Academic Title Holders

Eligibility Guide for Academic Title Holders

Academic Titles are awarded to health professionals who make significant contributions to The University of Queensland. To be eligible for consideration for the conferral of an academic title, a health professional will be a regular and significant contributor to the University’s teaching, research and engagement program. Academic titles for health professionals are awarded at a level consistent with that used for UQ appointed staff and governed by UQ Policy 5.20.05 ‘Academic Titles for Health Professionals’. The ATH Promotion pathway is also available for UQ clinical academic health professional appointees, including conjoint or seconded staff, who hold a fractional appointment up to 0.3 FTE.

Academic Promotion at UQ

The University of Queensland is committed to the development and retention of high-performing staff and academic title holders (ATH) through academic promotion. The principles of academic promotion at the University are underpinned by UQ’s policy and procedures as outlined in the ‘Criteria for Academic Performance Policy’ [5.70.17]. The process of academic promotion differs between UQ Appointed Academic staff and Academic Title Holders. To recognise the contribution made to UQ and to support the professional development of health professionals, the University encourages Academic Title Holders (ATH) to apply for promotion.

Academic progression for UQ appointed staff is managed centrally for all academic
levels and all academic categories (see the UQ Academic Promotion website for more information). For Academic Title Holders, the process of academic promotion is more streamlined and is managed by the Faculty of Medicine.

Applications and promotions process

For those new to UQ or who don't have a current UQ account, apply here for an Academic Title.
Those with a current UQ account are to apply via Workday. Download the instructions or view below.

Instructions for applicants with a current UQ account

Applicants with a current UQ account, will have an existing Workday account that they should log into with their UQ credentials, via dual authentication process, to submit an internal application. If an applicant does not know their staff login credentials, they can visit the UQ ITS Support webpage for troubleshooting assistance.

Once an internal applicant has accessed their workday account, they should use the careers board to apply for the ongoing open ‘Academic Title Holder (Level X) – Faculty of Medicine’ opportunity. See the process steps listed below:

Click on the Menu
Click on My Jobs Hub
Click on Browse Jobs
You can reach the Academic Title posts via either the Job Family (Academic Title Holder) or the Job Category (Unpaid). Tick in box.
It will bring up the list of continuous open Academic Title Holder Job Posts (Posts) for all levels under the Faculty of Medicine and the Faculty of Health and Behavioural Sciences
Note that Faculty of Medicine Job Posts are generally the 5 posts toward the bottom of the page
Look for and select the appropriate level Post, click on the heading link for the ‘Academic Title Holder (Level X) – Faculty of Medicine’ and read through the information on the page. Start the application by clicking on the APPLY button located at the top of the Post.

Ways of accessing Workday with UQ credentials:

A. Via the My UQ Dashboard – If Workday does not appear as an option in the dashboard scroll down to ‘All apps’ on the bottom left and Workday is the very last that will appear. Clicking on the star will save it to favourites for subsequent access.

B. Via the UQ Workday website

ATH Academic Level A - Associate Lecturer

Level A (Associate Lecturer) applications are considered by the relevant Organisational Head and endorsed by the Faculty. Applications are managed via Workday. The general expectations of a Level A and related assessment criteria for health professionals are provided below.

Expectations of Level A - Associate Lecturer

A Level A ATH will make a commensurate contribution to the work and strategic advancement of the University and its students. They will be an effective clinical teacher, particularly at undergraduate or professional entry level, will develop skills in clinical research, manage patient case load and will be involved in activities that foster links with the relevant profession, recognising there may be higher contributions in some academic domains that compensate for lesser achievements in other areas.

In the domain of teaching, a Level A ATH will undertake and develop expertise in clinical teaching and assessment with the guidance of more senior staff, and with an increasing degree of autonomy. They will seek and respond to feedback to enhance the quality of their teaching and the overall student experience.

In the domain of research, a Level A ATH will be developing clinical research skills, best evidenced by undertaking or contributing to relevant research projects or programs with appropriate research outputs.

In the domain of supervision and researcher development, a Level A ATH will be developing a track record of supervising more junior clinical staff and/or students, as well as contributing to the development of their supervisee’s skills and competencies.

In the domain of citizenship and service, a Level A ATH will facilitate academic activities and be developing links with relevant professional organisations. They will demonstrate the UQ Values as well as contribute to service roles within the School and to relevant committees.

Level A applicants new to the University are required to apply as an External Applicant. Level A applicants reapplying for another term who have a current UQ account apply via Workday.

ATH Academic Level B - Lecturer

Applications for Level B (Lecturer) are considered by the relevant Organisational Unit Head and endorsed by the Faculty. The promotion processes up to Level C are managed via Workday whereby applicants generally specify the level of promotion for which they are applying at the time of renewal of their title. As a general guide, the expected standards of Level B are outlined below.

Expectations of Level B - Lecturer

Level B ATH will make a commensurate contribution to the work and strategic advancement of the University and its students. In addition to the requirements at Level A, they will have a growing profile in the academic domains, recognising there may be higher contributions in some domains that compensate for lesser achievements in other areas. An advanced professional qualification or higher degree by research would be expected.

In the domain of teaching, a Level B ATH will usually assume a variety of clinical teaching responsibilities at the undergraduate, postgraduate and/or professional level and take responsibility for the preparation and delivery of elements of course materials and related assessments as well as developing their own teaching practice.

In the domain of research, a Level B ATH will undertake individual and/or collaborative research and contribute to funding and external support for research activities. The Level B ATH will have an emerging reputation generated by related research outputs.

In the domain of supervision and researcher development, a Level B ATH will be developing a track record of supervising junior clinical staff and/or students as well as facilitating the development of their supervisee’s skills, competencies, and opportunities for engagement.

In the domain of citizenship and service, a Level B ATH will have an emerging role in professional and external service activities and will demonstrate efficient management of allocated service roles. They will demonstrate the UQ Values and will have established links with professional bodies and meaningful collaborations related to their discipline.

ATH Academic Level C - Senior Lecturer

Applications to Level C (Senior Lecturer) are considered by the relevant Organisational Unit Head and endorsed by the Faculty. The promotion processes up to Level C are managed via Workday whereby applicants generally specify the level of promotion for which they are applying at the time of renewal of their title. As a general guide, the expected standards of Level C are outlined below.

Expectations of Level C - Senior Lecturer

A Level C ATH will make a commensurate contribution to the work and strategic advancement of the University and its students. In addition to the requirements at Level B, they will have an established record of achievement in the academic domains, recognising there may be higher contributions in some domains that compensate for lesser achievements in other areas. An advanced professional qualification or higher degree by research is expected.

In the domain of teaching, a Level C ATH will make a substantial senior contribution to clinical teaching across multiple professional levels. They will lead teaching activities relevant to their discipline and be committed to the development of their teaching practice to enhance the learning experience of their students and trainees.

In the domain of research, a Level C ATH will be expected to undertake research activities, establish research collaborations, publish in peer-reviewed journals and/or contribute to State / National guidelines for clinical practice and contribute to successful applications for external research funding.

In the domain of supervision and researcher development, a Level C ATH will have an established track record of supervising clinical staff and/or students, including students in advanced or specialty training programs and/or students enrolled in higher degree by research programs, as well as actively facilitating the development of their supervisee’s skills, competencies and opportunities for engagement.

In the domain of citizenship and service, a Level C ATH will achieve leadership roles in the profession, at a local or State level. They will consistently demonstrate the UQ Values and will be actively engaged in professional associations related to their discipline and specialty.

ATH Academic Level D - Associate Professor

An ATH or eligible UQ clinical academic health professional appointees, including conjoint or seconded staff, who hold a fractional appointment to 0.3 FTE wishing to apply for promotion to Associate Professor must discuss their intention to apply, with the Head of their Organisational Unit (and their Head, Mayne Academy if the applicant is from the Medical School). The applicant must meet with their relevant Organisational Unit Head to discuss their application. Once the application is completed in full and accepted the applicant will be required to attend an interview with an ATH Level D Conferral and Promotions Committee.

As a general guide, the expected standards of Level D are outlined below. The final application for promotion to Level D will need to include:

A case for conferral (2-3 page cover letter) addressing the criteria and outlining the applicant’s unique value and future strategic contribution to the University, their discipline, and the community
A Curriculum Vitae in a specific format

Applicants should refer to the ‘Guidelines for Preparing the Case for Conferral to Associate Professor for Academic Title Holders’ for further information and advice.

Expectations of Level D - Associate Professor

The Associate Professor will have a significant reputation for excellence in their professional area and make a commensurate contribution to the work and strategic advancement of the University and its students. In addition to the requirements at Level C, they are expected to demonstrate leadership in fostering or facilitating clinical excellence in the academic domains, recognising there may be higher contributions in some domains that compensate for lesser achievements in other areas.

In teaching, they will be recognised as excellent clinicians and teachers, leading advancements in clinical education in either their discipline, institution, specialist college or parts of the health industry. They will have a sustained record of successfully supervising junior doctors to completion within advanced or specialty training programs as Principal Supervisor and/or successfully supervising students formally enrolled in higher research degree programs.

In research, they will demonstrate evidence of quality and impact through publications in internationally recognised academic journals, by playing a leadership role in successful initiatives for research funding, and by developing collaborations with local and national partners. As a recognised authority in their profession, they will play an enabling role in supporting research that impacts on health outcomes and/or health systems.

In the domain of supervision and researcher development, they will have a sustained track record of supervising trainees to completion of specialty training and/or supervision of higher degree by research students. They will lead the development of their supervisee's skills, competencies and future career opportunities.

In the domain of citizenship and service to their discipline, the University and the community, they will be recognised at a State level and nationally for their contribution to the profession by way of membership of influential government committees or industry advisory panels, emerging leadership roles in professional societies and/or playing key roles in setting policy or professional practice standards. They will consistently embody the UQ Values and foster these values in others through effective supervision and mentoring.

ATH Academic Level E - Professor

The University has created two pathways for conferral to Professor for an ATH or eligible UQ clinical academic health professional appointees, including conjoint or seconded staff who hold a fractional appointment up to 0.3 FTE.

Apply for professorial promotion through the ATH clinical pathway, or
For those clinicians whose careers are more aligned with that of the traditional academic scholar, they will be able to apply through the Promotion of Academic Staff - Procedure [5.41.04].

An ATH or eligible fractional clinical academic wishing to apply for a professorial promotion must discuss their intention with their Organisational Unit Head and clarify which pathway is most appropriate for them prior to completing the application forms. If the applicant elects the traditional academic pathway for promotion they will need to comply with the requirements of the Promotion of Academic Staff - Procedure [5.41.04]. If they elect the conferral of Professorial title through the clinical pathway, they will need to comply with the Academic Titles for Health Professionals – Policy and Procedure [5.20.05]. In preparation for the meeting with their Head of Organisational Unit, applicants should review the above policies to assess which pathway best relates to their achievement.

Once the applicant has registered their interest to apply for promotion to Professor, the application is reviewed by the Associate Dean, Strategic Development where it will be forwarded to the relevant Organisational Unit Head (and Head, Mayne Academy for Medical School applicants) for further development. Medical School applicants must also meet with the relevant Director, Clinical School and Dean, Medical School for a pre-submission meeting prior to submitting the final application.

The final application for promotion to Level E will need to include:

A case for conferral (4 pages) addressing the criteria and outlining the applicant’s unique value and future strategic contribution to the University, their discipline and the community
A Curriculum Vitae in a specific format
An informative commentary provided by the Head of the relevant Organisational Unit and Mayne Academy Head, if appropriate.

Once the application is submitted the applicant will be required to attend an interview with a University Promotions Committee. Applicants should refer to the ‘Guidelines for Preparing the Case for Conferral to Professor for Academic Title Holders’ for further information and advice.

Expectations of Level E - Professor

Professor will have a significant reputation for outstanding achievement in their professional area. They will make a commensurate contribution to the work and strategic advancement of the University and its students. In addition to the requirements at Level D, they are expected to demonstrate outstanding leadership in fostering or facilitating clinical excellence in the academic performance domains, recognising that there may be higher contributions in some domains that compensate for lesser achievements in other areas.

In the domain of teaching, they will have demonstrated exceptional and sustained performance in evidence-based clinical practice and clinical teaching. They will be recognised as outstanding clinicians and clinical teachers. They will have led the advancement and transformation of clinical education in their discipline, institution, relevant specialist college or the health industry.

In the domain of research, they will demonstrate their impact in/on research through fostering collaborations with local and international partners, and institutes / universities to deliver advancements in health. As a recognised leading authority in their profession, they will use their influence to create, enable and support high impact research that produces evidence-based change in health outcomes and systems.

In the domain of supervision and researcher development, they will have an outstanding track record of supervising trainees to completion of specialty training, attracting fellows into advanced specialty training roles and/or supervision of higher degree by research students. They will lead the development of their supervisee’s skills and competencies, and future career opportunities.

In the domain of citizenship and service to their discipline, the University and the community, they will be recognised nationally or internationally. Consistently demonstrating the UQ Values and fostering these values in others, they will be recognised as a thought leader, setting policy or professional practice standards in or beyond their discipline. They will demonstrate their clinical expertise and leadership through their outstanding contribution to high impact influential government, professional or industry advisory committees or the community equivalent.