Pathway 3 comprises 5 role profiles. They set out the levels of contribution by academic staff whose roles are focused wholly or mainly on teaching and scholarship.
There are separate role profiles for staff whose roles are focused on both teaching and research (Pathway 1) or are focused essentially on research (Pathway 2). The profiles have been subject to minor updating from time to time, to reflect more general changes in academia, language, etc. but have not been fundamentally changed.
These role profiles set out the generic competencies required to be appointed, or progress, to the particular grade and the duties expected of role holders once appointed to that grade. It is unlikely that any single member of staff will be carrying out all the designated responsibilities at any one time but he or she would be expected to undertake most of them over a period of time. It is also recognised that the complex nature of the University means that not all these descriptors are necessarily relevant to academics in every School.
Care must be taken by academic managers to ensure equality of opportunity in relation to the allocation and rotation of departmental responsibilities to ensure that appropriate competencies and experience can be acquired for progression to a higher level.
The teaching loads for Pathway 3 role holders will be greater than that of other academic members of staff because they are not required to carry out independent discipline specific research, although this is not precluded. Role holders are expected to be engaged in independent scholarly activity and are required to be fully abreast of the latest literature in their field and participating in seminars and colloquia in their academic areas.
These profiles cover several members of staff who provide clinical service. Those parts of the profiles relevant exclusively to this group of staff are presented in italics.
