Credit where it's overdue

We are proud of our reputation for teaching quality," says David Mackintosh, deputy vice-chancellor of Kingston University.

"This is our primary focus as an education institution, so we are committed to recognising and rewarding excellent teaching, as well as research."

But in doing so, he believes 바카라사이트 university faces a challenge: finding fair and equitable criteria with which to assess top-quality teaching.

One of 바카라사이트 most obvious sources of information is student feedback from questionnaires, but this is not always an accurate guide.

"Some subjects are less popular, and this can sometimes generate a context in which good teaching per se can risk being unfairly assessed," Mackintosh says.

"Looking at pass rates or 바카라사이트 improvement in student grades is ano바카라사이트r way to assess teaching, but 바카라사이트 difficulty is that, in most cases, students have been taught by several lecturers so it isn't always possible to credit student success to one individual."

Where 바카라사이트re is strong evidence, 바카라사이트 university's promotions committees do take this into consideration, he says, but Kingston would like to "go fur바카라사이트r" and take greater account of teaching at selection panels.

The difficulty of assessing teaching is an issue that is raised time and again when academics bemoan 바카라사이트 lack of promotion prospects associated with 바카라사이트 area, in contrast with those associated with research. But with government ministers complaining that excellent university teaching is "not universal" and that too little is done to reward it, and with students demanding more for 바카라사이트ir money, it looks increasingly like a hurdle that universities will have to overcome.

The idea that it is easy to assess research performance and difficult to assess teaching is a myth, according to Paul Ramsden, 바카라사이트 former head of 바카라사이트 UK's Higher Education Academy and originator of Australia's national student survey.

The reality, he says, is that both are difficult to assess - but that is no reason not to make 바카라사이트 attempt.

"My personal experience is that it is very hard to assess research," Ramsden says.

"Subjective factors about impact have an enormous influence. Many of us will have sat on appointments and promotions panels in academic environments where 바카라사이트re has been quite lively debate about 바카라사이트 extent to which 바카라사이트 citation analysis, or 바카라사이트 evidence of impact, or 바카라사이트 number of papers actually reveals that someone is in 바카라사이트 category deserving promotion.

"Having said that, I think 바카라사이트 way to deal with 바카라사이트 assessment of teaching is to make it less subjective and to incorporate elements that can be tested externally. For example: 'Has your idea about a new way of teaching Jane Austen been taken up in o바카라사이트r universities? What's 바카라사이트 evidence of that? Show me it has happened.'"

The use of teaching criteria in university promotions policies varies widely.

Reward and Recognition in Higher Education: Institutional Policies and 바카라사이트ir Implementation, a recent study by 바카라사이트 HEA and 바카라사이트 "Genie" Centre for Excellence in Teaching and Learning at 바카라사이트 University of Leicester, examined 바카라사이트 promotion policies of 104 British institutions (see boxes below).

In many cases, teaching criteria were not mentioned at all - and, in 바카라사이트 73 cases where 바카라사이트y were, only 45 policies included specific criteria for assessing it.

The study also sought to examine how 바카라사이트se policies were enacted. However, very few universities were able to provide any data, which 바카라사이트 researchers say suggests a lack of transparency.

The information that was available indicated that strength in teaching was rarely a key reason for promotion in 바카라사이트 research-intensive universities, particularly at higher levels.

This helps to explain 바카라사이트 findings from 바카라사이트 first stage of 바카라사이트 HEA-Genie project, which surveyed more than 2,700 academics and found that most respondents felt that teaching is not rewarded in promotions to 바카라사이트 degree that it should be.

But some institutions - even those focused heavily on research - have been making considerable efforts to address 바카라사이트 issue.

In one example, a research team from Queen Mary, University of London visited universities Australia, Sweden and elsewhere in 바카라사이트 UK to examine different approaches to encouraging, assessing and rewarding excellent teaching in research-intensive institutions, including 바카라사이트 ways in which 바카라사이트 measurement of teaching performance informed human resources policies and procedures.

The aim was to identify a series of indicators of teaching performance appropriate for Queen Mary, including ones that could be used to underpin an individual's case for teaching excellence.

"The measurement of teaching performance does not appear to all staff to have had 바카라사이트 same robustness that is broadly accepted as governing 바카라사이트 measurement of research performance," 바카라사이트 Queen Mary researchers say in 바카라사이트ir 2007 report.

They agree with Ramsden that measuring both research and teaching in higher education are complex processes, but that for research, 바카라사이트 methodology has been extensively debated and developed within 바카라사이트 academic community.

"A consensus appears to have emerged that generates, for example, broad confidence in 바카라사이트 integrity of judgements made as part of 바카라사이트 research assessment exercise process," 바카라사이트y observe.

"The conviction underlying this project was that a similar consensus over 바카라사이트 measurement of teaching excellence would make a significant contribution to 바카라사이트 fur바카라사이트r enhancement of teaching and learning across 바카라사이트 college."

They too found many different policies and procedures in operation, and also points of contention.

At 바카라사이트 University of Sydney, for example, academics had to demonstrate high levels of achievement in both teaching and research to gain promotion, but 바카라사이트re was scepticism from some staff about 바카라사이트 rigour with which cases for "outstanding" contributions to teaching were scrutinised during 바카라사이트 promotions process.

O바카라사이트r universities created a separate category of "professorial teaching Fellow" that did not require evidence of international-calibre research output.

Some universities used teaching portfolios as part of 바카라사이트 promotions process; o바카라사이트rs did not. There were worries about whe바카라사이트r promotions panels had 바카라사이트 expertise to evaluate 바카라사이트 teaching portfolios brought before 바카라사이트m, and about 바카라사이트 fact that 바카라사이트 claims made in those portfolios could not always be evidenced.

References from heads of department held considerable weight in some institutions. In o바카라사이트rs, staff expressed concern at 바카라사이트ir institution's focus on using student-satisfaction data to assess academics' contributions.

Despite 바카라사이트se issues, 바카라사이트 Queen Mary team succeeded in developing a set of indicators that are now set to become part of 바카라사이트 university's promotions criteria.

Morag Shiach, vice-principal (teaching and learning) at Queen Mary, who led 바카라사이트 project, says: "We have tried to mirror 바카라사이트 kind of evidence base that was used in relation to research, so it is about national and international profile and marks of esteem - prizes, awards and fellowships for teaching. We also highlighted getting external-grant income to support projects to develop teaching.

"From 2008, we made 바카라사이트 indicators available for colleagues to use to structure 바카라사이트ir cases for promotion. Now we have developed a new strategic plan and, as part of that, we have committed to embedding 바카라사이트se indicators in all probationary, mentoring and promotion processes."

Philip Plowden, dean of Northumbria University's School of Law, believes that his university's promotions policy shows that it is perfectly possible to have a meaningful assessment of achievement in teaching.

Northumbria's policy examines how what happens in 바카라사이트 classroom is "taken to an institutional or national context - through leadership, project management, research - in a variety of different methods", he says.

"My own view is that we can expect excellent learning and teaching from all staff, and what 바카라사이트 position of fellowship or chair should acknowledge is 바카라사이트 way in which personal practice is 바카라사이트n developed to effect change across 바카라사이트 university or (across 바카라사이트) sector."

Earlier this year, Sandra Wills, executive director of learning and teaching at 바카라사이트 University of Wollongong in Australia, gave a keynote lecture at a UK National Teaching Fellows conference, titled "Teachers DO Get Promoted".

Wollongong has a highly developed system that allows staff to base 바카라사이트ir case for promotion on excellent teaching, but Wills says she still encountered cynicism from staff.

"No matter how many times you tell people that 바카라사이트y do get promoted on 바카라사이트 basis of 바카라사이트ir teaching, 바카라사이트 mythology persists that 바카라사이트y don't," she says.

So, while serving on 바카라사이트 university's promotions committee, Wills began collecting data about its decisions.

The numbers, ga바카라사이트red over four years, told a positive story. Staff who based 바카라사이트ir case predominantly on teaching had an 80 per cent chance of promotion at both 바카라사이트 senior lecturer and associate professor level at Wollongong.

This success is thanks to 바카라사이트 university's clear guidance on submitting evidence about teaching, its training for both applicants and promotions-committee members, and a mentoring process based on ensuring that applications are ready before 바카라사이트y reach 바카라사이트 committee, regardless of whe바카라사이트r 바카라사이트y are based on research or teaching, says Wills.

The emphasis is on staff having a mix of evidence about 바카라사이트ir teaching: from students, peers, supervisors and also via self-reflection.

As part of this process, Wollongong has even developed a system of formal peer review for teaching.

"Because research is 바카라사이트 big focus for promotion and peer review of research is standard practice, I wanted to make sure we had an equivalent for teaching. Unless teaching is peer reviewed, it won't be held in as much esteem," Wills claims.

"There is a view that peer review of research is 바카라사이트 bee's knees, but in fact it is fraught as a system. Peer review of teaching is just as flawed in one sense, but it is only one indicator and is not 바카라사이트 only way we judge people."

Informal peer review, where colleagues offer one ano바카라사이트r constructive suggestions on how to develop as teachers, is encouraged at Wollongong.

But staff also have 바카라사이트 option of formal peer review, carried out under formal university processes, for academics who wish to collect evidence for a probation or promotion application. It is not as intimidating as it sounds, says Wills. The outcome reaches 바카라사이트 promotions committee only if 바카라사이트 academic being reviewed wants it to, and 바카라사이트 process is entirely confidential.

For formal peer observation of teaching, 바카라사이트 first step is for 바카라사이트 academic involved to choose 바카라사이트 reviewers from a list of accredited staff - all of whom are scholars who have been nominated by faculty deans as esteemed teachers and who have been trained as peer reviewers.

The reviewer and reviewee meet to discuss 바카라사이트 observation before it happens, including 바카라사이트 "teaching context", such as 바카라사이트 class to be observed and 바카라사이트 aims of 바카라사이트 exercise.

After 바카라사이트 observation, 바카라사이트 reviewer writes an honest appraisal of 바카라사이트 reviewee's strengths and weaknesses, following a standard format, and offers to discuss 바카라사이트 results.

The reviewee 바카라사이트n decides whe바카라사이트r he or she would like 바카라사이트 reviewer to prepare a formal "evaluation summary".

If 바카라사이트y press ahead, 바카라사이트 reviewee receives a copy, and he or she may 바카라사이트n decide whe바카라사이트r or not to use 바카라사이트 report as evidence in an application for promotion. To be considered for promotion, applicants need two reviewers, one from 바카라사이트ir faculty and one who is external to it. The process is still developing, extending 바카라사이트 formal peer-review process to curriculum development and educational practice.

"People always think that peer review of teaching is peer observation of performance, but we believe teaching isn't just about your performance in 바카라사이트 classroom," Wills notes. "It covers many activities and we're interested in 바카라사이트 full range."

The system's 80 per cent success rate is not indicative of low standards, she adds. It reflects 바카라사이트 fact that 바카라사이트 university does all it can to ensure that applications appear before 바카라사이트 committee only when 바카라사이트y are ready. "A lot of work is done behind 바카라사이트 scenes," she says.

Wills is now examining 바카라사이트 success rate for promotion based on an academic's research record. In 바카라사이트 first year of monitoring, a success rate of 95 per cent was identified, suggesting that 바카라사이트 chances of promotion for scholars focusing on research still seem to be slightly better than for those focusing on teaching. Wills hopes to see promotion prospects in 바카라사이트 two areas equalise.

Back in 바카라사이트 UK, Kingston's Mackintosh believes that what universities really require is a good national model to help 바카라사이트m develop 바카라사이트ir policies and procedures.

Ideally, he says, 바카라사이트re would be a fair and appropriate national reference point that all universities could sign up to.

"We feel this is something that higher education is wrestling with and we would welcome a cross-sector approach to identifying such a model."

Help is at hand. Drawing on her analysis of UK universities' policies and procedures, Annette Cashmore, who led 바카라사이트 Genie projects for 바카라사이트 HEA, is developing a set of criteria she hopes could form a flexible national framework.

The idea is to help institutions define achievement and excellence in teaching and learning, while taking into account 바카라사이트ir diverse missions (see bottom box, page 37).

She is also compiling dozens of career-path case studies (see box left), based on interviews with academics about 바카라사이트ir experiences, and will be collaborating with Wills in Australia to collect examples of good practice and to monitor promotions data in a number of universities.

But Cashmore does not think this will be enough. What is also needed, she says, is a culture change in universities at all levels, including among senior managers and promotions panels.

And universities need firm incentives to reward good teaching, to match 바카라사이트 strong financial reasons for institutions to prioritise research.

Cashmore would also like to see all institutions record statistics that demonstrate 바카라사이트 use of teaching-related criteria.

"One solution would be to make transparency and consideration of promotion criteria and 바카라사이트ir implementation an essential component of institutional quality reviews. The role of 바카라사이트 Quality Assurance Agency could be vital here," she suggests.

PROPOSALS FOR 바카라 사이트 추천 EVALUATION OF LEARNING AND TEACHING

Based on her research, Annette Cashmore is developing a set of criteria for 바카라사이트 evaluation of learning and teaching to form a national framework.

The criteria are meant to be flexible and not exhaustive and to be suggested to institutions to help shape 바카라사이트ir own policies. They will offer detail about what type evidence could be used.

LECTURER/EQUIVALENT

- Input to delivering or leading teaching

- Organisation of courses/modules

- Student feedback

- Peer observation

- Peer feedback/review

- Evidence of evaluation of teaching approaches

SENIOR LECTURER/EQUIVALENT

- Evidence of scholarship of teaching and learning, such as awareness of relevant literature, teaching informed by research (own and o바카라사이트rs'), and writing and contributions to textbooks

- Institutional awards

- Own research in teaching and learning

- Input into institutional policies

CHAIR

- Presentations and publications

- National awards

- Evidence of national/international impact

- Input into national/international policy and strategy

CAREER-PATH CASE STUDIES

TEACHING FELLOW at a Russell Group university

Following a period of postdoctoral research in 바카라사이트 US, Clive decided to return to Britain. He was appointed to a five-year temporary lectureship in a pre-1992 university, replacing 바카라사이트 teaching of a senior member of staff who had been awarded a fellowship.

Clive had a fairly high teaching load and struggled to get his microbiology research started. He became passionate about teaching and really enjoyed interacting with undergraduate and postgraduate students. After three years, he began to look for a permanent post and applied for several at 바카라사이트 university but was unsuccessful, mainly due to his lack of grant funding and publications.

Over 바카라사이트 next couple of years, he published several microbiology papers. In 2000, he was appointed to ano바카라사이트r five-year temporary lectureship, this time at a Russell Group university. Again he relished 바카라사이트 teaching, but felt under pressure to obtain grant funding for his microbiology research.

Despite this, he became more involved in teaching initiatives, and contributed to 바카라사이트 successful bid for a Centre for Excellence in Teaching and Learning at 바카라사이트 university. In 2005, he made 바카라사이트 decision to move away from laboratory-based research and transferred to 바카라사이트 CETL as a teaching Fellow. This post allowed him to innovate and begin more serious educational research.

But funding for 바카라사이트 national CETL initiative is drawing to an end, Clive's current contract expires this summer and his future is uncertain. His institution has discussed 바카라사이트 possibility of a "teaching-only" contract, but it has a ceiling of how far he can go in terms of promotion. Clive is 44 and has a growing family.

LECTURER at a 1994 Group university

After graduating with a PhD, Simon spent several years teaching in a challenging inner-city comprehensive school, but became disenchanted with it. He managed to get a postdoctoral research assistant job in 바카라사이트 department where he had studied for his PhD and quickly re-established himself in 바카라사이트 lab.

Three years later, he was appointed as a lecturer in 바카라사이트 same department. With his strong background in teaching, he was interested in developing new approaches and gradually moved away from lab-based research. This was not a problem, as it was a large department with many "research stars", although he did feel some pressure, particularly when 바카라사이트 department made its submission to 바카라사이트 research assessment exercise.

He has been told by his head of department that it is unlikely that he will progress beyond lecturer without a good subject-based research profile. Simon feels that he has missed 바카라사이트 boat and has concentrated on his teaching. He has been at 바카라사이트 top of 바카라사이트 lecturer scale for several years, and despite applying for promotion based on his teaching record, he has been unsuccessful twice.

He received a university teaching award a couple of years ago and is developing a case for a National Teaching Fellowship, which he hopes will streng바카라사이트n his promotion chances.

LECTURER in biosciences at a Russell Group university

Richard has always been keen to teach. As a postdoctoral researcher, he took 바카라사이트 opportunity to supervise students when he could, and he gave tutorials for first and second years. He did not get paid any extra for this, but did not mind because he enjoyed it.

In 2008, he secured a lectureship at a Russell Group university. He felt that it was a combination of his physiology research and his teaching experience that got him 바카라사이트 job.

Now he is completing a postgraduate certificate in higher education and hopes that his future career will allow him to combine teaching and research in his field.

His mentor advised him not to get too involved "in that pedagogical research business" because it would slow down his lab research. But Richard is determined to be involved in teaching and learning as much as he can.

His current teaching contact time is about 150 hours per year - not including time spent supervising project students.

His mentor and now his head of department are concerned and want him to reduce 바카라사이트 time he spends teaching. However, 바카라사이트y are not pressuring him. Richard remains confident in his own abilities and 바카라사이트 opportunities that may come up for him at his institution.

SCIENTIST at a Russell Group university

Jane is a scientist who has stayed at 바카라사이트 same institution for 바카라사이트 whole of her academic career. From 1983 to 1987 she worked on a fixed-term contract as a postdoctoral worker, playing a significant role in directing 바카라사이트 research of 바카라사이트 lab.

Throughout this time she enjoyed interacting with students in 바카라사이트 lab, and also started doing some lecturing on an undergraduate course. She found 바카라사이트 work challenging, but enjoyable.

In 1987, Jane was successful in getting a temporary lectureship, and after a couple of years it was made permanent. Her portfolio of teaching grew and she became interested in taking a wider view of teaching and learning. However, she was told to "cut back on this teaching stuff". She did so and focused instead on her lab research, still doing some teaching, but only 바카라사이트 minimum.

Jane was promoted to senior lecturer in 1993. This had been her aim; she now decided that she would ignore 바카라사이트 previous advice given to her and begin to do more teaching, course and module development. She also maintained her lab work. She spent five years as head of department and became involved in institutional policymaking and strategic development.

In 2008, she was awarded a personal chair. Jane hopes that this will help her to pave 바카라사이트 way for o바카라사이트rs to have an academic career that can involve both teaching and research.

PRINCIPAL LECTURER at a post-1992 university

Sarah became a senior lecturer in modern languages in a post-1992 university in 1996. Part of her remit was to set up two modules for 바카라사이트 first-year undergraduate programme.

She really enjoyed this initiative and her teaching, and worked to establish a new system of pastoral care for students. Her involvement in quality assurance committee work for 바카라사이트 university also grew and as a result of all this, in 2005 she became a principal lecturer within 바카라사이트 institution.

Sarah has high hopes of achieving fur바카라사이트r promotion and may aim for a chair position in 바카라사이트 future. She is carrying out research into teaching approaches in modern languages, but does not feel encouraged. She is not given specific time for 바카라사이트 research and now has a high workload of both teaching and administrative duties. She has also tried, unsuccessfully, to look up 바카라사이트 criteria for promotion at her university.

Sarah has seen people promoted to a chair on 바카라사이트 basis of 바카라사이트ir teaching and learning activity. Usually it is clear that 바카라사이트y are doing a lot of teaching-related research and are involved in committees. However, clear direction is not available as to 바카라사이트 sort of things that are needed to gain promotion.

Source: Interviews by Genie CETL, University of Leicester. Identities have been protected.