Promotion policies and the recognition of teaching excellence in UK universities and medical schools

D. M. Chaput de Saintonge, M. Elzubeir, A. Towle

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)


Many British academics believe that teaching excellence is not as highly valued as research achievement. This belief is strengthened by successive Government research assessment exercises and is particularly prevalent in medical education where it is often perceived that teaching contributions are less well recognized and rewarded than clinical and research activities. We reviewed higher education promotion policies in the UK and assessed the extent to which promotions criteria make it possible for staff to be promoted for major achievements in education rather than research. 'Old' and 'new' universities and medical colleges and faculties were very similar in their inclusion of teaching excellence as a criterion for promotion. Half of the policies indicated that teaching excellence is an essential prerequisite for promotion to senior lecturer but only a quarter give it the same priority for readership and professorship. Medical colleges and faculties need increased emphasis on achievement in teaching as a criterion for promotion. In view of the current curricular changes in medical education, this will be an important motivating factor.

Original languageEnglish
Pages (from-to)153-164
Number of pages12
JournalEducation for Health
Issue number2
Publication statusPublished - 1997
Externally publishedYes

ASJC Scopus subject areas

  • Education


Dive into the research topics of 'Promotion policies and the recognition of teaching excellence in UK universities and medical schools'. Together they form a unique fingerprint.

Cite this