Senior Lecturer

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

Research Criteria

High Quality Outputs (core)

Criteria

Driving research activity that leads to a track record of regular publication of high quality outputs (where you are one of the main authors) in your field of research.

Evidence of Achievement

Publish regularly, with at least one item in a rolling two-year period (in the form of peer reviewed articles, performances, portfolios etc. – appropriate to the discipline) that are judged through peer review as being internationally excellent or world leading in terms of originality, significance and rigour. Where appropriate, a substantive monograph may be double weighted.

Research Income and Supervision

Criteria

Regularly identify and secure income/grant funding in line with the norms in your field of research and provide research supervision of PGR students (including PhD students).

If applicable, provide effective management of own research staff; Research Assistant/Research Associate; taking responsibility for their mentoring, training and development.

Evidence of Achievement

External grant funding secured that is 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.

In addition, evidence the provision of high quality supervision with the aim of leading to completion an average of one externally funded PhD student every two years as Primary Supervisor (number may be increased or decreased dependent upon disciplinary norms).

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

Deliver a viable impact case study evidencing reach and significance. Activity that supports this includes:

● Undertaking meaningful public engagement activity.
● Patent applications.
● Significant consultancy contracts for institutional benefit.
● Evidence of two-way engagement with policy makers in own area of research.
● Establishment of spin out companies or other example of commercial success.
● Designing and constructing prototypes.
● Securing external funding for knowledge exchange projects.

Teaching Criteria

High Quality Teaching Practice (core)

Criteria

Lead and supervise delivery and assessment to ensure consistently high quality teaching, learning and student support.

Evidence of Achievement

Demonstrate your contribution to excellent programme outcomes and good levels of student progression and completion. Supplement this with other forms of evidence which could include:
• Consistently excellent student feedback
• Sustained excellent feedback from external examiners/ assessors.
• Sustained excellent feedback from peer review of teaching.
• Internal or external teaching awards.

Curriculum Enhancement

Criteria

Lead and supervise the design, development and co-ordination of programmes of study that are accessible, inclusive and contribute to the University’s Teaching and Learning Strategy.

Evidence of Achievement

Leading and supervising programme review and development which has had a positive impact on the recruitment, retention, progress, completion and employability outcomes of students within your Department. Include evidence of using reflection and feedback to:

● Develop, revise and update content and delivery ensuring the application of innovative and appropriate teaching techniques and materials that embed the latest educational ideas and methods including the use of digital technologies.
● Ensure compliance with quality standards, regulations and any accreditation requirements.
● Develop employment focussed modules.
● Provide placements and effective links with external organisations, for example from industry or the public sector.

Improving Teaching Practice

Criteria

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

Evidence of Achievement

Evidence of continual development of own teaching practice and that of others leading to improved delivery and outcomes. Evidence must demonstrate successful completion of CPD, and any scholarly activity undertaken in order to build pedagogic knowledge, plus demonstration of their impact upon practice at a departmental or Faculty level. Examples of development include:

• HEA fellowship at level D3.
• Active membership of subject associations/professional/disciplinary groups that address matters of pedagogy and curriculum

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 regionally.
• Development of open educational resources for example, text books, 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.
• Income generation for teaching enhancement activities
• Successful management, coaching or mentoring of other teaching staff.
• Published teaching materials and other relevant outputs, which are used externally in comparable universities.
• External recognition of excellent teaching, invitations to disseminate practices externally, through working groups etc.

Leadership Criteria

Academic Citizenship (core)

Criteria

Actively contribute to the collective interests 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 and build collegiality beyond an individual’s day to day activity and role. Examples include:

● Contributing effectively to a range of shared Departmental responsibilities.
● Leading 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.
● Consistently engaging in and supporting strategic Departmental and Faculty initiatives, using position and influence to ensure others engage positively and understand the benefits.

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, culture or processes that leads to sustained positive outcomes and improvement. Roles in which you could demonstrate impact at this level are, but are not limited to, Deputy Director of Research and Innovation or Learning and Teaching, Admissions Director, Director of Student Recruitment, Impact Co-ordinator. Provide examples that display the following characteristics:

● Delivers Department, Faculty or University vision.
● Improves performance/efficiency.
● Identifies and actively responds to internal or external challenges or opportunities.
● Takes advantage of advancements in technology.
● Demonstrates entrepreneurial ambition.
● Actively engages colleagues, ensuring good levels of support.
● Involves calculated risk and ambition.
● Demonstrates responsibility for diversity and inclusion.

Accountable Decision Making

Criteria

Through a leadership role consistently make accountable, creative and considered decisions in response to a range of emerging issues and opportunities.

Evidence of Achievement

Demonstrate your ability to consistently make accountable decisions that have evidenced positive impact and advanced strategic agendas. Roles in which you could demonstrate impact at this level are, but are not limited to, Deputy Director of Research and Innovation or Learning and Teaching, Admissions Director, Director of Student Recruitment, Impact Co-ordinator. Use examples that display the following characteristics:

● Evidence/insight based.
● Made in a proactive fashion.
● Ensures engagement of all key stakeholders in the process.
● Awareness of full impact and consequences, taking responsibility for any mitigating action through detailed planning.
● Demonstrates entrepreneurial ambition.
● Involves calculated risk and ambition.
● Demonstrates responsibility for diversity and inclusion.

Professional Standing and Wider Engagement Criteria

Professional Standing and Wider Engagement (core)

Criteria

Represent the institution and develop links with external contacts (within the profession or with industry) to foster collaboration, at a regional and national level within area of specialism.

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 membership of a major professional body (in some cases this may be specified and explicitly stated at Faculty or Department level).
● Organisation of national conferences.
● Development/involvement and/or leadership in academic and/or clinical/professional networks.
● Invitations to give papers at highly regarded conferences.
● Receipt of national prizes/awards
● Engagement in internal/external quality assurance activities.
● Evidenced external recognition as an authority/significant practitioner in discipline.
● Editor/member of editorial body of a periodical or journal of some standing.
● Participation as a subject expert in consultancy or advisory activity and/or legal proceedings e.g. servicing local, regional, national advisory bodies.

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