Reward and Recognition

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Reward and Recognition

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

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(No Transcript)
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RARE Where we started
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RARE What changes are happening
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Our changes are informed by our own enquiry and
the literature, eg

• use rewards for teaching that academics
  understand and value. Promotions and confirmation
  of appointment are the most important aspects of
  reward
• put in place definitions of good teaching
• recognise university teaching as a profession in
  its own right. Make a university teaching
  qualification, or appropriate experience, a
  prerequisite for tenure and promotions
• embed the evaluation of teaching in everyday
  academic work
• strengthen leadership for good teaching. Good
  leadership at every level should be exercised to
  support the reward and recognition of teaching
  activities
• treat good teaching as a collective as well as an
  individual responsibility
• 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.
• 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

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Promotion and professionalisation

• Pre-existing
• Teaching route to Professor
• Promotion criteria emphasise team-working
• Fellowship of HEA
• New in 2011-12
• 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

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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
• RR in teaching and support of learning for teams
• Range of awards
• Programme of the Year
• Fellowship Team Award
• Module or programme recognition
• Rewards revised

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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

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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

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Buy-in, including from students
Academic team leadership
Dissemination
Evaluation
HR QA policies