Academic Title Holders

High quality education and research in medicine, biomedical sciences and public health would not be possible without the tireless work of our hospital and clinic-based health professionals. These health professionals come from a variety of different disciplines and backgrounds, ranging from medicine through to dietetics, psychology, nursing, pharmacy, dentistry, physiotherapy, occupational therapy and other allied health areas.

They are vital in training the next generation and to recognise the work of these hardworking health professionals, UQ awards individuals with academic titles.

Every day, our Academic Title Holders teach students, mentor junior researchers, and take on hours of research activity in their own time to improve patient care.

Next time you visit your GP or specialist, take a second look to see if they are hold a title other than doctor (e.g. Professor) - or look for a small UQ pin on their lanyard. These are two small clues to let you know they are an Academic Title Holder with The University of Queensland.

New and existing applications for academic titles are welcomed. These titles are awarded for a period of up to five years to health professionals who make significant contributions to The University and are assessed by the relevant organisational unit Heads, Faculty executives and committees commensurate to the level of appointment.

We applaud our Academic Title Holders for being an integral part of health education and research at The University of Queensland.

2. Eligibility

Individuals only require one affiliate appointment with UQ. In practice this means that ATHs can select the organisational unit within the Faculty to which their interests and activities are most aligned. So, for example, if an applicant’s principal employment as a practising health professional is at a clinical site with contributions into medical education then it is likely that the optimal organisational unit would be the UQ Clinical Unit at the hospital site (such as the PAH Clinical Unit). If the applicant has a strong and recognisable connection in a specific research area then it is possible an application might be best aligned with one of the Faculty’s Research Centres. Importantly, no matter where the “home” organisational unit appointment is, collaboration will be strongly encouraged across the Faculty and UQ more broadly. For those considering an ATH position, then please reach out to the relevant organisational unit Heads as early as possible. The level at which a title is awarded is governed by the Criteria for Academic Performance Policy.

It is recommended that all applicants read this policy, particularly for Level D and E applications which require interview. Prior to applying for a title at Academic Level D or E, whether it is a new title or a promotion application, applicants are required to meet with the Head of their School/Clinical Unit, Institute, or Centre to obtain their support.

The following is a brief guide only and any queries should be referred to relevant contacts within our Schools, Centres and Institutes.

Nowadays an ORCID account is used to ensure accurate and easy capture of research activities. If you don’t have an ORCID account then read the guide on how to create one.

Associate Lecturer (Level A)

To achieve eligibility for Level A academic title, applicants will require the following skills and abilities:

Be an effective clinical teacher, particularly at undergraduate level.
Have devloped skills in clinical research, manage patient case load and will be involved in activities that foster links with the relevant profession.
In teaching, will develop expertise in clinical teaching with the guidance of more senior staff, and with an increasing degree of autonomy. He or she will achieve teaching quality and will improve and innovate where appropriate in response to student and peer feedback.
Will be developing clinical expertise, as evidenced by enrolment in and progress towards an advanced professional qualification or research higher degree.
In service and engagement, will maintain strong links with the relevant profession and will contribute to service within the school in allocated roles.

Lecturer (Level B)

To achieve eligibility for a Level B academic title, applicants will require the following skills and abilities, in addition to the requirements at Level A:

Level B Clinical Academic will have a growing profile in teaching, research and in engagement with the profession which may include innovation in a clinical context. He or she may coordinate or lead the activities of other staff. An advanced professional qualification or research higher degree would be expected.
In teaching, a Level B academic will usually assume a variety of clinical teaching responsibilities at the undergraduate, postgraduate and/or professional level and take responsibility for the preparation and delivery of course modules and their coordination.
In research, a Level B academic will undertake individual and/or collaborative clinical research and publish and present the results of their research.
In service and engagement, a Level B academic will assume a significant role in professional activities, usually including accepting referrals for consultations, and will demonstrate efficient management of allocated internal service roles.
In clinical innovation, he or she may contribute to the development of new clinical techniques within the relevant profession and will be able to demonstrate the impact of their innovation on clinical practice.

Senior Lecturer (Level C)

To achieve eligibility for a Level C academic title, applicants will require the following skills and abilities, in addition to the requirements at Level B:

A Level C Clinical Academic will have an established record of achievement in clinical teaching and/or research and in engagement with the profession, which may include clinical innovation.
A Level C academic will make a substantial senior contribution to clinical teaching such as successful coordination of a significant aspect of a clinical teaching unit or a specialty/subspecialty program. He or she will contribute to the supervision of students in advanced or specialty training programs. These students may or not be formally enrolled in Research Higher Degree programs.
In clinical research a Level C academic will be expected to publish peer-reviewed clinical research studies and/or state/national guidelines for clinical practice and contribute to successful applications for competitive research funds. An advanced professional qualification or research higher degree would be expected. A Clinical Academic’s possession of a Fellowship or equivalent in a speciality area may be recognised as an indicator of research and scholarship.
In service and engagement, a Level C academic will achieve leadership roles in the profession, including developing consultancies in speciality areas. Engagement in professional associations within their speciality is expected.

Associate Professor (Level D)

To achieve eligibility for a Level D academic title, applicants will require the following skills and abilities, in addition to the requirements at Level C:

A Level D Clinical Academic is expected to undertake senior leadership roles in clinical teaching, clinical research and scholarship, and/or in engaging with stakeholders, such as professional associations/organizations, employer groups, and/or consumer groups. They will have a record of outstanding impact and national achievement in clinical teaching, and/or clinical research.
In teaching, a Level D academic will take a leadership role in clinical program development and have a record of supervising students successfully to completion within advanced or specialty training programs as Principal Supervisor. These students may or may not be formally enrolled in Research Higher Degree programs.
In clinical research, a Level D academic will demonstrate evidence of quality and impact of their work through publications in internationally-recognised outlets. There will be evidence of a leadership role in successful applications to funding sources to support this clinical research.
In service and engagement, a Level D academic will make a strong contribution to the governance and collegial life of the institution, including mentoring of less experienced staff. The Level D academic will show strong leadership in the profession and in engagement with the external stakeholders and professional bodies. Clinical innovation will be accompanied by evidence of dissemination and adoption.

Professor (Level E)

Criteria for Level E - Professor - Academic Pathway

To achieve eligibility for a Level E academic title, applicants will require the following skills and abilities, in addition to the requirements at Level D:

Level E Clinical Academics are expected to display a high level of leadership in their teaching, research and innovation in a clinical context and in service/engagement, and be recognised internationally for their scholarly contribution. They will have developed an international reputation for outstanding impact and achievement in the profession, through (i) clinical teaching and/or clinical research and (ii) clinical engagement, which may include clinical innovation.
In teaching, they will have a distinguished record of scholarly teaching and leadership across all levels and appropriate contexts.
In research, they will demonstrate outstanding outcomes and leadership. This will include guiding the development of others, particularly more junior researchers, leadership of major funding initiatives, major contributions to knowledge and the beneficial application of knowledge, and intellectual leadership beyond his or her specific areas of research.
In service and engagement, a Level E Clinical academic will make a leadership contribution to the governance and collegial life of the institution, to continuing education and professional development, and be recognised for international leadership in the profession.

Criteria for Level E - Professor - Clinical Pathway (Academic Title Holders only)

To achieve eligibility for a Level E academic title (Clinical Pathway), applicants will require the following skills and abilities:

Except in exceptional circumstances, the Professor will have a significant reputation for outstanding achievement in their professional area based on innovation in evidence based clinical practice. They make a commensurate contribution to the work and strategic advancement of the University and its students. In addition, they are expected to demonstrate outstanding leadership in fostering or facilitating clinical excellence in teaching and/or research and/or service and engagement.
Where clinical excellence is claimed in Teaching, they will have demonstrated exceptional performance in evidenced based clinical practice and clinical teaching. They will be recognised as outstanding clinicians and clinical teachers. They will have led the advancement and transformation of clinical education in their discipline/institution/relevant Specialist College or the health industry.
Where clinical excellence is claimed in Research, the Professor will demonstrate their impact in/on research through fostering collaborations with local and international partners, and Institutes/Universities to deliver advancements in health. As a recognised leading authority in their profession, they will use their influence to create, enable and support high impact research that produces evidence based change in health outcomes and systems.
Where clinical excellence is claimed in Service and Engagement to their discipline, the University and the community they will be recognised nationally or internationally. The Professor will be recognised as a thought leader, setting policy or professional practice standards in or beyond their discipline. They will demonstrate their clinical expertise and leadership through their outstanding contribution to high impact influential government, professional or industry advisory committees or the community equivalent.

For details on the criteria for Research Only Teaching, and Research and Teaching Focused Academic performance please refer to the Criteria for Academic Performance Policy.

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