
meetings of professional/
subject organizations, etc.
Mentor colleagues/GTAs.
Probation
Length
Teaching
Research Outputs
Progression to Senior Lecturer
Research Income
Sport and Health Sciences

Publication of at least * articles, in which the new Lecturer is the
principal author, in journals agreed with the College DoR.

Supervise or act as co-supervisor of at least one postgraduate
research student or Associate Research Fellow (ARF)

External funding: Show evidence of seeking funding through
external grant applications.

Presentation of at least one piece of work at a major academic
conference of international standing.
Physics

Publication of at least * articles, in which the new Lecturer is the
principal author, in journals agreed with the College DoR.

Supervise or act as co-supervisor of at least one postgraduate
research student or ARF.

External Funding: make at least 3 substantial research
applications AND achieve a major grant.

Presentation of at least one piece of work at a major academic
conference of international standing.
Biosciences

Publication of at least two articles, in which the new Lecturer is
the principal author, in journals agreed with the College DoR.

Supervise or act as co-supervisor of at least one postgraduate
research student or ARF.

External funding: make at least three substantial research
applications AND achieve a significant grant.

Presentation of at least one piece of work at a major academic
conference of international standing.
Geography, Archaeology and Earth Resources
Broader Contribution
Teaching
Research Outputs
Research Income

Have produced at least four pieces of work (as the
principal author) - including the pieces referred to
above - at least two of which are assessed by the
University as being at or above ‘international
excellence’ with the others graded at least
‘recognised internationally’.

Secure research funding at a level consistent with
the College FTE income target.

Have produced at least four pieces of work (as the
principal author) - including the pieces referred to
above - at least two of which are assessed by the
University as being at or above ‘international
excellence’ with the others graded at least
‘recognised internationally’.

Secure research funding at a level consistent with
the College FTE income target.

Have produced at least four pieces of work (as the
principal author) - including the pieces referred to
above - at least two of which are assessed by the
University as being at or above ‘international
excellence’ with the others graded at least
‘recognised internationally’.

Secure research funding, from a peer-reviewed
source agreed with the College DoR at a level
consistent with the College FTE income target.

Supervise or act as co-supervisor of at least one
postgraduate research student or ARF.

Have produced at least four pieces of work (as the
principal author) - including the pieces referred to
above - at least two of which are assessed by the
University as being at or above ‘international
excellence’ with the others graded at least
‘recognised internationally’.

Publication of at least * articles, in which the new Lecturer is the
principal author, in journals agreed with the College DoR.

Supervise or act as co-supervisor of at least one postgraduate
research student or ARF.

External Funding: make at least three substantial applications as
principal investigator or co-investigator to Research Councils or
equivalent external funding bodies.

Secure research funding, from peer-reviewed
sources, at a level consistent with the College
FTE income target.

Presentation of at least one piece of work at a major academic
conference of international standing.

Supervise or act as co-supervisor of at least one
postgraduate research student or ARF.

Have produced at least four pieces of work (as the
principal author) - including the pieces referred to
above - at least two of which are assessed by the
University as being at or above ‘international
excellence’ with the others graded at least
‘recognised internationally’.

Secure research funding, from peer-reviewed
sources, at a level consistent with the College
FTE income target.

Supervise or act as co-supervisor of at least one
postgraduate research student or ARF.
Medical School

Publication of at least * articles, in which the new Lecturer is the
principal author, in journals agreed with the College DoR.

Supervise or act as co-supervisor of at least one postgraduate
research student or ARF.

External funding: make at least three substantial applications as
principal investigator or co-investigator to Research Councils or
other major external funding bodies eg. major charities who are
members of Association of Medical Research Charities and / or
the Department of Health and achieve a grant that would support
a substantial piece of work leading to publication rather than pilot
or pre protocol work often funded by minor charities.

Presentation of at least one piece of work at a major academic
conference of international standing.
Broader Contribution
APPENDIX C
CLES Draft proposal for probation and promotion criteria
•
•
•
•
Based on current 3 and 5 year PDP criteria for probation and promotion respectively
Criteria reduced pro-rata for part-time staff and for periods of maternity leave (Athena Swan)
Consider including essential and desirable criteria and better definition of a ‘balanced scorecard’
Need to develop similar improved criteria for SL-AP and AP-P
•
In appointing new lecturers, make this information part of the offer package and include information on any start-up funding being offered to support establishment of new
staff
Timeframe
Research
•
Probation (3 years max).
•
•
•
•
•
Publication (or acceptance for
publication) of at least two papers
or the equivalent, which are
assessed by the University as
being 3* or above and would be
eligible for submission to REF.
OR a 4* paper, and a 2* paper
Supervise or act as co-supervisor
of at least one postgraduate
research student or Associate
Research Fellow.
External Funding: Applications for
significant grants that have been
internally peer reviewed as
fundable, For guidance, a
significant grant is approximately
3x the discipline FTE pa (see
table).
Obtain at least one research grant
(as main or co-applicant) of any
value
Presentation of work at major
academic conferences of
international standing.
Teaching
•
•
•
•
•
•
•
Demonstrate clear
engagement with
teaching and learning –
including positive student
and peer feedback with
evidence of excellence in •
some areas. This should
be supported by the HoD,
informed by DoE.
Undertake PCAP or
Aspire and achieve
fellowship of the HEA
Take part in requisite
design, review and QA
processes;
Increase teaching
commitments to a level
similar to other staff in the
discipline, taking account
of other commitments.
Assume the role of
Module Leader
Business & Community
Relations, Impact
Initiate and participate in
•
appropriate areas of outreach
activities, widening
participation, community
relations, internationalisation •
and commercial partnerships
Where possible, this should
include work suitable to
supporting the development
of a REF impact case study
Management &
Administration
Make an effective
contribution to management
and administration within the
Department
Participate in professional
activities such as meetings of
professional/subject
organisations, journal
reviewing, external
committees etc..
Timeframe
Research
Teaching
•
Have produced at least four
•
pieces of work or the equivalent
within the last 5 years which are
assessed by the University as
being 3* or higher and would be
eligible for submission to REF.
•
Secure research funding at a
level of the relevant UoA FTE
income target for senior lecturers •
(see table), taking into account
the specific area of research. .
Continue to present work
regularly at major academic
•
conferences of international
standing, preferably including
invited keynote presentations.
Promotion to Senior
Lecturer
•
Business & Community
Relations, Impact
Demonstrate strong
•
engagement with and
excellence in teaching
and learning programmes,
as evidenced by peer and
student feedback, award
nominations, student
•
performance and a
statement from HoD,,
Effectively supervise at
least one postgraduate
research student to
completion as main
supervisor.
Internal examiner for
higher degree.
Management &
Administration
Initiate and participate in
•
appropriate areas of outreach
activities, widening
participation, community
relations, internationalisation
and commercial partnerships •
Where appropriate, this
should include developing a
REF impact case study
•
Make a successful and
significant contribution to the
management and
administration of the
Department or wider
College/University
Participate in wider
professional activities such as
meetings of
professional/subject
organisations, external
examining, journal
editing/reviewing, research
council committees etc.
Mentor colleagues and
research staff
*College FTE income targets are pa over 5 years and are based on levels just below the average of the last 3 years of competitor median. Note that the income is income
attributable to the individual, not the total sum awarded on grants in which the lecturer is one of several Co-Is. The split of research income between investigators is
established at the time of application and is recorded on the University research system.
Psychology
Sports & Health
Sciences
Biosciences
Geography
£45k
£35k
£150k
£40k
2012/2013
Income p.a. targets for Senior Lecturers (to be revised based on 11/12-13/14 data). These are discipline averages, and account will be taken of the nature of research being
undertaken by the individual as part of the balanced assessment of achievement (add indicative ranges to table?).
APPENDIX D
PROPOSAL FROM COLLEGE OF SOCIAL SCIENCES AND INTERNATIONAL STUDIES
Professional Development Programme Education and Research: Social Sciences stream
Probation
Research:
•
Have developed and submitted a fundable research grant bid, adhering to the peer-review processes
in the College.
•
Either complete-and-submit a monograph or publication (or acceptance for publication) of at least
three research articles, to a recognised publisher/journals agreed with the DoR.
•
Present one piece of work developed at the University of Exeter at a major academic conference.
Teaching:
•
Receive satisfactory peer and student feedback with evidence of excellence in some areas.
•
Undertake the University development programme, if not already completed a comparable
programme elsewhere.
•
Take part in requisite design, review and QA processes.
•
Increase teaching commitments to College average.
Impact, business and community relations
•
Develop a 5-year research dissemination, public outreach or impact plan, to be approved by the
DoR;
•
Develop a 5-year plan to internationalize own research (eg presenting papers at international
conferences or co-authoring papers with international collaborators), to be approved by the DoR.
Management and administration:
•
Make an effective contribution to management and administration within the College or Discipline.
Promotion to SL
Research
•
Produce at least four pieces of work - which may include pieces produced in the probation stage - at
least three of which are assessed by the University as being at or above ‘international excellence’,
with the fourth graded at least ‘recognised internationally’.
•
Secure research funding of 50% of the average of the previous five years’ College FTE income
target.
•
Supervise or act as co-supervisor of at least one postgraduate research student or Associate
Research Fellow.
•
Present two pieces of work developed at the University of Exeter at major academic conferences.
Teaching
•
Develop a range of different modules, either for sole delivery or as part of a team.
•
Act as the internal examiner at a higher degree examination.
•
Provide an effectively contribution to teaching and learning programmes in the College, as evidenced
by satisfactory peer and student feedback with evidence of excellence in some areas.
Impact, business and community relations
•
Successfully implement the research dissemination, public outreach or impact plan approved by the
DoR;
•
Successfully implement the plan to internationalize own research approved by the DoR.
Management and administration
•
Make an effective and significant contribution to the management and administration of the College
or Discipline, in line with the College’s workload model.
•
Mentor colleagues / GTAs.
Professional Development Programme Education and Scholarship: Social Sciences stream
Probation
Scholarship
•
Engage in scholarship as required to support teaching activities.
•
Extend, transform and apply knowledge acquired from scholarship to teaching and appropriate
external activities.
•
Make presentations at national and international conferences and similar events.
Teaching:
•
Receive satisfactory peer and student feedback with evidence of excellence in some areas.
•
Undertake University development programme, if not already completed a comparable programme
elsewhere
•
Design, develop and produce teaching and learning material and deliver either across a range of
modules or within a subject area.
•
Contribute to the planning, design and development of objectives and material.
Widening participation, business and community relations
•
Participate in outreach activities in accord with the University’s external affairs and international
strategies as indicated in the College's plans.
Management and administration:
•
Make an effective contribution to management and administration within the College or Discipline.
Promotion to SL
Scholarship:
•
Conduct individual or collaborative scholarly projects.
•
Publication in a subject or teaching related journal regarding the applicant’s teaching/education
related activity.
•
A presentation on teaching and learning to a national conference on teaching and learning in HE
(SRHE, SEDA etc.)
•
Secure funds for own scholarly activities.
•
Contribute to the development of teaching and learning strategies.
•
Work in conjunction with others to apply subject knowledge to practice.
Teaching
•
Design, develop and deliver a range of modules or programmes at various levels.
•
Develop, apply, and champion the use of innovative and appropriate teaching techniques and
material which create interest, understanding and enthusiasm amongst students.
•
Contribute to the development of academic policies across the Institution.
Impact, business and community relations
•
Initiate and participate in outreach activities in accord with the University’s external affairs and
international strategies as indicated in the College's plans.
Management and administration
•
Make an effective and significant contribution to the management and administration of the College
or Discipline, in line with the College’s workload model.
•
Mentor colleagues / GTAs.
APPENDIX E: PROPOSAL FROM BUSINESS SCHOOL
Paper 1: Board of Academic Leads 18 June 2014
Reform of the probation and promotion systems
Discussions with heads of department have identified a number of points of
agreement:
•
•
•
•
•
•
•
•
Probation and promotion should be decoupled.
Probation should be equally challenging for all job families.
Staff should have a substantive probation period, regardless of grade.
Verification by external reviewers should be made part of the promotion
process, for all job families.
A probation period of 2-3 years is about right.
For E&R and R probation, some evidence of applying for external research
grants as a co-Investigator should be required. Reports from peer
observation of teaching should also feature.
The criteria for Education & Scholarship probation/promotion are overspecified. More narrative for how criteria are met is needed.
The current E&R 5-year PDP criteria are fairly appropriate as promotion
guidelines, as long as a balanced scorecard is used. But there is a case to
make the thresholds somewhat higher e.g., rather than at least two 2* and
two 3* outputs, indicate that at least four 3* outputs are expected.
There are some open questions, including:
• For probation, what can be expected of E&R staff in terms of research
outputs? Impact?
• For promotion, what can be expected of E&R staff in terms of research
impact?
• How do promotion guidelines interact with external review?
• How much scope should/can there be for disciplinary variations?
• How would external verification work for promotion of E&S staff?
• How should existing qualifications and track record be taken into account
for probation and promotion?
• How would a balanced scorecard work for promotion?
APPENDIX F
PROPOSALS FROM UNIVERSITY OF EXETER MEDICAL SCHOOL
PROBATION
UEMS Criteria by which a new lecturer will be judged for confirmation of their lectureship
post
In order to confirm your appointment, the Medical School must be satisfied that you have
•
fulfilled all the expectations and requirements as set out in your initial objective setting
agreement;
•
engaged in the teaching of prescribed courses and the supervisory and tutorial work assigned
to you, to a suitably high standard;
•
engaged in research towards the advancement of your discipline through the publication of *
research papers in peer reviewed and refereed journals, to a high international standard;
•
conscientiously engaged in applications for research funding demonstrating the potential to win
funding collaboratively and/or individually
•
conscientiously carried out such examining duties and performed efficiently and effectively
such administrative duties as have been required of you;
•
shown promise by your work and enterprise of continuing to develop as a University teacher
and a scholar and a full member of our University community in the long term;
•
successfully completed the PCAP and applied for Fellowship of the Higher Education
Academy;
•
demonstrated the potential to continue, for the forseeable future, publishing research
considered 'internationally excellent', and acting as a leader in an academic community of the
first rank
* number to be agreed at the start of the lectureship
PROGRESSION TO SENIOR LECTURER (EDUCATION AND RESEARCH)
Criteria for Promotion to Senior Lecturer (E&R)
All activities are taken into account and evidence of achievement in both teaching and research.
Promotion may be based primarily on world leading excellence in research or on international
excellence in research together with excellence in teaching, knowledge transfer/exchange and
innovation. The promotion panel will consider your ability in the following areas.
1. Research:
•
To undertake research of the highest international quality, publish regularly, have the potential
to continue to publish in a sustained fashion. Your research outputs will be at least at 2* level
with most at 3* and 4* in terms of originality, significance and rigour, and you should
demonstrate the potential for continuing to produce the majority of your work at the equivalent
of 3* and 4* level (as defined by RAE 2008)
•
To achieve success in winning competitive research funding and understand the funding
environment.
•
To maximise use of the appraisal and mentoring systems to develop your Personal Research
Plan, seeking support and advice as appropriate to enhance your research career
Our expectations of you are therefore that you will:
•
produce four quality research outputs rated internationally excellent or above, in terms of
originality, significance and rigour for the REF or other equivalent peer review, with careful
planning to maximise research quality and the communication of its outcome and impact;
ensure that any publications are in open access and uploaded to the Exeter databases;
•
demonstrate the ability to win competitive research funding in support of your research,
individually and/or collaboratively, on a sustained basis and sufficient to support a group of
competitive size.
•
contribute significantly towards recruiting and winning funding for postgraduate students,
and demonstrate excellence in the supervision of research students, ensuring successful
completion of research degrees within required timescales and ensuring the quality of their
wider development and training.
•
contribute in a sustained manner to the research life and culture of the Medical School, for
example by attracting distinguished academic visitors;
•
lead and manage successfully your research, research projects or programmes, mentoring,
supporting and promoting the development of early career researchers and other
colleagues, demonstrating teamworking;
•
contribute to dissemination of your research through a combination of regular presentations
to national and international conferences, invitations to give key lectures, membership of
peer review panels, or editorial responsibilities relating to major journals or reviewing
research papers and applications;
•
engage directly with non academic external organisations or users to transfer your
knowledge and expertise for cultural, societal and/or economic benefit and so contribute
under the 'impact' heading in REF, and to use the experience you find there to enrich your
research agenda;
2. Education:
You will be expected to set the highest standards in learning and teaching, linking research and
education in distinctive and creative ways.
Our expectations of you are therefore that you will:
•
undertake teaching which is research-led and intellectually challenging to your students at
both undergraduate and postgraduate level, including research supervision, helping to
contribute to a distinctive student experience which develops and hones employability skills
and attributes, such as teamwork, creativity, leadership social responsibility;
•
undertake management and administrative teaching roles as required
•
undertake teaching when required of subjects within your discipline but which are not
central to your personal research or research plans;
•
be readily accessible to your students concerning teaching and assessment
•
support, including mentoring where appropriate, and help to develop the highest standards
in learning and teaching amongst your academic colleagues;
•
reflect on feedback from your students to improve your teaching, and contribute to
curriculum development where practicable;
•
be innovative in learning and teaching, and assessment methods, incorporating available
technology where appropriate;
•
undertake examinations work and course assessment as directed and contribute to the
development and conduct of fair and transparent assessment;
•
provide appropriate feedback, support and guidance to students;
•
demonstrate continuing professional development in academic practice.
3. Good citizenship:
As a Senior Lecturer you are expected to adhere to the principles of good citizenship, being
generous with your help and support to others and collaborating with your academic colleagues in
matters relating to research, learning & teaching, and knowledge transfer, and working for the
benefit of the Medical school and the University as a whole. Examples of good citizenship and
conduct are:
•
active engagement with colleagues and accepting delegated responsibilities;
•
ready co-operation with legitimate requests;
•
creating good working relationships with colleagues and others;
•
acceptance of legitimate criticism of conduct or job performance;
•
fulfilling commitments; being punctual, notifying sickness absence in good time to avoid
disruption to the teaching timetable;
•
adherence to the University's policies on equality and diversity and promoting good campus
relations and health and safety;
•
respect for colleagues at all levels and avoidance of verbal aggression;
•
contributing positively to meetings or training events;
•
maintaining confidentiality.
You are expected to be knowledgeable about University policies which relate to your work and
relationships with staff and students and to conduct yourself appropriately. In every respect you
will be an ambassador for the University and through your work and conduct you will be expected
to enhance Exeter’s national and international reputation, adhering to the University values and
being aware of, and contributing to, the University Strategy.
PROGRESSION TO SENIOR LECTURER (EDUCATION AND SCHOLARSHIP)
Criteria for Promotion to Senior Lecturer ( E&S)
All activities are taken into account and evidence of achievement in both teaching and
scholarship.. Promotion may be based primarily on excellence and innovation in teaching; or on
excellence in educational research at a national level, together with excellence in teaching,
knowledge transfer/exchange and enabling. The promotions committee will take into account:
•
Effective innovation in curriculum development, course design or the development of teaching
materials and use of a range of appropriate assessment techniques
•
Evidence of the successful use of a range of teaching and learning methodologies appropriate
to the discipline and evaluation of their impact on student learning
•
Evidence of sharing skills and experience in relation to teaching and learning within the
Institution
•
Evidence of a substantial contribution to the management or administration of the department,
school or university (or previous institution).
•
An appropriate contribution to the advancement of a subject by research or scholarship
•
Evidence of the application of knowledge through practice and/or engagement with
communities, including public groups.
Judgment of Teaching Contribution
Judgment of Teaching Contribution will require evidence both of excellence and of innovative
contributions in all or some of the following:
•
Excellence in teaching from peer review, from student assessments and/or from examination
results
•
Significant contribution to the subject through outstanding scholarship, the development of
teaching and/or learning aids in the form of books, videos, computer assisted learning
materials etc.
•
Development of new modes of delivery of the curriculum
•
Enhancement of teaching and learning within and beyond the candidate’s department
•
Receipt of a University of Exeter teaching award.
APPENDIX G
UNIVERSITY OF EXETER
EDUCATION AND SCHOLARSHIP CAREER PATHWAY
Introduction
This document sets out the framework for career progression in the Education and
Scholarship job family within the University. The posts in the Education and Scholarship
job family and the Research and Education job family are deemed equivalent in terms of
esteem and contribution within the University.
This document shows the Lecturer grade in the Education and Scholarship career
pathway and details:
a summary of the activities which a member of staff at that level should be
undertaking, to a successful and effective standard (the top box); and
the evidence which must be demonstrated - over a sustained period (of at least
one academic year at Exeter) by a member of staff – in order to achieve
promotion to the next level/grade (the middle box). Examples of these are shown
in the shaded bottom box.
against each of the following core activities of staff in the Education and Scholarship job
family:
Teaching practice
Management/administration and core/education management
Communications, esteem and scholarship
Student/staff support
External affairs
together with minimum requirements on qualifications/HEA Fellowship.
The examples (shown in the shaded bottom box) of the evidence which must be
demonstrated in each of the core activities in order to achieve promotion to the next
level/grade are not prescriptive. Similarly, the framework does not seek to be
completely exhaustive or definitive, rather it is designed to be indicative of the
level the University would expect.
The examples given are generic and it is recognised that the specific
requirements and opportunities will differ between subject disciplines. The
requirements of the University and College and the opportunities which will be available
to staff will also differ over time as College priorities change. Through the PDR process,
Academic Leads and individual members of staff should align personal aspirations (eg
for career development and promotion) with the needs of the College, set out in the
College Business Plan.
Lecturer (Education and Scholarship)
Level
Summary of typical
characteristics of role
Teaching Practice
Staff working at this level
must be undertaking the
activities listed to a
successful and effective
standard
In order to be considered
for promotion to the next
grade, staff should be able
to demonstrate evidence
of excellence in some of
the above activities and be
able to demonstrate over a
sustained period they are
performing the following
to a satisfactory and
effective standard.
Lecturer (Education & Scholarship)
L role: Responsible for substantive teaching, learning and leadership at Module level and aspects of
these at Programme level; will have successfully engaged in most aspects of the previous level.
Activity at this level broadly aligns with the Exeter PDP Education targets.
L1. Demonstrate appropriate depth or breadth of specialist knowledge and understanding of the
core knowledge related to their discipline to teach at a range of levels and on a range of
modules.
L2. Teach and support learning using a wide range of approaches and modes of delivery, which are
appropriate to a range of different modules and students.
L3. Take responsibility for design and delivery of high quality learning materials across a range of
modules to include online resources.
L4. Show evidence of formal peer review indicating very good teaching practice; achieve very good
MACE scores and demonstrate other evidence of good student feedback.
L5. Demonstrate clear engagement in CPD in relation teaching and learning and a commitment to
professional values.
Evidence of areas of excellence identified by peer review, with additional evidence of
dissemination of best practice to colleagues.
Evidence of some areas of excellence in MACE feedback (aligned to College benchmarks).
Together with evidence of aspects of the following which are appropriate to the role and achievable:
Successful innovation in teaching practice to resolve problems or enhance the student
experience in line with the College education strategy.
Impact at discipline/programme level beyond own teaching.
Nomination for teaching awards.
Tangible contributions to discipline teaching and learning policy e.g. minuted contributions
and/or submitted paper(s) to SSLC/education/discipline meetings.
Evidence may include:
Student/Staff Support
Staff working at this level
must be undertaking the
activities listed to a
successful and effective
standard
In order to be considered
for promotion to the next
grade, staff should be able
to demonstrate evidence
of excellence in some of
the above activities and be
able to demonstrate over a
sustained period they are
performing the following
to a satisfactory and
effective standard.
Evidence may include:
Lead major(new) teaching, learning and assessment design/developments at module
level/programme level;
Create innovative online teaching materials – contributing to online learning at an enhanced
level i.e. exceeding minimum requirements and use technology creatively in teaching
Play a significant role in new curriculum developments at programme/discipline level.
L6.
L7.
L8.
L9.
Perform the role of personal tutor, dealing with straightforward student issues.
Work collegiately with your teaching team/ support staff and others within the discipline and
college.
Mentor GTAs as appropriate.
Develop effective learning environments and approaches to student support and guidance.
Together with evidence of aspects of the following which are appropriate to the role and achievable:
Mentor more junior staff (Associate Lecturers), if this opportunity is available within your
discipline.
Be recognised as the lead on a specific area of student support by colleagues within your
discipline as evidenced by providing advice and guidance to staff on this area.
Take initiative in developing innovative approaches to student support
Deliver training or mentoring on teaching issues for staff new to discipline.
Take responsibility for student experience within a programme.
Act as an Academic Lead and deal with staffing issues within the programme/discipline.
Management and
course/education
management
Staff working at this level
must be undertaking the
activities listed to a
successful and effective
standard
In order to be considered
for promotion to the next
grade, staff should be able
to demonstrate evidence
of excellence in some of
the above activities and be
able to demonstrate over a
sustained period they are
performing the following
to a satisfactory and
effective standard.
Evidence may include:
Scholarship, esteem and
communications
Staff working at this level
must be undertaking the
activities listed to a
successful and effective
standard
In order to be considered
for promotion to the next
grade, staff should be able
to demonstrate evidence
of excellence in some of
the above activities and be
able to demonstrate over a
sustained period they are
performing the following
to a satisfactory and
effective standard.
Evidence may include:
External affairs
Staff working at this level
must be undertaking the
activities listed to a
successful and effective
standard
L10. Demonstrate capacity to be a sole or joint module lead for either a complex team-taught
module or several individual modules.
L11. Manage all administrative and student related matters within the scope of their teaching.
L12. Take an active role in student recruitment activities.
Evidence of excellent independent management of a complex team-taught module or several
individual modules.
Evidence of well respected leadership and responsibility for a significant curriculum area.
Manage the undergraduate student experience in your discipline.
Take responsibility for employability within your discipline.
Take responsibility for significantly increasing intake on premium fee programmes.
Engage in internal quality review processes.
Undertake internal moderator role.
L13. Demonstrate scholarship by synthesising subject knowledge into a format that is accessible to
students evidenced by the production of high quality teaching and assessment ideally over a
range of levels.
L14. Demonstrate development of pedagogical understanding within subject evidenced by
evaluation and review of module content on an annual basis.
L15. Show evidence of initiative, creativity and judgement in applying appropriate approaches to
teaching and learning support and scholarly activities, responding to pedagogical and practical
challenges.
L16. Disseminate good practice within teaching team and/or college.
Collaborate successfully over some time with others to incorporate relevant
research/scholarship into own practice.
Take a leadership role in developing and implementing projects to enhance the student
experience in line with the education strategy.
Together with evidence of aspects of the following which are appropriate to the role and achievable:
Making conference presentations at local or national events.
Taking a significant role in scholarly projects (normally internal/discipline based).
Authoring competitive proposals for project funding.
Source external funding for e.g. employability, diversity or e-learning projects.
Undertake external examiner or advisory roles.
Present at a high profile internal (e.g. L&T conference) or an external (e.g. HEA conference)
education conference.
L17. Take an active part in school/College open days/visits and other external WP activities.
L18. Participate in appropriate Teaching and Learning events at Exeter (with external facilitators)
and/or external to the University.
L19. Attend local/regional group/committee/ discipline meetings (where your attendance has a
positive contribution to your role/practice at the University).
In order to be considered
for promotion to the next
grade, staff should be able
to demonstrate evidence
of excellence in some of
the above activities and be
able to demonstrate over a
sustained period they are
performing the following
to a satisfactory and
effective standard.
Organise/coordinate a significant part of your College’s outreach/student recruitment activities.
Have sole responsibility for organising and coordinating a smaller outreach recruitment event.
Become involved in organising or leading a local subject network or forum (online or face to
face) which considers education matters.
Evidence may include:
Manage Post Offer Open days (POODs) within discipline.
Manage UG marketing.
Lead on aspects of UG recruitment and admissions within discipline.
Qualifications/recognition
L20. Staff at this level are expected to achieve PCAP or equivalent and Fellow of the HEA within 2
years of appointment (pro-rata for part-time staff).
This should be a minimum requirement for all University teachers at this level and above.
In order to be promoted to
the next grade, staff
should be able to
demonstrate the following
commitment to achieving
qualifications/recognition.
If not already a Senior Fellow of the HEA then the promotion/appointment panel should be satisfied
that there is evidence that the member of staff is working toward Senior Fellow of the HEA and will
achieve it within 2 years of promotion
APPENDIX H
Examples of possible criteria for assessment of competence for new Lecturers (to be achieved
within three years).
Education and Learning
1. Demonstrate appropriate depth or breadth of specialist knowledge and understanding of the
core knowledge related to their discipline to teach at a range of levels and on a range of
modules.
2. Teach and support learning using a wide range of approaches and modes of delivery, which
are appropriate to a range of different modules and students.
3. Take responsibility for design and delivery of high quality learning materials across a range of
modules to include online resources.
4. Show evidence of formal peer review indicating very good teaching practice; achieve very good
5. MACE scores and other evidence of good student feedback.
6. Demonstrate clear engagement in CPD in relation teaching and learning and a commitment to
professional values.
7. Perform the role of personal tutor, dealing with straightforward student issues.
8. Work collegiately with your teaching team/ support staff and others within the discipline and
college.
9. Mentor GTAs as appropriate.
10. Develop effective learning environments and approaches to student support and guidance.
Broader contribution (including Leadership and Management)
1
Initiate and participate in outreach activities in accord with the University’s external affairs
and international strategies as indicated in the College/Discipline plans.
2
Demonstrate capacity to be a sole or joint module lead for either a complex team-taught
module or several individual modules.
3
Manage all administrative and student related matters within the scope of their teaching.
4
Take an active role in student recruitment activities.
Qualifications/Recognition/Professional Development
•
Fellow HEA
•
PhD Supervision (Professional Development)
•
Peer Dialogue (Professional Development)