1.1 The objective of this policy is to articulate the University of Melbourne's Academic Appointment, Performance and Promotion Policy and procedural principles, in order to ensure alignment and facilitate compliance with the strategic documents and legislative and statutory instruments specified as inputs to this policy.

1.2 Officers will exercise their authority under this policy in a manner that:

(a) is guided by the principles outlined below at all times;

(b) is compliant with all relevant legislation, statutory instruments, regulatory requirements and University policies, procedures and processes is consistent with the University’s objectives and functions;

(c) protects the University’s reputation and best interests;

(d) ensures the commitment of University funds is appropriate;

(e) ensures appropriate risk assessments are carried out in accordance with the University’s risk management framework, and risk mitigation strategies are identified and implemented where appropriate ensures conflicts of interest are managed properly;

(f) ensures appropriate legal advice is obtained when required; and

(g) ensures records are maintained and managed appropriately.

This policy applies to academic staff (employees and honorary appointments) Levels A-E, including clinical appointments.

This policy is made under the University of Melbourne Act 2009 (Vic) and the Vice Chancellor Regulation.

4.1. All decisions on the management of academic positions will be informed by workforce planning and the ability to adapt to and shape the changing tertiary education environment.

4.2 All decisions on the management of academic appointments, performance and promotion will comply with the Minimum Standards for Academic Levels (as per Schedule 5 of The University of Melbourne Enterprise Agreement 2013) and align with the Academic Career Benchmarks and Indicators (the ACBI).

4.3 Excellence across the academic domains of Teaching, Research, and Leadership and Service is expected from all academic staff. The ACBI provides the framework for expectations and performance and the ACBI guide all appointment, performance and promotion decisions for all workforce categories.

4.4 Future promotion potential will guide appointment decisions, and the University will endeavour to actively support and develop staff throughout their careers.

4.5 Academic achievements and their quality and impact (rather than length of service) will be the ultimate determinant of all appointment and promotion decisions, while ensuring that an assessment of performance relative to opportunity is made on all occasions.

4.6 All decisions in relation to appointment, performance and promotion will comply with all applicable provisions of the Enterprise Agreement.

5.1.   Officers with the authority to establish a new academic position, commence recruitment, shortlist candidates, approve the appointment of academic staff and independent contractors and award eminent titles are outlined in the University’s conferral and delegations framework.

5.2.   Officers with the authority to confirm academic appointments and to approve academic promotions are outlined in the University’s conferral and delegations framework.

5.3 Vice-Chancellor's Delegation 2.1 gives the Provost the authority to approve the establishment and membership of appointments and promotions committees.

5.4 University Appointments and Promotions Committee

5.5 The Dean is responsible for establishing and regulating the proceedings of his or her Academic Divisions' Faculty Appointments and Promotions Committee (FAPC), in accordance with the specifications set out below.  

5.6.   The University’s Academic Performance Framework (APF) guides all planning, reviewing, feedback and reporting of academic performance for all fixed-term and continuing academic positions, levels and work focus categories.

The APF recognises the following three core dimensions of academic performance at the University of Melbourne across the academic domains of Teaching and Learning, Research and Research Training, and Leadership and Service:

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  • Activity: The range and volume of academic activities, inputs and outputs;
  • Engagement: The nature and role of engagement with communities, industry and government embedded within Teaching, Research and Research Training, Leadership and Service; and
  • Quality and impact: Which is multifaceted and includes academic excellence, originality and recognition, as well as impact, adoption, benefits and influence, within and beyond the academy.

5.8.  Illustrative indicators of academic performance are provided in the ACBI.

5.9.  Confirmation criteria, probation criteria and academic performance expectations are established, and assessments of academic performance in confirmation, promotion and the academic Performance Development Framework (PDF) are made:

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  • With the objective of supporting the career development of academic staff;
  • Across the relevant performance dimensions of activity, engagement and quality and impact and academic domains of Teaching and Learning, Research and Research Training, and Leadership and Service;
  • Appropriate to academic positions, levels, work focus categories and time fractions;
  • Within the context of faculty- and discipline-specific performance expectations and measures; and
  • Relative to opportunity, in accordance with the University’s Guidelines on Considering Academic Performance Relative to Opportunity.

5.10.   Officers with the authority to approve the outcome of a performance review for fixed-term and continuing academic staff are outlined in the University’s conferral and delegations framework. 

5.11 The objective of Special Studies Programs (SSP) is to support and build upon high performance by enabling and encouraging academic employees to undertake a program of special studies instead of their normal academic duties that:

(a) contributes to their individual career development and renewal and the achievement of excellence across the academic domains of research, teaching and learning, engagement and/or leadership;

(b) contributes to the achievement of unit, faculty and University strategic objectives, as expressed in faculty strategic plans and Growing Esteem, and the introduction of new ideas into the University; and

(c) strengthens and increases engagement with industry, government and the professions, and develops opportunities for future collaboration, including with international partner institutions.

5.12 The University promotes a flexible approach to the design of Special Studies Programs (known also as sabbatical). Programs should be tailored to meet the expectations of staff members’ position level and in accordance with their work focus category.

5.13 Programs should involve activities that contribute to:

(a) individual career development and renewal and the achievement of excellence across the academic domains of research, teaching and learning, engagement and/or leadership;

(b) individual performance development;

(c) the achievement of current work role goals and objectives;

(d) the achievement of unit, faculty and University-wide strategic goals across the triple helix, as expressed in faculty strategic plans and Growing Esteem; and

(e) the introduction of new ideas and approaches into the University.

5.14 In so doing, programs should demonstrate long-term value to both individuals and the University.

5.15 Examples of program activities that contribute to the academic domains of:

(a) Research: Research field trips, research collaboration and/or at-home research data analysis and writing, resulting in new research publications, grant applications and the development of new research networks.

(b) Teaching and learning: Investigation of educational practices or teaching a program at a host university in order to gain exposure to new teaching modes and approaches to assessment, leading to the introduction of new teaching and learning practices within the University of Melbourne and to the development of ongoing teaching networks.

(c) Engagement: An industry sabbatical involving a placement providing hands-on industry experience with the opportunity to contribute to an external workplace and industry-funded research and training, leading to the acquisition of updated knowledge on current industrial practice and the development of strategic ongoing industry linkages.

(d) Leadership: Developing new leadership skills and knowledge by undertaking a strategic program of work or by shadowing a leader within a higher education institution, research institute or industry workplace, contributing to the achievement of individual professional development objectives and University and faculty leadership succession planning.

5.16 Programs should form part of the normal career planning cycle, and the outcomes and outputs of programs are considered in the assessment of individual academic performance as part of the Performance Development Framework (PDF). Program planning should take into account current academic role, career aspirations and personal situations.

5.17 Programs may vary in length and normally range from 6 weeks up to 6 months.

5.18 Programs may be undertaken in one continuous period. Alternatively, where advantageous for the individual staff member and achievement of program objectives, programs may be completed over a series of multiple shorter periods.

5.19 Programs of up to 6 weeks may be undertaken without meeting the normal prior-service eligibility requirements (described below).

5.20 Programs should be undertaken in appropriate environments and may involve activities carried out at home, on campus, locally, interstate and internationally. The University’s policies and procedures continue to apply to staff on SSP and staff should ensure they are familiar with the University’s travel, insurance and health and safety policies.

5.21 Staff should be provided adequate relief from their normal academic duties in order to undertake and maximise the benefits from their proposed study program. Staff seeking SSP may request continuity for modest levels of normal activities, such as RHD supervision, where these do not impact on the achievement of SSP objectives and outcomes.

5.22 Continuing academic employees at Level B or above are normally eligible to undertake SSP after three years of continuous service at Level A or above at this University and if they have PDF ratings that demonstrate that performance expectations have been met or exceeded over the same period.

5.23 Where funding arrangements permit, fixed-term academic employees at Level B or above are normally eligible to undertake SSP after three years of continuous service at Level A or above at this University if they have PDF ratings that demonstrate that performance expectations have been met or exceeded over the same period. SSP must be within the life of the fixed-term contract.

5.24 Staff with work roles that include teaching responsibilities are normally eligible for up to one semester of release from teaching duties, in order that programs may be undertaken within normal teaching periods.

5.25 Proposals for SSP are assessed on merit and their alignment with the purpose of SSP outlined in this policy.

5.26 Proposals are also assessed on staff members’ capacity to:

(a) undertake the proposed activities;

(b) achieve the proposed outcomes and outputs.

5.27 Staff members’ previous career developmental opportunities will be taken into account when considering proposals for new programs.

5.28 New knowledge obtained during SSP should be actively applied, utilised and disseminated in an appropriate manner within the University community and program outcomes should provide long-term value to the University. Post-SSP reports must be submitted in accordance with faculty reporting guidelines.

5.29 SSP should be a noted discussion item within the PDF cycle.

5.30 In accordance with the University’s delegations framework, Deans have the authority to approve SSP and are responsible for maintaining faculty application, assessment and approval guidelines and processes for SSP in accordance with this policy.

5.31 Faculties are also responsible for funding SSP and any associated approved funding requests to cover essential program expenses. Where SSP involve a substantial portion of travel or relocation, it is expected that appropriate funding will be made available to staff.

5.32 To this end, faculties are responsible for maintaining clear guidelines on applications for and granting of funding for SSP and individual staff members are responsible for observing University and Australian Tax Office requirements for the documentation and recording of activities and expenses. 

5.33 The objective of secondments and international exchanges is to support and build upon high performance by enabling and encouraging academic employees to undertake secondments and international exchanges that:

(a) contribute to individual academic career development and renewal and the achievement of excellence across the academic domains of research, teaching and learning, engagement and/or leadership;

(b) contribute to the achievement of unit, faculty and University strategic objectives, as expressed in faculty strategic plans and Growing Esteem; and

(c) strengthen and increase engagement with industry, government and the professions, and develop opportunities for future collaboration, including with international partner institutions.

5.34 The University provides for three types of secondments:

(a) Secondment out, where a University of Melbourne academic staff member is seconded out into an external, host organisation;

(b) Secondment in, where an individual from an external, releasing organisation is seconded into the University; and

(c) Internal secondment, where a University of Melbourne academic staff member is seconded within the institution to another position.

5.35 International exchanges provide for a University of Melbourne academic staff member to undertake a temporary exchange with another academic staff member at an equivalent level and academic work focus category at an international university.

5.36 Secondments and international exchanges must be based on the mutual agreement of, and should demonstrate long-term value to, the individual staff member/s, the University and the releasing or host organisation. In particular, secondments and international exchanges should contribute to:

(a) individual career development and renewal and the achievement of excellence across the academic domains of research, teaching and learning, engagement and/or leadership;

(b) individual performance development;

(c) the achievement of current work role goals and objectives;

(d) the achievement of unit, faculty and University-wide strategic goals across the triple helix, as expressed in faculty strategic plans and Growing Esteem;

(e) the introduction of new ideas and approaches into the University;

(f) the development of mutually beneficial links with other international universities;

(g) the enhancement of the University’s engagement with industry, government and the professions.

5.37 Examples of the purpose of secondments and international exchanges include to:

(a) bring specialist disciplinary knowledge and skills to industry-funded research and development;

(b) bring industry expertise, skills and experience into the University’s teaching and learning, research and engagement activities;

(c) contribute to the development and implementation of public policy;

(d) bring specialist knowledge to contribute to the delivery of teaching at another institution;

(e) gain leadership skills and experience in an internal academic leadership role, in alignment with and to support University leadership succession planning.

5.38 Secondments and international exchanges are for a specified period normally no more than one year in length. Ongoing secondment arrangements with strategic partner organisations could be considered by the University.

5.39 New knowledge obtained during a secondment or international exchange should be actively applied and utilised as appropriate manner within the University community and secondment and international exchange outcomes should provide long-term value to the University.

5.40 Secondments and international exchanges should form part of the normal career planning cycle, and activities undertaken on secondments and exchanges, and their quality and impact, are considered in the assessment of individual academic performance as part of the Performance Development Framework (PDF).

5.41 All continuing academic employees are eligible to undertake secondments and international exchanges.

5.42 Fixed-term academic employees are eligible to undertake secondments and international exchanges within the life of their contract and where funding arrangements permit.

5.43 Proposals for secondments and international exchanges are assessed on merit and their alignment with the purpose of secondments and international exchanges outlined in this policy.

5.44 Proposals are also assessed on individual staff members’ capacity to:

(a) undertake and fulfil the roles and responsibilities of the proposed secondment or international exchange;

(b) achieve proposed outcomes and outputs of the secondment or international exchange.

5.45 Staff members’ previous career developmental opportunities will be taken into account when considering proposals for new secondments or exchanges.

5.46 In accordance with the University’s delegations framework, Level 2B, 3 and 4 Delegates have the authority to approve secondments into and out of the University and international exchanges (Vice-Chancellor's Delegation 2.37). The Provost and Deans have the authority to approve and renew fixed-term contracts created for the purpose of internal secondments for Level E (Vice-Chancellor's Delegation 2.3 and 2.9) and Levels A to D (Vice-Chancellor's Delegation 2.4 and 2.10) respectively.

5.47 Faculties are responsible for maintaining application, assessment and approval processes for secondments and international exchanges in accordance with this policy. 

Note: Secondments out and into the University and international exchanges must be ratified in a formal secondment or international exchange agreement between individual staff members, the University and the releasing or host organisation.

Note: Contractual details will be dealt with in secondment or exchange agreements.

Note: Internal secondments may be advertised as part of an internal recruitment process, where eligibility is limited to existing University appointees and in accordance with normal academic appointment policies, procedures and processes.

5.48 Secondments out of the University will normally be funded by external host organisations.

5.49 Secondments into the University will normally be funded by the University.

5.50 Internal secondments will normally be funded by the receiving division.

5.51 International exchanges will normally be funded by the University.

Note: Divisional or departmental funds may also be approved by the head of budget division or department for air fares and living away from home expenses for staff undertaking approved international exchanges.

5.52 At the conclusion of a secondment or international exchange, individual staff members are expected to return to their substantive position, either within the University or at their releasing, external organisation.

5.53 Vacated positions may be filled with a fixed-term appointment for the duration of the secondment in accordance with normal academic appointment delegations, policies, procedures and processes.

5.54 Individual staff members of the University will continue to accrue normal leave entitlements while on secondment or international exchange, except where external secondments or international exchanges are undertaken while on leave without salary from the University, in accordance with the University’s Leave Policy.

5.55 As per the University’s Guidelines for Assessing Academic Performance Relative to Opportunity, the University recognises that authorised absences from normal duties, such as secondments and international exchanges, may affect the time available for academic work, the capacity to undertake certain types of work and the overall academic productivity. As such, confirmation periods may be extended by the duration of the secondment or international exchange at the request of the individual staff member.

Academic Career Benchmarks and Indicators (ACBI) means benchmarks and indicators which elaborate on the MSALs and reflect the specific requirements of the University of Melbourne, used as a basis for classifying and describing positions, for formulating selection and performance assessment criteria, for making assessments against such criteria, and for making decisions in relation to the appointment, confirmation and promotion of academic staff, as detailed in Schedule A - Academic Career Benchmarks and Indicators (ACBI).

Annualised hours employment means employment for a specific number of ordinary hours within any one year (which may be a calendar year) where the total number of annual hours is averaged to a fortnightly salary.

Appointment means appointment to a position by agreement between the employee and the University in the form of an employment contract signed by both parties.

Casual employment means employment by the hour which is paid on an hourly basis that includes a loading to compensate for benefits which a casual employee is not eligible to receive.

Confirmation period is the desginated time period prior to a continuing academic appointment being confirmed.

Continuing employment means ongoing employment with no fixed end date and includes Research continuing employment (contingent-funded).

Employee means a person who performs work for the University of Melbourne under a contract of employment.

Engagement means engagement with government, business and community organisations and influential contributions to projects and activities of mutual benefit, underpinned by research and scholarship. Indicators of Engagement are detailed in Schedule A - Academic Career Benchmarks and Indicators (ACBI).

Fixed-term employment applies only where a staff member is to be engaged in a work activity that falls within one of the categories listed in clause 19 of the Agreement.

Honorary appointments are University of Melbourne academic titles which may be awarded to individuals on an honorary basis in recognition of achievement, contribution or former academic employment. By law, an honorary appointee is not an employee of the University. Honorary appointments may include:

• Honorary fellows and honorary clinical fellows. For individuals (e.g. academic, industry, clinical) who make significant contribution to the University on an ongoing basis. Such appointees are awarded titles in accordance with the equivalent level of academic employment (for example, professorial fellow and clinical professor are equivalent to academic employment at Level E).
• Visiting Professor. For senior (usually academic international) visitors.
• Professor Emeritus. For Professors who have resigned or retired from the University of Melbourne.

Independent Contractor means an individual providing services to the University on a fee for service basis.

Leadership means leadership and citizenship that generates change and contributes to capability-building and improvement within departments, faculties and across the University. Indicators of Leadership are detailed in Schedule A - Academic Career Benchmarks and Indicators (ACBI).

Performance review means a formal review of an employee's performance conducted annually and triennially within the University's Performance Development Framework for Academic Staff.

Probation period means the designated time period prior to fixed-term academic employment being confirmed.

Sessional staff are staff employed under casual conditions of employment to undertake a series of sessions over a specific period. Sessional staff members are engaged with no guarantee or expectation of work beyond any given agreed period of employment.

University visitor means a person appointed as a member of the University community who, while not required to perform any specific work for the University, contributes to the teaching and research or general betterment of the University through voluntary activities. A University visitor is not awarded an academic title. By law, a University visitor is not an employee of the University.

Work focus categories are four groups of academic positions based on the specific duties, focus and emphasis undertaken by the staff member who occupies or will occupy the position and include:

• Teaching and research positions which are involved principally or wholly with teaching and associated activities and original research with the primary aim of publishing and disseminating new knowledge from the work undertaken in the position.
• Research focussed positions which are principally focussed upon original research with the primary aim of publishing and disseminating new knowledge.
• Teaching specialist positions which are principally focussed upon teaching and associated activities including; lecturing, group or individual tutoring, preparation of teaching materials, educational design, educational leadership, supervision of students, marking and preparation for such activities; and clinical or professional practice where appropriate.
• Academic specialists positions which are appropriately classified as academic but which are not expected directly to undertake teaching or research activities. This will include staff involved in community engagement, academic policy development, research service and leadership and senior management roles such as the Vice-Chancellor and Deputy Vice-Chancellor.

Provost

Executive Director, Human Resources & OHS

This policy is to be reviewed by 24 February 2018.