Improvingrecognition of

teaching in academic promotion

Prof Sandra WillsExecutive Director Learning &

TeachingUniversity 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

Leicester

Newcastle

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

benchmarks6 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