Academic Performance Framework

The Academic Performance Framework applies to all academic staff employed at Monash University. It is a high-level structure which can be used to guide career development, performance development, promotion and probation expectations, and recruitment decisions.

It is strategically aligned with the Vision of Impact 2030.

Through excellent research and education, and the strength and diversity of our staff, students and alumni in collaboration with our partners, Monash University will meet the challenges of the age for the benefit of national and international communities. This Framework specifically supports the Impact 2030 goals to be ExcellentInternational and Enterprising.


Undertaking education and research of the highest international quality that addresses global challenges and develops understanding and solutions for the betterment of our communities.


Building the strength and scale of our international research and education programs to ensure they respond to the challenges and opportunities of our nation, our region and the world.


Developing enduring alliances and partnerships with industry, government and other organisations, including philanthropic partners, that will enrich our ability to innovate, to infuse our students and staff with enterprising capabilities, and provide opportunities to apply our research to make a significant impact by developing solutions for the betterment of our communities.

The Academic Performance Framework

The Academic Performance Framework sets expectations in support the University to achieve its goals.  In particular, the Framework:

  • Articulates high level expectations for academic endeavour, adopting a consistent approach across the three areas of Research, Education and Engagement;
  • identifies criteria or practice elements for each category and evidence that demonstrates these achievements;
  • encourages a focus on developing and demonstrating outcomes and/or impact; and
  • enables the recognition of achievements, articulation of professional development needs and forms the structure for recruitment, probation, promotion and the outside studies program .

Evidence that supports certain criteria/practice elements will include the achievement of minimum or aspirational targets, as specified by faculties in their Faculty specific research performance standards. However, the intent of the Framework is to encourage a comprehensive view of academic performance beyond that which can be captured by metrics.

Faculty Research Performance Standards , specify minimum and aspirational targets for academic staff by appointment level, drawing on metrics that are relevant to the discipline.

Relevance of the Framework

The components of the Framework – the three specified areas of Research, Education and Engagement and their associated criteria/practice elements apply to all academic staff across Monash University.

The relative emphasis given to Research, Education and Engagement, the relevant applicability of each criteria/practice element, and the choice of evidence that supports the criteria/practice elements may vary across staff, according to their:

  • Academic employment category – research only or teaching and research (including subsets of clinical or professional practice, education focused or teaching fellow)
  • Level of Appointment – Levels A, B, C, D and E
  • Discipline – some criteria/practice elements are more or less relevant to certain discipline

The Areas of Academic Performance

Research is contributing to new knowledge or using existing knowledge in new and creative ways to generate new concepts, methodologies, inventions and understandings; communicating and disseminating that knowledge to others; sharing expertise and leading the development of staff through scholarly engagement.

Education involves promoting effective learning and developing student potential and is realised through the impact educators have on students, education knowledge and the education environment.

Engagement is actively contributing to the governance, capacity building and development of positive and inclusive cultures within Monash, through citizenship behaviours and formal leadership roles. It also includes contributions to business, government and community organisations to the mutual benefit of all parties.

Each of the three areas of academic performance are defined to recognise a broad scope of activity and achievements.

  • The three areas are not distinct and some achievements of academic staff may be relevant to more than one area.
  • The relative importance of each area for an individual staff member may differ depending on their role, level of appointment, and discipline.

Each of the three areas have criteria or practice elements, which serve to elaborate the scope or domain of an area.

  • In each area, the criteria/practice elements are intended to be exhaustive, covering the domain of an area. Thus, additional criteria/practice elements cannot be added. However, not all criteria/practice elements will be applicable to all academic staff.
  • Within each of the three areas, the applicability of the criteria/practice elements may differ depending on the role, level of appointment and discipline of a staff member.

Various forms of evidence may be drawn on to demonstrate the achievement of criteria/practice elements – to support, for example, a case for promotion or confirmation.

  • There are many types of evidence that may be drawn on and examples of evidence against criteria/practice elements (see below).
  • The evidence should be oriented towards demonstrating outcomes or impact of an activity, rather than just mentioning that an activity took place.
  • Demonstrating outcomes or impact becomes particularly important as academic staff increase in seniority to level D and E.
  • For junior levels of staff, the outcomes or impact of an activity may be less substantial compared to staff at more senior academic levels.
  • Some evidence may support achievement of more than one criteria/practice element, and may support criteria/practice elements in more than one area.
  • Evidence may include achievement of both quantifiable metrics and qualitative/descriptive outcomes.

Capturing Impact or Outcomes

Evidence that supports the achievement of criteria should ideally demonstrate impact or outcome. The Academic Performance Framework, views impact or outcomes as four types:

  • on the research field;
  • on the Monash environment;
  • on student outcomes; and
  • on industry, practice and community

Our Performance Standards - Research, Education and Engagement

Promotion specific guidance: Refer to Sources and Forms of Evidence for Promotion.

Faculty Review Process

Faculties should refer to the Faculty Review Process for undertaking reviews of their Research Performance Standards

Contact Us

Should any of the information on this site require attention, please email