Applicants for promotion to Professorship will be assessed against the following evaluative criteria and scoring methodology: Research and Research leadership (50/100); Teaching and Researcher Development (30/100); and Service to the University and the Academic Community (20/100). The lowest two bandings (‘Clearly Unsatisfactory’ and ‘Insufficient Evidence’) are deemed to be below the threshold for promotion.
| Score | |||
| Performance Descriptor (Banding) | Research and Research Leadership | Teaching and Researcher Development | Service to the University and the Academic Community |
| Outstanding Evidence | 36 - 50 | 24 - 30 | 15 - 20 |
| Strong Evidence | 22 - 35 | 15 - 23 | 10 - 14 |
| Clear Evidence | 12 - 21 | 9 - 14 | 7 - 9 |
| Insufficient Evidence | 7 - 11 | 4 - 8 | 4 - 6 |
| Clearly Unsatisfactory | 1 - 6 | 1 - 3 | 1 - 3 |
Departure from the Standard Scoring Model
In exceptional circumstances the Head of Institution may propose a departure from the standard scoring model for promotion to Professor (Grades 11 and 12) on an individual basis so that the maximum Teaching / Researcher Development score is reduced to 20, with:
- Either Research up to a maximum of 60 and Service remaining at a maximum of 20 points,
- Or Research remaining at 50 maximum but with Service up to a maximum of 30 points.
The proposal must be approved by the FC with reasons recorded in the minutes. Heads of Institution and FCs should bear in mind the standard scoring model reflects extensive discussion across the University on the critical importance of high-quality teaching to the University’s mission and the wish to reflect this in the promotions system.
The Head of Institution should set out the reasons for the proposed exception. It is not appropriate to seek to use the exception to side-step the normal expectation of three years teaching experience at Cambridge.
Each proposed exception must be approved by the Faculty Committee (FC) with reasons recorded in the minutes. Heads of Institution and FCs should bear in mind the standard scoring model reflects extensive discussion across the University on the critical importance of high-quality teaching to the University’s mission and the wish to reflect this in the ACP system.