Reward and Recognition Reward and Recognition of Teaching in Teams Snapshot from Oxford Brookes University

RARE: Where we started… Individual Promotion route to Professor Teaching excellence award Support to apply for NTFS Personal Development Review Teams Highlight in Annual Review Designs for PETAL

RARE: What changes are happening Individual Promotion route to Professor Teaching excellence award Support to apply for NTFS Personal Development Review Pathway to Senior and Principal Fellow of the HEA Student-led teaching awards Teams Highlight in Annual Review Designs for PETAL – now being implemented Team teaching excellence award Programme of the Year Programme team leadership development

Our changes are informed by our own enquiry and the literature, eg … o use rewards for teaching that academics understand and value. Promotions and confirmation of appointment are the most important aspects of reward; o put in place definitions of good teaching; o recognise university teaching as a profession in its own right. Make a university teaching qualification, or appropriate experience, a prerequisite for tenure and promotions; o embed the evaluation of teaching in everyday academic work; o strengthen leadership for good teaching. Good leadership at every level should be exercised to support the reward and recognition of teaching activities; o treat good teaching as a collective as well as an individual responsibility; o use quality management levers to speed up progress. Coherence between a universitys mission, its quality management process, and its strategies for recognising and rewarding good teaching are not always apparent. o Formal monitoring of reward and recognition for good teaching practice via an institutions quality assurance process is essential HEA/GENIE (2009) Reward and recognition in higher education: Institutional policies and their implementation

Promotion and professionalisation Pre-existing : Teaching route to Professor Promotion criteria emphasise team-working Fellowship of HEA New in Promotion to PL(SE) as Reader equivalent as a stepping-stone For 2013: Review match between role criteria and job description Propose change to job title from PL(SE) to Associate Professor Senior and Principal Fellowship of HEA

Change academy: changing Brookes Teaching Fellowships to what? Since 2003 : Self-nomination Focus on individual excellence One scheme, two types of award Offers a 2-year project & stipend For 2013: Self-nomination and identification/nomination by others R&R in teaching and support of learning for teams Range of awards Programme of the Year Fellowship Team Award Module or programme recognition Rewards revised

What kinds of rewards – reputational, financial, opportunity-giving providing colleagues with a route to, and evidence for, promotion & accreditation public reporting, certification and announcements draw-down fund to support further development of the teaching team, including conferences and away days invitations to share their expertise and excellence in other Faculties/Departments opportunities to work/advise on initiatives across University study trips to investigate and bring back into the university in seminars in each Faculty writing support bespoke staff development Etc

What is our theory of change Desired outcomes match between espoused value of teams and our processes, descriptions, rules and criteria visibility of (programme) teams heightened criteria for benchmarking effective programme teams being a team member is seen as a benefit (a la total reward) HR policies reflect and encourage this team-working new awards available formal recognition for expanded course teams more innovative, risk-taking curriculum design can be encouraged and made sustainable, and more widely understood PETAL is seen/used a lever to bring teams together for better student learning outcomes

HR & QApolicies Dissemination Evaluation Academic teamleadership Buy-in, includingfrom students