Transcript Awareness session slides - Edinburgh Napier University

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Strategy 2020
“We will be clear about our expectations of staff
and ensure they have meaningful and challenging
work and development opportunities. We will
value, recognise and reward their contributions
and achievement and empower them to innovate
and take decisions, so that we are known as a
great place to work.”
Academic Appointments
and Promotions Framework
“Success in delivering this strategy
will come from our staff, working in
a context in which expectations are
clear, with innovation and
leadership actively encouraged.”
Professor Alistair Sambell
Vice-Principal and Deputy Vice-Chancellor
Academic Subgroup
Professor Alistair Sambell, Vice-Principal, Academic
(Chair)
Mr Iain McIntosh, Dean of Faculty, Health, Life &
Social Sciences
Professor Alison McCleery, Lead of Research
Strategy
Professor John Ensor, Edinburgh Napier University
Business School
Professor Sandra Watson, Edinburgh Napier
University Business School
Professor Ben Paechter, Assistant Dean, Faculty of
Engineering, Computing & Creative Industries
Professor Anne Munro, Assistant Dean, Edinburgh
Napier University Business School
Professor Brian Webster, Assistant Dean, Faculty of
Health, Life & Social Sciences
Professor Paul Lynch, Professor of Critical
Hospitality and Tourism
Professor Mark Huxham, Professor of Teaching and
Research in Environmental Biology
Professor Jessie Kennedy, Director of Institute for
Informatics and Digital Innovation
Professor Robin MacPherson, Director Institute for
Creative Industries
The Process
Awareness
Sessions
Candidate
Workshops
Application
based on
Academic
Criteria
1:1 with your
line manager
Panel
Assessment
Panel
feedback
and PDR
The Application
• Statement of academic standing
– Summary of academic achievements to date
– Future vision and plans
– Maximum 5 pages
• Addressing the Academic Criteria
• Supporting evidence
– CV including publication list - updated on university repository
http://researchrepository.napier.ac.uk/
– Copy of recently completed Professional Development Review
– Three external referees
(plus 2 independent references for profs 1-3)
– Statement from line manager
Academic Criteria: Levels and Pathways
Levels
Pathways
Grade 7 - Associate Professor
Research
Grade 8 – Professor Level 1
Learning and Teaching
Grade 9 – Professor Level 2
Enterprise
Grade 10 – Professor Level 3
Professional Practice
Associate Professor (grade 7)
Esteem
Profile that
demonstrates at least
national standing and
some international
engagement.
Innovation &
Impact
Contribution
Sustained record
of outputs of
international
quality in terms of
originality,
significance and
rigour.
Generation of
external income.
Engagement with
relevant
communities
internally and
externally.
Academic
Leadership
Providing leadership
and support to
colleagues within the
University, for example
as Programme Leader
of a major programme.
Esteem
Innovation & Impact
Contribution
Academic Leadership
E1 Nationally recognised expertise
on relevant aspect of learning and
teaching in Higher Education with
excellent reputation for
contribution to improving student
learning as evidenced through, for
example, awards and prizes;
membership of editorial boards and
conference organising committees;
visiting scholar and keynote
invitations; external examining;
national HE policy making forums.
I1 Sustained record of highquality outputs relating to
pedagogic research and
innovation at level of
international excellence
(including conference peer
reviewed and journal
publications or
textbooks/textbook chapters).
C1 Track-record of obtaining external
funding for teaching-related research or
the development of teaching, learning
or assessment (e.g. JISC, HEA,
SFC/HEFCE).
AL1 Mentoring and supporting
academic and teaching-related
staff.
E2 National or international
external invitations in relation to
learning, teaching and assessment
developments, such as: QAA
reviewer, professional body
accreditation; external review
events.
E3 Significant contribution to
national networks to support
disciplinary and/or generic
improvements in the quality of
learning and teaching.
E4 Dissemination of pedagogical
initiatives at a national and
international level.
I2 Sustained track-record of
contribution to the enhancement
of student learning via
pedagogic innovation (e.g. in
assessment, student
engagement, work-related
learning, online learning, student
retention, graduate
employability).
I3 Evidence of influence and
impact in the subject group,
school and externally.
I4 Engagement in, and
leadership of, national initiatives
to support disciplinary and/or
generic improvements in the
quality of learning and teaching
(for example QAA or ILT
enhancement networks).
C2 Design and developing new
programmes and curricula contributing
to the sustained growth of the student
population, new income streams and/or
outstanding student feedback.
C3 Excellent standard of personal
teaching performance at various levels,
as evidenced by student feedback
and/or peer review.
C4 Sustained and strategic
engagement with student body (e.g.
Students' Association) to enhance the
student learning experience.
C5 Demonstrable influence on
University learning and teaching
practice with improvement in the
student experience.
C6 Serving on relevant school or
faculty-level committees and groups
within the University.
AL2 Leading capacity building
initiatives to enhance learning
and teaching practice, including
(for example) staff development.
AL3 Successful supervision of
postgraduate research students in
learning and teaching.
AL4 Successful track record of
leading a team within the
University.
AL5 Supporting others in the
development of research into
learning and teaching.
AL6 Major contribution to
Subject/School or Faculty
strategic planning or policy
development.
AL7 Contribution to the University
international profile through the
leadership and development of
educational partnerships.
Candidate Workshops
• Taking place April and May 2015
• Supported by Academic Subgroup
• Content:
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Understanding the Academic Criteria
Considering types of evidence to support an application
Work through an example
Responding to questions about the process
Arrangements for feedback (PDR)
Panel feedback
• Face to face meeting with a member of the panel
• Structured written feedback
• Purpose of feedback is to support future achievements and
career development
• Feedback will be provided to all applicants
PDR
• Discuss with your line manager how to incorporate your
feedback into your PDR
Panel constitution
• Panel of eight
• Principal or Vice Principal (Chair)
• 4 internal professors (nominated by the Chair, who
collectively reflect the breadth of routes: Research, L&T,
Enterprise and Professional Practice)
• 3 external professors
References
• 3 external references
• 2 independent references for grades 8 - 10
Promotion / Award of Title Timelines
March
April
23
06
30
13
May
20
27
04
11
June
18
25
01
08
July
15
22
29
06
13
August
20
27
03
10
17
24
Applications open 1st April – 31st May
Awareness Sessions
Candidate workshops
Panel Assessments
Candidate feedback / PDR
31
Quality Assurance
• Process and documentation consulted on and in use for
new appointments
• Training for panellists
• Panel constitution designed to provide a consistent
approach
• External panellists for external benchmarking
What do you need to do next?
• Are you ready?
– This year?
– Next year?
• Talk to your line manager, other peers within your
discipline
• Book a place on a candidate workshop
• Get feedback on your application
• For further information go to Intranet/HR&D/Working at the
University or talk to your HR Client Partner
Outcomes
• Consistent and robust approach to Promotion / Award of
Title
• Self driven career development plans for all our staff
• Managing our talent in a structured way
• Identify exceptional leaders who contribute to their subject
disciplines, the University and society and who will support
delivery of Strategy 2020
• Support process of cultural change