Recognising and rewarding teaching achivement in higher education

Commissioned by: Royal Academy of Engineering
Project conducted: ongoing from 2014

Universities across the world are engaged in a common drive to improve the quality of teaching. Central to this mission are robust frameworks for evaluating and rewarding the teaching achievements of academic staff. Dr Graham has led a ground-breaking study, commissioned by the Royal Academy of Engineering, to develop a new framework that enables universities to define and evaluate teaching achievement at each stage of the academic career ladder. The design of the framework draws on feedback from the international academic community, educational research and good practice from across the world.

The framework is current being evaluated and piloted by 15 major research-led universities from 12 countries across the world, including UCL, MIT, NUS, UNSW and DTU. The final Framework and report will be published in April 2018.

Project publications

A number reports have been published as part of the study, to inform the design of the framework or to support its implementation within university career development and promotion processes. A selection of these publications is provided below.

Information on the draft framework for senior managers

This summary document is aimed at senior university managers with an interest in adopting the framework within their institutions. It addresses the following questions:

1. Why was the framework developed?
2. Who should be using the framework?
3. What does the framework provide?

Published April 2016

Draft framework and background research

An interim version of the Career Framework for University Teaching was published in February 2016. The report also contains information about the context for the framework’s development and the research underpinning its design.

Published Feb 2016

Perception of academic promotion processses and the role of teaching

The study distils views and experiences from various levels of the university hierarchy to address the question, “to what extent are university promotion procedures seen to incentivise teaching achievement in higher education?”. Drawing on survey and interview evidence, it focuses on perspectives of the university promotion system among the UK engineering academic community.

Published March 2015