Overview of scholarship examples from the 2024/25 Promotion Round

The following examples of scholarship have been kindly contributed by successful promotion applicants on Teaching and Scholarship contracts. Each is titled with the grade the individual applicants were promoted from and to. The examples have been split into:

Evidence-based / systematic practice
Positive impacts (on students / learners)
Dissemination
Adoption by others (where appropriate)

Disclaimer

Just because people were promoted to a certain grade, it does not mean the examples from them are sufficient or at the exact level for promotion to that grade. Panels take a holistic view of all areas, not just scholarship, and contextualise the examples that are presented. The aim is to give applicants an idea as to the types of things they might include in that section, not say that if they include things exactly like that they will definitely be promoted.

Grade 6 to 7

Psychological Safety in Clinical Education

Evidence-based systematic practice: Designed CPD sessions on psychological safety and reflective practice for Optometry educators.
Positive impacts: Improved teaching confidence and student engagement in sensitive clinical contexts.
Dissemination: Delivered CPD lectures and workshops; presented at ITL Teaching & Learning Conference. Presented to Optometry team at Manchester Royal Eye Hospital. Invited presentation at Optometry Department at University of Bradford.
Adoption by others: Concepts integrated into broader faculty CPD and professionalism guidance.

Assessment and Feedback CPD

Evidence-based systematic practice: Created CPD sessions linking narrative frameworks to assessment theory.
Positive impacts: Enhanced understanding of feedback processes among clinical tutors.
Dissemination: Delivered regulator-approved CPD lectures. Presented to Optometry/Contact Lens educators internationally via webinars
Adoption by others: Feedback models adopted in Optometry teaching and shared with wider teams.

Faith-Inclusive Practice and Multifaith Space

Evidence-based systematic practice: Collaborated with students and leadership to create prayer guidance and secure a multifaith space.
Positive impacts: Reduced disruption in clinics; improved student wellbeing and inclusion.
Dissemination: Shared with EDI teams and faculty leadership.
Adoption by others: Guidance and space model expanded to other buildings and programmes.

Grade 7 to 8

Scholarship Mentoring and LEAP Support

Evidence-based systematic practice: Mentored staff and students through Advance HE recognition.
Positive impacts: Supported successful fellowship applications.
Dissemination: Shared through internal networks and workshops.
Adoption: Embedded in departmental mentoring practices.

Curriculum Enhancement Collaborations

Evidence-based systematic practice: Consulted on curriculum design and QA across programmes.
Positive impacts: Improved alignment with benchmarks and student experience.
Dissemination: Contributed to university working groups.
Adoption: Recommendations implemented in multiple programmes.

External Scholarship Engagement

Evidence-based systematic practice: Participated in external working groups and CPD events.
Positive impacts: Broadened institutional perspective on teaching.
Dissemination: Shared insights with Greater Manchester Mental Health (NHS) and national networks.
Adoption: Informed local and sector-wide practice.

Foundation Year Curriculum and Progression Review

Evidence-based systematic practice: Analysed 9 years of student data to revise progression criteria. Mapped current FY curriculum against Y1 units to inform development of a revised curriculum model, ensuring programme alignment between FY and UG, bespoke to degree programme
Positive impacts: Improved support for students with low prior knowledge. Optionality provided in the SBS FY curriculum for the 1st time
Dissemination: Shared with SBS TLSE and programme leads.
Adoption: Changes approved for implementation from 2025.

Active Self-Feedback Pilot

Evidence-based systematic practice: Embedded self-feedback techniques in academic skills module.
Positive impacts: Boosted student confidence and feedback literacy.
Dissemination: Contributed to cross-faculty pilot and case series.
Adoption: Considered for wider rollout across disciplines.

Belonging Network and MS Teams Pilot

Evidence-based systematic practice: Created a digital community space for Foundation Year students.
Positive impacts: Strengthened cohort identity and engagement.
Dissemination: Presented at national and institutional conferences and across an institutional network.
Adoption: MS Teams now considered for broader programme use.

Grade 8 to 9

Hidden Curriculum Research

Evidence-based systematic practice: Investigated structural norms in pharmacy education using critical pedagogy.
Positive impacts: Raised awareness of intersectionality and attainment gaps.
Dissemination: Published in Medical Education and other journals; featured in podcasts and editorials.
Adoption by others: Informed national policy and curriculum reform via GPhC and RPS (professional bodies).

Inclusive Curriculum Toolkit

Evidence-based systematic practice: Developed resources to support inclusive assessment and curriculum design.
Positive impacts: Improved cultural humility and equity in teaching.
Dissemination: Shared through Showcase events and national networks.
Adoption by others: Toolkit adopted across 50 programmes at UoM.

Awarding Gap Dashboard

Evidence-based systematic practice: Created a data dashboard to track awarding gaps by protected characteristics.
Positive impacts: Enabled targeted QA interventions and equity-focused reviews.
Dissemination: Embedded in QA procedures and shared across university.
Adoption by others: Used in accreditation and monitoring across health programmes.

Team-Based Learning (TBL) Implementation

Evidence-based systematic practice: Led transition from PBL to TBL in MBChB using structured pilots and staff training.
Positive impacts: Improved student engagement, teamwork, and performance in progress tests.
Dissemination: Presented at European TBL Conference; preparing journal publications.
Adoption by others: TBL adopted across FBMH programmes, reaching over 2,700 students.

Co-Creation of Online Research Learning Package

Evidence-based systematic practice: Collaborated with a student to design an interactive research training module using Rise 360.
Positive impacts: Increased student confidence in research skills and critical thinking.
Dissemination: Used as exemplar in FBMH; shared in blended learning initiatives.
Adoption by others: Influenced design of similar resources across the faculty.

GenAI in Education Workshops

Evidence-based systematic practice: Delivered interactive workshops on GenAI use in teaching across disciplines.
Positive impacts: Enhanced AI literacy and pedagogical innovation among educators.
Dissemination: Presented at multiple conferences and CPD events.
Adoption by others: Inspired responsible AI integration in teaching across institutions.