1. ACADEMIC PROMOTIONS 2017 INFORMATION SESSION
Professor Toni Downes – DVC (Academic)
Professor Mary Kelly – DVC (Research, Development & Industry)
Professor Sandra Wills – Pro-Vice Chancellor

2. Overview of Academic promotion process Advice to Applicants
Session Objectives
Overview of Academic promotion process
Advice to Applicants
The CSU Academic
Promoting Learning
Creating Knowledge
Influencing University, profession, community
Supervisors Roles & Responsibilities
Confirm Key Dates

3. Overview of Academic promotion process
Purpose
To recognise the achievements and professional development of Academic staff
For staff to demonstrate their capacity to contribute to CSU’s mission by performing /leading  at a higher level than their current appointment
Equal Employment Opportunity and the principles of merit
employment policies and practices must be based on the principle of merit.
applications for promotion must be considered on the basis of the applicant's merit, unbiased by personal opinion or prejudice and cognisant of opportunity and stage of career

4. (Policy, Procedure and Guideline)
Resources
(Policy, Procedure and Guideline)
Resource location:
Listened to feedback from 2016 participants
Revised Form
Changes to Policy, Procedure and Guidelines

5. Key Changes in 2017 Resources (Policy, Procedure and Guideline)
Minimum Standards Academic Reputation and Leadership Level C – external standing
Effective date of promotion
New titles and salary increases will take effect from the first pay period commencing on or after the formal notification in writing to the applicant of the successful outcome of their application.
Applicant feedback
Supervisors required to attend applicant feedback sessions for Levels B , C, D and E
Appeals
Applicant has 20 days to lodge an appeal.
Application form Part 3 - If a domain weighting is low applicant’s need not use all five dot points
Part 4 - A separate form for request of Learning and Teaching Data

6. Minimum Standards for Academic level sought
Minimum Standards of Academic Performance and Leadership
Level A
Work with the support and guidance from more senior academic staff and is expected to develop academic expertise with an increasing degree of autonomy; normally contribute to academic activities at the University, at a level appropriate to the skills and experience of the staff member; engage in academic activity appropriate to profession or discipline, whilst gaining increased autonomy, and undertake administration primarily relating to activities at the University; contribution to teaching primarily at undergraduate and graduate diploma level.
Level B
Undertake independent academic activity in a discipline or related area; in academic activity make an independent contribution through professional practice and expertise and coordinate and/or lead the activities of other staff, as appropriate to the discipline; normally contribute to teaching at undergraduate, honours and postgraduate level; engage in independent academic activities appropriate to profession or discipline with increasing independence and initiative; normally undertake administration primarily relating to activities at the University and may be required to perform the full academic responsibilities of and related administration for the coordination of an award program of the University.
Level C
In academic activities make original contributions, which expand knowledge or practice in the discipline; normally make a significant contribution to academic activities of an organisational unit or an interdisciplinary area at undergraduate, honours and postgraduate level; normally have responsibility for, and play a major role or provide a significant degree of leadership in academic activities relevant to the profession, discipline and/or community; and may be required to perform the full academic responsibilities of and related administration for the coordination of a large award program or a number of smaller award programs of the University or functional unit such as a research team in a priority area, a significant research facility or a teaching facility.
Level D
Undertake independent academic activity in discipline or related area; in academic activity make an independent contribution through professional practice and expertise and coordinate and/or lead the activities of other staff, as appropriate to the discipline; normally contribute to teaching at undergraduate, honours and postgraduate level; engage in independent academic activities appropriate to profession or discipline with increasing independence and initiative; normally undertake administration primarily relating to activities at the University; and may be required to perform the full academic responsibilities of and related administration for the coordination of an award program of the University.
Level E
Provide strong leadership and foster excellence in their academic discipline within the University and within the community, professional, commercial or industrial sectors; make original, innovative and distinguished contributions to scholarship, researching and teaching in the discipline; make a commensurate contribution to the work of the University; expected to be able to evidence a contribution to the inclusive development of staff as agreed with the individual's line manager.
Minimum Standards of Academic Reputation and Leadership
Level A
Capacity to undertake, under supervision, teaching and/or research / creative works and/or professional activity; and the capacity to work as part of a team of academic staff
Level B
Record of research / creative works or professional activity relevant to the discipline area, which demonstrates a capacity to make an autonomous contribution
Level C
Record of significant achievement and outputs relevant to the discipline area, and with recognition of impact external to the institution
Level D
Record of academic achievement and outputs of national and/or international standing through outstanding contributions, including academic leadership
Level E
Record of academic achievement and outputs of national and international standing through distinguished contributions, including academic leadership recognition as an eminent authority in the discipline, including academic leadership.
Qualifications and/or Equivalent Status
Level A
An honours degree or higher qualification; an extended professional degree; a postgraduate diploma appropriate to the relevant discipline area; or equivalent accreditation and standing 
Level B
A doctoral or research masters qualification appropriate to the relevant discipline area or equivalent accreditation and standing
Level C
A doctoral qualification relevant to the discipline area; or equivalent accreditation and standing 
Level D
A doctoral qualification relevant to the discipline area; or equivalent accreditation and standing
Level E

7. Eligibility
Fixed-term or continuing academics (full or part time) at level A, B, C or D are eligible for promotion if they:
Have completed probation (levels A, B, C and D)
Had a satisfactory Employee Development and Review report from the primary supervisor (eg Head of School/Director)
Did not apply for promotion the year before or has a waiver from the Deputy Vice Chancellor (Academic/RDI) or Executive Dean
Meet Qualification Standards or demonstrate equivalence
Demonstrate they meet the level required for promotion
Adhere to academic promotion timeframes

8. Preparing an Application for Promotion
Do you know through discussion with supervisors and peers that you are ready for promotion this year?
What is the Committee looking for
What does the applicant need to demonstrate (overview)
Overview of the form
Adherence to instructions on form (e.g. adhere to font, page and paragraph limits)
Minimise duplication of application content
Use of tables and graphs
Current CV that provides details relevant to each of the three domains (CV provides evidence of overall career trajectory)

9. Statement of case for promotion
An applicant must
establish a case for promotion and provide the supporting evidence.
demonstrate they are performing consistently at the level promotion is sought.
understand what constitutes excellent performance in their discipline and build the case for promotion by providing context to their achievements
An applicant should assume that no member of an Academic Staff Promotion Committee will be familiar with their work and issues of discipline norms*. Therefore, ALL INFORMATION in the application must be contextualised.
*(eg publication venues, quality measures, teaching approaches and measures, research outputs and service / engagement expectations and standards).

10. Statement of case for promotion
Applicant’s should focus on their achievements and the impact of their work since their date of last promotion, or in the case of Level A academics their date appointment.
The curriculum vitae demonstrates overall career trajectory.

11. Activity x Impact  Work function, Workload, and Argument
for Promotion/Percentages
Activity x
Work function
Teaching and Research
Teaching focused
Research only
Teaching and Professional
Impact 
Domains for promotion
Influencing university, profession, community
Promoting learning
Creating knowledge
ALIGNMENT
60/30/10
80/20
100
Where have I had most impact?
assign percentages using multiples of ten and with  a minimum percentage of ten in any one category  

12. Any Questions?

13. May 2014

15. Scope of academic activity
Personal & professional development
Student engagement & learning
Application & integration of scholarship
Design & development
Discovery & extension of new knowledge
Leadership & collaboration

16. Note about Leadership & Collaboration Leadership can be evidenced in any or all of the domains e.g. Course Directors might provide leadership evidence under Promoting Learning not Influencing University e.g. Teaching Professionals might provide leadership evidence under Influencing University not Promoting Learning

17. Academic progression for promoting learning

18. Any Questions?

19. three perspectives on evidence of teaching
HEA Promoting Teaching 2013

20. scope of activity changes across levels of academic progression

21. sources of evidence change across levels of academic progression
sources of evidence change across levels of academic progression increasing focus on peer review of teaching-related activities

22. sphere of influence

25. Any Questions?

26. Creating Knowledge – how does research contribute?
Personal and professional development
HDR Students
Supervision: number of students or diversity of students and their research?
Completions: number or how many on time and with high quality examiner reports?
Outcomes: number of theses or student-driven research outputs, future employment, on-going collaborations?
Research Training Records
Completing higher degree by research or other advanced internationally recognised qualification
Student engagement and learning
Honours and HDR supervision and completion records
Record of contribution to research training programs
Research Supervision Award

27. Creating Knowledge – how does research contribute?
Application and integration of scholarship
Peer review of research report for government
Design and Development
Internal and external research grants, income, named investigator, outputs, prestige relative to discipline expectations
Research awards
Discovery and extension of new knowledge
Peer reviewed research outputs, publisher reputation, citations, impact relative to discipline, currency, prizes

28. Creating Knowledge – how does research contribute?
Leadership and collaboration
Research mentoring outcomes
Outcomes of (international) research collaborations and networks
Outputs of research cluster leadership
Feedback on leadership as Director of Research Centre
Invited member of awards for creative works or panel for research and innovation, size of prize, national vs international
Journal editor, editorial board, outlet reputation
Record of invited grant reviewing, return invitations, nomination as chair of panel

29. Creating Knowledge – how does research contribute?
Where does new engagement and impact agenda fit?
Impact on academic debate and/or public debate
Impact on end-users/stakeholders/public policy/professions
Engagement in non-academic debate to inform research pursuits
Distinction between engagement that informs research and engagement that ensures research has impact

30. Any Questions?

31. Influencing university, profession, community
Scope
Activity
Outcomes Influence Impact
Evidence
Personal and professional development
Maintaining industry/professional accreditation;
Working in professional area;
Attending industry conferences;
Engaging in relevant regional / national / international events;
Being a member of a university committee. ??
Industry / professional accreditation; Industry / professional qualifications;
Participation in industry conferences.
Student engagement and learning
Assisting with student outreach and recruitment;
Providing career advice to students;
Running university clinics for the community as workplaces for students;
Providing advanced training for current professionals;
Organising alumni activities.
Feedback from student outreach and recruitment activities;
Formal and informal student feedback on career advice provisions;
University clinic reports on student learning activities.

32. Developing research-led (evidence-based) professional practice;
Scope
Activity
Outcomes Influence
Impact
Evidence
Application and integration of scholarship
Reviewing university policy and developing recommendations for renewed policy;
Revising discipline or professional codes based on review of previous research;
Developing research-led (evidence-based) professional practice;
Writing submissions to influence government, industry and professional practices;
Engaging with public and external entities including reports and participation;
Consulting professional (including clinical referrals). ??
Reports to Government;
Invitations reflecting standing in industry / profession;
Network built.
Design and development
Designing and implementing work-based learning experiences;
Designing and constructing learning spaces or research facilities;
Developing professional examinations and standards;
Designing and delivering continuing professional education.
Continuing professional education organiser;
Letters from or surveys of work placements on students’ preparedness and performance;
Feedback form workplace learning supervisors on the quality and clarity of their preparation and support.

33. Publishing for the University or broader community;
Scope
Activity
Outcomes
Influence Impact
Evidence
Discover and extension of new knowledge
Solving significant University or community problems by implementing new and sustainable approaches;
Presenting and publishing evidence-based peer reviewed processes, procedures or products for the profession;
Publishing for the University or broader community;
Engaging with public media. ??
Peer reviewed publications on professional practice, reputation of journal, dates, titles, citations, impact factor;
Invitations as keynote speaker;
Reviews of work, reputation of reviewer and publication;
Record of public media engagements;
Fellow of industry / professional organisation.
Leadership and collaboration
Mentoring colleagues about their academic career;
Chairing / membership of expert panels for industry etc.;
Chairing TAFE / School / Community / Indigenous boards;
Leading as Head of School, Associate Head, discipline lead;
Chairing Senate, Chairing Compliance Committees;
Editing journals;
Leading professional accreditation activities;
Engaging in university committees and initiatives.
Independent feedback from mentees;
Achievements as a result of mentoring;
Outcome of professional accreditation activities;
Survey data on leadership, school climate;
Peer review of contribution
to relevant regional / national /
international events;
Board of Directors for Museum, Health Organisation, University enterprise and impact such as continuing invitation;
Membership of advisory committees, committee action as a result of input.

34. Any Questions?

35. Supervisor’s Role & Responsibilities
Provide advice and guidance to applicant
Know the applicant and their work
Provide academic referees
Verify claims cited in the application
Provide discipline context
Statement attesting to applicant’s readiness for promotion

36. Supervisor Statement – provides comments on
percentages assigned
Work function
evidence provided in each of the domains
whether the applicant meets standards to level sought
EDRS outcome
disciplinary context
other relevant comments
Applicant can comment on statement by supervisor

37. 2017 Academic Promotion – Key Dates
30 May
Last date to request teaching data from DSL
30 June
Supervisor s referees to
31 July
Applicant submits Application to Supervisor/s
24 August
Supervisor/s return application to applicant
5 pm, 31 August
Applications close application to
Late October/Early November
Faculty & Professorial Promotion Committees meet
Applicants advised of outcome
November
Successful applicants announced
Early December
Applicant feedback completed
Effective Date of Promotion
New titles and salary increases take effect from the first pay period commencing on or after the formal notification in writing to the applicant of the successful outcome.

38. Any Questions?