2014 Academic PromotionsPresentation to Academic Staff

Raelene EvesActing Director Human Resources

July 2014

Overview

• Functions of Promotions• Key Dates• Before you start• Your application• Other points• Criteria for promotions (Professor Jim Burnell)• Assessment Notes (Professor Jim Burnell)• Operation of the Committees• Key Changes Since 2013• JCU Library Research Support (Dr Jackie Wolstenholme)• Teaching and Learning (Professor Angela Hill)• Contact Points• Key Takeaways

Functions of Promotion

• Reward Staff

• Provide incentives to align staff interests with the University’s Strategic Intent.

• Provide equity and procedural fairness

• Share insights into excellent work occurring and achieve across the University – your work.

Key DatesApplication Phase

Monday 1 September 2014 – Deadline for submission of applications to College Dean / Research Institute Director.NOTE: The Promotions Coordinator will commence sourcing Assessor and Referee reports, as required, against the application provided on this date.

Monday 15 September 2014 – Deadline for submission of applications from College Dean / Research Institute Director to PVC/DVC.

Monday 29 September 2014 – Deadline for the return of applications to the Applicant, complete with College Dean / Research Institute Director and PVC/ DVC comments.

Thursday 1 October 2014 – Deadline for full submission of application, including College Dean / Research Institute Director and PVC/DVC comments, and the inclusion of a response to those comments by the applicant, if required.

Assessment Phase

Assessment Phase 1: Assessment of Written Application: Between 6 October and approximately 12 November 2014. Convening of the panels by approximately 21 November 2014.

Assessment Phase 2: Applicant Interviews (if required): Week commencing Monday 1 December 2014

Please regularly review the Schedule,in case of unforeseen changes to the schedule!

Before you Start1. Study the Academic Promotion Policy and Procedure thoroughly.

• Check your eligibility for promotion.

• Self-assess your promotion prospects.

• Thoroughly review and ensure you understand the promotion criteria and definitions, as well as other requirements relevant to your promotion level.

2. Review the Academic Position Classification in Schedule 4 of the Enterprise Agreement, relevant to the level to which you are applying.

3. Review the application form and application guidelines.• Ensure you understand the documentation and information required for your submission.

• Your promotion application must be submitted using the Academic Promotion Application form.

• Your case for promotion is in the information you provide in your application.

4. Make a time to discuss your application with your College Dean / Research Institute Director and your supervisor (if applicable).

• Assumption is the PMP is already proceeding well.

• You should already know roughly where you stand

• Your College Dean / Research Institute Director (perhaps with assistance from a senior peer) should be able to advise you on your chances.

• Talk to you College Dean / Research Institute Director now and listen carefully to what is discussed.

Before you Start5. Seek feedback on your application from a critical colleague before submission.

• Maybe outside of your discipline area

• They will give you a read on whether you have complied with previous tip

• Often previous successful applicants will share their application

• Often previous successful applicants or committee members will be glad to provide advice

6. Ensure publications are deposited in ResearchOnline@JCU – especially those that are HERDC eligible

7. It won’t count if it’s not in ResearchOnline@JCU

8. In the past JCU has missed out on >$600k of HERDC related funding as a result of publications not being deposited in ResearchOnline@JCU

Your applicationClearly state your case!

• In recent years, people who were promoted had a clear and justified view of their own performance and contribution, supported by evidence.

• Grantsmanship: Make a clear, easily graspable case with enough compelling evidence that its difficult to dismiss.

• Do not leave it until the last minute.

• The panel will only consider the application submitted. It will not have access to, nor consider an application submitted in previous years.

Referees & Assessors• Where you are required to nominate referees, you should ensure they are available and willing to

participate as a Referee.

• Where Assessor Reports required , names of Assessors will be sourced from the PVC / DVC on behalf of the panel.

• On the application form, you may nominate one Assessor who you do not wish to be contacted.

• The Referee/Assessor will be forwarded your application as received on the 1 September 2014, along with a report template to complete.

• The Referee/Assessor will be requested to return the report by no later than Thursday 1 October 2014.

Other points

• Ensure publications are deposited in ResearchOnline@JCU, especially those that are HERDC eligible

• It won’t count if it’s not in ResearchOnline@JCU

• In the past, JCU has missed out on >$600k of HERDC related funding as a result of publications not being deposited in ResearchOnline@JCU.

Criteria for Promotion• Academic promotions require a demonstrated

and sustained performance across three key elements:

1. Learning and Teaching;

2. Research and Scholarship;

3. Service and Community Engagement.

Leadership is an inherent element embedded throughout the three key elements.

• The level of performance needed in each element varies depending on the profile you base your application on.

E.g. You can apply for promotion to Academic Level C (Senior lecturer/Senior Research Fellow/Principal Research Officer) as either a Teaching & Research Academic, or a Teaching Focused Academic or a Research Focused Academic.

Depending which profile you choose to apply under determines the level of criteria you need to satisfy for each of the key elements.

Minimum Promotional Criteria Academic Level Teaching &

Research Academic

Teaching focused Research focused*

A to B Superior in one element; Satisfactory in two elements

Superior in Learning & Teaching; Satisfactory in other two elements

Superior in Research/Scholarship; Satisfactory in other two elements

B to C Superior in 2 elements; Satisfactory in other one element Or Outstanding in one element; Satisfactory in two elements

Outstanding in Learning & Teaching; Satisfactory in other two elements

Outstanding in Research/Scholarship; Satisfactory in other two elements

C to D Outstanding in one element; Superior in one element; Satisfactory in one element

Outstanding national level in Learning & Teaching; Superior in one other element; Satisfactory in one element

Outstanding national level in Research/Scholarship; Superior in one other element; Satisfactory in one element

D to E There are two pathways for advancement to the classification of Professor: Promotional Chair based

on sustained outstanding achievement and leadership across a broad spectrum of academic activities;

OR Personal Chair based on

sustained exceptional distinction and leadership at an international level in one of Research and Scholarship, Learning & Teaching or Service and Community Engagement.

Outstanding in two elements; Superior in other one element; over-all emphasis on Leadership

International eminence in Learning & Teaching; Superior in other two elements; over-all emphasis on Leadership

International eminence in Research/Scholarship; Superior in other two elements; over-all emphasis on Leadership

Criteria for Promotion

• Research Focused applicants do not need to meet criteria in Learning & Teaching but must provide evidence of a higher level of demonstrated and sustained achievement in Research and Scholarship.

• To note, for all Academic Promotions:

Leadership must be demonstrated in higher levels of performance across the criteria, rather than it being a stand alone criteria.

The Panel shall give primary consideration to the applicant’s achievements since being offered appointment (or promotion, as appropriate) to the Academic Level currently held at the University.

Assessment Notes• Equality between Learning & Teaching, Research & Scholarship and Service &

Engagement (excluding L&T for Research Focused applicants)

• Intended to encourage staff taking on leadership roles.

• More explicit guidance in considering career and life context

• Intended to give equity to women and indigenous staff members in particular.

• Level E: It is possible to be promoted to Personal chair based on international teaching and learning leadership as per research track.

• Rationale: Both research and teaching are both essential to the University

• Formatted application form and guidelines with explicit guidance on structure and content for application

• College Dean / Research Institute Director to specify whether PMP is satisfactory and whether any issues should be brought to attention of the Panel

• Rationale: Job of College Dean / Research Institute Director is to advise the panel appropriately, not to barrack on behalf of staff member

Operation of the Panels• After compilation of the full application, including Dean/Director/DVC

comments, referee/assessor reports, etc., the panel members will commence individually assessing each application as presented.

• The panel members will provide their individual assessment (a vote) to the Promotions Coordinator, before the panel convenes to validate unanimous assessments and deliberate where necessary on each application.

• Given this, you need to present a clear, evidenced, and compelling case understandable to an academic peer but not necessarily a discipline peer.

• At this point, the panel may request additional information/an interview with a applicant, most likely via an interview, where the outcome is not clear from the assessment of the application.

• These cases have been a minority• Should allow more streamlined process• It enables a better conversation with applicants who are interviewed (that is,

the interview is targeted to the application, rather than generic).

Key changes since 2013Policy

Academic Promotion and Research Fellow Promotion Policies merged into one simplified policy under the direction of the JCU Policy Officer and the Project Management Office.

Procedure

Academic Promotion Guidelines renamed a Procedure and apply to all JCU academic staff including Research Fellows, Research Staff and Research Consultancy Staff (e.g. TropWater staff) with the following key changes:

The promotion profiles and criteria reflect the academic staff classifications in Schedule 4 of the Enterprise Agreement 2013-2016.

Applicants can now choose to apply for promotion under one of three profiles:

1. Teaching & Research2. Teaching Focused 3. Research Focused

Key changes since 2013Procedure (continued)

Promotion Criteria more explicitly defined with Leadership an inherent element embedded throughout the three key elements of Learning & Teaching, Research and Scholarship and Service and Engagement.

Levels of promotion criteria (i.e. satisfactory, superior, outstanding etc.) individually defined under each of the three key elements.

Application Guidelines provided to assist with the type of evidence that needs to be provided for each level of promotion as part of the application.

Forms

One combined application form to be used for all JCU Academic Promotion applications.

Dr Jackie Wolstenholme

Research Services Librarian

Jackie.wolstenholme@jcu.edu.au

07 4781 4215

JCU Library Research Support

• Assistance with:• Editing and updating JCU Research Portfolio sites• Which publications do/don’t count for HERDC• Quality measures to benchmark research

• Which tools – for journal ranking & citations?• Emerging social media tools for promoting research• For more info, see the Measuring Research Impact LibGuide

http://libguides.jcu.edu.au/researchimpact

• NB• These are all tasks/topics to be aware of• Now is a great opportunity to update skills

JCU Library Research Support

Journal ranking measures / metrics:• Qualitative:

• The standing of publishers and outlets in which publications appear• Confirmation that items were peer reviewed

• Quantitative:• Thomson Reuters: Impact Factor• Scopus: SJR and SNIP (particularly for FAESS and FLBCA disciplines)

• See the Journal Evaluation pages of the Measuring Research Impact LibGuide

JCU Library Research Support

Researcher Profiles and Citations• Web of Science, Scopus and Google Scholar

• Different results because they differ in content

• How to update profiles

http://libguides.jcu.edu.au/researcheridentifiers

• The Big 5 Citation Measures*

1. Number of publications

2. Career citation count• Most cited work; Year of publication of first cited work

3. Citations per paper

4. % of work cited / not cited

5. H-Index (also g-Index; m-Index)

* The measures that best represent your work will vary with career stage, discipline, etc

JCU Library Research Support

JCU Researcher Performance Model – 2013 data

Document developed by Research and Innovation Division

• Intended to be indicative . . . not prescriptive

• Other contextual data should also be consulted

• Caution should be taken with using the data. Very few disciplines have sufficient numbers of active staff to produce meaningful averages per academic level.

https://www-internal.jcu.edu.au/internal/groups/auth/documents/datasets/jcu_133179.pdf

JCU Library Research Support

Media Mentions• The number of times your research has been mentioned in the media is a

measure of impact e.g.• Critical reviews of artistic works• Expert commentary• Articles about your research

• NewsBank• Access via the Databases page on the Library website• A good place to start searching for media mentions

JCU Library Research Support

• http://libguides.jcu.edu.au/altmetrics• Social media and altmetrics (Article Level Metrics)

– Fast compared with citations– Altmetrics.com (image below) – one of several emerging tools– Journals are now also providing article level metrics

ResearchOnline@JCUBuild your research profile:• Deposit HERDC and non-HERDC publications in ResearchOnline@JCU

• i.e. any outputs you want to use to showcase your research

• 3 most significant publications must be available as Open Access

• Deposit Research Data files in the JCU Data Repository

• Still quite new, so even one or two records is impressive

ResearchOnline@JCU and JCU Data Repository feed into Research Portfolio

Open Access NOT Open Access

Green Open AccessAccepted Version in ResearchOnline@JCU; free

Hybrid Open AccessAvailable from publisher website; copyright signed to publisher; will cost $$

Gold Open AccessAuthors retain copyright; may cost $$

Request a Copy buttonin ResearchOnline@JCU

Professor Angela HillDean, Learning, Teaching and Student Engagement

Facilitated Workshop on putting together the Teaching and Learning component of your application:

Thursday 31 July 2014Time: 11am to 12pm

Venue: DA009.002 Townsville and VC to A21.002 Teaching Annexe, Cairns

2014 JCU Promotion RequirementsTeaching and Learning

2014 JCU Promotion Forms (Section 3 T&L):

Learning and Teaching Responsibilities Supervision Publications from Supervision Student Learning Student Experience 1. Provide a summary statement of your engagement with

and response to, evaluations of learning and teaching. 2. Formal Student Evaluations of Learning and Teaching: Curriculum Development Professional Learning Provide 2 Peer Reviews Evidence of Leadership in Learning and Teaching Evidence of Research and Scholarship in Learning and

Teaching including Professional Consultancy Activities

Learning and TeachingRespond to all areas using evidence (see suggestions in: Indicative L&T Performance Descriptors)• 3D Student Learning: Provide a personalised statement of your

approach to learning and teaching and how this approach supports student learning.

• 3E Student Experience: Provide a summary statement of your engagement with and response to, evaluations of learning and teaching– Include three most recent formal evaluations

• 3F Curriculum Development: Provide a statement as to your approach to curriculum reflects and supports JCU’s Strategic Intent and engages with contemporary practices in learning and teaching.

Learning and Teaching

• 3G Professional Learning: Provide a statement of your involvement in professional learning to sustain discipline and teaching currency• Attach TWO formal peer reviews

Peer Reviews of Teaching• Must be focused on an evidenced based approach to improving learning

and teaching• Must NOT be endorsements of teaching: rather demonstrate capacity for

critical reflection on teaching and student learning: expectation that this will be a data led process (student achievement, retention, evaluations, accreditation reports etc.)

• Focus on what action followed review: not the review itself

Learning and Teaching: cont

• 3H Leadership: Provide a statement summarising your learning and teaching leadership contributions

• 3L Research and Scholarship: Provide a statement summarising your contributions to learning and teaching research and or scholarship.

Evaluation Sources for Teaching and Learning

Smith, Calvin (2008) 'Building effectiveness in teaching through targeted evaluation and response: connecting evaluation to teaching improvement in higher education', Assessment & Evaluation in Higher Education, 1-17.

Consider collecting a range of evidence sources across the 4 quadrants

Cognos Data• Self serve

database for course and subject information via staff home page.

• Course/subject trends, demographics, retention, completions, grades.

• Help guides: https://www-internal.jcu.edu.au/i2aproject/resources/trainingmaterials/index.htm

30

Benchmarking YourJCU Subject and Teaching Results

Individual reports have benchmark means for subject vs: merged subject, class size, discipline, school, faculty, university.

University wide comparisons and history available on LTSE evaluations website

YourJCU Subject and Teaching Survey (SP1,5,6,7,21,25,51,55,58) SUBJECT SURVEY RESULTS (out of 5) TEACHING SURVEY RESULTS (out of 5)

SchoolRESPONSE RATES %

The learning outcomes in this

subject were made clear to

me. - Mean

The delivery methods

used in this subject

helped me understand the subject material -

Mean

This subject was well

organised - Mean

The assessment

activities helped me understand the subject material. -

Mean

I received timely feedback on my work in this subject. -

Mean

Overall, I was

satisfied with this subject -

Mean

This staff member

was approacha

ble for support if I needed it. -

Mean

The teaching style of

this staff member inspired

me to learn. - Mean

This staff member delivered

subject material in ways that helped my learning. -

Mean

This staff member provided

useful feedback to improve my learning. -

Mean

Overall, I was satisfied with the teaching of this staff member. -

MeanEducation 40% 4.1 4.0 3.9 4.0 4.0 3.9 4.5 4.2 4.2 4.2 4.3

Arts & Social Sciences 35% 4.2 4.0 4.0 4.1 4.0 4.0 4.3 4.1 4.1 4.1 4.2Indigenous Australian Studies 34% 4.1 4.0 3.9 4.1 4.0 4.0 4.4 4.2 4.2 4.3 4.4

FAESS 36% 4.2 4.0 4.0 4.1 4.0 4.0 4.3 4.1 4.2 4.1 4.2Business 28% 4.1 4.0 4.1 4.1 4.0 4.0 4.3 4.0 4.1 4.1 4.1

Creative Arts 31% 4.0 3.9 3.9 4.0 3.9 3.8 4.4 4.2 4.2 4.3 4.3Law 25% 4.2 4.0 4.0 4.0 4.0 4.0 4.3 4.0 4.0 4.0 4.1

FLBCA 28% 4.1 4.0 4.0 4.1 4.0 4.0 4.3 4.0 4.1 4.1 4.1Engineering & Physical Sciences 29% 4.1 3.9 4.0 4.0 4.0 3.9 4.4 4.1 4.1 4.1 4.2

Marine & Tropical Biology 38% 4.1 4.1 4.1 4.1 4.0 4.1 4.3 4.2 4.2 4.0 4.3Earth & Environmental Sciences 37% 4.2 4.1 4.0 4.1 4.0 4.1 4.2 4.0 4.1 4.0 4.2

FSE 34% 4.1 4.0 4.0 4.1 4.0 4.0 4.3 4.1 4.2 4.1 4.2Medicine & Dentistry 41% 4.1 4.0 4.0 4.0 3.9 4.0 4.2 4.0 4.0 4.0 4.1

Nursing, Midwifery & Nutrition 22% 4.1 3.9 3.9 3.9 3.8 3.9 4.2 3.9 4.0 4.0 4.1Pharmacy & Molecular Sciences 37% 4.1 4.0 4.0 3.9 3.9 3.9 4.2 4.1 4.1 4.1 4.2

Public Health, Tropical Medicine & Rehabilitation Sciences 26% 4.1 4.0 3.9 4.0 3.9 3.9 4.2 3.9 4.1 4.1 4.1Veterinary & Biomedical Sciences 30% 4.2 4.0 3.9 4.1 3.9 4.1 4.3 4.1 4.2 4.1 4.2

FMHMS 31% 4.1 4.0 4.0 4.0 3.9 4.0 4.2 4.0 4.1 4.0 4.2

UNIVERSITY TOTALS 30% 4.1 4.0 4.0 4.0 4.0 4.0 4.3 4.1 4.1 4.1 4.2

Contact points

Any queries should be directed topromotions@jcu.edu.au

Academic Promotions Website:• Click the link to the “Staff” page from the JCU home page

• From the “Information” column, click the link to “Human Resources”

• From the “Employee Services” column, click the link to“Academic & Research Fellow Promotions”

• Talk to your Dean/Director now!• Read the policy, procedure, guidelines and

schedule• Clearly state your case –make it easy for the

Committee to say yes• Get a critical friend to read your application

before submission• Ensure your publications are lodged

Takeaway points