Academic Staff PDR for 2010: Faculty of Information Sciences and Engineering
Minimum Expectation Guidelines for Satisfactory Rating for the TR staff
Measures are based on previous 3 years of performance data
TEACHING AND LEARNING
Commitment to continuous
Academic Level improvement based on data and Student Satisfaction Pedagogy Use of education technologies
reflection
AssocLecturer Data available through formal Satisfaction scores meet the Complete graduate certificate in Active use of educational
Lecturer A channels or if not available minimum targets set by the tertiray teaching qualifications or technologies for best practice in
through lack of opportunity, data University for the Faculty on all equivalent education, regular ICT higher education to
has been obtained in a rigorous of (a) overall satisfaction with engagement in the organisation enhance learning, embedded in
and defensible manner, and the unit -- 68.1%, (b) satisfaction of formal collegiate teaching and a considered learning strategy.
evidence of resultant self- with teaching in the unit -- learning activities within the For example, incorporating
reflection and improvement is 56.4%, (c) satisfaction with Faculty or externally. modern ICT techonology in
presented. generic skills -- 68.5% teaching. Use of University
(aspirational targets are 72%, Learning Systems - such as
60%, 72% respectively). ensuring a Moodle site exists
and is used as an active
learning tool, with online
exercises and interactive
sessions that are clearly
designed to enhance learning
outcomes. Share experience
with discipine and faculty.
Provide evidence of outcomes
and effectiveness.
Assistant Data available through formal Satisfaction scores meet the Provide leadership for ctive use
Applied for one or more internal
Professor channels or if not available minimum targets set by the or external teaching and of educational technologies for
through lack of opportunity, data University for the Faculty on all learning grants in the past 3best practice in ICT higher
has been obtained in a rigorous of (a) overall satisfaction with education to enhance learning,
years as part of a team; at least
and defensible manner, and the unit -- 68.1%, (b) satisfaction one teaching and learning embedded in a considered
evidence of resultant self- with teaching in the unit -- publication in the last threelearning strategy. For example,
reflection and improvement is 56.4%, (c) satisfaction with years; regular engagement in incorporating modern ICT
presented. generic skills -- 68.5% the organisation of formal techonology in teaching. Use of
(aspirational targets are 72%, University Learning Systems -
collegiate teaching and learning
60%, 72% respectively). such as ensuring a Moodle site
activities within the Faculty or
externally. exists and is used as an active
learning tool, with online
exercises and interactive
sessions that are clearly
designed to enhance learning
outcomes. Share experience
with discipine and faculty.
Provide evidence of outcomes
and effectiveness.
Associate Data available through formal Satisfaction scores meet the Applied for one or more internal Active use of educational
Professor channels or if not available minimum targets set by the or external teaching and technologies for best practice in
through lack of opportunity, data University for the Faculty on all learning grants in the past 3 ICT higher education to
has been obtained in a rigorous of (a) overall satisfaction with years as a leader of a team; at enhance learning, embedded in
and defensible manner, and the unit -- 68.1%, (b) satisfaction least one teaching and learning a considered learning strategy.
evidence of resultant self- with teaching in the unit -- publication in the last three For example, incorporating
reflection and improvement is 56.4%, (c) satisfaction with years; regular engagement in modern ICT techonology in
presented. generic skills -- 68.5% the organisation of formal teaching. Use of University
(aspirational targets are 72%, collegiate teaching and learning Learning Systems - such as
60%, 72% respectively). activities within the Faculty or ensuring a Moodle site exists
externally. and is used as an active
learning tool, with online
exercises and interactive
sessions that are clearly
designed to enhance learning
outcomes. Share experience
with discipine and faculty.
Provide evidence of outcomes
and effectiveness.
Professor Data available through formal Satisfaction scores meet the Applied for one or more internal Provide leadership for active
channels or if not available minimum targets set by the or external teaching and use of educational technologies
through lack of opportunity, data University for the Faculty on all learning grants in the past 3 for best practice in ICT higher
has been obtained in a rigorous of (a) overall satisfaction with years as a leader of a team; at education to enhance learning,
and defensible manner, and the unit -- 68.1%, (b) satisfaction least one teaching and learning embedded in a considered
evidence of resultant self- with teaching in the unit -- publication in the last three learning strategy. For example,
reflection and improvement is 56.4%, (c) satisfaction with years; regular engagement in incorporating modern ICT
presented. generic skills -- 68.5% the organisation of formal techonology in teaching. Use of
(aspirational targets are 72%, collegiate teaching and learning University Learning Systems -
60%, 72% respectively). activities within the Faculty or such as ensuring a Moodle site
externally. exists and is used as an active
learning tool, with online
exercises and interactive
sessions that are clearly
designed to enhance learning
outcomes. Share experience
with discipine and faculty.
Provide evidence of outcomes
and effectiveness.
Student recruitment Postgraduate supervision PhD Publication Grants
Evidence of sustained Worked towards registration as a If staff member is 2 ERA quality publications Applied for one or more
commitment and contribution to HDR supervisor if staff member has working towards a PhD, expected to be submitted internal or external grants
student recruitment initiatiives PhD qualifications and served as an a credible plan needs to for publication for research (including
such as with school visits, active member of supervisory panel be presented. Initial teaching related research)
careers days or open days. on 1 HDR panel in the last 3 years seminar and regular as a member of a team in
Engage in marketing activities annual seminars to be the last 3 years
when on international given, and 2 research
conference visits. papers from PhD is
expected to be
submitted for publication
for the 3 years.
Evidence of sustained Worked towards registration as a PhD in relevant area of 2 ERA quality DIISR Applied for one or more
commitment and contribution to HDR supervisor if staff member has staff member's points is expected from research grants (internal or
student recruitment initiatiives PhD qualifications and served as an teaching/research is a individual or joint external) in a team in the
such as with school visits, active member of supervisory panel minimum qualification publications in the 3 years last 3 years and won
careers days or open days. on 2 HDR panels in the last 3 years, 1 for appointement at this being reviewed individual share of
Engage in marketing activities HDR completion expected at this level. If a staff member research income >
when on international level. is working towards a $10,000 in the last 3 years.
conference visits. PhD, a credible plan
needs to be presented.
Initial seminar and
regular annual seminars
to be given, and 2
research papers from
PhD is expected to be
submitted for publication
for the 3 years.
Evidence of sustained Served as an active member of PhD is minimum 4 ERA quality DIISR Applied for one or more
commitment and contribution to supervisory panel on 3 HDR panels in qualification for points is expected from research grants (internal or
student recruitment initiatiives the last 3 years, chairing at least 2, 1 appointement at this individual or joint external) individually or in a
such as with school visits, HDR completion expected at this level. publications in the 3 years team in the last 3 years
careers days or open days. level. being reviewed and won individual share
Engage in marketing activities of research income >
when on international $30,000 in the last 3 years.
conference visits.
Evidence of sustained Served as an active member of PhD is minimum 6 ERA quality DIISR Applied for one or more
commitment and contribution to supervisory panel on 4 HDR panels in qualification for points is expected from research grants (internal or
student recruitment initiatiives the last 3 years, chairing at least 2, 1 appointement at this individual or joint external) in a team in the
such as with school visits, HDR completion expected at this level. publications in the 3 years last 3 years and won
careers days or open days. level. being reviewed individual share of
Engage in marketing activities research income >
when on international $40,000 in the last 3 years.
conference visits.
ENGAGEMENT ADMINISTRATION
Administrative Engagement with
Industry engagement for
Internationalisation contributions to academic Discipline/Faculty/University
courses and research
unit or the University. activities
Evidence of formal Involvement with Contribution through Regular attendance and
interaction with international marketing and committee work or serving contributions to Discipline meetings,
government or industry in working towards on working groups and Faculty Board and participation in
the form of contracts, developing courses for task forces, and evidence Discipline/Faculty/University
submissions to enquiries, offshore teaching and of a substantial activities
responses to formal online delivery. contribution to concrete
requests for advice, or outcomes arising from that
similar interactions related administrative work.
to teaching, research or
other professional activity.
Evidence of benefits to the
faculty and the university
from such relations.
Evidence of formal Involvement with Contribution through Regular attendance and
interaction with international marketing and Associate Dean/Discipline contributions to Discipline meetings,
government or industry in working towards Head roles, committee Faculty Board and participation in
the form of contracts, developing courses for work or serving on working Discipline/Faculty/University
submissions to enquiries, offshore teaching and groups and task forces, activities
responses to formal online delivery. Some course convenorship,
requests for advice, or formal engagement with research development,
similar interactions related international collaborators coordination of
to teaching, research or in research, research research/industry project
other professional activity. training and/or teaching development, or any
Evidence of benefits to the and learning. Engagement significant project and
faculty and the university extends beyond co- evidence of a substantial
from such relationships. authoring publications. contribution to concrete
outcomes arising from that
administrative work.
Evidence of leadership in Some formal engagement Contribution through Regular attendance and
establishing industry with international Associate Dean/Discipline contributions to Discipline meetings,
engagement for course collaborators in research, Head roles, committee Faculty Board and participation in
reviews, research and research training and/or work or serving on working Discipline/Faculty/University
professional enagement of teaching and learning. groups and task forces, activities
benefit for the Faculty and Engagement extends course convenorship,
the University. Evidence of beyond co-authoring research development,
benefits. publications. Some coordination of
demonstrated leadership is research/industry project
expected at this level. development, or any
significant project and
evidence of a substantial
contribution to concrete
outcomes arising from that
administrative work.
Evidence of leadership in Some formal engagement Contribution through Regular attendance and
establishing industry with international Associate Dean/Discipline contributions to Discipline meetings,
engagement for course collaborators in research, Head roles, committee Faculty Board and participation in
reviews, research and research training and/or work or serving on working Discipline/Faculty/University
professional enagement of teaching and learning. groups and task forces, activities
benefit for the Faculty and Engagement extends course convenorship,
the University. Evidence of beyond co-authoring research development,
benefits. publications. Some coordination of
demonstrated leadership is research/industry project
expected at this level. development, or any
significant project and
evidence of a substantial
contribution to concrete
outcomes arising from that
administrative work.