Redressing the balance: the status and valuation of teaching in academic careers

Research-informed teaching is a key factor underpinning UK excellence in biomedicine. This 2010 report assessed the balance that teaching and research contributions hold in relation to academic career progression, and was followed up in 2014.

Launched

The importance of research-informed teaching is often cited as one of the key factors underpinning UK excellence in biomedicine. However, this raises the question of how the teaching element influences the careers of academic staff.

In 2008, under the Chairmanship of Professor Keith Gull CBE FRS FMedSci, the Academy's Academic Careers Committee (Non-Clinical)  conducted a review of the status of teaching within biomedical science departments and medical schools to assess the balance that teaching and research hold, particularly in relation to career progression. The report launched on Friday 26 March 2010 and was covered on the New Scientist S Word blog.

In 2013, the Academy decided to follow up the implementation of the report's recommendations in conjunction with three partner organisations: The Physiological Society, Society of Biology and Heads of University Biosciences (HUBS) (a special interest group of the Society of Biology). These organisations formed a joint steering group, chaired by Professor Gull and with representation from the Higher Education Academy, to undertake the follow-up. The summary of this project was published on Monday 30 June 2014.

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