2.2 Reward and Reccognition
2.2.1 Explore appropriate structures to ensure recognition of and reward for teaching excellence and an expectation on all established academic staff to take part in learning and teaching activities
Summary of Strategy
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Strategic Aim |
(Ongoing) Action |
Appropriate bodies and student representatives |
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2.2 Reward and Recognition |
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2.2.1 Explore appropriate structures to ensure recognition of and reward for teaching excellence and an expectation on all established academic staff to take part in learning and teaching activities |
§ To support institutional changes which value and reward excellence in teaching, such as those proposed in Chemistry. |
§ CUSU AAO through: § General Board EC. |
Strategy
2.2.1 Explore appropriate remuneration and promotion structures to reward teaching excellence and expectation on all established academic staff to take part in learning and teaching activities
The stated aim of the ULTS 4.2.4 (a) under Reward is to 'Explore appropriate remuneration and promotion structures to reward teaching excellence and expectation on all established academic staff to take part in learning and teaching activities'.
Recent General Board Education Committee discussion has noted the need to translate into reality the statements of the Vice-Chancellor in her Michaelmas 2006 speech, where she expressed her desire for Cambridge to value teaching excellence alongside research excellence.
There are instances where this is taking place. In July 2007, eleven University of Cambridge lecturers were recognised for their excellence in teaching, at an award ceremony for the 2007 Pilkington Prizes. Each academic school nominates a member of academic or academic-related staff who has distinguished him or herself in teaching.
Awards however only scratch the surface in making a difference. More institutional changes are necessary to afford teaching excellence the financial status and security currently available for researchers. The Review Committee of the Chemistry Department recommended that the two existing Departmental Teaching Fellows should be established at the level of University Lecturer, where they can be afforded a higher status and security of tenure, with regard paid to opportunities for career progression. The University must financially support such initiatives.
A big barrier to such development is the Research Assessment Exercise (RAE), which allocate significant HEFCE funds according to the level of a University's research and overlooks teaching excellence. Cambridge should take the lead in establishing itself as an institution renowned for teaching excellence, even if this means forgoing some potential RAE income. If we do, others will follow.
Ongoing Action: To support institutional changes which value and reward excellence in teaching alongside excellence in research.
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