Human Resources

Specialist Services

Academic Promotions

criteria guidelines
hr.unimelb.edu.au/academic-promotions

Contents
Introduction 3
Principles 3
Use of the guidelines

Documenting a case

Criterion 1 Contribution to Teaching and Learning 4

Introduction 4
Evidence to support promotion based on performance in teaching and
learning

TEACHING PORTFOLIO

Team-based work

Criterion 2 Research and Research Training

(advancement of the discipline) 6
Introduction 6
Evidence to support promotion based on performance in research and
Research Training

Artistic endeavour

Criterion 3 ENGAGEMENT 8
Introduction 8
Evidence to support promotion based on performance in engagement

Criterion 4 Leadership and Service 9

Introduction 9
Evidence to support promotion on the basis of leadership and service

Introduction
These Guidelines set out the four criteria for academic promotion at the University of Melbourne, and provide a guide
on to how to report activities, their quality, the degree of internal and external recognition, and specific issues and
requirements relating to each. They are designed to assist staff prepare applications for promotion. The Guidelines
should be read in conjunction with the Academic Promotion Policy (MPF1221) and Academic Promotion Procedure
(MPF1130) which sets out the standards to be met for promotion to each academic level, and the process for the
submission and evaluation of applications, eligibility, timing, the committee structure and procedures, rules of decisionmaking and appeals in the promotions process. These Guidelines are indicative and may be altered in light of changes in
the University.

Principles
Applications for academic

promotion are assessed on the

career activities and achievements
of staff over their whole career.

In assessing performance over

the whole career, attention will be

given to the recent achievements
of staff, including in their current
academic work focus category.

Staff in all work focus categories

have an equal opportunity to be

considered for promotion.

Use of the guidelines

Candidates making a case for
promotion should document
their achievements against the
criterion according to the Academic
Promotions Procedure. In this
context, candidates should aim to
demonstrate a record of achievement
sustained over time. The level of
achievement will be commensurate
with the expectations of performance
at the level to which promotion is
sought.
The case should be based on their
overall achievements with particular
reference made to the current work
focus category as appropriate for the
period of time the staff member has
been in that category. The advice
to follow provides guidance as to
how staff should document a case
consistent with their work focus
category.
Normally, a specific weighting must
be allocated to at least three of
the four promotion criteria following
the weighting parameters in the
Academic Promotions Procedure.
However, variation is possible if
Heads provide a statement indicating
that staff have been required by the
University to specialise for any period
of time.
Teaching and Research work

focus category staff in this work

focus category are expected to
undertake teaching and associated
activities and original research
and are therefore required to
document a case under both of
these criteria.

Research focussed work focus

category the work of staff in this

category is focussed on original
research and -accordingly staff
are not expected to document a
case under the teaching criterion.
However, staff are encouraged
to document a case under the
teaching criterion if they have
gained achievements in this
category at any periods during
their careers.

Teaching Specialist work focus

category - the work of staff in

this category is focussed on
teaching and associated activities
and accordingly, staff are not
be required to document a case
under the research criterion.
However, staff are encouraged
to document a case under the
research criterion if they have
gained achievements under this
category at any stage during their
careers. Teaching specialists
are expected to demonstrate
scholarship in relation to teaching
and learning, which may include:
showing advanced skills in
evaluation and reflective practice;
participating in and contributing
to professional activities related
to learning and teaching;
coordination, management
and leadership of courses and
student learning; conducting
and publishing research related
to teaching; demonstrating
leadership through activities
that have broad influence on the
profession.

Academic Specialist work focus

category - the work of staff in this

work focus category is focussed
on engagement and/or Leadership
and Service and may be highly
distinctive and will be considered
accordingly. Staff in this category
may wish to document a case
under the research and/or
teaching criteria if they have
gained achievements under these
categories at any stage during
their careers.

this, and it must be verified in the

Heads report. Where an applicants
achievements are outside of the
criteria listed below, further advice
should be sought.

Documenting a case
Without being prescriptive as
to how a case should be made,
candidates are required to document
achievements which align with
the appropriate promotion criteria.
Candidates may address the criteria
in any order that advances their
particular case. Candidates should
aim to demonstrate a sustained
record of achievement, and structure
the submission in such a way that
assessors can determine details for
each criterion, using the approach
outlined below.
The work achievements (the

quality of content or input) and

the outcomes of that work
(productivity, or results or output)

How the work is evaluated or

recognised by peers, or the

broader community (recognition)

Capacity development

either within the University,

with students or the broader
community. (Direct contribution
to building a skill base, knowledge
framework, consortium, group,
team, program of effort,
collaborative network (internal
or external to the university).
Effectively, demonstrate an
enduring contribution and impact
to the University, community and/
or the profession).

Where a candidate is documenting

achievements either in the areas of
leadership or engagement and that
work is based on either teaching and
learning or research, a description
of quality and productivity of
achievements does not need to be
repeated, but cross referenced to the
earlier documentation.

Where staff have not been required

to undertake work which can be
discussed under a nominated
criterion, they should document

Criteria Guidelines

Criterion 1
Contribution to Teaching and Learning

Introduction
Effective teaching can be displayed
by:
Approaches to teaching

that influence, motivate and

inspire students to learn. This
may include: fostering student
development by stimulating
curiosity and independence in
learning; contributing to the
development of students critical
thinking skills, analytical skills
and scholarly values; encouraging
student engagement through the
enthusiasm shown for learning
and teaching; inspiring and
motivating students through highlevel communication, presentation
and interpersonal skills.
Development of curricula

and resources that reflect

a command of the field.
This may include: developing
and presenting coherent and
imaginative resources for student
learning; implementing researchled approaches to learning and
teaching; demonstrating up-todate
knowledge of the field of study
in the design of the curriculum
and the creation of resources for
learning; communicating clear
objectives and expectations for
student learning.
Approaches to assessment

and feedback that foster

independent learning. This
may include: integrating
assessment strategies with the
specific aims and objectives
for student learning; providing
timely, worthwhile feedback
to students on their learning;
using a variety of assessment
and feedback strategies;
implementing both formative and
summative assessment; adapting
assessment methods to different
contexts and diverse student
needs.
Respect and support for the

development of students as
individuals. This may include:
participating in the effective
and empathetic guidance and
advising of students; assisting
students from equity and other

Criteria Guidelines

demographic subgroups to
participate and achieve success
in their courses; influencing the
overall academic, social and
cultural experience of higher
education.
Scholarly activities that have

influenced and enhanced

learning and teaching. This
may include: showing advanced
skills in evaluation and reflective
practice; participating in and
contributing to professional
activities related to learning
and teaching; coordination,
management and leadership of
courses and student learning;
conducting and publishing
research related to teaching;
demonstrating leadership through
activities that have broad influence
on the profession.
Staff may also wish to refer to the
Nine Principles Guiding Teaching and
Learning, and how these principles
have been incorporated into teaching
responsibilities.

Evidence to support
promotion based
on performance in
teaching and learning
Contributions should represent a body
of achievement showing sustained
development over time and must be
thoroughly documented.
In assessing the contribution to
teaching and learning, committees
will take into account:

Quality and Productivity

Applicants should document and
demonstrate both productivity and
quality in teaching and scholarship.
This includes documenting activity
and innovation in teaching and
learning activities, and how research
and engagement are integrated into
teaching. Examples of quality may
include:
innovative instructional design and

content standard;

novel and flexible approaches to

presenting standard material;

design of courses and methods

which make optimal use of online

facilities to support flexible and/or

fast-track learning;
the number and nature of subjects

taught (title, description, level,

degree of responsibility, number
of students enrolled);

details of subject/unit

development including
development of new subjects and
whether or not these were in the
area of research interest;

planning and management of the

introduction of new pedagogical

practices;

student-centred and consistent

approach to curriculum
development;

revision of subject and course

structures to accommodate new

approaches including cultural
diversity practices in teaching and
learning;

development of teaching materials

aligned to student learning modes;

Student QOT evaluations;

Outcomes of research higher

degree and honors supervision;

Collection of empiric data on

learning outcomes for students,

eg through employer feedback;

Progression rates to higher

degrees;

Student outcomes, eg prizes,

scholarships etc.

Recognition
Applicants should document and
demonstrate peer or community
recognition for their teaching and
learning. Examples include:
formal peer evaluation of teaching

and learning;

University, national and

international awards for teaching

and learning;

Invited contributions to the

creation of text books and/or

substantial print, multimedia,
video or other teaching and
learning materials;

Articles in proceedings national

Team-based work
In the circumstance of team-based
creation of materials for teaching
and learning, candidates must clearly
indicate the nature and extent of their
individual contributions. In assessing
the significance of such contributions,
evidence must be provided that the
work is effective in promoting student
learning or in improving teaching
practice. This may include the extent
to which the materials are in regular
use in both the subjects taught by the
applicant and elsewhere.

and international conferences on

teaching and learning;
Text of presentations at national

and international conferences on

teaching and learning;

Demonstrated capacity to

attract honors and higher degree

students;

Requests from other academics

to review teaching material;

Use or sale of teaching

materials to other organisations;

invitations to teach, instruct in
staff development programs or
participate in teaching-related
committees within the University
or at other institutions.

Capacity development
Applicants should document and
demonstrate their impact on initiating
and/or expanding the capacity of
the University or the profession.
Examples include:
The breadth of teaching and

learning through contributions

across discipline areas or in the
different sub-disciplines of a
discipline;

Program, consortium or network

development;

Contributions to staff

development in teaching and

learning at departmental level,
including training of tutors and

acting as a mentor to academic

and research staff;
Participation in professional

development programs related

to teaching and learning, such
as participation in the ViceChancellors Teaching Colloquium
and successful completion of the
Graduate Certificate in University
Teaching;

Active participation in conceptual

work identifying the need for

innovative approaches.

TEACHING PORTFOLIO
Applicants should describe the
precise nature and extent of their
contribution to the development
of these materials, and provide
examples as part of their application.
These should be documented in a
Teaching Portfolio, more information
of which can be found at:
cshe.unimelb.edu.au/resources_teach/
feedback/docs/teaching_portfolio.pdf
The information provided should
identify the units and subjects in
which the materials are used, show
the ways in which the materials
have been integrated into a teaching
program, and detail the numbers
of students involved, use of the
materials by other staff, as well as
participation in staff development
activities surrounding teaching.

Criteria Guidelines

Criterion 2
Research and Research Training
(Advancement of the Discipline)

Introduction
The research contribution should
represent a body of work, showing
sustained development over time,
and regarded by peers as original in
concept or application. For promotion
to each level, a greater contribution
will be expected in demonstrating a
high level of achievement, excellence
or exceptional distinction in the
advancement of the discipline.

Evidence to support
promotion based
on performance in
research and Research
Training
Research and research training
incorporates a range of activities
relating to the conduct of research,
and/or publications or other
outcomes arising from this research.
In assessing the contribution to
research, assessors will take into
account:

Quality and Productivity

Applicants should document and
demonstrate both quality and
productivity in research. This may
include:
details of the research activity

over time which show a sustained

level of performance;

the number of research projects

completed or currently engaged

in, and the extent of the
applicants personal contribution
to such research;

(in the area of artistic endeavour),

published manuscripts, scripts,

designs, exhibition or performance
catalogues, or critical reviews
of performance; film scripts,
documentary scripts, recordings,
films and other media outcomes
of research;

annotated programs;
curatorial essays and exhibitions

the extent to which it is original in

idea and/or technique;

technical drawings and designs,

design exhibitions, audio-visual

recordings, reproductions of
original art, compositions,

Criteria Guidelines

creative writing, performances,

films and new media outputs,
brought into the public domain
through exhibition, performance,
broadcasting, commissioning etc
extent of funding for projects,

support or infrastructure,
specifying the level of

competitiveness and prestige in

securing such funds;

the number of papers,

publications or books arising from

the research;

the number of posters, invitations

to address seminars and

conferences;

the number of creative works,

designs and working models;

the number of works or

performances given.

recognition
Applicants should document and
demonstrate the extent of recognition
of their research.
Examples include:
the extent to which their research

places the candidate in an

acknowledged position of high
standing in the profession, attracts
funding and contributes to critical
debate in the field;

the standing of publishers and

journals (impact factor or other

relevant prestige rating) in which
publications appear in relation to
the relevant discipline or branch of
the discipline;

recognition of research through

citations (field-specific and centilebased if possible), success in

competitive peer review grant
applications, awards, scholarships,
fellowships, prizes etc;

critical reviews of the applicants

published or performance work;

the extent to which, on the basis

of the activity, the candidate

is invited to participate in
commercial research, public policy
formulation, give performances or
mount exhibitions;

invitations to address scholarly

meetings and national and

international conferences;

invitations to visiting fellowship

programs;

command of wide acquaintance

and respect, of national or

international standing (for Level
D);

acceptance of techniques,

processes by peers as standard

methodology;

reproduction of innovative designs

in major reference or scholarly

works.

Capacity Development
Applicants should document and
demonstrate their impact on initiating
and/or expanding the capacity in the
University or the research community.
Examples include:
provision of advice on research to

students and colleagues;

work as a consultant, reviewer or

assessor of research activities;

mentoring and development of

staff and students (including HDR

students);

Supervision and development

of postdoctoral researchers, and

their subsequent career success;

collaborative and cross disciplinary

research across networks of

academic departments, industry
and other tertiary institutions;

participation in professional

development programs related to

research;

facilitating the development of

further research which contributes

benefits to the broader
community;

contribution to broader economic,

social, cultural understandings or

outcomes;

the applicants role in research

teams, both in terms of promoting

team research and in defining
the applicants independent
contribution to team activity

Artistic endeavour
Staff engaged in artistic endeavour
may document their activities under
the research or the engagement
criterion. The track chosen will in part
depend on the nature and impact of
that endeavour. Normally, activities
which involve research and result in
some form of broader dissemination,
either by publication or through
some other media will be treated
as research, while activities which
concentrate on performance may be
treated as engagement. Nonetheless,
applicants should seek advice in
the first instance from the Head of
Department on the presentation of
their case.

Criteria Guidelines

Criterion 3
engagement

Introduction
Engagement encompasses two way
interaction between the University
and the wider society for their
mutual benefit. It includes knowledge
partnerships, public programs and
expert advice for government,
business and community
organisations. For academic staff,
engagement is principally linked
to their teaching and/or research
activities.
The engagement contribution should
represent a body of work, showing
sustained development over time
and clearly contributing Table 1 lists
the Universitys broad engagement
objectives. In applying for promotion
staff may wish to focus on activities
related to their research and/or
teaching that they have undertaken in
relation to these or other dimensions
of engagement. showing sustained
development over time and clearly
contributing to the engagement
profile of the Department, Faculty and
University.
Table 1 lists the Universitys broad
engagement objectives. In applying
for promotion staff may wish to focus
on activities related to their research
and/or teaching that they have
undertaken in relation to these or
other dimensions of engagement.

and learning or research, a description

of quality and productivity of the
work undertaken does not need to be
repeated, but cross referenced to the
earlier documentation.

Evidence to support
promotion based
on performance in
engagement

This document is intended as a

guide only, and provides examples
of quality, productivity, recognition
and capability development for
activities commonly associated with
each of the Universitys engagement
objectives. It is not exhaustive and
candidates are not expected to
provide evidence of all the indicators
having been achieved for an activity.

Contributions should represent a body

of achievement showing sustained
development over time and must be
thoroughly documented.

In assessing the contribution to

engagement, promotion committees
will take into account:

Candidates should be clear about

the nature of their involvement in the
engagement activity.

Productivity

Staff may wish to consult the

Examples of engagement objectives
detailed in Appendix A.

Where a candidate is documenting

work undertaken in engagement and
that work is based on either teaching

Quality

Recognition
Capability development

hr.unimelb.edu.au/academic-promotions

TABLE 1: The university of melbourne engagement objectives

Engagement Objective

Linked Theme

To develop the standing and practices of the profession

Research/Engagement

To foster partnerships to advance research

Research/Engagement

To commercialise the Universitys intellectual capital

Research / Teaching/Engagement

To enhance students readiness for professional life

Teaching & Learning

To foster partnerships that enhance teaching and learning

Teaching & Learning/Engagement

To raise aspirations for tertiary study

Teaching & Learning

To produce cultural engagements

Engagement

To develop better policy and governance

Engagement

To foster intellectual discourse and knowledge dissemination

Engagement

To meet our responsibility to the greater public good

Engagement

To improve the Universitys reputation and public standing

Engagement

Criteria Guidelines

Criterion 4
Leadership and service

Introduction
The University expects each academic
staff member to have acknowledged
expertise and to provide that
expertise (through various forms
of service and leadership) in the
discipline, in a profession, through
community engagement, in research
or teaching and/or in the University.

Evidence to support
promotion on the basis
of leadership and
service
To demonstrate sustained
performance in leadership and
service, at each successive promotion
level, the range of aspects to be
assessed should be progressively
more extensive and a greater
contribution to leadership will be
required for each aspect. Sustained
activity will not be achieved solely
through membership of departmental
or other University committee or
being the principal researcher on
a grant. It will be necessary to
demonstrate key leadership and
service activity in those roles.
Normally submissions will be
substantiated by assessments from
peers or colleagues or the broader
community and demonstrate
the difference that the individual
leadership has made.
In all cases, the leadership and
service activity must be sustained
over time, and its broader impact
must be measurable.
Applicants for promotion must
demonstrate a sustained leadership
and service contribution through
sustained activity, which may include:

Leadership and Service in the

Profession
significant involvement in

student affairs, where they have

initiated or lead a new activity.
Teaching and tutoring does not
of itself constitute leadership,
but sustained student activity
producing outstanding academic,
research or engagement
outcomes may do so;

recruitment of students to a

particular program, involvement

in student activities, such as

leadership programs, creation
of additional student activities
designed to support academic
outcomes, sustained leadership
over time of field trips,
involvement in post-graduate
support activities, provision of
course and career advice over a
sustained period;
acting in formal academic roles

or through the management

and leadership of staff and/or
students;

leadership of academic program

reviews;

leadership of expert peer review

panels of arts funding agencies,

juries for prizes and awards, board
memberships, and involvement
in reference, advisory and/or
steering committees;

to lead delegations, commissions

of enquiry etc;
provision of advice to other

tertiary institutions or government

agencies;

leadership in policy development

and governance of institutions (eg

hospitals) in which the University
has an important stake.

Leadership and service in the

university
Applicants should document
and demonstrate organisational
leadership. Organisational leadership
is not achieved by occupation
of a leadership role in itself, or
membership of a committee.
Examples include:
management of a series of major

projects or of a group of staff

through sustained change;

leadership in teaching, knowledge

active membership (or chair) of

leadership in research activities.

activity as an anti-discrimination,

transfer or research as evidenced

by peer review and outcomes;

Being named as a principal

researcher on a grant is not
of itself research leadership.
Applicants must demonstrate a
broader contribution to research
through the leadership of research
teams, the creation and leadership
of a multi-disciplinary research
group, regular leadership of
symposia, colloquia in the area of
the discipline, or a track record of
attracting and mentoring research
higher degree students through
the excellence of the research and
research training given.

committees designed to better

the University;

sexual harassment, or workplace

bullying adviser;

activity as a grievance mediator/

investigator;

an active role as Head or Deputy

Head of a Department;

management of a Centre or a

Unit which contributes to the

Universitys goals;

involvement in strategic and

operational planning at the

University, Faculty and/or
department level.

Leadership and Service in the

Community
Applicants should document and
demonstrate a leadership role in the
broader community. This role must
be related to their field of expertise at
the University and must be validated
in such a manner that the Promotions
Committee can make a decision as to
the extent of leadership displayed and
its impact. Examples include:
membership of national or

international delegations in the

area of expertise, and invitations

Criteria Guidelines

Copyright
Copyright University of Melbourne
March 2013.
Copyright in this publication is owned by the University and
no part of it may be reproduced without the permission of the
University.
CRICOS PROVIDER CODE: 00116K
Authorised by: Director, Human Resources
Published by: Human Resources

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as appropriate.

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hr.unimelb.edu.au/academic-promotions