How was the Framework developed?

Research underpinning the Framework's design
The Career Framework for University Teaching was developed over the course of three years. Supported by the Royal Academy of Engineering and university partners from across the world, its development was undertaken in two phases, as outlined below.
Phase 1 (January – August 2015)
Phase 1 of the study drew on international knowledge and best practice to develop a provisional evidence-informed framework for the evaluation of teaching achievement in higher education. It was informed by four evidence sources:
  • benchmarking of the evidence of teaching achievement requested during academic promotion to full professorship (or equivalent) at the world’s top-ranked universities, involving desktop examination of promotion criteria and consultations with and feedback from representatives of many of the universities concerned
  • interviews with international experts in the field of pedagogical competence, the measurement of teaching achievement and university promotion procedures
  • reviews of the research literature on existing and proposed measures of teaching achievement, from within and outside higher education
  • analysis and review of international good practice in the evidencing and evaluation of university teaching achievement, involving interviews with those engaged in designing, implementing and using these systems. The review included the compilation of a number of illustrative case studies of good practice at the institutional level, including Chalmers University of Technology, the National University of Singapore, and the University of Edinburgh
On completion of the first phase of work, the draft Framework was reviewed by a group of carefully selected experts in teaching and learning to gather their feedback and guidance. A number of adjustments to the Framework's format, content and tone were made in response to this feedback.
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Phase 2 (September 2015 – February 2018)
Phase 2 of the study sought to evaluate how well the Framework would work in practice. Working with a group of universities from across the world, Phase 2 captured feedback on its design, approach and impact from a university-wide perspective, thus enabling iterative improvements to be made.
Around 15 universities from across the world were engaged in this phase of work, providing institutional feedback about the applicability of the Framework and the potential challenges likely to be faced during its implementation in practice. A subset of these universities will be piloting the framework within their promotion systems. More information on these university partners is provided here.
Participating universities were asked to address the following four questions:
  • Does the framework have the potential to improve how teaching and learning is evaluated and recognised at your institution?
  • Could the design/approach of the framework be improved?
  • What advice should be given to other universities wishing to implement the framework within their own promotion processes?
  • What potential exists to establish an international standard for university teaching achievements, allowing them to be ‘portable’, recognised by institutions across the world in a similar way to research achievements?
The final report from the study will be published by the Royal Academy of Engineering in April 2018, providing the completed Framework, the research underpinning its development and guidance for its implementation in practice.
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Career Framework for University Teaching, 2018