new academics programme for staff in the faculty of humanities 2008-09

New Academics Programme

for staff in the Faculty of Humanities

2008-09

9.30 Induction to HNAP and the 2015 agenda

9.30 Welcome and introduction to the programme

(Kersti Börjars)

10.30 Introduction to the University’s 2015 agenda

(Stuart Turley)

11.00 Coffee

Timetable 17 Sept & 8 Oct 2008

11.15 The University of Manchester in an international and national context

11.15 Discussion of participants’ views on international comparators

11.45 The University of Manchester in an international perspective

12.15 The University of Manchester in a national perspective

12.45 Summing up

1.00 Lunch


2.00 Career development planning2.00 What is an academic career?

2.45 The probation policy

3.15 Tea3.30 Group discussion of CVs provided

4.15 Discussion of career progression

in the light of CVs

4.45 Conclusions and summing up


Wednesday 8 October

12.00 Discussion of 2015 agenda

Professor Alistair Ulph, Dean of FoH

(Lunch will be provided and the session will finish

at 2.00)


Participants – who this programme is for

People responsible for the programme Brenda Dakers Kersti Börjars, Professor of Linguistics, LLC Stuart Turley, Professor of Accounting and

Finance, MBS

Induction: people

Coverage of units

Nature of material

Delivery – School, Faculty, University

Link to regular academic activities

Induction: structure of programme

Participation, progress and scheduling

Exemptions

Assessment

Forms and records

Completion

Link to requirements for probationary appointments

Recognition by Higher Education Academy

Induction: structure of programme

Mentor School or discipline specific events School co-ordinator; individual with

responsibility for staff development Head of School; discipline head

Induction: School responsibilities

Staff Training and Development Unit programme of courses

http://www.staffnet.manchester.ac.uk/employment/training/

External events / subject centres

Induction: additional training opportunities

http://www.staffnet.manchester.ac.uk/employment/training/

Introduction to the mission of the University – Manchester 2015

Some background: Why Manchester 2015? Relevance for individual academic Linked to ideas of accountability and

planning – annual stock take Content:

Mission… Values

Vision…

Goals, strategies, performance indicators

Introduction to 2015 Agenda

Mission

To make The University of Manchester, already an internationally distinguished centre of research, innovation, learning and scholarly inquiry, one of the leading universities in the world by 2015.

Values: A scholarly community .. committed to

open, disciplined, rational inquiry The highest standards of ethics and

conduct Equity of access Moral responsibility of all to contribute

to … the advancement of human wellbeing

Academic freedom A safe, rewarding, environmentally

sustainable workplace

Vision: A People-centred institution An Innovative institution A Learning institution A Liberal institution An International institution An Inclusive institution An Engaging institution A Manchester institution

Goals, Strategies and Performance Indicators

Goal 1 - High International StandingGoal 2 - World-Class ResearchGoal 3 - Exemplary Knowledge and

Technology TransferGoal 4 - Excellent Teaching and LearningGoal 5 - Widening ParticipationGoal 6 - Empowering CollegialityGoal 7 - Efficient, Effective ManagementGoal 8 - Internationally Competitive

ResourcesGoal 9 - More Effective Community Service

Criticisms: Too corporate Constraining Is the content appropriate? Debate over strategies and measuresvs Benefits: Statement of ambition Importance of explicit goals and

direction Creating opportunities for

achievement

Questions to discuss: What purpose does a wide ranging/ 10

year approach serve for a University such as Manchester?

(How) does the existence of Manchester 2015 affect your role as an individual member of staff?

Are there any issues or areas of concern that arise from Manchester’s goals and strategies?

Feedback in 15 minutes

Summary points Be aware of University mission and

goals This is relevant context for individual

roles, responsibilities and aspirations Affects what should expect from

University as your employer Affects expectations of members of

staff Context not checklistFaculty strategy and plans – meeting with

the Dean, Alistair Ulph, 8th October.

The University of Manchesterin an international and national context:

international

a) internationally, which Universities would be comparator institutions for your (sub-) disciplines?

b) What is it about these institutions that makes them suitable to compare yourselves with?

c) How are their University-internal or -external circumstances different, for instance with respect to funding, terms of employment or facilities?

The University of ManchesterIn an international and national perspective

Approaches to being international European policy issues International individuals League tables


1. Approaches to being international Overseas campus – e.g. The University of Nottingham,

Ningbo

Strategic partnerships – e.g. Wharton/INSEAD

Exchange and visiting schemes – e.g. Erasmus, Junior Year Abroad

International validations – e.g. Moscow School, KAPC

On-line and distance learning – e.g. MBS Worldwide

International recruitment



Being international

Research Student

Individual

InstitutionPartnerships

?

Campus

Exchange

Distance

Recruitment

??? PGR


2. European policy issues

ECTS points (and UK equivalence)/ EQF

Erasmus – students and programmes

Bologna process


3. International individuals

International staff population

Importance (and meaning) of an international reputation

RAE criteria and international quality:

4* world leading - originality, significance and rigour

3* internationally excellent

2* recognised internationally

Loyalty to discipline and institution

Publication and other means of visibility

Participation in international networks

Difficulties and strategies/tactics


do understand your discipline & its networks & collaboration

do make yourself visible – web / participation do choose your venues don’t spread yourself too thin don’t get locked into a paradigm

Individual reputation - some do’s and don’ts


4. League tables National and international

Love them or loathe them……they are used!

Discipline and institution

Examples/ criteria

Times/ Sunday Times/ Guardian/ Telegraph

Shanghai Jiao Tong (http://ed.sjtu.edu.cn/ranking.htm)

Pick an index

http://ed.sjtu.edu.cn/ranking.htm









Criteria Indicator Code WeightQuality of Education Alumni of an institution winning Nobel

Prizes and Fields Medals Alumni 10%Quality of Faculty Staff of an institution winning Nobel Prizes and

Fields Medals Award 20%Highly cited researchers in 21 broad subject categories

HiCi 20%Research Output Articles published in Nature and Science*

N&S 20%Articles in Science Citation Index-expanded, Social Science

Citation Index, and Arts & Humanities Citation Index SCI20%

Size of Institution Academic performance with respect to the size of an institution Size 10%

Total 100%

Jiao Tong – academic ranking of world universities

Criteria Indicator Code Weight

Quality of Education

Alumni of an institution winning Nobel Prizes and Fields Medals

Alumni 10%

Quality of Faculty

Staff of an institution winning Nobel Prizes and Fields Medals

Award 20%

Highly cited researchers in 21 broad subject categories HiCi 20%

Research Output

Articles published in Nature and Science* N&S 20%

Articles in Science Citation Index-expanded, Social Science Citation Index, and Arts & Humanities Citation Index

SCI 20%

Size of Institution

Academic performance with respect to the size of an institution

Size 10%

Total 100%

The University of Manchesterin an international and national context:

national

The British University system:

a bit of history

• 12th-13th c. Oxford & Cambridge founded

• 1824 Manchester Mechanics Institute

• 1832 University of Durham founded

• 1836 University of London founded

• 1851 Owens College founded


Groups of Universities:• The Russell Group• The 1994 Group• Campaign for Mainstream Universities• The University Alliance


• Russell Group‘to promote the interests of Universities in which teaching and learning are undertaken within a culture of research excellence, and to identify and disseminate new thinking and ideas about the organisation and management of such institutions.’

University of Birmingham University of Bristol University of CambridgeCardiff University University of Edinburgh University of GlasgowImperial College London King's College London University of LeedsUniversity of Liverpool London School of Economics & Political ScienceUniversity of Manchester Newcastle University University of NottinghamQueen's University Belfast University of Oxford University of SheffieldUniversity of Southampton University College LondonUniversity of Warwick


• each university autonomous• universities not directly run by government• HEFCE between government and universities• strong perception of quality differences between

Universities• no private universities


• HEFCE• Funding

– research: QR income (RAE and PhD numbers)– teaching: student numbers

• Quality assurance• Research Councils (AHRC, ESRC, NERC, EPSRC,

BBRC, MRC, PPARC)


The RAE• evaluates research• basis for distributing HEFCE’s research resources• importance for reputation, league tables etc• 1989, 1992, 1996, 2001, 2008, …

REF


For more information, see:Universities UK

www.universitiesuk.ac.uk/faqs/

Higher Education Funding Council for Englandwww.hefce.ac.uk

Higher Education Research Opportunity www.hero.ac.uk (click ‘inside HE’)


Career Development Planning

How did you end up pursuing an academic career?

Did you ever seriously consider an alternative career? Or did you in fact enter academic life from another career?

What were the factors which played a particular role in the decision? What have been the biggest influences on your career direction and development?

Career development planning

Probation Policy

What is probation for?

• For the probationer

• For the University

What is expected of a probationer?

How long is the probation period?

What can a probationer expect?

• Clear statement of expectations

• ‘Opportunity and academic freedom to follow lines of research and scholarship using their own professional judgement’

• Appropriate resource

• Support and guidance


Probation Policy

For probation (and promotion) four areas of activity are considered:

a) Research activity and achievement

b) Teaching and learning

c) Academic enterprise and knowledge transfer

d) Service and leadership

Is it clear what types of activity fall within each area?

For each area a candidate’s achievement is described as ‘normal for Lecturer B’, ‘presumptive for promotion’ or ‘excellent’. Are these distinctions reasonably clear?


With respect to the CV you have been asked to look at, consider the following questions:

1) is there any one of the four areas for which this CV is weak?

2) what would be the obvious thing to do to strengthen the CV?

3) is there anything on the CV for which you think it would be better if it was not there, or anything you think there should be less of?

4) how does this CV correspond to what you would hope to have achieved in, say, seven years from now?


Summary: Principle of self-managed career Recognition of organisational setting Expectations of University Expectations of staff Professional and personal qualities Resources (mentors, fellow NAP, colleagues)


new academics programme for staff in the faculty of humanities 2008-09

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