Senior Lecturer


Note: In order to achieve a score of 2 for an area, applicants must meet the criteria in bold for the grade to which they wish to be promoted.
  • Subject Delivery and Teaching Activity

    Candidates will be recognised as high quality teachers and subject experts in their area.

    They will be able to demonstrate evidence of successful teaching innovation, and will have actively disseminated effective practice.

    This may be evidenced by such things as:

    • Positive peer evaluations.
    • Disseminated effective practice (through school, faculty or university-level initiatives).
    • Innovative development and leadership within the school/faculty and the university more widely in the use of teaching, learning and assessment methods e.g. the creative utilisation of electronic resources and active learning pedagogy.
    • A reflective narrative as to how the candidate has engaged with and acted upon student and peer feedback, with some evidence of enhancement to academic practice.
    • Other evidence of effectiveness and/or innovation as the applicant feels might be appropriate to their case for promotion.
  • Contribution to Viability and Growth of Provision

    Candidates will have a record of leading initiatives that support the viability and growth of provision e.g. non-regulated teaching income, grants or other income generating activity (short courses, summer schools etc.).

    This may be evidenced by some of the following:

    • Development of, and the successful marketing of, curricula or methods of teaching designed to attract new student groups - for example international students, part-time students, post-graduate students or apprenticeships.
    • An established reputation with external agencies/clients and a portfolio of activities that leads to financial, reputational or other significant benefits to the university.
    • Grants awarded in support of pedagogic research.
  • Mentoring and Supervision

    Candidates should have a record of mentoring and/or supervising staff and students.

    This may be evidenced by:

    • Significant contribution to teaching development through programmes or activities that benefit others e.g. contribution to teaching events or to internal/external publications about teaching.
    • A capacity to mentor and provide leadership to junior academic and/or support staff.
    • Responsible and effective involvement in the broader arena of the faculty and/or the university, including where appropriate, a significant period in a role providing pastoral care and guidance to students or colleagues.
  • Esteem

    Candidates should undertake activities that contribute to the national and international teaching reputation of the university.

    This may be evidenced by at least four of the following:

    • Candidates will hold, as a minimum, Fellowship of the Higher Education Academy.
    • External experience of the evaluation of learning, teaching and assessment e.g. QAA reviewer and/or ongoing involvement in external examining.
    • Recognition through the University’s Distinguished Teaching Fellowship scheme (or predecessor scheme) and/or a university nomination to the National Teaching Fellowship scheme.
    • Other national individual or team awards for teaching excellence.
    • Editorial roles including membership of editorial boards or conference organising committees in the field of higher education or subject specific pedagogy.
    • Recognition through the Students’ Union Learning and Teaching Awards.
    • Active role within a professional body or academic society.
    • SEDA Fellowship and/or ALT membership.
    • Invited presentations at other institutions or at conferences.
  • Scholarship

    Candidates should have undertaken scholarly activity that articulates their individual teaching practice with a wider national and international Scholarship of Teaching and Learning community at a level commensurate with the role.

    This may be evidenced by some of the following:

    • Pedagogic related publications in peer-reviewed journals, refereed conference proceedings and/or books and particularly in the case of the creative and performing arts, other output that demonstrates quality and impact.
    • Adoption and evaluation of published effective teaching practices.
    • Authorship (individually or with others) of a  well-received book. Evidence of esteem may include reviews and/or usage figures.
    • Recognition as a local and/or national authority in their area of teaching excellence and/or their subject/discipline.
  • Leadership

    Candidates should demonstrate leadership in their subject area as commensurate with the role.

    This may be evidenced by:

    • Leadership in course management and/or curriculum design and pedagogy.
    • Leadership in learning and teaching activities (including those relating to quality assurance and enhancement and those related to placement activity) at school or faculty level, student retention and progression, assessment and feedback, student and graduate employability.
    • Marketing and course promotion activities.
    • A contribution to course development in partner institutions.

Note: In order to achieve a score of 2 for an area, applicants must meet the criteria in bold for the grade to which they wish to be promoted.
  • Outputs

    Candidates will be recognized as high quality researchers in their subject area. They will have a track record of publications in high quality, international peer reviewed journals and conferences and/or books and particularly in the case of the creative and performing arts, other research output that demonstrates quality and impact.

    Commensurate with the nature of the Unit of Assessment (UoA) subject discipline, this may be evidenced by such things as:

    • At least 3 outputs attributed to you in the most recent 6 year period that are regarded as internationally excellent with potential that at least one could be regarded as world leading.
    • An appropriate volume of total outputs.
    • Outputs with international co-authors.
  • Income Generation

    Candidates will have a record of securing external funding as a principal investigator or key contributor for research/research studentships.

    This may be evidenced by some of the following:

    • Sustained research income over several years reaching the Benchmark Group Median for the discipline.
    • Grants awarded from prestigious sources, for example, Research Council, Charities, Government and Industry.
    • Development of research funding with national/international partners.
    • Collaboration with national and/or international centres of excellence in research.
    • Multi-disciplinary and/or multi agency research activity.
  • Mentoring and Research Supervision

    Candidates should have a record of mentoring and/or research student supervision to completion and/or staff supervision.

    This may be evidenced by some of the following:

    • A record of PGR Supervision as main supervisor of the supervisory team.
    • International co-supervision of PhD researchers.
    • Distinctions/awards earned by students for work supervised by you.
    • Supervision of postdoctoral researchers.
    • A capacity to mentor and provide leadership to academic and/or support staff.
  • Esteem

    Candidates should contribute to the national and international research reputation of the university.

    This may be evidenced by some of the following:

    • Recognition through the University's Distinguished Research Fellowship scheme.
    • Other national and/or international awards, or other distinctions, for research excellence.
    • Editorial roles including membership of editorial boards of international journals or conferences.
    • External Appointments demonstrating recognition and esteem relevant to the discipline.
    • Regular presence and presentations at international conferences in chosen discipline, visiting scholarships, international academic research visits.
    • Commissions from recognised funders; exhibitions, installations or performances in high profile venues; performances by renowned artists; broadcasts on national and/or international media.
  • Impact

    Candidates should have undertaken research that has demonstrated impact or pathways to impact  in areas such as policy, culture, healthcare, quality of life, society, economy, academy or discipline.

    This may be evidenced by some of the following:

    • A track record of contributions to outreach activities, where appropriate to the subject area.
    • Involvement in technology commercialisation and knowledge exchange - consultancy, KTP projects, invention disclosures, patents, licensing activity.
    • Adoption of discoveries and policy-to-practice by external entities.
    • Contribution to a Research Impact Case Study.
    • Development of Research collaboration with industry or commerce.
    • Directorship/stake holding in commercial ventures.
  • Leadership

    Candidates should demonstrate leadership in their subject and research area.

    This may be evidenced by some of the following:

    • Membership of university committees and/or working groups in the area of research and development.
    • Leadership in research informed/research led/research driven teaching.
    • Leadership of a research project and associated activities.
    • Leadership of research activity at school or faculty level.

Note: the criteria on Civic Contribution (within the assessment area on Civic and Institutional Contribution) should not be confused with the section on Research Impact (within the assessment area on Academic Excellence in Research and Impact). These are two distinct assessment areas.

The section within Civic and Institutional Contribution focuses on the applicant’s contribution to the full spectrum of intellectual, economic, social and cultural life of Northern Ireland and the alignment of this civic engagement to institutional contribution.

The section on impact within the assessment area on Academic Excellence in Research and Impact, focuses on the translation of research into value for the economy, society, culture, public policy or services, health, the environment and/or quality of life, beyond academia.

[1] Academic Excellence in civic and institutional contributions comprises three areas namely Civic, Institutional and Professional.   It is anticipated that the expected contribution of staff will be perceived at School, Faculty, University levels with sectoral contributions cross-cutting each of these levels.   This ordering is aligned to the perception of e.g. an early career member of staff who will perceive his/her contributions at School then Faculty then University level.

Note: In order to achieve a score of 2 for an area, applicants must meet the criteria in bold for the grade to which they wish to be promoted.
  • Civic Contribution

    Candidates should contribute to high quality civic activities.

    They will be able to demonstrate evidence of successful civic engagement that demonstrates quality and impact and will complement the University's reputation as a leading civic university.

    This may be evidenced by:

    • Leadership of university/campus outreach.
    • Leadership in the promotion of Ulster as an international university.
    • Leadership in widening access activities at school and faculty.
    • Leadership of school/faculty civic events.
    • Effective use of teaching, learning and assessment methods which incorporate civic engagement activity e.g. programmes, short-courses and modules incorporating charitable components, community-based problem-solving and demonstrating wider economic and societal impacts as appropriate.
    • Elected member of relevant discipline or industry associations or position of subject influence.
    • Leading the organisation of seminars, conferences and activities for the profession.
  • Institutional Contribution

    Candidates should contribute to national activities supporting the institutional imperatives as captured with the University's five and fifty strategy and operationalised in the core business at the level of school/department.

    This may be evidenced by some of the examples below:

    • Leadership/chairing of school/faculty/university committees and/or initiatives with demonstrable outcomes/benefits.
    • Contribution to school/faculty wide activities that deliver the school/faculty plans.
    • Course Directorship.
    • Subject Partnership.
    • Income generation through consultancy and knowledge exchange in line with subject norms.
    • Lead new programme development (Unit Co-Ordinator).
    • Leading activities that raise the external profile of the university at national and/or international level (e.g. events, conferences, media etc.).
    • Contributions to open day, conversion events and school visits.
    • School/faculty wide roles including such things as:
      • Head of School.
      • Marketing.
      • Placement co-ordination.
      • Summer School.
      • Non-MASN co-ordination.
      • Global Champion.
      • Athena Swan Champion.
      • PSRB Champion.
      • Research team lead.
      • HLA Co-ordinator.
      • Leading significant income generation initiatives.
      • Generating meaningful partnerships.
      • Contribution to open day, conversion events and school visits.
      • Contribution of the Doctoral College’s Researcher Development Programme.
  • Professional Contribution

    Candidates should demonstrate leadership positively within the collegial environment.

    This may be evidenced by:

    • Demonstrable leadership of team building activities and or promoting school/faculty wide improvements for staff well-being.
    • Lead the improvements in student experience (e.g. recruitment, mentoring, support networks, etc.) and employment programs.
    • Leads in university outreach activities.
    • Actively involved in mentoring peer academics.
    • External board membership aligned with subject (e.g. PSRBs, Funding Council etc.).
    • Professional collaborations and innovations that support UG/PG partnership development.
    • Recognition by professional body e.g. Teaching Fellowship.