Questions and Answers

Terminology

Framework Agreement: the agreement between UCU and BU which underpins the Academic Career Framework for Grades 6 to 9. Grades 10+ sit outside this agreement.

Academic Career Framework: overarching scheme which consists of all the job descriptions, person specifications and processes.

Academic Career Matrix: a component of the Academic Career Framework which lists typical types of output that would normally be associated with a specific grade.

Personal and Professional Development Planning: a tool to support the appraisal process.

BU2018: Vision and Values for BU approved by the Board in July 2011 and underpinned by the Strategic Plan approved by the Board in February 2012

Fusion: core part of BU2018 that involves the fusion of research, education and professional practice, creating a unique academic experience where the sum is greater than the component parts.

PAY PROGRESSION – This is progression within the pay spine for example for lecturers/Academics this would mean progression within grade 7

PROMOTION – Progression between grades within the Academic Career Framework/Matrix

1. Why are these changes being proposed?

The vision and values of BU 2018 Creating, Sharing and Inspiring was approved at the University Board in July 2011. At the heart of BU 2018 is the Fusion of research, education and professional practice, creating a unique academic experience where the sum is greater than the component parts.

One of our key objectives is to continue to embed Fusion across academic activities and to ensure that all relevant processes and initiatives are aligned with it. The Fusion Investment Fund is just one example of the University’s commitment to the implementation of Fusion as a core feature of academic endeavor at BU. Building on this, within the People Strategy within BU2018, is the commitment to develop pay, reward and recognition structures that help enable Fusion and the realisation of BU2018 more generally. In doing this, we aim to ensure that academic contribution and expectations in delivering BU2018, through the Fusion of academic research, education and professional practice are clearly articulated in our academic career structure and the associated processes around promotion, pay and reward. The background to Fusion is provided in the Transition to Fusion document.

The proposed changes have been subject to negotiation between UCU and BU, and were developed in light of the feedback received during the engagement sessions run across the University last summer and autumn.

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2. What does this mean?

The current career framework was based on the four pillars of research, education, professional practice and enterprise. These no longer align with the concept of Fusion. Therefore the proposed changes realign the career framework to allow staff to embrace the concept of Fusion and make reference to this during their academic journey. The concept of Fusion revolves around education, research and professional practice and draws upon the synergies that help create an end product that is greater than the sum of its parts. The background is provided in the Transition to Fusion document.

The current framework, in addition to not being aligned with Fusion presents some anomalies with respect to an individual academic’s journey from Grade 6 to Grade 9. Such as clear progression routes for those on Grade 6 or the status, nature and title of the Grade 9 role. The proposals are intended to remove these anomalies by smoothing the journey by making progress through the grades clear, consistent, transparent and equitable. This has not always been the case under the current framework. The new framework will help staff make stronger and more consistent cases for pay progression, reward and promotion. The new career framework also recognises for the first time the importance of academic citizenship in making our academic community function.

3. What has been the process to date?

The ideas contained in the revised Academic Career Framework are based on the input of all academic staff who attended one of the many engagement sessions that we ran last summer and during the early autumn. In addition, the proposals have been further shaped by a joint UCU-BU working group, a sub group of the Joint Consultative Negotiating Committee (JCNC). They are being presented here to gain further feedback and input and for clarification to be provided as necessary before final proposals are completed. These will be put to a ballot of UCU members and shared with the wider academic community at the same time. The aim is to implement the new Academic Career Framework from the autumn of 2014 should it be approved.

4. What changes are being proposed?

Changes proposed relate to the introduction of a new Academic Career Framework which is based on a clear foundation of the outputs and activities typically expected from a given grade. Fusion is the central focus of the new Academic Career Framework, allowing staff to draw attention to those activities they have undertaken that result in research, education and professional practice outcomes.

The principles of Fusion have been embodied in an Academic Career Framework. There is no expectation that all activities undertaken will be fused and it is widely acknowledged that the nature of Fusion will differ from time to time and during an academic’s career path. It is also acknowledged that some staff and some disciplines may lend themselves more readily to particular types of fused outcomes than others. The Academic Career Framework is sufficiently flexible to accommodate this and the interpretation of Fusion recognises a range of possible contributions; see the Transition to Fusion document for greater detail.

The Academic Career Framework contains a matrix (Academic Career Matrix) of typical activities associated with each grade, and while not exhaustive it provides greater clarity as to the types of evidence that can be used in demonstrating that one meets the expectations of a grade especially in the context of promotion. This is a direct response to staff comments, suggestions and requests during the engagement exercises last summer, as is much of the content.

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The Academic Career Framework sets out expectations, aspirations and opportunities aligned to each grade. The typical activities listed help recognise the contributions made to education, professional practice and research activities in order that the former two can be recognised and rewarded more effectively than they have been in in the past. The matrix is designed to be holistic and to reflect the importance of team-based efforts as well as leadership activities. To remove ambiguity a series of clear definitions for education, research and professional practice are set out to create an open and transparent process.

5. How will these changes work in practice?

These changes will be reflected throughout job descriptions, pay progression (progression within a pay grade), promotion (progression between academic grades, and appraisal and Personal and Professional Development Planning (PPDP), details of which are articulated below.

6. In terms of pay progression what might change?

The aims, eligibility, principles, process, timetable and appeal procedure remain unchanged. The academic criteria for assessment have changed. The academic criteria for pay progression were previously based upon research, education, professional practice and enterprise (the ‘four pillars’) as documented in Appendix 5.1 of the Framework Agreement. In the new pay progression process the academic criteria for progression are based upon education, research, professional practice and Fusion (the latter for the 2014-15 academic year onwards), as documented in the Academic Career Framework. Illustrative examples of this are found in the Transition to Fusion document.

7. If so, what will I be required to do that I wasn’t previously?

There is no additional paperwork required. It is likely that the existing recommendation for pay progression form will continue to be used, and will ask for a 300 word summary of employee’s performance against education, research, professional practice (and Fusion for the 2014-15 academic year onwards) with specific evidence and examples relating to the Academic Career Framework, (rather than Appendix 5.1 of the Framework Agreement).

8. Will PAY PROGRESSION still be undertaken at the same time of the year?

Yes. The pay progression process will still be undertaken at the same time of year and progression effective 1st September each year.

9. Will we still have the same PAY PROGRESSION principles?

Yes. To make a case for pay progression on the basis of academic excellence in the past year an individual must be able to demonstrate an exceptional contribution, commensurate with their grade, in at least two areas of the Academic Career Framework (Education, Research and Professional Practice) while also delivering a satisfactory performance commensurate with their grade in the third area. To make a case for sustained good and effective performance over three years an individual must demonstrate a contribution, in at least two areas of the Academic Career Framework (Education, Research and Professional Practice) while also delivering a satisfactory performance commensurate with their grade in the third area.

10. What will a PAY PROGRESSION case look like?

All staff will be invited to submit a summary of performance (against the Academic Career Framework criteria) normally of no more than 300 words accompanied by a Standard BU

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Academic Profile. The staff Academic Profile will be revised in light of the changes to the Academic Career Framework in due course to make it simpler to record and document the right information with respect to pay progression and promotion. The Pay Progression forms will remain unchanged.

11. If my application for PAY PROGRESSSION is unsuccessful and I am not happy with the outcome, what steps can I take to pursue the matter further?

If you are not satisfied with the outcome, as is the case currently (outlined in more detail in Appendix 5 of the Framework Agreement), you can, having received feedback and met with your line manager appeal via Human Resources on the basis that you have evidence that, the process for assessment has been irregular, the process for assessment was biased and/or, there were circumstances/factors affecting performance not taken into consideration as part of the assessment.

12. Are the jobs the same grades?

Yes, the proposed new job descriptions in the academic job design (Appendix 4 of the Framework Agreement) result in no changes to grades in the new Academic Career Framework; everyone will stay at the grade they are in now, but the opportunities for promotion and progression have been increased. The job descriptions have been updated to incorporated the range of activities typical to the post in question aligned to Fusion and the proposed Academic Career Framework.

13. Why do the grades remain the same if the content of the job descriptions has changed?

Because the overall nature of the academic endeavor and the range of activities to be undertaken and the associated responsibilities remain unchanged. This is also because of the method of job evaluation used. BU uses the HAY methodology for job evaluation which focuses on the knowledge and skill plus experience required to undertake the role, which as a consequence of this exercise has not changed.

14. In terms of promotion, (progression between grades) what will change?

Academics will now have the opportunity to progress through grades 6 to professor. Currently, there are promotion processes from Grade 7 to 8, 8 to 9 and 10+. It is proposed that all progression between grades will follow a single and consistent process which is fair and equitable and will require an application and interview/presentation of the individual’s academic profile in accordance with the requirements of the Academic Career Framework. At this time the applicant will have an opportunity to clarify aspects of their profile and submission to enable the panel to reach a fair decision in accordance with the principles outlined below.

Applications will take the form of a revised standard academic profile together with an additional summary not exceeding 300 words demonstrating the capability to deliver high quality outputs at the appropriate level in accordance with the criteria and examples based on the Academic Career Framework. The balance between actual and potential performance is one for the Promotion Panel to assess as part of the application.

For promotion an applicant must be able to demonstrate via the Academic Career Framework that they are able to deliver / or are delivering against the principles of fusion. Specifically, by demonstrating and evidencing the typical outputs associated with the appropriate grade specified in the Academic Career Framework for the promotional grade

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and how they are either currently delivering these or have the potential (knowledge/skills) to deliver them.

Applicants will be counselled, advised and supported in making a promotion application via a series of BU-wide workshops and support seminars in conjunction with the provision of online resources. They may also draw upon the advice and support of their line-managers and appraisers as at present should they chose.

15. What is the difference between PAY PROGRESSION and PROMOTION?

Pay progression is the annual opportunity for staff to progress within a grade, normally by an increment up the pay spine. Promotion is the movement from one grade to the next – from Grade 6 (Associate Academic) to 7 (Academic) to Grade 8 (Senior Academic) for example. Exceptionally double pay spine increments may be awarded in exceptional circumstances in light for example of a particularly outstanding contribution. Below the contribution point – a line on the pay spine for each grade – pay progression is normally automatic; above the contribution point a case must be made. When one reaches the top of the pay spine for a particular grade, pay progression ceases until an individual is promoted to a higher grade.

Note that promotion is not dependent on a post becoming available or being advertised at the higher grade but is an annual process open to all and based normally on merit rather than budgetary considerations. An individual can seek promotion irrespective of where they are with respect to pay progression; i.e. they don’t need to be at the top of the pay spine for a particular grade. None of this will change in the proposed Academic Career Structure.

16. My work is primarily teaching-based. How do I evidence achievement for the purposes of PAY PROGRESSION (within a pay grade) and PROMOTION between grades in the Academic Career Framework)?

Under the career framework all members of staff are expected to make a contribution to a varying extent in all component areas of Fusion – education, research, professional practice.  However, it is possible to specialise in two out of the three areas making only a minor contribution in the third.  You will also need to demonstrate in your Standard Academic Profile via a short 300 word case study how you combine all three elements in some way, i.e. evidence your contribution to Fusion. 

Using the Career Matrix one can view the typical types of evidence associated with one’s current grade and also those for the next grade above.  Using the Personal and Professional Development tool and through appraisal discussions and target setting you will be afforded the opportunity to work on developing your contribution across a number of different areas using the Career Matrix as a guide to the typical expectations for that grade. 

For the purposes of pay progression you will be able to use the typical evidence in the Career Matrix as a basis for articulating your case for either exceptional performance in a given year (performing beyond grade expectation) or sustained performance over three years (delivering grade expectations).  As noted in Question 9 to make a case for pay progression on the basis of academic excellence in the past year an individual must be able to demonstrate an exceptional contribution, commensurate with their grade, in at least two areas of the Academic Career Framework (Education, Research and Professional Practice) while also delivering a satisfactory performance commensurate with their grade in the third area. To make a case for sustained good and effective performance over three years an individual must demonstrate a contribution, in at least two areas of the Academic Career Framework (Education, Research and Professional Practice) while also delivering a satisfactory performance commensurate with their grade in the third area.

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For the purposes of promotion you would attend the BU-wide annual briefing events to gain an understanding of how the promotion process works at BU and will need to look at the typical contribution made by the Grade to which you aspire, again by looking at the Career Matrix.  If you believe that you are delivering many of the typical requirements of the higher grade as set out in the Career Matrix then you should make a case and apply for promotion via the annual promotion round.  Application will be via your Staff Academic Profile (to be revised in light of these changes) and you may need to attend an interview in your application is shortlisted or there are specific areas that the panel would like clarification on.

17. My work is primarily research-based. How do I evidence achievement for the purposes of pay progression (within a pay grade) and promotion (between grades in the Academic Career Framework)?

Under the career framework all members of staff are expected to make a contribution to a varying extent in all component areas of Fusion – education, research, professional practice.  However, it is possible to specialise in two out of the three areas making only a minor contribution in the third.  You will also need to be demonstrate in your Standard Academic Profile via short 300 word case study how you combine all three elements in some way, may be in a project or unit; i.e. evidence your contribution to Fusion.  Using the Career Matrix one can view the typical types of evidence associated with one’s current grade and also those for the next grade above.  Using the Personal and Professional Development tool and through appraisal discussions and target setting you will be afforded the opportunity to work on developing your contribution across a number of different areas using the Career Matrix as a guide to the typical expectations for that grade.  For the purposes of pay progression you will be able to use the typical evidence in the Career Matrix as a basis for articulating your case for either exceptional performance in a given year (performing beyond grade expectation) or sustained performance over three years (delivering grade expectations).  This will need to be in at least two (i.e. two out of the three) with a lesser contribution in the third.  For the purposes of promotion you would attend the BU-wide annual briefing events to gain an understanding of how the promotion process works at BU and will need to look at the typical contribution made by the Grade to which you aspire again by looking at the Career Matrix.  If you believe that you are delivering many of the typical requirements of the higher grade as set out in the Career Matrix, and/or have the potential to deliver them, then you should make a case and apply for promotion via the annual promotion round.  Application will be via your Staff Academic Profile (to be revised in light of these changes) and you may need to attend an interview.

18. My work is primarily professional practice-based. How do I evidence achievement for the purposes of pay progression (within a pay grade), and promotion (between grades in the Academic Career Framework)?

Under the career framework all members of staff are expected to make a contribution to a varying extent in all component areas of Fusion – education, research, professional practice.  However, it is possible to specialise in two out of the three areas making only a minor contribution in the third.  You will also need to be demonstrate in your Standard Academic Profile via short 300 word case study how you combine all three elements in some way, may be in a project or unit; i.e. evidence your contribution to Fusion.  Using the Career Matrix one can view the typical types of evidence associated with one’s current grade and also those for the next grade above.  Using the Personal and Professional Development tool and through appraisal discussions and target setting you will be afforded the opportunity to work on developing your contribution across a number of different areas using the Career Matrix as a guide to the typical expectations for that grade.  For the purposes of pay progression you will be able to use the typical evidence in the Career Matrix as a basis for articulating your case for either exceptional performance in a given year (performing beyond grade expectation) or sustained performance over three years (delivering grade

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expectations).  This will need to be in at least two (i.e. two out of the three) with a lesser contribution in the third.  For the purposes of promotion you would attend the BU-wide annual briefing events to gain an understanding of how the promotion process works at BU and will need to look at the typical contribution made by the Grade to which you aspire again by looking at the Career Matrix.  If you believe that you are delivering many of the typical requirements of the higher grade as set out in the Career Matrix, and/or have the potential to deliver them, then you should make a case and apply for promotion via the annual promotion round.  Application will be via your Staff Academic Profile (to be revised in light of these changes) and you may need to attend an interview.

19. What documentation will I need to provide to make an application?

Promotion, pay and reward applications will all be made by a revised Staff Academic Profile which will align to the typical evidence outlined in the Academic Career Framework and include a 300 word case study around an individual’s contribution to Fusion.

20. Who will assess my application?

An application for promotion will be assessed by a review panel in the first instance and if appropriate you will be called to an interview to discuss and elaborate on aspects of your case.  The promotion panels are constituted in different ways depending on the grade to which you are applying.  The process is overseen by HR but a cohort of trained Promotion Panel Members (PPMs) drawn from different academic Schools/Faculties and grades will sit on all promotion panels and ensure that the principles of the BU Academic Career Framework are applied in a transparent, fair, equitable and consistent manner across BU.  Review and interview panels for promotion Grades 7 to 9 will normally consist of a PPM as Chair, Dean of School, an appropriate member of academic staff and a representative of HR. For promotion to Grade 10 the panel will normally consist of a member of UET as Chair, a PPM of appropriate grade from a different School/Faculty, Dean of School, an appropriate member of academic staff and a representative of HR. For promotion to Grade 11 the panel will normally consist of the Vice-Chancellor (or their nominated representative) as Chair, a PPM of appropriate grade from a different School/Faculty, Dean of School, an appropriate member academic staff and a representative of HR.  All cases of promotion to professorial level will need approval by the Vice-Chancellor.

21. If my application for promotion is not successful and I am unhappy with the outcome what steps can I take to pursue the matter further?

There is a process of appeal written into the revised progression process. This appeal will be heard by the Chair of the IPPM (Independent Promotion Panel Members) or their nominated representative.

22. Are there any differences for Appraisal and Personal and Professional Development Planning?

The appraisal scheme includes opportunities for objective setting and personal and professional development planning (PPDP) and this will remain unchanged. However the Embedding Fusion Academic Career Framework Matrix offers the potential to be used as a ‘tool’ to facilitate dialogue and discussion between academics and their appraisers on the individual’s aspirations to develop within their role, as well as through the Academic Career Framework. Development opportunities will be made available to staff to support the areas of practice outlined in the matrix.

The Staff Survey 2013 indicates that whilst 89% of staff use the PPDP part of the appraisal process to develop PPDP actions for the coming year, a lower number at 40% use it to plan

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their development for the next 3-5 years. For academic staff it could be helpful to make a longer term plan as it could better reflect the nature of developing academic outputs. For example, the development of a proposal, securing funding, undertaking research, involving students and generating, submitting and achieving publication is a longer term aspiration that cannot always be met within a one year time-frame.

The matrix therefore provides a tool for academics to develop longer term plans to develop their academic identity, role or career, supported by development opportunities and using the objective setting process as a means to identify objectives that are both designed to meet the needs of School Delivery Plans and the individual’s development needs. This longer term planning option has the potential to help line managers of academic groups to ensure that each member of staff has equal opportunity to access development opportunities over a period of time, whilst also ensuring that the group has the capacity to deliver on organisational and School objectives.

23. What will be the role of the appraisal process in promotion?

The appraisal scheme includes opportunities for objective setting and personal and professional development planning (PPDP).

The Embedding Fusion Academic Career Framework Matrix offers the potential to be used as a ‘tool’ to facilitate dialogue and discussion between academics and their appraisers on the individual’s aspirations to develop within their role, as well as through the career framework. Development opportunities will be made available to staff to support the areas of practice outlined in the matrix. Staff can therefore make the most of the opportunity to develop longer term personal and professional development plans that will support them in their aspirations to apply for promotion.

24. What support will be available to me to make an application for promotion?

Promotion processes are outlined on the HR section of the Staff Intranet where full details of the process and support available will be documented.  In advance of the promotion round each year a number of BU-wide seminars and workshops will be held to provide guidance on the process and support you in making an application.  Beyond this the Personal and Professional Development tool and the appraisal process are the key mechanisms of providing support.

25. What criteria will be used to assess my application and will these be available to both applicants and panel members?

The Academic Career Framework sets out the typical expectations of each grade and underpins the promotion process.  This matrix is available both to applicants and panel members. Panel members will receive appropriate development in order to prepare for the process and ensure that cases are treated fairly and consistently.

26. What happens to existing Associate Professors?

As part of the existing Career Framework the role of Associate Professor is a tenured position in which staff have a five year window to transition to a full Professorship or face the possibility of reverting to their original grade prior to promotion.  Under the revised Career Framework it is proposed that the role of Associate Professor becomes a substantive grade without a tenured element.  Existing and future Associate Professors may remain on this grade for as long as they wish. The new framework also facilitates progression through the grades more smoothly and consistently and the case for promotion will be made via a

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revised Staff Academic Profile designed to mirror the structure and the types of evidence listed in the Career Matrix.

27. What about the role of Associate Professor?

Initially this position was deemed a transitional post on route to a full Professorship and therefore occupied for a defined time period. It is proposed as a result of this exercise that the Associate Professor role will be a career grade. This means that there is no expectation that staff will necessarily progress to full professorship and can remain as an Associate Professor fulfilling the requirements of the role in accordance with the Academic Career Framework.

28. How do other leadership roles fit into the structure?

We recognise that there are a number of roles, at for example Grade 10, with a range of different titles such as Associate Dean, Head of Department and / or Head of Academic Group. It is the intention in due course that all ‘leadership’ roles at Grade 10 should in time reflect that set out in the Career Framework.  Any modification to current job descriptions in place in this respect will be undertaken on a case by case basis in accordance with School/Faculty management structures.

29. Why is there only one column for Professor?

There are under the revised Academic Career Framework details of typical expectations at Professorial level, with the proposal to have just one professorial grade. It is proposed that further work as part of a separate project with regard to this would be undertaken in the Autumn of 2014.

30. Do you expect the rate of staff approved for pay progression, promotion, etc. to increase under the proposed system? Why?

The proposed changes will enable a wider academic contribution to be considered and recognise areas of contribution which current processes do not. This will make it easier for academic staff to seek promotion and pay progression in the first instance during the transition, since certain types of activity are not well recognised in the current career framework. Long term however the rates should become more consistent.

31. How will this process be implemented to ensure parity and equal pay and opportunity across Groups, Departments, Schools and Faculties?

The process will be implemented across BU in a systematic fashion with detailed briefing for all line-mangers. In future an independent panel member (PPM) will sit on all promotion and pay and reward panels to ensure the equitable and fair application of the new career framework across the entire University. The independent panel members will act in the same way as QAEG members operate to ensure equity and consistency across the University.

32. Do the new job descriptions articulated towards current grades adopt the current pay spine and grades?

Yes

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33. Will my application have to be approved by the School/Faculty before it reaches the panel?

No all pay, reward and promotion processes are handled centrally by HR and are independent of School/Faculties although line-managers and Dean will contribute to the process.

34. How will this process affect my current contractual status and will I be ‘invited’ to accept a new contract or can I stay on my current one?

The revised agreement as in the case of the existing agreement supersedes national agreement on pay and grading. It does not affect other parts of your contract. National and/or local collective agreements with recognised trade unions are automatically incorporated into the contract of employment of BU staff

35. What support will be available to me to make an application for pay progression?

Documents will be made available on the staff intranet and there will be annual briefing events and workshops for different grades across BU.

36. I am a Demonstrator, will this affect me? What opportunities will there be for me as a demonstrator?

Demonstrators are not currently part of the Academic Career Framework. We reaffirm the commitment given by the project team made last summer to look at the progression opportunities for Demonstrators as a separate project. This will hopefully take place in the Autumn of 2014.

37. How does this affect researchers?

As separate project we will revise the job description and person specification specifics for research assistants (RA) and post-doctoral research assistants/fellows (PDRA) employed on externally funded research contracts. This work is likely to . take place in the Autumn This is in keeping with the commitment given the HR Research Excellence Concordat.

38. How does the new Framework compare with the National Framework and any other local agreements in the sector?

The National Framework Agreement modernised pay structures across HE and was developed in partnership between employers and trade unions.  The agreement recognises the contribution which staff make at all levels to the continuing success of UK education and its aim was to modernise pay and reward to improve recruitment and retention of staff, ensure equal pay for equal value, and ensure opportunities for career and organisational development.  Across the sector institutions were required to work in partnership with locally recognised trade unions to negotiate implementation at a local level.The current local Framework Agreement (based on principles and guidance set out in the National Framework Agreement) was negotiated over a period concluding in July 2008.  Consequently, any revisions to the agreement required further partnership working with the trade union, to ensure that any proposals are representative of the overall aims and principles of the national agreement.

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39. Will I be able to apply the following year if I am unsuccessful?

In terms of pay progression, yes, you will be able to submit a further case in the following year if unsuccessful. In terms of promotion, apart from the criteria aligned to promotion to progression within the professorial range at the moment, we would expect staff to apply again in the following year on the basis that this period will allow them to develop to meet the necessary criteria.

40. What if I have had time off during the year?

Individual circumstances such as absence and the range of potential reasons for this, e.g. maternity, paternity or adoption leave, caring responsibilities or reasons of ill-health will be considered as part of the processes. Staff will still be encouraged to apply for pay progression and/or promotion, cases will be judged in accordance with criteria in the Career Matrix, and when reaching a decision will consider the circumstances and the achievements of the staff member during the year and their aspirations and potential for future achievements. BU will also consider a range of additional measures in such cases, such as prioritisation of study leave. Further details will be published along with the process details. All of the processes will be subject to equality assessment.

41. How much is ‘enough’ in the context of promotion?

This is difficult to answer. The only hard, quantitative measures (Grades 6 to 9) in the Career Matrix are those that derive directly from the BU 2018 strategy, relating to research outputs and funding. The Career Matrix is designed to illustrate typical, indicative academic outputs, relevant to discipline norms, and to set out expectations, aspirations and opportunities aligned to each role. It is not an exhaustive, or a prescriptive tick list. More quantitative measures, derived from the KPI which underpin BU2018, are included for Grades 10+ this is an area of on-going discussion between UCU and BU.

42. What about equal pay?

Equal pay for work of equal value is a legal requirement encapsulated by the Equalities Act 2010, which replaced earlier anti-discrimination legislation. BU already offers equal pay for work of equal value and will continue to do so, by having a clear academic career structure, with generic job descriptions, that are evaluated by two independent assessors trained in the Hay job evaluation methodology. The draft proposals are subject to an Equality Impact Assessment which will be fully completed before they go for ratification. BU will also be conducting a full equal pay audit over the Summer of 2014 and is committed to sharing the findings and resulting action plans.

43. What are the key differences between what we have now and what is proposed?

The existing academic career framework is based on four distinct pillars and does not encourage interaction between them. In practice they are seen as competing activities rather than synergistic ones. Fusion is about the synergistic interaction of research, education and professional practice. The Four Pillars becomes three (enterprise in incorporated into research and professional practice) and activity that is synergistic between the three elements is encouraged. This is what is referred to in the Transition to Fusion document as the ‘triple win’; one activity which delivers three outputs research, education and practice.

The proposals embody principles of equity, transparency and consistency.

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44. What is going to be done to ensure that the matrix will be applied flexibly?

It is recognised that some academics have particular strengths. In fact the diversity of contribution is a powerful component of our academic community. Flexibility is built into the revised Career Framework. An individual may major in two of the three areas (education, research and professional practice) and minor in the third.

Under the proposals the matrix will underpin pay progression and promotion. The matrix is indicative and not prescriptive. The proposals recommend promotion opportunity for all from Grade 6+ which is a key difference. Promotion will be based on merit in accordance with the prescribed criteria for each role. The proposal recommends that panels are chaired by independent individuals who have received specific development regarding the principles of the Academic Career Framework in order to ensure that the process of pay progression and promotion is applied in a transparent, fair, equitable and consistent manner.

45. Are you confident that the methodology will result in a more even distribution of individuals at Professorial level across the three areas?

A ‘themed’ Professor will not exist as the profile at this level will require fusion. However how an individual presents themselves to the outside world is up to them. It is recognised that some academics have particular strengths and this is addressed in the revised Career Framework by the fact that an individual may major in two of the three areas and minor in the third.

46. What is going to be done about staff below Grade 6 who are not classed as academics but who contribute to academic activity?

The question of other staff who may fall into this category, such as Demonstrators, came up over the summer during the staff engagement sessions and at that time we gave the commitment to review this. We reiterate the commitment to look at this in the autumn.

47. Can we have some assurances this time that the goal posts won’t keep moving?

One of the reasons the matrix is important is that it is a consistent point of reference and as such we wouldn't expect Job Descriptions, for example, to deviate significantly from the proposed generic versions. We expect that the consistent application of the Framework Agreement to be monitored via the JCNC.

48. What do the proposals mean for promotion this year?

Under the proposals we intend to delay the call until September with promotions effective or back-dated from the 1 September in all cases. This assumes that the revisions to the Framework Agreement are ratified by a ballot of UCU members. If ratification does not take place the existing process will operate in September.

49. Will Associate Lecturers be eligible for promotion this year?

Yes if the proposed changes to the Framework Agreement are ratified from this September.

50. Is the overlap between grades on the pay scale different?

No.

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51. There is a perception that Grades 10+ sit outside this process?

This is not the case grades 10 and above are being consulted on the proposals too. The only difference is that these posts are not by the local Framework Agreement. The Academic Career Framework covers all the grades.

52. In the past recognition of management responsibilities has been lacking?

Leadership responsibilities are far better articulated in the matrix.

53. Can you clarify why the job titles refer to ‘academic’ rather than ‘lecturer’ as is common across the sector?

Because we believe that it better represents the range of activities that are undertaken by an academic member of staff. Externally we would put (lecturer) in brackets to ensure that there was not confusion. The working group are not however fixed on this and if it is a real area of concern then we will address this.

54. Are Researchers going to be included?

Researchers (Research A and Researcher B) are covered by the Framework Agreement but the review of a career framework for these types of posts will be dealt with as separate issue in the autumn.

55. This is a real concern as some staff have heavy teaching workloads and therefore perhaps not have the opportunity to undertake activity in other areas?

We recognise that this is a real issue for some staff. There is flexibility in the revised Career Framework to cater for a range of different types of contribution and an expectation that some may major on two elements of fusion and minor in the third. The key here is also balanced workload and ensuring that a contribution in any one area does not preclude contributions in other areas. The UCU-BU Working Group is committed to finding agreement around a set of principals around issues of balanced work load.

56. The scale of Framework Leadership or indeed any kind of unit/programme leadership can vary greatly across Schools/Faculty. How will this be taken into consideration when it comes to promotion?

The answer is yes, but the Career Matrix may not be explicit enough about this at the moment and the UCU-BU Working Group will return to this issue and make amendments to reflect the concern expressed at the feedback meetings on this issue.

57. What is the process going to be for issuing the new Job Descriptions to staff?

The new suite of Job Descriptions has been Hay evaluated and there is no change in grade. The new Job Descriptions are not significantly different but provide better articulation of education and professional practice as component parts of Fusion. Academic citizenship is specifically included. The inputs (i.e. the Person Specification) remain the same. If someone is currently Grade 7 they remain at Grade 7. The aim is to have a generic suite of Job Descriptions that provide some flexibility around the edges to encompass those roles that are slightly different. If the proposals are ratified we expect Appraisers to review Job Descriptions as part of appraisal process.

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58. Is there a new contract to sign?

No. Contracts of Employment remain unchanged. See question 34.

59. Are responsibility allowances going to change?

This is something we still need to consider.

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