Applicant Evaluation Form (Hourly Paid Lecturer)
Faculty: / FTE: / Panel Members:
HPL ASSESSMENT CRITERIA FOR ACADEMIC GRADE 7
Knowledge (including experience & qualifications) / Essential / Desirable / Assessment – Criteria Met Fully, Partly, Not Met
Good degree or equivalent in related discipline / Essential
Expertise in subject area – normally a Doctorate in a relevant area but qualified at least at Masters or equivalent level with a commitment to obtaining a relevant Doctorate within an agreed timescale. / Essential
Relevant teaching qualification (e.g.Higher Education Academy(HEA)Fellowship or equivalent) or demonstrable teaching experience with a commitment to achieving the required Professional Standards for Teaching. / Essential
Broad knowledge of subject area and contemporary issues. / Essential
Growing reputation for excellence in learning and teaching; familiar with and enthusiastic about the concept of student centered pedagogy. / Essential
Ability to use a range of learning and teaching approaches including use of ICT as appropriate. / Essential
Ability to use a variety of assessment techniques. / Essential
Ability to provide effective and sympathetic student guidance, supervision, support and assessment. / Essential
Familiar with current developments in research and scholarship with ability to identify appropriate research options, methods and theoretical perspectives. / Essential
Research active with some evidence of a body of published work and/or artefacts. / Essential
Appropriate level of knowledge and skills to enable personal contributiontoprofessional practiceactivities. / Essential
Skills
Ability to communicate effectively with students, colleagues and externally as required. / Essential
Effective team-working skills. / Essential
Strong organisational ability. / Essential
Good academic research skills. / Essential
Practiced IT skills. / Essential
Attributes
Willingness to engage in the development of campus life. / Essential
Strong commitment to an environment of academic excellence and student experience. / Essential
Provide effective and sympathetic guidance, supervision, support and assessment of students. / Essential
Self-motivated. / Essential
Evidence of good professional links with other organisations. / Essential
Proactive and innovative. / Essential
Evidence of planned personal development. / Essential
ASSESSMENT FEEDBACK FOR ACADEMIC GRADE 7
FUSION & VALUES / EDUCATION
Strengths (e.g. evidence of using fusion to enhance stakeholder (staff, students, external parties) experience; evidence of education, research and professional practice integration; clear Fusion Plan demonstrating future potential; demonstration of co-creation and/or collegial contributions) / Strengths (e.g. emerging evidence of unit delivery and varied assessment techniques; developed good practice in relation to student experience; emerging contribution as either an individual or as part of a team; some evidence of internal and external academic citizenship activities; clear Education Plan demonstrating future potential)
Areas of Development and Required Support (e.g. attend the Academic Induction and Transition to Fusion workshops; seek guidance in relation to contributing to Fusion; attend ‘Developing your academic identity and career’ workshop; access the Career Development - Portfolio of Resources and develop specific objectives in relation to individual aspirations) / Areas of Development and Required Support (e.g. work towards PG Cert; HEA engagement;assessment board and programme team meetings attendance; seek opportunities to contribute to unit design and curriculum development; ensure membership of appropriate programme team committees or other such working groups)
RESEARCH / PROFESSIONAL PRACTICE
Strengths (e.g. PhD, on Doctoral track, emerging track record relevant to discipline norms, individual or team contribution to research within own discipline, sound Research Plan demonstrating potential and trajectory for the future) / Strengths (e.g.practicing professional; local/regional level engagement with business, industry and professional and governmental bodies; evidence of practice based output; Professional Practice Plan demonstrating potential for the future)
Areas of Development and Required Support (e.g. commence Doctoral track, seek mentoring and guidance in respect of publishing and bidding options; attend RKE Academic Induction in order to develop research plan and identify relevant external network) / Areas of Development and Required Support (e.g. seek membership of relevant professional bodies; participate in outreach activity; identify opportunities to link into employability; identify opportunities to collaborate with colleagues)
ASSESSMENT OUTCOME / Tick
With reference to the appended essential criteria and Academic Career Framework for Academic Grade 7 (please tick one box): / Meets criteria for conversion. BU will offer a fractional contract of employment.
Meets some criteria for conversion with a Plan to meet others *. BU will offer a fractional contract of employment.
Does not meet criteria and has no plan to meet others. BU will not offer a fractional contract of employment.
Feedback to be provided by (Insert Name):
GUIDELINES FOR THE PANEL
Assessment Criteria *
Conversion is based on the principle of merit in accordance with the prescribed assessment criteria for the Lecturer (Academic) role and outputs within theAcademic Career Frameworkproportionate to their contractual commitment. As determined by the conversion process, applicants must demonstrate the capability to deliver high quality outputs at the appropriate level as outlined in the Academic Career Framework. If applicants believe that they are delivering some of the typical requirements of the Lecturer (Academic) grade, and can demonstrate the potential to deliver others (e.g. via a documented plan within the Standard Academic Profile) as outlined in the Academic Career Framework, then a case for conversion can be made and approved by the panel.
Providing Feedback
- Feedback should be given verbally by the chair or another academic member of the panel within five working days of the assessment – this timeline may be extended with the agreement of the applicant.
- The feedback has been agreed by the entire panel and provides background to the verbal feedback to be given to the applicant. The applicant can receive a copy of this form after receiving verbal feedback.
- Verbal feedback must be provided at the earliest opportunity. Only exceptionally and by agreement with the applicant should feedback be provided in writing in the first instance.
- A clear explanation should be given as to why the application has been successful/ unsuccessful in their application for conversion. Evaluation Form
- All feedback should be specific and clearly relate to the information outlined and supplied by the applicant in their Standard Academic Profile and that within the G7 academic job design (updated to reflect the requirements of the particular faculty) within the Academic Career Framework.
- The principles of providing effective feedback are as follows:-
- Explanation of the reasons behind the decision taken
- Provision of specific examples of strengths and areas for development
- Opportunity for the applicant to state their views
- Provide specific guidance/agree actions for future development and required support
- Normal practice will be to provide verbal feedback focused on opportunities for individual development. Once applicants have received verbal feedback they should also receive a copy of their Applicant Evaluation Form. The Applicant Evaluation Form is a summary of the panel feedback and should not be provided before or in lieu of verbal feedback.
- Once feedback has been provided, the Applicant should be asked whether they consent to their Applicant Evaluation Form to be disclosed to the Branch of the University and College Union (UCU). If the Applicant wishes to provide consent they should complete page 3 of this Form.
Consent to disclose Applicant Evaluation Form to Branch Chair of University and College Union (UCU)
BU and UCU negotiatedthe criteria for conversion to a part time fractional lecturing post for Hourly Paid Lecturers. As part of the negotiated agreement UCU requested copies of completed Applicant Evaluation Forms to provide assurance and transparency in respect of implementation of the of applicant assessment process. In view of BU’s data protection responsibilities BU agreed to seek explicitconsent from each individual applicant to share/disclosethe form, mindful that this contains sensitive personal information. If you wish to provide your consent to share your information with the BU UCU Branch please sign this form below. If you do not wish to give your consent please tick this box
I consent to Bournemouth University disclosing the information given on this form, including any 'personal and/or sensitive' data. I understand that UCU will be bound by the terms of the University Data Protection Policy including the requirement to protect the data and retain it securely, not remove it from BU’s premises and retained it for only as long as reasonably necessary and that this will be for no longer than 6 months from the date of feedback.
I have read and understood the paragraph above and provide my consent for Bournemouth University to provide a hard copy of my Applicant Evaluation Formcompleted by the panel to the UCU BU Branch.
Signature: ______
Print Name: ______
Date: ______
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