Reward and Recognition of Teaching in Teams
Snapshot from Oxford Brookes University

Individual
• Promotion route to Professor
• Teaching excellence award
• Support to apply for NTFS
• Personal Development
Review
Teams
• Highlight in Annual Review
• Designs for PETAL

Individual
• Promotion route to
Professor
• Teaching excellence award
• Support to apply for NTFS
• Personal Development
Review
• Pathway to Senior and
Principal Fellow of the HEA
• Student-led teaching awards
Teams
• Highlight in Annual Review
• Designs for PETAL – now being implemented
• Team teaching excellence award
• Programme of the Year
• Programme team leadership development

o use rewards for teaching that academics understand and value. Promotions and confirmation of appointment are the most important aspects of reward; o put in place definitions of good teaching ; o recognise university teaching as a profession in its own right. Make a university teaching qualification , or appropriate experience, a prerequisite for tenure and promotions; o embed the evaluation of teaching in everyday academic work; o strengthen leadership for good teaching. Good leadership at every level should be exercised to support the reward and recognition of teaching activities; o treat good teaching as a collective as well as an individual responsibility; o use quality management levers to speed up progress. Coherence between a university’s mission , its quality management process, and its strategies for recognising and rewarding good teaching are not always apparent. o Formal monitoring of reward and recognition for good teaching practice via an institution’s quality assurance process is essential
HEA/GENIE (2009) Reward and recognition in higher education: Institutional policies and their implementation

Pre-existing
:
•Teaching route to Professor
•Promotion criteria emphasise team-working
•Fellowship of HEA
New in 2011-12
•Promotion to PL(SE) as
‘Reader’ equivalent as a stepping-stone
For 2013:
•Review match between role criteria and job description
•Propose change to job title from PL(SE) to
Associate Professor
•Senior and Principal
Fellowship of HEA

Since 2003
:
•Self-nomination
•Focus on individual excellence
•One scheme, two types of award
•Offers a 2-year project & stipend
For 2013:
•Self-nomination and identification/nomination by others
•R&R in teaching and support of learning for teams
•Range of awards
•
Programme of the Year
• Fellowship Team Award
•
Module or programme recognition
•Rewards revised

• providing colleagues with a route to, and evidence for, promotion & accreditation
• public reporting, certification and announcements
• ‘draw-down’ fund to support further development of the teaching team, including conferences and away days
• invitations to share their expertise and excellence in other
Faculties/Departments
• opportunities to work/advise on initiatives across University
• study trips to investigate and bring back into the university in seminars in each Faculty
• writing support
• bespoke staff development
• Etc

Desired outcomes
• match between espoused value of teams and our processes, descriptions, rules and criteria
• visibility of (programme) teams heightened
• criteria for benchmarking effective programme teams
• being a team member is seen as a benefit (a la total reward)
• HR policies reflect and encourage this team-working
• new awards available
• formal recognition for expanded course teams
• more innovative, risk-taking curriculum design can be encouraged and made sustainable, and more widely understood
• PETAL is seen/used a lever to bring teams together for better student learning outcomes