University Lecturer Interview Questions

1.1The academic role - teaching, research, scholarship, and leadership and how they relate

1.2Teaching in higher education - the distinctive features and challenges of university-level learning

1.3UK Professional Standards Framework - the professional standards for teaching in HE and the HEA Fellowship pathway

1.4Student-centred learning - designing university education around the learner and their development

2.1Module design - learning outcomes, syllabus, assessment, and the constructive alignment principle

2.2Programme design - how modules fit together to achieve programme-level outcomes

2.3Curriculum innovation - designing new programmes, updating existing ones, and responding to the changing landscape

2.4Validation and approval processes - the institutional quality assurance for new or revised programmes

3.1Lecture delivery - how to make lectures engaging, evidence-based, and effective at the university scale

3.2Seminar and tutorial facilitation - small group teaching, discussion, and developing critical thinking

3.3Problem-based and enquiry-based learning - pedagogies that develop independent learning

3.4Technology-enhanced teaching - using digital tools to improve learning, not just digitise existing content

4.1Assessment design in HE - essays, exams, presentations, projects, and the strengths and limitations of each

4.2Validity and reliability - ensuring assessments measure what they are supposed to measure at the right level

4.3Marking and grading - applying marking criteria consistently, moderating, and managing grade disputes

4.4Academic integrity - plagiarism detection, academic misconduct, and promoting a culture of honest scholarship

5.1Dissertation and project supervision - guiding students through independent research

5.2Personal tutoring - the pastoral and academic support role for a group of students

5.3Supporting struggling students - early identification, referral, and helping students in academic difficulty

5.4Postgraduate supervision - supervising Masters and PhD students through their research journey

6.1Research methodology - the lecturer research approach and how it informs their teaching

6.2Publishing and academic writing - peer review, journals, and building the scholarly record

6.3Grant applications - how to identify funding opportunities and write a competitive research bid

6.4Research impact - demonstrating the wider significance of academic research beyond the academy

7.1Module and programme review - annual monitoring, periodic review, and responding to student feedback

7.2External examining - how the external examiner system maintains standards across institutions

7.3NSS and student experience data - using the National Student Survey and other data to improve

7.4QAA and professional body engagement - working with the QAA and discipline-specific accreditors

8.1Inclusive curriculum design - embedding EDI into what is taught and how it is assessed

8.2Awarding gap - the differential attainment of underrepresented student groups and how lecturers can address it

8.3Disability and reasonable adjustments - the lecturer responsibilities for disabled students

8.4Internationalisation of the curriculum - designing content that is relevant and accessible to international students

9.1Academic leadership - programme leadership, module leadership, and the path to senior roles

9.2Committee and governance work - the service dimension of the academic role

9.3Mentoring and collegial support - supporting junior colleagues and contributing to the department culture

9.4External engagement - professional bodies, policy influence, and connecting the university to the wider world

10.1Teaching and pedagogy questions - your teaching philosophy, how you design effective learning, and innovation in the classroom

10.2Research and scholarship questions - your research agenda, publications, and how research informs teaching

10.3Service and leadership questions - programme leadership, committee work, and contributing to the department

10.4Salary negotiation in higher education, questions to ask the department head and dean, and evaluating the research culture and teaching quality in the department