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As teaching plays an ever-larger role in UK universities, are those who dedicate their careers to education being fairly recognised and valued? As debates over the future of higher education intensify, the question of how education- and teaching-focused academic careers are structured, recognised and valued has gained renewed interest across the UK sector.

Workforce indicate sustained growth in teaching-specialist positions over the past decade. With heightened expectations for teaching quality, student support and curricular innovation (OfS, 2023), there is a pressing need to evaluate frameworks shaping career development and recognition for education-focused roles. Studies highlight limitations in academic structures that prioritise research outputs over broader teaching impact (ERUA, 2021). now points towards more holistic approaches that recognise educational, administrative and leadership contributions (see also BAM, 2024). Examining the institutional, structural and cultural factors shaping these pathways is essential for effective reform and fostering a more inclusive academic environment.

Navigating career landscapes: Context and complexities

Despite wider recognition of teaching-focused roles, persistent structural issues continue to challenge the trajectories of education-focused academics. Research outputs and grants remain the important indicators, while teaching and scholarship excellence are assessed through , which are limited in reliability. Educational leadership is valued within institutions but rarely achieve sector-level recognition. This dynamic creates an ‘exchange rate’ in which the career mobility of those dedicated to teaching is constrained by the local nature of their achievements. Evidencing impact is also difficult. Much work undertaken by teaching-focused staff is collaborative or delegated, ranging from programme leadership and course coordination to broader service. While these contributions are vital, demonstrating individual impact within promotion frameworks designed for individually attributable research outputs can be challenging. The collective and service-based nature of educational excellence may restrict access to formal recognition and advancement.

‘Teaching-focused roles are further marked by expanded and often invisible workloads, commonly including not only teaching but also marketing, admissions and management of student welfare.’

Teaching-focused roles are further marked by expanded and often invisible workloads, commonly including not only teaching but also marketing, admissions and management of student welfare. These responsibilities can grow during institutional change, shaping university culture but reducing . Such commitments may limit opportunities for scholarly development, affecting morale, wellbeing and progression. Persistent equity and recognition gaps remain. Advance HE data for 2022/23 show that just 30.8 per cent of all UK professors are female, compared with 69.2 per cent male, highlighting persistent gender disparities at the highest academic level (Advance HE, 2024). In addition, the report highlights that women, staff from minoritised racial and ethnic backgrounds, and those with disabilities continue to face significant barriers to progression, especially into senior academic roles The prestige attached to teaching pathways, often viewed as less esteemed, can negatively affect morale and belonging. Recognition of teaching achievements may also differ across departments, leading to inequitable progression. Addressing these disparities is critical for a truly inclusive academic culture. Additional barriers further complicate careers: limited access to funding, job insecurity from fixed-term or teaching-only contracts, and high teaching loads contribute to professional burnout. Targeted opportunities for professional development or leadership training are also comparatively scarce.

Building sustainable career pathway frameworks

Despite these challenges, reforms can enhance recognition, reward and progression for those on teaching and education pathways. National frameworks such as the and the advocate for shared standards, robust evidentiary rules and portability of educational achievement. Universities are encouraged to develop transparent career frameworks for education-focused roles, with clear progression criteria from entry-level to professorial grades. Workload models should ensure all visible and invisible work, including pastoral care, programme leadership, community engagement and digital innovation, is recognised alongside formal teaching.

‘Strengthening the recognition and progression of teaching-focused academics is essential for resilience, excellence and inclusivity.’

Institutions may introduce promotion accelerators that reward outstanding leadership in teaching and scholarship, and create integrated research-teaching pathways for achievements in the scholarship of teaching or digital pedagogy. Scholarship sabbaticals or reduced teaching loads can enable staff to lead curriculum redesigns or pilot new approaches. Recognition for academic citizenship, mentoring, EDI leadership, committee service and community engagement could be formally weighted in promotion and pay decisions. Portable digital teaching portfolios would enable teaching-focused academics to demonstrate their achievements across institutions, enhancing mobility and recognition. Salary and reward frameworks should be reviewed periodically for fairness and comprehensive recognition of academic work. The British Academy of Management White Paper (BAM, 2024) highlights that vague promotion criteria and unclear definitions of educational impact hinder progression for education-focused staff. It recommends clearer guidance, improved workload recognition, and proactive measures to make educational achievements visible and support education-focused academics as sector leaders.

Strengthening the recognition and progression of teaching-focused academics is essential for resilience, excellence and inclusivity. Fostering a culture that values educational leadership and achievement enables universities to respond to evolving student needs, drive innovation and build environments where all academics are empowered to contribute meaningfully to institutional advancement.

References

Advance HE. (2024). Equality in higher education: staff statistical report 2024.

British Academy of Management [BAM]. (2024). Education-focused careers within UK business management schools: The perspectives of their deans. ?

European Reform University Alliance [ERUA]. (2021). The place of teaching in academic career development.

Office for Students [OfS]. (2023). English higher education 2023: The Office for Students annual review.