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Staff Recruitment Policy

Policy Statement

Attracting exceptional talent is crucial to delivering an outstanding academic experience. We prioritise recruiting professionals dedicated to achieving excellence, who embody our values and contribute meaningfully to our mission.

The School is committed to ensuring recruitment processes are rigorous, fair, transparent, and inclusive.

This policy governs the recruitment of all employees, contractors, and collaborators, reinforcing our dedication to diversity and equal opportunity in building an exceptional team.

Principles

Fairness: We ensure equitable treatment for all applicants, fostering an environment free from discrimination and bias during the recruitment process.
Transparency: Our processes are clear, open, and easily understandable, providing insight into the selection criteria and decision-making methods.
Diversity: We actively encourage applicants from diverse backgrounds, promoting an inclusive culture that values differences and perspectives. We foster an environment where all individuals feel respected and valued.
Non-discrimination: Recruitment processes must promote diversity, be fair, transparent, and free from discrimination and we make reasonable adjustments to accommodate individuals with disabilities, ensuring an accessible and inclusive experience for all applicants.
Open Selection: Roles are advertised unless there is objective justification for not doing so. In this way, we encourage diverse applications and a fair recruitment process.
Quality: We prioritise hiring highly-qualified individuals, aligning their skills with the School’s mission and objectives.
Compliance: Adherence to all relevant employment laws and regulations, including the Equality Act 2010, is paramount, ensuring a legally sound and ethical recruitment process.
Professionalism: We maintain the highest standards of professionalism, reflecting the School’s ethos in all interactions with applicants and staff.
Continuous Improvement: We regularly review and enhance our recruitment practices to align with evolving needs, fostering a culture of continuous improvement.
Confidentiality: We handle applicant data with utmost confidentiality, complying with data protection laws and ensuring the privacy of personal information.
Evaluation: We monitor metrics such as retention rate, diversity statistics, and staff feedback, evaluating the effectiveness of our policy and processes.

Regulatory Context

This Policy has been developed in line with the applicable laws, regulations, regulatory advice, and sector best practices, including the following:

Authority	Name	Url
Office for Students (OfS)	Regulatory framework for higher education in England This framework outlines OfS' primary aim to ensure positive outcomes for students, including access, success, and progress in higher education. It covers quality academic experience, progress into employment, and value for money.
Office for Students (OfS)	Regulatory Notices and Advice Regulatory notices are additional information about OfS' regulatory requirements and are part of the regulatory framework. Regulatory advice helps providers understand and meet OfS requirements.
Quality Assurance Agency (QAA)	The Quality Code This code represents a shared understanding of quality practice across the UK higher education sector, protecting public and student interests and championing the UK's reputation for quality.
Quality Assurance Agency (QAA)	Advice - Enabling Student Achievement
Quality Assurance Agency (QAA)	Advice - Learning and Teaching

Authority

Name

Url

Office for Students (OfS)

Regulatory framework for higher education in England
This framework outlines OfS' primary aim to ensure positive outcomes for students, including access, success, and progress in higher education. It covers quality academic experience, progress into employment, and value for money.

Office for Students (OfS)

Regulatory Notices and Advice
Regulatory notices are additional information about OfS' regulatory requirements and are part of the regulatory framework. Regulatory advice helps providers understand and meet OfS requirements.

Quality Assurance Agency (QAA)

The Quality Code
This code represents a shared understanding of quality practice across the UK higher education sector, protecting public and student interests and championing the UK's reputation for quality.

Quality Assurance Agency (QAA)

Advice - Enabling Student Achievement

Quality Assurance Agency (QAA)

Advice - Learning and Teaching

Recruitment Oversight and Data Security

Title
Rule Responsibility for Recruitment Policy Adherence The Executive Committee must ensure that all staff involved in recruitment are aware of and comply with this policy. This ensures that recruitment practices are consistent, high-quality, and effective, aligning with the School's standards and objectives.
Rule Confidentiality and Data Protection in Recruitment Staff involved in recruitment must manage all applicant data confidentially, in line with data protection laws, ensuring privacy and security. Personal data will be securely stored and used solely for recruitment purposes. Disclosure to third parties requires explicit consent from the applicant, except where legally mandated. This rule ensures compliance with data protection regulations, safeguarding applicant information and maintaining privacy throughout the recruitment process.

Title

Rule
Responsibility for Recruitment Policy Adherence

The Executive Committee must ensure that all staff involved in recruitment are aware of and comply with this policy.

This ensures that recruitment practices are consistent, high-quality, and effective, aligning with the School's standards and objectives.

Rule
Confidentiality and Data Protection in Recruitment

Staff involved in recruitment must manage all applicant data confidentially, in line with data protection laws, ensuring privacy and security. Personal data will be securely stored and used solely for recruitment purposes. Disclosure to third parties requires explicit consent from the applicant, except where legally mandated.

This rule ensures compliance with data protection regulations, safeguarding applicant information and maintaining privacy throughout the recruitment process.

Commencement of Recruitment Activities

Title
Rule Annual Strategic Staffing Plan The Annual Strategic Staffing Plan must specify the institution's staffing objectives, including required staff numbers, qualifications, and hiring schedules. It must align with institutional standards and aim to deliver a high-quality academic experience for students. This ensures that recruitment is guided by clear objectives and meets the institution's needs. A detailed and targeted staffing plan ensures that recruitment efforts are aligned with the institution’s goals and standards, thereby supporting the provision of a high-quality educational experience.
Rule Staff Hiring Responsibility Department directors (Executive Committee members) are responsible for assessing the need for new staff in their departments. They must consider institutional objectives, current staff workloads, and capacity when making this determination. Directors need to ensure that hiring decisions align with institutional goals and address workload and capacity issues effectively, contributing to optimal departmental functioning and overall institutional success.
Rule Job Specification Requirements Job specifications must follow the standard School template and include an overview of the role, responsibilities, required qualifications, past experience, and personal qualities. This ensures clarity on role requirements and expectations for both applicants and those involved in recruitment and assessment, promoting a fair and objective selection process.
Rule Responsibility for Job Specifications The People Team is responsible for creating job specifications in collaboration with the relevant department director. This ensures job specifications are accurate and aligned with departmental needs and institutional standards.
Rule Job Vacancy Advertising Vacancies must be advertised on the School website and LinkedIn. If necessary, they may also be posted on other job boards and aggregators such as Indeed, TotalJobs, and Reed. This approach ensures equal opportunities and fairness in reaching a broad pool of qualified candidates, enhancing the visibility of job opportunities.

Title

Rule
Annual Strategic Staffing Plan

The Annual Strategic Staffing Plan must specify the institution's staffing objectives, including required staff numbers, qualifications, and hiring schedules. It must align with institutional standards and aim to deliver a high-quality academic experience for students. This ensures that recruitment is guided by clear objectives and meets the institution's needs.

A detailed and targeted staffing plan ensures that recruitment efforts are aligned with the institution’s goals and standards, thereby supporting the provision of a high-quality educational experience.

Rule
Staff Hiring Responsibility

Department directors (Executive Committee members) are responsible for assessing the need for new staff in their departments. They must consider institutional objectives, current staff workloads, and capacity when making this determination.

Directors need to ensure that hiring decisions align with institutional goals and address workload and capacity issues effectively, contributing to optimal departmental functioning and overall institutional success.

Rule
Job Specification Requirements

Job specifications must follow the standard School template and include an overview of the role, responsibilities, required qualifications, past experience, and personal qualities.

This ensures clarity on role requirements and expectations for both applicants and those involved in recruitment and assessment, promoting a fair and objective selection process.

Rule
Responsibility for Job Specifications

The People Team is responsible for creating job specifications in collaboration with the relevant department director.

This ensures job specifications are accurate and aligned with departmental needs and institutional standards.

Rule
Job Vacancy Advertising

Vacancies must be advertised on the School website and LinkedIn. If necessary, they may also be posted on other job boards and aggregators such as Indeed, TotalJobs, and Reed.

This approach ensures equal opportunities and fairness in reaching a broad pool of qualified candidates, enhancing the visibility of job opportunities.

Candidate Application and Evaluation

Title
Rule Application Process Applicants must upload their CV and provide basic identity and contact details to apply for the role. The system will then prompt them to confirm whether they have the right to work in the UK or require visa sponsorship. This ensures that the School collects essential application information efficiently and verifies the applicant's eligibility to work in the UK.
Rule Online Assessments Applicants must complete two online assessments after submitting their application: (1) Values Assessment and (2) Problem-Solving and Logical Thinking Assessment. They must meet the passing criteria for both assessments. These assessments evaluate if the applicant’s values align with those of the School and if they possess the necessary problem-solving and logical-thinking skills. This helps streamline the recruitment process by filtering out unsuitable candidates early, making it more efficient and cost-effective.
Rule Application Review and Initial Shortlisting Applications must be reviewed against clear and standardised criteria to ensure they meet the minimum requirements. This approach promotes fairness in the shortlisting process by applying consistent standards to all applications.
Rule Selection Panel A diverse panel, comprising department representatives and People Team members, must be formed for recruitment. This ensures multiple perspectives and unbiased evaluations during the recruitment process.
Rule Disclosure of Conflicts of Interest Panel members must disclose any potential conflicts of interest before the selection process begins. This ensures an unbiased evaluation during the recruitment process.
Rule Shortlisting by Selection Panel The selection panel must evaluate applications against predetermined criteria and create a shortlist of applicants. This ensures objectivity and fairness in the shortlisting process.
Rule Structured Interviews: Initial Interview Interviews must be structured with predefined questions that assess skills, qualifications, and cultural fit. The Recruitment Team conducts the initial interview, which is recorded for review by the relevant manager if needed. This approach ensures fairness, consistency, and transparency in the interview process.
Rule Structured Interviews: Second Interview For certain roles, a further interview may be conducted with additional panel members, including the hiring manager or a designated representative. This ensures a comprehensive assessment by involving relevant stakeholders in the evaluation process.
Rule Skills and Aptitude Tests Candidates may be required to complete additional tests relevant to the role to assess their abilities. This ensures a transparent evaluation of candidates' skills and competencies, providing a fair basis for assessment.
Rule Evaluation Meeting A panel assesses candidates' performance and reaches a consensus through transparent discussions. Where applicable, predefined scoring systems will be used. This approach ensures fairness and objectivity in decision-making, promoting a consistent evaluation process.

Title

Rule
Application Process

Applicants must upload their CV and provide basic identity and contact details to apply for the role. The system will then prompt them to confirm whether they have the right to work in the UK or require visa sponsorship.

This ensures that the School collects essential application information efficiently and verifies the applicant's eligibility to work in the UK.

Rule
Online Assessments

Applicants must complete two online assessments after submitting their application: (1) Values Assessment and (2) Problem-Solving and Logical Thinking Assessment. They must meet the passing criteria for both assessments.

These assessments evaluate if the applicant’s values align with those of the School and if they possess the necessary problem-solving and logical-thinking skills. This helps streamline the recruitment process by filtering out unsuitable candidates early, making it more efficient and cost-effective.

Rule
Application Review and Initial Shortlisting

Applications must be reviewed against clear and standardised criteria to ensure they meet the minimum requirements.

This approach promotes fairness in the shortlisting process by applying consistent standards to all applications.

Rule
Selection Panel

A diverse panel, comprising department representatives and People Team members, must be formed for recruitment.

This ensures multiple perspectives and unbiased evaluations during the recruitment process.

Rule
Disclosure of Conflicts of Interest

Panel members must disclose any potential conflicts of interest before the selection process begins.

This ensures an unbiased evaluation during the recruitment process.

Rule
Shortlisting by Selection Panel

The selection panel must evaluate applications against predetermined criteria and create a shortlist of applicants.

This ensures objectivity and fairness in the shortlisting process.

Rule
Structured Interviews: Initial Interview

Interviews must be structured with predefined questions that assess skills, qualifications, and cultural fit. The Recruitment Team conducts the initial interview, which is recorded for review by the relevant manager if needed.

This approach ensures fairness, consistency, and transparency in the interview process.

Rule
Structured Interviews: Second Interview

For certain roles, a further interview may be conducted with additional panel members, including the hiring manager or a designated representative.

This ensures a comprehensive assessment by involving relevant stakeholders in the evaluation process.

Rule
Skills and Aptitude Tests

Candidates may be required to complete additional tests relevant to the role to assess their abilities.

This ensures a transparent evaluation of candidates' skills and competencies, providing a fair basis for assessment.

Rule
Evaluation Meeting

A panel assesses candidates' performance and reaches a consensus through transparent discussions. Where applicable, predefined scoring systems will be used.

This approach ensures fairness and objectivity in decision-making, promoting a consistent evaluation process.

Job Offer and Employment Formalisation

Title
Rule Issuance of Offer Letters Offer letters must be issued, detailing roles, terms, and conditions, including provisions for research and scholarship. This process enhances transparency and establishes clear expectations for the successful candidate.
Rule Reference Checks Previous employers are contacted to verify candidates' employment history and performance. This ensures the accuracy of the candidates' backgrounds and supports informed decision-making.
Rule Right to Work Verification and Visa Sponsorships Either candidates' right to work in the UK is verified or, if visa sponsorship has been offered, visa sponsorships for international candidates are handled by experts. This ensures compliance with immigration laws and proper handling of work authorisations.
Rule Enhanced DBS Checks Facilitating enhanced Disclosure and Barring Service (DBS) checks where necessary for transparency and safety. This ensures thorough vetting of candidates to maintain a safe and transparent environment.

Title

Rule
Issuance of Offer Letters

Offer letters must be issued, detailing roles, terms, and conditions, including provisions for research and scholarship.

This process enhances transparency and establishes clear expectations for the successful candidate.

Rule
Reference Checks

Previous employers are contacted to verify candidates' employment history and performance.

This ensures the accuracy of the candidates' backgrounds and supports informed decision-making.

Rule
Right to Work Verification and Visa Sponsorships

Either candidates' right to work in the UK is verified or, if visa sponsorship has been offered, visa sponsorships for international candidates are handled by experts.

This ensures compliance with immigration laws and proper handling of work authorisations.

Rule
Enhanced DBS Checks

Facilitating enhanced Disclosure and Barring Service (DBS) checks where necessary for transparency and safety.

This ensures thorough vetting of candidates to maintain a safe and transparent environment.

Academic Titles, Pathways, and Remuneration Policy

Title
Definition Definitions and Roles 1.1 Academic Staff Academic staff at the School are individuals involved in teaching, research, or a combination of both. Their roles reflect our mission to harness AI as a catalyst for innovative solutions and impactful change. This involves: Teaching: Delivering high-quality educational experiences to students; and/or Research: Conducting investigations that advance knowledge and contribute to the School's academic reputation. 1.2 Career Pathways The School recognises two primary career pathways for academic staff, supporting our goal to provide expansive, tech-powered study experiences: 1.2.1 Teaching Pathway: Focuses on delivering high-quality education and developing curricula that inspire students to leverage AI and technology. This pathway aligns with our value of Practical Wisdom, aiming to enhance the educational experience through innovative teaching methods and curriculum development. 1.2.2 Teaching and Research Pathway: Combines teaching with active research, reinforcing the School’s commitment to pioneering advancements and advancing knowledge in a rapidly evolving digital landscape. This pathway integrates research activities with teaching responsibilities, fostering an environment of continuous innovation. Each staff member’s pathway is specified in their job description upon appointment, and this will be reflected inside the annual workload calculator. Staff members can transition between pathways during their careers, subject to a formal approval process. This flexibility reflects our commitment to Lifelong Learning and adaptability.
Definition Academic Titles and Roles 2.1 Academic Titles Academic titles within each pathway are structured into the following grades: Professor: A senior-level academic position focused on leadership in teaching, research, and programme development. Professors typically lead strategic initiatives and have significant responsibilities in shaping the academic direction of the School. They may also bring specialised niche knowledge or general competencies to their role. Professors are the only members who may use the title "Professor" on official communications such as emails, letterheads, or business cards. Associate Professor: A mid-level academic position with enhanced responsibilities in teaching, research, or both. Associate Professors often take on leadership roles within programmes or modules and may possess specialised niche knowledge or general competencies. Only the title "Associate Professor" may be used for this role in any official communications. Associate Professors are not part of the Professoriate. Assistant Professor: An entry-level academic position responsible for teaching, curriculum development, and, for those in the Teaching and Research Pathway, engaging in research activities. Assistant Professors may have a combination of general competencies and specialised niche knowledge. They must use the title "Assistant Professor" in all communications and are also not considered members of the Professoriate. 2.2 Adjunct Professor, Adjunct Associate Professor, and Adjunct Assistant Professor The School recognises the role of adjunct professors, who are not full-time employees of the School but are hired based on their niche expertise in fields of technology. These adjunct professors serve as specialist trainers, contributing to teaching specific modules or programmes, particularly where their advanced technical knowledge is invaluable. Their involvement allows the School to provide cutting-edge education, driven by professionals active in the industry: These titles refer to professionals who, while not employed full-time by the School, contribute due to their specific expertise in technology or AI. Their role is typically focused on offering specialist training and education. Adjunct Professors can use the title "Adjunct Professor" or "Adjunct Associate Professor" in communications but are not considered part of the Professoriate, and their use of the title reflects their adjunct status. 2.3 Rationale for School Titles The School has adopted the titles Professor, Associate Professor, Assistant Professor, and Adjunct Professor, instead of traditional titles such as Reader or Lecturer, because it recognises that the School does not operate with lecturers in the conventional sense. Rather, all academic staff engage in high-level teaching and research, or advanced specialist teaching, aligning with global practices, especially in the field of technology and AI. 2.4 Benchmarking of ‘Professor’ Role Furthermore, the School recognises that the title ‘Professor’ holds significant prestige and denotes an individual who has achieved high-quality research, academic leadership, and substantial contributions to their field. To maintain the integrity of this title, the School regularly benchmarks its criteria for professorial positions against those used in leading English universities, ensuring standards in research excellence, strategic leadership, and impactful academic work are met. 2.5 Use of Titles Only Professors may use the title ‘Professor’ on emails, letterheads, business cards, and official correspondence. Associate Professors must use Associate Professor, and Assistant Professors must use Assistant Professor. Associate and Assistant Professors are not considered members of the Professoriate, as the title of Professor is reserved for those at the highest academic rank in alignment with English university standards. Adjunct Professors, being part-time specialists, should be referred to as Adjunct Professor in official communication.
Rule Programmes and Modules: Academic Roles 3.1 Definition of Programmes and Modules At the School, the following definitions apply: Programme: A structured body of teaching and learning within a specific subject discipline, approved by the School to lead to a qualification. Programmes are composed of multiple modules and are designed to meet sector-recognised standards for awarding qualifications. Module: A distinct unit of learning with specific subject matter, credit volume, defined learning outcomes, and summative assessments. Modules contribute to earning the necessary credits for a qualification within the School’s programmes. 3.2 Academic Roles within Programmes and Modules Staff members across all pathways and grades may assume the following roles within programmes and modules: Programme Leaders: Responsible for the overall management and strategic direction of programmes. They ensure that programmes are coherent, current, and aligned with the School’s objectives. Eligibility: Typically, programme leaders are Professors or Associate Professors with extensive experience in programme management and leadership. Module Leaders: Oversee individual modules, ensuring effective delivery and alignment with programme outcomes. Eligibility: Module leaders are generally Associate Professors, Assistant Professors, or Adjunct Professors with relevant expertise and experience in the subject matter of the module. They will form part of the Programme and Module Leaders Team in the Education Department under the Director of Education. 3.3 Teaching and Assessment Team Academic staff across all pathways and grades, including Adjunct Professors, are also part of the general Teaching and Assessment Team. They may be required to support programme and module leaders with activities such as teaching and assessments.
Rule Diverse Experience and Backgrounds 4.1 Recognition of Varied Expertise The School values diverse professional backgrounds, acknowledging that excellence in teaching, research, and programme management can stem from a range of experiences. Recruitment and promotion are open to individuals with substantial relevant industry experience, not solely academic backgrounds. Industry skills and achievements are highly valued and can be the primary basis for recruitment and promotion. Examples of Relevant Industry Experience: Technological Innovation: Experience in leading or contributing to the development of cutting-edge technologies, such as AI systems, digital platforms, or advanced software. Corporate Leadership: Leadership roles in major technology firms, startups, or multinational corporations, demonstrating strategic vision and management capabilities. Consulting and Advisory Roles: Expertise gained from providing strategic advice to high-profile companies or government agencies on technology integration, digital transformation, or innovation strategies. Entrepreneurship: Founding and scaling successful tech ventures or innovative projects, showing practical application of knowledge, entrepreneurial skills, and leadership. Research and Development: Significant contributions to R&D projects in industry settings, resulting in patented technologies, influential papers, or breakthrough innovations.
Rule Pathways and Career Progression Criteria The criteria for promotion are also designed to reflect the diverse backgrounds of our academic staff, whether they come from academia, industry, or both. We recognise and reward excellence in every areas of expertise, ensuring parity between academic and industry experiences. The criteria for research leadership, teaching and curriculum leadership, and industry experience are distinct but complementary, allowing for a well-rounded evaluation of everyone’s contributions. 5.1 Teaching Pathway Assistant Professor (Teaching-Only): Responsibilities: Teaching, curriculum development, student support. Criteria for Promotion: Teaching Excellence: Evidence of high-quality teaching, innovative pedagogy, and positive student feedback; Curriculum Development: Contributions to developing and improving curricula, including creating new modules or enhancing existing ones; and/or Industry Experience: Practical industry experience that enhances teaching quality, such as developing industry-relevant case studies or integrating current industry practices into teaching. Examples of Evidence: Academic: High student satisfaction scores, improvements in course assessments, adoption of innovative teaching methods. Industry: Development of industry-based teaching materials, guest lectures from industry experts, integration of real-world problems into the curriculum. Associate Professor (Teaching-Only): Responsibilities: Pedagogical leadership, advanced teaching responsibilities, mentorship of junior staff. Criteria for Promotion: Teaching Innovation: Leadership in developing new teaching methods and educational technologies; Curriculum Leadership: Leading significant curriculum changes or programme development; and/or Industry Experience: Experience in leading industry partnerships or educational collaborations with industry that enhance the School’s reputation. Examples of Evidence: Academic: Successful implementation of new teaching strategies, significant contributions to curriculum redesign. Industry: Leading industry-sponsored projects, facilitating student internships with industry partners, contributing to industry conferences or workshops. Professor (Teaching-Only): Responsibilities: Strategic leadership in teaching and programme development, academic leadership. Criteria for Promotion: Strategic Contributions: Leading and shaping strategic initiatives in teaching and programme development; and/or Industry Integration: Promoting and fostering substantial industry collaborations and initiatives. Examples of Evidence: Academic: Demonstrated impact on the School’s strategic direction and academic reputation. Industry: Establishing or leading high-profile industry partnerships, contributing to influential sector-wide initiatives. 5.2 Teaching and Research Pathway Assistant Professor (Teaching and Research): Responsibilities: Teaching, research, curriculum development. Criteria for Promotion: Research Excellence: Contributions to high-impact research and publications in prestigious journals or conferences; Teaching Effectiveness: High-quality teaching and curriculum contributions; and/or Industry Experience: Application of industry experience to enhance research relevance and impact. Examples of Evidence: Academic: High-impact publications, successful research grants. Industry: Research projects with industry applications, collaboration with industry partners. Associate Professor (Teaching and Research): Responsibilities: Advanced research and teaching responsibilities, leadership in research projects. Criteria for Promotion: Research Leadership: Leading major research projects, securing significant research funding; Teaching and Curriculum Leadership: Contributions to high-quality teaching and curriculum development; and/or Industry Experience: Leading industry collaborations or consulting projects that enhance research and teaching impact. Examples of Evidence: Academic: Leading significant research projects, publishing influential papers. Industry: Industry collaborations, consulting roles, significant contributions to applied research. Professor (Teaching and Research): Responsibilities: Strategic leadership in research and teaching, shaping academic direction. Criteria for Promotion: Research Excellence: Outstanding research with global impact, major research initiatives; Teaching and Curriculum Innovation: Leading educational innovations and shaping programme development; and/or Industry Experience: Strategic industry collaborations, advising on major technological innovations. Examples of Evidence: Academic: Global recognition for research, strategic leadership in academic and research initiatives. Industry: High-profile industry partnerships, significant technological advancements or contributions to industry practices.
Rule Academic Remuneration Policy The School is also committed to ensuring fair and competitive remuneration for all academic staff. Our remuneration policy is designed to attract, retain, and motivate high-quality staff from both academic and industry backgrounds, recognising the diverse contributions each brings to our mission. 6.1 Salary Bands Remuneration is organised into salary bands corresponding to the academic titles and roles within the School. These bands are regularly benchmarked against industry and academic standards to ensure competitiveness in the global market. Assistant Professor: Salary band depends on experience and qualifications. Industry experience or technical expertise in high-demand areas may warrant a higher starting salary within this band. Associate Professor: Salary band reflects the increased responsibilities in research, teaching, and programme/module leadership. Professor: Salary band recognises the strategic leadership and global recognition required for this role. Adjunct Professors: Adjunct staff are typically compensated on a per-module or per-hour basis, with rates depending on their level of expertise, industry profile, and the technical depth of the module they are teaching. 6.2 Performance-Based Pay Increments The School recognises that exceptional performance should be rewarded. Annual pay reviews consider the following factors for pay increments within the salary bands: Teaching Excellence: Measured by student feedback, peer reviews, and contributions to curriculum development. Research Contributions: Measured by publications, research impact, and successful grant applications. Industry Engagement: Contributions to forging meaningful partnerships with industry, such as collaborative research projects, industry advisory roles, and securing internships or employment opportunities for students. Leadership and Service: Contributions to the broader academic and administrative functions of the School, including leadership in strategic initiatives, committees, and programme development. 6.3 Research and Industry Collaboration Incentives To encourage collaboration between academia and industry, the School provides financial incentives for staff who: Secure significant industry-funded research projects or partnerships. Develop industry-relevant research with real-world impact. Establish long-term, strategic relationships with industry partners that enhance the School’s reputation and student opportunities. These incentives may include bonus payments, additional research funding, or enhanced remuneration for staff who exceed expectations in forging industry links and driving impactful research.
Rule Switching Pathways 7.1 Process for Switching Pathways: Application: Staff wishing to switch pathways must submit a formal request detailing their reasons and how they meet the criteria of the new pathway. Review: The request is reviewed by a panel, convened and headed by the Director of Education annually in February, considering the individual's achievements, career goals, and the alignment with the School’s strategic objectives. Approval: Final approval is granted by the Executive Committee based on the review panel's recommendations. 7.2 Considerations: Career Development: Switching pathways should reflect a commitment to career development and alignment with the School’s mission and values. Flexibility: The School supports staff in making transitions that enhance their career satisfaction and contributions to the School.
Rule Promotion Process and Evaluation Criteria 8.1 Promotion Process: Application: Promotion applications are considered annually in February. Staff members seeking promotion must submit an application that includes evidence of their contributions and achievements relevant to the promotion criteria. Evaluation: Applications are evaluated by a promotion panel convened and headed by the Director of Education. The panel must have at least one external academic expert. Decision: Recommendations are reviewed by the Executive Committee for final decision and approval. 8.2 Evaluation Criteria: Please see section 5 above. 9.1 Appeals Procedure: Submission: Staff members may appeal decisions regarding promotions or pathway changes by submitting a formal appeal to the President outlining their concerns and supporting evidence. Review: Appeals are reviewed by an appeals committee headed by the President and at least two external academic experts to ensure fair and objective evaluation. Outcome: The committee’s decision is final and communicated to the staff member in writing.
Rule Monitoring, Evaluation, and Reporting 10.1 Monitoring and Evaluation: Ongoing Monitoring: Regular monitoring of staff performance and career progression is conducted through line management to ensure alignment with the policy and strategic goals. Annual Reports: Comprehensive reports on staff performance, promotion outcomes, and pathway transitions are prepared annually. 10.2 Reporting: Internal Reporting: Regular updates on policy implementation and effectiveness are provided to senior management. Transparency: The School maintains transparency in reporting procedures and outcomes to all stakeholders. 11.1 Legal Compliance: Adherence: The policy adheres to all relevant employment laws and regulations, ensuring fair and legal treatment of staff. 11.2 Ethical Standards: Integrity: All processes and decisions are conducted with integrity, fairness, and transparency, upholding the School’s ethical standards. 12.1 Communication: Internal Communication: Clear communication of policy details and updates are provided through official channels. 12.2 Training: Workshops and Seminars: Further to the Teaching and Learning Policy, regular training sessions for staff on policy details, pathways, and promotion criteria are conducted.

Title

Definition
Definitions and Roles

1.1 Academic Staff

Academic staff at the School are individuals involved in teaching, research, or a combination of both. Their roles reflect our mission to harness AI as a catalyst for innovative solutions and impactful change. This involves:

Teaching: Delivering high-quality educational experiences to students; and/or
Research: Conducting investigations that advance knowledge and contribute to the School's academic reputation.

1.2 Career Pathways

The School recognises two primary career pathways for academic staff, supporting our goal to provide expansive, tech-powered study experiences:

1.2.1 Teaching Pathway:
- Focuses on delivering high-quality education and developing curricula that inspire students to leverage AI and technology. This pathway aligns with our value of Practical Wisdom, aiming to enhance the educational experience through innovative teaching methods and curriculum development.
1.2.2 Teaching and Research Pathway:
- Combines teaching with active research, reinforcing the School’s commitment to pioneering advancements and advancing knowledge in a rapidly evolving digital landscape. This pathway integrates research activities with teaching responsibilities, fostering an environment of continuous innovation.

Each staff member’s pathway is specified in their job description upon appointment, and this will be reflected inside the annual workload calculator. Staff members can transition between pathways during their careers, subject to a formal approval process. This flexibility reflects our commitment to Lifelong Learning and adaptability.

Definition
Academic Titles and Roles

2.1 Academic Titles

Academic titles within each pathway are structured into the following grades:

Professor:
- A senior-level academic position focused on leadership in teaching, research, and programme development. Professors typically lead strategic initiatives and have significant responsibilities in shaping the academic direction of the School. They may also bring specialised niche knowledge or general competencies to their role. Professors are the only members who may use the title "Professor" on official communications such as emails, letterheads, or business cards.
Associate Professor:
- A mid-level academic position with enhanced responsibilities in teaching, research, or both. Associate Professors often take on leadership roles within programmes or modules and may possess specialised niche knowledge or general competencies. Only the title "Associate Professor" may be used for this role in any official communications. Associate Professors are not part of the Professoriate.
Assistant Professor:
- An entry-level academic position responsible for teaching, curriculum development, and, for those in the Teaching and Research Pathway, engaging in research activities. Assistant Professors may have a combination of general competencies and specialised niche knowledge. They must use the title "Assistant Professor" in all communications and are also not considered members of the Professoriate.

2.2 Adjunct Professor, Adjunct Associate Professor, and Adjunct Assistant Professor

The School recognises the role of adjunct professors, who are not full-time employees of the School but are hired based on their niche expertise in fields of technology. These adjunct professors serve as specialist trainers, contributing to teaching specific modules or programmes, particularly where their advanced technical knowledge is invaluable. Their involvement allows the School to provide cutting-edge education, driven by professionals active in the industry:

These titles refer to professionals who, while not employed full-time by the School, contribute due to their specific expertise in technology or AI. Their role is typically focused on offering specialist training and education. Adjunct Professors can use the title "Adjunct Professor" or "Adjunct Associate Professor" in communications but are not considered part of the Professoriate, and their use of the title reflects their adjunct status.

2.3 Rationale for School Titles

The School has adopted the titles Professor, Associate Professor, Assistant Professor, and Adjunct Professor, instead of traditional titles such as Reader or Lecturer, because it recognises that the School does not operate with lecturers in the conventional sense. Rather, all academic staff engage in high-level teaching and research, or advanced specialist teaching, aligning with global practices, especially in the field of technology and AI.

2.4 Benchmarking of ‘Professor’ Role

Furthermore, the School recognises that the title ‘Professor’ holds significant prestige and denotes an individual who has achieved high-quality research, academic leadership, and substantial contributions to their field. To maintain the integrity of this title, the School regularly benchmarks its criteria for professorial positions against those used in leading English universities, ensuring standards in research excellence, strategic leadership, and impactful academic work are met.

2.5 Use of Titles

Only Professors may use the title ‘Professor’ on emails, letterheads, business cards, and official correspondence. Associate Professors must use Associate Professor, and Assistant Professors must use Assistant Professor.

Associate and Assistant Professors are not considered members of the Professoriate, as the title of Professor is reserved for those at the highest academic rank in alignment with English university standards.

Adjunct Professors, being part-time specialists, should be referred to as Adjunct Professor in official communication.

Rule
Programmes and Modules: Academic Roles

3.1 Definition of Programmes and Modules

At the School, the following definitions apply:

Programme:
- A structured body of teaching and learning within a specific subject discipline, approved by the School to lead to a qualification. Programmes are composed of multiple modules and are designed to meet sector-recognised standards for awarding qualifications.
Module:
- A distinct unit of learning with specific subject matter, credit volume, defined learning outcomes, and summative assessments. Modules contribute to earning the necessary credits for a qualification within the School’s programmes.

3.2 Academic Roles within Programmes and Modules

Staff members across all pathways and grades may assume the following roles within programmes and modules:

Programme Leaders:
- Responsible for the overall management and strategic direction of programmes. They ensure that programmes are coherent, current, and aligned with the School’s objectives.
- Eligibility: Typically, programme leaders are Professors or Associate Professors with extensive experience in programme management and leadership.
Module Leaders:
- Oversee individual modules, ensuring effective delivery and alignment with programme outcomes.
- Eligibility: Module leaders are generally Associate Professors, Assistant Professors, or Adjunct Professors with relevant expertise and experience in the subject matter of the module.

They will form part of the Programme and Module Leaders Team in the Education Department under the Director of Education.

3.3 Teaching and Assessment Team

Academic staff across all pathways and grades, including Adjunct Professors, are also part of the general Teaching and Assessment Team. They may be required to support programme and module leaders with activities such as teaching and assessments.

Rule
Diverse Experience and Backgrounds

4.1 Recognition of Varied Expertise

The School values diverse professional backgrounds, acknowledging that excellence in teaching, research, and programme management can stem from a range of experiences. Recruitment and promotion are open to individuals with substantial relevant industry experience, not solely academic backgrounds. Industry skills and achievements are highly valued and can be the primary basis for recruitment and promotion.

Examples of Relevant Industry Experience:

Technological Innovation: Experience in leading or contributing to the development of cutting-edge technologies, such as AI systems, digital platforms, or advanced software.
Corporate Leadership: Leadership roles in major technology firms, startups, or multinational corporations, demonstrating strategic vision and management capabilities.
Consulting and Advisory Roles: Expertise gained from providing strategic advice to high-profile companies or government agencies on technology integration, digital transformation, or innovation strategies.
Entrepreneurship: Founding and scaling successful tech ventures or innovative projects, showing practical application of knowledge, entrepreneurial skills, and leadership.
Research and Development: Significant contributions to R&D projects in industry settings, resulting in patented technologies, influential papers, or breakthrough innovations.

Rule
Pathways and Career Progression Criteria

The criteria for promotion are also designed to reflect the diverse backgrounds of our academic staff, whether they come from academia, industry, or both. We recognise and reward excellence in every areas of expertise, ensuring parity between academic and industry experiences. The criteria for research leadership, teaching and curriculum leadership, and industry experience are distinct but complementary, allowing for a well-rounded evaluation of everyone’s contributions.

5.1 Teaching Pathway

Assistant Professor (Teaching-Only):

Responsibilities: Teaching, curriculum development, student support.
Criteria for Promotion:
- Teaching Excellence: Evidence of high-quality teaching, innovative pedagogy, and positive student feedback;
- Curriculum Development: Contributions to developing and improving curricula, including creating new modules or enhancing existing ones; and/or
- Industry Experience: Practical industry experience that enhances teaching quality, such as developing industry-relevant case studies or integrating current industry practices into teaching.
Examples of Evidence:
- Academic: High student satisfaction scores, improvements in course assessments, adoption of innovative teaching methods.
- Industry: Development of industry-based teaching materials, guest lectures from industry experts, integration of real-world problems into the curriculum.

Associate Professor (Teaching-Only):

Responsibilities: Pedagogical leadership, advanced teaching responsibilities, mentorship of junior staff.
Criteria for Promotion:
- Teaching Innovation: Leadership in developing new teaching methods and educational technologies;
- Curriculum Leadership: Leading significant curriculum changes or programme development; and/or
- Industry Experience: Experience in leading industry partnerships or educational collaborations with industry that enhance the School’s reputation.
Examples of Evidence:
- Academic: Successful implementation of new teaching strategies, significant contributions to curriculum redesign.
- Industry: Leading industry-sponsored projects, facilitating student internships with industry partners, contributing to industry conferences or workshops.

Professor (Teaching-Only):

Responsibilities: Strategic leadership in teaching and programme development, academic leadership.
Criteria for Promotion:
- Strategic Contributions: Leading and shaping strategic initiatives in teaching and programme development; and/or
- Industry Integration: Promoting and fostering substantial industry collaborations and initiatives.
Examples of Evidence:
- Academic: Demonstrated impact on the School’s strategic direction and academic reputation.
- Industry: Establishing or leading high-profile industry partnerships, contributing to influential sector-wide initiatives.

5.2 Teaching and Research Pathway

Assistant Professor (Teaching and Research):

Responsibilities: Teaching, research, curriculum development.
Criteria for Promotion:
- Research Excellence: Contributions to high-impact research and publications in prestigious journals or conferences;
- Teaching Effectiveness: High-quality teaching and curriculum contributions; and/or
- Industry Experience: Application of industry experience to enhance research relevance and impact.
Examples of Evidence:
- Academic: High-impact publications, successful research grants.
- Industry: Research projects with industry applications, collaboration with industry partners.

Associate Professor (Teaching and Research):

Responsibilities: Advanced research and teaching responsibilities, leadership in research projects.
Criteria for Promotion:
- Research Leadership: Leading major research projects, securing significant research funding;
- Teaching and Curriculum Leadership: Contributions to high-quality teaching and curriculum development; and/or
- Industry Experience: Leading industry collaborations or consulting projects that enhance research and teaching impact.
Examples of Evidence:
- Academic: Leading significant research projects, publishing influential papers.
- Industry: Industry collaborations, consulting roles, significant contributions to applied research.

Professor (Teaching and Research):

Responsibilities: Strategic leadership in research and teaching, shaping academic direction.
Criteria for Promotion:
- Research Excellence: Outstanding research with global impact, major research initiatives;
- Teaching and Curriculum Innovation: Leading educational innovations and shaping programme development; and/or
- Industry Experience: Strategic industry collaborations, advising on major technological innovations.
Examples of Evidence:
- Academic: Global recognition for research, strategic leadership in academic and research initiatives.
- Industry: High-profile industry partnerships, significant technological advancements or contributions to industry practices.

Rule
Academic Remuneration Policy

The School is also committed to ensuring fair and competitive remuneration for all academic staff. Our remuneration policy is designed to attract, retain, and motivate high-quality staff from both academic and industry backgrounds, recognising the diverse contributions each brings to our mission.

6.1 Salary Bands

Remuneration is organised into salary bands corresponding to the academic titles and roles within the School. These bands are regularly benchmarked against industry and academic standards to ensure competitiveness in the global market.

Assistant Professor:
- Salary band depends on experience and qualifications. Industry experience or technical expertise in high-demand areas may warrant a higher starting salary within this band.
Associate Professor:
- Salary band reflects the increased responsibilities in research, teaching, and programme/module leadership.
Professor:
- Salary band recognises the strategic leadership and global recognition required for this role.
Adjunct Professors:
- Adjunct staff are typically compensated on a per-module or per-hour basis, with rates depending on their level of expertise, industry profile, and the technical depth of the module they are teaching.

6.2 Performance-Based Pay Increments

The School recognises that exceptional performance should be rewarded. Annual pay reviews consider the following factors for pay increments within the salary bands:

Teaching Excellence: Measured by student feedback, peer reviews, and contributions to curriculum development.
Research Contributions: Measured by publications, research impact, and successful grant applications.
Industry Engagement: Contributions to forging meaningful partnerships with industry, such as collaborative research projects, industry advisory roles, and securing internships or employment opportunities for students.
Leadership and Service: Contributions to the broader academic and administrative functions of the School, including leadership in strategic initiatives, committees, and programme development.

6.3 Research and Industry Collaboration Incentives

To encourage collaboration between academia and industry, the School provides financial incentives for staff who:

Secure significant industry-funded research projects or partnerships.
Develop industry-relevant research with real-world impact.
Establish long-term, strategic relationships with industry partners that enhance the School’s reputation and student opportunities.

These incentives may include bonus payments, additional research funding, or enhanced remuneration for staff who exceed expectations in forging industry links and driving impactful research.

Rule
Switching Pathways

7.1 Process for Switching Pathways:

Application: Staff wishing to switch pathways must submit a formal request detailing their reasons and how they meet the criteria of the new pathway.
Review: The request is reviewed by a panel, convened and headed by the Director of Education annually in February, considering the individual's achievements, career goals, and the alignment with the School’s strategic objectives.
Approval: Final approval is granted by the Executive Committee based on the review panel's recommendations.

7.2 Considerations:

Career Development: Switching pathways should reflect a commitment to career development and alignment with the School’s mission and values.
Flexibility: The School supports staff in making transitions that enhance their career satisfaction and contributions to the School.

Rule
Promotion Process and Evaluation Criteria

8.1 Promotion Process:

Application: Promotion applications are considered annually in February. Staff members seeking promotion must submit an application that includes evidence of their contributions and achievements relevant to the promotion criteria.
Evaluation: Applications are evaluated by a promotion panel convened and headed by the Director of Education. The panel must have at least one external academic expert.
Decision: Recommendations are reviewed by the Executive Committee for final decision and approval.

8.2 Evaluation Criteria:

Please see section 5 above.

9.1 Appeals Procedure:

Submission: Staff members may appeal decisions regarding promotions or pathway changes by submitting a formal appeal to the President outlining their concerns and supporting evidence.
Review: Appeals are reviewed by an appeals committee headed by the President and at least two external academic experts to ensure fair and objective evaluation.
Outcome: The committee’s decision is final and communicated to the staff member in writing.

Rule
Monitoring, Evaluation, and Reporting

10.1 Monitoring and Evaluation:

Ongoing Monitoring: Regular monitoring of staff performance and career progression is conducted through line management to ensure alignment with the policy and strategic goals.
Annual Reports: Comprehensive reports on staff performance, promotion outcomes, and pathway transitions are prepared annually.

10.2 Reporting:

Internal Reporting: Regular updates on policy implementation and effectiveness are provided to senior management.
Transparency: The School maintains transparency in reporting procedures and outcomes to all stakeholders.

11.1 Legal Compliance:

Adherence: The policy adheres to all relevant employment laws and regulations, ensuring fair and legal treatment of staff.

11.2 Ethical Standards:

Integrity: All processes and decisions are conducted with integrity, fairness, and transparency, upholding the School’s ethical standards.

12.1 Communication:

Internal Communication: Clear communication of policy details and updates are provided through official channels.

12.2 Training:

Workshops and Seminars: Further to the Teaching and Learning Policy, regular training sessions for staff on policy details, pathways, and promotion criteria are conducted.

Diversity and Inclusion

Title
Rule Equal Opportunities Provide equal opportunities for all applicants, irrespective of their background, gender, age, ethnicity, sexual orientation, religion, disability, or other protected characteristics. This promotes fairness and inclusivity in the recruitment process, ensuring that all candidates are evaluated on their merits.
Rule Active Encouragement of Under-represented Groups Actively encourage applicants from under-represented groups to promote diversity and inclusion. This approach helps to broaden the talent pool and ensure a more diverse and inclusive workforce.
Rule Accommodating Disability Needs in Recruitment Make reasonable adjustments for individuals with disabilities during recruitment, induction, and staff development. Inform the People Team of any specific accommodation needs to ensure an accessible and inclusive process. This ensures that all candidates and staff have equal opportunities to participate fully, promoting fairness and inclusivity throughout the recruitment and employment process.
Rule Bias-free Hiring Practices Employ bias-free hiring practices throughout the recruitment process. This ensures fairness and equality, preventing discrimination and promoting a diverse and inclusive workplace.

Title

Rule
Equal Opportunities

Provide equal opportunities for all applicants, irrespective of their background, gender, age, ethnicity, sexual orientation, religion, disability, or other protected characteristics.

This promotes fairness and inclusivity in the recruitment process, ensuring that all candidates are evaluated on their merits.

Rule
Active Encouragement of Under-represented Groups

Actively encourage applicants from under-represented groups to promote diversity and inclusion.

This approach helps to broaden the talent pool and ensure a more diverse and inclusive workforce.

Rule
Accommodating Disability Needs in Recruitment

Make reasonable adjustments for individuals with disabilities during recruitment, induction, and staff development. Inform the People Team of any specific accommodation needs to ensure an accessible and inclusive process.

This ensures that all candidates and staff have equal opportunities to participate fully, promoting fairness and inclusivity throughout the recruitment and employment process.

Rule
Bias-free Hiring Practices

Employ bias-free hiring practices throughout the recruitment process.

This ensures fairness and equality, preventing discrimination and promoting a diverse and inclusive workplace.

Policy Evaluation and Continuous Improvement

Title
Rule Monitoring Track retention rate and diversity statistics to monitor how well the School is doing in these areas and how effective this policy is. As the School grows and staffing needs increase, we will also look to monitor cost-per-hire and time-per-hire metrics. These measures assess the policy's success in achieving its goals and ensure ongoing improvement in recruitment practices.
Rule Policy and Process Effectiveness Review Regularly monitor and review the effectiveness of this policy and its processes to ensure they continue to meet the School's needs. This guarantees that the policy remains effective and relevant, adapting to the needs of the School and its staff.
Rule Review Policy Contents for Relevance and Currency Review and update the policy annually to ensure it remains current and relevant. This ensures the policy stays up-to-date and continues to meet the School's needs effectively.

Title

Rule
Monitoring

Track retention rate and diversity statistics to monitor how well the School is doing in these areas and how effective this policy is. As the School grows and staffing needs increase, we will also look to monitor cost-per-hire and time-per-hire metrics.

These measures assess the policy's success in achieving its goals and ensure ongoing improvement in recruitment practices.

Rule
Policy and Process Effectiveness Review

Regularly monitor and review the effectiveness of this policy and its processes to ensure they continue to meet the School's needs.

This guarantees that the policy remains effective and relevant, adapting to the needs of the School and its staff.

Rule
Review Policy Contents for Relevance and Currency

Review and update the policy annually to ensure it remains current and relevant.

This ensures the policy stays up-to-date and continues to meet the School's needs effectively.

Metrics and KPIs

The following metrics will be measured and regularly reviewed as key performance indicators for the School to ensure the effectiveness of this policy and associated operations.

Title
Candidate Source Effectiveness Evaluate the success rate of different recruitment sources (e.g., job boards, referrals) in producing successful hires. Helps optimise recruitment strategies by identifying the most effective sources for attracting high-quality candidates.
Offer Acceptance Rate Track the percentage of job offers accepted out of the total offers made within a year. This KPI indicates the attractiveness of the offer and the overall appeal of the institution, helping to adjust offers and recruitment strategies.
Recruitment Process Cycle Time Measure the total time taken to complete the recruitment process from job requisition to candidate start date. Provides insight into the overall efficiency of the recruitment process and helps identify areas for improvement.
Time to Fill Measure the average number of days taken to fill a vacancy from the job posting date to the acceptance of the offer. This KPI is crucial as it reflects the efficiency of the recruitment process and helps identify any delays in hiring, ensuring timely staffing.

Title

Candidate Source Effectiveness
Evaluate the success rate of different recruitment sources (e.g., job boards, referrals) in producing successful hires.
Helps optimise recruitment strategies by identifying the most effective sources for attracting high-quality candidates.

Offer Acceptance Rate
Track the percentage of job offers accepted out of the total offers made within a year.
This KPI indicates the attractiveness of the offer and the overall appeal of the institution, helping to adjust offers and recruitment strategies.

Recruitment Process Cycle Time
Measure the total time taken to complete the recruitment process from job requisition to candidate start date.
Provides insight into the overall efficiency of the recruitment process and helps identify areas for improvement.

Time to Fill
Measure the average number of days taken to fill a vacancy from the job posting date to the acceptance of the offer.
This KPI is crucial as it reflects the efficiency of the recruitment process and helps identify any delays in hiring, ensuring timely staffing.