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Academic Career Pathways (Research and Teaching)

Assessment Criteria

This section sets out the promotion and progression criteria for the ACP R&T processes, which apply to all academic staff. The Assessment Criteria for each academic office are given below together with generic Indicators of Excellence.

Each application will be considered and assessed on its own merit against the Assessment Criteria for the level in question, taking into equal account evidence of both inputs and outputs.

The generic Indicators of Excellence as well as the respective School/Institution-specific Indicators of Excellence provide examples of evidence of fulfilment of these criteria. All examples are suggestive in nature and non-exhaustive, and not all the indicators will be relevant to all applicants.

 

Professor (Grade 12)

Criteria for the assessment of research

Promotion to Professor (Grade 12) requires outstanding achievement in research and research leadership assessed by reference to international levels of excellence. This includes both individual and collaborative contributions to research, as well as contributions to leading an excellent institutional research culture.

There are two criteria and outstanding achievement is normally required in both:

 

CRITERION 1: Consistently conducts rigorous research addressing significant questions, contributing new ideas and advancing the boundaries of the field whilst ensuring the highest standards of research integrity are promoted and maintained.

Generic examples of indicators of excellence Generic examples of impact
  • A substantial portfolio of high quality research outputs that are internationally recognised as world-class in terms of their originality, significance and rigour. The University acknowledges that the intellectual content of a paper is much more important than publication metrics or the identity of the journal in which it was published
  • Makes a significant contribution to the advancement of knowledge in their research discipline
  • Produces and disseminates research outputs that have an impact, for example in the REF or informs national or international policy development
  • Frequently invited to present work at major national and international conferences and institutions
  • A significant track record of winning competitive research funding
  • In receipt of prizes and honours for research

 

CRITERION 2: Consistently provides high-quality research leadership, strategically planning for the future and supporting an inclusive and productive research culture.

Generic examples of indicators of excellence Generic examples of impact
  • Leads and contributes to collaborative research projects
  • Elected/appointed to research-related leadership roles
  • Creates and manages large research groups
  • Convenes and leads major research conferences and seminar programmes
  • Provides intellectual thought leadership which informs and contributes to setting the international research agenda in an individual’s area
  • Participation in high-quality public, industrial and/or policy engagement activities linked to research
  • Edits major academic journals
  • Promotes collaboration and develops cross-disciplinary research activities

 

Criteria for the Assessment of Teaching and Researcher Development

Applicants are required to show that they have made an effective contribution toward the University’s goal of providing high quality research-led teaching to undergraduate and post graduate students and/or fostering the professional development of research students and early career research staff. It is recognised that applicants may contribute in different ways at different points in their career and that effective contributions may differ between disciplines. Contributions will be assessed in the context of the relevant Institution’s expectations, including the local workload model where applicable. In its guidance, each Institution should indicate the balance of expectation as between teaching (undergraduate/postgraduate) and researcher (PhD/Postdoc) development. An effective contribution must be shown by reference to all or some of the following criteria:

 

CRITERION 1: Consistently delivers excellent teaching that benefits from and engages with Cambridge’s research-rich environment and is intellectually challenging.

Generic examples of indicators of excellence Generic examples of impact
  • Designs and develops new programmes.
  • Leads/makes a significant contribution to internal teaching reviews.
  • Demonstrates breadth of knowledge and teaches effectively beyond immediate research area.
  • Receives prizes for teaching.
  • Undertakes examination/acts as a course examiner.
  • Provides educational leadership and organisation including curriculum development and learning design.
  • Successfully introduces innovative teaching/assessment methods or significant contribution to their enhancement.
  • Publishes major textbooks/e-learning materials adopted in courses internal or external to the University.
  • National or global press coverage of the candidate’s educational ideas or activities.
  • Holding an educational leadership position within a professional body
  • Receives excellent student feedback.
  • Demonstrates sophisticated, reflexive approach to teaching and supporting learning which enables students to develop subject knowledge and capabilities.

 

CRITERION 2: Consistently delivers high-quality research supervision that is intellectually challenging and supportive.

Generic examples of indicators of excellence Generic examples of impact
  • Consistently high research student completion rates.
  • Award of prizes and honours for researcher development.
  • Consistently receives positive feedback from research students.
  • Provides inclusive leadership and delivers excellence through the performance of others.
  • Creates a positive working environment and acts as a role model in promoting inclusion and mutual respect.
  • Contributes significantly towards recruiting and winning support for research students.
  • Recognises and nurtures talent and demonstrates consistent engagement with researcher training and development processes.

 

CRITERION 3: Consistently ensures that early-career researchers receive excellent opportunities to develop their potential and prepare them for future success.

Generic examples of indicators of excellence Generic examples of impact
  • Consistently receives positive feedback from postdoctoral researchers.
  • Enables and encourages early-career researchers to develop independent research lines and/or pursue independent publications or funding applications.
  • Mentors or coaches early-career researchers in other groups or departments.
  • Provides inclusive leadership and delivers excellence through the performance of others.
  • Creates a positive working environment and acts as a role model in promoting inclusion and mutual respect.
  • Recognises and nurtures talent and demonstrates consistent engagement with researcher training and development processes.
  • Helps early-career researchers to be creative about their futures and takes active steps to support career pathways both in and beyond academia.

 

Criteria for the Assessment of Service to the University and to the Academic Community

Applicants are required to show an effective service contribution. University members are expected to demonstrate and promote collegiality by nurturing a culture of mutual respect. The University recognises that individuals may contribute in different ways at different times and that as individuals become more senior they may be asked to take on more commitments that are external to the University. Nevertheless, the University normally expects applicants to demonstrate a significant degree of service contribution that is internal to the University.

 

CRITERION: Consistently makes an effective contribution of service to the University and to the academic community beyond the University. Promotes collegiality and engenders a culture of mutual respect.

Generic examples of indicators of excellence Generic examples of impact
  • Departmental/Faculty/University academic leadership roles.
  • Sits on Departmental/Faculty University committees and bodies.
  • Provides active mentoring and support for colleagues.
  • Promotes and demonstrates effective use of the Staff Review and Development Scheme.
  • Significant and sustained contributions to equality, diversity and inclusion activities.
  • Creates a positive working environment and acts as a role model in promoting inclusion and mutual respect.
  • Promotes cross-disciplinary collaboration and knowledge sharing.
  • Contributes to leadership, administration and student support within Colleges.
  • Significant and sustained contribution to widening participation activity
  • Engages significantly in peer review activity.
  • Advises government and parliamentary bodies.
  • Sits on public review bodies.
  • Significant and sustained contributions to fostering strategic partnerships (e.g.industry, trusts and foundations, philanthropic donors).
  • Supports the work of other HEIs (e.g. significant external examining; participation in research/teaching and learning reviews).
  • Significant and sustained public engagement activity.
Professor (Grade 11)

Criteria for the assessment of research

Promotion to Professor (Grade 11) requires outstanding achievement in research and research leadership assessed by reference to national levels of excellence and international recognition. This includes both individual and collaborative contributions to research, as well as contributions to institutional research culture.

There are two criteria and outstanding achievement is normally required in both:

 

CRITERION 1: Consistently conducts rigorous research addressing significant questions, contributing new ideas and advancing the boundaries of the field whilst ensuring the highest standards of research integrity are promoted and maintained.

Generic examples of indicators of excellence

 Generic examples of impact
  • A substantial portfolio of high quality research outputs that are internationally recognised in terms of their originality, significance and rigour. The University acknowledges that the intellectual content of a paper is much more important than publication metrics or the identity of the journal in which it was published.
  • Contributes to the advancement of knowledge in their research discipline.
  • Produces research outputs that have an impact, for example in the REF.
  • A track record of winning competitive research funding.
  • Invited to present work at major national and international conferences and institutions.

 

CRITERION 2: Consistently provides high-quality research leadership, strategically planning for the future and supporting an inclusive and productive research culture.

Generic examples of indicators of excellence

 Generic examples of impact
  • Makes a significant contribution to collaborative research projects.
  • Contributes to organisation of major research conferences and seminar programmes.
  • Participation in high-quality public, industrial and/or policy engagement activities linked to research.
  • Edits major academic journals.
  • Promotes collaboration and develops cross-disciplinary research activities.

 

 

Criteria for the Assessment of Teaching and Researcher Development

Applicants are required to show that they have made an effective contribution toward the University’s goal of providing high quality research-led teaching to undergraduate and post graduate students and/or fostering the professional development of research students and early career research staff. It is recognised that applicants may contribute in different ways at different points in their career and that effective contributions may differ between disciplines. Contributions will be assessed in the context of the relevant Institution’s expectations, including the local workload model where applicable. In its guidance, each Institution should indicate the balance of expectation as between teaching (undergraduate/postgraduate) and researcher (PhD/Postdoc) development. An effective contribution must be shown by reference to all or some of the following criteria:

 

CRITERION 1: Consistently delivers excellent teaching that benefits from and engages with Cambridge’s research-rich environment and is intellectually challenging.

Generic examples of indicators of excellence Generic examples of impact
  • Designs and develops new programmes.
  • Leads/makes a significant contribution to internal teaching reviews.
  • Demonstrates breadth of knowledge and teaches effectively beyond immediate research area.
  • Receives prizes for teaching.
  • Undertakes examination/acts as a course examiner.
  • Provides educational leadership and organisation including curriculum development and learning design.
  • Successfully introduces innovative teaching/assessment methods or significant contribution to their enhancement.
  • Publishes major textbooks/e-learning materials adopted in courses internal or external to the University.
  • National or global press coverage of the candidate’s educational ideas or activities.
  • Holding an educational leadership position within a professional body
  • Receives excellent student feedback.
  • Demonstrates sophisticated, reflexive approach to teaching and supporting learning which enables students to develop subject knowledge and capabilities.

 

CRITERION 2: Consistently delivers high-quality research supervision that is intellectually challenging and supportive.

Generic examples of indicators of excellence Generic examples of impact
  • Consistently high research student completion rates.
  • Award of prizes and honours for researcher development.
  • Consistently receives positive feedback from research students.
  • Provides inclusive leadership and delivers excellence through the performance of others.
  • Creates a positive working environment and acts as a role model in promoting inclusion and mutual respect.
  • Contributes significantly towards recruiting and winning support for research students.
  • Recognises and nurtures talent and demonstrates consistent engagement with researcher training and development processes.

 

CRITERION 3: Consistently ensures that early-career researchers receive excellent opportunities to develop their potential and prepare them for future success.

Generic examples of indicators of excellence Generic examples of impact
  • Consistently receives positive feedback from postdoctoral researchers.
  • Enables and encourages early-career researchers to develop independent research lines and/or pursue independent publications or funding applications.
  • Mentors or coaches early-career researchers in other groups or departments.
  • Provides inclusive leadership and delivers excellence through the performance of others.
  • Creates a positive working environment and acts as a role model in promoting inclusion and mutual respect.
  • Recognises and nurtures talent and demonstrates consistent engagement with researcher training and development processes.
  • Helps early-career researchers to be creative about their futures and takes active steps to support career pathways both in and beyond academia.

 

Criteria for the Assessment of Service to the University and to the Academic Community

Applicants are required to show an effective service contribution. University members are expected to demonstrate and promote collegiality by nurturing a culture of mutual respect. The University recognises that individuals may contribute in different ways at different times and that as individuals become more senior they may be asked to take on more commitments that are external to the University. Nevertheless, the University normally expects applicants to demonstrate a significant degree of service contribution that is internal to the University.

 

CRITERION: Consistently makes an effective contribution of service to the University and to the academic community beyond the University. Promotes collegiality and engenders a culture of mutual respect.

Generic examples of indicators of excellence Generic examples of impact
  • Departmental/Faculty/University academic leadership roles.
  • Sits on Departmental/Faculty University committees and bodies.
  • Provides active mentoring and support for colleagues.
  • Promotes and demonstrates effective use of the Staff Review and Development Scheme.
  • Significant and sustained contributions to equality, diversity and inclusion activities.
  • Creates a positive working environment and acts as a role model in promoting inclusion and mutual respect.
  • Promotes cross-disciplinary collaboration and knowledge sharing.
  • Contributes to leadership, administration and student support within Colleges.
  • Significant and sustained contribution to widening participation activity
  • Engages significantly in peer review activity.
  • Advises government and parliamentary bodies.
  • Sits on public review bodies.
  • Significant and sustained contributions to fostering strategic partnerships (e.g.industry, trusts and foundations, philanthropic donors).
  • Supports the work of other HEIs (e.g. significant external examining; participation in research/teaching and learning reviews).
  • Significant and sustained public engagement activity.

 

Associate Professor (Grade 10 Progression/Promotion Scheme A)

Criteria for the assessment of research

An applicant is required to demonstrate achievement in research assessed by reference to national levels of excellence. This may include individual and/or collaborative contributions to research.

 

CRITERION: Consistently conducts rigorous research addressing significant questions, contributing new ideas and advancing the boundaries of the field, whilst ensuring the highest standards of research integrity are promoted and maintained.

Generic examples of indicators of excellence Generic examples of impact
  • A portfolio of high quality research outputs that are nationally recognised as excellent. The University acknowledges that the intellectual content of a paper is much more important than publication metrics or the identity of the journal in which it was published.
  • Invitations to present work externally.
  • Invitations to join research consortia.

 

Criteria for the Assessment of Teaching and Researcher Development

An applicant seeking progression to Associate Professor (Grade 10) via the ACP R&T Progression/Promotion Scheme A is required to show consistent and sustained excellence in providing high-quality undergraduate and postgraduate education that benefits from and engages with Cambridge’s research-rich environment and/or nurturing the professional and personal development of research students and early-career research staff. It is recognised that effective contributions may differ between disciplines and that an applicant’s contribution is therefore to be assessed in the context of their Institution’s expectations, including the local workload model where applicable. Sustained excellence must be shown by reference to all or some of the following criteria:

 

CRITERION 1: Consistently delivers excellent teaching that benefits from and engages with Cambridge’s research-rich environment and is intellectually challenging

Generic examples of indicators of excellence Generic examples of impact
  • Designs and develops new programmes.
  • Contributes to internal teaching reviews.
  • Undertakes examination / acts as a course examiner.
  • Provides educational leadership and organisation, including curriculum development and learning design.
  • Demonstrates sophisticated, reflexive approach to teaching and supporting learning, which enables students to develop subject knowledge and capabilities.
  • Successfully introduces innovative teaching/assessment methods or significant contribution to their enhancement.
  • Publishes materials adopted in courses internal or external to the University.
  • National or global press coverage of the candidate’s educational ideas or activities.
  • Receives excellent student feedback.

 

CRITERION 2: Consistently delivers high-quality research supervision that is intellectually challenging and supportive.

Generic examples of indicators of excellence Generic examples of impact
  • Supervises research students effectively.
  • Consistently receives positive feedback from research students.
  • Provides inclusive leadership and delivers excellence through the performance of others.
  • Creates a positive working environment and acts as a role model in promoting inclusion and mutual respect.
  • Contributes towards recruiting and winning support for research students.
  • Recognises and nurtures talent and engages with researcher training and development processes.

 

CRITERION 3: Consistently ensures that early-career researchers receive excellent opportunities to develop their potential and prepare them for future success

Generic examples of indicators of excellence Generic examples of impact
  • Consistently receives positive feedback from postdoctoral researchers.
  • Provides inclusive leadership and delivers excellence through the performance of others.
  • Creates a positive working environment and acts as a role model in promoting inclusion and mutual respect.
  • Recognises and nurtures talent and engages with researcher training and development processes.

 

Criteria for the Assessment of Service to the University and to the Academic Community

An applicant is required to show an effective service contribution. University members are expected to demonstrate and promote collegiality by nurturing a culture of mutual respect. The University recognises that people may contribute in different ways at different times and that as individuals become more senior they may be asked to take on more commitments that are external to the University. Nevertheless, the University normally expects applicants to demonstrate some degree of service contribution that is internal to the University.

 

CRITERION: Consistently makes an effective contribution of service to the University and to the academic community beyond the University. Promotes collegiality and engenders a culture of mutual respect.

Generic examples of indicators of excellence Generic examples of impact
  • Departmental/Faculty/University academic leadership roles.
  • Sits on Departmental/Faculty University committees and bodies.
  • Provides active mentoring and support for colleagues.
  • Promotes and demonstrates effective use of the Staff Review and Development Scheme.
  • Significant and sustained contributions to equality, diversity and inclusion activities.
  • Creates a positive working environment and acts as a role model in promoting inclusion and mutual respect.
  • Promotes cross-disciplinary collaboration and knowledge sharing.
  • Contributes to leadership, administration and student support within Colleges.
  • Significant and sustained contribution to widening participation activity
  • Engages significantly in peer review activity.
  • Advises government and parliamentary bodies.
  • Sits on public review bodies.
  • Significant and sustained contributions to fostering strategic partnerships (e.g.industry, trusts and foundations, philanthropic donors).
  • Supports the work of other HEIs (e.g. significant external examining; participation in research/teaching and learning reviews).
  • Significant and sustained public engagement activity.
Clinical Professor

Criteria for the assessment of research

Promotion to Clinical Professor requires outstanding achievement in research and research leadership assessed by reference to international levels of excellence. This includes both individual and collaborative contributions to research, as well as contributions to leading an excellent institutional research culture.

There are two criteria and outstanding achievement is normally required in both. Clinical academic applicants would be expected to demonstrate the same quality of contribution across both criteria as non-clinical applicants.  However, in recognition of their clinical responsibilities, some adjustment may be made for expectations around volume of contribution, in particular in relation to Criterion 2.

Whilst expectations around quality and impact remain the same, there may be differences in the publications portfolio of applicants in research fields which are highly collaborative, and who have substantial involvement in consortia or clinical trials, for example.  For these applicants, the balance of evidence under Criterion 2 may be greater. In such cases, it is particularly important that applicants clearly demonstrate their intellectual thought leadership and research-related leadership, in consortia/collaborative settings.

 

CRITERION 1: Consistently conducts rigorous research addressing significant questions, contributing new ideas and advancing the boundaries of the field whilst ensuring the highest standards of research integrity are promoted and maintained.

Generic examples of indicators of excellence Generic examples of impact
  • A substantial portfolio of high quality research outputs that are internationally recognised as world-class in terms of their originality, significance and rigour. The University acknowledges that the intellectual content of a paper is much more important than publication metrics or the identity of the journal in which it was published
  • Makes a significant contribution to the advancement of knowledge in their research discipline
  • Produces and disseminates research outputs that have an impact, for example in the REF or informs national or international policy development
  • Whilst intellectual content of a publication is key, it would be expected that high quality, rigorous, original research would find publication in high quality, high impact journals. This would generally include both general and specialist journals; it is expected that applicants will have made a substantial leadership contribution to outpatients that they highlight, which may be evidenced by authorship position
  • It is expected that significant contribution to the advancement of knowledge would be at least partly evidenced by authorship position
  • Frequently invited to present work at major national and international conferences and institutions
  • A significant track record of winning competitive research funding
  • In receipt of prizes and honours for research
  • Applicants working in highly collaborative methodological fields (for example in biostatistics, or imaging), would be expected to be producing high quality methodological papers, as well as publications in the field in which their methods are being used

 

CRITERION 2: Consistently provides high-quality research leadership, strategically planning for the future and supporting an inclusive and productive research culture

Generic examples of indicators of excellence Generic examples of impact
  • Leads and contributes to collaborative research projects
  • Elected/appointed to research-related leadership roles
  • Creates and manages large research groups
  • Convenes and leads major research conferences and seminar programmes
  • Provides intellectual thought leadership which informs and contributes to setting the international research agenda in an individual’s area
  • Contribution to international healthcare policy and guidelines (for example, NICE, WHO)
  • Participation in high-quality public, industrial and/or policy engagement activities linked to research
  • Edits major academic journals
  • Promotes and maintains high standards of research integrity
  • Promotes collaboration and develops cross-disciplinary research activities

 

Criteria for the Assessment of Teaching and Researcher Development

Applicants are required to show that they have made an effective contribution toward the University’s goal of providing high quality research-led teaching to undergraduate and post graduate students and/or fostering the professional development of research students and early career research staff. It is recognised that applicants may contribute in different ways at different points in their career and that effective contributions may differ between disciplines. Contributions will be assessed in the context of the relevant Institution’s expectations, including the local workload model where applicable. In its guidance, each Institution should indicate the balance of expectation as between teaching (undergraduate/postgraduate) and researcher (PhD/Postdoc) development. An effective contribution must be shown by reference to all or some of the following criteria.

As the Clinical School has no Tripos courses and no 'standard' undergraduates, there are restricted opportunities for non-clinical applicants to become involved in teaching. Whilst non-clinical applicants would be expected to demonstrate the same quality of contribution as clinical applicants, the quantity of contribution under Criterion 1 and also Criterion 3 (which for clinical applicants includes postgraduate medical education) may be lower.  The balance of evidence in Criterion 2 may therefore be greater for non-clinical applicants. Non-clinical applicants are able to demonstrate evidence under Criterion 1 relating to masters course teaching within the School, and also contributions to courses in other Schools within the University.  Particularly for non-clinical applicants, College teaching may form a substantial portion of the evidence of contribution under Criterion 1.

 

CRITERION 1: Consistently delivers excellent teaching that benefits from and engages with Cambridge's research-rich environment and is intellectually challenging

Generic examples of indicators of excellence Generic examples of impact
  • Designs and develops new programmes.
  • Leads/makes a significant contribution to internal teaching reviews.
  • Demonstrates breadth of knowledge and teaches effectively beyond immediate research area.
  • Receives prizes for teaching.
  • Undertakes examination/acts as a course examiner.
  • Provides educational leadership and organisation including curriculum development and learning design.
  • Clinical applicants would be expected to be teaching clinical students in a variety of settings, for example on wards, in clinic, in outpatients. They may also be teaching more broadly across the clinical curriculum, for example, in communications skills or professionalism, and would be expected to be involved in the creation and/or delivery of assessments.
  • It would be appropriate to include as evidence of excellence, the creation of innovative or enhanced electronic learning resources, or the introduction of new technology to enhance learning/course delivery.
  • Successfully introduces innovative teaching/assessment methods or significant contribution to their enhancement.
  • Publishes major textbooks/e-learning materials adopted in courses internal or external to the University.
  • National or global press coverage of the candidate’s educational ideas or activities.
  • Holding an educational leadership position within a professional body
  • Receives excellent student feedback.
  • Demonstrates sophisticated, reflexive approach to teaching and supporting learning which enables students to develop subject knowledge and capabilities.

 

CRITERION 2: Consistently delivers high-quality research supervision that is intellectually challenging and supportive

Generic examples of indicators of excellence Generic examples of impact
  • Consistently high research student completion rates.
  • Award of prizes and honours for researcher development.
  • Consistently receives positive feedback from research students.
  • Researcher training and development processes includes oversight of placement opportunities (where available) with industrial or other partners.
  • Provides inclusive leadership and delivers excellence through the performance of others.
  • Creates a positive working environment and acts as a role model in promoting inclusion and mutual respect.
  • Contributes significantly towards recruiting and winning support for research students.
  • Recognises and nurtures talent and demonstrates consistent engagement with researcher training and development processes.

 

CRITERION 3: Consistently ensures that early-career researchers receive excellent opportunities to develop their potential and prepare them for future success.

Generic examples of indicators of excellence Generic examples of impact
  • Consistently receives positive feedback from postdoctoral researchers.
  • Enables and encourages early-career researchers to develop independent research lines and/or pursue independent publications or funding applications.
  • Mentors or coaches early-career researchers in other groups or departments.
  • For clinical applicants, contribution to postgraduate medical education will be considered under this criterion. Indicators of excellence will include contribution to postgraduate training and assessment, and evidence of excellent trainee feedback.
  • Provides inclusive leadership and delivers excellence through the performance of others.
  • Creates a positive working environment and acts as a role model in promoting inclusion and mutual respect.
  • Recognises and nurtures talent and demonstrates consistent engagement with researcher training and development processes.
  • Helps early-career researchers to be creative about their futures and takes active steps to support career pathways both in and beyond academia.

 

Criteria for the Assessment of Service to the University and to the Academic Community

Applicants are required to show an effective service contribution. University members are expected to demonstrate and promote collegiality by nurturing a culture of mutual respect. The University recognises that individuals may contribute in different ways at different times and that as individuals become more senior they may be asked to take on more commitments that are external to the University. Nevertheless, the University normally expects applicants to demonstrate a significant degree of service contribution that is internal to the University.

 

CRITERION: Consistently makes an effective contribution of service to the University and to the academic community beyond the University. Promotes collegiality and engenders a culture of mutual respect.

Generic examples of indicators of excellence Generic examples of impact
  • Departmental/Faculty/University academic leadership roles.
  • Sits on Departmental/Faculty University committees and bodies.
  • Provides active mentoring and support for colleagues.
  • Promotes and demonstrates effective use of the Staff Review and Development Scheme.
  • Significant and sustained contributions to equality, diversity and inclusion activities.
  • Creates a positive working environment and acts as a role model in promoting inclusion and mutual respect.
  • Promotes cross-disciplinary collaboration and knowledge sharing.
  • Contributes to the running, administration and student support within Colleges.
  • Significant and sustained contribution to widening participation activity.
  • Evidence of excellence, impact and commitment to clinical practice and to the highest standards of professionalism
  • Evidence of patient and public engagement
  • Membership of national/international healthcare committees and advisory bodies
  • Membership of relevant NHS committees and commitment to furthering the close relationship between the University and the NHS, particularly in the local context
  • Widening participation activities can include junior doctors, and strengthening participation in under-represented specialties/areas
  • Being asked to sit on/contribution to work of national curriculum and/or assessment committees (i.e. Royal Colleges, GMC Standards or medical schools council question banks)
  • Engages significantly in peer review activity.
  • Advises government and parliamentary bodies.
  • Sits on public review bodies.
  • Significant and sustained contributions to fostering strategic partnerships (e.g.industry, trusts and foundations, philanthropic donors).
  • Supports the work of other HEIs (e.g. significant external examining; participation in research/teaching and learning reviews).
  • Significant and sustained public engagement activity.
  • Departmental/Faculty leadership roles also encompass Unit and Research Institute or Centre leadership roles.

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