The Learning and Teaching job family recognises achievements in the delivery of the College's educational mission, educational leadership, educational transformation, educational scholarship, and national and international leadership roles which support the College's mission to excel and to lead in the field of Higher Education.

Learning and teaching job family guidance

Professor

Summary

Roles at this level reflect internationally recognised leadership and a substantial and sustained reputation in research and education by outstanding contributions to its advancement. In research, there will be a sustained international reputation based on an extensive track record of research with a major influence on the discipline or profession and a significant impact shown, for example in sustained influence on research income. In education, specialists at this level will have broadened and deepened their impact on teaching methods and systems, both internally and externally and there will be evidence of creative and scholarly work which has had a significant impact. For either role, there will generally be significant leadership responsibilities on behalf of the department and/or the College and a significant management contribution.

Overview of measurement 

The title of Professor is reserved for an individual who has achieved international standing and demonstrated international leadership in the subject or profession by outstanding contributions to its advancement. Professors make important contributions to all four areas of education, research, leadership and management, profession and practice, but to different extents. The relative weightings between the various achievements, and the level of attainment in each, will vary between applicants.

Further guidance

For a detailed breakdown of how the role of Professor is measured or the criteria for being promoted to Professor, please visit Appendix 1 and 2 on the academic promotions page.

Reader

Summary

Roles at this level commonly reflect extensive professional experience. Individuals will have a substantial reputation in their field and make a significant impact on their discipline or profession through effective and innovative academic leadership in research and/or education. Roles which focus on research will involve an established national and international reputation through original research work and a clear record of impact shown, for example in substantial and sustained research income. Other roles will combine an established research profile with a focus on teaching, research student supervision, course development and departmental leadership and management activity.

Overview of measurement

The title of Reader or Associate Professor (Business School) or Associate Professor of Education/Reader in Education (Learning and Teaching job family) is appropriate for an individual who has achieved a national and emerging international standing in the relevant subject or profession by significant contributions to its advancement. Readers / Associate Professors make important contributions to all four areas of education, research, leadership and management, profession and practice, but to different extents. The relative weightings between the various achievements, and the level of attainment in each, will vary between applicants.

Further guidance

For a detailed breakdown of how the role of Reader is measured or the criteria for being promoted to Reader, please visit Appendix 1 and 2 on the academic promotions page.

Senior lecturer

Summary

Roles at this level are held by individuals experienced in research and/or teaching, usually after progression from Research Associate. In some cases, their contribution spans research and education (teaching, leadership and management), although the relative importance of each of these strands may vary considerably from role to role. The research has measurable outcomes and is reflected in growing national reputation; education may involve innovation in course design and/or delivery; and the contribution to the department through leadership and management may be significant.

Overview of measurement

The title of Senior Lecturer (non-clinical) recognises significant contributions by an individual to the Department/Faculty or College, and the relevant subject or profession through research, education, administration and other forms of scholarship. Senior Lecturers will contribute, as far as is possible within their area, to all four areas of education, research, leadership and management, profession and practice, but to different extents. The relative weightings between the achievements, and the level of attainment in each, will vary between applicants.

Further guidance

For a detailed breakdown of how the role of Senior Lecturer is measured or the criteria for being promoted to Senior Lecturer, please visit Appendix 1 and 2 on the academic promotions page.

Lecturer

Summary

Roles at this level are held by individuals experienced in research and/or teaching, usually after progression from Research Associate. In some cases, their contribution spans research and education (teaching, leadership and management), although the relative importance of each of these strands may vary considerably from role to role. The research has measurable outcomes and is reflected in growing national reputation; education may involve innovation in course design and/or delivery; and the contribution to the department through leadership and management may be significant.

Representative work activities

Research
  • Pursue research personally, developing research proposals and funding bids, and winning support for them
  • Plan and lead high quality research, project managing the research activity, supervising and taking responsibility for the research team
  • Present findings in publications and conference proceedings
  • Provide expert advice, possibly externally
Education - Teaching
  • Teach and examine courses to all levels, i.e. undergraduate, masters and higher research degree students, through lectures, seminars, course work, tutorials and personal supervision
  • Plan and review own approach to teaching
  • Contribute generally to the development of teaching and teaching methods and assessments in the department
  • Supervise and examine PhD students, both internally and externally
  • Provide pastoral support for students
  • Contribute to the enhancement of quality in teaching within the subject, department or Faculty
  • Develop course proposals and contribute to curriculum development
  • Act as external examiner for postgraduate students.
  • Develop approaches to teaching and learning which are innovative and reflect developing practice elsewhere
  • Develop and advise others on learning and teaching tasks and methods
Education - Leadership and management
  • In addition to core administration for the individual’s own work, contribute to the process of admissions, examinations, the RAE or teaching quality assessment
  • Monitor and ensure effective management of assets and budgets allocated as part of the role
  • May involve managerial responsibility for some support staff

Knowledge, skills & experience

  • Extensive research experience within subject specialism, supported by relevant qualification (PhD and/or teaching qualification)
  • High level analytical capability
In research:
  • Experience and achievement in chosen field, reflected in growing national reputation
  • Extensive experience and demonstrated success in delivering research results
In teaching:
  • Ability to design and deliver course materials
  • Experience and demonstrated success in delivering teaching
In leadership/management:
  • Ability to take responsibility for effective deployment of resources
  • Contribution to broader management processes
  • Emerging skills in managing and motivating staff

Performance criteria

Evidence of:
  • Attracting research funding and/or bids for other financial support, or equivalent measure of impact
  • Successful research programme design e.g. level of innovation and impact of research
  • A national reputation in subject e.g. evidence of published research results
  • Contribution to teaching programme design and to teaching quality; attainment of ILT qualification
  • Contribution to broader processes e.g. departmental course development, assessment examinations, recruitment
  • Management skills leading to enhanced performance of the team
  • Effective management of resources