New Academics Programme for staff in the Faculty of Humanities 2008-09

1. New Academics Programmefor staff in the Faculty of Humanities2008-09

2. Timetable 17 Sept & 8 Oct 2008 9.30 Induction to HNAP and the 2015 agenda 9.30 Welcome and introduction to the programme (Kersti Börjars) 10.30 Introduction to the University’s 2015 agenda (Stuart Turley) 11.00 Coffee

3. Timetable 17 Sept & 8 Oct 2008 11.15 The University of Manchester in an international and national context 11.15 Discussion of participants’ views on international comparators 11.45 The University of Manchester in an international perspective 12.15 The University of Manchester in a national perspective 12.45 Summing up 1.00 Lunch

4. Timetable 17 Sept & 8 Oct 2008 2.00 Career development planning 2.00 What is an academic career? 2.45 The probation policy 3.15 Tea 3.30 Group discussion of CVs provided 4.15 Discussion of career progression in the light of CVs 4.45 Conclusions and summing up

5. Timetable 17 Sept & 8 Oct 2008 Wednesday 8 October 12.00 Discussion of 2015 agenda Professor Alistair Ulph, Dean of FoH (Lunch will be provided and the session will finish at 2.00)

6. Induction: people • Participants – who this programme is for • People responsible for the programme • Brenda Dakers • Kersti Börjars, Professor of Linguistics, LLC • Stuart Turley, Professor of Accounting and Finance, MBS

7. Induction: structure of programme • Coverage of units • Nature of material • Delivery – School, Faculty, University • Link to regular academic activities

8. Induction: structure of programme • Participation, progress and scheduling • Exemptions • Assessment • Forms and records • Completion • Link to requirements for probationary appointments • Recognition by Higher Education Academy

9. Induction: School responsibilities • Mentor • School or discipline specific events • School co-ordinator; individual with responsibility for staff development • Head of School; discipline head

10. Induction: additional training opportunities • Staff Training and Development Unit programme of courses http://www.staffnet.manchester.ac.uk/employment/training/ • External events / subject centres

11. Introduction to the mission of the University – Manchester 2015

12. Introduction to 2015 Agenda Some background: Why Manchester 2015? Relevance for individual academic Linked to ideas of accountability and planning – annual stock take Content: Mission… Values Vision… Goals, strategies, performance indicators

13. Mission To make The University of Manchester, already an internationally distinguished centre of research, innovation, learning and scholarly inquiry, one of the leading universities in the world by 2015.

14. Values: A scholarly community .. committed to open, disciplined, rational inquiry The highest standards of ethics and conduct Equity of access Moral responsibility of all to contribute to … the advancement of human wellbeing Academic freedom A safe, rewarding, environmentally sustainable workplace

15. Vision: A People-centred institution An Innovative institution A Learning institution A Liberal institution An International institution An Inclusive institution An Engaging institution A Manchester institution

16. Goals, Strategies and Performance Indicators Goal 1 - High International Standing Goal 2 - World-Class Research Goal 3 - Exemplary Knowledge and Technology Transfer Goal 4 - Excellent Teaching and Learning Goal 5 - Widening Participation Goal 6 - Empowering Collegiality Goal 7 - Efficient, Effective Management Goal 8 - Internationally Competitive Resources Goal 9 - More Effective Community Service

17. Criticisms: Too corporate Constraining Is the content appropriate? Debate over strategies and measures vs Benefits: Statement of ambition Importance of explicit goals and direction Creating opportunities for achievement

18. Questions to discuss: What purpose does a wide ranging/ 10 year approach serve for a University such as Manchester? (How) does the existence of Manchester 2015 affect your role as an individual member of staff? Are there any issues or areas of concern that arise from Manchester’s goals and strategies? Feedback in 15 minutes

19. Summary points Be aware of University mission and goals This is relevant context for individual roles, responsibilities and aspirations Affects what should expect from University as your employer Affects expectations of members of staff Context not checklist Faculty strategy and plans – meeting with the Dean, Alistair Ulph, 8th October.

20. The University of Manchester in an international and national context: international

21. The University of Manchester In an international and national perspective • internationally, which Universities would be comparator institutions for your (sub-) disciplines? • What is it about these institutions that makes them suitable to compare yourselves with? • How are their University-internal or -external circumstances different, for instance with respect to funding, terms of employment or facilities?

22. The University of Manchester In an international and national perspective • Approaches to being international • European policy issues • International individuals • League tables

23. The University of Manchester In an international and national perspective 1. Approaches to being international • Overseas campus – e.g. The University of Nottingham, Ningbo • Strategic partnerships – e.g. Wharton/INSEAD • Exchange and visiting schemes – e.g. Erasmus, Junior Year Abroad • International validations – e.g. Moscow School, KAPC • On-line and distance learning – e.g. MBS Worldwide • International recruitment

24. The University of Manchester In an international and national perspective Being international Research Student Partnerships ? Campus Exchange Distance Recruitment Institution ??? PGR Individual

25. The University of Manchester In an international and national perspective 2. European policy issues • ECTS points (and UK equivalence)/ EQF • Erasmus – students and programmes • Bologna process

26. The University of Manchester In an international and national perspective 3. International individuals • International staff population • Importance (and meaning) of an international reputation • RAE criteria and international quality: • 4* world leading - originality, significance and rigour • 3* internationally excellent • 2* recognised internationally • Loyalty to discipline and institution • Publication and other means of visibility • Participation in international networks • Difficulties and strategies/tactics

27. The University of Manchester In an international and national perspective • do understand your discipline & its networks & collaboration • do make yourself visible – web / participation • do choose your venues • don’t spread yourself too thin • don’t get locked into a paradigm Individual reputation - some do’s and don’ts

28. The University of Manchester In an international and national perspective 4. League tables • National and international • Love them or loathe them……they are used! • Discipline and institution • Examples/ criteria Times/ Sunday Times/ Guardian/ Telegraph Shanghai Jiao Tong (http://ed.sjtu.edu.cn/ranking.htm) • Pick an index

29. The University of Manchester In an international and national perspective Criteria Indicator Code Weight Quality of Education Alumni of an institution winning Nobel Prizes and Fields Medals Alumni 10% Quality of Faculty Staff of an institution winning Nobel Prizes and Fields Medals Award 20% Highly cited researchers in 21 broad subject categories HiCi 20% Research Output Articles published in Nature and Science* N&S 20% Articles in Science Citation Index-expanded, Social Science Citation Index, and Arts & Humanities Citation Index SCI 20% Size of Institution Academic performance with respect to the size of an institution Size 10% Total 100%

30. Jiao Tong – academic ranking of world universities

31. The University of Manchester in an international and national context: national

32. The University of Manchester In an international and national perspective The British University system: a bit of history • 12th-13th c. Oxford & Cambridge founded • 1824 Manchester Mechanics Institute • 1832 University of Durham founded • 1836 University of London founded • 1851 Owens College founded

33. The University of Manchester In an international and national perspective Groups of Universities: • The Russell Group • The 1994 Group • Campaign for Mainstream Universities • The University Alliance

34. The University of Manchester In an international and national perspective • Russell Group ‘to promote the interests of Universities in which teaching and learning are undertaken within a culture of research excellence, and to identify and disseminate new thinking and ideas about the organisation and management of such institutions.’ University of Birmingham University of Bristol University of Cambridge Cardiff University University of Edinburgh University of Glasgow Imperial College London King's College London University of Leeds University of Liverpool London School of Economics & Political Science University of Manchester Newcastle University University of Nottingham Queen's University Belfast University of Oxford University of Sheffield University of Southampton University College London University of Warwick

35. The University of Manchester In an international and national perspective • each university autonomous • universities not directly run by government • HEFCE between government and universities • strong perception of quality differences between Universities • no private universities

36. The University of Manchester In an international and national perspective • HEFCE • Funding • research: QR income (RAE and PhD numbers) • teaching: student numbers • Quality assurance • Research Councils (AHRC, ESRC, NERC, EPSRC, BBRC, MRC, PPARC)

37. The University of Manchester In an international and national perspective The RAE • evaluates research • basis for distributing HEFCE’s research resources • importance for reputation, league tables etc • 1989, 1992, 1996, 2001, 2008, … REF

38. The University of Manchester In an international and national perspective For more information, see: Universities UK www.universitiesuk.ac.uk/faqs/ Higher Education Funding Council for England www.hefce.ac.uk Higher Education Research Opportunity www.hero.ac.uk (click ‘inside HE’)

39. Career Development Planning

40. Career development planning • How did you end up pursuing an academic career? • Did you ever seriously consider an alternative career? Or did you in fact enter academic life from another career? • What were the factors which played a particular role in the decision? What have been the biggest influences on your career direction and development?

41. Career development planning Probation Policy • What is probation for? • For the probationer • For the University • What is expected of a probationer? • How long is the probation period? • What can a probationer expect? • Clear statement of expectations • ‘Opportunity and academic freedom to follow lines of research and scholarship using their own professional judgement’ • Appropriate resource • Support and guidance

42. Career development planning Probation Policy For probation (and promotion) four areas of activity are considered: • Research activity and achievement • Teaching and learning • Academic enterprise and knowledge transfer • Service and leadership Is it clear what types of activity fall within each area? For each area a candidate’s achievement is described as ‘normal for Lecturer B’, ‘presumptive for promotion’ or ‘excellent’. Are these distinctions reasonably clear?

43. Career development planning With respect to the CV you have been asked to look at, consider the following questions: • is there any one of the four areas for which this CV is weak? • what would be the obvious thing to do to strengthen the CV? • is there anything on the CV for which you think it would be better if it was not there, or anything you think there should be less of? • how does this CV correspond to what you would hope to have achieved in, say, seven years from now?

44. Career development planning Summary: • Principle of self-managed career • Recognition of organisational setting • Expectations of University • Expectations of staff • Professional and personal qualities • Resources (mentors, fellow NAP, colleagues)