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Academic Induction – Roles – Work Planning – Professional Development

FeedbackThis section has been curated by a range of stakeholders from across both academic and professional services teams to provide you with guidance, information and resources to support our academic staff with their induction programmes, role outlines, work-planning allowances and routes for professional development.

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  • Are you new to Sheffield Hallam?
    This section covers  * our city  *  our university community  *  our staff  *  induction and training  *  Hallam Deal  *  staff policies, procedures and systems  *  common acronyms
  • Are you new to HE teaching?
    This section covers *  guidance on teaching competence  * TALENT scheme  *  Hallam academic award  * Teaching Excellence * development programmes
  • Associate Lecturers (ALs)
    This section covers *  recruiting ALs *  AL gateway  *  new ALs.
  • Academic Management
    This section covers academic leads and role specific such as *  academic advisers  *  course leaders  *  module leaders  *  external examiners  *  work-based learning coaches * development programmes.
  • How we support our academic colleagues
    This section covers *  academic skills and development  *  academic progression  *  apprenticeships  *  Hallam Deal  *  Hallam Values  *  mediation  *  mentoring  *  peer review and enhancement  *  recruitment  *  staff wellbeing *  networking opportunities  *  volunteering opportunities.
  • How we support our Research colleagues

 

 

Are you new to Sheffield Hallam?

Here, we provide you with a range of guidance and information to introduce you to:

our city  *  our university community our staff induction and training staff policies, procedures and systems  *  common acronyms 

Our City

Sheffield is a city in the English county of South Yorkshire. In the city centre:

Our university community

Sheffield Hallam University is one of the UK’s largest and most diverse universities: a community of more than 30,000 students, 4,000 staff and more than 250,000 alumni around the globe.  Our mission is simple: we transform lives

Our staff

Induction and training

  • A structured new starter induction which takes you on a journey to develop, support and inform.
  • Familiarise yourself with the Academic Probation Policy and Procedures – which is the standard probation period of 2 years and will apply to all newly appointed Academic employees at the start of their employment with the University.
  • Your contract of employment constitutes the principal statement of the terms and conditions of your employment. The Employment Handbook provides further information and particulars relating to the core terms and conditions of your employment and your employment rights.
  • Visit Hallam’s Academic Performance & Development Review process. This must be completed with your Line Manager by the end of September each year.  We have continued to ensure that the approach supports the Hallam Deal which sets out the University’s commitment to staff and what the University expects in return. The PDR supports that two-way commitment, through recognising achievements and setting out clear and focused objectives.
  • Visit the Staff Digital Induction webpage for getting to grips with the basics of the digital technology that is widely used at Hallam.
  • Visit our Mandatory training suite of development modules.
  • Estates and Facilities Management – covers a range of services such as SHUcard, timetabling and service requests and security. 

Staff policies, procedures and systems

  • Guidance, policy and procedures for all staff at Hallam, such as annual leave, sickness absence, behaviour etc. please visit the HR Hub to learn more.
  • Guidance for employees and managers at Hallam, such as pay slips, HROD training and various HR processes, please visit the CORE Portal to learn more. 
  • Guidance on Hallam’s regulatory policies and procedures that underpin all our teaching, learning and assessments along with additional resources to support, please visit the Regulations, Policies, Procedures for students and staff overview page.
  • Guidance on Hallam’s various online systems, such as access to emails, IT equipment, VLE (Blackboard and Curriculum View/Catalogue/SITS)  printing, copying and scanning and a host of other digital platforms, please visit the Digital Capability, Skills and Support overview page. 
  • HESA staff return – the university is required to return anonymised staff data to HESA (the Higher Education Statistics Agency) every year. Please access the HESA staff return page and follow the step-by-step instructions to check that your record is complete and as accurate as possible, including any new qualifications. This should only take a couple of minutes. All uses of the HESA Staff Record must comply with the EU General Data Protection Regulation (GDPR). You can find out more in the HESA Staff Collection Notice.   

Common acronyms

Are you new to HE teaching?

Within Sheffield Hallam’s Transforming Lives strategy is a commitment to achieve consistently outstanding teaching and a high quality learning experience for all its students. This requires a concomitant expectation that all staff who teach them or support their learning can evidence a high level of teaching competence.

Staff who are new to HE teaching have an allocation of hours in accordance with page 10 section 6.18 of the AWP document, received during their first academic year of employment. 

TALENT scheme Hallam Academic Award (HAA)  * National Teaching Fellows (NTF) Teaching Excellence  *  Development Programmes 


TALENT scheme

One of the ways that this competence can be expressed is by formal recognition through Advance HE fellowship; our accredited TALENT scheme therefore aims to provide a variety of pathways through which all staff associated with student learning can gain fellowship.  Find out more about the routes to fellowship through our scheme. 

Hallam Academic Award (HAA)

The Hallam Academic Award is aimed at academic staff who do not hold a teaching qualification in higher education and/or those who are new or relatively new to HE teaching.  Most lecturers will be eligible for the HAA but part time, temporary, or international lecturers should apply for the PG Dip. Please contact  Helen Donaghue if you are not sure whether to apply for the HAA or PG Dip version of the course.

The course aims to develop a research informed, reflective and critical approach to practice in higher education. It consists of 4 modules focusing on the design and delivery of teaching, learning and assessment alongside research focused CPDAs well as the academic credit gained, the HAA enables participants to meet the requirements of the Academic Professional Higher Degree Apprenticeship. It also leads to Fellowship of the Higher Education Academy (FHEA status). The accredited part of the programme is led by staff from the Sheffield Institute of Education with guest speakers from across the wider institution. Peer networking is a key and much appreciated part of the course with many useful connections made within and across departments and colleges.

Key information:

  • Module 1 starts in January 2022 with 2 mandatory study block days (10am-4pm) on Friday 7 and Friday 14 January 2022. It continues with half days (1pm-4pm), Friday 21 January – Friday 8 April 2022. 
  • Module 2 runs Friday 23 September – Friday December 2022
  • Module 3 runs January – April 2023
  • Module 4 runs September – December 2023
  • This course now starts once a year, in January.

Staff are entitled to remission on work plans to attend the HAA/PG Dip. course (please refer to page 9 section 6.15 of the AWP document). Work planners will allocate 20% per year of the 1576 worked hours per year (655 hours over 2 years). Year 1 (i.e. Modules 1 and 2) is front loaded to account for the additional taught hours and assessment on Modules 1 and 2.  Specific details of hours per academic year of study are available in the AWP Manual 21-22.

For queries / questions, please contact Helen Donaghue (CL for the PG Dip. in Academic Practice) or Anne Kellock (CL for the HAA). Here is our FAQs and answers about the HAA. In future information about the HAA and PG Dip will be made available online and communicated locally.

You can also access guidance and resources on:

National Teaching Fellows (NTF) Teaching Excellence

Take a look at our dedicated National Teaching Fellows (NTF) Teaching Excellence website. A Hallam Guild group that aims to:

  • foster, promote and encourage innovation in learning and teaching. 
  • help embed a culture of educational excellence in the University by supporting the establishment of a strong professional academic community focused on building and sharing best practice.
  • support the development of colleagues. 

Development Programmes

Visit Academic Development and Events: leadership programmes: Advance HE

Associate Lecturers (ALs)

Associate Lecturers (ALs) are permanent employees of the University and play a vital role in teaching on many courses. They make a significant contribution to the student experience.  The Associate Lecturers Gateway contains information for both Associate Lecturers and line managers of Associate Lecturers on a range of areas including: 

Recruiting an AL

Visit the HROD ALs recruitment guidance page which provides the criteria and process for recruitment.

  • Check eligibility to work in the UK guidance. 
  • July 2021 – University Management and UCU have agreed a temporary alternative to the previous AL Conversion process for the next academic year. The new policy will guarantee an interview for eligible AL’s if they meet the criteria outlined in the policy.  Details can be found at AL Guaranteed Interview Policy. Eligible Associate Lecturers will be contacted directly by HROD in the next few weeks.

Additional AL post

Employees who already hold a permanent post or are already an AL with the University are not excluded from either becoming an AL or holding more than one AL post; however there are some procedures that need to be adhered to – visit the multiple posts guidance.

AL Induction

A quality induction is important in order to welcome new starters into the University and to ensure that they quickly become fully effective in their role. This guidance covers:

  1. Information you will receive as an AL.
  2. Using SHU email.
  3. Keeping personal details up to date.
  4. Checklist for initial meeting with manager.
  5. Support for teaching activities.
  6. Payments
  7. Who to contact.

 

Academic Management

There are many roles that come under the ‘academic leadership’ umbrella, here we provide you with access to our academic frameworks, types of roles within our Colleges and Departments and the development opportunities for staff who undertake these roles:  

Academic Frameworks

Academic Work Planning (AWP)

All staff undertaking an academic role will fall under the Academic Work Planning Framework. This Framework enables good academic standards, promoted through work planning processes for individuals and academic areas. Refer to the AWP guidance document 2021-22

Academic Careers Framework (ACF)

The Academic Careers Framework (ACF) is a set of indicators to show the contributions academics can make to develop a successful career and recognise achievements.

Performance & Development Review (PDR)

The purpose of the Performance & Development Review (PDR) is to align your personal performance and development with that of Transforming Lives. Through the introduction of the Academic Careers Framework (ACF), Transforming Lives has been translated into a set of indicators that show the contribution academics can make in order to develop a successful career and help Sheffield Hallam realise its ambitions. 

Academic Roles

There are a number of academic roles within the university, those that are linked to spinal point grades and those that are an additional role and have allocated hours attached to them.  Here we present information on those additional academic roles:

Academic Advisers (AA) Apprenticeship Portfolio Lead Business & Enterprise Lead
Course Leaders (CL) Equality, Diversity & Inclusion (EDI) Lead Employability Lead
External Examiners (EE) Global & Academic Partnership (GAP) Lead Module Leaders (ML)
Quality LTA Lead Research & Innovation Lead Teaching, Learning & Assessment Leads
Student Experience Lead Work-Based Learning Coaches (WBLC)

Academic Advisers (AAs)

Refer to to page 11: section 6.16 of the AWP document for academic advisers.   We have a dedicated academic adviser programme, led by Melissa Jacobi, Head of Academic Advising, Student experience, Teaching and Learning (SETL). For more information please visit;

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Apprenticeship Portfolio Lead 

Here is the apprenticeship portfolio lead role outline. Please also refer to page 9/10: section 6.11 of the AWP document for specific college and departmental level role allocations. 

Business & Enterprise Portfolio Lead 

Here is the business and enterprise portfolio lead role outline. Please also refer to page 9/10: section 6.11 of the AWP document for specific college and departmental level role allocations  

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Course Leaders

There are 3 course leadership roles at Hallam: UG/PG, Apprenticeship and Collaborate. Here are the CL principles and role outlines. Please also refer to page 8: section 6.8 of the AWP document for course management allocations.   

We have a dedicated course leader (CL) programme, led by Academic Development & Diversity Team in collaboration with colleagues from across College, Department and Professional Services areas: 

Resources for all – Course Leader Essentials 
Resources for all – Academic Essentials
Resources for Apprenticeships
Resources for Collaborative
  • Coming soon – Partnership Essentials. 

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Equality, Diversity & Inclusion (EDI) Lead 

Here is the equality, diversity and inclusion (EDI) lead role outline. Please also refer to page 9/10: section 6.11 of the AWP document for specific college and departmental level role allocations

Employability Lead 

Here is the employability lead role outline. Please also refer to page 9/10: section 6.11 of the AWP document for specific college and departmental level role allocations  

External Examiners (EE)

Have an essential role to play in the assurance of quality and standards within UK Higher Education. For more information take a look at;

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Global & Academic Partnership (GAP) Portfolio Lead 

Here is the global and academic partnership (GAP) lead role outline. Please also refer to page 9/10: section 6.11 of the AWP document for specific college and departmental level role allocations  

Module Leaders

Here is the Module Leader principles and role outline. Please also refer to page 8: section 6.7 of the AWP document for module leader allocations. 

We have a dedicated module leader (ML) website and development programme, led by Academic Development & Diversity Team in collaboration with colleagues from across College, Department and Professional Services areas. For more information take a look at the:

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Quality LTA Lead 

Here is the quality LTA lead role outline. Please also refer to page 9/10: section 6.11 of the AWP document for specific college and departmental level role allocations  

Research & Innovation Lead 

Here is the research and innovation lead role outline. Please also refer to page 9/10: section 6.11 of the AWP document for specific college and departmental level role allocations  

Student Experience Lead

Here is the student experience lead role outline. Please also refer to page 9/10: section 6.11 of the AWP document for specific college and departmental level role allocations  

Teaching, Learning & Assessment Portfolio Lead  

Here is the teaching, learning and assessment portfolio lead role outline. Please also refer to page 9/10: section 6.11 of the AWP document for specific college and departmental level role allocations  

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Work-Based Learning Coaches

To take responsibility for the delivery of apprentices and employer liaison at the University and in the work place.  This will include achievement against key objectives, as outlined in the University’s Corporate Plan and directorate Strategic Development and Annual Operating Plans. Take a look at the Apprenticeship Delivery Guide: appendix 3 – WBL Coach Role.   

Development Opportunities

Visit Academic Development and Events: leadership programmes: Advance HE

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How we support our academic colleagues

academic skills and development academic progression  *  apprenticeships  *  Hallam Deal Hallam Valuesmediation  *  mentoring  *  peer review and enhancement  *  recruitment  *
staff wellbeing
volunteering opportunities  

Academic skills and development

We have a number of pathways that support our academic community:

Academic Progression

HROD provide two main types/pathways of Academic Progression:

Apprenticeships

Level 7 master degree apprenticeships are a good way to enhance your leadership skills and boost your earning potential without taking a break in your career. Your manager would need to allow you roughly half a day per week to work on your assignments and portfolio. We offer Level 7 apprenticeships in Senior Leadership, Facilities Management, Architecture, Town Planning, Data Analytics and Software Engineering. The next intake is September 2021, for further details please contact business@shu.ac.uk

Hallam Deal

The Hallam Deal outlines details of our progress towards the commitments we made and our future plans in the five key areas: working together, our working environment, the job you do, valuing our contribution, and supporting our development. 

Hallam Values

Our Values: the beliefs, philosophies and principles that we stand for. Read more about our Hallam Values.

Mediation

Mediation is an informal, confidential and voluntary process where an impartial 3rd party helps people in dispute or in a difficult relationship explore and understand issues and seek mutually agreed solutions. Visit HROD’s Mediation – resolving disputes early SharePoint site for further details.

Mentoring

U-Connect – Universities Diversity Mentoring Scheme

U-Connect is the product of a collaboration between a number of universities in the Yorkshire region who have joined together to provide the opportunity for colleagues to mentor others – and to be mentored – by colleagues from diverse backgrounds, from a different institution.  The collaboration was born out of the desire of all universities involved to improve career development and progression opportunities for those who may have experienced barriers on account of their race, gender, sexual orientation, disability, any other protected characteristic, or intersectional disadvantage. The scheme aims to boost the confidence and prospects of those taking part by opening up networking opportunities, providing a different perspective and supporting higher education colleagues to achieve their potential through external mentoring.

Visit the U-Connect website for information and application forms.  Applications should be made to Emma Booth, Senior HROD Advisor by Friday 3 September. Training for mentors will be delivered by an external consultant, Sneha Kiley from Blue Tulip Consultancy, and will take place on Friday 17 September from 2.00pm to 4.00pm. You must be available for this session if you wish to be considered as a mentor.

 

Become a volunteer mentor! 

The New Beginnings Project, run by Voluntary Action Sheffield, supports asylum seekers and refugees’ integration into Sheffield life through volunteering, employment, education, and mentoring. Our staff have for many years mentored people who are settled in the UK and ready to work or study, but we’re now looking for more volunteers to be mentors, as part of our commitment to supporting access to higher education for refugees.

The role is open to all staff with support and guidance available. Mentoring requires a small commitment from you but can make a transformational change in someone’s life. To find out more about what’s involved, please refer to the FAQs. If you are interested and would like to find out more, Voluntary Action Sheffield are holding briefing sessions – visit the Academic Development and Events page for details on how to book. 

Peer Review and Enhancement (PRE)

Is a supportive developmental activity that all academic teaching staff are required to undertake annually.  Formal completion of PRE should happen by the end of the academic year.  ​​​​​​​

PRE activity can happen within or across courses and subject groups, in pairs, threes or other groupings. The activity would usually include observation of teaching (synchronous or asynchronous), and can also include review of: teaching materials, a Blackboard site, other online materials, assessment and feedback approaches, or specific tools (for example for promoting active learning). Look at:

Recruitment of academic staff

Staff Wellbeing

The Salus Pilot Scheme

Fatigue Related Conditions –  aims to provide support and guidance to our staff who are living with fatigue related conditions such as ME, Fibromyalgia, Chronic Fatigue Syndrome and Long Covid. The scheme is 12 weeks long and launches June 2021.  Find out more on the Staff Health, Wellbeing and Welfare site. 

Employee Assistance Programme (EAP)

Here to support you with any personal or professional problems that could be affecting your home or work life, health or general wellbeing. The service is provided 365 days a year, 24/7 online, telephone and face to face. Call 0800 028 0199 or visit the EAP intranet page for more information. 

Caught short on campus? 

In January 2019, NHS England committed to providing free period products to hospitals. Since then, local authorities across England have begun to adopt a similar service to supply free period products to students at schools and colleges, although this has not yet extended to universities.  We want to make sure that everyone has access to the products they need, when they need them. That’s why from Monday 13 September, staff and students who find themselves caught short on campus will be able to access free products at a number of locations across our campuses. Visit our staff guidance webpage for full details.  

SHU Wellness Service

    • The SHU Wellness Service delivers workplace wellness to over 1000 SHU staff annually through health checks, wellness workshops and lifestyle consultations. Each College/Directorate has its own Healthy Hallam Champion who will circulate key updates from the Healthy Hallam Network. 
    • Physiotherapy clinic is now open – free student-supervised physiotherapy appointments are now available to staff. Appointments can be booked face-to-face or online. Places are limited, so please book your place now.

Volunteering

June – National Volunteers week. We know that volunteering contributes positively to staff wellbeing and development and makes a difference to the community in which we work. Because of this, the University encourages employees to be involved in volunteering by providing paid time off work – one day’s leave can be taken by staff as Volunteering Leave during each leave year. You can find more information about the University’s support for volunteering on the HROD intranet site.

How we support our Research colleagues

For all guidance, information and resources relating to Research at Hallam, visit:

Research and Knowledge Exchange
for all research related activity.
Research Institutes
for research within specific academic areas.
BTE Research HWLS Research and Innovation SSA Research Overview 
Case Studies  – for examples of research studies. Creating Knowledge: conference resources
2021 and 2020
Academic Development & Events website for upcoming Research related activities and events.

 

Research Informed Teaching Toolkit

Over the last few years HWLS have been working on students perceptions of research informed teaching. As an output of the work a new Research Informed Teaching Toolkit has been developed and covers key tips on delivering research informed teaching in the curriculum.  

You can also hear more about this from Dr David Smith in his talking head Hallam Model case study

Valuing Research in Higher Education

The Hallam Guild is pleased to announce a new group which aims to encourage and value research into higher education practice

Educational research into higher education practice is important to both research and teaching practice. There is huge potential benefit to this research, both in terms of involving colleagues in creating knowledge and, through the enhanced practice that emerges from educational research outcomes, to more effectively shape the futures of our students.  The group aims to consider the benefits, practicalities and impact of research into HE practice at Hallam, and to raise the profile of such research. 

A statement has been produced by the group on ‘Valuing research in higher education practice’ with a foreword by our Vice-Chancellor, Professor Sir Chris Husbands.

Research CPD modules for new academics

Would you like to have a go at preparing your own Researcher Development Framework (RDF) profile like those showcased on the VITAE website

This can be a great way of assisting your reflections on your research CPD needs and might be a useful tool to support conversations with others such as:

  • during your Personal Development Reviews (PDR)
  • identifying development needs, career aspirations and opportunities linked to the SHU Academic Careers Framework (ACF).
  • thinking about how you can support the development of other researchers (colleagues, mentees, research students, etc.).

You can also visit your Blackboard site and under organisational sites (top left-hand section), select from a wide range of researcher CPD online courses.  

Early Career Research and Innovation Fellowship Scheme

Following the recent launch of the Early Career Research and Innovation Fellowship Scheme, 32 colleagues from across the institution have been awarded Fellowships for the 21/22 academic year. The response to the scheme was extremely positive, with 92 applications submitted from across the university. Each application was reviewed by two independent reviewers and a panel moderator. Following two review meetings, the Panel has awarded Fellowships as detailed on the Research and Innovation (RIS) ECR Fellowship page.

The standard of the applications was extremely high, with the awarded Fellows clearly demonstrating their potential to be a future independent researcher/research leader through projects and collaborations across the Hallam Research and Innovation landscape.

Hallam’s commitment to supporting the career development of researchers 

The Concordat to Support the Career Development of Researchers was first published in 2008 as an agreement between the funders and employers of researchers in the UK. It established principles for how researchers are recruited, recognised and valued by their employing university, and how they are supported through personal and career development. The Concordat was revised and relaunched in 2019, covering three principles: Environment and Culture; Employment; and Professional and Career Development.
Hallam is a signatory to the new Concordat, and our Concordat action plan underpins our research and innovation strategic priorities to recruit, retain and reward research excellence, embed EDI, and promote an open, strong, and confident research culture. Within the UK, institutions who can demonstrate alignment with the Researcher Concordat are able to apply for the European Commission’s HR Excellence in Research Award (HREiR). Hallam has held this award since January 2013, and we were recently successful in retaining the award at our 8-year external review.

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Last updated: 23rd July 2021 NB