HR/854
Promotions Criteria: Academic Staff
INTRODUCTION
These guidelines illustrate the kinds of evidence required by Promotions Committees in support of promotion
cases. All submissions will be reviewed against all 3 criteria: teaching, research and service.
These guidelines are intended purely as a framework to assist in qualitative assessments of contribution.
There is flexibility to allow for roles with differing degrees of emphasis on teaching, research and service.
Provided under each criterion are descriptions of the attainments expected for successful completion of
probation, promotion to Lecturer Grade 8, Senior Lecturer, Reader and Professor.
The University encourages academic staff in all areas to pursue entrepreneurial activity and wishes therefore
to stimulate, recognise and reward enterprise in all areas of activity. The scope and nature of entrepreneurial
activity may vary greatly between individuals and disciplines. The University defines enterprise as activities
inside or outside the University which bring benefits to the institution by means of reputation, prestige,
beneficial publicity, profile enhancement, income generation, links to new organisations etc. Each of the 3
criterion areas contains descriptors of enterprise.
The fact that a candidate may appear to meet several of the examples cited does not necessarily mean that
a case for promotion has been established. Promotions Committees will look for evidence of sustained
contribution at the levels cited but may exceptionally recognise significant short term contribution.
Candidates should structure their cases round these guidelines and draw attention to any relevant distinctive
features of their discipline area. HoDs should use the guidelines as a basis for assessment of cases. Candidates
should focus their cases on activity in the period following their latest successful promotion or appointment to
Lancaster (whichever is the most recent).
Candidates should declare any significant periods of “time-out” that may be relevant to their career history.
Examples may include any of the following: part-time working, particular arrangements requested for the
caring of children or other relatives (e.g. flexible working, maternity leave, paternity leave, adoption leave or
long-term sickness). This information will be taken into account by Promotions Committees in assessing cases.
Explicit criteria are being developed to aid this process. In accordance with the University’s Equality and
Diversity Plan, Promotions Committees will only take into account relevant considerations and will consider
carefully cases where disability or other personal circumstances may have had an impact on contribution.
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BALANCE OF CRITERIA
Successful cases are expected to satisfy the criteria mapped below. Not all cases are expected however to fit
this framework easily: all cases will be considered on their own merits, so that, for example, performance in
teaching or service at levels 3 or 4 can be fully recognised and rewarded. Furthermore, balanced cases with
scores of level 2 for teaching, research and service will be considered. For some candidates career progression
on a non-academic path may be appropriate.
Three at level 1 for staff at Lecturer Grade 7.
For staff appointed straight to the Lecturer Grade 8 or top point of the Lecturer Grade 7 (and
subsequently transferred to Lecturer Grade 8 without a full promotions review), the standard for
satisfactory completion of probation will be that for Lecturer Grade 8. For Senior Lecturer staff on
probationary contracts, the requirements will be confirmed at the time of appointment.
Probation
Lecturer
Grade 8
Two at level 2, and one at level 1.
Senior
Lecturer
One at level 3 (research or teaching or service), one at level 2, and one at level 1 OR three at level 2.
Reader
Will have satisfied the criteria for Senior Lecturer. Will have a level 3 in research and show clear signs of
advancement beyond this.
Professor
One at level 4 (research), one at level 2, and one at level 1 OR two at level 3 (research or teaching or
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service) and one at level 2.
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TEACHING
Teaching is to be defined here in the widest manner. It embraces all aspects of instruction, training, guidance
and teaching including postgraduate supervision, and all activities which assist and support students in their
learning. It also includes establishing new teaching opportunities, developing new client groups for teaching,
and may include aspects of consulting/mentoring and/or income generation with work with external agencies
which support teaching developments.
To assist the Promotions Committee, applicants should describe succinctly the full range of teaching they do in
terms of the types of courses, students and teaching methods. A claim to performance at each level must be
supported by reliable and auditable evidence and must include: 
summarised student or alumni or client feedback on teaching;
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The volume of promotion cases following the ‘balanced case’ route will be monitored during 2014/15 and
subject to further review for 2015/16.
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The volume of Professorial promotion cases following the ‘balanced case’ route will be monitored during
2014/15 and subject to further review for 2015/16.
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It may include any of the following: 
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comments from external examiners;
data on completion rates and students' progression and attainment;
Successful completion of a programme of continuing professional development (CPD) –
particularly where accredited against the UK Professional Standards Framework for Teaching
and Supporting Learning in Higher Education (UKPSF) – such as the Lancaster University
Postgraduate Certificate or Diploma in Academic Practice (PGCAP/DAP), the Supporting
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Learning Programme (SLP), or equivalents gained elsewhere;
national teaching awards;
testimonials from external clients;
testimonials detailing sustained teaching effectiveness from academic colleagues who have
examined the candidate's course documentation, observed their teaching methods and
moderated their assessment practices and standards.
Level 1
Performance at this level (commensurate with one's teaching duties) means competence in key aspects of
teaching and this might be indicated by: 
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courses designed in an effective way appropriate for the subject matter and the level and types
of students concerned, and with explicit aims;
teaching delivery which is of a good standard (as indicated by student feedback) and
stimulating, and the provision of comprehensive information about all aspects of the course,
making appropriate use of learning technologies e.g. virtual learning environments ;
teaching materials which are of a good standard and incorporate appropriate recent research
material;
Completion of the Lancaster PGCAP module 1, or other recognised programme of CPD for
teaching in higher education accredited to descriptor levels 1 or 2 of the UKPSF support for
students' learning inside and outside the classroom, recognising and responding to student
diversity;
assessment of students' work which fits with the teaching aims and the material, provides
timely and effective feedback to students, and sets good academic standards;
contribution to setting up new initiatives e.g. consortial teaching, use of e-learning.
Level 2
Performance at this level means a high level of competence and high standards in all the aspects of teaching
listed at level 1 (commensurate with a person's teaching duties and experience). Additionally an applicant will
be able to demonstrate that he/she has: 
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high quality teaching delivery as determined by student feedback and peer review where
appropriate;
where there has been sufficient time since appointment, evidence of course evaluation and
development in response to the student feedback cycle and module review;
an awareness of general issues and current expectations in the teaching of their subject, and up
to date in terms of content and methods of teaching;
where there has been sufficient time since appointment, aspirational teaching, as evidenced by
the introduction of new modules and/or the modernisation of existing modules;
actively participated in new approaches to teaching within or outside their Department;
Undertake own CPD, such as successfully completing PGCAP module 2, or other recognised
programme of CPD for teaching in higher education accredited to descriptor level 2 of the
UKPSF;
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Additional programmes for the fast-track accreditation of experienced staff are under development and will
be implemented in the 2015/16 promotions round.
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and may have contributed to or achieved:
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the active development and use of digital resources;
evidence of broadly influencing disciplinary teaching at departmental level and beyond;
internal PQR membership and internal Quinquennial teaching reviews/examination boards at
UG and PGT levels;
co-ordinating Graduate Teaching Assistant (GTA) contributions and contributing to their CPD
activities.
Level 3
Performance at Level 3 will be marked by leadership in teaching, significant contribution to developing the
teaching of others' and by own developments in teaching and learning which are recognised as meeting this
standard by peers. Evidence must be provided of: 
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built, and/or generated funding for, external networks of contacts to develop and/or
consolidate one or more teaching interests of the department;
significant contributions to teaching development programmes or activities that benefit others
e.g. contribution to national teaching events or to external publications about teaching or
income generation in support of teaching programmes;
successful innovation in, or application of, teaching methods and/or assessment, or leadership
of departmental initiatives that improve teaching, and evidence of the dissemination of these
practices in the University or more widely through significant participation in discipline groups
or learned-society groups for improving teaching;
great teaching attested by, for example, peer observation, student feedback, a University prize
for teaching, nomination for a national teaching award (e.g. NTFS), and practice reinforced by
significant professional development, for example, through a recognised programme of CPD for
teaching in higher education accredited against the UKPSF at descriptor levels 3 or 4 taking a
lead in steering the teaching strategy of the department.
Some other indicators that may be present include: 
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evidence of influencing disciplinary teaching at the Faculty, Institutional and/or national level;
major contribution to successful cross-departmental projects;
an established reputation with external agencies/clients and portfolio of activities that lead to
financial, reputational or other significant benefits to the University;
innovative development and leadership within the department and the institution more widely
in the use of teaching, learning and assessment methods, e.g. VLE, e-assessment and the
creative exploitation of electronic resources;
authorship of teaching materials in one's subject area which are widely acknowledged as,
effective and valuable;
scholarly publications which are critical, reflective and evaluative of teaching, and which
advance our ideas on how a subject should be taught;
development and successful marketing of curricula or methods of teaching designed to attract
new client groups;
referees of national standing who can attest to the applicant's leadership, innovation, influence,
reputation or other eminence in the teaching of their subject, or published refereed research on
teaching;
external PQR membership and participation in external Quinquennial teaching reviews, and
acting as an external examiner at UG and PGT levels;
a nomination for a Lancaster Pilkington Teaching Award;
HEA Senior Fellowship status.
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Level 4
This Level is marked by achievements in teaching in terms of leadership, or impact and dissemination (using
the indicators for Level 3) which are of national eminence and have been sustained over a significant period.
The applicant's referees can attest to the high regard in which his/her work is held, and that his/her teaching
activities have changed ways of thinking about teaching in particular disciplines or have changed a significant
element of how the subject is taught or learned. Indicators that may be present include: 
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external recognition is an essential hallmark at this level and appropriate evidence must be
provided e.g. national initiatives across a discipline; reinforced through recognition at descriptor
level 4 of the UKPSF establishing and developing sustainable teaching-related networks with
other institutions which bring benefit to the University;
a sustained record of income generation in the field of teaching activities substantially above
the departmental norm;
evidence of influencing disciplinary teaching at a national level and/or international level;
HEA Principal Fellowship status.
RESEARCH
The University recognises that research outputs can take a variety of forms, in accordance with the subject
area. This will be reflected in the Discipline Profile. Research includes traditional publications such as books,
articles, monographs, works of art and entrepreneurial activities including action- or client-focused research,
technology transfer, aspects of consultancy, income generation for research, working with external agencies in
research-user networks, actively evaluating the impact of research and the influencing of national policy. A
claim to performance at any level must be supported by reliable and auditable evidence.
Performance at this level means competence in key aspects of research as indicated by: Level 1
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publishing a profile of work appropriate to the discipline(s), taking into account interdisciplinary approaches;
contribution to setting up new initiatives;
representing the department's activities with groups outside the department and the
University;
applications for external funding.
Level 2 - as above, plus
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some success in gaining external research funding, appropriate in scale to the discipline, as a
Principal Investigator;
occasional invited speaker at events of international status;
involvement in the formulation of bids and proposals for new work;
published work in appropriate outlets (e.g. leading journals/conference proceedings/books) or
other media with evidence of impact within the discipline;
effective supervision of research students and/or research staff;
understanding and demonstrating the impact of their research.
Some other indicators that may be present include: 
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building external networks of contacts around the interests of the department;
involvement in activities designed to ensure that appropriate impact of the research (outside
academia) is achieved.
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Level 3 - as above, plus
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research reputation of national standing and recognition as an authority within their research
specialisation;
above average quality of research output as measured by norms for the discipline,
taking a lead in steering the research strategy at department or sub-departmental level;
frequent invited speaker at events of international status;
above average record of gaining research funding, where appropriate to the discipline;
published articles frequently appearing in leading journals/conference proceedings in the field
as appropriate to the discipline;
where relevant, other forms of publication (books, performances, works of art) favourably
reviewed.
Some other indicators that may be present include: 
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major contribution to cross-departmental and inter-University research projects;
an established reputation with external bodies/clients;
leads and wins bids/opportunities/collaboration with other institutions and bodies producing
demonstrable benefits to the University.
Level 4 - as above plus
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a research reputation of high international standing;
sustained record of income generation substantially above the departmental norm in the UK
context;
develops new research approaches:
consulted by national/international research bodies (e.g. Government, Research Council) on
strategy or participation on panels;
leadership of a research group, or of a major research field;
sustained record of supervising an above average (for the discipline) number of research
students and/or research staff;
where relevant, other forms of publication (books, performances, works of art) excellently
reviewed;
outstanding quality of research output as measured by norms for the field;
above average impact relative to disciplinary norms.
Some other indicators that may be present include: 
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Leading collaboration with other institutions and bodies;
leadership of cross university research initiatives;
establishing and developing sustainable academic networks with other institutions which bring
benefit to the University e.g. European networks.
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SERVICE
This category covers a broad range of externally and internally focused activities and includes enterprise,
industrial liaison and knowledge exchange into the cultural and economic life of wider society. These activities
must show demonstrable benefit to the University, not just to an individual or to the external organisation.
Service is intended to capture activities additional to ‘normal’ teaching and research activities including those
contributions which advance the development of the college system. Given below are some examples of areas
in which meritorious administration/management/engagement may take place.
In addition to internal administration and management, this category includes the following: work with
external agencies, public service activity, work with voluntary organisations, regional reputation enhancement
(e.g. Partnerships, SMEs), income generation, generating favourable publicity, fostering and developing
important networks (internal and external) and partnerships. Claims must be supported by reliable and
auditable evidence at every level and must include testimonials from appropriate internal and/or external
referees who can attest to the effectiveness, scale, quality, impact and importance of achievements.
Appropriate quantitative indicators will be valuable.
The candidate should indicate the process involved in initiating, managing and bringing to a successful
conclusion the indicator involved.
Performance at this level means competence in key aspects of service as indicated by: Level 1
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discharging departmental responsibilities effectively e.g. effective participation in departmental
work groups;
active involvement in formal departmental general activities e.g. open days, staff meetings,
relevant committees.
Some other indicators that may be present include: 
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representing the department's activities with groups outside the department;
involvement in departmental policy initiatives or course re-structuring proposals, e.g. through
membership of departmental committees.
Level 2 as above, plus
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engaging with appropriate external networks of contacts around the interests of the
department and University;
discharging well either one significant responsibility in a department (e.g. Part II academic
advisor in a medium to large department), or a range of responsibilities.
Some other indicators that may be present include: 
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evidence of involvement in public and community engagement to the benefit of the University;
effective involvement in University level committees or projects;
membership of faculty committee(s);
evidence of ability to set up, develop and sustain new relationships with client organisations or
other Universities;
producing working papers, or other equivalent contributions, on initiatives which the
department might make to exploit strengths or avoid weaknesses;
successful initiatives or innovations in administrative processes, or departmental
responsibilities;
evidence of active engagement with our international partners/ campuses;
active and effective College Principal.
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Level 3
Some indicators that may be present include: 
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Leading and securing productive partnerships with business, policy makers or other users of our
research and teaching expertise,
a record of sustained success in business generation, for instance securing new or repeat
business;
substantial contribution to engagement activities including their initiation;
lead major specialist consultation activities with clients;
successful strategic leadership and promotion of significant change at departmental or faculty
level;
active and effective contribution to University management, policy formation and strategic
development;
effective management of colleagues and facilitation of their academic and personal
development;
satisfactory completion of a term as HoD or Associate Dean.
Level 4
Some indicators that may be present include: 
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demonstrable change or impact on aspects of society, culture or the economy;
an established reputation and acknowledged expertise with senior managers in client
organisations and/or professional associations;
leading sustainable academic networks with other H.E. and/or F.E. institutions which bring
benefit to the University;
evidence of a leadership role in initiating, developing and/or sustaining public and community
engagement to the benefit of the University;
exercise of management and leadership qualities at university level e.g. successful completion
of a term as Dean of a Faculty.
TESTIMONIALS & REFERENCES
Promotions cases may include testimonials and/or references. These differ in that: A testimonial is a written statement in support of a candidate's service or achievements; a personal
recommendation or tribute.
A reference is a critical evaluation of a candidate's attributes and fitness for promotion (or appointment) from
an expert source.
Amended: November 2014
Review Date: July 2015
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