Associate Professor in Pathophysiology
At the University of the Sunshine Coast, the achievements of an Associate Professor are of national standing in at least one of the key areas of teaching, research and engagement.
- An Associate Professor has a strong and sustained track record in research. They have had consistent success applying for external competitive grants, manage significant research projects and mentor other researchers. They have attained national recognition in their discipline and can demonstrate significant involvement in and impact on the development of their discipline/field nationally, and sometimes internationally, the outputs of which are recognised and acknowledged by peers as noteworthy.
- As a leader in learning and teaching, an Associate Professor makes significant contributions to the teaching effort of the Faculty/School through both exemplary teaching practice and leadership in teaching. For example, they can lead the design and development of innovative curricula and teaching materials and demonstrate the ability to influence, motivate and inspire both students and other academic staff.
- As a leader in engagement, an Associate Professor has a substantial record of developing and maintaining strategic and productive partnerships, connections and relationships with people, groups and organisations at local, national and international levels that result in significant outcomes for the University, the community and/or the region.
- Within the University, an Associate Professor makes substantial contributions to Faculty/School and University development, governance and capacity-building. They make significant leadership contributions to the development of collegial activities and to a positive and productive academic culture.
All staff are expected to contribute to the achievement of the University’s strategic goals and priorities and provide service to the University commensurate with their level of appointment and the opportunities available to them.
- The University aims to build research productivity and output significantly. Research is a scholarly practice that includes:
- purposefully developing focused expertise in a discipline/field
- developing a clear research agenda and leading and participating in research teams
- framing research problems and researchable hypotheses
- designing, leading and conducting research projects and writing research reports
- successfully applying for research grants, particularly external competitive grants
- communicating research outcomes to both expert and lay audiences through publishing, exhibiting and performing, and subjecting outcomes to peer appraisal
- mentoring other researchers, particularly Early Career Researchers and Early Career Academics
- successfully supervising Higher Degree by Research candidates
- developing and maintaining strategic research partnerships
- developing and exploiting intellectual property
- being invited to conduct research with colleagues at other universities and give addresses in various research and research training fora in recognition of excellence in research in the discipline/field
- making sound leadership contributions to the development and maintenance of a positive academic environment that is conducive to high levels of engagement and standards of performance in research.
- The University is committed to delivering high quality teaching, learning and graduate outcomes. Teaching is a scholarly practice that includes:
- maintaining currency in one’s discipline/field
- maintaining currency in effective learning and teaching practices, especially in one’s discipline/field
- designing, developing, evaluating and improving curricula and teaching
- making use of appropriate technologies and media to support and enhance learning, teaching, assessment and evaluation
- engaging students in learning in a variety of modes including: face-to-face (lecturing, tutoring, conducting workshops, simulations and in laboratories) and learning supported by online tools that enhance knowledge construction, collaboration, communication and engagement
- supporting students to be successful learners
- assessing, and giving fair, helpful and timely feedback on students’ work
- leading learning and teaching development processes within and beyond the University
- high quality administration of teaching
- developing and maintaining strategic partnerships that enhance the quality of learning and teaching within the University and beyond
- conducting “practitioner research” into learning and teaching and communicating the outcomes of that research, particularly in quality refereed journals
- being invited to teach at other universities and give addresses in various learning and teaching fora in recognition of excellence in learning and teaching in one’s discipline/field
- making sound leadership contributions to the maintenance of a positive academic environment that is conducive to high levels of engagement and standards of performance in learning and teaching.
- The University is committed to regional, national and international engagement and articulates the importance of partnerships and ongoing consultation and cooperation with a broad and diverse range of stakeholders. External engagement is a scholarly practice through which academic staff apply their discipline knowledge and skills to problems in the world. Through external engagement, worthwhile social, civic and professional functions are performed.
- Engagement within the University enables academic staff to contribute to defining and achieving the University’s strategic priorities through activities other than teaching and research.
- Other duties within the range of skills normally associated with this classification, including those associated with an evolving research, teaching, learning and professional environment, as required and undertake the Discipline leader role.
Applicants need to demonstrate:
- Completion of a doctoral qualification in a relevant field and comprehensive experience as an academic leader.
- Evidence of involvement in, and impact on, the development of their discipline/field.
- A clear and coherent research program with: a strong track record of active, sustained and productive engagement in high quality research; publicly verifiable outputs and outcomes from research; external recognition of research performance and achievement; quality supervision of candidates for Higher Degrees by Research; and impact of research.
- Quality research leadership, for example through: effective mentoring to develop the research capability and capacity of individual and teams of Early Career Researchers and Early Career Academics; leadership contributions that strengthen research capacity, capability and culture; and service on national discipline panels, such ARC panels of experts and other assessment panels.
- Effectiveness as a teacher, which is evidenced by both exemplary teaching practice and leadership in teaching, the ultimate outcome of which is student engagement and success. For example, by:
- leadership and/or implementation of research-led approaches to learning and teaching in the design and development of curricula
- leadership of learning and teaching development processes which improve teaching practice within and/or beyond the University
- formal recognition for excellence in learning and teaching
- Positive leadership contributions and personal qualities that influence the development and maintenance of a positive academic environment which is conducive to high levels of engagement and standards of achievement for both staff and students.
- Extensive experience and success in academic administrative functions within a University.
- The ability to develop and maintain productive regional, national and international partnerships that benefit students, the community and the University.
- Postgraduate qualifications in higher education.
- Formal external and/or internal recognition for excellence in learning and teaching and/or research.
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