APPENDIX 2

PROMOTION CRITERIA: Level 7 Professor

Staff may be promoted up to Level 7 for excellence and academic leadership in i) Research and
Scholarship, ii) Teaching and Learning activity and iii) Research reflecting the three main
career paths of the Research & Teaching Job family. These strands provide promotion
opportunities to staff to take account of the individual’s career profile and path. It is assumed
that there is incremental progression through the Job Family Levels e.g. that an individual at
Level 7 has many of the attributes at Level 6 and an individual at Level 6 has the attributes of
Level 5 etc. It is expected that for promotion to all levels, an individual would normally be
able to demonstrate meeting the majority of the criteria outlined across the range of
categories.

It is expected that Professorial staff will have achieved an outstanding international reputation
and widely recognised eminence in a particular field. Therefore, those staff applying for
promotion to Level 7 where the focus of their role is on research or a combination of research
and teaching must demonstrate sustained achievement of an internationally recognised level
of excellence in research linked to clear evidence of the impact of that research through the
exchange of knowledge developed from it. Where the focus of the role is Teaching & Learning,
excellence in teaching must be demonstrated. In addition, it is normally expected that staff
demonstrate high quality activity in the remaining area(s) relevant to the focus of their role.
The quality of input and outcome should be high in all cases. Where appropriate, staff
applying for promotion will be judged against norms for their discipline group. In exceptional
cases, evidence of sustained international excellence in one activity may justify promotion.

All staff applying for promotion are expected to promote and uphold the guiding principles of
the University of:

 Excellence in all we do
 Academic freedom and curiosity
 A global perspective
 Innovation and entrepreneurialism
 Leadership in environmental sustainability
 Partnership and collaboration
 Staff and student support
 Appreciating equality, diversity & inclusion
 Equality of access and opportunity
 Social responsibility
 Transparency

All staff applying for promotion need to demonstrate significant collegiality and to lead by
example with respect to research, teaching, knowledge exchange and leadership/management
responsibilities. It is a normal expectation that all staff work as part of a team to achieve
School, Faculty and University goals and make a significant contribution to teaching. All
applicants must include evidence of University and academic service and good citizenship. This
should be demonstrated by offering leadership, management, administration, collegiality
(including developing and motivating co-workers and mentoring junior colleagues, supporting
the wellbeing of colleagues and adhering to equality, diversity and inclusivity best practice),
knowledge exchange or pastoral care within the University, or by engaging on behalf of the
University with the wider community including internationally.

It is not automatically expected that candidates will need to provide evidence of achievements
across all criteria and examples stipulated, applications should provide balanced evidence
based on the set criteria.

August 2018
PROMOTION CRITERIA - RESEARCH & TEACHING – Level 7 Professor

Role holders with a research and teaching emphasis at this level will have extensive and high level research and teaching experience, normally
supported by a relevant PhD and in some cases a teaching qualification and/or extensive professional success and achievements. Those
applying for promotion at this level must have a substantial and ongoing international reputation for the development of both teaching and
learning and research excellence within the discipline.

Sustaining Excellence
Excellence in Research Excellence in Education-
Engaging with Business/External University & Academic Service-
Teaching & Learning Stakeholders -Knowledge Leadership & Management
Exchange
A sustained record of Excellent standard of teaching Sustained track record of success in Sustained research/teaching leadership at
scholarly output of performance as judged by knowledge creation and exchange to international level both within the institution
international excellence evaluation methods including improve the performance of business and in the wider research community, taking
over career to date, which student feedback (SET and wider stakeholders - as illustrated account of the University’s strategic plan.
includes a significant scores) and peer review. by research and teaching contracts, IP
contribution to a minimum commercialisation and/or consultancy Accountability for ensuring the University
of 4 outputs in the most External examining at UG or income. meets both internal and external
recent 6 year period PG level (PGT and/or PGR). requirements and benefits appropriately from
including some which are Possible examples may include: “state of the art” developments in their field
likely to achieve rating of Contributing to a major of activity.
4* (REF1 equivalent, judged initiative in the growth of UG  Collaborative and contract
against current national or PGT numbers resulting in research involving commercial Leadership role in the management and
criteria) and with none of new income streams. partners and other stakeholders support of strategic initiatives at
these four outputs below  Exploitation of research through Subject/School/Faculty/University level.
3*. A substantial Membership of subject review the licensing of Intellectual
monograph may substitute panels at other universities. Property (IP) or the development Influencing and shaping the available
for two outputs. of commercialisation vehicles and resources as appropriate to meet the current
Sustained contribution to spinout companies and future needs of the University, including
Sustained research income School (subject discipline)  The provision of services rendered having a significant impact on the direction,
commensurate with the level learning and teaching e.g. delivery of Continuous strategy, objectives and results of the
level/discipline group. committees. Professional Development (CPD) Department/School/Faculty/
University.

1
In this context REF is x% of publications which are 3* and y% of publications which are 4*.

August 2018
Evidence of an and consultancy activity delivery
internationally recognised on behalf of the University Significant contribution to the development of
portfolio of grants including  Significant role in demonstrating policy at School and/or Faculty level.
funding for post doctoral impact case studies
researchers (e.g. RCUK,  Public and/or cultural Membership of appointment, assessment or
EU). engagement, and/or to policy advisory committees at other HEI’s.
development in public institutions
Sustained record of leading to changes in practice Evidence of agenda setting in
successful completed PGR  Application of knowledge to research/teaching through e.g.
supervision, in line with the improve public sector performance participation/advisory roles in professional or
expectations of the role. and quality of life by informing government bodies.
public policy and government or
by significantly influencing the Taking a leadership role in the professional
cultural and heritage sector. development of others via a sustained record
of junior staff mentoring and peer support
including early career and effective delivery
of Personal Development & Performance
Review (PDPR).
Esteem  Fellowship of subject specific society.
Indicators  A sustained record of invited talks at international conferences/ events and UK Higher Education Institutions.
(Examples)  Member of editorial board.
 Reviewer for national and international research bodies.
 Evidence of effective links with research.
Global Reach- Significant contribution to the University’s international profile via evidence of full engagement with the International
International Strategy for example:
 developing new and existing international research and/or teaching partnerships.
 supporting developments and new initiatives at international campuses.
 key involvement in recruiting at the international campuses.
 driving initiatives to support integration of internationalisation of curriculum and students including student abroad
programmes.
 driving increased staff and student mobility and students entering via international teaching partnerships.
 strengthening Universitas 21 member collaborations.
 promoting business engagement and IP commercialisation on an international level.
 supporting engagement with international alumni.

August 2018
PROMOTION CRITERIA: TEACHING & LEARNING – Level 7 Professor

Role holders with a teaching emphasis at this level will have extensive and high level teaching experience, normally supported by a relevant
PhD and in some cases a teaching qualification or extensive professional success and achievements. Those applying for promotion to this level
must normally have a record of publications concerned with the discipline which can be demonstrated to have had an international impact.

Excellence in Education -
Teaching & Learning
An outstanding national/
international reputation as a
teaching specialist, making a
sustained and high quality
contribution to scholarly activity
(including where relevant the
development of specialist clinical
training programmes) with
widely recognised excellence in a
specialist subject field among
peers.
Excellent standard of teaching
performance as judged by
evaluation methods including
student feedback (SET scores)
and peer review.
External examining at UG or PG
level (PGT and/or PGR).
Leading a major initiative in the
growth of UG or PGT numbers
resulting in new income streams.
Sustaining Excellence
Scholarship related to Teaching Engaging with University & Academic Service-
& Learning Business/External Leadership & Management
Stakeholders -Knowledge
Exchange in T&L
Established scholar as evidenced by Sustained track record of success Sustained teaching leadership at
contributions to the advancement of in knowledge creation and international level both within the
knowledge and understanding, its exchange to improve the institution and in the wider subject
creative or professional application in performance of business and community, taking account of the
the field of teaching and learning at wider stakeholders - as illustrated University’s strategic plan.
an international level. by research and teaching Accountability for ensuring the
contracts, IP commercialisation University meets both internal and
This engagement in outstanding and/or consultancy income. external requirements and benefits
scholarly dialogue and pedagogy appropriately from “state of the art”
related to teaching at Possible examples may include: developments in their field of activity.
national/international level is likely to
include securing external funds (over  Collaborative and contract Leadership role in the management
the last 6 years) for developments in research involving and support of strategic initiatives at
teaching & learning and the commercial partners and School/Faculty/University level.
publication and dissemination of high other stakeholders Influencing and shaping the available
quality outputs from this activity.  The provision of services resources as appropriate to meet the
rendered e.g. delivery of current and future needs of the
Sustained record of high quality Continuous Professional University, including having a
outputs to include a minimum of 4 Development (CPD) and significant impact on the direction,
outputs in the most recent 6 year consultancy activity strategy, objectives and results of the
period which are significant (as delivery on behalf of the Department/ School/ Faculty/
evidenced by peer review), University. University e.g. taking a leadership role
including, for example,  Public and/or cultural in the management and support of
textbooks/textbook chapters, articles engagement, and/or to strategic teaching/student
in journals relevant to the discipline policy development in support/Athena Swan initiatives at
School/Faculty/University level.

August 2018
Championing of innovation in all
learning and teaching activities,
overseeing and in many cases
leading in the design and
development of overall curricula,
leading the development of
academic standards and
contributing to the enhancement
of academic educational policies
across the University and/or at
national level e.g. development
of inquiry based approaches,
provision of high quality
feedback to students on their
learning, design of new
assessment procedures, effective
use of and engagement with
technology to support student
learning.
A sustained and effective record
of impact from effective strategic
leadership of academic practice/
development (subject pedagogy,
innovative approaches) leading
to the development and
implementation of high quality
student learning experiences.
Membership of subject review
panels at other universities.
Membership of national bodies
with responsibilities for shaping
the future of the discipline.
August 2018
or its teaching and e-learning
software; other forms of externally
recognised professional practice or
creative output of a standing
equivalent to regular publication of
original research; outputs to have
influenced the practice of teaching or
improved the student experience
within the subject area, with widely
recognised excellence in a specialist
subject field among peers.
Engagement in PGR student
supervision where appropriate.
public institutions leading
to changes in practice
 Application of knowledge to Significant contribution to the
improve public sector development of policy at
performance and quality of School/Faculty level.
life by informing public
policy and government or Membership of appointment,
by significantly influencing assessment or advisory committees at
the cultural and heritage other HEI’s in relation to teaching and
sector. learning or supporting the student
experience.
Evidence of ability to influence,
stimulate and inspire others in
developing learning and teaching
practice.
Leading the peer observation
processes and disseminating good
practice throughout the school.
Taking a leadership role in the
professional development of others via
a sustained record of junior staff
mentoring and peer observation and
peer support including early career
and effective delivery of Personal
Development & Performance Review
(PDPR).
Sustained contribution to School
(subject discipline) level learning
and teaching committee.
Esteem  Fellowship of subject specific society.
Indicators  A sustained track record of invited talks at national/international conferences/ events and UK Higher Education.
(Examples) Institutions in relation to teaching and or the scholarship of teaching.
 Fellowship of HEA or equivalent bodies.
 A track record of leading workshops, seminars in Learning and Teaching for National bodies such as the HEA and QAA.
 Membership of education or training committees of professional institutions and/or public bodies.
 A member of an external review panel
Global Reach- Significant contribution to the university’s international profile in teaching, via engagement with the International Strategy for
International example:
 developing new teaching partnerships.
 supporting developments and new initiatives at international campuses.
 key involvement in recruiting at the international campuses.
 driving initiatives to support integration of internationalisation of curriculum and students including student abroad
programmes.
 driving increased staff and student mobility and students entering via international teaching partnerships.
 strengthening Universitas 21 member collaborations.
 supporting engagement with international alumni.

August 2018
PROMOTION CRITERIA: Research – Level 7 Professor

Role holders with a research emphasis at this level will have extensive and high level research experience, normally supported by a relevant
PhD and/or extensive professional success and achievements. Those applying for promotion to this level must have a substantial and ongoing
international reputation for the development of research excellence within the discipline.

Sustaining Excellence

Excellence in Research Excellence in Education - Engaging with Business/External University & Academic Service-
Teaching & Learning Stakeholders -Knowledge Leadership & Management
Exchange
A sustained record of External examining at UG or PG Sustained track record of success in Sustained research leadership at
scholarly output of level (PGT and/or PGR) knowledge creation and exchange to international level both within the
international excellence improve the performance of business institution and in the wider research
over career to date, which Contributing to a major initiative in and wider stakeholders - as community, taking account of the
includes a significant the growth of PGT numbers illustrated by research and teaching University’s strategic plan.
contribution to a minimum resulting in new income streams. contracts, IP commercialisation Accountability for ensuring the
of 4 outputs in the most and/or consultancy income. University meets both internal and
recent 6 year period which Membership of subject review external requirements and benefits
are likely to be 4* (REF2 panels at other universities. Possible examples may include: appropriately from “state of the art”
equivalent, judged against developments in their field of activity.
current national criteria). A Sustained contribution to School  Collaborative and contract
substantial monograph may (subject discipline) level learning research involving commercial Leadership role in the management and
substitute for two outputs. and teaching. partners and other stakeholders support of strategic initiatives at
 Exploitation of research through Subject/School/Faculty level.
Sustained research income the licensing of Intellectual Influencing and shaping the available
commensurate with the Property (IP) or the development resources as appropriate to meet the
level/discipline group. of commercialisation vehicles and current and future needs of the
spinout companies University, including having a significant
Evidence of significant and  The provision of services impact on the direction, strategy,
internationally recognised rendered e.g. delivery of objectives and results of the
portfolio of grants including Continuous Professional Department/School/Faculty/University.
funding for post doctoral Development (CPD) and
researchers e.g. RCUK, EU.

2
In this context REF is x% of publications which are 3* and y% of publications which are 4*.

August 2018
 consultancy activity delivery on
Sustained record of behalf of the University.
successful completed PGR  Significant role in demonstrating
supervision, in line with the impact case studies.
expectations of the role.  Public and/or cultural
engagement, and/or to policy
development in public institutions
leading to changes in practice
 Application of knowledge to
improve public sector
performance and quality of life
by informing public policy and
government or by significantly
influencing the cultural and
heritage sector.
Esteem  Fellowship of subject specific society.
Indicators  A sustained record of invited talks at international conferences/ events and UK Higher Education Institutions.
(Examples)  Member of editorial board.
 Reviewer for national and international research bodies.
 Evidence of effective links with research.
Significant contribution to the
development of policy at School and /or
Faculty.
Membership of appointment,
assessment or advisory committees at
other HEI’s.
Evidence of agenda setting in research
through e.g. participation/advisory roles
in professional or government bodies.
Taking a leadership role in the
professional development of others via
a sustained record of junior staff
mentoring and peer support including
early career and effective delivery of
Personal Development & Performance
Review (PDPR).

Global Reach- Significant contribution to the University’s international profile via full engagement with the International Strategy for
International example:
 developing new and existing international research partnerships.
 supporting developments and new initiatives at international campuses.
 driving initiatives to support integration of internationalisation of curriculum and students including student abroad
programmes.
 driving increased staff and student mobility and students entering via international teaching partnerships.
 strengthening Universitas 21 member collaborations.
 supporting engagement with international alumni.

August 2018