Criteria for tenure

The above criterion is elaborated into the following more specific criteria:

Conducting research

• The staff member’s development of their own line of research is well on track.
• The staff member's group is acquiring shape and good progress has been made in setting up its research facilities, as may be expected within the time that the candidate has invested.
• The staff member is well integrated in the institute. 

PhD students

• The staff member is supervising at least one PhD student. 
• The staff member has taken steps to recruit additional PhD students.

Fundraising

• The staff member is familiar with appropriate funding schemes and has made a realistic funding plan for the coming years. 

Academic publications and evidence of recognition

• The staff member has a clear strategy for sharing research results and has produced publications and/or has acquired other evidence of recognition since their start as Assistant Professor.
• The staff member has taken steps to extend their local, national and/or international network.

Conducting research

The staff member writes a statement (max 500 words) to demonstrate that they satisfy the main criterion and the specific criteria under this heading. The statement should concentrate on the staff member’s research vision and  steps they have taken and will take to realize their plans. Topics to address include: 

• how the research group was set up and, if applicable, which equipment has been purchased and installed and which contracts or access agreements for shared infrastructure have been made (e.g. CERN, synchrotrons, supercomputers etc.)
• which research activities have been set up, what are plans for the future, and how do these contribute to the profile of the group and the institute 
• how the staff member develops and participates within their group and institute (e.g. Did they suggest new activities that lead to cohesion or stimulate discussion? Are there internal collaborations based on shared interests?)

PhD students

The staff member elaborates briefly on the recruiting process of the first PhD student, how the supervision is going, and on the plans for recruiting additional PhD students (consider als external scholarship agencies, double-doctorates, participation Doctoral Networks, personal funding etc.).

Fundraising

A funding plan is set up that frames a vision when to apply for which grant schemes and why this prioritization is chosen. Ideally, a first proposal is submitted. In case of (planned) participation in a collaborative grant proposal, the role of the staff member in the consortium is briefly elaborated (co-applicant or lead, plus work package description in one sentence).

Academic publications and evidence of recognition

The staff describes their vision and strategy for sharing research results and for extending their network. How will their research be made available to others, and for what and how do they want to be recognised? The staff member gives an overview of publications and/or other evidence of recognition, such as invited talks, prizes, fellowships, network meetings, conference (co-)organization, committee membership.

Teaching        

• The staff member is able to inspire students and to provide research-driven education. 
• The staff member can teach basic Bachelor and Master courses and has didactic knowledge that is relevant to these courses.
• The staff member prepares and teaches the courses of the relevant degree programme assigned to them in a good manner, ensuring that the learning outcomes in terms of student knowledge, understanding, competences and skills are achieved.
• The staff member reflects on the effectiveness of their teaching and assessment, and, if necessary, makes adjustments during the execution of their courses to ensure that students are able to achieve the learning objectives.
• The staff member spends on average 30% of their working hours on teaching (including teaching development and professionalization), to be calculated according to FSE standards.

Education development        

• The staff member keeps the courses of the relevant degree programme assigned to them up to date.

Curriculum organization  

• The staff member is familiar with the faculty’s policies for quality assurance and assessment and actively applies these to courses assigned to them.

The staff member writes a statement on their education approach (max 500 words) to demonstrate that they satisfy the main and the specific criteria. In the statement, the staff member reflects on how their approach supports effective student learning. The statement should include how feedback from students and colleagues influenced their approach.
The statement should be supported with details of the courses taught (student numbers, nature of teaching, assessment methods, course evaluations, etc.). A record from Timeless may be used to demonstrate the working hours spent on teaching.

The staff member provides at least one example of their effort, e.g. an application with an impact paragraph or active participation in outreach activities or interaction with a commercial party, aiming for collaboration and knowledge transfer.

The above main criterion is elaborated into the following more specific criteria:

Contribution to the organization

• The staff member contributes to an open, safe and inclusive working and learning environment.
• The staff member contributes to administrative and coordinating tasks within the research unit. 

Leadership and collaboration

• The staff member coaches (less experienced) colleagues and promotes their development.
• The staff member conducts annual Results and Development (R&D) interviews with staff members they supervise.

The staff member describes briefly how their behavior shows that they satisfy the main criterion and each of the specific criteria, by providing examples. 

The above main criterion is elaborated into the following more specific criteria:

• The staff member has obtained the UTQ certificate.
• The staff member has a personal development plan.
• The staff member has sufficient knowledge of English (at least level C1) to teach properly in this language.
• The staff member has followed workshops in order to further develop skills and competences relevant to this career path.

The staff member adds copies of their UTQ (or information on the status) and their personal development plan to their tenure file as well as an overview of the workshops (training, courses, etcetera) that they have taken. They do not need to provide evidence about their English level, unless specific agreements were made in the context of their appointment or an R&D interview.

The following competences receive special attention at this career stage:  

• Integrity: The staff member is honest, reliable and takes responsibility and accountability for their actions.
• Self- and situational awareness: The staff member reflects on their actions and various roles and how these affect others and the organization. The staff member is open to and invites feedback from others. The staff member has insight into how the institute and the faculty are organized and uses this knowledge for their benefit and that of the organization.
• Communicative skills: The staff member is able to transfer ideas and information in a clear and intelligible way, both in writing and verbally. The staff member communicates and provides feedback in a respectful, constructive and effective way.

The staff member describes briefly how their behavior shows that they satisfy the main criterion and each of the specific criteria, by providing examples.