• Section 1 - Purpose and Context
• Section 2 - Definitions
• Section 3 - Policy Statement
• Part A - Nature of Academic Work in Educational and Learning Development
• Part B - Teaching
• Part C - Research and Scholarship
• Part D - Administration and Governance
• Part E - Service to the Community
• Part F - Policies and Agreements
• Part G - Workload Agreement and Academic Work
• Part H - Supervision
• Part I - Functions and Selection Criteria for Academic Positions
• Part J - Generic Descriptors for Academic Positions in Educational and Learning Development
• Section 4 - Procedures
• Section 5 - Guidelines

Section 1 - Purpose and Context

(1) This policy defines the nature and conditions of the role of academics in educational development and learning development. It recognises academic roles that vary from the mainstream role of a School-based teacher/researcher and establishes a different set of criteria and professional responsibilities for academic staff working in these units.

Section 2 - Definitions

(2) Nil.

Section 3 - Policy Statement

Part A - Nature of Academic Work in Educational and Learning Development

(3) The educational and learning development units provide institutional services that underpin the University of Western Sydney's Academic program. Academic staff members in these units undertake activities that are substantially academic in nature, such as liaising with School academics and students about educational matters, developing and enhancing the academic enterprise and students' academic experience, and undertaking applied research to inform practice and the University's knowledge of its educational and learning activities and services. To ensure the effective and efficient delivery of services by these units, some of the conditions governing the work of academics vary from those that govern the work of academics within Schools. These differences will be recognised in workload allocation, eligibility and criteria for promotion, eligibility for development leave, and criteria for assessment of performance, to ensure equity of opportunity for career development.

Part B - Teaching

(4) The teaching activities of academics in educational and learning development focus on collaborative engagement with School academics in designing, developing, implementing and evaluating pedagogy, format and content of units in the University's academic program and new educational developments including the creation of materials, and evaluation of educational initiatives, and on the conduct of one-to-one and group sessions (e.g. workshops and non-award programs) with staff and students. The role does not normally include a teaching role within a School's academic program.

Part C - Research and Scholarship

(5) Academics in educational and learning development do not have a primary research or research supervision role. The learning development and educational development units conduct research which is applied, practice-based and assists the University in evaluating and developing its teaching and learning capabilities. Scholarship critically informs and emerges from this work. Applied research involves analysing, developing, evaluating and disseminating educational and learning issues and initiatives, usually in collaboration with School-based academics, but also with partners outside the University. Research outcomes that are used to assess academic performance in these areas include internal reports to assist the development of policy and practice by the University, as well as external publications, conference papers, and involvement in funded cross-institutional projects such as those commissioned by the Department of Education and Training and AUTC.

Part D - Administration and Governance

(6) Administration and governance activities include formal staff supervision, a coordination role, membership of and contribution to relevant institutional committees, and management of organisational sub-units, enterprises or functions.

Part E - Service to the Community

(7) Activities include contributions to professional associations, involvement with relevant government and community bodies and associations, and the promotion in the community of the University and programs and initiatives relevant to the unit.

Part F - Policies and Agreements

(8) The University's policies established for academic staff are generally applicable to academics in educational and learning development, including the policies on promotion, professional development, intellectual property and eligibility for grants and awards.

(9) Academic Development Program/study and conference leave will be considered in terms of their relevance to the academic's career development and the needs of the unit.

(10) Staff members will be covered by the employment agreement they have entered into with the University.

(11) Academics in educational and learning development are eligible to nominate as academic representatives on the University's committees and to vote in academic elections.

Part G - Workload Agreement and Academic Work

(12) A workload agreement will be negotiated between the academic staff member and his/her supervisor.

(13) Services to clients of the units are provided throughout the year, and workload agreements for academics in educational and learning development will reflect this by requiring staff to be available throughout a calendar year, with annual leave normally taken outside periods of peak demand. As services are provided with an emphasis on face-to-face contact with University clients, e.g. students and staff, academics within these units are expected to be on-site or in contact with students and School staff throughout the calendar year, except when they are on leave or where special arrangements have been made with the Unit Head. Research activity in the context of these positions is defined as specified institutional and applied research that is part of the unit's strategic development and planning.

(14) The requirements of the positions of education and learning developers do not usually allow for a sustained period of scholarly or research activity. However, consistent with the flexible working conditions provisions for academic staff, the Unit Head shall ensure that staff have sufficient time to pursue relevant scholarly and professional activities.

Part H - Supervision

(15) Academics in education and learning development will have as their supervisor, the Unit Head's of the organisational unit in which they are employed. Supervisors will provide leadership, support, guidance on career development, and guidance and feedback on performance. The content of each academic staff member's annual workload agreement will be used (amongst other things) as input to the Performance Planning and Review process in relation to that academic staff member.

Part I - Functions and Selection Criteria for Academic Positions

(16) Generic descriptors have been developed for the functions and selection criteria of academic positions in educational and learning development. These descriptors reflect the Position Classification Standards in the current Academic Staff Agreement. In keeping with the professional remit of these units, the relevant skill base for academics at each level is interpreted broadly to include relevant professional experience and qualifications as well as academic experience and qualifications.

Part J - Generic Descriptors for Academic Positions in Educational and Learning Development

(17) These descriptors indicate the broad categories of responsibility attached to academic staff in education and learning development units. They are not exhaustive of all tasks in academic employment, which is by its nature multi-skilled and involves an overlap of duties between levels.

Section 4 - Procedures

(18) Nil.

Section 5 - Guidelines

(19) Nil.