UNIVERSITY OF SALFORD. Lecturer to Senior Lecturer Assessment Procedure

Transcription

1 UNIVERSITY OF SALFORD Lecturer to Senior Lecturer Assessment Procedure

2 Contents 1. INTRODUCTION 2. PROCEDURES 2.1 Introduction 2.2 Eligibility to Apply 3. CRITERIA FOR APPOINTMENT TO SENIOR LECTURER A Teaching and Learning (should address 2 out of 3 criteria with 1. being compulsory) B Research (should address 2 out of 3 criteria with 1. being compulsory) C Leadership, management and engagement (evidence needed for 2 out of 4 criteria) 4. APPLICATION PROCESS 5. SUMMARY OF RESPONSIBILITIES OF INVOLVED PARTIES 5.1 Responsibility of Candidate 5.2 Responsibility of Head of School 5.3 Responsibility of the HR Business Partner 5.4 Responsibility of School and Academic staff 5.5 Responsibility of University Assessment Panel 5.6 Responsibility of Human Resources Division 6. TIMETABLE FOR APPOINTMENTS PROCESS 7. SENIOR LECTURER ASSESSMENT PROCESS FLOW CHART ( ) APPENDICES A B C ACADEMIC CAREER PATH * Teaching & Learning Support * Research * Leadership, Management and Engagement SENIOR LECTURER ASSESSMENT PROFILES GUIDELINES FOR THE PRESENTATION OF SUPPORTING STATEMENT AND CURRICULUM VITAE FOR INTERNAL APPOINTMENTS TO SENIOR LECTURER 1

3 1. INTRODUCTION Preamble The University s Procedures and Senior Lecturer Assessments are designed to provide a means of recognising the contribution made to the University s mission and success of its best academic staff, and the leadership provided by Senior Lecturers in learning and teaching, research and knowledge transfer and professional practice and academic leadership. 2. PROCEDURES 2.1 Introduction It has been decided that internal appointments to Senior Lecturer for the academic year will be determined by the University following recommendations from Head of School which are validated by a University Assessment Panel. The Assessment process of progression to Senior Lecturer replaces the regrading process, which existed during the implementation phase of the Framework Agreement. The process is underpinned by objective job evaluation, which the statements contained in the Academic Career Path document reflects. The cases put forward by candidates will be considered by the Head of School, Human Resource Business Partners and relevant senior academic employees against the stated criteria. Following consideration the Head of School will make a recommendation for appointment to a University Assessment Panel. A doctoral qualification is now an essential criterion for all new senior lecturer posts at the University. It would be unusual but not impossible for promotion to Senior Lecturer to be approved without a PhD; however, in the absence of a doctoral qualification the Panel will need to be presented with other sufficient and substantial evidence to indicate that this aspect of the Senior Lectureship can be fully and competently undertaken. 2.2 Eligibility to apply Applications are invited from existing Lecturers. 3. CRITERIA FOR APPOINTMENT TO SENIOR LECTURER Candidates must demonstrate: That their present duties and responsibilities meet the role requirements as identified for a Senior Lecturer in the attached Academic Career Path (See Appendix A). The following are common skills which applicants for a Senior Lecturing post would be expected to possess: Common Skills Provides advice and support to colleagues as appropriate Adheres to University equality and diversity standards Adheres to University Health and Safety requirements Adheres to University values Proactive engagement in University/College/School initiatives 1. Senior Lecturer Assessments criteria Criteria minimum criteria is excellence under 2 headings and satisfactory or better in the 3 rd heading. 2

4 [Appendix B - provides examples of Senior Lecturer Assessment profiles and the requirements for Teaching and Learning, Research, Leadership Management and Engagement] A Teaching and Learning (evidence needed for 2 out of 3 criteria with 1. being compulsory) Deliver excellence in teaching through enthusiastic staff that are experts in their field and committed to their students. That we adopt and promote pedagogies, methodologies, processes and technologies that enable our students to learn in flexible ways. (UoS Strategic Plan ) 1. Preparation and Delivery of Teaching (Compulsory) e.g. Academic lead in Design and Planning evidence of innovation and university and or national portfolio Outstanding course delivery and support of learning e.g. E-learning initiatives, interaction with LaSU Evidence of innovative assessment procedures Evidence of scholarship to support continuous learning Evaluate and improve teaching and learning practice Continuing Professional Development 2. Innovation in Teaching and Learning e.g. Evidence of Scholarship and research informing curriculum and course design Critical awareness and utilisation of developments in learning, teaching and assessments evidenced by peer review Outcomes demonstrating improvements in quality of teaching and learning evidenced by peer review, course changes, annual programme reviews, etc Development of innovative methods to improve teaching 3. Profile e.g. Membership of professional groups at national and/or international level Dissemination of good practice through publications, continuous professional development, professional influence National and/or international recognition for the scholarship of teaching Academic journals in relation to pedagogic research For a guide to identifying teaching excellence refer to National Teaching Fellowship Scheme NTFS Individual 2014 Award Guidelines, The Higher Education Academy. Visit: [See Academic Career Path Teaching and Learning support Appendix A] B Research (evidence needed for 2 out of 3 criteria with 1. being compulsory) Through our research excellence and interdisciplinary approach we will develop practical, focussed solutions that will make a real difference in the foreseeable future, benefiting individuals and communities and communities. Through subject expertise, sound evidence and research, we will seek to build positions of influence that shape policy and promote our agenda of public benefit (UoS Strategic Plan ). 1. Quality of Research and Volume (compulsory) e.g. Quality of refereed articles, books and other research output 3

5 Citations, reviews and other evidence of quality (expectation of being on editorial board of at least one prestigious journal) Evidence of peer recognition of achievement Major contribution where work is co authored Volume considerations relevant to subject/discipline (expectation of 10 refereed journals in top quality publications) Achievement of Doctorate 2. Grant Income e.g. Extent of funding received over appropriate timescale (expectation of a minimum of 50K per annum may be altered depending on subject area) Sources of funding Support for funding received from prestigious or competitive sources Generation of commercial income 3. Impact e.g. Participation in national and international research collaborations Activity in national/international meetings (expectation of organising at least one international conference) Editorship of national/international journals Membership of major committees and significant research bodies Contribution to interdisciplinary studies Impact of the research, e.g. leading authority in the field Excellence in research expectations would be at the level of: 4* Quality that is world-leading in terms of originality, significance and rigour. 3* Quality that is internationally excellent in terms of originality, significance and rigour but which nonetheless falls short of the highest standards of excellence. Visit: [See Academic Career Path Research Appendix A] C Leadership, Management and Engagement evidence needed for 2 out of 4 criteria 1. Academic Leadership e.g. Management of school or other units Contribution to wider aspects of management of the University 2. Managing and organising teaching activities e.g. Initiatives/innovation taken to develop and/or improve procedures Organisation and Assessment of interdisciplinary studies Development of collaborative arrangements to support teaching 3. Managing and organising research activities e.g. Administration of research activities, management of relationships with research colleagues and contribution to successful teambuilding Contribution to career development of research staff (expectation of 2 PhD completions and 4 PhD supervisions) Innovations in supervision of research postgraduates 4

6 Participation and contribution to staff development activity Development of collaborative and partnership arrangements 4. Engagement, Enterprise, Knowledge Transfer Critical awareness and utilisation of developments in professional practice Provision of consultancy /professional advice and contribution to the raising of standards of practice - evidence of customer satisfaction, delivery on time and within budget, intellectual property rights and number and scale of patents External recognition e.g.: Invitations to join or election to government/national bodies, research bodies or similar, contribution to improving interface with industry and other organisations, success in regional, national and international competitions Income Generation -extent of income above the mean AE income generated per academic, sources of income and number and scale of spin out companies Community engagement activity -community liaison, contribution to creation and/or development of social enterprise, contribution to the process of transferring new ideas products and processes to other organisations [See Academic Career Path Leadership, Management & Engagement Appendix A] 5

7 4. APPLICATION PROCESS 4.1 Candidates should submit the following: a) A covering statement written by the candidate no more than 3 pages in length, identifying how they meet the above requirements outlining key contributions: Teaching and Learning Research Leadership, Management and Engagement b) A signed and dated curriculum vitae according to the agreed guidelines. (See appendix C). Both covering statement and curriculum vitae together should not total more than 12 pages in length. 4.2 Applications must be submitted to the Head of School by the deadline stated in the timetable. 4.3 The Head of School may seek appropriate verification of candidate statements, e.g. consult an internal or external referee, where considered necessary. 4.4 The Head of School will make arrangements to meet the candidate to discuss their application in more detail. The following will be present at the meeting: Head of School Director and/or Professional Lead Human Resource Business Partner Senior Academic from outside School 4.5 The Head of School and those present will consider the application and outcome of the meeting and make a recommendation. Where the Head of School is unable to make a recommendation to the University Assessment Panel, the candidate will be written to by the Head of School and informed of the outcome and will be given an opportunity for oral feedback, if desired. 4.6 The University Assessment Panel will then meet to consider the recommendations from the respective Heads of School and decide which candidates are to be appointed to Senior Lecturer. 4.7 The University Assessment Panel will consist of the following: Deputy Vice Chancellor Pro-Vice Chancellor, Research Executive Director, Human Resources Executive Director, Finance 4.9 The applications, which have been approved for Senior Lecturer by the University Assessment Panel, will be reviewed by the HR Division to ensure that the job evaluation criteria for Senior Lecturer are met. The relevant Head of School may be required to attend where appropriate as part of this process Applications, which have been approved by the panel and do not meet the job evaluation criteria can be appealed. Any appeal should be submitted to Mr Keith Watkinson, Executive Director of Human Resources within 10 working days of the date of the letter informing the applicant of the outcome stating the grounds If the outcome of the appeal is subsequently successful the application will be forwarded to the Head of School and the candidate informed of the outcome 6

8 4.12 Appointments will be effective from 1 August

9 5. SUMMARY OF RESPONSIBILITIES OF INVOLVED PARTIES 5.1 Responsibility of Candidate: provide a covering statement of no more than 3 pages in length, identifying how they meet the above requirements in terms of their present duties and responsibilities submit curriculum vitae in accordance with University guidelines submit all details by the deadline stated to the Head of School 5.2 Responsibility of Head of School: circulate the procedures and timetable to Lecturers upon receipt from Human Resources Division provide advice to candidates on presentation of their case, if requested. seek verification of evidence from internal or external referee, as required make arrangements to meet candidate with, Director and/or Professional Lead, Human Resource Division Business Partner and Senior Academic member of staff from outside School ensure that the duties and responsibilities of the candidate meet the Senior Lecturer role profile consider the case submitted and make a recommendation to the University Assessment Panel to attend where appropriate the University Assessment Panel provide feedback and reasons to unsuccessful/successful candidates at School Assessment Panel stage provide feedback and reasons to unsuccessful candidates at University Assessment Panel stage 5.3 Responsibility of the HR Business Partner: meet the Head of School to consider the candidates application prior to the meeting ensure that the duties and responsibilities of the candidate meet the Senior Lecturer role profile assist the Head of School to make a recommendation to the University Assessment Panel 5.4 Responsibility of Director / Professional Lead and Senior Academic outside the School: meet the Head of School to consider the candidates application prior to the meeting ensure that the duties and responsibilities of the candidate meet the Senior Lecturer role profile assist the Head of School to make recommendation to the University Assessment Panel 5.5 Responsibility of University Assessment Panel: receive candidate applications and recommendations from Heads of School for consideration consider the cases for appointment to Senior Lecturer using the stated criteria and make appointments to Senior Lecturer provide feedback to respective Heads of School to enable unsuccessful applicants to receive reasons behind the decision 8

10 5.6 Responsibility of Human Resources Division: circulate the procedures, criteria and CV guidelines to the Heads of Schools for distribution to eligible members of staff ensure that the duties and responsibilities of the candidate meet the Senior Lecturer role profile moderate outcomes of process act as a point of contact for all parties ensure applicants successful and unsuccessful receive written confirmation of the outcome of the University Assessment Panel 9

11 6. TIMETABLE FOR APPOINTMENTS PROCESS 6.1 Heads of School to be sent details of the application process w/c 26 May Heads of School to notify Lecturers within their School of the process, timetable and application deadline as soon as possible after w/c 2 June Candidates submit their application to Head of School by Friday 4 July Meetings with Head of School, HR Business Partner (HRBP), and senior academic staff to take place Monday 7 July to Friday 25 July Head of School makes recommendation. Head of School notifies candidate of recommendation period to Friday 1 August University Assessment Panel to consider the recommendations at meetings to be held during Monday 4 August to Friday 15 August Any final approvals made by the University Assessment Panel to be reviewed by HR to validate applications against job evaluation criteria. Monday 18 August to Friday 29 August Candidates informed of decision during w/c 8 September Appointments are effective from 1 August

12 7. SENIOR LECTURER ASSESSMENT PROCESS FLOW CHART ( ) HR Division sends Heads of School details of Senior Lecturer application process. W/c: Monday 26 May 2014 Heads of School to notify Lecturers, within their School of the process, criteria, timetable and application deadline. W/c: Monday 2 June 2014 Candidates submit applications to their Head of School. Include: 3 page covering statement of contribution and Curriculum Vitae. By: Friday 4 July 2014 Head of School arranges to meet candidates with HR Business Partner (HRBP) and academic staff (+ external academic) to discuss application. Period: Monday 7 July to Friday 25 July 2014 Head of School makes recommendation. Head of School notifies candidate of recommendation. Period: to Friday 1 August 2014 University Assessment Panel to consider the recommendations at meetings to be held during Period: Monday 4 August to Friday 15 August 2014 Any final approvals made by the University Assessment panel to be reviewed by HR to validate applications against job evaluation criteria. Period :Monday 18 August to Friday 29 August 2014 Candidates informed of decision during W/c: 8 September Applications that have been approved and do not meet the job evaluation criteria can be appealed. Any appeal should be submitted to Mr Keith Watkinson, Executive Director of Human Resources within 10 working days of the date of the letter informing the applicant of the outcome stating the grounds for appeal Appointments are effective from 1st August

13 ACADEMIC CAREER PATH APPENDIX A This document is designed to illustrate the role requirements, or in other words the tasks expected to be performed in each job, for each of the academic career levels, or grades. It describes the career path from New Lecturer to Professor under three headings of Teaching and Learning, Research, and Leadership, Management and Engagement. The requirements for each role build on those of the previous role except where marked #, where the requirements are alternatives. For example, a New Lecturer will teach as a member of a teaching team whereas a Professor will continue to teach as a member of a teaching team and will also provide academic leadership and development in teaching and learning. The Academic Career Path will set the standard for new appointments and for the purposes of assessment enabling all staff to understand what is required at each career stage. 12

14 TEACHING & LEARNING SUPPORT NEW LECTURER (ENTRY LEVEL TO THE PROFESSION) LECTURER * SENIOR LECTURER * READER * PROFESSOR * Teach as a member of a teaching team in a developing capacity within an established programme of study, in a variety of settings from small group tutorials to large lectures, with the assistance of a mentor if required. Transfer knowledge in the form of practical skills, methods and techniques, identify learning needs of students and define appropriate learning objectives. Ensure that content, methods of delivery and learning materials will meet the defined learning objectives. Develop own teaching materials, methods and approaches with guidance and participate in the development of taught programmes. (e.g. use of LaSU, E-learning and Blackboard) Design teaching material and deliver either across a range of modules or within a subject area. Maintain student records and provide a managerial and pastoral role for designated students in accordance with agreed policies. Supervise student projects, including, where appropriate, PGT, field trips and placements. Identify areas where current provision is in need of revision or improvement. Contribute to the planning, design and development of course and curriculum objectives and material. Set, mark and assess work and examinations and provide feedback to students. Initiate and lead in the development and delivery of taught programmes and/or research programmes, with outstanding delivery and support of learning. # Assist the Head of Department in ensuring that the teaching and professional activities of the Department are maintained in accordance with accepted professional / University standards. Membership of professional groups at national/international level e.g. professional standards bodies, significant conference committees. Develop and apply innovative and appropriate teaching techniques material and assessment procedures across the breadth or depth of subject area, with appropriate professional recognition and dissemination of good practice via publication. Carry out administrative and managerial duties in relation to teaching activity and projects as required. Engage in scholarship to inform Contribute to teaching delivery at all levels, be involved in the management of undergraduate and postgraduate taught programmes and ensure the integration of relevant research. # Supervise PG students and contribute to external research training projects. Provide academic leadership, development, mentoring and career management advice for colleagues, research assistants and students in the area of teaching and learning. Oversee the design and development of the overall curricula for the subject area, and of external training programmes. Develop the quality assurance framework within the Institution s overall framework e.g. for the validation and revalidation of courses and student admission and assessment. With a sustained record of innovative application to teaching and learning practice of the latest research and scholarship in the discipline and pedagogy, encourage the development of innovative approaches to course delivery and ensure that teaching delivery achieves the educational standards of the department and profession and meets the needs of industry, public sector and other stakeholders. Contribute to the development of research into learning and teaching by generating income from relevant bodies and disseminate the results in peer review outputs when appropriate. Proactive commissioning of courses to meet changing needs identified through 13

15 curriculum and course design through e.g. research, industrial engagement, working with communities, 3 rd sector organisations etc. engagement. Develop the skills of applying appropriate approaches to teaching, challenge thinking, foster debate and develop the ability of students to engage in critical discourse and rational thinking. Supervise the work of students, provide advice on study skills and help them with learning problems. Select appropriate assessment instruments and criteria, assess the work and progress of students by reference to the criteria and provide constructive feedback to students. Seek ways of improving performance by reflecting on teaching design and delivery and obtaining and analysing feedback. 14

16 RESEARCH NEW LECTURER (ENTRY LEVEL TO THE PROFESSION) LECTURER * SENIOR LECTURER * READER * PROFESSOR * Develop relevant research and scholarship activity and appropriate means of dissemination. Continually update knowledge and understanding in field or specialism. Translate knowledge of advances in the subject area into the course of study Register for a PhD if not a PhD holder Undertake individual or collaborative research projects of relevance to the School/University. Extend, transform and apply knowledge acquired from scholarship to teaching, research and appropriate external activities. Identify external sources of funding and develop or contribute to funding bids research, KT and engagement grant applications. Promote graduate studies by contributing to the supervision of postgraduate research students. Write or contribute to Actively support and carry out research and scholarship which supports and informs programme currency and delivery. Undertake independent research of national/international quality, and with demonstrable impact on e.g. industry, research, policy, regulations, industrial practice, public organisations, acting as principal investigator and project leader where appropriate, Contribute to the reputation of research in the School through national/ international collaboration and publication in peer-reviewed international academic journals and other forms of dissemination in quantities appropriate to discipline, achieving citations, reviews and other forms of peer recognition. Generate significant external funding, including research, KT and engagement grants. Act as a referee or editor for national/international journals, seek membership of major committees and significant research bodies and contribute to other types of peer assessment. Undertake research of international quality and of relevance to the School, showing evidence of sustained high quality output and future continuity. Enhance the research reputation of the School by having an established national or international reputation in a research field e.g. via refereed publications, commissioned research, successful conference organisation, editorship of proceedings, regular invitations to participate in major conferences or external professional practice, patents, spin-out companies, knowledge exchange outside the research community to government, industry, public and 3 rd sector organisations and to the general public. Produce a sustained record of attracting external research funding from research councils, government research funding programmes, commercial bodies and other agencies. Contribute to research strategies. Provide leadership of, and collaboration Play a leading role in developing a research area and make it of international status. Lead the development and implementation of research strategy; ensuring staff development and training, mentoring and supervision provision achieves quality standards. Lead research and collaborative partnerships with other educational institutions or other bodies, and with cognate disciplines. Play a lead role in national and international conferences and similar events, be a member of editorial boards of significant journals, academic presses, or equivalent. Be a role model for early career researchers and PGR students 15

17 publications in peer reviewed academic journals (national) or disseminate research findings using other appropriate media. Make presentations at conferences or exhibit work in other appropriate events, participating in dissemination and engagement activities to contribute to knowledge base of area of expertise, maximise policy, media industrial or community impact of research. Mentor colleagues and supervise PGR students as appropriate. Make presentations or exhibitions at national or international conferences and other similar events. Seek membership of major committees and significant research bodies, and major input to national/international journals. in, significant research projects and work with industry, government, public sector and other external organisations. Develop graduate studies by a sustained record of successfully recruiting and supervising postgraduate research students. Contribute to the strategy of linking research, teaching and innovation. 16

18 LEADERSHIP, MANAGEMENT AND ENGAGEMENT NEW LECTURER (ENTRY LEVEL TO THE PROFESSION) LECTURER * SENIOR LECTURER * READER * PROFESSOR * Contribute to the effectiveness of teams by developing productive working relationships with other members. Build internal contacts and seek external contacts to assist in the delivery of teaching activity and growth of research and engagement activity. Participate in external networks to share information and ideas and/or help identify potential sources of funding. Contribute to the planning and development of teaching and/or research and engagement programmes by participation in programme/research team meetings etc. Explain administrative systems and procedures to new members of staff Take a lead in own area of expertise, act as mentor for junior colleagues. Lead and co-ordinate the work of other staff to ensure module, programme, enterprise or research project is delivered to the standards required. Co-ordinate colleagues to ensure student needs and expectations are met; leader of module or programme, or of significant sections of a programme. Plan, co-ordinate and implement research programmes or engagement projects; organisation of external activities such as student projects, field trips and industrial placements; manage or monitor research or engagement budgets and ensure effective use of resource; organise administrative duties. Lead and ensure effectiveness of a major project/programme/ subject area team, developing and/or improving procedures, organising and promoting interdisciplinary studies, and developing collaborative arrangements to support teaching. # Act as a formal mentor/coach for junior colleagues. Lead and/or develop internal networks, working groups and committees which have input or contribution to cross university functions and/or impact upon institutional decision making and governance. # Lead/develop external networks, such as a sub-committee of a professional body, employers association, group of universities etc., provide consultancy/ professional advice to such bodies or act in the capacity of external examiner to other Institutions. Lead and ensure the effectiveness of a research discipline group.# Develop links with external contacts such as other educational and research bodies, employers, professional bodies and other providers of funding and research initiatives to foster collaboration, explore commercial exploitation of research and/or generate income. Lead and develop external networks to foster collaboration and/or generate income; collaborate in significant research/consultancy projects with external organisations and public and community engagement; involvement in regional, national and international enterprise bodies. Lead and ensure effectiveness of a number of teams, and resolve conflicts within and between teams. Contribute significantly to management of the School/College level, via management team membership etc. Contribute to the management of the University via membership and/or being Chair of significant University committees. Membership of national/international research committees, advisor to national/international organisations, government or industry. Lead and develop national/ international networks and links with other influential bodies in the field; high profile/chair in major relevant organisation, to advance the University, the profession and generate esteem/ income. Contribute to the planning and organising of the School. 17

19 Support colleagues with less experience and advise on personal development; train/advise on own area of expertise where appropriate; coach and support colleagues in developing research. Collaborate with external organisations such as industry, public sector, charity and local community groups Contribute to the process of transferring new ideas, products and processes to external partners, through engagement, delivering quality, within budget and on time. Generate income, external recognition for self and School and participate in community engagement activity such as community liaison, contribution to creation and/or development of social enterprise or contribution to the transfer of intellectual property. Ensure they inform learning and research. Contribute to the planning and organising of the unit, development of cross-college partnerships, UG or PG programmes, marketing, admissions etc; input to strategic planning at School/College and/or wider planning process at institutional level, member of College planning committees; responsible for quality, audit and other external assessments for the School/Unit. # Responsible for the development of large and complex research programmes; responsibility for a major area of operation within the School/unit; identify opportunities for strategic development of new projects or appropriate areas of activity and take responsibility for implementing these ideas.# Required to contribute to the development of teams and individuals. Member of University-level planning committees and steering groups. Contribute to research or policy development in the field of knowledge transfer and translate research findings into wider cultural activity, clinical solutions or enterprise activity. Input, as required, to major University committees and working groups tasked with providing solutions to complex and novel situations, such as changes to funding regimes etc. Carry out or commission training and development activities according to the needs of individuals and groups; act as a mentor to peers and colleagues Ensure that members of staff are suitably qualified to work within their own area. Responsible for the development of large and complex programmes; responsibility for a major area of operation within the School; identify opportunities for strategic development of new programmes or appropriate areas of activity and contribute to and take responsibility for implementing these ideas. # 18

20 Identify current capabilities and future needs for those working within specified areas and plan action/ training where required; supervise PhD student(s) conduct staff appraisals and manage and contribute to staff development activities. 19

21 APPENDIX B INDIVIDUAL ACADEMIC S PROFILE TEACHING & LEARNING A1 Preparation & Delivery of Teaching A2 Innovation in Teaching & Learning A3 Profile RESEARCH B1 Quality & Volume of Research B2 Grant Income B3 External Visibility LEADERSHIP MANAGEMENT & ENGAGEMENT C1 Academic leadership C2 Managing & organising teaching activities C3 Managing & organising research activities C4 Engagement, enterprise, knowledge transfer LECTURER WITH TEACHING MAIN FOCUS Must rate excellent in A1, and in at least one of A2 or 3 Should rate either excellent or satisfactory in B1 and at least one of B2 & B3 If rated satisfactory in B, then must rate excellent in at least two of C1, 2, 3, 4. If rated excellent in B, then should rate satisfactory in at least two of C1, 2, 3, 4. LECTURER WITH RESEARCH MAIN FOCUS Should rate either excellent or satisfactory in A1, and at least one of A2 or 3. Must rate excellent in B1 and at least one of B2 & B3 If rated satisfactory in A then must rate excellent in at least two of C1, 2, 3, 4. If rated excellent in A, then should rate satisfactory in at least two of C1, 2, 3, 4. LECTURER WITH LEADERSHIP, MANAGEMENT & ENGAGEMENT MAIN FOCUS Should rate either excellent or satisfactory in A1, and at least one of A2 or 3. If rated satisfactory in A then must rate excellent in B1 and at least one of B2,& 3, If rated excellent in A, then should rate satisfactory in B1 and at least one of B2,& 3 Must rate excellent in at least two of C1, 2, 3, 4. SENIOR LECTURER ASSESSMENT PROFILE 20

22 APPENDIX C GUIDELINES FOR THE PRESENTATION OF SUPPORTING STATEMENT AND CURRICULUM VITAE FOR INTERNAL APPOINTMENTS TO SENIOR LECTURER Candidates are asked to provide a covering statement in support of their application which should be no more than 3 pages in length. The statement should summarise the candidate s strengths and highlight how they believe their present duties and responsibilities and future plans meet the role requirement as identified for a Senior Lecturer in the Academic Career Path document. Candidates are asked to use the following format for the presentation of their curriculum vitae and should ensure that all areas with appropriate examples are specifically addressed. Candidates should detail their contributions in Teaching and Learning, Research, Leadership, Management and Engagement. Reference to published output should be cross-referenced. Both covering statement and Curriculum Vitae together should not total more than 12 pages in length. A paper copy and an electronic version should be provided to the Head of School. 1. PERSONAL DETAILS Surname: Forename(s): Title: Qualifications: Present appointment: Previous appointments: Academic degrees with classification, diplomas or other awards with dates. Professional qualifications with standard abbreviations and dates obtained. Location, grade and date. Research Centre Membership. In the University and elsewhere with title of appointment, employer, dates. 2. TEACHING AND LEARNING Deliver excellence in teaching through enthusiastic staff that are experts in their field and committed to their students. That we adopt and promote pedagogies, methodologies, processes and technologies that enable our students to learn in flexible ways. (UoS Strategic Plan ) Preparation and Delivery of Teaching e.g.: Academic Design and Planning Courses delivered and support of learning (e.g. e-learning initiatives, interaction with LaSU) Innovation in assessment procedures Scholarship to support continuous learning Processes of evaluation of teaching and learning practice Continuing Professional Development Innovation in Teaching and Learning e.g.: Evidence of Scholarship and research informing curriculum and course design Utilisation of developments in Learning, teaching and assessments 21

23 Profile e.g.: Outcomes demonstrating improvements in quality of teaching and learning evidenced by peer review, course changes, annual programme reviews etc Evidence of development of innovative methods to improve teaching Membership of professional groups at national and/or international level Publications National and/or international recognition for the scholarship of teaching Academic journals in relation to pedagogic research For guide to identifying teaching excellence refer to National Teaching Fellowship Scheme NTFS Individual 2014 Award Guidelines, The Higher Education Academy. Visit: 3. RESEARCH Through our research excellence and interdisciplinary approach we will develop practical, focussed solutions that will make a real difference in the foreseeable future, benefiting individuals and communities and communities. Through subject expertise, sound evidence and research, we will seek to build positions of influence that shape policy and promote our agenda of public benefit (UoS Strategic Plan ). Quality & Volume of Research e.g.: Quality of refereed articles, books and other research output Citations, reviews and other evidence of quality Evidence of peer recognition of achievement Major contribution where work is co authored Volume considerations relevant to subject/discipline Grant Income e.g. Extent of funding received over appropriate timescale Sources of funding Support for funding received from prestigious or competitive sources Generation of commercial income Impact e.g. Participation in national and international research collaborations Activity in national/international meetings Editorship of national/international journals Membership of major committees and significant research bodies Contribution to interdisciplinary studies Publications or Equivalent Output Publications should be arranged under the following headings in date order. Names of co-authors, journal title, conference or venue, volume number, page numbers and ISBN/ISSN number, if applicable, must be included. In relation to jointly authored publications it is important to identify clearly the percentage contribution of each author, and to mark with an asterisk those publications which have made the most significant contribution. Impact factors and citation scores may be included if applicable. 22

24 (i) Books (a) Already published (b) Accepted for publication and currently in press (ii) Chapters in books (a) Already published (b) Accepted for publication and currently in press (iii) Articles in refereed journals and conference proceedings (a) Already published journals and conference proceedings (b) Accepted for publication and currently in press (iv) Articles in non-refereed in non refereed journals, reports, conference contributions and other publications (a) Already published (b) Accepted for publication and currently in press and other publications (v) Other published output (vi) Journal editorships and editorial board memberships (vii) Other media, innovative or creative activities Provide title, brief description with status of venue, sponsor, commissioning body, and evidence of peer review (viii) Other work and Publications in progress Note: The Head of School or College Assessment Panel may from time to time require that a copy of a particular publication is submitted. Excellence in research expectations would be at the level of: 4* Quality that is world-leading in terms of originality, significance and rigour. 3* Quality that is internationally excellent in terms of originality, significance and rigour but which nonetheless falls short of the highest standards of excellence. Visit: 4. LEADERSHIP, MANAGEMENT AND ENGAGEMENT Academic Leadership e.g. Management of school or other units Management of staff development activity Contribution to development of cross College partnerships Contribution to wider aspects of management of the University Managing and organising teaching activities e.g. Initiatives/innovation taken to develop and/or improve procedures Organisation and Assessment of interdisciplinary studies Development of collaborative arrangements to support teaching 23

25 Managing and organising research activities e.g. Administration of research activities, management of relationships with research colleagues and contribution to successful teambuilding Contribution to career development of research staff Innovations in supervision of research postgraduates Participation and contribution to staff development activity Development of collaborative and partnership arrangements Engagement, Enterprise, Knowledge Transfer Developments in professional practice Provision of consultancy / professional advice and contribution to the raising of standards of practice - evidence of customer satisfaction, delivery on time and within budget, intellectual property rights and number and scale of patents External recognition e.g.: Invitations to join or election to government/national bodies, research bodies or similar, contribution to improving interface with industry and other organisations, success in regional, national and international competitions Income Generation -extent of income above the mean AE income generated per academic, sources of income and number and scale of spin out companies Community engagement activity -community liaison, contribution to creation and/or development of social enterprise, contribution to the process of transferring new ideas products and processes to other organisations 5. PROFESSIONAL ACTIVITIES (not included above) Professional advisory or consultancy work Service as an external assessor or referee for journal Office holder or responsibilities held with professional body or learned society Other public service in a professional capacity Academic invitations to present external lectures, papers conference contributions Academic visits, secondments, collaborations. 24