School of Languages, Literatures and Performing Arts – Academic Standards
Assumed appropriate to the discipline and that the staff member is REF returnable
PROFESSOR
READER
SENIOR LECTURER
LECTURER
Research
Research
Research
Research
Publication
Publication
At least one internationallyrecognised, peer review
publication of appropriate quality
in terms of originality, significance
and rigour, per year (on average)
with placement of outputs guided
by school research strategy in
consultation with DRs and HoS
Evidence of a strategic research
plan which should include the
consolidation of a substantial
research portfolio (e.g.
monograph, major scholarly
edition, major electronic project)
as appropriate to stage within the
grade
At least one internationallyrecognised, peer review
publication of appropriate quality
in terms of originality, significance
and rigour, per year (on average)
with placement of outputs guided
by school research strategy in
consultation with DRs and HoS
Publication
At least one peer-reviewed
publication of appropriate quality in
terms of originality, significance
and rigour, per year (on average)
with placement of outputs guided
by school research strategy in
consultation with DRs and HoS
Publication
At least one peer-reviewed
publication of appropriate
quality in terms of originality,
significance and rigour, per year
(on average) with placement of
outputs guided by school
research strategy in consultation
with DRs and HoS
Other related publications, as
appropriate
Evidence that publications are
making a major, internationallyrenowned contribution to one’s
scholarly field (e.g. wide and
Evidence of a strategic research
plan which should include the
consolidation of a substantial
research portfolio (e.g.
monograph, major scholarly
edition, major electronic project)
as appropriate to stage within the
grade
Other related publications, as
appropriate
Evidence of a strategic research
plan which should include the
development of a substantial
research portfolio (e.g. monograph,
major scholarly edition, major
electronic project) as appropriate
to stage within the grade
Evidence that publications are
making a significant contribution to
one’s scholarly field (e.g. positive
citations, positive reviews,
invitations to present research
findings)
Evidence of a strategic research
plan which should include the
development of a substantial
research portfolio (e.g.
monograph, major scholarly
edition, major electronic project)
as appropriate to stage within
the grade
Evidence that publications are
making a major contribution to
one’s scholarly field (e.g. wide
School of Languages, Literatures and Performing Arts – Academic Standards
positive citations, wide and
positive reviews, placement of
publication, extensive invitations
to present research findings—all
in an international context)
and positive citations, wide and
positive reviews, extensive
invitations to present research
findings)
Evidence of extensive, ongoing
international audience for
research and reputation for
research excellence in publication
Evidence of international
audience and reputation for
research excellence
Dissemination
Invited seminar presentations at
leading Universities and/or paper
presentation at international
academic conferences (typically
at least two per year) with at least
some of them funded by the host
University/Conference
Dissemination
Dissemination
Invited seminar presentations at
leading Universities and/or paper
presentation at international
academic conferences (typically
at least two per year) with at least
some of them funded by the host
University/Conference
Invited seminar presentations at
Universities and/or paper
presentation at national and/or
international academic
conferences (typically at least one
or two per year on average)
Dissemination
Invited seminar presentations at
Universities and/or paper
presentation at national and/or
international academic
conferences (typically at least
one or two per year on average)
PaR including Dissemination
PaR including Dissemination
PaR including Dissemination
At least one high quality PaR
output or related / other output
per year (on average), with
modes of dissemination cognate
to the practice form such as:
professional performance or
screening, professional-context
presentation, professional-context
workshop, or consultation as
knowledge-transfer. The research
context of the output must be
At least one high quality PaR
output, with modes of
dissemination cognate to the
practice form such as: professional
performance or screening,
professional-context presentation,
professional-context workshop, or
consultation as knowledgetransfer. The research context of
the output must be evident in the
output and its modes of
At least one high quality PaR
output, with modes of
dissemination cognate to the
practice form such as:
professional performance or
screening, professional-context
presentation, professionalcontext workshop, media
dissemination (CD-rom, website,
digital archive), or consultation
as knowledge-transfer; and / or
PaR plus Dissemination
At least one high quality PaR
output or related output per year
(on average), with modes of
dissemination cognate to the
practice form such as:
professional performance or
screening, professional-context
presentation, professional-context
workshop, or consultation as
knowledge-transfer. The research
context of the output must be
evident in the output and its
School of Languages, Literatures and Performing Arts – Academic Standards
modes of dissemination, enabling
it to make a contribution to the
research field that is
internationally excellent.
Evidence of a strategic research
plan which should include the
consolidation of a substantial PaR
body of work (including a record
of major high quality film or
theatre productions, a record of
high profile workshops, applied
drama projects, live performances
etc) whose research context is
evidenced and disseminated
through such means cognate to
the practice form as mentioned
above, or through appropriate
modes of publication (of script,
interviews, reflective or scholarly
articles etc).
Evidence that practice and
associated modes of
dissemination are making a
major, internationally renowned
contribution to one’s research
field (e.g. wide and positive
citations, wide and positive
reviews, extensive invitations to
present practice and research
findings at leading universities
and professional venues, at least
some funded by the host
institution / venue – all in an
evident in the output and its
modes of dissemination, enabling
it to make an internationally
recognized contribution to the
research field.
Evidence of a strategic research
plan which should include the
consolidation of a substantial PaR
body of work (including a record
of major high quality film or
theatre productions, a record of
high profile workshops, applied
drama projects, live performances
etc) whose research context is
evidenced and disseminated
through such means cognate to
the practice form as mentioned
above, or through appropriate
modes of publication (of script,
interviews, reflective or scholarly
articles etc).
Evidence that practice and
associated modes of
dissemination are making a
significant contribution to one’s
research field (e.g. wide and
positive citations, wide and
positive reviews, extensive
invitations to present practice and
research findings at leading
universities and professional
venues).
dissemination, enabling it to make
an internationally recognized
contribution to the research field.
Evidence of a strategic research
plan which should include the
consolidation of a substantial PaR
body of work (including a record of
major high quality film or theatre
productions, a record of high
profile workshops, applied drama
projects, live performances etc)
whose research context is
evidenced and disseminated
through such means cognate to
the practice form as mentioned
above, or through appropriate
modes of publication (of script,
interviews, reflective or scholarly
articles etc).
Evidence that practice and
associated modes of dissemination
are making a significant
contribution to one’s research field
(e.g. wide and positive citations,
wide and positive reviews,
extensive invitations to present
practice and research findings at
leading universities and
professional venues).
dissemination through
publication (of script, interviews,
reflective or scholarly articles
etc). The research context of the
PaR output must be evident,
enabling it to make a significant
international contribution to the
research field.
Evidence of a strategic research
plan which should include the
development of a substantial
PaR body of work (including
major high quality film or theatre
productions, a series of high
profile workshops, applied
drama projects, live
performances etc) whose
research context is evidenced
and disseminated through such
means cognate to the practice
form as mentioned above, or
through appropriate modes of
publication (of script, interviews,
reflective or scholarly articles
etc).
School of Languages, Literatures and Performing Arts – Academic Standards
international context).
Evidence of extensive, ongoing
international audience and
reputation for excellence in
research-led practice.
Evidence of international
audience and reputation for
research excellence or excellence
in research-led practice
Research Income
Research Income
Leading contribution to School
targets, as appropriate to
research area
Substantial contribution to School
targets, as appropriate to
research area
Completion of work on externally
funded research projects,
including management of process
and supervision of staff and
students, as appropriate
Evidence of a strategic research
income plan, complementary to
output plan; strategy to be agreed
with DR; evidence of
implementation of strategic
income plan in the form of funding
applications
Completion of work on externally
funded research projects
including management of process
and supervision of staff and
students, as appropriate
Evidence of a strategic research
income plan, complementary to
output plan, demonstrated
through ongoing application for
Research Council funding or
equivalent as Principal
Investigator (typically one
Application for Research Council
substantial, high-quality
funding or equivalent as PI
application per year except in
(typically one substantial, highcases where research time is
quality application per year except already committed to ongoing
where research time is already
externally funded research)
committed to ongoing externallyfunded research), to be agreed
Other evidence of engagement
with DR
with funding bodies, including, for
Research Income
Substantial contribution to School
targets as appropriate to research
area
Completion of work on externally
funded research projects including
management of process and
supervision of staff and students,
as appropriate
Evidence of a strategic research
income plan, complementary to
output plan, including leading role
in applications for Research
Council funding or equivalent
(typically one substantial, highquality application per year in
cases where research time is not
already committed to on-going
externally funded research);
strategy to be agreed with DR;
evidence of implementation of
strategic income plan in the form of
funding applications
Research Income
Contribution to School targets,
as appropriate to research area
Completion of work on externally
funded research projects, as
appropriate
Evidence of a strategic research
income plan, complementary to
output plan; strategy to be
agreed with DR; evidence of
implementation of strategic
income plan in the form of
Research Council or equivalent
funding applications (typically
one substantial, high-quality
application per year in cases
where research time is not
already committed to on-going
externally funded research).
Other evidence of engagement
with funding bodies, including, for
School of Languages, Literatures and Performing Arts – Academic Standards
Other evidence of engagement
with funding bodies, including, for
example, membership of panels
and AHRC peer-review college
example, membership of panels
and AHRC peer-review college
example, membership of panels
and AHRC peer-review college
Ongoing mentoring role for junior
colleagues in grant acquisition
Ongoing mentoring role for junior
colleagues in grant acquisition
Research Supervision
Ongoing supervision of at least 3
Research Supervision
PhD students, including some as
first supervisor, where appropriate Ongoing supervision of at least 2
PhD students, including some
A substantial record of successful primary supervision
supervision to completion,
including first supervision
A record of successful
supervision to completion,
Leading contribution to
including primary supervision
recruitment of research students
Major contribution to recruitment
Other Research Activity:
of research students
Research Supervision
Research Supervision
Ongoing supervision of PhD
students (typically 1 or 2 on
average, to include some primary
supervision), as appropriate to field
and stage within the grade and a
record of successful supervision to
completion, including primary
supervision
Substantial contribution to
recruitment of research students
Supervision of PhD students
(typically at least 1, to include
some primary supervision), as
appropriate to field and stage
within the grade
Contribution to recruitment of
research students (e.g. through
engagement with MA
supervisees, or participation in
MA Open Day)
Major editorial or advisory roles in
leading journals and series
Other Research Activity:
Other Research Activity:
Other Research Activity:
Professional contributions to
include book-reviewing, articlerefereeing, professional practicereviewing or grant application
assessments each year
Professional contributions to
include book-reviewing, articlerefereeing, professional practicereviewing, or grant application
assessments each year
Evidence of research impact, as
appropriate to research area and
agreed with DR
Evidence of research impact, as
appropriate to research area and
agreed with DR
Professional contributions to
include book-reviewing,
professional practice-reviewing,
article-refereeing or grant
application assessments each
year
Evidence of developing research
impact, as appropriate to the
strategy of the research area
Professional contributions to
include book-reviewing, articlerefereeing, professional practicereviewing or grant application
assessments each year
Evidence of research impact, as
appropriate to research area and
agreed with DR
School of Languages, Literatures and Performing Arts – Academic Standards
Organisation of workshops and/or
conferences and / or researcharts events as appropriate to
stage within the grade; strategy to
be agreed with DR
Organisation of workshops and/or
conferences or arts events that
have international impact;
strategy to be agreed with DR
Substantial record of external
examining, including external
examining of PhDs
Record of external examining,
including external examining of
PhDs
Leadership role in professional
bodies (e.g. AHRC, Subject
Associations, UCML, British
Academy, Royal Irish Academy,
HEFCE/REF Committees,
governmental, arts and other
prestigious bodies, including
international professional bodies)
Leadership role in professional
bodies (e.g. AHRC, Subject
Associations, UCML, British
Academy, Royal Irish Academy,
HEFCE/REF Committees,
governmental, arts and other
prestigious bodies)
Evidence of leadership in
international research and
research-led arts networks
Organisation of workshops and/or
conferences and / or research-arts
events as appropriate to stage
within the grade; strategy to be
agreed with DR
Evidence of international research
collaboration or research-led arts
collaboration as appropriate to
stage within the grade
Membership of editorial/advisory
boards, film, theatre or arts
management boards etc. as
appropriate to stage within the
grade
Organisation of workshops
and/or conferences and / or
research-led arts events as
appropriate to stage within the
grade; strategy to be agreed with
DR
Development of international
research collaboration /
research-led arts collaboration
as appropriate to stage within
the grade
Membership of
editorial/advisory/arts boards etc.
as appropriate to stage within the
grade
Evidence of substantial
contributions to international
research and research-led arts
network
Explanatory Notes
Excess activity in one area of the matrix
may offset lower activity in another; for
example, one very large grant received
may offset several smaller ones or a
lower application rate
Explanatory Notes
Excess activity in one area of the matrix
may offset lower activity in another; for
example, one very large grant received
may offset several smaller ones or a
lower application rate
Explanatory Notes
Excess activity in one area of the matrix
may offset lower activity in another; for
example, one very large grant received
may offset several smaller ones or a lower
application rate
Explanatory Notes
Excess activity in one area of the matrix
may offset lower activity in another; for
example, one very large grant received
may offset several smaller ones or a
lower application rate
School of Languages, Literatures and Performing Arts – Academic Standards
Education
Education
Education
Education
Teaching
Teaching
Teaching
Teaching
Full teaching load in accordance
with School Workload Allocation
Model, across both UG language
and contextual studies OR drama
/ film history, analysis and
practice where appropriate, with
agreed standards in relation to
delivery and feedback, and with
contribution to MA teaching and
supervision as appropriate
Full teaching load, in accordance
with School Workload Allocation
Model, across both UG language
and contextual studies, OR drama
/ film history, analysis and
practice where appropriate, with
agreed standards in relation to
delivery and feedback, and with
contribution to MA teaching and
supervision as appropriate
Full teaching load, in accordance
with School Workload Allocation
Model, across both UG language
and contextual studies OR drama /
film history, analysis and practice
where appropriate, with agreed
standards in relation to delivery
and feedback, and with
contribution to MA teaching and
supervision as appropriate
Full teaching load, in accordance
with School Workload Allocation
Model, across both UG language
and contextual studies OR
drama / film history, analysis and
practice where appropriate, with
agreed standards in relation to
delivery and feedback, and with
contribution to MA teaching and
supervision as appropriate
Evidence of positive teaching
performance (e.g. peer review,
student evaluations), including
evidence of student attainment
Evidence of positive teaching
performance (e.g. student
evaluations, external examiner
reports, peer review, student
attainment)
Evidence of positive teaching
performance (e.g. student
evaluations, external examiner
reports, peer review, student
attainment)
Evidence of positive teaching
performance (e.g. student
evaluations, external examiner
reports, peer review, student
attainment)
Ongoing commitment to
professional development
Commitment to professional
development
Commitment to professional
development
Curriculum Development
Curriculum Development
Curriculum Development
Sustained and substantial
contribution to curriculum
development, including
module/level convenorship(s)
Responsibility for curriculum
development as appropriate, e.g.
module/level convenorship
Commitment
development
to
professional
Curriculum Development
Leading contribution to curriculum Sustained and substantial
development, including module or contribution to curriculum
level convenorship
development, including
module/level convenorship(s)
School of Languages, Literatures and Performing Arts – Academic Standards
Commitment to widening range of Commitment to widening range of
teaching and updating of teaching teaching, or renewal of
materials, as required
contribution, as required
Commitment to widening range of
teaching, or renewal of
contribution, as required
Commitment to widening range
of teaching and updating of
teaching materials, as required
Student Engagement
Student Engagement
Student Engagement
Student Engagement
Positive
engagement
with
students in formal (e.g. personal
tutor, membership of SSCC) and
informal
(Language
society
events Film screenings or Drama
productions) contexts
Positive engagement with
students in formal (e.g. personal
tutor, membership of SSCC) and
informal (e.g. Language society
events) contexts
Positive engagement with students
in formal (e.g. personal tutor,
membership of SSCC) and
informal (e.g. Language society
events Film screenings or Drama
productions) contexts
Positive engagement with
students in formal (e.g. personal
tutor, membership of SSCC) and
informal (e.g. Language society
events, Film screenings or
Drama productions) contexts
Substantial contribution to School
objectives in relation to NSS and
student retention.
Contribution to School objectives
in relation to NSS and student
retention.
Substantial contribution to School
objectives in relation to NSS and
student retention.
Leading contribution to School
objectives in relation to NSS and
student retention.
Leadership in education, as Leadership in education, as
demonstrated by at least some of demonstrated by at least some of
the following:
the following:
 Ongoing excellence in
teaching
 Innovative role in education
 Mentoring of colleagues or
teaching assistants
 Leading role in education
administration & management
 Evidence of external esteem of
teaching quality e.g, invitations
to review subject provision
and/or to contribute to staff
appointments and/or
development in other
institutions
 Sustained excellence in
teaching
 Innovative role in education
 Mentoring of colleagues or
teaching assistants
 Sustained and substantial
role in education
administration and
management as appropriate
to stage within the grade (e.g.
Exams Secretary, Year
Abroad Coordinator, Level
coordinator, MA convenor)
Leadership in education, as
demonstrated by at least some of
the following:
 Sustained excellence in
teaching
 Innovative role in education
 Mentoring of colleagues or
teaching assistants
 Sustained and substantial role
in education administration
and management as
appropriate to stage within the
grade (e.g. Exams Secretary,
Year Abroad Coordinator,
Level coordinator, MA
convenor)
School of Languages, Literatures and Performing Arts – Academic Standards
Administration &
Contribution to community
Administration &
Contribution to community
Administration &
Contribution to community
Administration &
Contribution to community
Leading Contribution to School
and University Administration
School and University
Administration
School and University
Administration
School and University
Administration
Sustained, effective major
contribution to School
administration, management and
leadership as required (e.g. HoS,
DE, DR, Head of Area, chairing of
key committees, chairing vivas
and differentiations, staff
appraisal and mentoring, effective
contribution to School
Management Board.)
Sustained and substantial
contribution to School
administration and management
as required (e.g. member of
Education Committee,
responsibility for
recruitment/admissions, Adviser
of Studies, PDP tutor, Seminar
Series co-ordinator etc.), as
appropriate to stage within the
grade; for more experienced staff,
this is likely to involve leadership
roles
Sustained and substantial
contribution to School
administration and management as
required (e.g. member of
Education Committee,
responsibility for
recruitment/admissions, Adviser of
Studies, PDP tutor, Seminar
Series co-ordinator etc.), as
appropriate to stage within the
grade; for more experienced staff,
this is likely to involve leadership
roles
Contribution to School
administration and management
as required (e.g. Committee
membership, Adviser of Studies,
Seminar Series co-ordinator,
PDP tutor)
Contribution to University
administration and management,
as required (e.g. membership of
university committees) and as
appropriate to stage within the
grade
Contribution to University
administration and management,
as required (e.g. membership of
university committees) and as
appropriate to stage within the
grade
Substantial effective contribution
to University administration and
management, as required (e.g.
University appointment panels,
University committee
memberships)
Contribution to University
administration and management,
as appropriate to stage within
the grade
School of Languages, Literatures and Performing Arts – Academic Standards
Leading Contribution to Outreach
Activities and External Relations:
Contribution to Outreach Activities Contribution to Outreach Activities
and External Relations:
and External Relations:
Contribution to Outreach
Activities and External Relations:
Examples might include:
Examples might include:
Examples might include:
Examples might include:
Leading role in UG and PGT
recruitment activities (e.g. visits to
schools, work for open days,
engagement in marketing
activities)
Substantial role in UG and PGT
recruitment activities (e.g. visits to
schools, AS Study Days,
University Open Days, Careers
Conventions, engagement in
marketing activities)
Substantial role in UG and PGT
recruitment activities (e.g. visits to
schools, AS Study Days, University
Open Days, Careers Conventions,
engagement in marketing
activities)
UG and PGT recruitment
activities (e.g. visits to schools,
AS Study Days, University Open
Days, Careers Conventions,
engagement in marketing
activities)
Engagement with employers and
other stakeholders
Engagement with employers and
other stakeholders
Media Work
Media Work
Engagement with employers and
other stakeholders
Knowledge transfer activity as
appropriate
Knowledge transfer activity as
appropriate (eg. advisory /
consultation work to the creative
industries)
Knowledge transfer activity as
appropriate
Engagement with employers and
other stakeholders
Media work
Knowledge transfer activity (eg
advisory / consultancy work for
governmental / arts bodies / the
creative industries)
Leading contribution to
internationalisation (e.g. in
relation to recruitment of
international students, or
development of international
research or creative practice
collaborations)
Substantial contribution to
internationalisation (e.g. in
relation to recruitment of
international students or
development of creative practice
events and networks) in line with
School strategic planning and
stage within the grade.
Substantial contribution to
internationalisation (e.g. in relation
to recruitment of international
students or development of
creative practice events and
networks) in line with School
strategic planning and stage within
the grade.
Contribution to
internationalisation (e.g. in
relation to recruitment of
international students, or
development of creative practice
events and networks) in line with
School strategic planning and
stage within the grade
School of Languages, Literatures and Performing Arts – Academic Standards