Appendix 1
Professorship (Learning and Teaching)
Candidates will be expected to demonstrate depth of achievement in each of the following four areas.
1.
Either
Candidates will have a substantial record of high quality pedagogic related publications. Through their publications in peer-reviewed academic journals, refereed conference proceedings, books, and particularly in the creative and performing arts, other public output that demonstrates quality and impact, candidates will have established themselves as recognised international authorities in pedagogy. Indicators of excellence will include: the quality of journals and conferences; citations; research impact; prizes and awards; reviews of work; and other appropriate measures of pedagogic research and scholarship.
Or
Candidates will be able to demonstrate outstanding leadership of learning and teaching activities at School, Faculty or University level, which may include provision in association with partner institutions. Indicators of such leadership will include: the successful leadership and management of a Faculty or School; successful leadership in innovative and sustainable course provision, including, course promotion and marketing; successful engagement with professional bodies; short course development; successful leadership in innovative and sustainable widening participation activities; successful leadership of sustainable quality assurance and enhancement activities; activities that enhance NSS results; demonstrable improvements in student retention and progression; successful leadership of, and impact upon, student and graduate employability; and successful leadership of partnership activity, including international partnerships. Candidates will have a substantial record of successful leadership across a range of the above areas, the depth of achievement expected in any one of which depending on the range of activities in which achievement is being presented
2. Candidates will be recognised as high quality teachers in their own subject area (for example, as evidenced by peer and student evaluations and NSS results), will be able to demonstrate evidence of successful teaching innovation, and will have actively and effectively disseminated best-practice
(for example, through School, Faculty, or CHERP initiatives, or have contributed to the professional development of others eg the mentoring of staff, peer review and/or observation).
3. Candidates will hold a relevant HESA designated
1
teaching qualification.
4. Candidates will be able to demonstrate excellence in a number of the following areas. The depth of achievement required in any area will depend on the range of areas in which achievements have been made.
(a) The area not used in meeting the requirements of 1 above.
(b) One or more of the areas not used in meeting the requirements of 3 above.
(c) Recognition through the University’s Distinguished Teaching Fellowship scheme (or predecessor schemes) and/or the National Teaching Fellowship scheme.
(d) The authorship of well-received textbooks. Evidence of esteem and impact will include reviews and usage.
(e) Grants relevant to the Faculty awarded in support of pedagogic research and/or of other research.

(f) Successful record of research student supervision.
(g) Leadership in regard to the pastoral care of students, including international students and those with disabilities.
(h) Editorial roles including membership of editorial boards of international journals or conferences.
(i) Membership of national or international committees associated with pedagogic research.
(j)Representation on national and/or international working groups/advisory groups in relation to learning and teaching policy and practice.
(k) Non-pedagogic research publications.
(l) Contributions to cultural outreach, where appropriate to the subject area.
(m) Involvement in technology and knowledge transfer including the pedagogy thereof.
(n) External experience of the evaluation of learning, teaching and assessment eg QAA reviewer, consistent involvement in external examining.
(o) Recognition through the Students’ Union Learning and Teaching Awards
(p) Principal Fellowship of the Higher Education Academy (where not used in meeting essential criterion 3 above).
Note: In all cases evidence will be sought to demonstrate that candidates are contributing fully to
University/Faculty learning and teaching initiatives, including: assessment and feedback; employability; participation in the peer-supported review scheme; participation in the student and module monitoring evaluation schemes; the provision of detailed teaching/learning plans for each module taught in line with University/Faculty guidelines; the provision of comprehensive and timely feedback to students; ongoing engagement with CPD activities and adherence to University/Faculty policy on moderation.
In addition to meeting the criteria for promotion, all applicants are expected to be in good academic standing with their peers (both internal and external), as evidenced through good working relationships and holding their own and colleagues work and contribution in high esteem, collaborating in matters relating to research, learning and teaching, and academic enterprise as appropriate, and working for the benefit of the School/Department and the
University as a whole.
1
Footnote
HESA designated teaching qualifications
More than one may apply to individual candidates
Successfully completed an institutional provision in teaching in the higher education sector accredited against the UK Professional Standards Framework (UKPSF) eg PgCHEP*. This includes courses recognised by SEDA against its Named Awards that are accredited against
UKPSF (supporting) Learning; Learning, Teaching and Assessing).
Recognised by the HEA as an Associate Fellow.
Recognised by the HEA as a Fellow.

Recognised by the HEA as a Senior Fellow.
Recognised by the HEA as a Principal Fellow.
Holder of National Teaching Fellowship Scheme Individual Award.
Holder of PGCE in higher education, secondary education, further education, lifelong learning or any other equivalent UK qualification.
Accredited as a teacher of their subject by a professional UK body.
Other UK accreditation eg Diploma, Masters, or Doctorate in teaching in HE.
Overseas accreditation or qualification for any level of teaching.
* Candidates holding Qualified Teacher Status or a PGCE qualification are required to complete only the non-pedagogic components of the PgCHEP as determined through a development needs analysis by their line manager.