SECTION FIVE: ACADEMIC STAFF
- What does the Faculty seek to achieve for its staff?
- Academic staffing in the Faculty
- How staff are recruited and appointed to, and promoted and appraised in, the Faculty
- Are there sufficient staff to service the Faculty and its programs?
- Are there sufficient staff to ensure health and safety in the Faculty?
- Equity principles
- Number of (regular) faculty and areas of expertise: full-time and part-time
- Quality, credentials and experience of the faculty
- Match between background, expertise and qualifications of the staff and the programs and courses on which they work
- Induction and support for new staff
- Expectations of faculty in respect of teaching, research and publication, supervision, scholarly activity and service
- Research training for staff
- Supervision training for staff
- Publications of faculty (in an Annex)
- How does the Faculty provide for the realization of the full potential of the staff, and reward staff in their movement toward achieving the highest possible standards of performance?
- How are data used to improve staff and to enable them to achieve their highest performance?
- How is a climate of staff support promoted in the Faculty?
- How are staff complaints, grievances and concerns identified and addressed in the Faculty?
- How are cooperative activities, teaching, planning and mutual support addressed in the Faculty?
- How can, and do, staff share and benefit from innovative ideas in the Faculty?
- How are staff professional development needs and wishes identified and addressed?
- What staff development is provided for curriculum content, teaching, learning, research, supervision, assessment, quality assurance, community networking and relationships,
- Staff professional development and engagement of staff in it
- Why do staff engage/not engage in staff professional development?
- How relevant, timely, sufficient and useful are the staff development activities?
- How does the Faculty know that the skills and capabilities of the staff are sufficient for the demands of their work, teaching, research, changes in the external environment etc.?
- Teaching loads, their calculation and distribution
- Teaching assistants
- Commentary on the number of new faculty and faculty who have left each year over the preceding three years and the present year
- Commentary on the faculty to graduate ratio
- Commentary on the faculty to student ratio
- Staff morale
- Staff consultation and involvement in Faculty matters (and what these are)
- Staff promotion and appointments
- External review and quality assurance
- Strategies for staff career development, and the impact of these
- Number of support staff
- Future directions
- Key challenges and prospects
- Key opportunities