EDINBURGH NAPIER UNIVERSITY

ACADEMIC INDUCTION PROCESS

1. What is the Academic Induction Process?

1.1.A one or two year period (dependent on previous experience) during which new lecturers are supported in developing in their academic role.

1.2.Figure 1 summarises the different forms of support that are available for lecturers during this period.

Figure 1: Support for new lecturers during their induction period

2. Who does it apply to?

2.1. It applies to both permanent and fixed term posts, and to full and part time staff.

academic staff who are appointed on grade 5, point 34 of the salary scale academic staff who are appointed on grade 5, point 35 of the salary scale

due to previous experience

2.2.The Subject Group Leader may recommend to the Dean of School that the academic induction period is shortened or waived in cases where the new member of staff has relevant previous experience or has successfully completed their academic induction at another higher education institution. This would normally be done by completing the justification section of the Appointment Form as part of the appointment process in line with the Salary on Appointment guidelines.

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University-wide induction events and resources

PgC TLHE:Personal Development Tutor

InductionMentor

Subject Group Leader

Manager

Dean of School

Colleagues

3. What is the purpose?

3.1.The purpose of the academic induction process is to ensure that new lecturers have the chance to develop in their academic role and to make substantial progress towards gaining Fellowship of the Higher Education Academy, normally through completion of the Postgraduate Certificate in Teaching and Learning in Higher Education (PgC TLHE). This will be enabled by ensuring that day-to-day duties and workload allocated to new lecturers are appropriate for a person of their experience, and through support from colleagues throughout the induction period.

4. What are the responsibilities of each person involved?

4.1.The Subject Group Leader (SGL) will:

allocate an Induction Mentor to the new member of staff. This will be an appropriately experienced colleague who will act as an adviser and source of guidance during their colleague's induction period.

ensure that the new lecturer participates in the University-wide induction events and resources.

agree induction objectives with the new lecturer in the first three months, followed by a full PDR including PDR Review Form, to be reviewed at least every six months.

offer regular 1-1 meetings with the new lecturer to discuss progress. ensure that the Workload Allocation reflects an appropriate balance of duties

for a member of staff undergoing induction. This should incorporate adequate time for training and professional and personal development over and above the contractual entitlement of five days per year. This will include time within the work load allocation to undertake the PgC TLHE. Time should also be allocated to research or scholarly activity.

following each review meeting, confirm with the new lecturer that either:o achievement of PDR objectives is on target and they are making

satisfactory progress towards working to a grade 6 role profileo progress has been exceptional and they can then work to a grade 6

role profileo there is evidence that progress has not been satisfactory and further

employee support may be considered in line with the Employee Support Policy.

4.2.The Dean of School will:

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ensure that new lecturing staff are appropriately supported and supervised during their induction period, as part of their overall managerial responsibility for new lecturing staff within the school.

ensure consistency in the application of the induction process across the School.

approve progression to Grade 6 through authorisation of a completed Employment Details Change Form, on successful completion of an induction period.

4.3.The Induction Mentor will:

advise and support the new lecturer throughout their induction period. This is not a line management role - it involves providing a safe and confidential space to listen to the mentee and to share advice, encouragement, constructive feedback, and an understanding of the role of an academic.

participate in one of the University's half-day development sessions for academic mentors.

where appropriate, provide guidance to the new member of staff in relation to attaining Fellowship of the HEA, developing their research and/or scholarly activity profile.

meet the new member of staff on a regular basis (normally monthly in the first year and by agreement in the second year to discuss progress, review achievements and offer professional advice).

facilitate access to other colleagues, sources of information, facilities, services and appropriate resources.

encourage them to identify additional learning opportunities and encourage self-reflection.

4.4.The new lecturer is responsible for:

participating in the development opportunities agreed as part of their PDR Learning & Development plan, including the University-wide induction events.

seeking to achieve the objectives agreed as part of their PDR Action Plan. where applicable, making substantial progress towards attaining Fellowship of

the HEA. attending meetings with their Induction Mentor. critically reviewing their own performance against the objectives and

milestones agreed with the SGL and in line with the six monthly reviews. raising any areas of concern with their SGL and/or mentor as early as

possible so that they can be addressed.

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5. What happens when the Academic Induction period comes to an end?

5.1.Once a new lecturer has successfully achieved their PDR objectives, and meets the Grade 6 role profile, they will progress to Grade 6. The Dean of School will complete the Employment Details Change form. This should be achieved within the two year induction period.

6. Further information

6.1.Please see the Staff Development section of the Human Resources and Development website on the staff intranet for latest details of University-wide induction events, resources and contacts for academic staff.

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