1. APPLICANT INFORMATION SESSION
2018 ACADEMIC PROMOTION
APPLICANT INFORMATION SESSION
Professor Toni Downes – DVC (Academic)
Professor Mary Kelly – DVC (Research, Development & Industry)
Professor Sandra Wills – PVC (Learning & Teaching)

2. Session Objectives Academic Promotion Performance
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. Performance Insights Work Function 2015-2017
Significant  in applications from Teaching Focused (2015, 0 – 2017, 8)
Success rate for
Teaching Focused and Research Only 100%
Teaching and Research  slightly (3%)
Teaching Professional , however applicant numbers  (5, , 2017)
Domain
Success rate for
Promoting Learning consistently above 80%
Influencing UPC  47.5%
Creating Knowledge  5%
In 2017
Committees noted improved quality of applications
82% applicants successful ( 17% since 2015)

4. Purpose Overview of Academic Promotion
To recognise the achievements and professional development of academic staff
To provide academic staff with the opportunity to demonstrate their capacity to contribute to CSU’s mission by performing / leading at a higher level than their current appointment

5. Inclusion of teaching qualifications
Key Changes in 2018
Application Form
Inclusion of teaching qualifications
Provision for attachment of teaching peer reviews
2018 research outputs to be provided & verified by supervisor
Referees
Applicant referee recommendation form (new)
All procedural clauses consolidated under Part B of the Procedure
Minimum 2 referee reports required for an application to be considered complete
Selection responsibility of the Primary supervisor

6. Key Changes in 2018 Applicant feedback
Supervisors are now solely responsible for the provision of feedback to successful applicants to Levels B and C. Feedback to unsuccessful applicants remains with Committee Chair and supervisor.
Committee membership
Eligibility of academic staff nominated under Clauses 76(e) and (83(e) will be verified and confirmed on 31 August.
Extended research expertise on faculty committees
EEO – updated resources

7. EEO
Academic staff have a range of responsibilities and/or circumstances outside of work that can impact upon their achievements.
Achievement relative to opportunity
is a framework in which there is a positive acknowledgement of what a staff member has achieved given the opportunities available to them.
gives more weight to the overall quality and impact of achievements rather than the quantity, rate or breadth of achievements.
Applications for promotion must be considered on the basis of merit, unbiased by personal opinion or prejudice.
Merit is considered on the basis of achievement relative to opportunity.

8. EEO - Things to consider?
Long Career Breaks
Long career breaks due to caring responsibilities, illness or other reasons have effects that are multifaceted and can extend beyond the period of leave taken. Breaks typically reduce opportunities for collaboration and student supervision and delay publication and grant success beyond the return to work date.
Ongoing Caring Responsibilities
Ongoing caring responsibilities of children or other dependents can impact future academic achievement and may result in reduced research output, restricted opportunity to present at conferences.
Further information visit:
Contact Manager Diversity and Equity, Craig Hinley

9. Eligibility
Eligibility
Completed Probation
Satisfactory EDRS report
Did not apply for promotion the previous year
Committee invitation to reapply in 12 months
Meet qualification standards / demonstrate equivalence
Demonstrate you meet the level required for promotion
Adhere to academic promotion timeframes
Academic promotion is available to fixed-term or continuing academics (full or part time) at level A, B, C or D.

10. 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
Now fully listed in Procedures Document

11. Referees
Referee reports required for all academic promotion applications
Referees recommended to your primary supervisor
Must meet the eligibility criteria (Procedure, Clauses 42 & 43)
Should be familiar with the your academic and professional work and able to provide an objective, independent, clear and authoritative assessment of that work and the quality of the performance.
Be able to attest the quality, impact and standing of the achievements and associated evidence stated within the application.

12. Referees Selecting recommended referees
Consider your nominated domain weightings
Complete the referee recommendation form
Provide referees’ names and details
Nominate names of up to 4 people who you do not wish to assess your application and reasons why
Discuss recommendations with your primary supervisor
Declare any actual, potential or perceived conflict of interest or professional connection.
This means you need to have a conversation with your supervisor. Supervisors are busy people, if you send through your referee recommendations but don’t hear anything from them, contact them and have a discussion.

13. Referees Your primary supervisor
May also consult other University staff in your academic discipline or cognate discipline in the initial selection of referees
Will contact referees to confirm their agreement/availability to undertake an assessment and provide a report
Will make the final referee selection and advise Division of Human Resources
Must keep the names of final referee selection confidential

14. Preparing your Application Do you know?
If you are ready and eligible for promotion this year (through discussion with your supervisor/s and peers)
What the Academic Promotion Committee is looking for
What you need to demonstrate (overview)
Familiarise yourself with the form requirements
Adhere to instructions (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)

15. Evidencing Claims for Promotion
Achievements must not be cited more than once AND all claims and assertions must be supported by suitable evidence
Applicant’s Responsibility
To demonstrate the efficacy of your application, as an applicant you must provide to your supervisor sufficient evidence (documentary or otherwise) to support your claims.
Supervisor’s Responsibility
Your supervisor is responsible for verifying the claims you have made within your application for promotion.

16. Gap in Supporting Evidence
If you are unable to present evidence to support a claim/s made within your application, your supervisor has two options available:
Option 1: Ask you to rework that section of the application and resubmit for signoff.
Option 2: Selection “No” to verification and provide commentary on the gap in evidence.
Key message: don’t include a claim if there is insufficient evidence to support it.

17. As an applicant you must
Statement of case for promotion
As an applicant you must
demonstrate consistent performance at the promotion level sought
establish a case for promotion AND provide the supporting evidence
understand what constitutes excellent performance in your discipline and in building the case for promotion provide context to your achievements
You should assume no member of an Academic Staff Promotion Committee will be familiar with your work and issues of discipline norms*. Therefore, ALL INFORMATION in your application must be contextualised.
*(eg publication venues, quality measures, awards, teaching approaches and measures, research outputs and service / engagement expectations and standards)

18. 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 appointment to their current academic level. The curriculum vitae demonstrates overall career trajectory.

19. 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  

20. Any Questions?

21. May 2014

22. 22

23. Scope of activity and amount of evidence in each domain might vary according to the applicant’s exact position description, industry experience or stage of career.
Hypothetical variation in scope of activity

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

25. Academic progression for promoting learning

26. Academic progression for influencing university, profession and community

27. Academic progression for creating knowledge

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

30. sources of evidence change across levels of academic progression
sources of evidence change across levels of academic progression increasing focus on peer review and external recognition of teaching-related activities and research standing

31. Application for Academic Staff Promotion* *

32. ACADEMIC STAFF PROMOTION GUIDELINES - APPLICANTS Application Part 5 (I): Evidence Portfolio
Application Part 5 (II): Promoting Learning
(38)Attach peer reviews of educational practice that you may have undertaken. These might include reviews through the CSU formal Peer Review for Promotion process; faculty peer reviews or Teaching Dynamics reports. However, please note that in future years these latter two will be phased out for promotion purposes because their function is primarily formative not summative. For further information visit: Division of Learning and Teaching webpage. *

33. There are many teaching-related activities that could be peer reviewed, not just teaching
There is a difference between formative and summative purposes of peer review

36. Any Questions?

37. Creating Knowledge – how does research contribute?
Personal and professional development
Participating in discipline conferences
QUANTITY VERSUS QUALITY
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
Mentee/mentor activity
Internal/external collaboration
Student engagement and learning
Honours and HDR supervision and completion records
List of theses examined
Record of contribution to research training programs
Research supervision award
List of industry internships established for HDR students 37

38. Creating Knowledge – how does research contribute?
** BE SPECIFIC ABOUT YOUR CONTRIBUTION AND INPUT -
INDIVIDUAL ACHIEVEMENTS AS WELL AS GROUP ACHIEVEMENTS **
Application and integration of scholarship
Peer review of research report for government
Curated exhibition; dates, attendance, reviews
Record of contribution to research training programs
Contributions to professional forums such as Research Gate or Academia
Design and Development
Internal and external research grants, income, named investigator, outputs, prestige relative to discipline expectations
Research Awards
Evidence of alignment to CSU Research Narrative 38

39. Creating Knowledge – how does research contribute?
Design and extension of new knowledge
Peer reviewed research outputs, publisher reputation, citations, impact relative to discipline, currency, prizes
Published reviews of work, reputation of reviewer and outlet
Exhibition of creative works, viewer statistics, reviews, invitations to repeat exhibition
Invitations as keynote speaker
Fellow of discipline Academy
Income book proposals, invitations, acceptances, prestige
Outcomes of commercialisation activities such as patents, partnership agreements and income 39

40. Creating Knowledge – how does research contribute?
Leadership and collaboration
Research mentoring outcomes
Outcomes of research collaborations and networks
Outputs of research cluster leadership
Feedback on leadership as Director/Leader of Research Centre/Team
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 grant review invitations, return invitations, nomination as chair of panel 40

41. Creating Knowledge – how does research contribute?
Where does the 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
Endorsement or recognition from those impacted 41

42. Any Questions?

43. 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

44. Scope Activity Evidence
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 (incl. clinical referrals) ??
Reports to Government
Invitations reflecting standing in industry/ profession
Network built
Contribution to academic forums, eg The Conversation
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

45. 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
Elected as office bearer of professional associations eg HERDSA etc
Accredited review, eg TEQSA

46. Any Questions?

47. 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

48. Role and Responsibilities
Supervisor
Role and 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
Attest to applicant’s readiness for promotion

49. Supervisor Supervisor statement provides comments on
Work function
Percentages assigned to domains
Evidence provided in each of the domains
Extent to which applicant meets standards for level sought
EDRS outcome
disciplinary context
other relevant comments
Applicant may briefly comment on statement by supervisor

50. 2018 Academic Promotion Key Dates
30 May
Last date to request teaching data from DLT
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: to
Confirm AP committee membership
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.

51. Policy documents & CSU Academic
Resources
Policy documents & CSU Academic
Latest News
Forms
Session recordings
Other Resources
Key dates
Historical Data
Academic Promotion Webpages:

52. Any Questions?