A core component of the national contract for academic staff in the post 1992 sector in Scotland is activity planning.
The EIS recognises the efforts made by Scottish HEIs to avoid making compulsory redundancies last year, and hopes that this will continue into the Academic Year 2012-13.
This leaflet seeks to explain what branch representatives do, the benefits of having more branch representatives and the potential benefits to individual members that become branch representatives
EIS Submission to the Scottish Government's Consultation on Higher Education Governance.
This booklet is a guide for Branch Officers giving guidance on the Copyright, Design and Patents Act 1988, Declaration on Academic Writers and Academic Rights, Understanding Copyright and Intellectual Property Laws.
Good practice guidance - December 2017. The EIS wishes to enable Reps to assist Universities in supporting learners and staff during menstruation, which is a normal part of life.
The Scottish Higher Education (HE) sector is at a cross-road, with many dangers facing it. The English HE system is moving towards a privatised undergraduate funding model, and the public funding for undergraduate courses being significantly reduced.
The EIS applauds the formation of the Review into Governance in Scottish Higher Education and urges the Government to act on the increasing concerns arising from the current university governance system.
Guide for EIS-FELA Branch Negotiators & Members on Fixed-Term Contracts. A fixed-term contract (FTC) lasts for a specific length of time, or the event takes place or until the task finishes.
The EIS advice to all members who are requested by their employer to film a lecture (or any other teaching material).
This guidance is intended to inform the processes developed at institutional level for assimilating academic staff to new grading and pay structures.
HE2000, the new professional contract for academic staff in the “new” university sector has two distinct components, core and non-core contractual terms.
Use of computers, email and the internet has long been widespread in higher education and increasingly so in further education.
The national library of Academic Role Profiles to be used for academic staff in HEIs when implementing the grading structure of the Framework Agreement.
This agreement has been developed in partnership between employers’ and trades unions’ representatives under the arrangements detailed in the June 2001 agreement establishing the JNCHES.
The proposed Regulations on Fixed-Term Employees which come into force on 1 October 2002 required institutions to reduce significantly the current and future use of HE staff on fixed-term and casual contracts.
This Guidance for higher education institutions and their staff has been developed in partnership between employers’ and trade unions’ representatives within the Joint Negotiating Committee for Higher Education Staff (JNCHES).
The aim of this document is to assist HE institutions (HEIs) to achieve standards of good practice in work-life balance by implementing comprehensive and effective local policies.
The guidance on role analysis and job evaluation includes advice to institutions on the selection of a suitable system to underpin pay and grading arrangements to ensure ‘equal pay’ criteria are met.
The Memorandum of Understanding was agreed between EIS-ULA and the Post-92 Institutions in Scotland. The memorandum commits HEIs to ensuring existing staff* will not be disadvantaged in career earnings by the new arrangements.
The New JNCHES Sustainability Issues Working Group produced the following Compendium of Workforce Planning and Organisational Change: Case Studies of Practice in Higher Education Institutions as part of the 2010-11 Pay Negotiations.
The aim of this guidance is to advise union members and union representatives on the main issues relating to e-learning that are likely to face EIS members in colleges, universities and the other organisations in which we represent members.
This guidance contains information to assist EIS-ULA branch secretaries/branch negotiators reach an agreement suitable for their individual institutional circumstances.
The EIS-ULA has in the past raised a number of concerns with the REF and predecessor exercises. It welcomed the recommendations of the Stern Review, with some important caveats,
Memorandum of Comments by the EIS-ULA on the CUC Remuneration Code
The Science and Technology Committee is appointed by the House of Commons to examine the expenditure, administration and policy of the Government Office for Science and associated public bodies.
The SFC has issued a circular with the purpose of informing heads of institutions of arrangements for reviewing codes of practice for the selection of staff for the Research Execllence Framework.
The overall purpose of a scheme of staff development and career review should be to improve the ability of HEIs to facilitate the enhancement of professional expertise and personal development of staff.
Reducing workplace stress will not only improve members’ health and wellbeing, but also the quality of their work, which is naturally in the interests of staff, students and the Institution.
EIS-ULA branch officers have an important role to play in ensuring that stress is tackled in the workplace and that a trade union approach is adopted to ensuring that the causes of stress on the workplace are identified and eliminated.
This advice sets out the framework in which EIS-ULA would expect to see student complaints dealt with. It focuses on complaints made on broadly academic grounds.
A Report commissioned by the EIS-ULA Executive into the expansion of administrative duties undertaken by academic staff in higher education institutions. The research was undertaken by the Scottish School of Further Education and Strathclyde University.
Letter from The Review of Higher Education Governance 29 June 2011
New JNCHES Sustainability Issues Working Group
Emails are a medium of communication and together with modern technology have become a ubiquitous part of our working lives, and increasingly, in workers' personal lives.