faculty promotions consultation feedback summary report ... promotions consultatio… · 14th march...

Faculty Promotions

Consultation Feedback

Summary Report

March 2016

Contents 1 Intoduction ....................................................................................... Error! Bookmark not defined.

2 Summary of Feedback received (including the combined response from the UMT, the Faculty

Development Reward and Recognition (FDRR) Working Group and the Governing Authority ........... 4

2.1 Positive Comments ................................................................................................................. 4

2.2 Concerns and issues raised by respondents and responses ................................................... 4

2.2.1 General concerns ............................................................................................................ 4

2.2.2 Policy ............................................................................................................................... 5

2.2.3 Role of the Faculty Promotions Committee (FPC) .......................................................... 6

2.2.4 Process ............................................................................................................................ 6

2.2.5 Role of Head of School/College Principal ........................................................................ 7

2.2.6 Performance for Growth ................................................................................................. 7

2.2.7 Development Framework ............................................................................................... 8

2.2.8 External Assessors ........................................................................................................... 8

2.2.9 Appeals Process .............................................................................................................. 9

3 Next Steps ....................................................................................................................................... 9

Appendix 1 - Frequently Asked Questions ........................................................................................... 10

Appendix II – Revised Faculty Promotions Policy ................................................................................ 14

Appendix III – Faculty Promotions Process Map ................................................................................... 23

Appendix IV - UCD Development Framework for Faculty ................................................................... 24

Appendix V – Development Framework For Faculty ............................................................................ 26

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1 Introduction

In mid-2015, the UMT approved the establishment of a Faculty Development, Reward

and Recognition (FDRR) Working Group (Terms of Reference attached) tasked with

making recommendations to the UMT with regard to faculty “development, reward and

recognition”.

The FDRR carefully reviewed feedback received from Faculty with regard to the

previous promotion rounds, examined good practice elsewhere and have devised a new

promotions system for UCD. The following documents were forwarded to College

Principals, who were asked immediately forward these documents to Heads of

Schools in their area to begin the consultation process.

Faculty Promotion Policy

Development Framework for Faculty – Overarching Statement

Development Framework

To ensure that this process is as inclusive as possible, the representative trade unions for Faculty were also asked to submit their formal view on the above documents by 14th March 2016..

Feedback was received from the:

UCD College of Arts and Humanities

UCD College of Business

UCD College of Engineering and Architecture

UCD College of Health and Agricultural Sciences

UCD College of Social Sciences and Law

UCD College of Science

Equality, Diversity and Inclusion Mainstreaming subgroup

Athena SWAN Working Group"Transitions: from Recruitment to Promotion”

Preliminary feedback has been received from IFUT and SIPTU.

A summary of the feedback along with the more detailed reports from the above stakeholders were circulated to the University Management Team (UMT) prior to its meeting on 15th March 2016 and to the Faculty Development Reward and Recognition (FDRR) Working Group prior to its meeting on 16th March 2016.

The feedback summary along with the responses from the UMT and FDRR Working Group were circulated to the Governing Authority for consideration at its meeting on 22nd March 2016.

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This report contains:

A summary of the feedback received and the combined response from the UMT, the FDRR Working Group and the Governing Authority.

A summary of the Next Steps

Appendix I - Frequently Asked Questions

Appendix II- Amended Faculty Promotions Policy

Appendix III - Process Map

Appendix IV – Amended Development Framework for Faculty – Overarching Statement

Development Framework for Faculty

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2 Summary of Feedback received (including the combined response from

the UMT, the Faculty Development Reward and Recognition (FDRR)

Working Group and the Governing Authority

2.1 Positive Comments

Respondents welcomed the:

Overall intention of the policy

Rolling nature of the process

Abolition of quotas

Invitation to take part in the consultation process

Desire to evaluate candidates in the round

Significant involvement of external assessors

Integration of the proposed Performance for Growth process, provided that the central focus is developmental to aid performance

2.2 Concerns and issues raised by respondents and responses

Concerns raised by Faculty can be loosely categorised under the following headings:

2.2.1 General concerns

Insufficient time has been given to the consultation process Response: In his bulletin of 8th March, the President outlined the consultation process including the revised time line. Faculty were advised that an additional opportunity is being given to faculty for further feedback to the UMT.

Proposals are fundamentally changing the terms and conditions of employment contract Under the ‘Collective Agreement’ clause in a contract states that:

‘Any changes in your terms and conditions of service, applicable to academic staff,

are as agreed after the date of this contract between the University and any trade

unions recognised by the University, in respect of academic staff, shall be

incorporated automatically into your contract of employment.

Response: The Director of Human Resources will investigate the premise under

which the union’s assertion is being made and revert to the UMT at its next meeting.

New on-line application process through InfoHub is mentioned; it would be useful if this system could be available for review, when available Response : The on-line system is under development. Testing of the system is planned in early April, however potential applicants will not be included in the testing process.

There is no indication that anything is being done in relation to gender bias.

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Response: Professor Colin Scott referenced the feedback received from the EDI Group and Athena Swan sub-group. The Key Principles section of the Faculty Promotions Policy has been extended to incorporate some of this feedback. The policy has also been amended to also include a statement that it is UCD’s ambition to have a minimum of 40% of either gender on the Faculty Promotions Committee (FPC). The FPC will be given unconscious bias training in relation to Equality, Diversity and Inclusion, as required. Guidelines on unconscious bias and UCD’s Equality, Diversity and Inclusion strategy will be provided to external assessors. The Faculty Promotions Policy has been amended in order to address these concerns.

The Faculty Promotion process should be opened to temporary staff Response: A review of the process will take place at the end of the first year where the opening of the process to temporary staff will be considered. Some analysis of the numbers involved will be provided by HR.

What are the ‘international standards for promotion’ as stated in Section 12.1 of the Faculty Promotion Policy? Response : The wording in the policy has been changed to ‘international norms for promotion.’

The perception that the promotion process favours candidates from the STEMM related disciplines continues Response: The outcome of the Faculty Promotion process will be reported on and monitored and some time will be required to develop a clear picture in relation to this perception.

The FPC will be judging an application on its merits against disciplinary norms. Response: Further clarification on the role of the extern assessors in evidencing disciplinary norms will be provided through FAQs

Budgetary implications for Schools including costs associated with CPD in Teaching and Learning Response: The Registrar and Deputy President has confirmed that negotiations are

currently taking place to reduce the barriers to faculty undertaking CPD in teaching

and learning by providing CPD training free of charge.

2.2.2 Policy

The key principles of the policy as currently written are procedural principles. Value based principles should also be included

The Equal Opportunity section of the policy takes a minimalist approach. It is necessary for UCD to take significant steps to realise equality opportunities of outcomes in promotions

The Policy should recognise that different career paths exist and that maternity/paternity /parental leave, caring responsibilities, working part-time or disability will not impact negatively on career progression. Response: The issues raised in the above section have been addressed under

Section 2.2.1. The policy has been updated to address the above concerns.

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2.2.3 Role of the Faculty Promotions Committee (FPC)

The FPC does not have sufficient knowledge across all disciplines to guarantee equitable decisions Response: The use of the external assessors will ensure that there is sufficient disciplinary knowledge to allow the FPC to make an informed recommendation to the President on a candidate’s application for promotion. Further clarification on the operation of the policy will be provided via briefing sessions and FAQs

An academic member of IFUT and SIPTU should be a member of the FPC Response: Elected representatives of faculty on the Governing Authority will be involved in approving the membership of the FPC. This is a high workload committee in which an appropriate balance of disciplinary expertise and diversity must be preserved. Therefore the membership of the FPC will remain as detailed in the policy.

The FPC should include faculty elected by the Academic Council. Response: Elected representatives of faculty on the Governing Authority will be involved in approving the membership of the FPC. This is a high workload committee in which an appropriate balance of disciplinary expertise and diversity must be preserved. Therefore the membership of the FPC will remain as detailed in the policy.

The FPC should be gender balanced Response: This issue is addressed under Section 2.2.1. The policy has been amended to address the concerns raised.

The tenure of members of the FPC should not exceed more than three years Response: The intent of the approach outlined in the policy is to develop a committee whose membership is refreshed but which retains the knowledge and expertise required. This intent may be more clearly expressed in the policy. The term of office of the Faculty Promotions Committee could be split with half of the committee having a 2 year term and the other half having a 3 year term. Membership of the FPC would not be restricted to one term only. Previous members could rejoin after a sufficient break. This would ensure a build up of expertise from former members in Colleges that would be a valuable resource for potential candidates. Proposed amendment to Section 11 of the Faculty Promotions policy: The membership term of the of the Faculty Promotions Committee will generally be on a 2 or 3 year rolling basis, which may be renewed, in exceptional circumstances, for up to a further 3 years in order .

2.2.4 Process

It is not clear how the system would monitor compliance with national equality legislation. Response: The policy is not the place to monitor compliance. This will be

undertaken through UMT oversight

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Re-instate a two tier system. Decisions to be made by College Committees, with input from external assessors, and the FPC assuming a governance role. Response: A two-tier system of assessment will not be re-introduced.

Promotion to SL should continue to be based on benchmarks. Each candidate who reaches the benchmarks should be promoted automatically. The UMT response: The new indicators have largely been drawn from indicators provided in previous promotions processes. Candidates will not have to demonstrate evidence of achievement against all indicators but will be expected to be able to evidence achievement to varying extents (in the round) against all four dimensions of achievement. The intent is that the FPC to assess applications against disciplinary norms.

2.2.5 Role of Head of School/College Principal

Candidates should have the right to propose an alternative senior member of academic staff to fulfil the role of the Head of School.

There will be an increased burden on Heads of Schools in writing commentaries; can the role of the Head of School and College Principal, as part of this process, be deferred to a Subject Head or other senior colleagues Response: The role of the Head of School and College Principal, in relation to this process, will be reviewed during the first year. Heads of School and College Principals will have an opportunity to discuss any issues in relation to workload through other fora such as the Heads of School Forum and UMT.

There are perceived risks that the Head of School may exert too much power Response: The above text should be further amended as follows: The Head of School should consult and seek comments from senior members of Faculty, in the candidate’s discipline, and subject externs, where appropriate, prior to providing this commentary.

Further clarification needed in relation to commentary process Response: Further information will be included in a guidelines for Heads of Schools/College Principals and guidelines for candidates

Nomination of a total of 8 external assessors seems excessive Response: In the case of candidates applying for promotion to Senior Lecturer, it has been agreed to reduce the number of external assessors required to be identified by the Head of School from 5 to 4 on the basis that three assessors (one identified by the candidate and two by the Head of School) will be required. This change is reflected in the revised policy.

2.2.6 Performance for Growth

Many respondents found it difficult to review the draft Faulty Promotion Policy without having sight of the Performance for Growth scheme

There is nothing in the policy about mentoring or developing faculty Response: The Performance for Growth scheme is being progressed. It will not be a requirement for faculty applying for promotion in 2016. Candidates will be expected to engage with the scheme when is launched. It will form part of the HR strategy which is being developed. Further clarification can be given via FAQs.

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2.2.7 Development Framework

Indicators for promotion give vague targets and appear more onerous than the last set of indicators

More seasoned faculty could be disadvantaged under the proposed Development Framework Response: The Development Framework for Faculty has been developed to support the growth and development of individuals. Within each dimension a list of indicators is provided which demonstrate the performance expectation associated with the grades of Lecturer, Senior Lecturer, Associate Professor and Professor. The framework has been developed on the basis that Lecturers are expected to be working, at a minimum, at the level of satisfactory achievement. Taken in the round, with due consideration for discipline differences, Senior Lecturers are expected to be working at the level of substantial achievement, Associate Professors at the level of outstanding achievement and Professors at the level of exceptional achievement. The indicators as set out in the framework are an indicative, but not exhaustive, guide that may be appropriate to support a case for promotion. Faculty members would not necessarily be expected to illustrate achievements on every detailed indicator, but a case would normally be expected to include evidence of achievement on a significant proportion of the relevant areas, consistent with disciplinary norms.

Can allowances for clinical practice be extended to encompass other forms of professional practice. Response: While there is a clear case for the inclusion of clinical practice that is directly required by and an expressed component of the workload of faculty paid by the University, professional practice that occurs outside of the university which informs the expertise of the faculty and their teaching and scholarship may be counted in other ways. There is a significant degree of uncertainty around the framework. Some

respondents continue to see it as a ticking boxes exercise rather than looking at

achievements holistically as evidenced by the following questions/comments:

Would it be possible to differentiate between mandatory requirements and desired requirements

Are the criteria weighted in any way

Would the same benchmarks be applied to applicants applying for promotion via competition

Overall response from the UMT: Further guidance is needed around the

Development Framework. The FPC will establish its standards over time.

2.2.8 External Assessors

The composition of the External assessors should ensure gender representation The UMT Response: This may prove problematic to implement in specialist areas. The gender of externs will be monitored during the first year of operation. Guidelines on unconscious bias and UCD’s Equality, Diversity and Inclusion strategy will be provided to external assessors. It is suggested that Schools and College should ‘comply or explain’ in cases where they have been unable to comply with the

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provision that there should be gender balance in the composition of the external assessors for a particular candidate.

External assessors will have limited ability to comment directly on teaching and learning. Is there a role for the subject externs to play in our promotions process? Response: It would not be practical for subject externs to take part in the process. The Head of School may reference comments of the extern in their commentary on candidates. A subject extern may be nominated as an external assessor provided there is no apparent conflict of interest.

2.2.9 Appeals Process

Appeals Committee should be able to make a final decision in relation to applications brought before it.

Appeals Committee should be gender balanced

The term of office of members of the Appeals Committee should not exceed more than three years

IFUT will not agree to the Appeals Process as described in the Policy being part of the new system Response: The Director of Human Resources to engage in dialogue with the unions

3 Next Steps

Key stakeholders will consider the amended documents which resulted from the first consultation process and forward their comments to [email protected] by noon on Friday, 22nd April 2016.

During April , the new on-line application system will be tested.

The UMT and the FDRR Working Group will consider the results of this second round of consultation and revise the documents, if necessary.

The revised documents and the necessary amendments to the statutes will be submitted to the Academic Council meeting on 5th May 2016.

Subsequent to the Academic Council meeting, the updated policy and statutes will be submitted to the Governing Authority meeting on 17th May 2016.

Should the changes be approved, the new system will commence on 18th May 2016.

mailto:[email protected]

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Appendix 1 - Frequently Asked Questions

This document is intended to provide general information and should be read in conjunction

with the Faculty Promotions Policy and the Development Framework for Faculty. As the

policy is introduced, the FAQs will be further enhanced.

1. Will the new promotions system and the Development Framework for Faculty make it more difficult for me to be promoted? No. There is no intention to shift the overall standards from those that applied in the last promotion round. However, the new process allows your achievements across the three areas to be considered in a holistic way, without fixed weightings being applied to one area or another. This makes it easier to compare your overall performance to international disciplinary norms.

2. Do I need to address all the indicators specified in the Development Framework for Faculty at the level appropriate for my promotion? No. Although the indicators under ‘Satisfactory’ describe the minimum acceptable

level of performance across all areas for all Faculty, your case for promotion will rely

on showing that your overall performance is at the level required for promotion by

providing a substantial number of indicators of that level of performance. The

example indicators in the Development Framework are a guide as to what

constitutes ‘Substantial’, ‘Outstanding’ and ‘Exceptional’ performance in each area.

3. Does the new promotions system give the Head of School more power in determining the outcome of my application? No. Although your Head of School will provide a commentary on your application

and your various contributions to your School, they do not have the power to

prevent your application proceeding, and you have the opportunity to respond to

their comments.

4. Do I need to be a permanent member of faculty to apply for promotion? Yes. A candidate must be a tenured and permanent member of faculty. A review of

the process will take place at the end of the first year where the opening of the

process to temporary staff will be considered.

5. Do I nominate all the External Assessors?

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No. You nominate three potential External Assessors, of which the committee will

use at least one. Heads of School/College Principals are also required to identify a

number of potential External Assessors recognised as experts in and close to the

candidate’s area of expertise. For further details on the selection and approval

process of External Assessors please see Section 12.2 of the Faculty Promotions

Policy.

Each External Assessor will be required to assess the candidate based on the

evidence provided, taking into account disciplinary norms.

6. How are candidates assessed? All candidates for promotion will be assessed under the following 3 categories:

Research, Scholarship and Innovation

Teaching and Learning

Leadership and Contribution The UCD Development Framework for Faculty should be used as a guide for candidates seeking promotion. This Development Framework identifies a number of dimensions under each of the categories of Faculty achievement:

Research, Scholarship and Innovation o Qualifications o Publication and Profile o Research Funding o Research Supervision and Management o Innovation and Impact

Teaching and Learning o Engagement with Student Learning o Enhancement of Practice: Personal and Professional Development o Module Programme Design and Enhancement o Scholarship Dissemination and Esteem

Leadership and Contribution o Administration and Leadership o Recruitment and Outreach o Building Community o Building Support o Professional Service

7. What type of evidence do I need to supply to demonstrate achievement under the

dimensions?

Faculty can assess their current position on the framework across the various dimensions. The framework has been developed on the basis that all Faculty including Lecturers are expected to be working, at a minimum, at the level of

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satisfactory achievement across each of the dimensions listed. Taken in the round, with due consideration for discipline differences, Senior Lecturers are expected to be working at the level of substantial achievement, Associate Professors at the level of outstanding achievement and Professors at the level of exceptional achievement. It is not expected that faculty at higher grades would necessarily be working at levels of substantial, outstanding or exceptional achievement across all dimensions but that activity at a higher level in one area would balance against less activity in another dimension.

8. How long will the assessment process take?

Before submitting an application for promotion, it is important that a candidate

completes the following steps as part of the promotion process:

Candidates will discuss their application with their Head of School. Part of the

conversation with the Head of School should be in relation to the candidate’s

overall development. When Performance for Growth process is established, an

agreed development plan will form part of the submission for promotion.

Candidates will nominate three External Assessors as per the guidelines outlined

in the section “The Role of the External Assessor”.

o Note: It is the responsibility of the candidate to ensure that each External

Assessor cited is available and willing to respond to requests from the

University.

Candidates may include the names of up to two external assessors that they do

not wish to be considered as external assessors.

The Faculty Promotions Committee will assess the applications in the order they are received, but delays may result from the time taken to obtain external assessments and at certain times of the year if application numbers are high. The assessment process will take as long as it needs to take to ensure that the correct decision is made.

9. What is UCD doing to address gender bias? It is UCD’s ambition to have a minimum of 40% of either gender on the FPC. The FPC

will be given unconscious bias training and other training in relation to Equality,

Diversity and Inclusion, as required. Guidelines on unconscious bias and UCD’s

Equality, Diversity and Inclusion strategy will be provided to external assessors.

The University is committed to advancing equality of opportunity and in sustaining an environment that values and celebrates the diversity of its faculty and is steadfast to non-discrimination on the grounds of age, civil status, disability, family status, gender, race (which includes nationality or ethnic origin), sexual orientation, religion, and membership of the Traveller community.

10. Will the Faculty Promotions Committee take account periods of leave taken by me when assessing my application for promotion

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Candidates may indicate any specific periods of leave that may be relevant such as:

Absences for maternity, paternity, parental or adoptive leave and arrangements on return to work following these periods;

Part-time or flexible working arrangements

Periods of absence or flexible working arrangements arising from a disability, ill-health or injury;

Career breaks or secondments;

Personal or family circumstances that may impact on a candidate’s achievement.

This information will be taken into account to ensure that the performance of an

applicant is judged fairly and objectively and that full account is taken of the impact

of the additional considerations on their performance.

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Appendix II – Revised Faculty Promotions Policy

1 Introduction As set out in our strategy,

“UCD values excellence and understands that excellent performance requires excellent

people working in a supportive environment”.

The strategy also states that:

“UCD will continue to attract excellent and diverse students, faculty and staff from around

Ireland and around the world, and will put in place appropriate support measures to develop

and retain the members of our community”.

The strategy commits to working to ensure that the University’s faculty and staff are enabled to

achieve their full potential and are appropriately rewarded for their contribution.

2 Key Principles Applications for promotion are considered on a rolling basis by the Faculty Promotions

Committee. All applications are judged on an individual basis against the UCD Development

Framework for Faculty. There is no internal quota system in place for Faculty promotions.

3 Equality and Diversity The University is committed to advancing equality of opportunity and in sustaining an

environment that values and celebrates the diversity of its faculty, and is steadfastly committed

to non-discrimination on the grounds of age, civil status, disability, family status, gender, race

(which includes nationality or ethnic origin), sexual orientation, religion, and membership of the

Traveller community.

Consideration will be given to any personal, family or non-academic circumstances since the

candidate’s last promotion or appointment, which may have impacted on performance for a

limited period.

The University welcomes applications from both full-time and part-time faculty.

The Faculty Promotions Committee recognises that females are under-represented at Associate

Professor and Professor level and encourages female academics to apply for promotion, at their

discretion.

4 Eligibility to Apply for Promotion Candidates for promotion must be tenured and will not have reached the normal retirement

age prior to the effective date of promotion. Normally, a period of continuous employment of

three years at UCD is expected prior to applying for promotion. Simultaneous applications for

promotion to different levels are not permitted.

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5 Frequency Candidates may submit an application at any time during the year via InfoHub following

consultation and input from their Head of School and College Principal. The Faculty Promotions

Committee will meet on a monthly basis nine times a year. A schedule of meeting dates will be

published on the HR website.

The Faculty Promotions Committee will process the applications in the order they are received,

but delays may result from the time taken to obtain external reviews and at certain times of the

year if application numbers are high.

6 Performance for Growth When the Performance for Growth process is established, candidates must have engaged, and

be up to date with, their Performance for Growth review in advance of an application being

submitted.

7 Assessment of Applications All candidates for promotion will be assessed under the following 3 categories:



Leadership and Contribution

Candidates will be assessed against the UCD Development Framework for Faculty. Candidates

are expected to make a clear and unequivocal case that they are currently performing at the

level to which they are applying, and that they have the drive and capacity to continue

performing at that level. Candidates should refer to the Development Framework for Faculty

when making this case.

On receipt of an application for promotion, the Faculty Promotions Committee will determine if

there is a prima facie case to assess the application. If the Faculty Promotions Committee

determines that:

a prima facie case does not exist, feedback will be provided to the candidate1

a prima facie case exists, the application will be advanced to External Assessors.

8 The Role of the Candidate

8.1 Prior to Submission Prior to submitting an application for promotion the candidate must ensure that they have

completed the following steps in the promotional process:-

Candidates will discuss their application with their Head of School2. Part of the

conversation with the Head of School should be in relation to the candidate’s overall

1 A prima facie case will exist, if the Faculty Promotions Committee decides that the evidence presented in the

application for promotion merits further assessment. 2 In the case of candidates with joint appointments, this is the Head of School to which the candidate was

assigned following the award of tenure. Where the candidate is a Head of School, they should discuss their

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development. When Performance for Growth process is established, an agreed

development plan will form part of the submission for promotion.

Candidates will nominate three External Assessors as per the guidelines outlined in the

section “The Role of the External Assessor”.

o Note: It is the responsibility of the candidate to ensure that each External Assessor

cited is available and willing to respond to requests from the University.

Candidates may include the names of up to two external assessors that they do not

wish to be considered as external assessors.

8.2 Application Process Applications may be submitted on a rolling basis at the candidate’s discretion.

Candidates who wish to apply for promotion will be required to submit their application

through UCD’s InfoHub. Applications should be effectively presented; thorough yet concise,

and comply with the word or length limits where indicated. Where a candidate has previously

applied unsuccessfully for promotion, a statement detailing how the feedback from that

application has been addressed must be provided.

Candidates must provide details of their employment history. A template document, for this

purpose can be found on the HR website. The completed document is to be uploaded through

InfoHub.

Re-application within one year of an unsuccessful application will only be permitted in cases

where there have been substantial new achievements since the previous application.

Candidates must engage with the Performance for Growth process (once it is introduced)

before resubmitting an application for promotion.

The Head of School and College Principal will provide a commentary, via InfoHub on the

candidate’s application (See Sections 9 and 10). Each candidate is entitled to submit a

response to these commentaries.

9 The Role of the Head of School The Head of School will:-

Provide advice to eligible Faculty in the School about their promotion aspirations and

the timing of their application.

Discuss the application with the potential candidate. This conversation should also focus

on the developmental needs of the candidate.

Provide a short commentary on the candidate’s application for promotion. The Head of

School will also comment on the candidate’s engagement with the Performance for

Growth process. The Head of School should consult and seek comments from senior

members of Faculty in the candidate’s discipline prior to providing this commentary3.

application with their College Principal. Where the candidate is a College Principal, they should discuss their application with the President or his nominee. 3 In the case of a candidate whose teaching and contribution are carried out in another School or College, the Head of School and/or

College Principal will seek advice from that School or College on the candidate’s teaching and/or contribution.

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In the case that the candidate has previously applied unsuccessfully for promotion, the

Head of School will comment on the extent to which the feedback on that application

has been addressed.

The Head of School will nominate

o Five External Assessors for applicants applying for promotion to Associate Professor

or Professor;

o Four External Assessors for applicants applying for promotion to Senior Lecturer.

The Head of School should liaise with senior members of Faculty in the candidate’s

discipline when compiling the list of External Assessors. The Head of School’s list of

nominees should not liaise with the candidate on compiling these names and they will

not be shared with the candidate. Further details are contained in the section relating

to External Assessor reports.

In the case were the candidate is a Head of School or the College Principal also

undertakes the Head of School function, the College Principal will nominate a senior

member of Faculty to undertake the role of Head of School with respect to this Policy.

In the case were the candidate is a College Principal, The President will nominate a

senior member of Faculty to undertake this role.

10 The Role of the College Principal The College Principal will:-

Review the application for promotion and the Head of School’s commentary and provide

further commentary on the application for promotion. This commentary will be available

to the candidate for comment. The candidate has a right to reply to the commentary

within 7 working days. All three commentaries will be included in the application.

Review the list of nominated External Assessors provided by the Head of School and may

comment on or add to this list. The list of nominees from the Head of School and College

Principal will not be shared with the candidate. The College Principal may liaise with

senior members of Faculty in the candidate’s discipline but should not discuss the list

with the candidate.

In the case were the candidate is a College Principal, the President will nominate a

senior member of Faculty to undertake this role.

11 The Role of the Faculty Promotions Committee The Faculty Promotions Committee will:

Select and approve the final list of potential External Assessors submitted by the

candidate and Head of School/College Principal. The Faculty Promotions Committee may

add further names to the list, at its discretion.

Assess all applications for promotion to Professor, Associate Professor and Senior

Lecturer. In its assessment, the Faculty Promotions Committee will consider all evidence

provided by the candidate and will be informed by, but not bound by, the comments of

the Head of School and College Principal and the reports of External Assessors.

Forward to the President the names of candidates recommended for promotion for final

approval on behalf of the Governing Authority.

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12 Membership of the Faculty Promotions Committee Membership of the Faculty Promotions Committee will be proposed by the President and

approved by the Governing Authority. The list of approved names will be published on the HR

website.

Title No

Chair (UMT member, nominated by the President, excluding

College Principals)

One

1 Full Professor from each College (excluding College Principals) Six

President’s Nominees Three

The Faculty Promotions Committee will be supported by HR

The membership term of the of the Faculty Promotions Committee will generally be on a 2 or 3

year rolling basis, which may be renewed, in exceptional circumstances, for up to a further 3

years to ensure consistency and continuity. Membership of the Committee is subject to review

by the President, as required.

The selection of the President’s nominees will ensure that there is gender representation on the

Committee. It is the University’s ambition to have a minimum of 40% of either gender on the

Faculty Promotions Committee.

The quorum for a meeting of the Faculty Promotions Committee will be 7.

13 The External Assessor External Assessors should normally4 be:-

At the level of Professor, or in the case of Senior Lecturer promotions, at least, at the

level of Associate Professor (or the corresponding equivalence to the level of an

Associate Professor at UCD)

In a leading academic institution, or have retired from such a position within the past

five years

A leading academic with an international profile

Cognisant of the norms within the candidate’s academic discipline and be qualified to

comment on the candidate’s achievements and his/her suitability for promotion5

Without any apparent conflict of interest.6

4 If an assessor is proposed who does not meet all these criteria, the case for their nomination must be fully made, and the Committee will only use such assessors in exceptional circumstances. 5 This does not require that the external assessor be active in precisely the same discipline or sub-discipline as the candidate. Rather, the requirement is to be familiar with standards of excellence in that discipline and thus qualified to assess the candidate against the criteria 6 An external assessor is deemed to have a conflict of interest if he/she has a professional or personal relationship with the candidate that

could reasonably call into question an assessor’s ability to give an objective assessment of the application. This would include a

supervisor/student relationship, past membership of the same school/research group, and/or close/repeated co-authorship.

Comment [a1]: Academic titles may change

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13.1 The Role of the External Assessor

External Assessors are required to give an assessment of the applications for promotion sent

to them for review. and not provide a reference for the candidate.

External Assessors will be required to assess the overall academic performance of the

candidate. They will be invited to provide an independent, unbiased assessment of the level of

the candidate’s achievements in Research, Scholarship and Innovation, Teaching & Learning

and Academic Leadership and Contribution, with reference to the UCD Development

Framework for Faculty, taking into account the norms for the discipline.

In addition, External Assessors will be invited to comment on:

Whether there is clear evidence of an upward trajectory and forward-looking agenda

Whether the case meets international standards for promotion to the relevant level

How the application compares with recent successful applications for promotion to the

equivalent level within the assessor’s own institution

13.2 The External Assessor Nomination Process

A candidate will nominate three potential external assessors for approval by the Faculty

Promotions Committee. The candidate must confirm that each External Assessor nominated

is available and willing to undertake this duty. Candidates may include the names of up to

two external assessors that they do not wish to be considered as external assessors.

The Head of School/College Principal will nominate

o Five External Assessors for applicants applying for promotion to Associate Professor

or Professor;

o Four External Assessors for applicants applying for promotion to Senior Lecturer.

Prior to the application being submitted, the Head of School/ College Principal must confirm

that each External Assessor nominated is available and willing to undertake this duty.

Applications for promotion to Senior Lecturer

Where it is satisfied that a prima facie case for promotion has been established, the Faculty

Promotions Committee will approve two external assessors, including one to be nominated by

the candidate. External Assessors will be requested to provide a written report on the

candidate’s application for promotion.

Applications for promotion to Associate Professor and Professor

Where it is satisfied that a prima facie case for promotion has been established, the Faculty

Promotions Committee will approve three external assessors, one to be nominated by the

candidate. The approved External Assessors will be requested to provide a written report on

the candidate’s application for promotion.

Comment [a2]: Title may change


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The Head of School and College Principal should seek advice from senior academic colleagues

when forming the long list of potential External Assessors. In larger Schools, a Head of School

may nominate a Section Head to provide a list of potential External Assessors, if appropriate.

Please note: An application for promotion cannot be considered until the required number of

External Assessor reports for the candidate, has been received.

14 Conclusion of the Assessment Process Following the Faculty Promotions Committee meeting:

The names of candidates recommended for promotion by the Faculty Promotions Committee will be forwarded to the President for approval.

Candidates will be informed in writing of the decision in respect of their application and the reason/s for that decision.

If candidates require copies of their External Assessors reports they should contact the Freedom of Information Office.

College Principals and Heads of Schools will be informed of the outcome of the assessment process in relation to candidates from their School/College.

A list of promoted candidates will be forwarded to the Academic Council for noting

External assessors will be advised of the outcome for the candidate for whom he/she provided a reference.

The effective date of promotion will be the date that the Faculty Promotions Committee’s recommendation for promotion is approved by the President.

15 Feedback In the interests of transparency, best practice and staff development, at the conclusion of the

process, all candidates will be given written feedback on their application, together with the

opportunity for oral feedback on their application by the Chairperson, or nominee, and one

other member of the Faculty Promotions Committee.

Candidates attending a feedback meeting may be accompanied by either a UCD colleague or a

representative from their union, if applicable. The name of the colleague/representative, and

their relationship to the candidate, must be forwarded to the HR Promotions and Grading

Office 3 working days prior to the feedback meeting.

16 Confidentiality Confidentiality, by all participants, will be maintained throughout the process. All discussion

during the assessment process and any data generated will remain confidential to the

members of the Faculty Promotions Committee. The names of promoted candidates will not

be released until the President has approved the recommendations of the Faculty Promotions

Committee and the candidates have been advised accordingly.

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17 Freedom of Information The University comes under the terms of the Freedom of Information Acts 1997 and 2003.

This legislation confers on individuals a legal right of access to information held by the

University concerning them and a legal right to receive reasons for decisions that have

materially affected them.

A candidate, may at the conclusion of the assessment process, request access to her or his

assessment records, to the records of the decision-making process, such as minutes, personal

notes, discussion documents and correspondence and/or a detailed statement of the reasons

for the decision made with respect to her/him. All assessment records should therefore be

sufficiently clear and detailed to fulfil a request for the reasons for the decisions.

18 Appeals (Text as agreed between UCD and SIPTU, IFUT on December 12 2013) I. Appeals will be heard by a panel of five people, to be appointed as follows:

A Chair (at the level of full Professor) to be appointed by the Governing Authority on the nomination of its Chairman.

Two senior academic members of UCD staff (at the rank of full Professor, one male and one female) to be appointed by the President.

One member of UCD staff (at the level of full Professor) to be elected by Academic Council.

One member of UCD staff (at the level of full Professor) to be nominated by IFUT and SIPTU.

II. The Appeals Committee shall hear appeals made, in writing, by candidates for promotion

based on alleged defects in the application of the procedures for promotion set out in the university’s policies and procedures. The only basis of an appeal shall be an alleged failure by the Faculty Promotions Committee or the President to observe due process, which is defined as:

Failure to follow in due manner University policy and procedures for the consideration of applications for promotion;

Denial of natural justice;

Unfair or unreasonable application of the criteria for the granting of promotions. The Appeals Committee shall only consider the same materials and documentation as were submitted by the candidate in her / his original application and the full suite of documentation assessed by the Faculty Promotions Committee.

III. Candidates who have not been recommended for promotion by the Faculty Promotions

Committee shall be afforded the opportunity to receive written and oral feedback in relation to their applications. An appeal shall only be considered by the Appeals Committee after the candidate has attended for oral feedback. Appeals must be lodged with the university no later than sixty days following the meeting at which oral feedback is provided.

IV. In considering an appeal, the Appeals Committee may consult with the appellant and/or the

Faculty Promotions Committee on the matters which are set out in the appeal and the latter committee shall set out their views on these matters to the Appeals Committee.


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V. Where the Appeals Committee considers that the grounds of appeal are well founded, it shall inform the appellant of its opinion and shall request the Faculty Promotions Committee to review its original decision in the light of the defects identified. While the setting of academic standards to be used in the selection process is a matter for the exclusive competence of the Faculty Promotions Committee, the application of those standards in a particular case may be reviewed by the Appeals Committee. Nothing in this process shall have the effect of substituting a differing academic judgement arrived at by the Appeals Committee for the academic judgement validly arrived at by the Faculty Promotions Committee following review.

VI. The Appeals Committee may make recommendations to the Faculty Promotions Committee in relation to promotions procedures and processes generally and the Faculty Promotions Committee shall take these recommendations, and any views expressed by the trade unions, into account in the future development of promotions policies and procedures.

VII. Following the outcome of an appeal under the Agreement either the candidate or University may refer a dispute concerning that outcome to the Labour Court under Section 20(2) of the Industrial Relations Act, 1969 and both parties will agree in advance to accept the recommendation of the Court.

19 Policy Revision History

Version Date Description Author

1.0 February

2016

Creation of Policy UCD HR

2.0 March

2016

Revisions following consultation UCD HR

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Appendix III – Faculty Promotions Process Map

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Appendix IV - UCD Development Framework for Faculty Overarching Statement

The UCD Development Framework for Faculty is a tool that should be used by faculty to reflect both personally and within the context of a development conversation on their strengths and opportunities for growth. This framework identifies a number of dimensions under each of the categories of Faculty achievement:

Research, Scholarship and Innovation o Qualifications o Publication and Profile o Research Funding o Research Supervision and Management o Innovation and Impact

Teaching and Learning o Engagement with Student Learning o Enhancement of Practice: Personal and Professional Development o Module / Programme Design and Enhancement o Scholarship Dissemination and Esteem

Leadership and Contribution o Administration and Leadership o Recruitment and Outreach o Building Community o Building Support o Professional Service

Faculty can assess their current position on the framework across the various dimensions. The framework has been developed on the basis that all Faculty including Lecturers are expected to be working, at a minimum, at the level of satisfactory achievement across each of the dimensions listed. Taken in the round, with due consideration for discipline differences, Senior Lecturers are expected to be working at the level of substantial achievement, Associate Professors at the level of outstanding achievement and Professors at the level of exceptional achievement. It is not expected that faculty at higher grades would necessarily be working at levels of substantial, outstanding or exceptional achievement across all dimensions but that activity at a higher level in one area would balance against less activity in another dimension. Faculty seeking Promotion The UCD Development Framework for Faculty should be used as a guide for faculty seeking promotion. Faculty members applying for promotion are expected to demonstrate that they meet the standard for promotion on the basis of their performance during their period of appointment at UCD. While the Faculty Promotions Committee will have regard to a candidate’s full career record, particular emphasis will be placed on the body of work and achievement since their last promotion or appointment.

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Candidates for promotion must demonstrate clearly readiness, or that in the round, they are currently working at the level to which they are seeking to be promoted, and that they have the drive and capacity to continue working at this level. The indicators as set out in the framework are an indicative, but not exhaustive, guide that illustrate the kinds of activities that may be appropriate to support a case for promotion. Other activities, appropriate for the discipline, that demonstrate achievement within a dimension may be presented. Faculty members seeking promotion would not be expected to illustrate achievements on every detailed indicator, but a case would normally be expected to include evidence of satisfactory achievement on all dimensions and evidence of achievement at higher levels in a significant proportion of the dimensions, consistent with disciplinary norms.

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Appendix V – Development Framework For Faculty


Dimensions Indicators of Satisfactory Achievement

Indicators of Substantial Achievement

Indicators of Outstanding Achievement

Indicators of Exceptional Achievement

Qualifications Ph.D. or equivalent doctoral qualification, or equivalent evidence of high-level research (or, in exceptional circumstances, professional) achievement.

For clinical academics, relevant Board certification.

Publication7 and Profile

A sustained record of publication in leading international journals and conferences, peer-reviewed book chapters, books and/or monographs, as appropriate to

A substantial and sustained record of publication in leading international journals and conferences and in peer-reviewed book chapters, books and/or monographs from leading

An outstanding and sustained record of publication in leading international journals and conferences and in peer-reviewed book chapters, books and/or monographs from leading

An exceptional and sustained record of publication in leading international journals and conferences and in peer-reviewed book chapters,

7 Demonstration of publication quality and impact may include, but is not limited to, citations, journal impact factors, reviews and prizes, all as appropriate

to the discipline. In the case of multi-authored publications, there must be a clear and outstanding personal contribution.

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disciplinary norms. publishers. This record will be appropriate to disciplinary norms, and will include sole, major or senior authorship of high-impact publications.

publishers. This body of work will have had significant impact within the discipline, marking the individual out as a leader in a particular area or areas of research.

books and/or monographs from leading publishers. The body of publications will have an impact, coherence and an intellectual signature that has earned the individual a widespread reputation as a leader in their discipline.

Indicators of esteem in research and scholarship, as appropriate to the discipline.

Indicators of substantial esteem in research and scholarship, as appropriate to the discipline. Examples include

A track record of invited lectures and visiting appointments, along with prizes and honours.

Indicators of outstanding esteem in research and scholarship, as appropriate to the discipline. Examples include

Invited lectures and visiting appointments at leading international institutions, keynote lectures at major international conferences, major prizes and honours.

Indicators of exceptional esteem in research and scholarship, as appropriate to the discipline. Examples include Highly prestigious invited

lectures and visiting appointments, keynote lectures at the leading international conferences, and particularly prestigious prizes and honours.

Active membership of national Membership at an elevated grade Membership of prestigious selective Membership of the most

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or international societies or committees, where these relate to the research and scholarly work of the individual.

(e.g. senior membership or equivalent) and participation in leadership activities of leading national or international societies or committees, where these relate to the research and scholarly work of the individual.

societies or elevation to leadership positions, fellowship or equivalent in leading international societies or committees, based on outstanding performance in research and scholarship.

prestigious selective societies or elevation to key leadership positions, fellowship or equivalent in leading international societies or committees, based on exceptional performance in research and scholarship.

Contribution to the organisation of research through activities such as

Regularly serving as a reviewer for journals and conferences

Contributing to the organisation of conferences and workshops

Significant contribution to the organisation of research, through activities such as

External examining of research degrees at national and international universities

Regularly serving as a reviewer for leading journals

Contributing to the organisation of national and international conferences

Participating in international collaborations

Effective leadership in the organisation of research, through activities such as

Editorial positions in leading international journals

Organising and hosting major conferences

Leadership roles within international research collaborations

Participation in international advisory and review panels

Senior and effective leadership in the organisation of research, through activities such as

Senior editorial positions in leading international journals

Chairing major conferences

Leading international research collaborations

Leading international advisory and review

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Participating in advisory and review panels

panels

Research Funding

Engagement with the process of initiating peer-reviewed research funding, consistent with opportunities available.

Peer-reviewed competitively-won national or international funding as a principal investigator or co-investigator, funding a substantial project or programme.

Peer-reviewed competitively-won national or international funding as principal investigator (or as a co-investigator in very large national and international collaborations), from funding sources that are recognised within the discipline to be particularly prestigious and/or competitive.

Peer-reviewed competitively-won national or international funding as principal investigator of a national or international collaboration of the highest prestige, competitiveness and scale.

Research Supervision and Management

Successful involvement in the supervision and examination of research at Masters and/or PhD level as appropriate to disciplinary norms.

A substantial track record of research supervision, particularly of PhDs (or equivalent doctoral degrees) and postdoctoral researchers. Contribution to research supervision and examination more broadly within the university.

A record of research supervision, particularly of PhDs (or equivalent doctoral degrees) and postdoctoral researchers, that is outstanding in scale and/or quality. This may be demonstrated by , for example,

Awards and positions secured by doctoral and postdoctoral researchers

Invitations to host visiting

A record of research supervision, particularly of PhDs (or equivalent doctoral degrees) and postdoctoral researchers, that is exceptional in scale and/or quality. This may be demonstrated by , for example,

Prestigious mentorship

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doctoral and postdoctoral researchers

Steps taken in support of career development of doctoral and postdoctoral researchers within the group and within the university.

awards won by the individual, highly competitive awards and positions secured by doctoral and postdoctoral researchers

Invitations to host visiting doctoral and postdoctoral researchers

Steps taken in support of career development of doctoral and postdoctoral researchers within the group and within the university that advance best practice in supervision.

Where appropriate, taking steps to build a structured research group/team.

Leading and managing a successful and structured research group/team.

Leading and managing a successful and structured research group/team that is outstanding in

Leading and managing a research group/team in a manner that is exceptional in

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success and/or scale. success and/or scale, and advancing best practice in research leadership and management.

Satisfactory engagement in collaborative research.

Substantial involvement in research collaborations that have delivered defined outcomes and impact.

Outstanding involvement in research collaborations that have delivered strong outcomes and impact.

Exceptional achievement in leading research collaborations that have delivered important outcomes and impact.

Where appropriate, taking steps to develop research infrastructure to the benefit of the university.

Substantial involvement in the successful development of research infrastructure to the benefit of the university.

Outstanding involvement in the delivery and successful management of research infrastructure to the benefit of the university

Exceptional leadership in the delivery and successful management of major research infrastructure to the benefit of the university.

Innovation and Impact

Engagement with research-driven innovation, as appropriate to disciplinary norms

A substantial record of research driven innovation, which may include:

Successful engagement with the patenting or licensing of intellectual property

Involvement in a campus

An outstanding record of research driven innovation, which may include:

Award of patents with notable impact

Licensing of intellectual property with notable impact

An exceptional record of research driven innovation with particular significance or scale, which may include:

Award of patents with exceptional impact

Licensing of intellectual

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company development programme, with successful outcomes

Consultancy pursued through University channels

Formation and successful running of a campus company with notable impact

Consultancy pursued through University channels with notable impact

property with exceptional impact

Formation and successful running of a campus company with exceptional impact

Consultancy pursued through University channels with exceptional impact

Delivering intellectual, cultural, social or economic impact based on research and scholarly activity. Pathways to impact may include:

Informing the public and contributing to policy debate

Active involvement in professional, cultural or community organisations

Professional/clinical practice

Delivering substantial intellectual, cultural, social or economic impact based on research and scholarly activity. Pathways to impact may include:

Informing the public and contributing to policy debate at a high level or scale

Providing expert advice to government, industry and other organisations

Contribution at a senior level

Delivering outstanding intellectual, cultural, social or economic impact based on research and scholarly activity, earning for the individual a reputation for leadership. Pathways to impact may include:

Providing expert advice to government, industry and other organisations, at a very high level or scale

Leadership of professional, cultural or community

Delivering exceptional intellectual, cultural, social or economic impact based on research and scholarly activity, earning for the individual a widespread reputation as one of the international leaders in their discipline. Pathways to impact may include:

Providing expert advice at the highest level to

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Delivering creative works of particular repute

to professional, cultural or community organisations

Informing professional/clinical practice

Delivering creative works of national repute

organisations

Significantly advancing professional/clinical best practice nationally or internationally

Delivering creative works of international or major national repute

government, industry and other organisations

Leadership of the most significant international professional or cultural organisations

Transforming professional/clinical best practice internationally

Delivering creative works of the highest international repute

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Engagement with Student Learning

Engagement with and delivery of effective teaching, learning and assessment (including projects and minor theses). For example

Engagement in curriculum design/innovation

Facilitating the integration and successful progression of students into programmes

Significant contribution to delivery of modules appropriate for the discipline and the workload framework of the School

Design of new assessment procedures suited to different learning contexts with timely and effective feedback

Assessment of experiential learning activities including supervision and assessment of work

Sustained and substantial commitment to effective teaching, learning and assessment (including projects and minor theses). For example

Achievements in curriculum design/innovation to overcome special challenges (breadth of courses, difficulty of material, student engagement, enabling student access etc.)

Creation of entirely new modules, programmes or curricula, especially when driven by new disciplinary and/or research developments

Awareness and application of important external developments and/or international developments in pedagogy and research in higher education.

Substantive and successful innovations in curriculum design and delivery (face-to-face, blended and online), recognised as making a major contribution to the subject or discipline. For example

The introduction of an entirely new area of teaching to the subject

Leadership or major role in initiation and completion of major course reviews

Contribution to developments in pedagogy and research in higher Education beyond the university (nationally and/or internationally).

Successful innovation, leadership and implementation of major teaching and learning innovations, with significant impact recognised internationally. Exceptional contributions to the achievement of the university’s strategy for enhancement of education.

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placements/internships.

Consistent record of effective engagement with the student body within the School. For example

Class representatives

Student Union council members

Peer-assisted learning

Other staff-student partnership activities.

Substantial record of engagement with the student body at School or Programme. For example

Supporting and mentoring students within the School

Assisting in the management of student internships or professional work experience

Advising and assisting students as they seek to secure jobs and postgraduate positions.

Leadership in engagement with the student body. For example

Implementing structured mentoring programmes for students

Leading internship or work placement programmes.

Transformational leadership in engagement with the student body recognised externally.

Engagement with the delivery of

continuing professional development activity or lifelong learning initiatives particularly within one’s discipline.

Substantial and sustained contribution to the delivery of continuing professional development or lifelong learning initiatives.

Effective leadership in the development and delivery of continuing professional development or lifelong learning initiatives.

Sustained record of leadership in the development of successful market leading continuing professional development programmes of study.

Enhancement of Practice: Personal and Professional Development

Ongoing satisfactory performance as an effective university teacher.

Substantial and validated performance as an effective university teacher. For example

Internal or external recognition such as significant professional awards of prizes.

University or national level recognition. For example

Fellowships in Teaching & Learning

President’s Teaching Awards

National teaching awards.

Recognition as an international leader in university teaching and learning.

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Participation in CPD in university teaching and learning. For example

Attendance and participation in appropriate and relevant courses in or related to teaching and learning within or outside the university

Regular participation and contribution in seminars and/conferences in teaching and learning.

Active, ongoing and substantial participation in CPD in university teaching and learning. For example

Attainment of accredited award(s) in higher education teaching

Development activity which has had clear and substantial impact on own teaching.

Successful and sustained involvement in other professional development activities, in discipline-specific education and/or specialist educational approaches, which has impacted on teaching.

Exceptional contribution to national and/or international networks to support improvements in the quality of teaching and learning.

Commitment to ongoing evaluation and enhancement of teaching, drawing on various sources of feedback and self-reflection and an appreciation of contemporary pedagogical theories.

Demonstration of incorporation of contemporary pedagogical theories in teaching.

Sustained, high quality understanding of and engagement with and to, the scholarship of teaching and learning and/or pedagogic innovation in the subject/ discipline. Enhancement of teaching and learning standards at School/College level.

Demonstration of an exceptional, high quality understanding of and engagement with and to, the scholarship of teaching and learning and/or pedagogic innovation in the subject/ discipline.

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Module & Programme Design & Enhancement

Effective engagement with quality enhancement processes in relation to design or revision of modules. Supported by for example

Student/peer feedback

External examiner feedback

Quality reviews.

Application of quality enhancement processes for effective innovation in the design or revision of modules/programmes.

Outstanding leadership at School/College and/or Programme level in the delivery of substantive and lasting programme change. For example

Dean or Associate Dean for a programme

Vice Principal Teaching and Learning.

Creation of internationally recognised programmes of scale which have enhanced the international educational reputation of the university.

Scholarship, Dissemination and Esteem

Application of relevant scholarship/research in teaching and learning to the design and delivery of modules. Participation and contribution in College/University teaching and learning events

A substantial and sustained record of

dissemination of excellence and best practice in teaching. For example

Participation and substantial contribution in College/University teaching and learning events

Preparation of textbooks or sustainable/reusable learning resource which are used effectively within the University

Publication in peer reviewed journals, conferences and books.

An outstanding and sustained record

of dissemination of excellence and best practice in teaching. For example

Participation and outstanding contribution in University teaching and learning events

Preparation of textbooks or sustainable/reusable learning resource which are widely adopted outside the University

Publication in peer reviewed journals, conferences and books which achieve demonstrable impact.

This body of work will have had

An exceptional and sustained

record of dissemination of excellence and best practice in teaching. For example

Participation and exceptional contribution in University teaching and learning events

Preparation of textbooks or sustainable/reusable learning resources which become international standards for the discipline

Award-winning publications in peer reviewed journals.

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significant impact within the discipline, marking the individual out as a leader in pedagogy and practice.

The body of work will have an impact, coherence and an intellectual signature that has earned the individual a widespread reputation as a leader in pedagogy and practice.

Indicators of substantial esteem. For example

A substantial track record of invited lectures to present on Teaching and Learning

Prizes and honours in Teaching and Learning.

Indicators of outstanding esteem. For example

Invited lectures and visiting appointments at leading international institutions

Keynote lectures at major international conferences

Major prizes and honours.

Invitations to participate in international teaching and learning fora.

External assessor for institutional reviews

Demonstrable record of Professional Consultation

Indicators of exceptional esteem. For example Highly prestigious invited

lectures and visiting appointments

Awards/prizes for internationally recognised, significant teaching/pedagogic innovation and leadership

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Administration and Leadership

Contribution to the effective administration and functioning of the university, for example Active membership of

school/college/ institute/university committees and boards.

Substantial and sustained commitment to the university through active and successful membership of major committees and boards. Leadership within the university, demonstrated by, for example Chairing committees and boards.

Outstanding contribution to the university through a significant, sustained and successful leadership role at the level of Head of School or equivalent

Exceptional contribution to the university through a significant, sustained and successful leadership role at UMT level, or through exceptional success as a Head of School or equivalent.

Recruitment and Outreach

Participation in open days and other recruitment and outreach activities

Substantial and sustained

commitment to recruitment and

outreach activities, for example

Effective organisation of open days and student recruitment activity

Representing the university internationally and supporting the recruitment of students, particularly international and under-represented student cohorts.

Participation in major outreach activities

Outstanding commitment to

recruitment and outreach activities,

through sustained commitment to

and leadership in activities such as

Student recruitment at significant scale, particularly international students and under-represented students

Outreach activities that advance best practice nationally

Exceptional commitment to recruitment and outreach activities, through sustained commitment to and leadership of activities such as Transformational initiatives

in student recruitment

Outreach activities that advance international best practice and achieve international recognition for the individual and for the university

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Building Community

Sustained commitment to

enhancing the university

community, for example through

Support for students and student activities

Participation in conferring ceremonies and other major events for the university community.

Substantial and sustained

commitment to enhancing the

university community, for example

through

Leadership in the support of students and student activities

Engagement with the development of faculty and staff

Contributing to the organisation of major events for the university community.

Outstanding and sustained commitment to enhancing the university community, delivering significant progress towards the university’s objectives and advancing best practice nationally.

Exceptional and sustained achievements in enhancing the university community, delivering transformational results that advance international best practice and achieve international recognition for the individual and for the university

Building Support

Representing the university at meetings with agencies, industry, visitors and potential donors if and when required.

Substantial involvement in building support among external partners for university developments, leading to outcomes such as scholarships, funded positions, infrastructure or other developments that benefit the university.

Outstanding involvement in a leadership team that secures funding for, and successfully delivers, a major development within the university outside the individual’s own research area.

Exceptional leadership of a team that secures funding for, and successfully delivers, a major development within the university outside the individual’s own research area.

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Professional/ Clinical Service

Providing professional/clinical services that benefit the university by, for example, working as a member of clinical team, providing referral services that contribute to educational objectives, research and clinical income generation

Substantial and sustained provision of professional/clinical services that advance best practice within the university. This may be demonstrated by: Serving as Discipline Leader

Achieving new or continued recognition for specialist training programmes

Leading clinical outcomes assessment

Development of new clinical services

Development and delivery of professional/clinical services that advance best practice nationally and measurably advance progress towards university objectives. This may be demonstrated by: Invitations to deliver keynote

presentations

Serving in senior positions in international clinical speciality organisations

Awards and Prizes

Major Involvement in clinical infrastructure development

Developing strategy for clinical services

Development and delivery of transformational professional/clinical services that advance international best practice and achieve international recognition for the individual and for the university. This may be demonstrated by: Award of major

international prizes or distinctions

Regular invitations to provide specialist clinical training internationally

Exceptional and sustained contribution to clinical income generation

Research-led development of major new clinical practices or procedures

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