skip to content

Teaching and Scholarship


The quality and impact of an applicant’s performance should be assessed objectively and on the same basis as other applicants.  It is also important to understand and address contextual factors by making appropriate equality-related adjustments to allow for a fair process where those who have faced these additional barriers will be considered on an even footing.  Committees should take into account that not all careers follow a standard and uninterrupted route and all metrics should be considered in context with other factors to ensure that a balanced view is taken of the individual’s overall contribution to teaching, scholarship or administration.  

Equality-related adjustments do not allow committees to lower the bar when assessing excellence.  For example, any reduction in working time of the candidate due to contextual factors should be taken into account when judging the quality of their work or output.  One way of making an appropriate adjustment would be to consider the impact of the issue on the quantity of activity undertaken.  In these circumstances, committees would still require the candidate to demonstrate the same standard (quality) as other candidates in terms of the excellence of their contribution; however, the quantity of scholarly output would be adjusted.  Advice about adjustments should be sought at the earliest opportunity from the relevant HR Business Partnering team.