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Improvingrecognition of
teaching in academic promotion
Prof Sandra WillsExecutive Director Learning &
Teaching
University of Wollongong
Professor Sandra WillsPro Vice-Chancellor Student
Learning
“It’s easier to apply for a new job elsewhere than get promoted here.”
“There’s no point being designated teaching-only as you can’t get to
professor that way.”
"Metrics associated with research are easier to find and apply."
Professorial guidance recommended
WARNING – foreign language, confusing terminology, guidance and support needed from Canadian professors – PLEASE
TeachersDO
get promoted!
Australian universities
British universities
Wollongong
Tasmania
Wollongong
Tasmania
Leicester
Newcastle
Leicester
Newcastle
Four partner benchmarking (statistics, surveys, interviews)Frameworks & examplesForums in AUS & UK HEA Report & Website
Four partner benchmarking (statistics, surveys, interviews)Frameworks & examplesForums in AUS & UK HEA Report & Website
UK Advisory Group
External Evaluator
Australian Advisory Group
Benchmarking staff perceptions
staff perceive research activities have greater impact on promotion prospects, particularly at the two UK universities
since research is currently regarded as the main route to promotion, staff perceive teaching duties are being neglected in order to meet research requirements
majority indicated there should be parity in the regard for teaching & research activities in the promotion process
mixed messages from line managers & senior executives regarding parity of research & teaching
Strongest opportunity for enhancing university teaching: when academics believe that they can be promoted for excellence in teaching.
Fellowships and awards not sufficient recognition in themselves unless followed by reward of promotion.
Rationale for the project
Promotion Applications
Me: 20 years Promotion Committee training12 years on Promotion Committee
You can’t measure teaching!
“Mix of Evidence” framework one size does not fit all academic careers
Teachers DO get promoted!
UOW Promotion Stats 2006-2009
Promotion to:
Senior Lecturer Associate Professor
% success % success
Teaching #1 81 78Research #1 95 91
Country differences in title of academic level
UK* Australia/NZ USA/Canada
Teaching Assistant (Grade 6) Associate Lecturer (Level A) Lecturer
Lecturer1 (Grade 7 & 8) Lecturer (Level B) Assistant Professor
Senior Lecturer2
(Grade 9) Reader3 (Grade 9)
Senior Lecturer (Level C) Associate Professor
Associate Professor (Level D)
Professor (Grade 10) Professor (Level E) (Full) Professor * Teaching only positions also known as Teaching Fellow or University Teacher/ Senior Teaching Fellow or Senior University Teacher 1 Senior lecturer in post 1992 institutions 2 Principal lecturer in post 1992 institutions 3 Associate Professor in some institutions
Country differences in level of academic appointment
Benchmarking Promotion Statistics
UK national report 2009 n=46 universities
Lecturer/Snr Lecturer Reader/Professor32% 17%
UOW Dubai Campus
UOW Wollongong Campus
• 28,000 students - 30% international off-shore and on-shore• Top 200 Times Higher Ed Rankings 2009, 2006 & 2007• #1 for Student Satisfaction Sweeney Research Group 2009 • Top 500 - Shanghai Jiao Tong Index 2006• decade of 5 stars in Good Universities Guide• #1 for 3 years of National Teaching & Learning Performance Fund• # 1 for 4 years of Citations for Outstanding Contribution to
Teaching & Learning• inaugural Commonwealth University of the Year Award for
Community Engagement - The Times Higher Ed & Commonwealth Association of Universities 2006
• University of Year for Research Partnerships 2000• University of Year for Preparing Graduates for e-World 1999
Not sandstone however 60 years old research intensive & international
Promotion to Senior Lecturer
Benchmarking Promotion Statistics 2010 & 2011
2 Australian universities
2 British universities
number of teaching-related applications comparable to research-related applications
number of teaching-related applications 1/3 of overall applications for promotion
success rates high success rates (45%) about half of Australian success rates (90%)
success rates comparable with the success rates overall
success rates comparable with overall success rates (49%)
but UK overall success rates are low compared to Australia (95%)
***
Promotion to Associate Professor and Professor*
*data for these two levels combined
2 Australian universities
2 British universities
percentage of applications for teaching-related promotion is far lower than the percentage of applications overall & lower than UK percentage
number of applications for teaching-related promotion only slightly lower than the number of applications for Senior Lecturer
success rates about same as UK success rates
success rates the same as Senior Lecturer rates
overall success rates slightly lower than UK partners
success rates comparable with overall success rates
*
closed the gap between Teaching & Research
BUT
number of applications for teaching #1 declined
THEREFORE
indicates academics still do not believe?
OR
set the bar too high?
UOW promotion stats after 2009
Institutional Review
ofPromotion
good practice benchmarks
benchmarks
6 dimensions18 benchmarks72 focus
questions
Benchmark 3University leaders support promotion
for teaching achievementBenchmark 4Leaders of academic units support
promotion for teaching achievementBenchmark 5Peer interactions support promotion
for teaching achievement
Benchmark 17A transparent cycle of review tracks
recognition of teaching in academic promotion
Benchmark 18Academic staff perceive that teaching
achievements are valued in promotion processes
good practice examples
good practice benchmarks
evidence framework
good practice examples
Each member of the group take a few examples to readPlace example in YES pile if McMaster already has
this good practicePlace example in NO pile if McMaster does not do
thisWhen all examples placed, discuss as a group to
confirm sortingChoose one highest priority NO example which
needs to become a YES at McMaster
good practice examples
evidence for promotion
diamond ranking of evidence
As a group, rank each example from highest to lowest answering “How important does McMaster view this type of evidence in promotion of teachers?”
Choose ONE low ranking example that McMaster needs to change.
perspectives & principles on measuring teaching
support promoting teaching’sgood practice benchmarks 6, 7, 9, 10 &
12
three perspectives on evidence of teaching
scope of activity
Lecturer Professor0
5
10
15
20
25
30
35
40
Professional LearningStudent EngagementCurriculum DevelopmentResearch & ScholarshipLeadership & Collaboration
Proportion of Activity
(%)
sources of evidence
sphere of influence
evidence framewor
k
sample guide for applicant
s
promotingteaching.com
Peer Review Principles:Choice
not compulsorywithdraw at any stagechoice of reviewerchoice of proforma
Credibilityreviewers of esteem reviewer training compulsoryreviewee training recommendedtwo reviewers: one internal & one
external to FacultyConfidentialityPeer Observation of Teaching (POT)
& Peer Review of Educational Practice (PREP)
Dimensions of educational practicefor reviewer of teaching portfolio
1. Alignment of teaching practices with teaching philosophy
2. Effectiveness of teaching activity as evidenced through student engagement & outcomes
3. Effectiveness of curriculum and assessment design & development
4. Evidence of command of content in the discipline or field
5. Development of teaching based on feedback from sources such as students, peers, profession &/or community
6. Scholarly approach to learning & teaching; scholarly outcomes from research on learning & teaching
7. Effectiveness of leadership in learning & teaching
8. Recognition of contribution to learning & teaching
9. Other areas relevant to institutional priorities
Teachers win awards and DO get promoted!
promotedto Aspro
promoted
promoted to Head
promotedto Aspro
promoted to Vice President
promoted
already a Dean
promoted to Head
National Awards Ceremony