How was the Framework developed?

The Career Framework for University Teaching was developed over the course of four and a half years. Supported by the Royal Academy of Engineering and university partners from across the world, its development was undertaken in four phases, as outlined below. Further information on the process by which the Framework was developed will be provided in the project report, to be published on 20th April 2018.

The Career Framework for University Teaching was developed over the course of four and a half years. Supported by the Royal Academy of Engineering and university partners from across the world, its development was undertaken in four phases, as outlined below.
Phase A (November 2013–March 2015)
Phase A of the study examined perceptions of how university teaching is recognised and rewarded in academic careers. It drew on survey (n=604) and interview (n=52) evidence from the UK academic community. Findings were published in March 2015.
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Published April 2015

Show Phase A report
Phase B (January–July 2015)
Phase B of the study reviewed current practices and state of the art in the evaluation and reward of teaching achievement. It brought together evidence and insights from a range of sources, including:
  • a snapshot review of the literature on the evaluation and reward of teaching achievement from within and beyond the higher education sector;
  • interviews with academics across the world (n=24) about their experiences of using different forms of evidence of teaching achievement to support their cases for appointment, promotion or a teaching award/fellowship;
  • a desk-based review of guidance relating to the evidencing of teaching achievement within the appointment and promotion process at 14 of the world’s top-ranked universities;
  • identification and review of international good practice in the evaluation and evidencing of teaching achievement in higher education, drawing on interviews (n=13) with those engaged in designing, implementing and using these systems;
  • one-to-one interviews with global experts (n=19) in university teaching and learning, the measurement of teaching achievement and university promotion procedures.
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 C (July 2015–January 2016)
Phase C of the study developed the Framework as a resource for universities to evaluate and reward university teaching achievement. Phases A and B were used to identify the principles underpinning the new framework. The draft version of the Framework was reviewed by 11 of the global experts consulted during Phase B of the project.
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Published January 2016

Show draft Framework
Phase D (January 2016–April 2018)
Phase D of the study road-tested the Framework in universities across the world. Feedback was provided by 15 partner universities in 12 countries, enabling iterative improvements to be made to the Framework. University partners were drawn from institutions engaged in internal discussion about reshaping their reward and/or appraisal processes with respect to teaching. Case studies give more detail of the ways in which the Framework is being used and illustrate its adaptability to different national and institutional priorities.
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Published April 2018

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Career Framework for University Teaching, 2018