• Section 1 - Introduction
• Section 2 - Academic Performance Framework
• Section 3 - Performance Evidence - Research
• Level 1
• Level 2
• Level 3
• Level 4
• Section 4 - Performance Evidence - Learning and Teaching
• Level 1
• Level 2
• Level 3
• Level 4
• Section 5 - Performance Evidence - Governance and Service
• Level 1
• Level 2
• Level 3
• Level 4

Section 1 - Introduction

(1) These Guidelines are designed to provide academic staff, supervisors and probation and promotions committee members, with clarity on performance expectations in these core areas of academic work at the University of Wollongong (UOW):

1. Research;
2. Learning and Teaching; and
3. Governance and Service.

(2) These Guidelines are intended to assist in qualitative assessments of staff contribution, within a broader understanding that academic staff may undertake roles with differing degrees of emphasis in these three core areas of academic work. Reporting against each of the criteria should focus on providing evidence of excellence in achievement and outcomes. There should also be an emphasis on the outputs and outcomes (impact) of any activity.

(3) Embedded within each of the core areas of academic work is the dimension of engagement. Staff should provide evidence of how their work in each area connects actively with industry, professional groups or community partners for their mutual benefit.

(4) Probation and promotion committees will look for evidence of:

1. excellence;
2. impact of activities (outputs and outcomes); and
3. sustained contributions at the levels claimed.

(5) Candidates should structure their cases around these Guidelines and draw attention to relevant distinctive features of their discipline area as appropriate. The fact that a candidate appears to meet several criteria does not necessarily mean that a case for probation or promotion has been established.

(6) Academic staff and line management will need to use these Guidelines in conjunction with, and in support of, other University policies, processes and systems including: UOW Values, Code of Conduct, staff planning, recruitment, induction and orientation, performance management, career planning and development, workload negotiation and academic promotion.

(7) The quality of leadership at UOW at all levels is crucial to our ongoing success, as such, the Leadership Capability Framework has been integrated into these Guidelines.

(8) UOW recognises that the achievement of outcomes and measures in each category will be subject to relative opportunity based on the discipline and/or organisational context in which academic work is carried out. these Guidelines also recognise the need for discipline specific outputs and outcomes.

(9) The criteria highlighted within these Guidelines are viewed as reasonable expectations of performance for an academic staff member. However, these should not be used as an absolute but rather as an indication of performance that must be contextualised based on achievement relative to opportunity. Achievement relative to opportunity means that performance is assessed relative to the actual time and specific opportunities available to the individual, while still maintaining a clear focus on the relevant performance standards, especially those relating to the quality and impact of the work.

(10) It is important to acknowledge that these Guidelines are not intended to provide a checklist to follow, but rather serve as an indicative guide to activities an academic might usefully reflect upon when making case for probation or promotion.

(11) Similarly, there is no mandate to insist that material included in one section of these Guidelines cannot be used to support claims regarding outcomes and outputs listed in another section.In other words, if an applicant feels that an activity against which they wish to report outcomes fits into more than one section, then they should feel free to write their application in a way which reflects that.

(12) For academic staff with a fractional appointment, measures are proportionate to the staff member’s full-time equivalent (FTE). Determining what is valued or considered a priority in terms of work focus and effort, is to be discussed and negotiated between the line manager and staff member, then documented.

(13) It is an expectation that an academic staff member working at a particular academic level will also demonstrate and/or be involved with outcomes at lower academic levels. It is also understood that all performance expectations are subject to and contingent upon individual position descriptions and workload negotiations.

Section 2 - Academic Performance Framework

(14) The following table seeks to illustrate the mix of performance expectations normally expected at each level of academic appointment. The left hand column outlines expectations for a traditional “40/40/20” academic. The right hand column refers to academic positions where a staff member has been appointed to a particular role with a specific focus or area of intensity, for example: Research Only, Teaching Intensive or Major Governance Role.

(15) It is important that the expectations of academic staff against these criteria be negotiated and agreed upon on a regular and ongoing basis; and documented in their Career Development Record (CDR). These agreed expectations should be reflected in any application for academic probation or promotion.

(16) The content of this table is intended to be indicative and not all cases will fit this framework easily. All cases will thus be considered on their own merits.

(17) Performance at Level 2 and above carries the expectations of that level plus those at the lower levels. That is, performance expectations are cumulative as one moves through the levels.

Section 3 - Performance Evidence - Research

(18) The University recognises that research outputs can take a variety of forms, in accordance with the subject area, as suggested in the indicative evidence lists below and reflected in the Position Description(s) of staff in cognate disciplines.

(19) Research outcomes and outputs include: traditional publications such as books, articles, monographs, works of art and engaged activities including action or client focused research (and citations to same); technology transfer; aspects of consultancy; income generation for research and working with external agencies in research-user networks. They also include non-traditional artefacts of research identified and agreed within specific disciplines. Research also relates to the efficient and effective supervision of Higher Degree Research (HDR) students.

(20) Applicants for probation or promotion are required to populate the application form with the required data related to research activities, outcomes and outputs. Any claim to outputs or performance must be supported by reliable and auditable evidence at every level. Testimonials from appropriate internal and/or external referees who can attest to the effectiveness, scale, quality, impact and importance of achievements will also be required, according to relevant policy.

(21) Appropriate quantitative indicators will be valuable. Suggestions regarding such measures are outlined in the ‘Impact Catalogue’. Where appropriate, the candidate should indicate their involvement in initiating, managing and bringing to a successful conclusion, the indicator(s) involved. There is an expectation of increasing impact, leadership and national/international profile in research and of continuing to perform at lower levels, as one makes progress through the levels.

(22) Evidence of performance at each level may include (but is not limited to) examples, as set out in the indicative lists below. These activities are examples that you may like to consider, they are not intended as an exhaustive list. See the Impact Catalogue for further examples of impact statements.

Level 1

(23) Demonstrated evidence of research scholarship in the form of a profile of publications, grant applications and income, creative works and/ or non-traditional research outputs, with a scale and significance seen as appropriate by the discipline at this level, for example:

1. Peer-reviewed journal articles, book chapters, commensurate with discipline expectations;
2. Refereed conference posters/papers;
3. Occasional speaker at research-related events of national status;
4. Quality and quantity of research output as measured by norms for the discipline;
5. Original creative works;
6. Products and innovation;
7. Part of team(s) applying / successful for internal or external competitive grants.

(24) Demonstrated evidence of continued professional development of self and of others, for example:

1. a Higher Degree by Research (HDR) or possession of equivalent research/industry expertise;
2. Involvement in supervising Honours or HDR students to (or towards) timely completion as a co-principal or associate supervisor;
3. Completed UOW supervisor training; Professional and Organisational Development Services (PODS) or other research-related professional development course(s).

(25) Demonstrated evidence of leadership, empowering self and others, and of facilitating change and influencing in the discipline, for example:

1. Evidence of personal leadership attributes as outlined in the UOW Leadership Capability Framework;
2. Supervising research assistants;
3. Occasional reviewer for research focused journals.

(26) Demonstrated evidence of active participation in the facilitation of research projects and research-related activities in collaboration with the wider community for the mutually beneficial exchange of knowledge and resources in a context of partnership and reciprocity, for example:

1. Local or regional collaborative relationships and opportunities developed regarding research;
2. Participation in collaborative local or regional research projects ;
3. External networks of contacts around the interests of the school/discipline have been built;
4. Involved in activities designed to ensure that appropriate impact of the research (particularly outside academia) has been achieved.

(27) Applicants achieving Level 1 in research will be expected to meet the University’s research active definition, as set out in the University’s Research Active Policy, appropriate to the discipline.

Level 2

(28) Performance at this level incorporates and expands upon evidence/activities from Level 1. Further, it requires evidence of research scholarship in the form of a profile of publications and citations, grant applications and income, creative works and/ or non-traditional research outputs, with a scale and significance seen as appropriate by the discipline at this level of appointment, or commensurate with a specific position description (PD), for example:

1. Whole monographs;
2. Editing special editions of journals;
3. Editing or writing a book;
4. Quality and quantity of research output as measured by norms for the discipline;
5. Creative works: as lead investigator or creator;
6. Obtaining competitive internal research grants and/or appropriate funding from other recognised sources;
7. Part of team applying/successful for national competitive major external research grants;
8. National speaker invitations regarding research;
9. Bibliometric data such as citation rates and reports, h-index and verifiable altmetrics;
10. Involvement in initial development of commercialisation of innovation(s) or product(s).

(29) Demonstrated evidence of continued professional development of self and of others, for example:

1. UOW supervisor training completed/updated in last 2 years;
2. Effective primary supervisor of HDR completions;
3. Undertaken UOW research training course(s);
4. Effective in supervising junior research/technical staff.

(30) Demonstrated evidence of leadership, empowering self and others, and of facilitating change and influencing your discipline, for example:

1. Demonstrate leadership capacity in research activities e.g. coordinating or leading the research activities of other staff;
2. Mentoring;
3. Influencing changes to clinical, legislative or professional practice or policy based on research activity;
4. Regular reviewer for research focused journals.

(31) Actively participate in the facilitation of projects in collaboration with the wider community for the mutually beneficial exchange of knowledge and resources in a context of partnership and reciprocity, for example:

1. Develop regional or national research relationships and opportunities;
2. Build external networks of contacts around the research interests of the discipline/school;
3. Develop and participate in collaborative regional or national research projects which lead to scholarly outcomes and wider impacts;
4. Evidence of cultural, clinical, economic or social effect/impact of research findings.

Level 3

(32) In addition to continuing to meet Level 1 and 2 criteria, performance at Level 3 is marked by leadership in research projects and teams, and in the development of research capabilities in others.

(33) Demonstrated evidence of research scholarship, for example:

1. Research reputation of national standing and recognition as an authority within their research specialisation;
2. Quality and quantity of research output as measured by norms for the discipline;
3. Favourable reviews of outcomes and outputs relevant to the discipline e.g. performances and works of art;
4. Editorial board member of a quality journal related to the discipline;
5. Undertaking research as a lead investigator;
6. Record of gaining research funding, including from nationally competitive major grant schemes and/or significant commercial research, where appropriate to the discipline;
7. Frequent invited speaker, including keynote, at events of international status; 
8. Research-related professional awards at a regional or national level;
9. Involvement in development of commercialisation of innovation(s) or product(s)
10. HDR completions as primary supervisor as appropriate for discipline.

(34) Demonstrated evidence of continued professional development of self and of others, for example:

1. UOW supervisor training completed/ updated in last 3 years;
2. External research-related professional development courses undertaken successfully.

(35) Demonstrated evidence of leadership, empowering self and others, and of facilitating change and influencing the discipline, for example:

1. Provide leadership of initiatives or activities that have made a significant contribution to the research agenda of the Faculty/University;
2. Providing effective supervisory mentorship to colleagues;
3. Playing a leading role in promoting changes to clinical, legislative or professional practice or policy based on research activity;
4. Evidence that demonstrates leadership capabilities outlined in the UOW Leadership Capability Framework, in particular staff development, team environment, leadership of an academic function, change and innovation;
5. Evidence of leadership that demonstrates articulation and implementation of a clear plan for research activities, including coordination of resources to meet agreed outcomes;
6. Editing a national disciplinary or professional journal.

(36)  Actively participate in the facilitation of projects in collaboration with the wider community for the mutually beneficial exchange of knowledge and resources in a context of partnership and reciprocity, for example:

1. Foster local, regional and national relationships and opportunities for research;
2. Develop collaborative national research projects which lead to scholarly and/or commercial outcomes and wider impacts;
3. Engagement with national policy working groups;
4. Involvement in innovation or the development of products for which there is evidence of medium term human, organisational, industrial impacts or other social benefits;
5. Peer reviewer for Australian Research Council (ARC), National Health and Medical Research Council (NHMRC), Office for Learning and Teaching (OLT) or other category 1 grant schemes;
6. Evidence of standing nationally via requests to adjudicate on professorial applications and/or project reference groups, related to research in the discipline.

Level 4

(37) In addition to continuing to meet Level 1, 2 and 3 criteria, performance at Level 4 is marked by strategic leadership and a research reputation of international standing within one’s research specialisation or field, sustained over a significant period.

(38) Demonstrated evidence of research scholarship, for example:

1. Outstanding quality and quantity of research output as measured by norms for the discipline;
2. An established record of income generation;
3. Leadership of a major research field or a research group that obtains nationally and internationally competitive grants;
4. Excellent reviews of outcomes and outputs relevant to the discipline e.g. performances and works of art;
5. Editor, sub-editor, or regional editor of a quality research journal;
6. Leading research collaborations with other institutions and bodies;
7. Regular international keynote speaker invitations regarding research;
8. Research-related professional awards at a national or international level;
9. Development of commercialisation of innovation(s) or product(s).

(39) Demonstrated evidence of continued professional development of self and of others, regarding research, for example:

1. UOW supervisor training completed/updated in last 5 years;
2. Mentoring early career researchers (ECRs) as they become research supervisors;
3. Advocating for and conducting supervisor training;
4. Developing/running mentoring or professional development courses related to research and/or research supervision.

(40) Demonstrated evidence of leadership, empowering self and others, and of facilitating change and influencing research in the discipline, for example:

1. Leadership in initiatives designed to enhance research capacity in the discipline, across the university and/or the sector;
2. Development or introduction of new research approaches to the discipline;
3. Sustained leadership of research activities that demonstrates strategic contribution aligned with the UOW purpose;
4. Demonstrated leadership that recognises and implements opportunities for change aligned to the UOW Strategic Plan;
5. Editing an international disciplinary or professional journal;
6. Globally promoting the research capabilities of the University.

(41) Actively participate in the facilitation of research-related projects in collaboration with the wider community for the mutually beneficial exchange of knowledge and resources in a context of partnership and reciprocity, for example:

1. Continue to foster local, regional and national relationships and opportunities;
2. Consulted by national/international research bodies (e.g. Government, Research Council) on strategy or to participate on assessment panels;
3. Develop and lead collaborative national or international research projects which lead to scholarly outcomes and wider impacts;
4. Establish and maintain sustainable research networks with other institutions which bring benefit to the university;
5. Member of an international policy advisory group linked to research or to the discipline;
6. Evidence of long term involvement in research leading to human, organisational, industrial or social benefit of innovation or product or innovation;
7. Evidence of standing nationally and internationally via requests to adjudicate on professorial applications and/or project reference groups, related to research in the discipline.

Section 4 - Performance Evidence - Learning and Teaching

(42) Learning and Teaching activity is defined in the widest manner. It embraces all aspects of instruction, training, teaching, assessment and guidance and all activities which support and assist students in their learning. It incorporates the work of academic staff who promote the teaching capabilities of other teachers.

(43) It also includes: establishing new teaching opportunities; developing new client groups for teaching; the development of subject materials, including course or curriculum development; and may include aspects of engagement/consulting/mentoring. It may also include outputs of scholarship of teaching or income generation from work with external agencies which supports learning, teaching and assessment development.

(44) Applicants for probation or promotion are required to populate the application form with the required data related to learning and teaching activities, outcomes and outputs. Any claim to outputs or performance must be supported by reliable and auditable evidence at every level. This will obviously be sourced from teacher, subject and course evaluation(s). Testimonials from appropriate internal and/or external referees who can attest to the effectiveness, scale, quality, impact and importance of achievements will also be required.

(45) Appropriate quantitative indicators will be valuable. Suggestions regarding such measures are outlined in the ‘Impact Catalogue’. Where appropriate, the candidate should indicate their involvement in initiating, managing and bringing to a successful conclusion, the indicator(s) involved. There is an expectation of increasing impact, leadership and national/international profile in learning and teaching as one progresses through the levels and of continuing to perform at lower levels as one makes progress through the levels.

(46) Evidence of performance at each level may include (but is not limited to) the following examples of activities. These activities are examples that you may like to consider, they are not intended as an exhaustive list. See the Impact Catalogue for further examples of impact statements.

Level 1

(47) Performance at this level means competence, commensurate with one’s teaching duties, experience and PD, in relation to learning, teaching and assessment; with an emphasis on the utilisation of evidence-based contemporary learning, teaching and assessment theory and practice. Evidence of performance at this level may thus include (but is not limited to) examples of the following:

1. Designing subjects with reasonable and realistic aims, appropriate for the subject matter and the level and types of students concerned;
2. Delivering teaching using teaching materials which are of a good standard and incorporate appropriate recent research material;
3. Delivering teaching based on sound educational principles and/or research;
4. Delivering engaging teaching of a good standard (as indicated by student feedback and learning analytics) making appropriate use of a range of learning and teaching approaches including e-technologies;
5. Providing comprehensive information about all aspects of one’s subject(s);
6. Supporting student learning inside and outside the classroom, recognising and responding to student diversity and need;
7. Ensuring student assessment for one’s subject(s) is innovative, rigorous and fits with the teaching aims and course materials;
8. Providing timely and effective feedback to students;
9. Evidence of self-reflection of teaching materials and performance and subsequent action regarding learning and teaching materials and performance;
10. Evidence of reflection on feedback from others (peers and students) and subsequent action regarding learning, teaching and assessment materials;
11. Evidence of positive influence on student experiences of learning, teaching and assessment;
12. Undertaking moderation and/or quality assurance for multi-campus teaching.

(48) Evidence of continued professional development related to learning and teaching, for example:

1. Continuing Professional Development (Learning and Teaching) Level 1 or at least two assessments of the University Learning and Teaching course (ULT) (prior to 31 December 2015);
2. Complies with relevant UOW Learning and Teaching policies and procedures.

(49) Evidence of leadership, empowering self and others and of impacting or influencing the discipline, in relation to learning and teaching, for example:

1. Evidence of personal leadership attributes as outlined in the UOW Leadership Capability Framework;
2. Evidence of attempts to influence the Scholarship of Teaching and Learning (SoTL) in the discipline e.g. via conference presentations internally and externally and perhaps publications;
3. Nominated for an internal university teaching award; 
4. Outcomes related to active membership of a teaching team or teams.

(50) Evidence of active participation in collaborative learning and teaching related activities with the wider community, for mutual benefit in a context of partnership and reciprocity, for example:

1. Facilitating input from external stakeholders regarding the conduct and content of educational programmes;
2. Participating in partnerships that contribute to improving learning and teaching practices and student outcomes;
3. Assisting with running service learning, work-integrated learning and/or placement programs and processes;
4. Active involvement in programs aimed at improving student experiences of learning, teaching and assessment;
5. Active involvement in collaborative internationalisation projects regarding learning and teaching.

Level 2

(51) Performance at this level means a high level of competence and high standards in the aspects of learning and teaching outlined at Level 1, commensurate with a person's teaching duties, PD and experience, typically over several years; with an added emphasis on the generation and dissemination of evidence-based learning, teaching and assessment theory and practice. Evidence of performance at this level may thus include (but is not limited to) examples of the following:

1. Evidence of course evaluation and development in response to student feedback cycles and subject/course review;
2. Responsible for innovation in learning and teaching, and assessment design at the subject level;
3. A portfolio of Scholarship of Teaching and Learning (SoTL) outcomes and outputs e.g. conference presentations, books and book chapters, peer-reviewed publications and citations focused on learning and teaching;
4. Evidence of involvement in high quality learning, teaching and assessment activity as determined by learning analytics, student feedback or peer review; 
5. Active contributor to applications for UOW learning and teaching grants;
6. Active participation in learning and teaching research projects internal to UOW;
7. Part of a team applying for OLT or other external learning and teaching grant and fellowship programs.

(52) Evidence of continued professional development for self and of others, in relation to learning and teaching, for example:

1. Continuing Professional Development (Learning and Teaching) Level 2 or completion of the University Learning and Teaching course (ULT) (prior to 31 December 2015);
2. Possess a Graduate Certificate in Higher Education or equivalent qualification, accreditation or experience;
3. Developed structures and processes for building, supervising, supporting and evaluating teaching teams;
4. Promotes and models compliance with relevant UOW Learning and Teaching policies and procedures within the teaching team.

(53) Evidence of leadership, empowering self and others, and of impacting or influencing the discipline, in relation to learning and teaching, for example:

1. An active participant in new approaches to learning and teaching within or outside the school or discipline;
2. Leadership in subject and course level curriculum development and/or evaluation;
3. Actively involved in developing and adopting innovative learning and teaching technologies, including (but not limited to) e-learning within a small subject team;
4. Evidence of professional/sector impact in relation to learning and teaching activities;
5. Proactively promotes excellence in learning, teaching and assessing in the school and/or faculty;
6. Winner of a faculty level UOW learning and teaching award or fellowship;
7. Regular reviewer for learning and teaching focused journal(s); 
8. Demonstrate a capacity for coordination or leadership of learning and teaching activities or staff.

(54) Evidence of proactive participation in collaborative learning and teaching related activities with the wider community, for mutual benefit in a context of partnership and reciprocity, for example:

1. Proactively promotes a recognition of the excellence of learning and teaching and student experience at the faculty level, in ways which advance the reputation of the faculty, its students and its graduates;
2. Evidence of community impact in relation to learning and teaching activities;
3. Developing relationships and opportunities that lead to learning and teaching improvement or innovation within the discipline and/or Unit or Course development, in response to feedback external to the faculty;
4. Developing external relationships which assist in the management of service learning and the securing of work integrated learning and/or placement opportunities.

Level 3

(55) Performance at Level 3 means compliance with the activities and outcomes of Levels 1 and 2. It will also be marked by leadership and/or innovation in learning and teaching; significant contribution to developing the teaching of others' and by one’s own developments in learning and teaching which are recognised as meeting this standard nationally, by peers of high standing, over a significant and sustained period.

(56) Evidence of performance at this level may thus include (but is not limited to) examples of the following:

1. Evidence of very good teaching (which may include the evaluation of teaching materials, curriculum work etc.) attested by peer observation or assessment, student feedback and/or learning analytics;
2. Successful innovation in, or application of, teaching methods and/or assessment;
3. A portfolio of scholarly publications/outputs which are critical, reflective and evaluative of teaching, and which advance ideas on how material should be taught in the discipline/school/Faculty;
4. Testimonies to the applicant's national leadership, innovation, influence, reputation or other eminence with respect to the Scholarship of Teaching and Learning, in their discipline, from peers of national standing; 
5. Evidence of uptake of educational materials or innovations beyond UOW;
6. Contribution to national curriculum development or graduate competencies work;
7. Authorship of teaching, assessment or other curriculum materials in one's discipline which are widely acknowledged as effective and valuable;
8. Winner of a university-wide (OCTAL) or a national award or citation for learning and teaching related activities (e.g. OLT);
9. A track record of success in applying for UOW learning and teaching grants or fellowships;
10. A track record of applications for external learning and teaching grants, fellowships or secondments;
11. Occasionally invited speaker to international conferences related to learning and teaching;
12. A track record of successful consultancies related to learning and teaching;
13. Appointed to the TEQSA Register of Experts.

(57) Evidence of a personal commitment to one’s own; and long-standing leadership contributions to the continuing professional development of others, in relation to learning and teaching, for example:

1. Personally undertaken significant Continuing Education/Professional Development in relation to learning and teaching;
2. Significant contributions to teaching development programmes or activities that benefit others in relation to learning and teaching;
3. Significant contributions to teaching events or to internal/external publications about teaching or income generation in support of teaching programmes;
4. Actively involved in supervision and mentoring activities in relation to learning and teaching;
5. Completion of Continuing Professional Development (Learning and Teaching) Level 3.

(58) Demonstrated evidence of leadership, empowering self and others, and of facilitating change and influencing the discipline, with respect to learning and teaching for example:

1. Leading innovative developments within the school/faculty and the institution more widely, in relation to innovative learning, teaching and assessment methods;
2. Evidence of leadership in the dissemination of these practices in the University or more widely, through significant participation in discipline groups or learned-society groups for the improvement of teaching;
3. Evidence of leadership in the Scholarship of Teaching and Learning (SoTL) in the discipline or more broadly, internally and perhaps externally to UOW;
4. Provide leadership of initiatives or activities that have made a significant contribution to the learning and teaching agenda of the Faculty/University;Involved in and influencing curriculum development at the school/discipline level;
5. Taking a lead in steering the teaching strategy of the school/discipline internal to UOW;
6. Evidence of influencing curriculum development at the national level;
7. Major contributor to successful cross-departmental learning and teaching related projects;
8. Evidence of standing nationally via requests to adjudicate on grant applications, professorial assessment panels and project reference groups, related to learning and teaching;
9. Member of the editorial board of a learning and teaching focused peer-reviewed journal of international standing;
10. Evidence of leadership capabilities outlined in the UOW Leadership Capability Framework, particularly in relation to staff development, team environment, leadership of an academic function, change and innovation.

(59) Evidence of leadership that demonstrates articulation and implementation of a clear plan for learning and teaching, including coordination of resources to meet agreed outcomes.

(60) Evidence of playing a leading role in collaborative learning and teaching related activities with the wider community, for mutual benefit in a context of partnership and reciprocity, for example:

1. An established reputation with external agencies/clients regarding a portfolio of activities that lead to financial, reputational or other significant benefits to the University and/or those external entities;
2. Built, and/or generated funding for, external networks of contacts to develop and/or consolidate one or more teaching interests of the department;
3. Developed and successfully marketed curricula or methods of teaching or assessing, designed to attract students, new client groups and/or kudos to UOW;
4. Proactively promotes excellence in learning and teaching locally and nationally in ways which also advance UOW;
5. Contribution to national curriculum or graduate competencies development;
6. Contribution to discipline or professional accreditation activities at the national level;
7. Member of learning and teaching grant review panels – e. for the Office For Learning and Teaching.

Level 4

(61) Performance at this level is marked by achievements in learning and teaching in terms of strategic leadership, impact and dissemination (using the indicators for Level 3), which reflect national and perhaps international eminence and have been sustained over a significant period.

(62) External recognition is an essential hallmark at this level and thus the applicant's referees will be able to attest to the high regard in which his/her work is held, and that his/her teaching activities have changed ways of thinking and/or practice about learning, teaching and assessment in their discipline.

(63) Evidence of performance at this level may thus include (but is not limited to) examples of the following:

1. Influencing or leading national learning and teaching initiatives across a discipline;
2. Developed and led successful cross-institutional learning and teaching grants or projects;
3. Successfully applied for an OLT National Teaching Fellowship or award(s) of similar standing;
4. A sustained record of income generation in the field of learning and teaching activities, substantially above the school norm;
5. Regularly invited to speak at national and international conferences and workshops related to learning and teaching;
6. Invited to undertake reviews regarding Learning and Teaching activities at other Higher Education institutions.

(64) Demonstrated evidence of continued professional development for self and of others, for example:

1. Informs and is involved in professional development, supervision and mentoring programs for others, in relation to learning and teaching;
2. Completion of Continuing Professional Development (Learning and Teaching) Level 4.

(65) Demonstrated evidence of leadership, empowering self and others, and of facilitating change and influencing the discipline, for example:

1. Mentoring and leading others in learning and teaching practices which lead to the dissemination of new knowledge;
2. Participating in external learning and teaching benchmarking activities;
3. Leadership of national curriculum reform or accreditation bodies;
4. Invited to review curricula for other universities nationally and perhaps internationally;
5. Participating in the work of national bodies associated with learning and teaching;
6. Invited to be a member of expert advisory committees for learning and teaching related projects of national and perhaps international significance;
7. Editor of a learning and teaching focused peer-reviewed journal of international standing;
8. Evidence of standing nationally and perhaps internationally via requests to adjudicate on grant applications, professorial assessment panels and project reference groups, related to learning and teaching;
9. Sustained leadership in learning and teaching that demonstrates strategic contributions aligned to the UOW purpose;
10. Demonstrated leadership that recognises and implements opportunities for change aligned with the UOW Strategic Plan.

(66) Demonstrated evidence of ongoing leadership in collaborative learning and teaching related activities with the wider community, for mutual benefit in a context of partnership and reciprocity, for example:

1. Proactively promotes excellence in learning and teaching nationally and internationally in ways which advance UOW, its students and alumni and other stakeholders;
2. Success in seeking opportunities for developing partnerships and networks for UOW students, staff and programs and offshore partners through curriculum, student mobility or cross-cultural learning initiatives;
3. Developing and establishing sustainable teaching-related networks with other institutions or partners which bring benefit to the University and its partners, nationally and perhaps internationally.

Section 5 - Performance Evidence - Governance and Service

(67) This category covers a broad range of internally and externally focused activities embracing all areas of academic work and service, including elements of enterprise, industrial and professional liaison (engagement). These activities must show demonstrable benefit to the University and/or the external organisation, not just to an individual.

(68) As well as formal internal University roles and external professional or discipline roles, governance and service includes the following: work with external agencies, public services activity, work with voluntary organisations, regional reputation enhancement, income generation, generating favourable publicity, fostering and developing important networks and partnerships and providing professional, stakeholder and government advice/services.

(69) Any claim to outputs or performance must be supported by reliable and auditable evidence, as it is important to show the extent, importance, scope and reach of governance and service activities when describing impact. Testimonials from appropriate internal and/or external referees who can attest to the effectiveness, scale, quality, impact and importance of achievements will be required, according to relevant policy.

(70) Appropriate quantitative indicators will be valuable. Suggestions regarding such measures are outlined in the ‘Impact Catalogue’. Where appropriate, the candidate should indicate the process involved in initiating, managing and bringing to a successful conclusion the indicator involved. An increasing level of leadership and professional esteem is expected as one progresses through the levels.

(71) Evidence of performance at each level may include (but is not limited to) the following examples of activities. These activities are examples that you may like to consider, they are not intended as an exhaustive list. See the Impact Catalogue for further examples of impact statements.

Level 1

(72) Performance at this level means competence, commensurate with one’s experience and PD, in relation to governance and service, typically at the school/discipline level. Evidence of performance at this level may thus include (but is not limited to) examples of the following:

1. Fulfils the requirements of formal school/discipline governance roles as agreed with the Head of School or discipline e.g. subject, year or assessment committee coordinator, Primary Investigations Officer (PIO); 
2. Actively involved in formal school/discipline general activities e.g. open days, staff meetings, relevant committees;
3. Effective and constructive participation in school work/planning groups and committees - e.g. related to research, learning and teaching and/or engagement;
4. Positive outcomes related to coordination of small teaching or other work teams;
5. Constructively representing the school/discipline’s interests and activities with groups outside the school.

(73) Demonstrated evidence of governance contribution(s), innovation in management or policy or scholarly outputs and activity related to governance and/or service, for example:

1. Engaging with policy internal to the school or discipline;
2. Evidence of organisational innovation at a local/internal level;
3. Assisting with conference organisation.

(74) Demonstrated evidence of continued professional development for self and of others, regarding governance and service, for example:

1. Active and constructive participation in one’s own career development and career planning activities;
2. Active and constructive participation in strategic planning activities at the school/discipline level;
3. Maintain relevant personal professional accreditation.

(75) Demonstrated evidence of leadership, empowering self and others and of facilitating change and influencing the discipline, via governance, service and/or professional activities, for example:

1. Evidence of personal leadership attributes as outlined in the UOW Leadership Capability Framework;
2. Active membership of a school level task and finish group(s);
3. Active participation in school-based learning and teaching and assessment committees and other governance activities;
4. Active participation in school-based research/teaching-related committees and other governance activities;
5. Outcomes related to coordination of small teaching teams;
6. Active involvement in relevant professional associations/groups.

(76) Demonstrated evidence of active participation in the governance of collaborative projects or activities with the wider community for the mutually beneficial exchange of knowledge and resources in a context of partnership and reciprocity, for example:

1. Participation in work integrated learning/placement activities;
2. Active participant in school and/or faculty level community engagement, marketing and recruitment activities;
3. Active involvement in relevant projects with community/ industry/professional bodies;
4. Active membership of committees within the University and of relevant professional bodies;
5. Maintenance of personal professional accreditation appropriate to the discipline and the PD.

Level 2

(77) Performance at this level means a high level of competence and high standards in the aspects of governance outlined at Level 1, commensurate with a person's agreed governance roles, PD and experience, typically over several years. Further, it is expected, that such governance roles will be at the level of the school/discipline or Faculty and involve a level of leadership.

(78) Evidence of performance at this level may thus include (but is not limited to) examples of the following:

1. Fulfils the requirements of formal school/discipline governance roles as agreed with the Head of School or discipline e.g. Head of Postgraduate Studies, discipline lead, Academic Integrity Officer, Programme or Course Coordinator;
2. Fulfils the requirements of formal Faculty level governance roles as agreed with the Executive Dean e.g. Chair of Faculty Education Committee (FEC) or Faculty Research Committee (FRC), Head of Students, Chair of Academic misconduct committee, membership of Faculty probation and promotion committees;
3. Active involvement in University level committees or projects;
4. Involvement in strategic leadership and promotion of change at the school level.

(79) Demonstrated evidence of governance contribution(s), innovation in management or policy or scholarly outputs or activity related to governance and/or service, for example:

1. Engagement with policy at the Faculty or local community level;
2. Involvement with organisational innovation at the Faculty or local community level;
3. Conference presentations regarding governance and/or service;
4. Coordinating conference organisation;
5. Leader of a school/discipline level research or scholarship group;
6. Discipline advisor;
7. Involvement in the development of procedures or protocols internal to the school or discipline;
8. Leadership in strategic planning or other initiatives designed to enhance quality and/or capacity within: research; learning and teaching; governance; and/or engagement, within the School/discipline;
9. Recipient of internal or local recognition, prizes or awards related to governance or professional service;
10. Supervision of laboratories e.g. academic in charge of teaching laboratories;
11. Speaker at local/state conferences and/or industry events.

(80) Demonstrated evidence of continued professional development for self and of others, regarding governance and service, for example:

1. Participation in formal mentoring and programs and/or activities within the school/discipline;
2. Successful completion of relevant UOW leadership, management and/or governance training programs.

(81) Demonstrated evidence of leadership, empowering self and others and of facilitating change and influencing the discipline, via governance, service and/or professional activities, for example:

1. Leadership of a School Governance Committee e.g. Research, Assessment, Student Experience;
2. Active involvement in the governance of relevant professional associations, groups or fora;
3. Involvement in subject and course level curriculum implementation across large teaching teams, student cohorts, multiple delivery methods or locations; 
4. Active development and adoption of innovative learning and teaching technologies, including (but not limited to) e-learning;
5. Influencing learning and teaching outcomes via active participation in School level learning and teaching committees, working groups and teaching teams;
6. Influencing student experience outcomes via active participation in relevant school working groups and teams;
7. Influencing student recruitment via active participation in relevant school working groups and teams;
8. Outcomes related to coordination of large teaching teams e.g. within a subject with high student numbers, staff or across multiple locations;
9. Leading policy change and driving the behaviour of others;
10. Influencing research outputs and outcomes via active participation in school level research-related committees, working groups and teams;
11. Involvement in peer mentoring activities;
12. Leadership in relation to academic administration, research administration, quality improvement and/or governance which benefits the School/Faculty/University.

(82) Demonstrated evidence of active participation in the governance of collaborative projects or activities with the wider community for the mutually beneficial exchange of knowledge and resources within a context of partnership and reciprocity, for example:

1. Active engagement with international partners/campuses;
2. Member of local/UOW learning and teaching and/or research grants board or panel(s);
3. Outcomes of external consultancies related to governance and policy;
4. Involvement with work integrated learning/placement activities at the school/discipline level;
5. Leadership in relation to school level community engagement, marketing and recruitment activities;
6. Active involvement in relevant projects with local community/industry/professional bodies;
7. Active involvement in professional accreditation activities appropriate to the discipline;
8. Active in developing school or faculty level engagement initiatives;
9. Active participation in University Community Engagement activities;
10. Fulfils the role of external examiner in another institution;
11. Active member of the Tertiary Education Quality and Standards Agency (TEQSA) list of experts;
12. Develop and sustain new relationships with client organisations or other Universities;
13. Engagement with appropriate external networks of contacts/professional groups around the interests of the school/discipline;
14. Active involvement in professional, public or community engagement activities to the mutual benefit of the university and its stakeholders;
15. Active member of an external organising committee e.g. conference or seminar series;
16. Active membership of policy working groups external to the University.

Level 3

(83) Performance at Level 3 means compliance with the governance and service activities and outcomes of Levels 1 and 2. Further, it is expected that such activities will involve significant strategic leadership at the level of the Faculty/University over a significant and sustained period of time. With respect to professional outcomes and esteem, these will be related to leadership activity at a national level, as recognised by peers of high standing, also over a sustained period of time.

(84)  Evidence of performance at this level may thus include (but is not limited to) examples of the following:

1. Fulfils the requirements of a formal senior managerial or portfolio-based appointment at the Faculty level e.g. Head of School or Associate Dean;
2. Effective management of personal reports and facilitation of their academic and personal development;
3. Fulfils the requirements of formal University level governance roles as agreed with the relevant University Executive officer, e.g. Chair of a University Committee or Task and Finish group;
4. Active membership and/or leadership of University level committees or projects;
5. Successful strategic leadership and promotion of significant change at the faculty level.

(85) Demonstrated evidence of governance contribution(s), innovation in management or policy or scholarly outputs or activity related to governance and/or service, for example:

1. Active involvement with policy or organisational innovation across the University or at State/National level;
2. Leadership in strategic planning or other initiatives designed to enhance quality or capacity in: research; learning and teaching; governance; and/or engagement, across the Faculty;
3. Recipient of State/National recognition, prizes or awards for leadership in relation to governance or professional service;
4. Asked to perform the functions of a referee for applications for non-professorial appointments for universities in Australia and perhaps overseas;
5. Invited speaker at State/National professional conferences and/or industry events.

(86) Demonstrated evidence of continued professional development for self and of others, regarding governance and service, for example:

1. Leadership in formal mentoring or related programs/activities external to the discipline or UOW;
2. Effective contribution to UOW leadership, management and/or governance training programs;
3. Successful completion of leadership, management and/or governance training programs external to UOW;
4. Mentoring less experienced teachers in innovative learning, teaching and assessment practices and/or research;
5. Mentoring less experienced researchers towards external grant success.

(87) Demonstrated evidence of leadership, empowering self and others and of facilitating change and influencing the discipline, via governance, service and/or professional activities, for example:

1. Leadership of a Faculty-level Governance Committee;
2. Evidence of active and effective contribution to faculty management, policy formation and strategic development;
3. Editorial board member of a quality journal related to governance, leadership or management;
4. Leadership of relevant professional associations, groups or fora;
5. Leadership in governance and/or planning activities at the faculty level;
6. Active involvement with University-level learning and teaching and student experience committees, working groups and teams;
7. Influencing University research outputs and outcomes via active participation in University level research-related committees, working groups and teams;
8. Developing and leading a UOW recognised research group;
9. Leadership of a faculty level task and finish group(s);
10. Membership of a governance committee with national or international influence;
11. Evidence of leadership that embraces new ways of doing things and demonstrates effective change management and implementation of the change process;
12. Demonstrates leadership that promotes and advances the values of the University
13. Evidence of leadership that provides a sustained significant contribution to the faculty/University and is consistent with the UOW strategic plan;
14. Significant and sustained contributions and/or leadership of the development and implementation of policy and strategy that achieves high-quality outcomes for the University and may be recognised nationally;
15. Service on relevant boards, government bodies and committees at a national level.

(88) Demonstrated evidence of active participation in the governance of collaborative projects or activities with the wider community for the mutually beneficial exchange of knowledge and resources in a context of partnership and reciprocity, for example:

1. Leadership of activities designed to foster engagement with international partners/campuses;
2. Member of a national learning and teaching and/or research grants board or panel(s);
3. Outcomes related to leadership in work integrated learning/placement activities at the University sector level;
4. Outcomes of leadership related to University level community engagement, marketing and recruitment activities;
5. Outcomes related to the initiation and/or leadership of projects with community/industry/professional bodies at the state or national level;
6. Leadership of relevant professional/discipline accreditation activities;
7. Fulfils the role of external examiner in another institution;
8. Active member of the TEQSA list of experts;
9. Develop and sustain new relationships with client organisations or other Australian Universities;
10. Leadership of professional, public or community engagement activities to the mutual benefit of the university and its stakeholders;
11. Chair of external review panels such as school or discipline reviews in other universities;
12. Membership of a statutory committee, advisory board of national significance, national board, curriculum council, or Board of relevant organisation;
13. Membership of national enquiry and/or policy review groups;
14. Membership of National Competitive Grant policy groups;
15. Outcomes of consultancy work with national significance;
16. Initiate and establish linkages/relationships with employer groups, industry, secondary schools, other universities and government bodies/agencies that deliver sustained benefits to both parties;
17. Strategic leadership and a sustained high-quality contribution to faculty/University activities that align with UOW purpose. This is demonstrated by engagement with UOW’s Purpose and Strategic Plan in all areas relevant to the academic career pathway.

Level 4

(89) Performance at Level 4 means compliance with the governance and service activities and outcomes of Levels 1, 2 and 3. Further, it is expected that such activities will involve significant strategic leadership at the University level over a significant and sustained period of time. With respect to professional outcomes and esteem, these will be related to leadership activity at a national and international level, as recognised by peers of high standing, also over a sustained period of time.

(90) Evidence of performance at this level may thus include (but is not limited to) examples of the following:

1. Fulfils the requirements of an Executive or portfolio-based appointment at the Faculty or University level e.g. Executive Dean, Dean of Graduate Research, Chair of Academic Senate;
2. Fulfils the requirements of high level University governance roles as agreed with the relevant University Executive Officer;
3. Evidence of leadership and management capabilities in University level committees or projects;
4. Evidence of successful strategic leadership and promotion of significant change at the university and/or profession/discipline level.

(91) Demonstrated evidence of governance contribution(s), innovation in management or policy or scholarly outputs or activity related to governance and/or service, for example:

1. Active in Influencing policy nationally or internationally;
2. Recipient of national or international recognition, prizes or awards for leadership in relation to governance or professional service;
3. Invited speaker at national and international professional conferences and/or industry events;
4. Asked to perform the functions of a referee for applications for Professorial appointments for universities in Australia and overseas;
5. Fellowship/membership of an international learned academy;
6. Advocate for discipline on national or international committees;
7. Active involvement in large scale decision making of significant tenders and projects.

(92) Demonstrated evidence of continued professional development for self and of others, regarding governance and service, for example:

1. Leadership in formal mentoring and related programs/activities at the national or international level;
2. Effective contribution to leadership, management and/or governance training programs, nationally or internationally;
3. Successful completion of executive level leadership, management and/or governance training programs external to UOW.

(93) Demonstrated evidence of leadership, empowering self and others and of facilitating change and influencing the discipline, via governance, service and/or professional activities, for example:

1. Leadership/Executive position of a governance committee with national or international influence including relevant professional associations, groups or fora;
2. Active and effective contribution to Higher Education sector-level management, policy formation and strategic development;
3. Contributing to the re-engineering of the discipline at national or international level;
4. Influencing national policy related to learning and teaching and research, via the leadership of relevant groups or committees, e.g. Council of Deans groups;
5. Influencing national workforce policy related to the discipline;
6. Provision and impact of expert advice to government enquiries and national policy;
7. Outcomes related to developing and leading a nationally funded research entity;
8. Outcomes of leadership of a university level task and finish group(s);
9. Leadership of a cross university research initiative e.g. Global Challenge Director or Research Strength Director;
10. Invited key note speakers at university or industry/professional conferences;
11. Leadership of the development and implementation of policy and strategy that achieves high quality outcomes for the University and may be recognised nationally and/or internationally;
12. Service on relevant boards, government bodies and committees at an international level.

(94) Demonstrated evidence of active participation in the governance of collaborative projects or activities with the wider community for the mutually beneficial exchange of knowledge and resources in a context of partnership and reciprocity, for example:

1. Outcomes related to leadership in work integrated learning/placement activities at the sector/discipline level;
2. Outcomes related to the initiation and/or leadership of projects with community/ industry/professional bodies at the national level or international level;
3. Evidence of leadership in relevant professional/discipline accreditation activities;
4. TEQSA audit(s) leadership;
5. Develop and sustain new relationships with international client organisations and Universities;
6. National and/or international leadership in professional, public or community engagement activities to the mutual benefit of the university and its stakeholders;
7. Chair of external review panel(s) in overseas universities;
8. Chair of a community, discipline or professional board at the national level;
9. Leadership of national enquiry and/or policy review groups;
10. Leadership of National Competitive Grant policy group;
11. Outcomes of consultancy work with international significance;
12. Established reputation and acknowledged expertise with senior managers/leaders of client organisations or professional associations;
13. Consultation on policy matters at the national/international level;
14. Appointments to Ministerial Advisory Committees or other Ministerial appointments;
15. Selection for an international board or curriculum council;
16. Participation and/or membership of high level commission(s) of enquiry.