Guidance for university partners
University partners can chose between two modes of engagement with the study:
Group 1. universities
Feedback based on a review of the written Framework
Group 2. universities
Feedback based on piloting the Framework and/or using it to inform a revision of institutional reward and/or appraisal processes
Taking each group in turn, broad information and guidance is provided below for current and potential university partners about the feedback they will offer to the study. It should be noted that the university feedback is designed to improve the Framework and provide guidance on its implementation. Issues of confidentiality will be respected; no information relating to individual institutions will be published without the explicit agreement of the university concerned.
Group 1 universities: feedback based on reviewing the FrameworkGroup 1 universities are offering institutional feedback based on a review of the Framework document. They may wish to frame their feedback around the following questions:Does the Framework have the potential to improve how teaching and learning is evaluated and recognised at your university? What particular benefits does the Framework offer?To what extent is the Framework, in its current form, transferable to your institutional appointment, promotion and/or professional development processes? Is the Framework suitable for application across all disciplines offered at your university?How could the design/approach of the Framework be improved? What factors (if any) would prevent you from adopting aspects of the Framework within your institution?What potential exists to establish an international standard for university teaching, allowing teaching achievements to be ‘portable’, recognised in institutions across the world in a similar way to research achievements?Where possible, feedback on the above questions should be based a range of views from across the institution. It would be helpful if these included representatives from HR, teaching and learning support functions, faculty at different career stages, promotion committee members, senior management and department heads. Each university can decide the most appropriate process by which this feedback should be captured.
Group 2 universities: feedback based on applying the FrameworkGroup 2 universities are providing feedback based on their experience of using the Framework in practice, either by piloting it or by using it to inform changes to their appointment, promotion and/or professional development processes.
Each Group 2 university will identify a point of contact for the study. Where requested, the consultant (Dr Ruth Graham) can provide support and advice to Group 2 universities for the application of the Framework within their institutional context. The process by which Group 2 universities engage with the study is likely to take a different form in each case, shaped by institutional protocols, priorities for change and the timing of their appointment, promotion and/or professional development processes. An illustrative example is provided below from DTU in Denmark, highlighting the approach taken by one university already engaged in Group 2. In each case, the approach taken will be discussed and agreed with the university point of contact.
The RAEng is seeking up to six Group 2 universities where the consultant will capture in-depth feedback from a range of stakeholders involved both in implementing the pilot/new systems and using the Framework in practice. For this group of universities, it is anticipated that a small group of stakeholders (8–10 in total) would be targeted for these informal interviews, such as representatives from HR, teaching and learning support functions, faculty, promotion committee members, senior management and department heads.Case study: Technical University of Denmark (DTU)The Technical University of Denmark (DTU) is currently piloting the Framework within three of its departments: Computing and Mathematics, Nanotechnology, and Centre of Bachelor Engineering Studies. Starting in January 2016, the Framework has been used to both prepare and assess all appointment and promotion applications for shortlisted candidates in these departments. All candidates at Associate Professor level or above are expected to meet the criteria defined at the ‘Skilled and Collegial teacher’ level of the Framework. Two university points of contact were assigned for the study, one from the university HR function and one from the university teaching and learning unit.
From the university’s perspective, there are a number of questions that they wish to address during the pilot process. These include:Could the Framework help candidates identify, collect and present evidence of their teaching achievements and (in turn) help promotion committees to make objective and consistent assessments of these achievements?Could the Framework help the university to define and recognise teaching achievement beyond the minimum threshold level, for those who have made more significant contributions to teaching and learning?Could the Framework help promotion/appointment candidates to recognise the different components of university teaching achievement at different stages of their academic career and therefore be better equipped to plan their professional development in teaching and learning?The first candidates appointed to positions at DTU on the basis of this pilot will take up their posts from spring 2016. The project consultant will visit DTU in September/October 2016 to interview a range of stakeholders involved in the pilots, including appointment/promotion candidates, promotion committee members and university senior managers. During this visit, the consultant will also lead a workshop to review the university progression pathways, to which faculty, HR managers and educational managers from across the university will be invited.