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

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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.

8. 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.

9. 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

10. 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

11. 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.

12. 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

13. 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.

14. 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)

15. 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.

16. 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.

17. 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

18. 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)”

19. 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.

20. 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

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