1. New Academics Programme for staff in the Faculty of Humanities 2008-09

2. 9.30Induction to HNAP and the 2015 agenda 9.30Welcome and introduction to the programme (Kersti Börjars) 10.30Introduction to the University’s 2015 agenda (Stuart Turley) 11.00Coffee Timetable 17 Sept & 8 Oct 2008

3. 11.15The University of Manchester in an international and national context 11.15Discussion of participants’ views on international comparators 11.45The University of Manchester in an international perspective 12.15The University of Manchester in a national perspective 12.45Summing up 1.00Lunch Timetable 17 Sept & 8 Oct 2008

4. 2.00Career development planning 2.00What is an academic career? 2.45The probation policy 3.15Tea 3.30Group discussion of CVs provided 4.15Discussion of career progression in the light of CVs 4.45Conclusions and summing up Timetable 17 Sept & 8 Oct 2008

5. Wednesday 8 October 12.00Discussion of 2015 agenda Professor Alistair Ulph, Dean of FoH (Lunch will be provided and the session will finish at 2.00) Timetable 17 Sept & 8 Oct 2008

6.  Participants – who this programme is for  People responsible for the programme  Brenda Dakers  Kersti Börjars, Professor of Linguistics, LLC  Stuart Turley, Professor of Accounting and Finance, MBS Induction: people

7.  Coverage of units  Nature of material  Delivery – School, Faculty, University  Link to regular academic activities Induction: structure of programme

8.  Participation, progress and scheduling  Exemptions  Assessment  Forms and records  Completion  Link to requirements for probationary appointments  Recognition by Higher Education Academy Induction: structure of programme

9.  Mentor  School or discipline specific events  School co-ordinator; individual with responsibility for staff development  Head of School; discipline head Induction: School responsibilities

10.  Staff Training and Development Unit programme of courses http://www.staffnet.manchester.ac.uk/employment/training/  External events / subject centres Induction: additional training opportunities

11. Introduction to the mission of the University – Manchester 2015

12. Some background:  Why Manchester 2015?  Relevance for individual academic  Linked to ideas of accountability and planning – annual stock take  Content: Mission… Values Vision… Goals, strategies, performance indicators Introduction to 2015 Agenda

13. Mission To make The University of Manchester, already an internationally distinguished centre of research, innovation, learning and scholarly inquiry, one of the leading universities in the world by 2015.

14. Values:  A scholarly community.. committed to open, disciplined, rational inquiry  The highest standards of ethics and conduct  Equity of access  Moral responsibility of all to contribute to … the advancement of human wellbeing  Academic freedom  A safe, rewarding, environmentally sustainable workplace

15. Vision:  A People-centred institution  An Innovative institution  A Learning institution  A Liberal institution  An International institution  An Inclusive institution  An Engaging institution  A Manchester institution

16. Goals, Strategies and Performance Indicators Goal 1 - High International Standing Goal 2 - World-Class Research Goal 3 - Exemplary Knowledge and Technology Transfer Goal 4 - Excellent Teaching and Learning Goal 5 - Widening Participation Goal 6 - Empowering Collegiality Goal 7 - Efficient, Effective Management Goal 8 - Internationally Competitive Resources Goal 9 - More Effective Community Service

17. Criticisms:  Too corporate  Constraining  Is the content appropriate?  Debate over strategies and measures vs Benefits:  Statement of ambition  Importance of explicit goals and direction  Creating opportunities for achievement

18. Questions to discuss:  What purpose does a wide ranging/ 10 year approach serve for a University such as Manchester?  (How) does the existence of Manchester 2015 affect your role as an individual member of staff?  Are there any issues or areas of concern that arise from Manchester’s goals and strategies? Feedback in 15 minutes

19. Summary points  Be aware of University mission and goals  This is relevant context for individual roles, responsibilities and aspirations  Affects what should expect from University as your employer  Affects expectations of members of staff  Context not checklist Faculty strategy and plans – meeting with the Dean, Alistair Ulph, 8 th October.

20. The University of Manchester in an international and national context: international

21. a)internationally, which Universities would be comparator institutions for your (sub-) disciplines? b)What is it about these institutions that makes them suitable to compare yourselves with? c)How are their University-internal or -external circumstances different, for instance with respect to funding, terms of employment or facilities? The University of Manchester In an international and national perspective

22.  Approaches to being international  European policy issues  International individuals  League tables The University of Manchester In an international and national perspective

23. 1. Approaches to being international  Overseas campus – e.g. The University of Nottingham, Ningbo  Strategic partnerships – e.g. Wharton/INSEAD  Exchange and visiting schemes – e.g. Erasmus, Junior Year Abroad  International validations – e.g. Moscow School, KAPC  On-line and distance learning – e.g. MBS Worldwide  International recruitment The University of Manchester In an international and national perspective

24. The University of Manchester In an international and national perspective Being international ResearchStudent Individual Institution Partnerships ? Campus Exchange Distance Recruitment ???PGR

25. The University of Manchester In an international and national perspective 2. European policy issues  ECTS points (and UK equivalence)/ EQF  Erasmus – students and programmes  Bologna process

26. The University of Manchester In an international and national perspective 3. International individuals  International staff population  Importance (and meaning) of an international reputation RAE criteria and international quality: 4* world leading - originality, significance and rigour 3* internationally excellent 2* recognised internationally  Loyalty to discipline and institution  Publication and other means of visibility  Participation in international networks  Difficulties and strategies/tactics

27. The University of Manchester In an international and national perspective  do understand your discipline & its networks & collaboration  do make yourself visible – web / participation  do choose your venues  don’t spread yourself too thin  don’t get locked into a paradigm Individual reputation - some do’s and don’ts

28. The University of Manchester In an international and national perspective 4. League tables  National and international  Love them or loathe them……they are used!  Discipline and institution  Examples/ criteria Times/ Sunday Times/ Guardian/ Telegraph Shanghai Jiao Tong (http://ed.sjtu.edu.cn/ranking.htm)http://ed.sjtu.edu.cn/ranking.htm  Pick an index

29. The University of Manchester In an international and national perspective CriteriaIndicatorCodeWeight Quality of EducationAlumni of an institution winning Nobel Prizes and Fields MedalsAlumni10% Quality of FacultyStaff of an institution winning Nobel Prizes and Fields MedalsAward20% Highly cited researchers in 21 broad subject categoriesHiCi 20% Research OutputArticles published in Nature and Science*N&S 20% Articles in Science Citation Index-expanded, Social Science Citation Index, and Arts & Humanities Citation IndexSCI20% Size of InstitutionAcademic performance with respect to the size of an institutionSize10% Total100%

30. Jiao Tong – academic ranking of world universities Criteria IndicatorCodeWeight Quality of Education Alumni of an institution winning Nobel Prizes and Fields Medals Alumni10% Quality of Faculty Staff of an institution winning Nobel Prizes and Fields Medals Award20% Highly cited researchers in 21 broad subject categories HiCi 20% Research Output Articles published in Nature and Science*N&S20% Articles in Science Citation Index- expanded, Social Science Citation Index, and Arts & Humanities Citation Index SCI20% Size of Institution Academic performance with respect to the size of an institution Size10% Total100%

31. The University of Manchester in an international and national context: national

32. The British University system: a bit of history 12th-13th c.Oxford & Cambridge founded 1824Manchester Mechanics Institute 1832University of Durham founded 1836University of London founded 1851Owens College founded The University of Manchester In an international and national perspective

33. Groups of Universities: The Russell Group The 1994 Group Campaign for Mainstream Universities The University Alliance The University of Manchester In an international and national perspective

34. Russell Group ‘to promote the interests of Universities in which teaching and learning are undertaken within a culture of research excellence, and to identify and disseminate new thinking and ideas about the organisation and management of such institutions.’ University of BirminghamUniversity of BristolUniversity of Cambridge Cardiff UniversityUniversity of EdinburghUniversity of Glasgow Imperial College LondonKing's College LondonUniversity of Leeds University of LiverpoolLondon School of Economics & Political Science University of ManchesterNewcastle UniversityUniversity of Nottingham Queen's University BelfastUniversity of OxfordUniversity of Sheffield University of SouthamptonUniversity College London University of Warwick The University of Manchester In an international and national perspective

35. each university autonomous universities not directly run by government HEFCE between government and universities strong perception of quality differences between Universities no private universities The University of Manchester In an international and national perspective

36. HEFCE Funding –research: QR income (RAE and PhD numbers) –teaching: student numbers Quality assurance Research Councils (AHRC, ESRC, NERC, EPSRC, BBRC, MRC, PPARC) The University of Manchester In an international and national perspective

37. The RAE evaluates research basis for distributing HEFCE’s research resources importance for reputation, league tables etc 1989, 1992, 1996, 2001, 2008, … REF The University of Manchester In an international and national perspective

38. For more information, see: Universities UK www.universitiesuk.ac.uk/faqs/ Higher Education Funding Council for England www.hefce.ac.uk Higher Education Research Opportunity www.hero.ac.uk (click ‘inside HE’) The University of Manchester In an international and national perspective

39. Career Development Planning

40.  How did you end up pursuing an academic career?  Did you ever seriously consider an alternative career? Or did you in fact enter academic life from another career?  What were the factors which played a particular role in the decision? What have been the biggest influences on your career direction and development? Career development planning

41. Probation Policy  What is probation for? For the probationer For the University  What is expected of a probationer?  How long is the probation period?  What can a probationer expect? Clear statement of expectations ‘Opportunity and academic freedom to follow lines of research and scholarship using their own professional judgement’ Appropriate resource Support and guidance Career development planning

42. Probation Policy For probation (and promotion) four areas of activity are considered: a) Research activity and achievement b) Teaching and learning c) Academic enterprise and knowledge transfer d) Service and leadership Is it clear what types of activity fall within each area? For each area a candidate’s achievement is described as ‘normal for Lecturer B’, ‘presumptive for promotion’ or ‘excellent’. Are these distinctions reasonably clear? Career development planning

43. With respect to the CV you have been asked to look at, consider the following questions: 1)is there any one of the four areas for which this CV is weak? 2)what would be the obvious thing to do to strengthen the CV? 3)is there anything on the CV for which you think it would be better if it was not there, or anything you think there should be less of? 4)how does this CV correspond to what you would hope to have achieved in, say, seven years from now? Career development planning

44. Summary:  Principle of self-managed career  Recognition of organisational setting  Expectations of University  Expectations of staff  Professional and personal qualities  Resources (mentors, fellow NAP, colleagues) Career development planning