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APPLICANT INFORMATION SESSION

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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

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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

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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?


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