1
Performance criteria for standard performance for the Researcher / Post-doctoral
Researcher
Manual
This document is an implementation of the strategic decisions made by the Executive Board of TU Delft
and set out in the Strategic Plan 2007 – 2010. It is an instrument for maintaining the quality of the
execution of tasks by academic staff.
The text of this document has been formulated in a working group comprising professors from all the
faculties of TU Delft.
This document is intended as a guide for the supervisor who is conducting an interview
with the staff member on the qualitative implementation of the job profile.
The texts included in this document which pertain to the staff member’s job performance
are not of a prescriptive nature and no rights may be derived from these texts.
This document is part of a series containing the performance criteria for all academic job profiles at TU
Delft at nominal performance.
Three elements within this series form the ‘backbone’ of the series: the documents for the Assistant
Professor (UD), for the Associate Professor (UHD) and for the Full Professor (HL). All other elements of
the series are derived from these.
TU Delft believes that the focus of work in the series of job profiles UD 2, UD 1, UHD 2, UHD 1,
HL 2 and HL 1 should, in the course of an academic’s career, gradually shift from ‘focus on one’s own
work’ to ‘focus on the institutional and supra-institutional level’.
In the following pages, the scope of the job profile is subdivided into four performance areas:
Education, Research, Valorisation and Organisation and Leadership. In some cases, a
performance area may be examined not only in terms of qualitative but also of quantitative
performance.
The texts are colour-coded and are assigned the following status:
- The text in the orange text boxes (‘Job profile (UFO)’) as well as the red text is derived from the
VSNU job classification system known as UFO and may not be amended within the context of an
individual university;
- The black text is applicable to all ‘boxes’ (see below);
- The blue text is considered to be particularly relevant to the ‘science’ box (AS, EEMCS);
- The purple text is considered to be particularly relevant to the ‘engineering’ box (CEG, 3mE, AE);
- The green text is considered to be particularly relevant to the ‘design’ box (Architecture, IDE,
TPM)
Working Group on Performance Criteria for Academic Staff, January 2008
2
Academic staff performance matrix / UFO allocation criteria
Job profile (UFO):
Acquiring and conducting academic research, as well as publishing on this research, based on the research plan of the
department (capacity group) and in consultation with the Full Professor, in order to make a contribution to the development
of academic knowledge and insights in part of a designated research area.
Researcher 1
Researcher 2
Researcher 3
Researcher 4
Quality and
innovation
Sub-aspects of the
performance area
Standard Performance of the Researcher / Post-doctoral Researcher
(not applicable)
(not applicable)
(not applicable)
(not applicable)
Output
(quantity)
Education
Performance area
No rights may be derived from this document. It is a guide for the supervisor who is conducting an interview with the staff member on the
qualitative implementation of the job profile.
(not applicable)
(not applicable)
(not applicable)
(not applicable)
Required competencies1:
(not applicable)
1
Cf.: Guide “Competence Instrument for the Dutch Universities”
3
Academic staff performance matrix / UFO allocation criteria
Quality and innovation
(See also: p.4)
Research
Performance area
Sub-aspects of the
performance area
No rights may be derived from this document. It is a guide for the supervisor who is conducting an interview with the staff member on the qualitative
implementation of the job profile.
Standard Performance of the Researcher / Post-doctoral Researcher
Job profile (UFO):
Acquiring and conducting academic research, as well as publishing on this research, based on the research plan of the
department (capacity group) and in consultation with the Full Professor, in order to make a contribution to the development of
academic knowledge and insights in part of a designated research area.
Researcher 1
Researcher 2
Researcher 3
Researcher 4
 Independently conducts
research in a broad2 /
specialist3 field of research
 Makes an in-depth
contribution to the
department’s field
 Provides concepts for
improvement within the
department’s domain
 Makes proposals for
structuring research
programmes
 Publishes in leading
international journals
 Grows into an
(international) authority in
one’s own field of
research e.g. as indicated
by a portfolio validated by
independent peers
(design) (engineering)
 Is regularly invited to give
lectures at leading
(international) symposia
(science)
 Is invited to present at, or
participates in,
(international) scientific
programme committees
(science)
 Participates in scientific
advisory and/or
assessment committees
(science)
 Operates at ‘Vidi level’.
 Independently conducts
research in a broad4 /
specialist5 field of research
 Makes an in-depth
contribution to the
research group’s field
 Provides concepts for
improvement within the
research group’s domain
 Creates cohesion of
content between
subprojects
 Participates in the circuit
at international level,
organises gatherings
 Participates in
(international) projects
 Realises (international) copublications
 Is quick to claim a
discovery
 Moves with ease in the
international network of
the specialist field
 Publications by other
authors in leading
(international) journals in
the specialist field on the
content of the portfolio
(design)
 Develops new engineering
skills and publishes on
these (engineering).
 Independently conducts
research
 Makes an in-depth
contribution to the
research group’ e.g. as
indicated by a portfolio
validated by independent
peers (design)
(engineering)
 Provides concepts for
improvement within the
research group, extending
beyond one’s own
doctoral research
 Is invited to give lectures
(science)
 (Helps to) acquire
externally funded research
assignments
 Writes project proposals
 Not only builds up a
portfolio but also
publishes on this in the
leading journals in the
field (design)
 Works on worldwide
‘visibility’ e.g. through
prototyping, patents or
attention-getting themes
(engineering).
 Under supervision, carries
out research on the basis of
a predefined and approved
research proposal
 Has gained one’s doctorate
(science)
 Makes an in-depth
contribution to one’s own
specialist field e.g. as
indicated by a portfolio
validated by independent
peers (design)
(engineering)
 Provides concepts for
improvement within one’s
own specialist field
 Gives lectures at
(international) symposia
 Participates in an
international project
 Supervises fellow PhD
students by providing
subject-specific guidance
(science)
 Operates at ‘Veni level’.
Acquisition of indirect and
contract funding
 Initiates, acquires and is
2
3
4
5
A
A
A
A
 Initiates, acquires and is
 Makes contributions to
accountable for indirect
accountable for indirect
acquisition of indirect and
and contract funding for
and contract funding for
contract funding for both
both one’s own and others’
both one’s own and others’
one’s own and others’
research
research
research
 Makes strategic choices
 Makes well-considered
 Indicator: Writes good
regarding research funds
choices regarding research
proposal for 1 research
and research proposals
funds and research
position per year in one’s
proposals
own field, which on
 Indicator: Writes good
average meets with
proposals for 3 research
 Indicator: Writes good
success.
positions per year in one’s
proposals for research
own field, which on
positions per year in one’s
average meet with success.
own field, which on
average meet with success.
broad field of research can also be taken to mean a multidisciplinary field of research
specialist field of research can also be taken to mean a field of research that requires a groundbreaking approach to research
broad field of research can also be taken to mean a multidisciplinary field of research
specialist field of research can also be taken to mean a field of research that requires a groundbreaking approach to research
 Contributes to the
acquisition of indirect and
contract funding
 Indicator: Writes good
proposal for 1 research
position together with
others.
4
Academic staff performance matrix / UFO allocation criteria
Performance area
Sub-aspects of the
performance area
No rights may be derived from this document. It is a guide for the supervisor who is conducting an interview with the staff member on the qualitative
implementation of the job profile.
Standard Performance of the Researcher / Post-doctoral Researcher
Job profile (UFO):
Acquiring and conducting academic research, as well as publishing on this research, based on the research plan of the
department (capacity group) and in consultation with the Full Professor, in order to make a contribution to the development of
academic knowledge and insights in part of a designated research area.
Researcher 1
Researcher 2
Researcher 3
Researcher 4
Critical Achievement Indicators:
Output (quantity)
Research
(continuation and conclusion)
Publications (‘classical’, reflective, innovative)







Specialist publications (engineering, design)
Exhibitions (engineering, design)
Presence
Publications in (international) scientific journals
Writing international scientific book (parts)
Hirsch factor within one’s own specialist field (science)
Publications in conference proceedings
Designs (innovative ‘publication’, design result)



Receivables






PhD dissertations
Prototypes validated by peers / jury (design, engineering)
Protospaces validated by peers / jury (design, engineering)
Prototypologies validated by peers / jury (engineering, design)
Pilot Software validated by peers
Required competencies6:








Citations (science)
Design ‘citations’ (design)
Scientific awards
Design awards (design)
Participation in indirect funding projects
Participation in contract funding projects / ICESKIS
Agenda setting NL (design, engineering)
Media coverage (design)
Keynote speaker NL
Keynote speaker International
Jury membership International (design)
Contribution to the TU Delft brand name
Research-based educational impact, student numbers
Organises symposia / conferences
Developing a vision, conceptual ability, analytical ability, communicating, presenting, negotiating, power of persuasion, networking skills,
initiative, entrepreneurship.
6
Cf.: Manual “Competence Instrument for the Dutch Universities”
5
Academic staff performance matrix / UFO allocation criteria
Sub-aspects of the
performance area
Performance area
No rights may be derived from this document. It is a guide for the supervisor who is conducting an interview with the staff member on the qualitative
implementation of the job profile.
Standard Performance of the Researcher / Post-doctoral Researcher
Job profile (UFO):
Acquiring and conducting academic research, as well as publishing on this research, based on the research plan of the
department (capacity group) and in consultation with the Full Professor, in order to make a contribution to the development of
academic knowledge and insights in part of a designated research area.
Researcher 1
Making developed and to be developed knowledge available to society
(including marketing new processes, products and services to companies
and organisations) and utilising this knowledge
Valorisation
 Maintains intensive
contacts with
(multinational)
organisations and
collaborates with these,
thus facilitating contract
research falling outside
regular programmes,
and formulates
corresponding
proposals
 Makes scientific
knowledge available to
society
 Generates income from
granted licences
 Provides information to
an audience of
professional colleagues
in one’s own field, also
within a non-university
context.
Researcher 2
 Realises unique contacts






with large companies and
care-providing
organisations to facilitate
contract research falling
outside regular
programmes
Is able to use
contacts/contracts with
organisations such as
these in order to generate
income
Conducts technicalscientific consultancy for
large, medium-sized and
small enterprises and for
government organisations
Takes an active approach
to potential patentability
and marketing of research
output
Supervises ‘inventors’ in
researching the
exploitability of an
invention
Is active (possibly as
hands-on expert) in setting
up techno-starters
companies and spin-offs
Is active in the social
debate relevant to the
specialist field.
Required competencies7:
Researcher 3
 Is actively engaged in
creating networks with
companies and
government organisations
 Shows the ability to
acquire contract research
falling outside regular
research programmes
 Carries out the feasibility
study for patent
applications for inventions
made within the group.
Researcher 4
 Helps to realise, in a
substantive manner,
contracts with social
organisations
 Takes an active attitude to
the patentability of research
output
 Is active in providing public
information relating to one’s
specialist field.
Developing a vision, conceptual ability, adaptability, communicating, negotiating, cooperation, networking skills, initiative, focus on
results, perseverance, entrepreneurship.
7
Cf.: Manual “Competence Instrument for the Dutch Universities”
6
Academic staff performance matrix / UFO allocation criteria
Sub-aspects of the
performance area
Organisation: contributing to
improvement
(TU Delft first; collaboration)
Leadership: inspiring, directing and coaching9
(incl. Personal effectiveness)
Organisation and Leadership
Performance area
No rights may be derived from this document. It is a guide for the supervisor who is conducting an interview with the staff member on the
qualitative implementation of the job profile.
Standard Performance of the Researcher / Post-doctoral Researcher
Job profile (UFO):
Acquiring and conducting academic research, as well as publishing on this research, based on the research plan of the
department (capacity group) and in consultation with the Full Professor, in order to make a contribution to the development of
academic knowledge and insights in part of a designated research area.
Researcher 1
Researcher 2
Researcher 3
Researcher 4
 Provides leadership for
 Participates in working
Shows responsibility for the
interests of the faculty
and/or institution and takes
this factor into account.
Shows responsibility for the
interests of the research
group, takes this factor into
account and acts with
transparency towards the
group.
 Provides subject-specific
 Works explicitly on one’s
own professionalisation and
personal effectiveness
 Provides subject-specific
coaching7 for students, PhD
students, trainees, other
persons in the immediate
working environment
Works explicitly on one’s own
personal effectiveness
On the basis of R&D
interviews, works on one’s
own personal effectiveness
working groups,
committees or project
teams within the
department
 Creates added value in
collaboration with one’s
own graduates, PhD
students and staff
(administrative and support
staff)
 Is (co-)initiator of activities8
at the departmental level
 Shows responsibility for the
interests of the faculty
and/or institution and takes
this factor into account.
supervision for academic
staff as they carry out
research
 Coaches7 students, PhD
students, trainees, other
persons in the immediate
working environment
 Acts as daily supervisor for
PhD students.
groups, committees or
project teams within the
department
 Creates added value and
actively seeks collaboration
with other members of the
group
 Participates in activities6 at
departmental level
 Shows responsibility for the
interests of the faculty
and/or institution, takes this
factor into account and acts
with transparency towards
the department.
Required competencies10:
Adaptability, self-reflection, cooperation, coaching7, delegating, initiative, focus on results, loyalty.
8
Activities can be taken to mean: administration, committees, social events, PR activities. This involves visible activities for promoting the quality and quantity of
research and education within the organisation at the organisational level.
9
Coaching is here taken to mean: helping others to recognise and specify their own development potential, helping them to make optimum use of and to
strengthen their competencies regarding both their specialist skills and their personal development and career. (Including the elements: giving open feedback,
stimulating development through a balance of guidance and freedom to act, being a role model, giving space for people to rise higher than the coach himself)
10
Cf.: Manual “Competence Instrument for the Dutch Universities”