![\"Diagram](\"https:\/\/blogs-staging.imperial.ac.uk\/learning-and-teaching-strategy\/files\/2018\/11\/Presentation2.jpg\")
[Bottom row of diagram] The Educational Research Pathway follows the same career route as the Practitioner Pathway until the level of Senior Teaching Fellow, at which point colleagues may choose to progress to Associate Professor in Education and Professor of Education thereon.<\/figcaption><\/figure>\n
A new pathway<\/h2>\n
The\u00a0new career pathway for staff focussed on educational research, leading to\u00a0Professor of Education<\/strong>, is now live.\u00a0New\u00a0job\u00a0titles\u00a0also\u00a0include\u00a0Associate Professor of Education <\/strong>and\u00a0Reader in Education<\/strong>.\u00a0Titles\u00a0are conferred to\u00a0reflect disciplinary context, e.g. Professor of Engineering Education, Associate Professor of Digital Education,\u00a0Reader\u00a0in Higher Education etc.<\/p>\n Staff currently within the Learning and Teaching job family and the Academic and Research job family may apply for promotion via this pathway.\u00a0Staff should\u00a0also\u00a0be aware that\u00a0research responsibilities\u00a0will be included\u00a0in their contract, and\u00a0they\u00a0will therefore be considered as \u2018research active\u2019 for REF.<\/p>\n The Promotions Committee will\u00a0include the\u00a0Assistant Provost (Learning and Teaching)<\/a>\u00a0and the\u00a0Director of Centre for Higher Education Research and Scholarship<\/a>, in addition to the\u00a0Vice-Provost (Education)<\/a>.<\/p>\n Staff will be expected to\u00a0have influence and\u00a0impact at Faculty\/College Level,\u00a0be making a significant contribution\u00a0to the delivery of the\u00a0Learning and Teaching Strategy, and\u00a0be increasingly involved in educational research and scholarship. They should also be\u00a0contributing to the field\u00a0of pedagogy\u00a0and enhancing day-to-day practice.<\/p>\n The College anticipates\u00a0that most educational research will fall into the\u00a0following\u00a0four\u00a0categories:<\/p>\n Practice \u2013\u00a0<\/strong>reporting aspects of pedagogic practice. Written by practitioners, for practitioners; case-study type approach; local context.<\/p>\n Research\u00a0<\/strong>\u2013 reporting pedagogic research studies, presenting empirical data. Related to practice of authors or others, but focus is presenting data and conclusions; used as evidence.<\/p>\n Theoretical\u00a0<\/strong>\u2013 range of evidence to present, clarify or critique pedagogic theory or theoretical frameworks. Written by academic theorists.<\/p>\n Policy\u00a0<\/strong>\u2013 presenting vision of \u2018best practice\u2019, using evidence. Written by government, professional bodies, senior practitioners etc. It will\u00a0take time for colleagues, and the College in general,\u00a0to develop expertise to this level. \u00a0In this context, it is important to\u00a0recognise that\u00a0there may be other markers of quality, and different approaches to establishing a \u2018profile\u2019 and evidencing \u2018impact\u2019, which may not be typical in other disciplinary areas.<\/p>\nWho decides?<\/h2>\n
What are\u00a0the criteria?<\/h2>\n
What is considered\u00a0\u2018educational research\u2019?<\/h2>\n
\nThe\u00a0educational research\u00a0output\u00a0is expected to be of the highest quality, in line with expectations from other disciplinary areas represented within the College.<\/p>\nHow can I find out more?<\/h2>\n