Education-Focused Academic Roles Policy
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Purpose | Scope | Principles | Policy statements | Policy owner and contact | Definitions | Approval information | Version history | References | Appendix 1: Academic level (A–E) descriptors
1. Purpose
1.1 The Education-Focused Academic Roles Policy (the policy) recognises the need for academic staff to specialise as education-focused academics. The policy sets out the requirements for education-focused academic roles.
2. Scope
2.1 This policy applies to all continuing and fixed-term academic staff.
2.2 This policy does not apply to senior staff and casual academic staff positions.
3. Principles
3.1 Academic staff play a critical role in achieving the UTS 2027 strategy. In order to attract and retain high quality people, passionate about knowledge, learning, discovery and creativity, who are engaged with national and international research and professional communities, UTS must be able to offer attractive academic careers that recognise the diversity of backgrounds, life stages and career aspirations of academic staff.
3.2 UTS is committed to the integrated academic role (refer Definitions) as the predominant career profile for UTS academic staff. However, UTS recognises the need to enable academic staff to have access to career profiles that emphasise other specialist roles, including education-focused, research-focused and senior staff positions (refer Enterprise agreements).
4. Policy statements
Education-focused academic appointments, duration and type
4.1 Academic work at UTS is categorised into three primary, and overlapping, areas of activity:
- teaching and educational development
- research, scholarship, creative works and/or the advancement of knowledge
- engagement, partnership, and academic management and service to UTS.
4.2 Education-focused academics are expected to contribute to all three areas, with a focus on teaching and educational development.
4.3 Evidence of high-quality contributions to, and leadership in, teaching and educational development appropriate to their academic level is required (refer Appendix 1).
4.4 Academics with an industry or clinical background may also be appointed as education-focused academics where the relevant criteria are met.
4.5 Appointments to education-focused academic roles are made on a continuing or fixed-term basis at any academic level. There is no limit on the number of fixed-term appointments that may be offered by UTS. Fixed-term appointments may be for periods of up to five years. Refer Academic Staff Agreement (available at Enterprise agreements).
Expectations and contributions of education-focused academics
4.6 General expectations of education-focused academic staff under the three areas of academic activity are outlined in the following table.
Area of academic activity | General expectations |
---|---|
Teaching and educational development |
|
Research, scholarship, creative works and/or the advancement of knowledge |
|
Engagement and partnership, and academic management and service to UTS |
|
4.7 The expectations and core selection criteria for education-focused academic staff at each academic level are set out in Appendix 1. These academic level descriptors (the descriptors) are consistent with the Academic Staff Agreement Schedule 3: Minimum Standards for Academic Levels (refer Enterprise agreements).
4.8 As a general guide, the level of contribution an education-focused academic will make to each of the three areas of academic activity is expressed in terms of a ‘contribution range’. Actual contributions to the three areas must total 100 per cent (including for part-time and sessional academic staff).
Area of academic activity | Contribution range |
---|---|
Teaching and educational development | 60–85% |
Research, scholarship, creative works and/or the advancement of knowledge | 5–30% |
Engagement and partnership, and academic management and service to UTS | 10–35% |
4.9 These contribution ranges guide decisions about the mix of academic activity and actual contribution to each area for academic staff as follows:
- For workload allocation: The ranges reflect expected contribution to each area.
- For performance management, progression and promotion: The measure is in terms of actual outputs and the contribution ranges are interpreted within the context of expected levels of quality and performance relevant to academic level and the individual’s agreed contribution distribution.
4.10 The mix of academic activity may change over time, particularly due to personal circumstance or during an appointment to a senior staff position. Education-focused academic staff may work beyond the boundaries of the contribution ranges from time to time.
4.11 Where approved work beyond the boundaries of the contribution ranges occurs in one year, the workload must be adjusted for the following year to ensure that all work falls within the contribution ranges over the combined 24-month period.
Recruitment and appointment of education-focused academics
4.12 Deans (or an equivalent position) are responsible for determining the maximum number, or proportion, of education-focused academic positions in their faculty.
4.13 Education-focused positions are identified as part of the workforce profile required to meet faculty and university strategic objectives and budgets.
4.14 There is no requirement for each faculty to have education-focused academic positions (the number of such positions may be zero). Workforce profile and budget planning will determine the appropriate mix of specialist roles (that is education-focused, research-focused and senior staff positions). Integrated academics must represent the majority of academic staff.
4.15 An education-focused academic position may be filled as a result of:
- Recruitment: A recruitment via competitive selection process (internally and/or externally) (refer statement 4.17).
- Application: The dean’s endorsement of an academic staff member’s application to become an education-focused academic (refer statements 4.18 and 4.22).
- Offer: An offer may be made by the dean to the academic staff member to become an education-focused academic (refer statement 4.23).
4.16 In order to set an appropriate standard and quality for education-focused academics, the Provost will maintain oversight of selection and appointment processes as outlined in this policy.
4.17 Recruitment for an education-focused academic role through a competitive selection process must be conducted in accordance with the Recruitment and Appointment Policy. The Provost must appoint a nominee as a member of the selection panel (in line with selection panel requirements under the Recruitment and Appointment Policy).
4.18 Existing academic staff may apply to become a fixed-term education-focused academic for up to five years, or on a continuing basis, if they believe they meet the descriptors (refer Appendix 1) and have made a significant contribution to teaching and educational development. This should be raised, in the first instance, during the staff member’s workplanning and performance review process (refer Workplanning, probation and review (Staff Connect)).
4.19 Applications must be made in line with the requirements specified by the dean. The application will normally include evidence that demonstrates that the staff member meets the descriptors and, where the application is requested for personal reasons, information about the nature of such personal reasons. The application must also include a statement from the supervisor addressing the staff member’s suitability as an education-focused academic.
4.20 Subject to the availability of an education-focused academic position under the faculty’s workforce profile, the dean may:
- endorse or decline to endorse the application, or
- initiate a recruitment process for an education-focused academic position in accordance with this policy and the Recruitment and Appointment Policy, and invite the staff member to apply.
4.21 The Provost must approve or decline the application following submission by the dean. If approved, a fixed-term or continuing contract must be issued by the People Unit.
4.22 If no recruitment process is conducted, and the application is declined, the staff member’s supervisor and/or dean must provide feedback to the staff member explaining why the application was unsuccessful.
4.23 Deans may offer a fixed-term or continuing education-focused academic position (subject to the availability of an education-focused academic position under the faculty’s workforce profile) to an integrated academic who meets the descriptors for an education-focused academic position. This usually occurs as part of the workplanning and performance review process (refer Workplanning, probation and review (Staff Connect)).
Concluding a fixed-term education-focused academic appointment
4.24 Staff on a fixed-term education-focused academic appointment must discuss with their supervisor, at least 12 months before their appointment ends, whether they seek:
- a further fixed-term appointment as an education-focused academic, or
- a continuing appointment as an education-focused academic (if one is available), or
- to revert back to their substantive continuing integrated academic appointment, (where they have such an appointment).
4.25 The dean must decide if any offer of appointment as an education-focused academic is to be made, based on workforce planning needs and taking into account the personal circumstances of the staff member where relevant.
4.26 If a fixed-term education-focused academic expresses interest in a further fixed-term or continuing appointment the dean must:
- consider whether an education-focused position continues to be available under the faculty’s workforce profile
- consider the staff member’s performance and development during the appointment as an education-focused academic
- invite the staff member and/or supervisor to lodge any further information considered appropriate, for example, evidence that demonstrates the staff member’s continued suitability as an education-focused academic or information on any personal circumstances that may be relevant to the academic’s request for further appointment.
4.27 The dean must advise the staff member whether a second or subsequent fixed-term or continuing appointment will be offered. If an appointment is not offered:
- the staff member will revert to their substantive continuing integrated academic appointment (where they have such an appointment), or
- the staff member’s employment with UTS will end.
4.28 For a staff member with a substantive continuing integrated academic position, reversion to their substantive role will be automatic at the end of their fixed-term education-focused academic appointment, unless a further fixed-term or continuing appointment to an education-focused position is offered and accepted.
4.29 Continuing staff who revert to their substantive integrated academic position will normally be allocated a maximum 50 per cent contribution level in the area of teaching and educational development in the final 12-month period of their education-focused appointment (or a period equivalent to one third of the appointment, if the appointment is less than three years). Where there is no reversion to a continuing role, there will be no such adjustment to contribution levels.
4.30 Education-focused academics are eligible to apply for any integrated academic positions.
Academic workload allocation, workplanning and performance review
4.31 Academic staff are expected to engage with the workplanning and performance review process at UTS and take ownership of their performance outcomes and career development (refer Workplanning, probation and review (Staff Connect)). Supervisors have a responsibility to guide and assist their staff in their performance and career development.
4.32 Workload is allocated in accordance with faculty workload guidelines (refer Academic workload allocation (Staff Connect)). In faculties that appoint education-focused academics, the faculty workload guidelines will recognise this and reflect the contribution ranges set out in this policy (refer Expectations and contributions of education-focused academics). Decisions about workload for education-focused academics are made within the context of the academic level descriptors (refer Appendix 1).
4.33 From time to time, reviews of workforce data in relation to education-focused academics, including gender, academic level and promotion, may be undertaken. The People Unit will support the Provost and deans in this process and in the development of strategies to address any issues that arise.
Probation, progression and promotion
4.34 Probation for continuing and fixed-term education-focused academics is managed in line with the Academic Staff Agreement (available at Enterprise agreements). During probation, the education-focused academic’s performance will be reviewed and they will be expected to meet the criteria for probation, including the requirements of the relevant academic level descriptor (refer Workplanning, probation and review (Staff Connect)).
4.35 Education-focused academics will be eligible for progression or promotion in line with the Academic Promotion Policy, the Academic Staff Agreement (available at Enterprise agreements) and Academic promotion (Staff Connect).
Policy breaches, recordkeeping and privacy, and complaints
4.36 Breaches of this policy will be managed in line with the Code of Conduct and the relevant Enterprise agreement.
4.37 Recordkeeping, privacy and confidentiality, and conflicts of interest are managed in line with the Recruitment and Appointment Policy.
4.38 Complaints are managed in line with the Staff Complaints Policy.
5. Policy owner and contact
5.1 Policy owner: The Provost is responsible for enforcement and compliance of this policy, ensuring that its principles and statements are observed. The Provost:
- approves any associated university level procedures
- ensures all decisions concerning the appointment of education-focused academics meet the university’s workforce needs
- appoints a nominee for selection panels for all education-focused academic positions
- has final approval of all education-focused academic appointments, and
- reviews workforce data in relation to education-focused academics.
5.2 Policy contact: The Executive Director, People and Culture is responsible for the day to day implementation of this policy, and acts as a primary point of contact for advice on fulfilling its provisions.
5.3 Others:
Deans are responsible for:
- determining the maximum number or proportion of academic positions that may be designated as education-focused within their faculty
- initiating recruitment in accordance with this policy and the Recruitment and Appointment Policy
- supporting the People Unit’s administrative functions required as part of the recruitment, application or offer process in line with this policy and the Recruitment and Appointment Policy
- endorsing applications by integrated academics to commence an education-focused role for final decision by the Provost
- providing feedback to a staff member when their application to become an education-focused academic is declined
- determining whether further fixed-term or continuing education-focused academic appointments will be offered
- ensuring that the faculty workload guidelines recognise education-focused academic positions, and
- reviewing workforce data in relation to education-focused academics.
Supervisors are responsible for:
- engaging in the workplanning and performance review process for their staff
- ensuring that workload for education-focused academics is allocated in accordance with the contributions levels outlined in this policy, including those contributions specific to staff reverting back to a substantive integrated academic appointment
- providing information as required in relation to appointments to education-focused and integrated academic roles and the offer of continuing or second and subsequent fixed-term education-focused academic appointments
- if required by the dean, providing feedback to a staff member when their application to become an education-focused academic is declined.
The People Unit is responsible for:
- issuing fixed-term and continuing contracts of employment for education-focused academic positions
- supporting the Provost and deans to review workforce data in relation to education-focused academics and to develop strategies in accordance with this policy.
6. Definitions
The following definitions apply for this policy and all associated procedures. Definitions in the singular also include the plural meaning of the word.
Continuing appointment is defined in the Recruitment and Appointment Policy.
Dean, for the purposes of this policy, means the faculty dean or the director of a centre/institute or equivalent position.
Education-focused academic means an academic who meets the expectations and core selection criteria as set out in Appendix 1, and is formally appointed in line with this policy.
Faculty, for the purposes of this policy, means:
- faculties as defined in Schedule 1, Student Rules, and
- academic units such as the Institute for Interactive Media and Learning, the Jumbunna Institute for Indigenous Education and Research, the Institute for Sustainable Futures, or another equivalent organisational unit.
Fixed-term appointment is defined in the Recruitment and Appointment Policy.
Integrated academic means a combined teaching, research and engagement academic role and career profile. An academic position falls within this category unless it is specifically designated as a specialist role (that is education-focused, research-focused or senior staff position).
Personal circumstance includes, but is not limited to, substantial career interruptions (such as parental leave, ill health and disability), carer’s responsibilities and part-time or sessional employment, which limit the opportunity to work across all areas of academic activity.
Research-focused academics specialise in research, scholarship, creative works and/or the advancement of knowledge. Research-focused academics are normally appointed to such a role, or to a ‘research only’ academic role, via a contract of appointment or other formal communication from the People Unit or the dean (refer Schedule 3: Minimum standards for academic levels of the Academic Staff Agreement, available at Enterprise agreements).
Senior staff position is defined in the Recruitment and Appointment Policy.
Approval information
Policy contact | Executive Director, People and Culture |
---|---|
Approval authority | Vice-Chancellor |
Review date | 2022 |
File number | UR15/1332 |
Superseded documents | Education-focused Academic Roles Vice-Chancellor’s Directive |
Version history
Version | Approved by | Approval date | Effective date | Sections modified |
---|---|---|---|---|
1.0 | Vice-Chancellor | 10/10/2013 | 01/12/2013 | New directive. |
1.1 | Director, Governance Support Unit (Delegation 3.14.1) | 11/12/2014 | 11/05/2015 | Changes to implement the 2014 senior executive restructure under then Delegation 3.17. |
2.0 | Vice-Chancellor | 02/09/2015 | 03/10/2015 | Changes to the directive following a review. |
2.1 | Director, Governance Support Unit (Delegation 3.14.1) | 30/05/2017 | 30/05/2017 | Changes approved under then Delegation 3.17 to implement 2017 change of name to Jumbunna Institute for Indigenous Education and Research. |
3.0 | Director, Governance Support Unit (Delegation 3.14.1) | 03/05/2022 | 03/05/2022 | Changes and updates to reflect portfolio realignment under Fit for 2027 project. Template updated and title change from directive to policy. |
3.1 | Deputy Director, Corporate Governance (Delegation 3.14.2) | 07/11/2022 | 05/12/2022 | Minor change to reflect new position title of Executive Director, People and Culture. |
References
Academic promotion (Staff Connect)
Academic workload allocation (Staff Connect)
Equity, Inclusion and Respect Policy
Recruitment and Appointment Policy
Workplanning, probation and review (Staff Connect)
Appendix 1: Academic level (A–E) descriptors for education-focused academic roles
The academic level descriptors set out the expectations and core selection criteria for each academic level in relation to:
- qualifications
- complexity and impact of the role
- performance expectations within the three areas of academic activity (refer statement 4.1) that are not viewed as exclusive, but rather as having points of overlap.
These descriptors are consistent with the Academic Staff Agreement Schedule 3: Minimum Standards for Academic Levels (MSALs) (available at Enterprise agreements).
Academic level A
Qualifications |
|
Complexity and impact |
|
Performance expectations | Teaching and educational development
Research, scholarship, creative works and/or the advancement of knowledge
Engagement and partnership and academic management and service to UTS
|
Academic level B
Qualifications |
|
Complexity and impact |
|
Performance expectations | Teaching and educational development
Research, scholarship, creative works and/or the advancement of knowledge
Engagement and partnership and academic management and service to UTS
|
Academic level C
Qualifications |
|
Complexity and impact |
|
Performance expectations | Teaching and educational development
Research, scholarship, creative works and/or the advancement of knowledge
Engagement and partnership and academic management and service to UTS
|
Academic level D
Qualifications |
|
Complexity and impact |
|
Performance expectations | Teaching and educational development
Research, scholarship, creative works and/or the advancement of knowledge
Engagement and partnership and academic management and service to UTS
|
Academic level E
Qualifications |
|
Complexity and impact |
|
Performance expectations | Teaching and educational development
Research, scholarship, creative works and/or the advancement of knowledge
Engagement and partnership and academic management and service to UTS
|