Lecturer

Welcome to the Lecturer criteria page. Below you will find all the core and additional criteria that are part of the teaching and research pathway. Lecturers should evidence their achievement against criteria at this level as part of the annual SRDS process.

Research Criteria

High Quality Outputs (core)

Criteria

Regular publication of high quality outputs (where you are one of the main authors) in your field of research, signalling independence as a researcher.

Evidence of Achievement

Publish regularly, with at least one item in a rolling three-year period being a major contribution to a high quality publication or output (in the form of peer reviewed articles, performances, portfolios etc. – appropriate to the discipline) that is judged through peer review as being internationally excellent or better in terms of originality, significance and rigour. Where appropriate, a substantive monograph may be double weighted.

Any scores assigned through the REF stocktake process can be cited by an individual, or the University, as an indicator of research quality. These must not be used as the sole measure and should be supplemented by other evidence and relevant contextual information.

In considering promotion cases, panels will make judgements based on all published outputs and will not factor whether an output was selected as part of the University's REF submission into their decision making.

Research Income (including PGR Studentships)  

Criteria

Regularly identify and secure income/grant funding in line with the norms in your field of research including personally securing external funding for PGR studentships.

Evidence of Achievement

Funding secured to support your independent research from internal or external sources in line with the norms for your discipline or sub- discipline (the disciplinary norms will be determined and reviewed in Departments drawing on data relating to the discipline or sub- discipline). The disciplinary or sub disciplinary norm figures will be shared within the Faculty/Department and used as an indicative guide to assess achievement at this career stage. This can include externally funded studentships that have been personally secured (and effectively supervised), however a promotion case cannot be based solely on PGR studentships and must include grant income.

Research Impact

Criteria

Use your research expertise to undertake research activities that demonstrate an “effect on, change or benefit to the economy, society, culture, public policy or services, health, the environment or quality of life, beyond academia”.

Evidence of Achievement

Contribution to research activity which could form a future viable impact case study evidencing reach and significance. Activity that supports this includes:

  • Undertaking meaningful public engagement activity
  • Patent applications.
  • Consultancy contracts for institutional benefit.
  • Evidence of two-way engagement with policy makers in own area of research.

Teaching Criteria

High Quality Teaching Practice (core)

Criteria

Design, deliver and co-ordinate high quality teaching, assessment, feedback and student support to enable effective learning.

Evidence of Achievement

Having successfully gained recognition as Fellow of the Higher Education Academy (FHEA) you should evidence your high quality teaching practice through a demonstrable contribution to excellent programme outcomes, and good levels of student progression and completion for both taught and research students (where applicable). Supplement this with other forms of evidence which could include:

  • Consistently excellent student feedback
  • Excellent feedback from external examiners/ assessors
  • Excellent feedback from peer review of teaching
  • Excellent and innovative use of Digital Learning to enhance the student experience.
  • Evidence of high quality PGR supervision as primary or secondary supervisor.

Curriculum Enhancement

Criteria

Adopting the Programme Level Approach, contribute to the design and development of programme modules that are accessible, inclusive and contribute to the University’s Teaching and Learning Strategy.

Evidence of Achievement

Contribution to programme modules which has had a positive impact on the recruitment, retention, progress, completion, and employability outcomes of students. Include evidence of using reflection and feedback to:

  • Develop or substantially revise and update module content and delivery.
  • Ensure compliance with quality standards, regulations, and any accreditation requirements.

Improving Teaching Practice

Criteria

Develop and implement ideas for improving own teaching design, delivery and assessment.

Evidence of Achievement

Evidence of continual development of teaching practice leading to improved delivery and outcomes. Evidence must demonstrate successful completion of CPD, and any of scholarly activity undertaken to build pedagogic knowledge, plus demonstration of their impact upon practice.

Examples of development include:

  • HEA fellowship at level D2.

Examples of impact include:

  • Contribution to the development of practice that improves accessibility and inclusion.
  • Innovative and appropriate use of new technologies.
  • Contribution to the development of the discipline or area of professional practice locally.
  • Presentations at professional or educational conferences such as the annual Learning and Teaching (L&T) conference, and similar events.
  • Development of educational resources, for example, textbooks, articles, YouTube broadcasts, podcasts and massive open online courses (MOOCS).
  • Contribution to Department, Faculty or University activities which aim to promote diversity and inclusion and/or internationalism.
  • Collaborative work to disseminate examples of good practice in relation to Digital Learning.

Leadership Criteria

Academic Citizenship (core)

Criteria

Actively contribute to the collective vision, mission and values of the University through individual action and inclusive, collaborative working.

Evidence of Achievement

Demonstrable engagement in and contribution to a variety of Department, Faculty or University activities that contribute to and build collegiality beyond an individual’s day to day activity and role. Examples include:

  • Contributing effectively to shared Departmental responsibilities.
  • Making a positive contribution to specified initiatives at a Departmental or Faculty level.
  • Sharing research or scholarly activity with colleagues through research or teaching seminars.
  • Demonstrating responsibility for diversity and inclusion.
  • Positively engaging in and supporting strategic Departmental initiatives.

Change and Innovation

Criteria

In a leadership capacity, constructively challenge established practice, structure and process in order to bring about positive change and improved outcomes.

Evidence of Achievement

Demonstrate your leadership of impactful change to practice, structure or processes that leads to positive outcomes and improvement. Roles in which you could demonstrate impact at this level are, but are not limited to, Departmental committee member, module or level co-ordinator, deputy exams officer, admission tutor, seminar co-ordinator, event organiser. Provide examples that display some of the following characteristics:

  • Delivers of Department, Faculty or University vision.
  • Improves performance/efficiency.
  • Responds to internal or external challenges or opportunities.
  • Takes advantage of advancements in technology.
  • Demonstrates entrepreneurial ambition.
  • Actively engages colleagues.
  • Involves calculated risk and ambition.
  • Demonstrates responsibility for diversity and inclusion.

High Quality Management

Criteria

In a leadership role, consistently take responsibility for outcomes, provide support to others and make inclusive decisions which together have a demonstrable positive impact within the Department.

Evidence of Achievement

Demonstrate effective management in a leadership role. Roles in which you could demonstrate impact at this level are, but are not limited to, Departmental committee member, module or level co- ordinator, deputy exams officer, admissions tutor, seminar co-ordinator, event organiser. Examples of effective management are set out below and individuals should exhibit all of these:

  • Taking responsibility for outcomes within their given role
  • Making effective decisions, based on evidence/insight demonstrating an awareness of full impact and consequences
  • Effectively engaging key stakeholders
  • Ensuring a focus on diversity and inclusion
  • Providing support to and developing others as a manager, mentor or role model

Professional Standing and Wider Engagement Criteria

Professional Standing and Wider Engagement (core)

Criteria

Participate in and develop links with external contacts (within academia, professions or with business) to foster collaboration, at a regional and national level.

Evidence of Achievement

Provide a number of examples to demonstrate an appropriate level of professional standing and wider engagement. Examples of achievement in this area include:
  • Active engagement with a professional body (in some cases this may be specified and explicitly stated at Faculty or Department level).
  • Invitations to contribute to public policy, consultations in an advisory capacity.
  • Development of collaborative projects with communities, organisations and other external contacts.
  • Participation in relevant networking events and conferences.
  • Media contributions in articles or appearances.
  • Undertaking external consultancy through University channels.
  • Development and delivery of CPD programmes for external clients, developing collaborations with public, private and or third sector partners.
  • Media contributions in articles or appearances.
  • Honorary or visiting appointments at other prestigious institutions.

If you have any questions about the ACP framework or how it works, feel free to email us acp@sheffield.ac.uk