ACADEMIC JOB FAMILY (15 JUNE 2005)

Transcription

1 ANNEX A (Agreement on Implementation of Framework Agreement) 1.0 Notes on Using the Academic Job Family Framework ACADEMIC JOB FAMILY (15 JUNE 2005) 1.1 Job families are a means of describing jobs of different levels, which are similar in character. They can provide a simple and efficient means for matching individual roles to levels or grades and help to articulate career and development routes. 1.2 The Academic Job Family outlines the full range of academic roles. Such roles are focused on research (defined in this document to include scholarship) and/or teaching. Any individual role may combine elements of research, teaching and learning and management/administration, but the relative emphasis on these elements and the nature of the contribution will vary. Some roles will be more orientated towards research, while others will tend to concentrate on teaching, leadership and management activities. It is not expected that the role-holder will undertake all activities identified at each level. 1.3 The various levels at which work is done is described by a role profile. Essentially these are the key factors, which differentiate one level of job from another and include the range of indicative activities that may be carried out, the skills and experience that underpin successful performance in the role and the typical outputs at that level. 1.4 School and University promotions criteria will be reviewed in the light of the Academic Job Family Framework, with a view to producing a statement explaining how those criteria mesh with the framework. It should be noted, though, that promotions criteria are entry criteria for each level whereas the supporting evidence statement outlines the indicative outputs for a roleholder operating successfully at that level. 1

2 Academic Job Family Level A (grade 6): Roles in this level are generally concerned either with assisting in research by carrying out data collection or analyses; teaching will typically be characterised by smaller classes, and by pedagogical direction from elsewhere. This level is likely to include Research Associates, Small Group Teachers and Language Instructors. Where appropriate to the discipline, indicative work activities are likely to include some but not all of the activities outlined below. Please refer to the Notes on Using the Academic Job Family Framework before allocating a role to a level. Research Learning and Teaching Management/Administration Skills and Experience Undertaking collection of research data, which may be through a variety of research methods, such as scientific experimentation, literature reviews, and research interviews Analysing research data as directed Presenting research outputs, including drafting academic publications or parts thereof, at seminars, and as posters Developing or adapting techniques, models and methods Providing guidance as required to support staff and any students who may be assisting with research Dealing with problems that may affect the achievement of research objectives and deadlines Teaching activity within a class, tutorial or other group context in support of teaching for which others have primary responsibility Supervising class activities within a framework designed by others Assisting other staff and students and offering advice where appropriate with tasks such as preparing course materials Applying assessment criteria, as directed. Undertaking those management/ administration tasks that are related directly to the delivery of their own research or teaching. Degree (or equivalent) relevant to research or teaching area Practical experience of applying the relevant skills & techniques. Ability to analyse information and communicate effectively. Ability to access & organise resources successfully. Supporting evidence where appropriate to the discipline may include: Generation of quality research data and/or research publications as appropriate (for research roles) Positive feedback from students/colleagues (interpreted in context); positive review by the relevant manager (for teaching roles) Completion of work to agreed specifications, time and quality standards. 2

3 Level B (grade 7): Roles in this level may represent the early stages of a Lecturer s or Researcher s career before the individual progresses to Level C, or a specific set of responsibilities within an established research or teaching programme (such as a Research Fellow, Language Tutor or Visiting Lecturer would undertake). Where appropriate to the discipline, indicative work activities may include some but not all of the activities outlined below. Please refer to the Notes on Using the Academic Job Family Framework before allocating a role to a level. Research Planning and carrying out personal research. Where appropriate to the discipline this may include: Developing research objectives and proposals for own or joint research, with assistance of a mentor if required Analysing and interpreting data Applying knowledge in a way which develops new intellectual understanding Contributing to writing bids for research funding Disseminating research findings for publication, research seminars etc. Supervision of students on research related work including PhD students, where appropriate to the discipline. Learning and Teaching Teaching and advising students within own subject area (with assistance from a mentor, if required), using a variety of appropriate methods, as appropriate, for groups of undergraduates, postgraduates or CPD students. This may include: Teaching courses at a range of levels Contributing to the design of modules with other colleagues Planning & preparing own teaching Devising & supervising projects, student dissertations and practical work Developing an approach to planning and reviewing own teaching Undertaking full range of responsibilities in relation to supervision, marking and examining Management/ Administration Undertaking management/ administration arising from teaching and research. Contributing to departmental/scho ol activities and administration (e.g. committee membership; coordination of bought-in teachers). Skills and experience As in level A plus: Higher degree relevant to research or teaching area or equivalent qualifications High level analytical capability Ability to communicate complex information clearly Plus: In research: Fluent in relevant models, techniques and methods and ability to contribute to developing new ones In teaching: Ability to design and deliver module materials successfully In management/administration: Ability to assess and organise resources effectively Understanding of and ability to contribute to broader management/administration processes Level B (grade 7) Supporting evidence where appropriate to the discipline may include: Research Learning & Teaching Management/Administration Research outputs that demonstrate a capacity as an independent researcher and contribute to an emerging reputation in own subject May either give presentations or contribute to presentations at national and/or international conferences Evidence of appropriate subject expertise that is frequently updated Evidence of successful teaching and assessment Demonstrates a commitment to personal professional development in teaching including a self-reflective approach to own teaching, using student and peer review feedback to enhance learning and teaching processes. Contributes effectively to the management/administration of teaching/ research and/or School/Departmental activities. 3

4 Level C (grade 8): Roles at this level are held by individuals experienced in research and/or teaching, and in some cases their contribution spans research, teaching and management /administration.. The research has measurable outcomes and is reflected in a growing reputation; there is a substantial contribution to the management and development of teaching; and the contribution to the department/school through management/leadership may be significant. This level is likely to include experienced Lecturers at Lecturer B, Research Fellows grade II and Senior Language Instructors. Indicative work activities are likely to include some but not all of the activities outlined below. Please refer to the Notes on Using the Academic Job Family Framework before allocating a role to a level. Research Learning and Teaching Management/ Administration Skills and experience Planning and carrying out research, using appropriate methodology and techniques. This may include, where appropriate to the discipline: Pursuing personal research including developing research ideas and winning support, including financial support. Planning, publishing and/or executing high quality research Project managing research activities, and/or supervising other research staff Presenting findings in high quality publications and conference proceedings Developing novel methodologies and techniques appropriate to the type of research being pursued Supervising and examining PhD students, both within the institution and externally Providing expert advice to staff and students within the discipline. Using a variety of methods teaching and advising individuals and groups of undergraduates, postgraduates, or CPD students. Where appropriate to the discipline this may include: Teaching and examining courses at a range of levels Planning and reviewing own teaching approaches and acting as a mentor to encourage others to do the same Developing programme proposals and making substantial contributions to the design of teaching programmes more widely in the Department or School, as appropriate Where appropriate, undertaking and developing the full range of responsibilities in relation to supervision, marking and examining Using appropriate approaches to learning and teaching in their field Disseminating appropriate practices through suitable media Developing and advising others on learning and teaching tasks and methods. May contribute more widely to Departmental /School administration or have a higher level of responsibility for others. This may include: Contributing to the administration/manageme nt of research and/or teaching across the Department/School Leading/project managing a team to devise and implement a new and/or revised process (e.g. new programme or a recruitment drive) Advise on personal development of/ Contributing further to some administrative activities within the University (e.g. appeals panels, working groups). Extensive research/teaching experience and scholarship within subject specialism. Proven ability to devise, advise on and manage learning/ research programmes Skills in managing, motivating & counselling others successfully at all levels Plus: In research: Experience and achievement reflected in a growing reputation. Extensive experience and demonstrated success in planning, undertaking and project managing research to deliver high quality results Extensive experience of applying and/or developing and devising successful models, techniques & methods In teaching: Ability to design and deliver teaching programmes. Extensive experience and demonstrated success in developing appropriate approaches to learning and teaching and advising colleagues In management/administration: As in level B plus: Ability to contribute to School/Departmental management processes 4

5 Level C (grade 8) Supporting Evidence where appropriate to the discipline may include: Research Learning & Teaching Management/Administration Growing reputation in chosen field, evidenced, through the impact of own research, for example, published research results, where appropriate with others Writing research proposals and attracting funds as named researcher Successful supervision of doctoral students to completion Organising meetings/ conferences/ symposia. As for level B plus: Development and use of appropriate learning resources and teaching methods, innovating where appropriate. Successful contributions to teaching programme design, and to teaching quality more widely in the Department/School through method development and advising others Being asked to act as external examiner, where appropriate to the discipline. Leads a team effectively where appropriate Successful project management Successful contributions to processes such as course development, assessment, examinations, recruitment and some University activities. 5

6 Level D (grade 9): Roles in this level will encompass staff who are contributing at a senior level on a sustained basis in research and/or teaching. Roles which focus on research involve an established national and developing international reputation through original research work and a clear record of impact, and/or designing and developing innovative underpinning technologies. For those roles principally about teaching it is expected that a level of scholarship relating to teaching be demonstrated. Other roles may combine an established research profile, course development and Departmental/School leadership and management activity. Level D is likely to include Senior Lecturers and Senior Research Fellows. Where appropriate to the discipline, indicative work activities may include some but not all of the activities outlined below: Please refer to the Notes on Using the Academic Job Family Framework before allocating a role to a level. Research Learning and Teaching Management/ Administration Skills and Experience Sustained research activity through original research and scholarship, including other research-related contributions through conference papers and presentations and/or consultancy projects and advice. Where appropriate to the discipline this may include: Making a major contribution to the management of research activities Leading successful funding bids which develop and sustain research support for the specialist area (in disciplines where this is possible) Publishing leading research that results in a sustained, highly respected reputation of international quality in the subject area and/or designing and developing innovative underpinning technologies Providing expert advice internally and externally Leadership of research that contributes to the progression of the discipline (in disciplines where this is possible) Refereeing and peer review of articles for peer reviewed academic journals and grant applications by research councils and/or other major funding bodies As for level C plus: Leading the development of new and appropriate approaches to learning and teaching. This may be underpinned by research and evaluation of teaching methods and systems Acting as adviser for teaching and learning methods through excellent practice and mentoring other colleagues Leading the design and/or coordination of programmes or equivalent activities across the School or Department Contributing to the development of teaching and learning policy more widely than the School Contributing to debate nationally about policy, methods & practices through publications, conference activity and roles that advance quality in the discipline Leading the development and management of assessment strategies within the School/Department. May involve chairing and/or leading activities in the Department/ School and representation on University committees or working groups. This is likely to include roles as for level C plus: Contributing significantly to the development and running of the Department or School, for example, leading activity on teaching assessment and/or on research Developing and managing staff and resources in support of major research and/or teaching activities Significant contributions to the development of the Department/ School s research strategy and/or learning and teaching strategy Sustained demonstration of effective leadership for groups and activities with a national and developing international impact. In research: Achievement and experience in chosen field, reflected in sustained esteem in the discipline, as outlined in the indicative research activities. Extensive experience & demonstrated success in planning & delivering high quality research results and a high quality research environment In teaching: Extensive experience and demonstrated success in developing appropriate methods and developing colleagues in best practice techniques. 6

7 Level D (grade 9) Supporting evidence where appropriate to the discipline may include: Research Learning & Teaching Management/Administration Substantial reputation in the UK and often internationally, reflected in sustained high quality output, level of innovation, impact on subject and recognition, evidenced, for example, by an excellent and sustained record of high quality peer reviewed research publications. Track record of substantial and sustained research income generation, either research grants or research consultancy, as appropriate to the discipline Sustained successful supervision of students (as in level C) and new academic staff Successful and sustained use of a range of appropriate teaching methods and assessment strategies that promote high quality learning Significant & sustained contribution to one or more of the following: strategic development of new programmes, approaches to learning, the development of learning resources, High quality and sustained contributions to promoting excellence in teaching activities more widely, i.e. in the Department or School and/or externally Contribution to the development of colleagues through coaching, mentoring and expert advice. Successful and sustained performance in an administrative/ managerial role, Significant and sustained high quality contributions to management/ administration/ development in the Department or School or University Successful and sustained contribution to the corporate life of the Department/School/University, displaying willingness to contribute actively to committees, collaborative teaching and administrative tasks Successful and sustained contribution elsewhere, including, where appropriate, consultancy, CPD, widening participation and other non-traditional income stream activities. 7

8 Note 1: The job family framework will be underpinned by the Hay job evaluation methodology Note 2: The different job family frameworks at the University may be presented differently to describe the nature of the roles in different job families in a way that is meaningful and appropriate to the role/job-holders. For example, the managerial & administrative job family covers a wide variety of different roles so the job family is based around factors that describe and distinguish between different levels of jobs, whereas the draft academic job family framework describes the same role/type of work with the levels of contribution being distinguished by the increasing level of contribution (including knowledge, skills, experience and track record). 8