Academic promotions briefing – educational research pathway

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Presentation transcript:

Academic promotions briefing – educational research pathway Briefings for staff October 2018 Simone Buitendijk Martyn Kingsbury

Briefing for staff – contents Context and Strategy New Learning and Teaching career pathway - Educational Research The roles – criteria and expectations What is educational research? Process for application for promotion Next steps and questions

Our strategy We are the first top research-intensive university to implement evidence-based transformation in education university-wide supported by digital and online technology in partnership with students with a substantial financial investment

Our ambition To provide first class education and a top student experience To be renowned for applying the evidential rigour of our research to the evaluation of our education To be sought out as a source of inspiration, aspiration and collaboration in the UK and abroad Educational research is crucial within this ambition

Key priorities, informed by evidence Name of presentation 15 April, 2019 Key priorities, informed by evidence Fundamental review of our curricula and assessment Transformation of our pedagogy, making our teaching more interactive and less lecture-based Fostering an inclusive and diverse culture Developing online and digital tools which enhance our curricula, pedagogy and community

A new framework for staff whose primary focus is learning and teaching Name of presentation 15 April, 2019 A new framework for staff whose primary focus is learning and teaching Designed to recognise achievements in: the delivery of the College’s educational mission educational leadership educational transformation, for example innovating curricula and pedagogy educational scholarship, research and evaluation national and international leadership roles which support the College's mission to excel and to lead in the field of Higher Education

Name of presentation 15 April, 2019 What has changed? A revised career structure which allows for two distinct career pathways for learning and teaching staff: A practitioner pathway enabling educational practitioners to access promotion based on their contribution and impact An educational research pathway for staff focussed on scholarly activity and research within higher education, as opposed to research within their own subject discipline Revised role profiles setting out representative/exemplar activities Reader in Education, Associate Professor of Education and Professor of Education NB The role profiles are intended to cover representative work activities rather than be prescriptive in nature. They provide an indication of the types of tasks, and their level of complexity, which would be expected at the different levels of the Learning and Teaching job family. They are intended to demonstrate the typical progression in these tasks. The Group does not expect staff to necessarily undertake all of the tasks listed and is aware that some staff will be undertaking different tasks. It is expected that the role profiles will provide a point of reference for those designing new jobs. Doing so will support future promotions possibilities by providing staff with a set of tasks in which they can grow and progress.

New job family structure Name of presentation 15 April, 2019 New job family structure 1. The Learning and Teaching job family recognises achievements in: a. the delivery of College's educational mission b. educational leadership c. educational transformation, for example innovating curricula and pedagogy d. educational scholarship, research and evaluation e. national and international leadership roles which support the College's mission to excel and to lead in the field of Higher Education 2. Progression for all staff in the Learning and Teaching job family is through promotion (rather than Hay job level review) 3. Promotion to Levels 3b, 4, 5 and 6 will be through the new Learning and Teaching promotions process. Promotion to Levels D and E will be through the normal Academic Promotions process. 4. Staff in the Academic and Research job family wishing to transfer to the Learning and Teaching job family should apply using the appropriate promotions process (outlined in 3 above). Staff in the Learning and Teaching job family wishing to transfer to the Academic and Research job family should apply using the Academic Promotions process. 5. For clinical staff within the Faculty of Medicine, the titles Clinical Teaching Fellow or Clinical Education Fellow are used at Levels 3 and 4, with Senior Clinical Teaching Fellow or Senior Clinical Education Fellow used at Level 5.

Name of presentation 15 April, 2019 Promotions criteria The academic promotions process takes into account contributions to Education Research Leadership and management Profession and practice Staff will be expected to have influence and impact at Faculty/College Level be making a significant contribution to the delivery of the College’s Learning and Teaching Strategy be increasingly involved in educational scholarship, contributing to the field and enhancing day-to-day practice Refer to Appendix 5 on the website and as a hand out

Promotions criteria - education Name of presentation 15 April, 2019 Promotions criteria - education Effective, flexible approach; innovative practice; impact on learning and teaching in the relevant field Module design and management Critical self-evaluation and development; strategic role in driving educational innovation Evidence-based pedagogy Supporting others who teach; sharing best practice; strategic direction of unit Evaluation of teaching and learning

New job family structure Name of presentation 15 April, 2019 New job family structure 1. The Learning and Teaching job family recognises achievements in: a. the delivery of College's educational mission b. educational leadership c. educational transformation, for example innovating curricula and pedagogy d. educational scholarship, research and evaluation e. national and international leadership roles which support the College's mission to excel and to lead in the field of Higher Education 2. Progression for all staff in the Learning and Teaching job family is through promotion (rather than Hay job level review) 3. Promotion to Levels 3b, 4, 5 and 6 will be through the new Learning and Teaching promotions process. Promotion to Levels D and E will be through the normal Academic Promotions process. 4. Staff in the Academic and Research job family wishing to transfer to the Learning and Teaching job family should apply using the appropriate promotions process (outlined in 3 above). Staff in the Learning and Teaching job family wishing to transfer to the Academic and Research job family should apply using the Academic Promotions process. 5. For clinical staff within the Faculty of Medicine, the titles Clinical Teaching Fellow or Clinical Education Fellow are used at Levels 3 and 4, with Senior Clinical Teaching Fellow or Senior Clinical Education Fellow used at Level 5.

Name of presentation 15 April, 2019 Promotions criteria The academic promotions process takes into account contributions to Education Research Leadership and management Profession and practice Staff will be expected to have influence and impact at Faculty/College Level be making a significant contribution to the delivery of the College’s Learning and Teaching Strategy be increasingly involved in educational research and scholarship, contributing to the field and enhancing day-to-day practice Refer to Appendix 5 on the website and as a hand out

Educational research pathway Name of presentation 15 April, 2019 Educational research pathway A new career pathway for staff focussed on educational research, leading to Professor of Education New titles Associate Professor of Education and Reader in Education Title conferred will reflect disciplinary context, e.g. Professor of Engineering Education, Associate Professor of Digital Education, Reader in Higher Education etc. To be considered staff will need to develop appropriate educational research activity Staff will have research responsibilities in their contract, and will therefore be considered as ‘research active’ for REF Progression in research will involve a growing national and international reputation combined with individuals making an increasing impact on their discipline or profession. At all levels appropriateness and originality is important, seminal research and influence of increasing importance become of increasing importance in moving to Reader/Associate Professor and Professor. REF - The Working Group also recommends that work be undertaken to consider what form a submission might take for staff appointed to Levels D and E of the Learning and Teaching job family.

Educational research pathway – promotions Name of presentation 15 April, 2019 Educational research pathway – promotions Promotion through the normal annual academic promotions process Staff currently within the Learning and Teaching job family and the Academic and Research job family may apply for promotion via this pathway Committee to include the Assistant Provost (Learning and Teaching) and the Director of Centre for Higher Education Research and Scholarship, in addition to the Vice-Provost (Education)

Promotions criteria - research Name of presentation 15 April, 2019 Promotions criteria - research “Progression in research will involve a growing national and international reputation combined with individuals making an increasing impact on their discipline or profession. At all levels, appropriateness and originality are important. Seminal research and influence become of increasing importance in moving to Reader/Associate Professor and Professor.” The quality of outputs in educational and social science research is expected to be of the highest quality, in line with expectations from other disciplinary areas represented within the College. In this context, it is important to recognise that for publications within education and social science there may be other markers of quality, and different approaches to establishing a ‘profile’ and evidencing ‘impact’, which may not be typical in other disciplinary areas.

Educational research Types of literature Practice – reporting aspects of pedagogic practice. Written by practitioners, for practitioners; case-study type approach; local context. Research – reporting pedagogic research studies, presenting empirical data. Related to practice of authors or others, but focus is presenting data and conclusions; used as evidence. Theoretical – range of evidence to present, clarify or critique pedagogic theory or theoretical frameworks. Written by academic theorists. Policy – presenting vision of ‘best practice’, using evidence. Written by government, professional bodies, senior practitioners etc.

Name of presentation 15 April, 2019 Educational research Types of pedagogic research and publication – concentric circles of influence Research about one’s own practice, for other practitioners Research about one’s own practice, for a broader audience of practitioners Applying findings from practice to education more broadly Being recognised authority in the field as a result of experience Support available for staff to develop educational research, CHERSNet, Library etc

Educational research The quality of outputs in educational research is expected to be of the highest quality, in line with expectations from other disciplinary areas represented within the College. It will take time to develop expertise to this level. In this context, it is important to recognise that for publications in education and social science there may be other markers of quality, and different approaches to establishing a ‘profile’ and evidencing ‘impact’, which may not be typical in other disciplinary areas. Further guidance available in Appendix 5, “Promotions Criteria for Associate Professor of Education, Reader in Education, Professor of Education (Learning and Teaching job family)”

Paperwork and timetable (Guidance Notes) FoE; FoNS; ICBS FoM Paperwork released on HR website 4 October Department submissions to HR 3 December, noon 8 January Application forms submitted to HR Further candidate submissions to HR 18 January Interviews March - May Note: Academic Promotions process and Learning and Teaching promotions process are entirely separate; and application to one does not preclude an application to the other.

Further information Information available from the HR website Name of presentation 15 April, 2019 Further information Information available from the HR website Panopto recording of the South Kensington briefing session to be made available on the HR website

Any questions? Informal enquiries welcome Professor Simone Buitendijk Professor Martyn Kingsbury Anna Demetriades, HR Professor Nigel Gooderham, Assistant Provost (Academic Promotions)