Framework for Teaching Opportunities

Objectives and Opportunities

UQ’s Research Focused Teaching Scheme (RFTS) facilitates teaching opportunities primarily for Institute-based Research Focused (RF) academics, enabling them to build their academic portfolio, enhance their employability and experience, and strengthen the connection between UQ's research excellence and student learning while contributing to the broader collegiate academic community.

Introduced in 2025, the Scheme provides UQ Strategic Funding to Institutes and Supervisory Centres for eligible RF staff to make a substantial and sustained contribution to teaching in Schools. By drawing on the expertise of these researchers, the Scheme strengthens teaching capacity and capability within Schools while enriching the student experience through greater access to researchers at the forefront of their fields.

The RFTS also supports the career development of RF academics by enabling them to build teaching experience alongside their research achievements. In doing so, the Scheme further promotes collaboration between organisational units by creating a pathway for longer-term partnerships.

The RFTS complements other existing teaching opportunities for RF academics at UQ, including, but not limited to:

Joint appointments between a School and an Institute or Supervisory Centre, formally splitting an RF academic's role across both units.
UQ Amplify Scheme, available to eligible externally funded ARC, NHMRC and MRFF fellows in Schools and Institutes.
Smaller or ad hoc contributions, such as guest lectures or coursework supervision, available to any RF staff as an entry point or career development opportunity.

Principles of the RFTS

Mutuality: Teaching activities must be mutually beneficial to the University, School, students and RF academic.
Educational excellence: All contributions to teaching need to be of high quality.
Alignment: Teaching arrangements should match an RF academic's disciplinary expertise and interest in teaching to a School's curriculum needs.
Accountability: Expectations of responsibility, quality and time commitment must be clear to all parties and capable of being met. For clarity and accountability, these include expectations of responsibility, quality, time commitment and participating in development and feedback processes including the Annual Performance and Development (APD) process.

Framework Overview

Eligibility

Eligibility and merit do not guarantee a teaching opportunity – research focused staff will be matched based on their suitability for available teaching opportunities. In general, however, those meeting the following criteria may be eligible for the RFTS.¹

Research Focused Academic staff within a University or Faculty Institute or Supervisory Centre who:

have an employment contract length of greater than three years; AND
have minimum of two years remaining on their employment contract; AND
are able to accommodate a commitment of up to 0.2 FTE allocation to teaching; AND
are able to contribute to at least 20% of the effort associated with the delivery of any given course; AND
where supported by an external grant or fellowship, are permitted under the terms of that agreement to undertake some teaching; AND
have demonstrated teaching aptitude; AND
do not already have a joint appointment with a School or have a UQ Amplify appointment (or an externally funded fellowship that allows transition to UQ Amplify).

RF staff who are interested in teaching but unable to meet the eligibility criteria for the RFTS are encouraged to speak with their supervisor about other ways to contribute to UQ’s teaching effort, such as guest lectures or coursework supervision. If RF Staff supported by an external grant or fellowship are unsure whether their granting conditions permit a teaching contribution, they should contact the Research Office.

^{1. In limited and exceptional circumstances, applicants who do not meet all eligibility criteria may be considered on a case-by-case basis.}

Stakeholders and Key Contacts

Expectations

Scope of the contribution

A teaching contribution must represent at least 20% of the overall work required to deliver a course, including significant teaching along with associated pre- and post-teaching activities. Contributions based solely on curriculum development or the design of teaching materials will not be approved.

Multi-year commitments are strongly encouraged to give a course continuity and stability and allow the RF academic to refine their teaching over successive offerings.

Planning and commitment

All parties must plan for and commit sufficient time and resources, so that teaching quality, student learning, career development and the RF academic's research obligations are all sustained. Before accepting a teaching commitment through the RFTS, the RF academic must confirm the commitment is feasible alongside their research obligations. Once committed, teaching takes priority.

Teaching follows a fixed semester timetable with centrally set deadlines, including exam preparation, marking and finalisation of grades. Once an RF academic commits to a teaching role, these obligations take priority. Allocated teaching cannot be delegated to another staff member or student.

Working within an existing curriculum

Course and program curricula are usually already established. Teaching contributions must align with existing learning objectives and program outcomes; adapting to an established curriculum is a core skill for a teaching academic. RF staff willing to teach beyond their specific research area — including introductory and core courses — are more likely to be matched with an opportunity.

Ongoing responsibilities

RF staff who take on a teaching role are expected to:

use the relevant learning management system (e.g. Blackboard) effectively;
provide students with information and resources in time to prepare for scheduled learning activities;
respond to student queries promptly, by email or discussion forum as relevant to the course;
be available for face-to-face meetings at designated times; and
liaise with the course coordinator (where relevant), co-teaching academics, and Student and Academic Administration staff to ensure effective teaching management and quality outcomes, including assessment design and timely marking, including for deferred and supplementary examinations.

UQ's Academic Calendar is published years in advance and sets out key dates for each semester. Additionally, deadlines for exam papers and marking must be met. RF staff should consult the Academic Calendar and relevant deadlines before applying for or accepting a teaching role.

Process and timing

RF staff interested in being considered for teaching under the RFTS should discuss their aspirations with their supervisor in the first instance, along with the Key Contact from their local organisational unit. This discussion should include consideration of the eligibility requirements along with identifying available teaching opportunities or courses of interest.

Based on the outcome of the discussion, the RF staff member should complete an Expression of Interest in teaching (EOI) form (DOC, 56.2KB) to be accompanied by a brief CV and submit to the Key Contact in the relevant School.

If a match between an eligible RF staff member and a suitable course (or courses) is made, then a formal joint application (See Application Process and Form) by the relevant School can be made to the Deputy Provost for approval at deputy.provost@uq.edu.au by the deadlines below:

There are two rounds each year for applications for the RF Teaching Scheme, as follows:

Semester 1 courses: applications should be submitted no later than 30th October in the preceding year.
Semester 2 and Summer Semester courses: applications should be submitted no later than 30th March in the same year.

It is acknowledged that teaching opportunities may arise at other times and by exception these may be managed out of cycle.

Mentoring

Effective teaching in UQ Schools requires a good understanding of local practice. The School is responsible for ensuring that the RF academic is well supported in undertaking their teaching responsibilities by providing an appropriate mentor or similar support from an experienced academic in the School who can guide their teaching efforts.

Mentors from UQ’s Teaching Focused (TF) Network will also be available. Most Schools have TF staff members. In addition, TF staff in cognate disciplines or Schools, or with specialist knowledge (e.g., blended learning, assessment integrity), are also an option as mentors.