Policy on the Employment of Postgraduate Research Students for
Teaching and Supporting Learning
INTRODUCTION
1. This Policy applies to all Postgraduate Research Students (PGR students) who are
formally engaged by the University in the support, facilitation and assessment of
student learning at the University. Such formal (paid) opportunities may include:
a. Laboratory demonstrating
b. Facilitating small group learning activities (e.g. tutorials, seminars,
fieldwork group activities)
c. Marking of formative or summative assignments (under the conditions
specified in this document)
d. Teaching-related administration (e.g. coordinating seminar groups,
selecting samples of work for external examiners)
2. The Policy does not apply to existing full or part-time members of academic staff
who are also registered as postgraduate research students.
3. These four types of opportunity are referred to hereafter in this document as
formal teaching activities or opportunities. In exceptional circumstances,
experienced PGR students may be employed to deliver some lectures or other
larger scale learning activities. This will be agreed on a case by case basis with
Programme Leaders, PGR students and their Supervisors.
Explanatory Note:
‘Exceptional circumstances’ may include instances where the student has industry
experience relevant to the discipline and their studies.
4. The University recognises that PGR students are a valuable asset to University
teaching, to which they can bring their specialist knowledge, research training
and recent experience of undergraduate learning. It also recognises, in line with
RCUK and the National Postgraduate Committee recommendations, that
teaching experience is extremely important for PGR students’ professional
development, provided that it is subject to reasonable limits on workload. For the
students themselves teaching can provide valuable experience and career
development in addition to financial benefits.
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5. It must be emphasised, however, that the scope for such teaching provision
varies between different Schools and Departments and PGR students should not
assume teaching opportunities will always be available. Departments are
encouraged to explore opportunities (for example shadowing and observation)
which support the development of PGR students.
OVERARCHING PRINCIPLES
6. All PGR students who undertake formal teaching activities must satisfactorily
complete the University’s Introduction to University Teaching for PGR Students
course before they begin to teach. This course will be available to all PGR
students. School and Department Graduate Research Directors are responsible
for granting and keeping a record of any individual exemptions from University
training. Exemption from the Introduction to University Teaching for PGR
Students course will normally only be considered if within the last 24 months:
a. The PGR student has gained a tertiary level teaching qualification
b. The PGR student can provide proof of undertaking equivalent
formal training at another UK university
Explanatory Note:
Transition arrangements: Heads of Department must ensure that PGR students who have
been undertaking formal teaching activities without a) or b) must seek to undertake the
Introduction to Learning and Teaching for PGR Students as soon as possible.
7. Any student engaged in formal teaching activities must have already obtained a
qualification at the level at which they are teaching.
8. Every PGR student, regardless of whether or not they are offered or able to take
up formal teaching opportunities, should have access to training in learning and
teaching as part of their professional development.
9. The process of offering formal teaching opportunities to PGR students, and the
process of selection of PGR students to undertake these duties, will be
transparent and fair and in line with the recruitment policies and practices of the
University .
10. Formal teaching activities are to be undertaken voluntarily by PGR students and
individuals must not be pressured into taking on unwelcome teaching
commitments.
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11. Payment for formal teaching activities is determined by Human Resources and
the demand (and therefore opportunities) for teaching is determined by each
School or Department on an annual basis.
12. PGR students cannot undertake formal teaching activities on any module that
formally contributes to a Programme of study on which they are registered.
13. Supervisors of PGR students must be consulted about the amount of time that
can be devoted by an individual to formal teaching activities in any given
semester. Any disagreements should be taken to the School or Department
Graduate Research Director in the first instance for discussion and resolution.
14. Based on current RCUK advice, full-time PGR students are normally subject to a
limit of 180 hours of paid teaching activities per academic year (equivalent to 6
hours per week). The limit of 180 hours includes preparation, marking, and other
paid activities directly related to their training or related professional activity.
Further commitments are judged likely to interfere negatively with an individual’s
studies. The Dean of the Faculty and the School or Department Graduate
Research Director are responsible for considering, approving and recording any
agreement that a PGR student may be employed above this limit. All PGR
students funded by external bodies are required to observe any limits on teaching
that these bodies impose. It is noted that overseas PGR students which are
subject to Tier 4 immigration controls are limited to a maximum of 20 hours work
per week. Prior to any discussion of employment within the University checks
must take place with the student and HR to ensure this limit is not breached.
15. PGR students who teach can mark summative assignments provided that they
have received training and guidance in this area, including clear marking criteria,
and that second marking processes are fully in place (Code of Practice on
Assessment Procedures (QH:F1)). All formative assignments (i.e. those that do
not directly contribute to the end of module summative mark) can be marked by
PGR students. Assessment design remains the responsibility of the Module
Leader at all times.
16. Module Leaders hold responsibility for the quality of teaching by PGR students on
their module, including ensuring that marking criteria are clearly set and that
appropriate second marking processes are fully in place (Code of Practice on
Assessment Procedures (QH:F1)).
17. PGR students who are employed to teach are required to operate in accordance
with all relevant University policies and procedures and all necessary standard
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employment checks (e.g. UK Visas and Immigration and Occupational Health)
must be completed prior to the commencement of teaching.
18. PGR students who teach must demonstrate a good standard of English, normally
equivalent to a minimum of IELTS 7 and where required by the School or
Department, at a higher level.
19. PGR students who teach should be involved in programme and module review
and should be invited to report back to the module leader on the structure, level
and content of the modules on which they teach
TRAINING AND SUPPORT
20. PGR students must undertake the short course Introduction to University
Teaching for PGR Students before they begin any formal teaching activities at
the University.
21. In addition to this mandatory training, the University also encourages PGR
students to attend, where possible and relevant, the open teaching development
sessions provided by Learning Enhancement and Academic Practice (LEAP).
Faculties may also, due to the particular nature of teaching within their
disciplines, provide additional training and development sessions (for example, to
support PGR student development in the area of supporting learning through
fieldwork, teaching in laboratories, or facilitating small group learning activities).
22. PGR students should be included in School or Department annual peer
observation arrangements (Code of Practice on Peer Support for the
Enhancement of Learning and Teaching (QH:C2)) and PGR student are also
encouraged to work with other PGR students to observe each others’ teaching
and the teaching of their academic colleagues. When being observed, PGR
students should always request constructive written or verbal feedback to support
their professional development.
23. Together these development opportunities, alongside the teaching experiences
that PGR students gain, will provide the knowledge and evidence that may be
used to make a claim through the University’s CPD Framework Disciplinary
Approaches to Research and Teaching Excellence for the award of Associate
Fellowship of the Higher Education Academy (AFHEA).
24. In addition to the above teaching development opportunities it is also the
responsibility of the relevant School, Department or Faculty, as appropriate, to
ensure that all PGR students who teach:
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a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
receive an induction into teaching;
access the University’s mandatory diversity training;
receive training in Health and Safety procedures;
are fully informed of all risks and controls required as an outcome of
any risk assessments;
receive training in the use of any special equipment required for
demonstrating or other techniques specific to the disciplinary area in
which they will be teaching;
receive all information for the module(s) on which they are teaching –
including module materials, handouts, access to the VLE, and all
information on any students in their groups who have declared a
disability and for whom reasonable adjustments should be made;
be assigned a mentor with whom they should meet regularly to discuss
their specific teaching duties and responsibilities, the modules within
which their teaching takes place and the marking conventions within
the School or Department;
be encouraged to meet together formally to share ideas, resources and
concerns and to report any concerns as appropriate to the Faculty
Learning and Teaching Committee;
be kept informed about relevant University administrative procedures
and policies, e.g. unfair means, extensions and mitigating
circumstances and attendance at classes;
receive constructive feedback (through the use of the University’s Peer
Support for the Enhancement of Learning and Teaching Scheme) on
their performance from the Module Leader;
receive appropriate assessment and feedback training in advance if
involved in assessment (including formative assessment activities).
attend any staff meetings as specified by the School (e.g. teaching or
team away days relevant to teaching).
ADVERTISING OF FORMAL TEACHING OPPORTUNITIES & THE SELECTION
PROCESS
25. Each School or Department’s Graduate Research Director is responsible for
overseeing the selection process.
26. All formal teaching opportunities that are open to PGR students must be
advertised in advance to ensure a fair and transparent approach to recruitment.
To enable all suitably experienced PGR students to apply, advertisements
should, where appropriate, be offered across disciplines using
departmental/central communications procedures including School or
Departmental and Faculty eBridge sites as well the Graduate School website and
the HUU Jobshop.
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27. All advertisements must include a clear, simple role description including details
of the duties and responsibilities of the post, the academic level of the module(s)
to be taught, the dates and times of teaching (where possible) and explicit criteria
for the selection of suitable candidates. Advertisements should also highlight
relevant expertise required. Guidance on the recruitment of PGR students who
teach and templates for advertising these roles are available on the University
Portal.
28. The process of selection must be designed to provide demonstrable assurance
that the individual has sufficient ability and confidence to take part in the formal
teaching activities offered and to offer as many PGR students as possible formal
teaching opportunities.
29. Candidates should be required to submit, as a minimum, a statement which
states how their experience meets the requirements of the advertised teaching
opportunity together with a confirmation that they have discussed their application
with, and gained approval from, their Supervisor. Schools may ask for
supplementary information such as CVs and references as appropriate.
30. All applicants should be considered together using a short-listing grid where
candidates’ ability to meet the essential criteria of the advertised post is recorded.
31. The selection process should be used as an opportunity to identify any
development needs of PGR students and unsuccessful applicants should be
offered an opportunity for feedback where they are pointed towards relevant
development opportunities.
32. All applicants should also be asked to advise if there are any particular
arrangements or reasonable adjustments that can be made so that they can
participate fully in the selection process.
33. An offer of a teaching position must include written confirmation of the duties that
the PGR student is being employed to undertake and the rate of pay they will
receive (Band 6). A formal contract of employment will be issued.
FACILITIES AND RESOURCES
34. It is expected that adequate accommodation, equipment and facilities such as
photocopiers will be made available to postgraduates. As many postgraduates
are allocated desks in shared offices, where postgraduates are required to carry
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out individual tuition, suitable accommodation should be made available for this
purpose.
35. PGR students who teach should have access to and information about any
School, Department, Faculty or University facilities and support (including the
VLE) that will enable them to fulfil their teaching duties.
36. PGR students have the right to belong to a Trades’ Union of their choice.
PROCEDURES FOR EVALUATION AND REVIEW
37. There should be clear and regular procedures within Schools for the evaluation
and review of the performance and role of postgraduate research students who
teach.
38. The teaching undertaken by PGR students should be covered by end of Module
Evaluation Questionnaires and, where appropriate, should be a standing item on
Staff Student Committees.
39. The University will continue to employ PGR students only if their performance is
judged to be satisfactory.
40. PGR students who teach should be included in School or Departmental Peer
Observation schemes. Importantly they should be observed using this process
within the first three weeks of starting their teaching role.
41. Feedback from the results of evaluation and review and from student feedback
should, as far as possible, be made available to PGR students who teach
sufficiently promptly to be of value to them in their teaching within the module
concerned.
42. Should the review process highlight a potential issue, Schools and Departments
should take appropriate action as soon as possible (i.e. training and
development, co-facilitation of teaching, further mentoring or, if necessary, the
suspension of duties).
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Approved by: Senate, November 2014
Next due for review: February 2017
Policy Owner: Director of LEAP
Reference to any superseded policy/amalgamations: New policy
Relevant legal framework: Home Office Immigration Rules
Equality analysis: Issues arising from the requirement for an IELTS 7 language
proficiency were considered. IELTS 7 aligns with the professional requirements of other
bodies such as the General Medical Council and reflects the professional requirements
of supporting undergraduate teaching.
Freedom of information
This Policy is publicly available through the University’s Publication Scheme under the
Freedom of Information Act 2000
Other professional standards reference points: NA
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