Academic Promotion Guidelines

8/18/2019 Academic Promotion Guidelines

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ACADEMIC PROMOTIONSCRITERIA GUIDELINES

HUMAN RESOURCES

SPECIALIST SERVICES

http://hr.unimelb.edu.au/academic-promotions



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CONTENTS

INTRODUCTION 3PRINCIPLES 3

USE OF THE GUIDELINES 3

DOCUMENTING A CASE 3

CRITERION 1 CONTRIBUTION TO TEACHING AND LEARNING 4INTRODUCTION 4

EVIDENCE TO SUPPORT PROMOTION BASED ON PERFORMANCE IN TEACHING ANDLEARNING 4

TEACHING PORTFOLIO 5

TEAM-BASED WORK 5

CRITERION 2 RESEARCH AND RESEARCH TRAINING

(ADVANCEMENT OF THE DISCIPLINE) 6INTRODUCTION 6

EVIDENCE TO SUPPORT PROMOTION BASED ON PERFORMANCE IN RESEARCH ANDRESEARCH TRAINING 6

ARTISTIC ENDEAVOUR 7

CRITERION 3 ENGAGEMENT 8INTRODUCTION 8

EVIDENCE TO SUPPORT PROMOTION BASED ON PERFORMANCE IN ENGAGEMENT 8

CRITERION 4 LEADERSHIP AND SERVICE 9INTRODUCTION 9

EVIDENCE TO SUPPORT PROMOTION ON THE BASIS OF LEADERSHIP AND SERVICE 9


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INTRODUCTIONThese Guidelines set out the four criteria for academic promotion at the University of Melbourne, and provide a guide

on to how to report activities, their quality, the degree of internal and external recognition, and specific issues and

requirements relating to each. They are designed to assist staff prepare applications for promotion. The Guidelines

should be read in conjunction with the Academic Promotion Policy (MPF1221) and Academic Promotion Procedure

(MPF1130) which sets out the standards to be met for promotion to each academic level, and the process for the

submission and evaluation of applications, eligibility, timing, the committee structure and procedures, rules of decision-

making and appeals in the promotions process. These Guidelines are indicative and may be altered in light of changes in

the University.

PRINCIPLES

■ Applications for academic

promotion are assessed on the

career activities and achievements

of staff over their whole career.

■ In assessing performance over

the whole career, attention will be

given to the recent achievements

of staff, including in their current

academic work focus category.

■ Staff in all work focus categories

have an equal opportunity to be

considered for promotion.

USE OF THE GUIDELINES

Candidates making a case for

promotion should document

their achievements against the

criterion according to the Academic

Promotions Procedure. In this

context, candidates should aim to

demonstrate a record of achievement

sustained over time. The level of

achievement will be commensurate

with the expectations of performance

at the level to which promotion is

sought.

The case should be based on their

overall achievements with particular

reference made to the current work

focus category as appropriate for the

period of time the staff member has

been in that category. The advice

to follow provides guidance as to

how staff should document a case

consistent with their work focus

category.

Normally, a specific weighting must

be allocated to at least three of

the four promotion criteria followingthe weighting parameters in the

Academic Promotions Procedure.

However, variation is possible if

Heads provide a statement indicating

that staff have been required by the

University to specialise for any period

of time.

■ Teaching and Research work

focus category – staff in this work

focus category are expected to

undertake teaching and associated

activities and original research

and are therefore required todocument a case under both of

these criteria.

■ Research focussed work focus

category – the work of staff in this

category is focussed on original

research and -accordingly staff

are not expected to document a

case under the teaching criterion.

However, staff are encouraged

to document a case under the

teaching criterion if they have

gained achievements in this

category at any periods during

their careers.

■ Teaching Specialist work focus

category - the work of staff in

this category is focussed on

teaching and associated activities

and accordingly, staff are not

be required to document a case

under the research criterion.

However, staff are encouraged

to document a case under the

research criterion if they have

gained achievements under this

category at any stage during their

careers. Teaching specialists

are expected to demonstrate

scholarship in relation to teaching

and learning, which may include:showing advanced skills in

evaluation and reflective practice;

participating in and contributing

to professional activities related

to learning and teaching;

coordination, management

and leadership of courses and

student learning; conducting

and publishing research related

to teaching; demonstrating

leadership through activities

that have broad influence on the

profession.

■ Academic Specialist work focus

category - the work of staff in this

work focus category is focussed

on engagement and/or Leadership

and Service and may be highly

distinctive and will be considered

accordingly. Staff in this category

may wish to document a case

under the research and/or

teaching criteria if they have

gained achievements under these

categories at any stage during

their careers.

Where staff have not been requiredto undertake work which can be

discussed under a nominated

criterion, they should document

this, and it must be verified in the

Head’s report. Where an applicants’

achievements are outside of the

criteria listed below, further advice

should be sought.

DOCUMENTING A CASE

Without being prescriptive as

to how a case should be made,

candidates are required to document

achievements which align with

the appropriate promotion criteria.

Candidates may address the criteria

in any order that advances theirparticular case. Candidates should

aim to demonstrate a sustained

record of achievement, and structure

the submission in such a way that

assessors can determine details for

each criterion, using the approach

outlined below.

■ The work achievements (the

quality of content or input) and

the outcomes of that work

(productivity, or results or output)

■ How the work is evaluated or

recognised by peers, or thebroader community (recognition)

■ Capacity development

either within the University,

with students or the broader

community. (Direct contribution

to building a skill base, knowledge

framework, consortium, group,

team, program of effort,

collaborative network (internal

or external to the university).

Effectively, demonstrate an

enduring contribution and impact

to the University, community and/

or the profession).

Where a candidate is documenting

achievements either in the areas of

leadership or engagement and that

work is based on either teaching and

learning or research, a description

of quality and productivity of

achievements does not need to be

repeated, but cross referenced to the

earlier documentation.

https://policy.unimelb.edu.au/MPF1221







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INTRODUCTION

Effective teaching can be displayed

by:

■ Approaches to teaching

that influence, motivate andinspire students to learn. This

may include: fostering student

development by stimulating

curiosity and independence in

learning; contributing to the

development of students’ critical

thinking skills, analytical skills

and scholarly values; encouragingstudent engagement through the

enthusiasm shown for learning

and teaching; inspiring and

motivating students through high-

level communication, presentation

and interpersonal skills.

■ Development of curriculaand resources that reflect

a command of the field.

This may include: developing

and presenting coherent and

imaginative resources for student

learning; implementing research-

led approaches to learning andteaching; demonstrating up-todate

knowledge of the field of study

in the design of the curriculum

and the creation of resources for

learning; communicating clear

objectives and expectations for

student learning.

■ Approaches to assessment

and feedback that fosterindependent learning. This

may include: integrating

assessment strategies with the

specific aims and objectivesfor student learning; providing

timely, worthwhile feedback

to students on their learning;

using a variety of assessment

and feedback strategies;

implementing both formative and

summative assessment; adapting

assessment methods to different

contexts and diverse student

needs.

■ Respect and support for thedevelopment of students as

individuals. This may include:

participating in the effectiveand empathetic guidance and

advising of students; assisting

students from equity and other

demographic subgroups to

participate and achieve success

in their courses; influencing the

overall academic, social and

cultural experience of higher

education.

■ Scholarly activities that have

influenced and enhanced

learning and teaching. This

may include: showing advanced

skills in evaluation and reflective

practice; participating in and

contributing to professional

activities related to learning

and teaching; coordination,

management and leadership of

courses and student learning;

conducting and publishing

research related to teaching;

demonstrating leadership through

activities that have broad influence

on the profession.

Staff may also wish to refer to the

Nine Principles Guiding Teaching and

Learning, and how these principles

have been incorporated into teaching

responsibilities.

EVIDENCE TO SUPPORTPROMOTION BASEDON PERFORMANCE INTEACHING AND LEARNING

Contributions should represent a body

of achievement showing sustained

development over time and must be

thoroughly documented.

In assessing the contribution to

teaching and learning, committees

will take into account:

QUALITY AND PRODUCTIVITYApplicants should document and

demonstrate both productivity and

quality in teaching and scholarship.

This includes documenting activity

and innovation in teaching and

learning activities, and how research

and engagement are integrated into

teaching. Examples of quality may

include:

■ innovative instructional design and

content standard;

■ novel and flexible approaches to

presenting standard material;

■ design of courses and methods

which make optimal use of online

facilities to support flexible and/or

fast-track learning;

■ the number and nature of subjects

taught (title, description, level,

degree of responsibility, number

of students enrolled);

■ details of subject/unit

development including

development of new subjects and

whether or not these were in the

area of research interest;

■

planning and management of theintroduction of new pedagogical

practices;

■ student-centred and consistent

approach to curriculum

development;

■ revision of subject and course

structures to accommodate new

approaches including cultural

diversity practices in teaching and

learning;

■ development of teaching materials

aligned to student learning modes;

■ Student QOT evaluations;

■ Outcomes of research higher

degree and honors supervision;

■ Collection of empiric data on

learning outcomes for students,

eg through employer feedback;

■ Progression rates to higher

degrees;

■ Student outcomes, eg prizes,

scholarships etc.

RECOGNITIONApplicants should document and

demonstrate peer or community

recognition for their teaching and

learning. Examples include:

■ formal peer evaluation of teaching

and learning;

■ University, national and

international awards for teaching

and learning;

■ Invited contributions to the

creation of text books and/or

substantial print, multimedia,

video or other teaching andlearning materials;

■ Articles in proceedings national

CRITERION 1

CONTRIBUTION TO TEACHING AND LEARNING



and international conferences on

teaching and learning;

■ Text of presentations at national

and international conferences on

teaching and learning;

■

Demonstrated capacity toattract honors and higher degree

students;

■ Requests from other academics

to review teaching material;

■ Use or sale of teaching

materials to other organisations;

invitations to teach, instruct in

staff development programs or

participate in teaching-related

committees within the University

or at other institutions.

CAPACITY DEVELOPMENTApplicants should document and

demonstrate their impact on initiating

and/or expanding the capacity of

the University or the profession.

Examples include:

■ The breadth of teaching and

learning through contributions

across discipline areas or in the

different sub-disciplines of a

discipline;

■ Program, consortium or network

development;

■ Contributions to staffdevelopment in teaching and

learning at departmental level,

including training of tutors and

acting as a mentor to academic

and research staff;

■ Participation in professional

development programs related

to teaching and learning, such

as participation in the Vice-

Chancellor’s Teaching Colloquiumand successful completion of the

Graduate Certificate in University

Teaching;

■ Active participation in conceptual

work identifying the need for

innovative approaches.

TEACHING PORTFOLIO

Applicants should describe the

precise nature and extent of their

contribution to the development

of these materials, and provide

examples as part of their application.

These should be documented in a

Teaching Portfolio, more information

of which can be found at:

cshe.unimelb.edu.au/resources_teach/

feedback/docs/teaching_portfolio.pdf

The information provided should

identify the units and subjects in

which the materials are used, show

the ways in which the materials

have been integrated into a teaching

program, and detail the numbers

of students involved, use of the

materials by other staff, as well asparticipation in staff development

activities surrounding teaching.

TEAM-BASED WORK

In the circumstance of team-based

creation of materials for teaching

and learning, candidates must clearly

indicate the nature and extent of their

individual contributions. In assessing

the significance of such contributions,

evidence must be provided that the

work is effective in promoting student

learning or in improving teaching

practice. This may include the extent

to which the materials are in regular

use in both the subjects taught by the

applicant and elsewhere.

http://cshe.unimelb.edu.au/resources_teach/feedback/docs/teaching_portfolio.pdf







CRITERION 2

RESEARCH AND RESEARCH TRAINING(ADVANCEMENT OF THE DISCIPLINE)

INTRODUCTION

The research contribution should

represent a body of work, showing

sustained development over time,

and regarded by peers as original in

concept or application. For promotion

to each level, a greater contribution

will be expected in demonstrating a

high level of achievement, excellence

or exceptional distinction in the

advancement of the discipline.

EVIDENCE TO SUPPORT

PROMOTION BASEDON PERFORMANCE INRESEARCH AND RESEARCHTRAINING

Research and research training

incorporates a range of activities

relating to the conduct of research,

and/or publications or other

outcomes arising from this research.


research, assessors will take into

account:

QUALITY AND PRODUCTIVITY

Applicants should document anddemonstrate both quality and

productivity in research. This may

include:

■ details of the research activity

over time which show a sustained

level of performance;

■ the number of research projects

completed or currently engaged

in, and the extent of the

applicant’s personal contribution

to such research;

■

(in the area of artistic endeavour),published manuscripts, scripts,

designs, exhibition or performance

catalogues, or critical reviews

of performance; film scripts,

documentary scripts, recordings,

films and other media outcomes

of research;

■ annotated programs;

■ curatorial essays and exhibitions

the extent to which it is original in

idea and/or technique;

■ technical drawings and designs,

design exhibitions, audio-visualrecordings, reproductions of

original art, compositions,

creative writing, performances,

films and new media outputs,

brought into the public domain

through exhibition, performance,

broadcasting, commissioning etc

■ extent of funding for projects,

support or infrastructure,

specifying the level of

■ competitiveness and prestige in

securing such funds;

■ the number of papers,

publications or books arising from

the research;

■ the number of posters, invitations

to address seminars and

conferences;

■ the number of creative works,

designs and working models;

■ the number of works or

performances given.

RECOGNITIONApplicants should document and

demonstrate the extent of recognition

of their research.

Examples include:

■ the extent to which their research

places the candidate in an

acknowledged position of high

standing in the profession, attracts

funding and contributes to critical

debate in the field;

■ the standing of publishers and

journals (impact factor or other

relevant prestige rating) in which

publications appear in relation to

the relevant discipline or branch of

the discipline;

■ recognition of research through

citations (field-specific and centile-

based if possible), success in

competitive peer review grant

applications, awards, scholarships,

fellowships, prizes etc;

■ critical reviews of the applicant’s

published or performance work;

■ the extent to which, on the basis

of the activity, the candidate

is invited to participate in

commercial research, public policyformulation, give performances or

mount exhibitions;

■ invitations to address scholarly

meetings and national and

international conferences;

■ invitations to visiting fellowship

programs;

■ command of wide acquaintance

and respect, of national or

international standing (for Level

D);

■ acceptance of techniques,

processes by peers as standard

methodology;

■ reproduction of innovative designs

in major reference or scholarly

works.

CAPACITY DEVELOPMENTApplicants should document and

demonstrate their impact on initiating

and/or expanding the capacity in the

University or the research community.

Examples include:

■ provision of advice on research to

students and colleagues;

■ work as a consultant, reviewer orassessor of research activities;

■ mentoring and development of

staff and students (including HDR

students);

■ Supervision and development

of postdoctoral researchers, and

their subsequent career success;

■ collaborative and cross disciplinary

research across networks of

academic departments, industry

and other tertiary institutions;

■ participation in professionaldevelopment programs related to

research;

■ facilitating the development of

further research which contributes

benefits to the broader

community;

■ contribution to broader economic,

social, cultural understandings or

outcomes;

■ the applicant’s role in research

teams, both in terms of promoting

team research and in defining

the applicant’s independent

contribution to team activity



ARTISTIC ENDEAVOUR

Staff engaged in artistic endeavour

may document their activities under

the research or the engagement

criterion. The track chosen will in part

depend on the nature and impact of

that endeavour. Normally, activities

which involve research and result in

some form of broader dissemination,

either by publication or through

some other media will be treated

as research, while activities which

concentrate on performance may be

treated as engagement. Nonetheless,applicants should seek advice in

the first instance from the Head of

Department on the presentation of

their case.



CRITERION 3

ENGAGEMENT

INTRODUCTION

Engagement encompasses two way

interaction between the University

and the wider society for their

mutual benefit. It includes knowledge

partnerships, public programs and

expert advice for government,

business and community

organisations. For academic staff,

engagement is principally linked

to their teaching and/or research

activities.

The engagement contribution shouldrepresent a body of work, showing

sustained development over time

and clearly contributing Table 1 lists

the University’s broad engagement

objectives. In applying for promotion

staff may wish to focus on activities

related to their research and/or

teaching that they have undertaken in

relation to these or other dimensions

of engagement. showing sustained

development over time and clearly

contributing to the engagement

profile of the Department, Faculty and

University.Table 1 lists the University’s broad

engagement objectives. In applying

for promotion staff may wish to focus

on activities related to their research

and/or teaching that they have

undertaken in relation to these or

other dimensions of engagement.

Where a candidate is documenting

work undertaken in engagement and

that work is based on either teaching

and learning or research, a description

of quality and productivity of the

work undertaken does not need to be

repeated, but cross referenced to the

earlier documentation.

EVIDENCE TO SUPPORTPROMOTION BASEDON PERFORMANCE INENGAGEMENT

Contributions should represent a body

of achievement showing sustained

development over time and must be

thoroughly documented.

Candidates should be clear about

the nature of their involvement in the

engagement activity.

Staff may wish to consult the

Examples of engagement objectives

detailed in Appendix A.

hr.unimelb.edu.au/academic-promotions

This document is intended as a

guide only, and provides examples

of quality, productivity, recognition

and capability development for

activities commonly associated with

each of the University’s engagement

objectives. It is not exhaustive and

candidates are not expected to

provide evidence of all the indicators

having been achieved for an activity.


engagement, promotion committees

will take into account:

■ Quality

■ Productivity

■ Recognition

■ Capability development

TABLE 1: THE UNIVERSITY OF MELBOURNE ENGAGEMENT OBJECTIVES

ENGAGEMENT OBJECTIVE LINKED THEME

To develop the standing and practices of the profession Research/Engagement

To foster partnerships to advance research Research/Engagement

To commercialise the University’s intellectual capital Research / Teaching/Engagement

To enhance students’ readiness for professional life Teaching & Learning

To foster partnerships that enhance teaching and learning Teaching & Learning/Engagement

To raise aspirations for tertiary study Teaching & Learning

To produce cultural engagements Engagement

To develop better policy and governance Engagement

To foster intellectual discourse and knowledge dissemination EngagementTo meet our responsibility to the greater public good Engagement

To improve the University’s reputation and public standing Engagement

http://www.hr.unimelb.edu.au/documents/careers/promotions/2012/Appendix_A_Example_of_Engagement_Objectives.pdf




http://www.hr.unimelb.edu.au/documents/careers/promotions/2012/Appendix_A_Example_of_Engagement_Objectives.pdf



INTRODUCTION

The University expects each academic

staff member to have acknowledged

expertise and to provide that

expertise (through various forms

of service and leadership) in the

discipline, in a profession, through

community engagement, in research

or teaching and/or in the University.

EVIDENCE TO SUPPORTPROMOTION ON THE BASISOF LEADERSHIP AND

SERVICETo demonstrate sustained

performance in leadership and

service, at each successive promotion

level, the range of aspects to be

assessed should be progressively

more extensive and a greater

contribution to leadership will be

required for each aspect. Sustained

activity will not be achieved solely

through membership of departmental

or other University committee or

being the principal researcher on

a grant. It will be necessary to

demonstrate key leadership andservice activity in those roles.

Normally submissions will be

substantiated by assessments from

peers or colleagues or the broader

community and demonstrate

the difference that the individual

leadership has made.

In all cases, the leadership and

service activity must be sustained

over time, and its broader impact

must be measurable.

Applicants for promotion must

demonstrate a sustained leadershipand service contribution through

sustained activity, which may include:

LEADERSHIP AND SERVICE IN THEPROFESSION ■ significant involvement in

student affairs, where they have

initiated or lead a new activity.

Teaching and tutoring does not

of itself constitute leadership,

but sustained student activity

producing outstanding academic,

research or engagement

outcomes may do so;

■ recruitment of students to a

particular program, involvement

in student activities, such as

leadership programs, creation

of additional student activities

designed to support academic

outcomes, sustained leadership

over time of field trips,

involvement in post-graduate

support activities, provision of

course and career advice over a

sustained period;

■ acting in formal academic roles

or through the management

and leadership of staff and/or

students;

■ leadership of academic program

reviews;

■ leadership of expert peer review

panels of arts funding agencies,

juries for prizes and awards, board

memberships, and involvement

in reference, advisory and/or

steering committees;

■ leadership in teaching, knowledge

transfer or research as evidenced

by peer review and outcomes;

■ leadership in research activities.

Being named as a principal

researcher on a grant is not

of itself research leadership.

Applicants must demonstrate a

broader contribution to research

through the leadership of research

teams, the creation and leadership

of a multi-disciplinary research

group, regular leadership of

symposia, colloquia in the area of

the discipline, or a track record of

attracting and mentoring research

higher degree students through

the excellence of the research andresearch training given.

LEADERSHIP AND SERVICE IN THECOMMUNITYApplicants should document and

demonstrate a leadership role in the

broader community. This role must

be related to their field of expertise at

the University and must be validated

in such a manner that the Promotions

Committee can make a decision as to

the extent of leadership displayed and

its impact. Examples include:

■ membership of national or

international delegations in the

area of expertise, and invitations

to lead delegations, commissions

of enquiry etc;

■ provision of advice to other

tertiary institutions or government

agencies;

■ leadership in policy development

and governance of institutions (eg

hospitals) in which the University

has an important stake.

LEADERSHIP AND SERVICE IN THEUNIVERSITY

Applicants should documentand demonstrate organisational

leadership. Organisational leadership

is not achieved by occupation

of a leadership role in itself, or

membership of a committee.

Examples include:

■ management of a series of major

projects or of a group of staff

through sustained change;

■ active membership (or chair) of

committees designed to better

the University;

■ activity as an anti-discrimination,

sexual harassment, or workplace

bullying adviser;

■ activity as a grievance mediator/

investigator;

■ an active role as Head or Deputy

Head of a Department;

■ management of a Centre or a

Unit which contributes to the

University’s goals;

■ involvement in strategic and

operational planning at the

University, Faculty and/or

department level.

CRITERION 4

LEADERSHIP AND SERVICE


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March 2013.

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Academic Promotion Guidelines