hr.qmul.ac.ukhr.qmul.ac.uk/.../Academic-Promotion-Guidance...RL,-SH,-N… · Web viewThis document describes the promotion approach in place at Queen Mary University of London (QMUL)

Academic PromotionGuidance Notes

2018

Contents

Page1. What this document is for and what it covers 12. Principles4. Application Process 55. Consideration Process 76. Appeals Process 97. Frequently Asked Questions 108. Timetable 11

Appendix 1 – Illustrations of ContributionAppendix 2 – Research Staff


1. What this document is for and what it covers

This document describes the promotion approach in place at Queen Mary University of London (QMUL) from 2018.

It is intended for all potential academic applicants as well as for the Heads of School / Institute Directors and promotion panels. There is no separate guidance documentation provided to panels: everybody sees the same common materials.

The primary aim of this document is to enhance understanding of what kinds of evidence are appropriate in promotion submissions. It provides flexible promotion pathways for academics, describing a range of Areas of Contribution. Not all academics need demonstrate precisely the same types of contribution.

It does not represent, however, new ways to secure promotion but is a clear and up-to-date articulation of the academic role as it continues to evolve.

2. Principles

The Academic Promotion round takes place annually. All QMUL academic staff (except Professors) will be notified when the promotion round is taking place and when they can submit their application. The process is one of self-application, although it is expected that individuals will seek advice from and discuss their application with their Head of School / Institute Director.

In exceptional circumstances applicants may, at the discretion of the Principal, be considered for promotion at times other than the annual promotion round.

The Academic Promotion round will be conducted in accordance with QMUL policies on Equal Opportunities.

Areas of Contribution

The work of academic staff covers six potential Areas of Contribution and these form the basis for a promotion application (three to be used as a minimum):

Student experience and education: incorporating teaching and module development, this category also extends to encompass the various means of student support including support for their future employability and entrepreneurial initiatives, as well as broader leadership of student experience and educational activities including personal tutoring.

Scholarship: the creation, development and maintenance of the intellectual infrastructure of subjects and disciplines, teaching and education. This can take many forms and across disciplines. It does include the work undertaken in preparation for teaching, and keeping up to date with developments in the subject area to ensure teaching is informed by the latest developments in scholarship.

Research: alongside the specific research undertaken and its funding, this category encompasses the broader research leadership of the discipline.

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Engagement with society/impact: a focus on building wider understanding of the discipline and creating partnerships with other organisations, including leadership of societal engagement and impact initiatives.

Management and collegiality: the wider support of, and general contributions to, the School, Faculty and QMUL.

Professional practice: to recognise where an academic role is combined with the continuation of a relevant profession.

An applicant does not have to show contributions in each area. The balance of an individual’s focus across areas of contribution will normally be informed by their appraisal and role. In most cases, the focus of their role may be reflected in a formal designation (e.g. Teaching and Scholarship (T&S), Teaching and Research (T &R)).

Promotion decisions are based on a review by panel members of the written evidence presented to them. The burden of proof is on the applicant to demonstrate that they meet the requirements for promotion. However, it is not expected that they should present evidence to cover all the Areas of Contribution, but a statement would normally be expected to include evidence against a number of areas and most typically:

For T&R roles the areas of Student experience and education, Management and collegiality and Research or Impact.

For T&S roles the areas of Student experience and education, Management and collegiality and Scholarship or Impact.

A strong case in, say, three of the areas of contribution may well present better than a moderate case across all areas. The panel is trying to make a judgement balancing excellence in a few areas against breadth in more areas.

Through the Queen Mary Performance & Development Appraisal Scheme, all staff should be kept aware of:

the standards necessary to achieve advancement or promotion the extent to which progress towards those standards has been achieved the help which will be provided to assist that progress

This framework indicates areas and not standards. The determination of standards of excellence belongs within a discipline or School/Institute or Faculty. It would be inappropriate to attempt to express generic standards that would be both meaningful as well as universally applicable.

Types of Activity

At well as focusing on Areas of Contribution, applicants are invited to think in terms of three Types of Activity:

Leadership: the activities that denote the achievement of a widening sphere of influence, and which may be more frequently demonstrated by more senior people. These are likely to include: guiding and mentoring/coaching others; shaping and influencing the direction and agendas within their discipline, school/institute or the university; shaping and influencing wider societal agendas.

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Development: typically those activities that an academic is engaged with which may not lead to an immediate, short-term output but will, in the longer term, enrich the quality and scope of the discipline as well as the experience of their students and colleagues in the university.

Delivery: these are the more immediate outputs that an academic would deliver as a core part of their job.

Applicants are asked to specify which of these types of activity they are evidencing for example (illustration only not for completion):

Areas of contribution

Activity

Student experience

and education

Scholarship ResearchEngagement with society/

impact

Management and

collegiality

Professional practice

Leadership

Development

Delivery

See Appendix 1 for a series of illustrative matrices offering a non-exhaustive series of descriptions of the kinds of evidence you might expect for each Area of Contribution against each Type of Activity in a matrix format for each role (Senior Lecturer/Reader/Professor)

The UK Professional Standards Framework

Evidence of activities described within the UK Professional Standards Framework would normally be required for promotion, with an accreditation in recognition of teaching expertise at least equivalent to D2 (Higher Education Academy Fellow), either at the time of promotion or within an agreed timeframe following promotion as a minimum. Application for a professorial appointment would be strengthened with the equivalent of Fellowship at D3 (Higher Education Academy Senior Fellow). If the appointment were to be based on activities developed within the two areas of Student experience and education or Scholarship, then the academic would normally be expected to be working towards D4 (Higher Education Academy Principal Fellow).

Applicant’s evidence

Applicants are advised to prepare their evidence in the context of the other documentation making up their application and to avoid unnecessary repetition.

The Applicant’s Statement is the opportunity to focus on the particular achievements on which their case is based. Applicants must provide evidence to demonstrate how they meet the criteria for the level to which they wish to obtain promotion.

Applicants are reminded that promotion decisions are based on a review by panel members of the written evidence presented to them.

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Head of School / Institute Director commentary

The role of the Head/Director relative to the development and promotion of their people clearly extends well beyond the completion of these forms when an individual makes an application. In particular, the person considering an application should talk with their Head/Director who would help them to understand the extent to which they were – or were not yet – ready for promotion. It may not always be the Head/Director in person doing this: a mentor within the School/Institute or other colleague close to the individual’s specialty may be more appropriate. The Head/Director should however ensure that supportive and honest conversation(s) do take place.

It is the Head/Director’s responsibility to take the internal and external advice necessary to ensure they are able to make an informed statement. Where there is a conflict of interest between the Head/Director and the applicant, the Head/Director can nominate a senior member of staff within the same School/Institute or a Head/Director from a different School/Institute to complete the statement.

A Head/Director should be content that they are happy to share the evaluation with the applicant as they are required to do so. Instances where what has been said is difficult to match with what has been written compromise the credibility and perceived fairness of the overall process.

Heads/Directors should also recognise that their recommendations will have significant influence with the Preliminary Faculty Panel and that it would be relatively rare for a Panel to contradict a Head/Director’s recommendation.

The framework has not been designed to make any judgement ‘mechanistically’. It is there to inform and guide, and it remains entirely the role of Heads/Directors as well as Faculty Panels to exercise their best judgement. The framework offers support for transparency and consistency but does not replace the careful weighing of evidence asked of a panel.

Where the form has a series of check-boxes, these are provided to crystallize or summarise assessments of evidence. However, the exercise fails if it becomes a check-box one: it is designed to be a systematic exercise of judgement, and any tools for assessment are there merely as ways to ensure consistency.

If an academic is unable to demonstrate sustained engagement and achievements, at the appropriate level, in a minimum of three of the six areas of contribution, they would not normally be considered for promotion (exceptions may be considered in cases where there is a very high level of contribution in fewer than three areas). These three areas would usually include:

For T&R roles the areas of Student experience and education, Management and collegiality and Research or Impact.

For T&S roles the areas of Student experience and education, Management and collegiality and Scholarship or Impact.

3. Eligibility

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You are eligible to make an application for Academic Promotion if you meet the following criteria:

you are an academic member of staff (excluding Professors) or; or you are a researcher on Grade 6 or 7 of the QMUL Pay & Grading Structure and; you have one year’s service on 31 December 2017 and; you have had your 2017 annual appraisal/probationary review

Please note that Researchers can only apply for a higher research title/grade, not a change to an academic position and job title. E.G. a Grade 6 Researcher can apply for promotion to Grade 7 Researcher with a possible change in research title if appropriate but they cannot apply, for example, to promotion to Senior Lecturer or Reader. Further information for Researchers can be found in Appendix 2.

4. Application Process

Guidance for Applicants

In presenting your application, please allow for assessment by an inter-disciplinary team and therefore avoid using abbreviations and in some instances explain indicators of excellence for the discipline etc.

The application form has been designed to encourage the submission of evidence in a narrative form. There is a series of free text boxes titled Narrative 1, 2 etc. These enable the applicant to present their evidence in a way that causes minimal break-up of the flow of their account. Applicants should provide between three and six narratives which they believe illustrate readiness for promotion to the next level. Underneath each narrative box is a small group of drop-down menus. The first asks which Area of Contribution this narrative is evidence for. The following three ask for the Type of Activity that is being evidenced, recognising this may well be more than one.

There may be occasions when a narrative supports more than one Area of Contribution. There is space under each Narrative to provide a brief commentary on any further Areas of Contribution that are relevant.

Please do not exceed 500 words per narrative box.

CV Overview

Applicants are invited to submit their CV as part of their application. The consistent presentation of information across the various documents that make up an application is helpful to panel members when reviewing cases. The template CV included in the Application Document enables applicants to provide as complete a case as possible. Applicants will not be disadvantaged if, due to the discipline in which they operate, some areas of the template remain blank. If there is no relevant entry to be made under a heading or sub-heading, indicate a `Nil' return.

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You may find it helpful to refer to the indicative examples of evidence at Appendix 1 of this document. It is not expected that you should present all the types of evidence listed for your selected categories. Your CV should be no more than ten sides of A4, excluding publications and summary of Research Grants. It should be presented in Arial, font size 11 with single spacing and should adhere to the format in the application form.

Please note that candidates will be asked to resubmit their CV if not presented within these guidelines.

Each applicant should submit an Application for Promotion document to their Head of School / Institute Director. The application document includes:

an applicant statement where individuals provide evidence to support their application a CV template (which must be adhered to) a Head of School / Institute Director’s statement

No other documentation such as references or additional attachments should be provided.

Head of School / Institute Director’s Statement

This should provide an evaluation of the case from the Head/Director’s perspective, with analytical as well as purely factual input, together with clear evidence to support statements under each section.

The case for promotion or award of title is based on achievements in the six Areas of Contribution. For illustrations of these six areas, please see Appendix 1 of this document. In preparing a statement Heads/Directors may also find it helpful to use any additional guidance or standards specific to their School/Institute or Faculty.

The form has been designed to enable the Head/Director to provide a short commentary against the relevant Areas of Contribution, to then indicate the Type of Activity and, finally, to evaluate the particular Area of Contribution as: not met / partially met/ met.

Please bear in mind that members of the promotion panels may not be entirely familiar with the sort of profile expected of a promoted person in the subject area. It is therefore essential to provide appropriate subject-specific knowledge and context including the norms for publication (e.g. types of publication rated highly, norms expected in terms of numbers, the place of joint research, the availability of research funds, etc.).

The Head’s/Director’s statement should also highlight any equality or other issues that may have a bearing on the applicant’s case, such as:

periods of maternity leave, specifying dates significant caring responsibilities that might restrict extensive travel or have a major

impact on working hours long term sickness, giving details of period(s) of absence Illness or disability that has had an impact on the individual’s output etc.

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other factors that will have had an impact on the time available to undertake research and/ or teaching, such as holding a major School/Institute, Faculty or University leadership role

Where there are significant factors in these categories, but the individual is unwilling on reasonable grounds for these to be shared with the Preliminary Faculty Panel, the Head/Director should seek the individual’s agreement for the Chair of the Panel to be briefed, so that he/she can give a steer to the other panel members as appropriate without disclosing full details of the circumstances.

The completed Application for Promotion Document will be forwarded by the Head/Director to the HR Department in order that papers may be collated and circulated to the Preliminary Faculty Panel.

5. Consideration Process

Preliminary Faculty Panels

The Faculty Panels are comprised as follows:

H&SS – the panel will be chaired by the Faculty Vice Principal and will be made up of the Deans for Research and Taught Programmes and two Heads of School nominated by the Vice Principal ensuring expertise across the humanities and social sciences. Each Head of School will attend separately to present the applications within their School. The panel will then discuss the applications against the criteria for promotion and will agree their recommendations as a group.

SMD – the panel will be chaired by the Faculty Vice Principal and will be made up of the Deans for Research and Taught Programmes and the Institute Directors. Together they will discuss the applications against the criteria for promotion and will agree their recommendations as a group.

S&E- the panel will be chaired by the Faculty Vice Principal and will be made up of the Deans for the faculty and the Heads of School. Together they will discuss the applications against the criteria for promotion. The panel will then discuss the applications against the criteria for promotion and will agree their recommendations as a group.

An Athena Swan representative will also be in attendance at all panels as an observer only.

Decisions on promotion are based on an objective review by panel members of the written evidence presented to them to determine whether, in light of the evidence, the criteria for promotion have been met.

Panels will operate according to principles of:

Natural justice Fairness Equal opportunity Transparency (e.g. in declarations of interest)

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Appropriate discretion

Therefore, the burden of proof is on the applicant to demonstrate that they meet the requirements for promotion. Panels are required to make judgments about promotion exclusively on the basis of the documentation presented to them. Where evidence is not provided, promotion should not be recommended. Where there is a conflict of interest between a Panel member and an applicant, the decision will be made by the remaining Panel members and the relevant member will absent themselves from the meeting whilst the application is discussed.

The Preliminary Faculty Panels will be held in accordance with the timetable.

The Preliminary Faculty Panels will at this stage agree which applications are supported by the Faculty and should be subject to further consideration at QMUL level at the Academic Promotions Group, where university-wide issues of equity and comparability will be considered.

All applicants will be written to at this point to confirm the status of their application.

In the case of applications that are not supported by the Faculty, these will be deemed unsuccessful, and the relevant Faculty Vice Principal (or their nominee) and Head of School /Institute Director will discuss with these applicants the reasons why they have been unsuccessful and will offer to provide a written summary of these reasons and to advise on career development as appropriate.

External Experts

For those applications requiring further consideration for the conferment of title of Reader or Professor, the Faculty Vice Principal will, having liaised with the relevant Head of School / Institute Director, provide the Principal with contact details for at least six possible external experts who could provide an opinion on each individual case for promotion.

On no occasion should an applicant be asked to suggest, provide or be asked to comment upon the names of experts in their field. Applicants are also not permitted to approach anyone they know or think they know to be an external expert in relation to their application.

On behalf of the Principal, the HR Department will then seek opinions on the case for promotion from at least three of the external experts, one of whom should normally be from the University of London but external to QMUL and one of whom should be from an overseas institution. Experts should be of appropriate standing and able to give an objective, impartial opinion of the applicant’s contribution with explicit reference to the relevant criteria.

Academic Promotion Group

Once all the external expert opinions have been received and collated the Academic Promotions Group will convene, in accordance with the timetable, to consider all remaining applications.

Membership of the Academic Promotions Group is:

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PrincipalVice Principal – Health Vice Principal – Humanities & Social SciencesVice Principal – Science & EngineeringVice Principal – Student Experience, Teaching & LearningVice Principal – Research Vice Principal – Public Engagement & Student EnterpriseVice Principal – International

The Academic Promotions Group will seek to ensure consistency of judgment from year to year and will also review outcomes for protected equality groups. The Academic Promotions Group will be free to seek and obtain further written external confidential assessments, as required.

Applicants considered for promotion and conferment of title by the Academic Promotions Group will be informed of the outcome in writing, in accordance with the timetable.

In the case of unsuccessful applicants, the relevant Faculty Vice Principal (or their nominee) and Head of School / Institute Director will discuss with them the reasons why they have been unsuccessful and will offer to provide a written summary of these reasons and to advise on career development as appropriate.

6. Appeals Process

These procedures will apply to appeals against failure in promotion to Senior Lecturer and conferment of title of Reader/Professor or against failure in promotion to a higher Research Grade.

Any applicant not promoted or awarded a title who remains dissatisfied shall have the right of appeal only on the grounds of a defect in procedure and must state the nature of the defect in their appeal.

The applicant shall be permitted four weeks from the date of the letter of notification in which to give notice of appeal to the Director of HR or four weeks from the date of the first feedback meeting, however applicants must seek feedback within 2 weeks of receiving the decision letter.

The Director of HR will decide if a prima-facia case for appeal exists and, if the correct notice is given, an Appeal Committee constituted of the following membership will be set up:

A Lay Member of Council acceptable to both sides, as Chairman, Two Members of Academic Staff, selected by the Chairman of Council, neither of

whom shall be from the same School as the appellant, nor have been previously involved in the case. The identities of the academic members shall be made known to the appellant and s/he will have the right of objection.

The Director of HR will appoint a secretary to the Appeal Committee.

The Committee will have access to all material available to the Academic Promotions Group and receive submissions from the appellant and his/her Faculty Vice-Principal and Head of

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School. The Committee may call upon any other persons it deems relevant, in which case the appellant will be informed. The appellant will be advised that s/he may be accompanied by a trade union representative or a person of his/her own choice for the purpose of presenting his/her case. All parties at the hearing will hear evidence from both sides; at no point shall oral evidence be presented behind closed doors (in camera).

The decision of the Committee will be final. The Secretary will communicate the decision to the appellant as soon as possible.

The Committee will make one of the following decisions:

To dismiss the appeal as there are no grounds for claiming a defect in procedure or; To uphold the appeal on the grounds that there was a defect in procedure. In this

case the application should be reconsidered by the Academic Promotions Group, taking account of the reasons for the appeal.

7. Frequently Asked Questions

Who can apply?Any Academic member of staff (excluding Professors) or Researchers on Grades 6 or 7 of the QM Pay & Grading Structure who has completed their 2017 appraisal or probation review and who has one year’s service on 31 December 2017.

Please note that Researchers can only apply for a higher research title/grade rather than an academic title/grade e.g. a Researcher on Grade 6 can apply for promotion to Grade 7 with a possible change in research title if appropriate but they cannot apply, for example, to promotion to Senior Lecturer or Reader.

When do I need to apply by?Applications need to be fully completed and emailed to your Head of School / Institute Directors by 31 January 2018.

Who makes the decisions?Decisions on which applications should be subject to further consideration will be made by the Preliminary Faculty Panel. The Academic Promotions Group will make the final decision on these applications.

When will my successful promotion become effective from?All successful applicants will have their promotion implemented with effect from 1 October 2018, this includes any relevant changes in salary.

Will the promotions round change in the future?The Academic Promotions round is regularly reviewed to ensure it remains fit for purpose.

8. Timetable

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2018 Timetable

Announcement of 2018 Academic Promotions round 8 January 2018

Discussion of application with Head of School / Institute Director January 2018

Application for Promotion document to be emailed to Head of School / Institute Director by:

31 January 2018

HoS/DoI to complete HoS/DoI statement and the Application for Promotion document to be emailed to Human Resources by:

16 February 2018

Submissions discussed at Preliminary Faculty Panels March 2018

Communications to go out to all applicants informing them of whether their application will be subject to further consideration by QMUL.

Late March/Early April 2018

The time between late March and May 2018 will be used to seek expert opinions for applications for Professor and Reader who will be subject to further consideration.Academic Promotions Group June 2018Decisions and new salaries communicated August 2018

Please note: The timetable and deadlines above will be followed as closely as possible. Every effort will be made to achieve a speedy outcome, but maintaining the quality of the academic promotions round is more important.

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Academic PromotionAppendix 1 – Illustrations of Contribution

Senior LecturerAreas of

contribution

Activity

Student experience and education Scholarship Research Engagement with

society/impactManagement and

collegiality Professional practice

Leadership

Demonstrated evidence of an external reputation through invitations to deliver teaching or external examining.

Successful postgraduate research supervision.

Encouraged student entrepreneurship and citizenship through extracurricular enterprise, volunteering and interning activities.

Liaised with public sector organisations, businesses, NGOs or charities on behalf of the School/Institute/ University.

Supported peers and junior staff in developing activities targeted at those outside academia.

Supervised/supported/ coached more junior staff.

Contributed to the management of programmes, acting as module co-ordinator, including for complex team-taught modules, and being year tutor.

Contributed to school/institute management through e.g. budget management, quality assurance and enhancement, or recruitment and admissions responsibilities.

Contributed to clinical practice or other forms of professional practice, such as law and engineering, supporting the development of others.

DevelopmentInvolved in the design, implementation and quality-control of modules and programmes.Supported the building of international links.

Contributed to the

Achieved or working towards (or equivalent of) Senior Fellow (D3).

Engaged with

Invited to referee or review publications or external professional practice.

Collaborated in significant research projects.

Developed links with industry or community partners, e.g. via PhD student projects, consultancy or engaged research.

Supported external users of research, including

Involved in the design of clinical or other forms of professional practice to improve translation from the academic environment to application, e.g. bench to bedside.

Achieved or working towards (or the equivalent of) chartered status

1 December 2016


development of teaching and learning policies at discipline and school/institute levels.

Success in introducing innovative teaching styles to improve learning outcomes.

Developed student support initiatives at subject or school/institute levels.

Contributed to student employability and promotes excellence in the delivery of QMUL’s Graduate Attributes.

learned societies or professional bodies in e.g. curriculum development and the enhancement of teaching and learning.

documentation, dissemination and promotion of research findings.

Showed significant involvement in knowledge creation and transfer in conjunction with partner organisations in industry, commerce, government or NGOs. This could be in the form of contract research, consultancy and/or collaboration.

Contributed to the successful commercialisation of patents, inventions and other exploitable intellectual property.

of the relevant professional body.

Delivery

Significant high quality teaching experience, at undergraduate and/or postgraduate levels (including clinical teaching and training).

Success in gaining funding for enhancements of teaching and learning.

Demonstrated evidence of excellent personal tutoring.

Published pedagogical research, or developed educational resources on the scholarship of education.

Demonstrated evidence of sustained output of high quality research publications or other recognised forms of output, judged to be at international level in terms of its originality, significance and rigour.

Secured external funding.

Won paid consultancy work from external organisations or planning a CPD programme to meet sponsor needs.

Contributed to the delivery of widening participation or school/institutes’ outreach.

Increased public understanding of the discipline by e.g. using print, broadcast and other media to reach non-specialist audiences.

Acted as Examinations Officer. Active at national level in support of professional practice.

Forged links between academia and industry to create opportunities (including funding opportunities) for colleagues and / or to benefit student education and employability at QMUL.

2 December 2016


ReaderAreas of

contribution

Activity




Leadership

High impact from management of teaching programmes.

Influenced the national debate on teaching and learning.

Fostered and promoted the development of teaching skills.

Organised national and international events that bring scholarship to bear upon educational improvements.

Led research teams and a member of significant external research group(s).

Demonstrated strategic level involvement with the growth of research activity at school/ institute level.

Took a lead role in championing staff and student entrepreneurship or mentoring other staff to become involved in engagement projects.

Appointed to a governing body of a regional or national industry, professional, public or charitable organisation.

Acted as a consultant or expert adviser to e.g. government bodies.

Demonstrated evidence of an external reputation for engagement with national and local bodies.

Supervised/ supported/ coached/ mentored more junior staff.

Managed a substantial team.

Provided the effective management of all aspects of programmes.

Contributed significantly to school/institute management through e.g. planning and resource management, policy development, process improvements.

Took a leading role, promoting and disseminating innovation and improvements, in clinical practice or other forms of professional practice, managing the development of others.

Managed a professional-practice team, demonstrating strategic level involvement.

Influenced the national debate on workforce and/or professional development in the relevant field.

3 December 2016


Development

Supported programme and module innovation, applying the latest research and scholarship (both subject-specific and in pedagogy), ideally including own contribution.

Undertook school leadership role for Personal Tutoring. Demonstrated improvements in personal tutoring at school level.

Achieved or working towards (or the equivalent of) Principal Fellow (D4).

Received prizes or awards in recognition of teaching excellence e.g. QMUL Drapers’ Teaching Fellowship or National Teaching Fellowship.

Demonstrated significant engagement with learning societies, contributing to their effectiveness through, for example, chairing groups and events.

Sustained and successful research supervision

Delegated liaison with external bodies on behalf of QMUL to foster collaborations e.g. with schools or international links.

Development of significant and sustained links with industry or community partners, e.g. through significant consultancy around improvements in performance of business or industry or significant levels of collaborative research with external groups. Identified new markets for CPD programmes and identifies opportunities for consultancy contracts and created a framework to ensure projects run to plan.

Member of QMUL-wide committee with a change-making agenda, contributing to policy and practice development.

Member of national education/training committee of professional body.

Managed, or advised at a national level on, the design of clinical or other forms of professional practice to improve translation of knowledge gained from research activity into application, e.g. clinical practice, resulting in improved patient care, outcomes or population health, or the equivalent in other professional areas.

Achieved or working towards (or the equivalent of) fellowship status of the relevant professional body.

DeliveryA proven record of a very high standard of teaching performance (as judged by standard evaluation measures of student satisfaction and achievement), including

Demonstrated a track record of creating high quality educational resources for wide dissemination.

Provided service within

Demonstrated evidence of a sustained output of high quality research publications or other recognised forms of output, judged to be at international level.

Communicated research results to public bodies, leading to changes in practice/policy and works with them to improve research topics and practices through

Demonstrated outstanding professional practice competence.

Enhanced the reputation of the professional organisation via professional practice.

4 December 2016


clinical teaching and training.

Performed external examining duties at other universities.

Received peer-reviewed funding for projects to develop and enhance teaching and learning and successful completion of such projects.

the wider subject community e.g. through external examining, committee membership of learned bodies devoted to teaching and scholarship.

Referee for external research applications and publications.

Showed a sustained record of attracting external funding.

e.g. working with patient groups to refine research methods.

Transferred research results to commercial, professional or other practical use, exploiting these through patent, licence, spin-out company formation, engagement with technology transfer.

Contributed to public understanding of discipline at a national level through e.g. giving public lectures, participating in radio or TV programmes, or publishing in newspapers or other media.

5 December 2016


ProfessorAreas of

contribution

Activity




LeadershipProvided sustained leadership of new and significant international educational links or improvements to international student education.

Influenced teaching in discipline nationally / internationally with a track record of talks at conferences and HEIs in relation to teaching and the scholarship of teaching.

Sustained and successful research supervision.

Led and shaped beneficial student support initiatives at subject / school/institute /university levels.

Authored and published major subject-specific or general pedagogical educational resources, which are recognised as leaders in the field and enhance teaching quality and learning outcomes.

Influenced the Higher Education agenda, contributing to the discipline at a national and international level through e.g. a track record of invited, keynote and other talks at conferences and subject specific meetings devoted to teaching and scholarship.

Successfully led world class research and research groups.

Provided external research leadership, e.g. consortium leadership, national committee membership, major journal editor/member of editorial board.

Initiated and managed the delivery of active, significant and externally recognised contributions to QMUL outreach initiatives into schools and the broader community.

Provided advice to boards of major public bodies on long term strategy on a national issue.

Consulted on policy matters at national/ international level.

Creation of nationally leading research initiatives with non-academic partners.

Led significant business partnerships with major

Mentored and managed staff development and support across the School/Institute or Faculty.

Led in developing external and university academic standards, potentially working with regulatory bodies.

Contributed in a substantial manner to the vision and leadership of School/Institute, Faculty or University.

Undertook leadership in admissions and recruitment activities.

Leader of national education/training committee of professional body. Lead co-ordinator in professional accreditation.

Led internationally on the promotion and dissemination of innovation and improvements in clinical practice or other forms of professional practice.

Provided strategic leadership of a professional-practice team.

Directed the national debate, or contributes to the international debate, on workforce and/or professional development in the relevant field (e.g. via Royal Colleges, General Medical Council).

6 December 2016


Ensured the “engagement with” and “quality of” personal tutoring at a Faculty or institutional level.

industrial or community partners.

Led in development and sustained delivery of CPD courses, attracting new clients or repeat business.

Provided advice to boards of commercial organisations on the future development of a particular product.

DevelopmentInitiated innovative and successful programme development including assessment processes and methodologies, commissioning individual module development and managing the coherence of the overall programme.

Provided major contribution to educational policy development and pedagogic practice within the university, significantly enhancing student experience.

Actively committed to and championed all dimensions of the UK Professional Standards Framework through work with students and staff.

Contributed to research quality review in QMUL or another university.

Member of editorial boards of significant journals or academic presses, or equivalent roles for other research outputs.

Applied knowledge to improve the performance of public sector organisations by informing public policy or by engaging with relevant industry sectors to stimulate innovation and is able to feed this back into research where relevant.

Contributed to engagement and/or enterprise governance in QMUL or a recognised external body through committees, peer review or publication.

Managed a rigorous and robust strategic financial planning process and establishes mechanisms for deploying resources in line with strategic priorities.

Contributed to the strategic planning process and effective smooth running of QMUL.

Developed improved outputs or systems in School, Faculty or University.

Encouraged sustained

Authored and published major professional texts or other materials.

Contributed positively to the productivity and efficiency of the healthcare, or relevant professional, economy.

Directed or provided strategic advice at a national level on the design of clinical or other forms of professional practice to improve translation of knowledge gained from research activity into application, e.g. clinical practice, resulting in improved patient care, outcomes or population health, or the equivalent in other professional areas.

Achieved fellowship (or the equivalent

7 December 2016


Won significant peer-reviewed funding for projects to develop and enhance teaching.

Exploited academic outputs, bringing recognition or income to QMUL e.g. successful spin out company.

and successful engagement in continual professional development related to academic, institution and /or other professional practices.

of) status of the relevant professional body.

Delivery

A proven and sustained record of a very high standard of teaching performance (as judged by standard evaluation measures of student satisfaction and achievement).

Performed external examining duties at other universities across a sustained breadth of areas.

Contributed to student employability in a significant, sustained and externally recognised way. Promoted excellence in the delivery of QMUL’s Graduate Attributes.

Demonstrated a track record of sustained service within the wider subject community e.g. through external examining, committee membership of learned bodies devoted to issues of teaching and scholarship

Demonstrated a deep and expert knowledge of the discipline, recognised by peers both internally and externally.

Demonstrated evidence of sustained output of high quality, peer-reviewed research publications or other equally recognised forms of research output, and evidence that they have made a significant contribution to the discipline and earned an international reputation. Demonstrated success over a sustained period in attracting significant external funding for research projects.

Showed a significant, sustained and externally recognised contribution to student entrepreneurship and enterprise activities through links with external networks and relevant public/private organisations.

Offered a significant record of transfer of intellectual property into the wider economy including awards for innovation. Shown a significant record of responding to the needs and opinions of external groups with regard to research topics, processes or engagement methods.

Demonstrated an externally-recognised track record of sustained outstanding professional practice competence.

Offered a significant record of enhancement of the reputation of the professional organisation via professional practice.

8 December 2016

Academic PromotionAppendix 2 – Research Staff

Researchers

Researchers currently on Grades 6 or 7 of the Queen Mary Pay & Grading Structure can apply for promotion to a higher Research grade but they cannot apply, for example, to promotion to Senior Lecturer or Reader.

Research staff applicants will use the same form as other academic applicants for promotion. You are not expected to present evidence in all the different Areas of Contribution or Types of Activity. Nevertheless, there would be a normal expectation of strong evidence within the Research area of contribution and then in one other area.

Applicants should allow for assessment by an inter-disciplinary team and therefore avoid using abbreviations without explanation and in some instances explain indicators of excellence for the discipline etc.

Promotion to Grade 7

Promotion to this grade requires extensive research experience. Their level of responsibility will be comparable to those required of staff who hold Readerships.

Promotion above Grade 7

Research staff above Grade 7 are required to make outstanding contributions to research and scholarship and have national and international reputations in research. Their level of responsibility will be comparable to those required of Professorial staff

1 January 2018

Documents

hr.qmul.ac.ukhr.qmul.ac.uk/.../Academic-Promotion-Guidance...RL,-SH,-N… · Web viewThis document describes the promotion approach in place at Queen Mary University of London (QMUL)