Skip to main contentCambridge University Reporter

No 6745

Wednesday 12 June 2024

Vol cliv No 35

pp. 658–698

Reports

Report of the Council recommending the budget and allocations from the Chest for 2024–25

The Council begs leave to report to the University as follows:

1. The Council is required to make an annual Report to the Regent House recommending allocations from the Chest to Schools, institutions and centrally administered funds. Chest allocations and associated Chest expenditure cover the majority of the recurrent pay costs of the University’s academic and professional services posts; however, Chest financial information excludes all research activity, some teaching activity and some other activities.1

2. The University currently forecasts using two different approaches; a bottom‑up, Chest-focused planning process linked to available funding sources, and a top-down, overall cash flow model built from most recent actual results. Enhanced Financial Transparency (EFT), once the new finance system has been brought in, will align bottom‑up and top‑down planning, meaning institutions can plan on an EFT basis and strategic modelling (at the level of the Finance Committee) can be transparently reconciled to the bottom‑up approach. However, until the new finance system is brought in, institutions will continue to rely on planning that is focused on the Chest.2

3. The Finance Committee has agreed a roadmap for the Finance Transformation Programme (FTP), including the replacement of the University Finance System (CUFS) and a new chart of accounts that, together, enable achievement of EFT’s goal to provide reliable and transparent financial information that empowers institutions to make better informed decisions and to plan and budget in generally accepted, straightforward, and efficient ways. FTP is proceeding to plan; the replacement finance system has been selected and contracted, and procurement of a System Integrator (SI) partner commenced.

4. In the meantime, Schools and Non-School Institutions (NSIs) continue to be resourced, in part, via Chest allocations, with the Council continuing to make an annual Report recommending allocations from the Chest to Schools, NSIs and centrally managed funds. This Chest allocations Report is made in the context of both the total Academic University position and the financial outlook of the University Group (including Cambridge University Press & Assessment).

The Academic University’s financial position

5. The University Group as a whole (including Press & Assessment) continues to generate an annual cash flow surplus from its operations and distributions from the endowment. Nevertheless, the proposed 2024–25 Budget for the Academic University remains a concern. The overall operating cash flow position for the Academic University as reported to the Finance Committee was an overall deficit of £32m in 2022–23. The projected deficit for 2023–24 is now £53m (a deterioration relative to a projection of £30m on a like‑for‑like basis for 2023–24 at this time last year3). On this basis, a deficit of £47m is predicted for 2024–25.

Figure 1: Academic University financial projections

Figure 1: Academic University financial projections

6. Energy costs are expected to decline from their peak level in 2023–24, and the University will benefit from the lower pension contribution requirements indicated in last year’s Report. However, staff numbers continue to increase and this is reflected in a higher projection of pay costs in subsequent years. Other operating costs are, overall, increasing materially more than inflation. The February 2024 fEC rates were lower than forecast, reducing the projected contribution of research income towards non‑direct costs in the Ten‑Year Model (TYM) and only partially offset by a slightly increased assumption of forecast research activity. Projected income from the CUEF, donations and restricted grants remain insufficient to close the gap between core operating income and expenditure.

7. The projections in the latest version of the TYM suggest that, without corrective action, the deficit for the Academic University will exceed £35m for the foreseeable future. The same trajectory is indicated by the EFT prototype, as illustrated more fully in Annex 2 to this Report.

8. Recent Allocations Reports have emphasised that the established ambition of a sustainable annual cash flow surplus from core academic operations is only achievable in the medium term if appropriate revenue growth is secured, costs kept under control and cost saving programmes which do not reduce the academic potential of the University delivered. Cash flow deficits from core academic operations must be met from unrestricted reserves, while a failure to deliver a cash surplus from core academic operations leaves the University substantially reliant on Press & Assessment and philanthropy for the capital it needs for investment to remain a world-leading university.

9. Initiatives enabled by the Surplus Improvement Fund (SIF) – principally growth in Master’s-level postgraduate students – have generated some net financial benefit to the University, but the scale of the benefit is modest in view of the overall change required to reach a sustainable operating surplus.

10. University-wide programmes, such as Reshaping our Estate, the Finance, HR and Research transformation programmes, and Reimagining Professional Services (RPS) will require University-wide collective leadership and engagement if the University is to achieve simpler, more standardised processes and realise the associated cost savings potential. This will allow greater investment in pay and the University’s academic priorities.

11. Subsequent to last year’s Report, several programmes have made progress in defining their contribution towards the University’s financial sustainability as follows:

Reshaping our Estate has made good progress in identifying opportunities to improve the quality of the University estate and reduce running costs and ongoing maintenance liabilities, informed by fact finding interviews with Schools, departments and NSIs. A substantive report will be made to the General Board in July 2024. During Michaelmas Term 2024, further engagement will take place to agree the prioritisation and sequencing of these opportunities, to inform a Strategic Estate Framework and 20‑year Capital Plan for approval during Lent Term 2025. Early estimates indicate that it may be possible to reduce the size of the estate by 10–15% over time, potentially achieving an annualised cost reduction in the order of £10m–£15m per annum.

The Finance Transformation Programme continues to make significant progress against its plan. While the goal is broader than cost efficiencies, the scope of the programme includes significant opportunities for both tangible and intangible financial benefits. The extent to which the University can fully realise these opportunities depends on:

how readily University institutions are able to achieve a more efficient and cohesive operating model;

the degree to which the University is able to standardise its finance processes; and

an ability to support better decision-making, leading to improved financial outcomes through business partnering.

A framework has been developed for the identification, baselining, evaluation and tracking of benefits throughout the duration of the programme.

Transforming Research Support (TRS) will equip staff with the right skills, systems and ways of working, starting with a new collaborative research grants management system, Worktribe. This will be used for managing grants through pre-award, contracts and post-award stages, providing a range of benefits that will save time and resources. Worktribe will be introduced with pre-award and contracts in a phased manner, beginning with the School of Technology in July 2024. Other Schools and NSIs will follow later in 2024. Other benefits of the programme include:

simplified research support processes, reducing unnecessary costs and allowing staff to focus on high-value activities;

increased efficiency by integrating separate workflows;

improved access to accurate data to aid decision making;

reduced risk and administrative burden.

The HR Transformation Programme will enable opportunities to save costs and/or time and will allow the University to exploit the advances in technology and ways of working that are currently unavailable due to current processes and systems. Examples include reducing administrative burden for staff and providing access to higher quality data that will improve decision-making. Work has commenced within HR Division to define key performance indicators to track the programme’s benefits following implementation.

By working with leadership across the University, Reimagining Professional Services has progressed from articulating the challenges presented by the University’s current ways of working to identifying opportunities for operational effectiveness and efficiency, including the development of a target operating model. Putting the needs of the University at the heart of how we improve our professional services, RPS will focus on delivering simplification of processes and operations, moving to a first iteration of the implementation of some aspects of the operating model.

12. The sobering projections in the latest Ten-Year Model indicate, however, that the University cannot wait for transformation programmes to realise their savings potential. The scale of the operating deficit requires meaningful action now.

13. The Council and the General Board at their strategic away day in March 2024 discussed a 5% reduction in overall operating expenditure (Chest and non-Chest). The Planning and Resources Committee, at a joint meeting with the Finance Committee in May 2024, agreed that a 5% reduction in Chest expenditure will be implemented through a reduction in Chest allocations of 5% for all institutions across the next two financial years (2024–25 and 2025–26).

14. Achieving these targets will not be straightforward, and it will be important to complement the actions taken by Schools and institutions with an appropriate level of support to inform the difficult – but necessary – process of prioritising activity within a reduced quantum of resource, and to ensure that central bodies – including the Council and the General Board – understand the risks and opportunity costs if other activity is reduced, paused or ceased altogether.

15. Moreover, improvement over the next several years will not be achieved by transformation activity alone. The commitment that will be required in 2024–25 and 2025–26 – to prioritise the University’s activity across education, research and professional services within a financially sustainable budget – must be maintained for the foreseeable future if the benefits anticipated by the transformation programmes are not to be absorbed by unplanned, incremental growth across the University.

The Chest position

16. Until the new finance system, with its new chart of accounts, is brought in, Schools and NSIs are partially resourced via Chest allocations. A practical mechanism to drive achievement of the overall reduction in expenditure endorsed by the Council and the General Board is, therefore, a reduction in Chest allocations. Chest allocations to Schools, Non-School Institutions and centrally administered funds will accordingly be reduced by 5% in real terms4 across the next two financial years.

17. Chest allocations are determined by a Chest allocations framework which agrees a baseline and applies an inflation rate aligned to the assumptions for pay and non-pay inflation that drive the TYM. The effective rate of inflation on Chest allocations in 2024–25 is 0%; this is because provisions for pay inflation at 4% and non-pay inflation at 3.3% are offset by the effect of reduced pension contributions for both USS and CPS.5

18. The 4% provision for pay inflation will be fully allocated to compensation and benefits:

An initial 2% will be allocated to Schools and institutions to cover the additional Chest pay costs of the expected UCEA6 pay award. These initial allocations may be increased if the pay award is more than 2%.

To the extent that they are not covered by other budgets and cannot be absorbed within existing Chest funding: amounts to cover enhancing paid family leave and payment of visa and NHS surcharge fees for those new starters employed on a skilled worker or global talent visa (as agreed by the Human Resources Committee); and costs related to modification of the EJRA (subject to the outcome of the ballot on the recommendations of the Report published on 15 May 2024).7

Additional pay (whether through an additional increment for employees, paid on the national pay spine, not already at the top of their grade; or a non-consolidated payment), starting with the University’s lowest paid employees and extending as far up the pay scale as the residual central provision allows.

19. As a first step towards the 5% reduction in Chest allocations and expenditure that will be required by the end of 2025–26, the PRC has recommended for 2024–25 that allocations to Schools and NSIs are reduced, after inflation (including pay inflation) has been applied, by an initial 1%.8

20. The following paragraphs summarise the current forecast position of the Chest for 2023–24 and 2024–25; the trajectory is consistent with the projections of the Ten‑Year Model and the EFT prototype indicated above.

2023–24

21. Chest income in 2023–24 was budgeted at £587.7m, with the 2023–24 in‑year forecast now indicating that income at £590.3m. The University’s recurrent research funding from Research England reduced by approximately £1.5m in 2023–24, reflecting revised calculations of QR funding for the supervision of Research Degree Programmes and charity support funding. This has been offset by non-recurrent funding allocations from Research England and a higher than forecast share of the ‘overhead’ element from research grant income, which is brought into the Chest to offset costs incurred in support of research.

22. Subsequent to last year’s Report, employer contributions to the USS and CPS pensions schemes were reduced from the levels assumed in the 2023–24 budget, with the consequence that pensions contributions will cost less than planned and Chest allocations in support of these costs (estimated at approximately £13m) have not been required. However, the Chest’s share of the overall increase in operating expenditure indicated in paragraph 6 means that there is unlikely to be an equivalent improvement in the Chest deficit position for 2023–24.

2024–25

23. The principal increase to budgeted Chest income in 2024–25 is an increase in tuition fee income of £16.7m (Chest tuition fee income only, compared to Chest tuition fees in the Budget Report for 2023–24). This is driven by greater predicted numbers of international undergraduate, Master’s-level taught postgraduate and doctoral students, informed by changes to the mix of Home and international students in 2023–24; overall growth in Home, Master’s‑level taught postgraduate students; and increases in unregulated fees.

24. Research England announced in March 2024 that the University’s annual funding allocation for higher education museums, galleries and collections (HEMG) will increase by approximately £700k in 2024–25.

25. The University’s recurrent allocation of charity support funding from Research England is expected to reduce slightly in 2024–25, and a potential reduction in funding for high cost subjects from the Office for Students is anticipated. This forecast is necessarily cautious pending the publication of the grant letters for 2024–25. It is possible that income may be approximately £2m higher than currently forecast, if the multiplication factors used by the OfS to calculate allocations remain as they were in 2023–24.

26. Most Schools and NSIs have proposed expenditure within the PRC’s Chest framework for 2024–25. Schools proposing expenditure which exceeds the framework expect to use reserves to fund this expenditure.

27. Despite the increase in income, and even though most institutions are expecting Chest expenditure with the Chest framework, growth in Chest expenditure continues to outpace growth in Chest income. The impact on the budget for 2024–25, assuming a 1% reduction in Chest expenditure resulting from a 1% reduction in Chest allocations, is a projected expenditure deficit of £62.6m.

28. The principal exception to the Chest framework is the UIS, for which the PRC has accepted that additional Chest expenditure is necessary to continue the work of cyber security risk reduction recommended by the Information Services Committee and the Audit Committee. The proposed increases in expenditure were reviewed at meetings convened by the Chief Financial Officer during Lent Term 2024, and their recommendations considered by PRC at meetings in January and March 2024. While accepting the case for this additional Chest expenditure, PRC has emphasised the requirement for an overall, prioritised plan for University expenditure on computing and information services, to inform decisions that will be required as part of the University budget for 2025–26.

29. The recommended 1% reduction in Chest allocations to Schools and institutions is assumed to reduce Chest expenditure by £3.7m in 2024–25, and informs the predicted Chest expenditure deficit of £62.6m. The Chest expenditure deficit translates to a Chest allocations deficit (Chest income less Chest allocations) of £62.5m. The impact is summarised in the table immediately below.

Figure 2: Comparison between Chest expenditure and Chest allocations deficits, 2023–24 and 2024–259

Figure 2: Comparison between Chest expenditure and Chest allocations deficits, 2023-24 and 2024-25

30. In addition to the reductions in Chest expenditure that will be necessary to operate within the reduced Chest allocation available in 2024–25, Schools and institutions will, during 2024–25, develop and begin to implement the actions that will be required to achieve the further reductions in Chest expenditure required in 2025–26.

Summary and recommendations

31. The University Group as a whole (including Cambridge University Press & Assessment) continues to generate an annual cash surplus from its operations and distributions from the endowment. The Group’s balance sheet remains strong.

32. Nonetheless, the cost base of the Academic University remains high. Cash flow deficits from core academic operations must be met from unrestricted reserves, while a failure to deliver a cash surplus from core academic operations leaves the University substantially reliant on Press & Assessment and philanthropy for the capital it needs for investment to remain a world-leading university.

33. The ambition of a sustainable annual cash flow surplus from core academic operations, sufficient to provide the surplus headroom required for long-term renewal and academic investment is only achievable in the medium term if costs are kept under control and planned cost saving programmes, which do not reduce the academic potential of the University, are – in due course – delivered to the bottom line.

34. Schools and institutions will be required to achieve 5% reductions in overall operating expenditure (Chest and non‑Chest) by the end of 2025–26. An initial step towards achievement of that target is a 1% reduction of Chest allocations to Schools and institutions in 2024–25.

35. The University-wide transformation programmes offer the best opportunity to capture significant levels of efficiencies in the medium term; however, these are unlikely to deliver the desired level of cost savings by the end of 2025–26. Schools and institutions will be encouraged to work with central functions in exploring early opportunities to adopt aspects of transformation objectives, recognising these are likely to provide the best means of achieving University-wide, enduring, efficiency gains at scale.

Recommendations

36. Taken in the context of both the University Group and the Academic University’s overall financial position, the Council recommends:

I.That allocations from the Chest for the year 2024–25 be as follows:

(a)to the Council for all purposes other than the University Education Fund: £216.3m.

(b)to the General Board for the University Education Fund: £453.1.m.

II.That any supplementary grants from the Office for Students and UK Research & Innovation (through Research England), which may be received for special purposes during 2024–25, be allocated by the Council, wholly or in part, either to the General Board for the University Education Fund or to any other purpose consistent with any specification made by the OfS or UKRI, and that the amounts contained in Recommendation I above be adjusted accordingly.

Annexes:

Annex 1: Chest income and expenditure, including recommended Chest allocations for 2024–25 (p. 675).

Annex 2: EFT financial information for the Academic University (p. 677).

Annex 3: University business information (student and staff data, research financial performance) (p. 679).
 

7 June 2024

Deborah Prentice, Vice‑Chancellor

Zoe Adams

Madeleine Atkins

Gaenor Bagley

Milly Bodfish

Sam Carling

Anthony Davenport

John Dix

Sharon Flood

Alex Halliday

Heather Hancock

Louise Joy

Fergus Kirman

Ella McPherson

Scott Mandelbrote

Sally Morgan

Sharon Peacock

Pippa Rogerson

Jason Scott-Warren

Andrew Wathey

Michael Sewell

Pieter van Houten

Footnotes

  • 1Chest income comprises unrestricted general income to the University principally from Research England and the Office for Students, student fees and endowment income, and a share of the ‘overhead’ element from research grant income, which is brought into the Chest to offset costs incurred in support of research. Non-Chest income consists principally of research grants, trust funds and other restricted funds, specific donations and trading activity carried out by departments and institutions. It is, for the most part, received and managed directly by relevant local institutions.


  • 2The Council reported to the Regent House in 2022 on the transition to EFT. Preliminary changes to the University’s Statutes have now been made which support the ongoing oversight of the University’s budget by the Regent House. The Regent House is reminded that these changes do not commit the University to the adoption of EFT or the removal of the Chest as a central part of the University’s financial structures, which would need to be approved by separate Grace(s).


  • 3The headline measure of the surplus or deficit from the University’s core academic operations has been updated in the last year, as reviewed by the Finance Committee and as detailed in Figure 1 (p. 671). On this updated basis, the 2022–23 out-turn was a deficit of around £20m, the 2023–24 budget a deficit of around £30m, with a forecast recovery to a less than £10m deficit by 2027.


  • 4After allowing for inflation. 


  • 5An effective Chest allocation inflation rate of 1% has been applied to the School of Clinical Medicine as a significant proportion of their staff costs relate to clinical staff in neither the CPS nor USS schemes. 


  • 6University and Colleges Employers’ Association.


  • 7See Reporter, 6741, 2023–24, p. 578 and p. 661 above.


  • 8A percentage of each Chest allocation is currently held back until a need is demonstrated. This ‘holdback’ was not introduced as a savings mechanism but was intended to lead to greater awareness of and focus on cost, resulting in a level of indirect savings or cost avoidance. To achieve a sharper focus on actual reductions in Chest expenditure driven by the recommended reduction in Chest allocations, the PRC has recommended that the holdback mechanism is withdrawn for 2024–25 and replaced with a single Chest allocation at the reduced target level.


  • 9School and NSI expenditure includes inflation.


Annex 1: Chest income and expenditure

Annex 1: Chest income and expenditure

Notes

1Higher Education Innovation Funding expenditure appears in the non-Chest thus is excluded from Funding Body Grant figures from 2023–24 Budget onwards. Teaching Grant and research charity support allocations are expected to reduce slightly. The forecast is cautious but there is a potential £2m upside from the OfS Teaching Grant, should the factors used for 2024–25 remain unchanged relative to 2023–24 allocations. Research England has announced an increased allocation for Higher Education Museums and Galleries funding.

2RGC Chest overheads are forecast based on the TYM view of the research portfolio. The 2023–24 outlook for the research portfolio is now expected to be more optimistic than the original TYM forecast from May 2023.

3Income received from CUP&A in respect of Capital Equipment Fund allocations to Schools will be routed to/from the investment fund (to match expenditure) from 2024–25, not via the Chest.

4PRC approved Cambridge Zero transfer from Admin Funds to SPS, additional allocation £0.52m.

5Centre for Music Performance had provision within NSIs and PRC Priorities Fund in the 2022–23 budget. For 2023–24 budget, these amounts were aligned only in the NSIs category, coupled with an additional amount of £68k to place CMP on a stable footing. 2024–25 Budget and subsequent years are uplifted for inflation as for other NSIs. It is assumed that CMP savings target is met entirely in 2025–26.

6CUDAR is exploring several options to materially increase their output (over several years). A full business case for decision will be presented to the PRC in due course, this is not anticipated earlier than December 2024.

7The Chest absorbs the impact of foreign exchange transactions in relation to the Cambridge in America allocation.

8Increased Chest expenditure in the UIS since 2021–22 has been driven by the rising volume and price of IT licences and subscriptions; increased expenditure on digital services supporting education; and cyber security risk reduction. Chest expenditure (and allocations) excludes change and transformation programmes funded from the Investment Fund.

9The increased Chest expenditure in the UAS between 2021–22 and 2023–24 results from activity to meet the University’s needs in three areas: new internal initiatives agreed by the Council, the General Board and other committees; an increase in volume or complexity of existing activity; and new external regulatory or compliance requirements. Approximately 45% of the increase (£9m) is attributable to additional expenditure in Education Services (including responding to the Council’s strategic review of student mental health provision and additional resource for exams, degree congregations and OSCCA) and HR (including support for the People Strategy, the creation of a specialist case management team and additional resource in the ED&I, policy and reward teams). The remainder is distributed fairly evenly across the rest of the UAS. Chest expenditure (and allocations) excludes change and transformation programmes, all of which are funded from the Investment Fund.

102024–25 sees Widening Participation funds transfer from Admin Funds to UAS on a cost neutral allocation.

11The UG College fee share increased over the years following the outbreak of the Covid‑19 pandemic owing to increased admission of home UG student entrants. However, as this exceptional increase in UG students have finished their studies, and as increased proportion of international UG students admitted (who pay College fees directly to Colleges), there is a divergence of the tuition fee income received from the UG College fee share expenditure.

12Researcher Development Fund to transfer from Admin Funds to UAS and Schools with a cost neutral allocation.

13In-year costs of individual promotion schemes will no longer be associated with the administered funds, but instead will be provided through the pay inflation, which includes promotion costs, applied to Schools and NSIs.

14Estates Division will review expenditure plans at total portfolio during 2024–25, as indicated by the boxed rows, in order to prioritise expenditure within the PRC’s framework.

15Comparisons between budget and actuals are difficult at the individual Institution level due to the switch in funds budgeted for in the Administered Funds, but expensed in Schools and institutions. This value ranges between £25m to £30m annually.

16 A total of 4% has been assumed as a pay increase in 2024–25, with 2% embedded in institution calculations in respect of the anticipated national pay rise, and a further 2% provided centrally, as detailed in paragraph 18 of the Allocations Report.

17Since the 2022–23 budget, a provision has been made to account for the timing difference between budgeted expenditure and when expenditure is actually incurred. This has reduced due to the effect of the holdback in 2022–23 and 2023–24, and due to the savings targets applied in 2024–25 and 2025–26, all of which have the effect of bringing actual expenditure closer to budget.

18A 5% savings target for all institutions, applied after inflation, as a reduction in Chest allocations and respective Chest expenditure, have been calculated as follows: Schools and NSIs including the UAS, 2024–25 -1% and 2025–26 ‑4%; UIS, Centrally Administered Funds and Centre for Music Performance, 2024–25 0% and 2025–26 ‑5%.

Annex 2: Enhanced Financial Transparency

1. The University continues to develop its new approach to planning and budgeting as part of the EFT project within the Finance Transformation Programme (FTP).

2. EFT’s goal is to provide reliable and transparent financial information so that institutions are empowered to make better informed decisions and to plan and budget in generally accepted, straightforward, and efficient ways. Through EFT, income will be attributed where earned, costs aligned to those income streams where incurred, and indirect costs such as libraries or the research operations office, attributed according to a fair and equitable set of drivers.1 Regardless of whether institutions operate in surplus or deficit, it is hoped that EFT will support University leaders in taking actions that will improve financial outcomes and contribute to an improvement in overall financial sustainability.

3. A new chart of accounts, together with a planning module within the new finance system and new financial policies and regulations, are required to implement EFT in full. These are anticipated in spring 2027, alongside the planned change in the finance system. During the transition to EFT, preliminary financial information is available via a prototype income and expenditure model which maps real financial data from CUFS;2 a process of sharing this prototype model with School and NSI leadership teams is ongoing, and will be supplemented in Michaelmas Term 2024 by a further round of engagement with Faculties and Departments. The prototype should not be considered a proxy for full EFT functionality.

4. EFT forecasts for 2023–24 and subsequent years are built on the 2022–23 actuals. Income includes updated information for student numbers and fee rates for 2024–25 and 2025–26 and the latest insights into the mix and volume of research grants and contracts. Expenditure includes the latest assumptions for pay and non-pay inflation.

Figure 3: Academic University income and expenditure from EFT prototype

Figure 3: Academic University income and expenditure from EFT prototype

Figure 4: Academic University net contribution from EFT prototype

Figure 3: Academic University net contribution from EFT prototype

Figure 5: Academic University income and expenditure from the EFT prototype3

Academic University £m

Actuals Years

Plan Years

2020–21

2021–22

2022–23

2023–24

2024–25

2025–26

Tuition fees and education contracts

332.097

362.490

372.740

399.688

424.603

451.990

Total funding body grants

167.770

177.416

181.647

171.739

170.297

169.675

Research grants and contracts

516.968

517.630

532.152

540.826

557.159

572.091

Other income

189.838

197.315

220.510

232.607

240.918

248.135

Donations and endowments

34.522

29.553

48.361

50.997

52.578

53.882

Investment income

57.551

63.230

75.990

78.468

80.832

83.225

Total income

1,298.747

1,347.634

1,431.401

1,474.326

1,526.388

1,578.998

Staff costs

676.513

713.036

749.269

761.365

795.396

821.510

Other operating expenses

596.791

632.510

719.749

772.596

784.049

802.333

Total Expenditure

1,273.304

1,345.546

1,469.018

1,533.960

1,579.445

1,623.842

University surplus/deficit

25.443

2.088

-37.616

-59.635

-53.057

-44.845

What the EFT prototype tells us:

1 Compared to the previous iteration of the prototype, shared in May 2023:

(a)Forecast income is lower for Tuition fees and education contracts and Funding body grants.

(b)This is more than offset by higher income forecasts for other forms of income.

(c)However, at this stage the model only extrapolates from one year’s data and 2022–23 may well have included distorting anomalies: the prototype cannot readily handle one-off anomalies.

(d)Forecast expenditure is higher due to higher than expected costs in 2022–23 and run rates in 2023–24 suggesting an increase in staff cost/headcount, giving rise to volume increases in addition to inflation.

(e)The net effect of the above is a forecast higher deficit position in future years.

(f)Improvements have been made to the handling of shared Triposes in particular in the last two Plan years (i.e. 2024–25 and 2025–26). In addition, further adjustments have been made to reflect consistently the split of the UG for Medicine course between the School of the Biological Sciences and the School of Clinical Medicine in past and future years.

2. Two Schools are in surplus both before and after deduction of their share of central costs, with the other four showing surpluses at the gross contribution level but deficits at the net contribution level.

3. The figures for the Schools have remained relatively stable compared to the iteration of the prototype shared in May 2023; however, further work is required to isolate and improve internal accounting adjustments required for the Group accounts, which can impact some central CUFS departments including the centrally administered funds. The EFT/Chart of Account workstream is reviewing transactions and processes within three central departments with a view to identifying transactions relevant to academic departments and NSIs where appropriate, and where Group activity needs to be more clearly ring-fenced and excluded from the financial transactions of the Operating Academic University.

How the EFT prototype has been shared, and next steps in the project:

4. EFT prototype sharing sessions were held in April 2024 with each School and two sessions for NSIs to talk through the latest iteration and provide an opportunity for questions. The prototype output files have been shared and a user guide row-by-row explanation provided to aid understanding of where numbers come from.

5. Further work (that is unlikely to be completed in the prototype) is ongoing within FTP workstreams, including:

(a)Treatment of central income and costs and where to draw the Operational Academic University boundary.

(b)What central costs should be attributed and treated as ‘above the line’4 and hence be included within the gross contribution on which targets are expected to be set.

(c)Drivers to be used in attributing central costs.

(d)Modelling contributions and funds flow (including year end sweep processes).

(e)Identifying how we currently plan and budget and how we should do this in the future.

(f)Working closely with the Finance System Replacement functional workstreams to ensure the new finance system will be able to do what EFT requires.

(g)Identifying and consulting on governance and control processes which will be required to change to embed EFT in the new finance system.

6. A communications plan is being developed to support wider engagement on EFT principles and to share the EFT prototype with departments. The latter will be worked on in collaboration with School offices.

Footnotes

  • 1A driver is an agreed method to share central income or costs, for example sharing the costs of the HR Division by staff numbers, or space costs per m2. Once central costs have been shared out these are described as indirect costs.


  • 2EFT will remove the distinction between Chest and non‑Chest, and the prototype looks through Chest and non‑Chest barriers to report on the totality of the Operational Academic University.


  • 3The small discrepancy between the Figure 4 numbers and the Figure 5 numbers for the net contribution (a.k.a. surplus/deficit) in 2022–23 and later years is due to a build issue in the prototype that we hope to fix for the next iteration.


  • 4‘Above the line’ is a way to describe which income and costs are included in the gross or net financial result. In the EFT prototype, the result line is described as ‘contribution’. ‘Gross contribution’ is described as the result of direct income less direct costs. ‘Net contribution’ is described as the result of direct income, less direct costs, less central costs. EFT workstreams, including the governance workstream, will consult on which central costs should be included ‘above the line’ therefore in ‘gross contribution’.


Annex 3: University Business Information

Business information is shared with University committees to broaden the understanding of our levers to financial sustainability. University staff data are routinely published alongside the Allocations Report; the summary tables included below are a snapshot of the full data set available – along with some other key data sets – using this link (CRSid and UIS password required):

https://tableau.blue.cam.ac.uk/#/site/InformationHub/projects/427

(i)Student numbers by level of study and fee status – this provides a time series presenting the changes in the size and shape of the University’s student population. It provides an overview of student numbers by both total student population and new entrants and offers, at a glance, a view of the main trends such as a decrease in doctoral entrants, growth in PGT Masters and a gradual change in the balance of Home/International students across all levels of study. The latter is partially related to the change of fee status for EU students post-Brexit. A more detailed report is available by School.

(ii)Non-regulated fee rates – this report shows the range of non-regulated fee rates by School. It illustrates patterns of clusters and outlier rates, and can support Schools in their consideration of setting any course-specific rates. It provides data on all rates side by side to encourage decisions towards greater alignment of fees and the banding of the fee rates wherever possible.

(iii)Staff numbers by academic employment function – this dashboard provides a view of changing staff numbers across university institutions. It provides information on institution, headcount, FTE, and employment function to deliver a snapshot of staffing patterns. The data unveils a rise in non-academic contracts, driven by:

(a)Transformation Programme activities: University transformation developments account for the significant recent uplift in non-academic staff, reflecting the demand for project management, admin support and technical expertise.

(b)Reprofiling of research support: The complexity of research and related contract support has required growth in more specialist research support roles.

(iv)Research performance, using TRAC analysis – this dashboard provides the full economic cost of research and allows the user to view income and expenditure in detail. Contributions to research recovery from individual Schools and Sponsors (Industry for example) can be filtered for analysis. Across the total University, research portfolio expenditure has grown at a quicker rate than income, leading to a growing under-recovery. Financial sustainability of research continues to decline in major funder categories.

Report of the General Board on the introduction of Clinical Academic (Teaching and Scholarship) offices and posts

The General Board begs leave to report to the University as follows:

1. This Report proposes the creation of clinical academic offices and posts in the Academic (Teaching and Scholarship) career pathway.

2. The recommendations of a Joint Report of the Council and the General Board, creating a new category of academic staff: Academic (Teaching and Scholarship), were approved on 21 May 2021 (Reporter, 2020–21: 6612, p. 454; 6616, p. 559). The new category recognised the status of staff whose primary responsibilities are the delivery of teaching, whilst maintaining the distinction between those staff and the majority of academic staff whose responsibilities include both teaching and research – referred to here as Academic (Research and Teaching).

3. At the time, the offices and posts created were all non‑clinical in nature as no requests for clinical posts were put forward during the consultation exercise with institutions and other stakeholders. However, the Schools of Clinical Medicine and the Biological Sciences now wish to create Clinical Academic (Teaching and Scholarship) offices and posts.

4. Those working as clinical academics at the University must hold an honorary clinical contract, i.e. be registered with the General Medical Council (GMC), the Nursing and Midwifery Council (NMC) or the Health and Care Professions Council (HCPC) with a licence to practice and, if GMC‑registered at consultant level, be on the specialist register. Doctors who are clinical academics are paid on the NHS consultant pay scales based on their clinical seniority and not their academic seniority and thus on promotion a clinical academic only receives a new title, not an increase in pay.

5. This proposal is to create Clinical Academic (Teaching and Scholarship) offices and posts to recognise the status of clinical staff whose primary responsibilities are the delivery of teaching. It reflects the same thought processes behind the creation of the office of Clinical Professor on the Academic (Research and Teaching) career pathway.

6. The majority of the appointments to the new offices and posts would be in the School of Clinical Medicine and the School of the Biological Sciences, although clinical academic appointments have also been made in other Schools.

7. There are the following reasons for proposing the creation of academic clinical offices and posts in the Academic (Teaching and Scholarship) career pathway:

(a)to provide an appropriate employment contract for new posts, where recruiting to a clinical, teaching-focused role is considered in the strategic and operational interests of the Department or Faculty;

(b)to provide existing Clinical Academic (Research and Teaching) staff the opportunity to transfer to the new Clinical Academic (Teaching and Scholarship) offices and posts where this is the best fit with their duties and responsibilities and in the best interests of the individual and their career development (allowing officers to retain their established status until retirement);

(c)it would enable clinical academic staff whose primary responsibilities are the delivery of teaching to apply for promotion under the Academic Career Pathways (Teaching and Scholarship) scheme;

(d)to offer support tailored to the needs of this group of staff.

8. Subject to the approval of the recommendations of this Report, clinical staff on the Academic (Research and Teaching) career pathway whose main responsibility is the delivery of teaching will be eligible to apply to transfer to the Academic (Teaching and Scholarship) pathway via the process for transfers between the academic career pathways (Reporter, 2022–23, 6677, p. 135 and p. 141).

9. A new Clinical Academic (Teaching and Scholarship) contract will be required with terms and conditions similar to a Clinical Academic (Research and Teaching) contract, with a co‑terminous appointment dependent on an honorary contract from an NHS body which is required to enable that individual to undertake clinical duties and responsibilities.

10. The transfer of existing teaching‑focused staff to the new Clinical Academic (Teaching and Scholarship) contract will not trigger a probationary requirement, as this will be treated as a continuation in post. The HR Division will provide advice on an individual basis to clarify any changes to terms and conditions of employment and to ensure that each individual is able to reach an informed decision.

11. Staff on the Clinical Academic (Teaching and Scholarship) career pathway will not be granted an automatic right to sabbatical leave to conduct research and scholarship, but they may be eligible – in exceptional circumstances and for very specific purposes – to apply for relief from teaching to undertake a significant body of work, in line with principles agreed at School level.

12. Clinical Academic (Teaching and Scholarship) staff will normally have a higher teaching load than Academic (Research and Teaching) staff, with stint models (allocation to teaching sessions) determined at institutional level as is the case for Academic (Research and Teaching) staff, aligned to School-level principles. Stint models are expected to include time for scholarship and other forms of contribution. School Councils will agree principles across their institutions and cognate disciplines in relation to the granting of teaching relief, expectations of the use of time available outside of teaching commitments for scholarship, and teaching load and stint models.

13. Recruitment to Clinical Academic (Teaching and Scholarship) roles would follow the standard clinical appointment processes for academic clinical roles, including to the office of Clinical Professor as set out in Ordinance (Statutes and Ordinances, p. 760).

14. The following table below provides a summary of the Clinical Academic (Teaching and Scholarship) offices and posts:

Grade of equivalent Academic (Teaching and Scholarship) staff*

Proposed office

Proposed unestablished post

Equivalent to Professor at Grade 12**

Clinical Professor

Clinical Teaching Professor

Equivalent to Associate Professor (Grade 10)

Associate Professor (Grade 10)

Associate Teaching Professor (Grade 10)

Equivalent to Assistant Professor (Grade 9) and (post-probation) Associate Professor (Grade 9)

Assistant Professor (Grade 9) and (post-probation) Associate Professor (Grade 9)

Assistant Teaching Professor (Grade 9) and (post-probation) Associate Teaching Professor (Grade 9)

* Clinical academics are paid on the NHS consultant pay scales.

** Unlike the recruitment of non-clinical Professors where there is a standard role profile for both Grade 11 and Grade 12 Professors and their pay is correspondingly differentiated, there is no mechanism or legitimate basis under the UCEA agreements to differentiate pay on the NHS pay scales nor to have differential recruitment processes, so arrangements for all Clinical Professors need to be the same and each Professorship assigned to the Schedule to Special Ordinance C (vii) 1.

15. Those currently holding the offices of Reader and Professor (Grade 11) would be invited to transfer to the new office of Clinical Professor. Clinical Academic (Teaching and Scholarship) staff will be eligible to apply for promotion under the Academic Career Pathways (Teaching and Scholarship) scheme. (Please see paragraph 4 for details on pay arrangements on promotion.)

16. The Academic Career Pathway (Teaching and Scholarship) scheme guidance will be updated to include Clinical (Teaching and Scholarship) roles. The Schools of Clinical Medicine and of the Biological Sciences will create relevant assessment criteria for clinical roles that can be included in the Academic Career Pathways (Teaching and Scholarship) scheme guidance.

17. The General Board recommends that, with effect from 1 September 2024, the Clinical Academic (Teaching and Scholarship) offices and posts set out in paragraph 14 of this Report be added to the Academic Career (Teaching and Scholarship) pathway and the amendments to Ordinances as set out in Annex A be approved.

7 June 2024

Deborah Prentice, Vice‑Chancellor

Caredig ap Tomos

Madeleine Atkins

Tim Harper

Ella McPherson

Patrick Maxwell

Nigel Peake

Richard Penty

Emily So

Pieter van Houten

Bhaskar Vira

Chris Young

Annex A: Changes to Ordinances

The following change to Ordinances will be made if this Report’s recommendation is approved:

Ordinance for the office of Clinical Professor (Statutes and Ordinances, p. 760): By amending Regulation 3 to read as follows:

3. The duties of a Clinical Professor, which shall include clinical responsibility, shall be determined by the Faculty Board or other body concerned, subject to the approval of the General Board, and those duties shall apply throughout the year save for such period or periods not exceeding six weeks in all in any one academic year as may be agreed.

Report of the General Board on the outcomes of the Academic Career Pathways (Research and Teaching) and (Teaching and Scholarship) 2024 exercises

The General Board begs leave to report to the University as follows:

1. The Academic Career Pathways (Research and Teaching) and the Academic Career Pathways (Teaching and Scholarship) exercises in respect of promotions to take effect from 1 October 2024 have been completed. The General Board, at its meeting on 29 May 2024, considered recommendations from the Vice-Chancellor’s Academic Career Pathways Committee in respect of promotion to the following:

For applications under the Academic Career Pathways (Research and Teaching) scheme, promotions to:

(i)Personal Professorships (Grade 12);

(ii)Clinical Professorships;

(iii)Professorships (Grade 11);

(iv)Associate Professorships (Grade 10); and

(v)Grade 10 for staff with curatorial, conservation and associated responsibilities.

For applications under the Academic Career Pathways (Teaching and Scholarship) scheme, promotions to:

(i)Personal Professorships (Grade 12) and Teaching Professorships (Grade 12);

(ii)Professorships (Grade 11) andTeaching Professorships (Grade 11);

(iii)Associate Professorships (Grade 10) and Associate Teaching Professorships (Grade 10);

(iv)Associate Professorships (Grade 9) and Associate Teaching Professorships (Grade 9); and

(v)Senior Teaching Associates (Grade 8).

With the recommendations for promotion, the General Board had the opportunity to view an extensive report that provided an account of the procedure followed for the evaluation and comparison of the evidence for all applicants. The Board was able to see how recommendations had been arrived at so that, without repeating the entire exercise, it could either approve the recommendations or, if it so wished, consider the basis on which any of the recommendations had been made.

2. The contents of the report were as follows:

Minutes of the Vice-Chancellor’s Committee;

Costing and statistical information;

An equal opportunity report on all applications received; and

Information on the feedback arrangements.

3. The General Board now recommends the following in relation to applications received under the Academic Career Pathways (Research and Teaching) exercise:

The establishment of 42 Professorships (Grade 12) from 1 October 2024, as set out in Recommendation I. The establishment of these Professorships is proposed on condition that in each case where the person currently holds a permanently established office, that office should be placed in abeyance during the tenure of the Professorship.

The establishment of 2 Clinical Professorships from 1 October 2024, as set out in Recommendation II. The establishment of these Clinical Professorships is proposed on condition that in each case where the person currently holds a permanently established office, that office should be placed in abeyance during the tenure of the Clinical Professorship.

The establishment of 40 Professorships (Grade 11) from 1 October 2024, as set out in Recommendation III. The establishment of these Professorships (Grade 11) is proposed on condition that in each case where the person currently holds a permanently established office, that office should be placed in abeyance during the tenure of the Professorship (Grade 11).

The appointment of 20 individuals to Associate Professorships (Grade 10) from 1 October 2024, as set out in Recommendation IV, in accordance with Special Ordinance C (ix) (Statutes and Ordinances, p. 93).

The appointment of 3 individuals with curatorial, conservation and associated responsibilities to Grade 10 offices or positions from 1 October 2024, as set out in Recommendation V. The specific offices or posts to which these individuals will be appointed will be determined by the institutions concerned.

4. The General Board now recommends the following in relation to applications received under the Academic Career Pathways (Teaching and Scholarship) exercise:

The appointment of the 2 individuals listed in Recommendation VI to unestablished Teaching Professorships (Grade 12) from 1 October 2024.

The establishment of 1 Professorship (Grade 11) from 1 October 2024, as set out in Recommendation VII. The establishment of this Professorship (Grade 11) is proposed on condition that where the person currently holds a permanently established office, that office should be placed in abeyance during the tenure of the Professorship (Grade 11).

The appointment of the 3 individuals listed in Recommendation VIII to unestablished Teaching Professorships (Grade 11) from 1 October 2024.

The appointment of the 1 individual listed in Recommendation IX to an Associate Professorship (Grade 10) from 1 October 2024.

The appointment of the 6 individuals listed in Recommendation X to unestablished Associate Teaching Professorships (Grade 10) from 1 October 2024.

The appointment of the 9 individuals listed in Recommendation XI to unestablished Associate Teaching Professorships (Grade 9) from 1 October 2024.

The appointment of the 7 individuals listed in Recommendation XII to unestablished Senior Teaching Associate (Grade 8) from 1 October 2024.

5. In order to avoid delay in publishing the Report, the General Board has put forward its recommendations before the titles of the Professorships and Teaching Professorships (Grades 12 and 11) and Clinical Professorships have been agreed. The Board will announce these titles at a later date, after consultation with the individuals concerned. The promotion of those named in this Report’s recommendations remains contingent on those individuals continuing to be employed by the University on 1 October 2024.

6. The estimated total additional cost in the first year of the proposals for promotion under the Academic Career Pathways (Research and Teaching) scheme will be approximately £950,000. For the first time this year, no central fund was provided to support the costs of promotion under the Academic Career Pathways (Research and Teaching) scheme, and so all costs of promotions will be funded by the employing department. In-year costs of individual promotion schemes will no longer be associated with the administered funds, but instead will be provided through the pay inflation, which includes promotion costs, applied to Schools and Non-School Institutions. This change is a result of the transition towards Enhanced Financial Transparency.

7. The estimated total additional cost in the first year of the proposals for promotion under the Academic Career Pathways (Teaching and Scholarship) scheme will be approximately £125,000. Similarly to the above, no central fund was provided to support the costs of promotion under the Academic Career Pathways (Teaching and Scholarship) scheme, and so all costs of promotions will be funded by the employing department. Since its introduction, the Academic Career Pathways (Teaching and Scholarship) scheme has not received a central fund, as it was introduced following the implementation of Enhanced Financial Transparency.

Academic Career Pathways (Research and Teaching) recommendations

8. The General Board recommends, in regard to the Academic Career Pathways (Research and Teaching) exercise:

I. That, with effect from 1 October 2024, Professorships (Grade 12) be established for each of the following named persons for one tenure, placed in the Schedule to Special Ordinance C (vii) 1, and assigned to the Faculty, Department, or Institution named in each case, as follows:

School of Arts and Humanities

Professor Katharine Julia Dell, CTH, assigned to the Faculty of Divinity

Professor Katriona Jane Boddy, F, assigned to the Faculty of English

Professor Laura Charlotte Wright, assigned to the Faculty of English

Professor Martin Paul Vernon Crowley, Q, assigned to the Faculty of Modern and Medieval Languages and Linguistics

Professor Bert Vaux, K, assigned to the Faculty of Modern and Medieval Languages and Linguistics

School of the Biological Sciences

Dr Emma Louise Rawlins, assigned to the Department of Physiology, Development and Neuroscience

School of Clinical Medicine

Professor Simon Mendez-Ferrer, assigned to the Department of Haematology

School of the Humanities and Social Sciences

Dr Toke Skovsgaard Aidt, JE, assigned to the Faculty of Economics

Professor Tiago Vanderlei de Vasconcelos Cavalcanti, T, assigned to the Faculty of Economics

Professor Sara Theresa Baker, DAR, assigned to the Faculty of Education

Professor Hilary Joy Cremin, HO, assigned to the Faculty of Education

Professor Jenny Louise Gibson, N, assigned to the Faculty of Education

Professor Helen McCarthy, JN, assigned to the Faculty of History

Professor Sian Lazar, CL, assigned to the Department of Social Anthropology

Professor Dennis Christian Grube, assigned to the Department of Politics and International Studies

Professor Peter Jack Sloman, CHU, assigned to the Department of Politics and International Studies

Professor Graham Arthur Neill Willis, Q, assigned to the Department of Politics and International Studies

Professor Kathleen Mary Liddell, assigned to the Faculty of Law

Professor Helen Xiaohui Bao, N, assigned to the Department of Land Economy

School of the Physical Sciences

Professor Charlotte Lucy Lemanski, assigned to the Department of Geography

Professor Neil Stuart Arnold, JN, assigned to the Scott Polar Research Institute

Professor William Gareth Rees, CHR, assigned to the Scott Polar Research Institute

Professor Blake Daniel Sherwin, assigned to the Department of Applied Mathematics and Theoretical Physics

Professor Ulrich Sperhake, assigned to the Department of Applied Mathematics and Theoretical Physics

Professor Perla Sousi, EM, assigned to the Department of Pure Mathematics and Mathematical Statistics

Professor Robert James Phipps, ED, assigned to the Yusuf Hamied Department of Chemistry

Professor Rachel Claire Evans, JE, assigned to the Department of Materials Science and Metallurgy

Professor Nicholas Gwilym Jones, PEM, assigned to the Department of Materials Science and Metallurgy

Professor Javier Eduardo Moya Raposo, CHU, assigned to the Department of Materials Science and Metallurgy

Professor Akshay Rao, assigned to the Department of Physics

School of Technology

Dr Jochen Immanuel Menges, assigned to the Judge Business School

Professor David John Stillwell, assigned to the Judge Business School

Professor Nicholas Donald Atkins Lane, JN, assigned to the Department of Computer Science and Technology

Professor Thomas Michael Sauerwald, EM, assigned to the Department of Computer Science and Technology

Professor James Oliver Vicary, K, assigned to the Department of Computer Science and Technology

Dr Özgür Barış Akan, assigned to the Department of Engineering

Professor Cesare Alan Hall, K, assigned to the Department of Engineering

Professor Ajith Kumar Narayanan Parlikad, HH, assigned to the Department of Engineering

Professor Stuart Ashley Scott, G, assigned to the Department of Engineering

Dr Ljiljana Fruk, SID, assigned to the Department of Chemical Engineering and Biotechnology

Professor Andrew John Sederman, T, assigned to the Department of Chemical Engineering and Biotechnology

Professor Samuel David Stranks, CL, assigned to the Department of Chemical Engineering and Biotechnology

II. That, with effect from 1 October 2024, Clinical Professorships be established, as follows, and that the General Board be authorised to appoint to each Clinical Professorship the person for whom its establishment is proposed:

School of Clinical Medicine

Dr Catherine Elizabeth Margaret Aiken, T, assigned to the Department of Obstetrics and Gynaecology

Dr Rajesh Jena, CAI, assigned to the Department of Oncology

III. That, with effect from 1 October 2024, Professorships (Grade 11) be established, as follows, and that the General Board be authorised to appoint to each Professorship (Grade 11) the person for whom its establishment is proposed:

School of Arts and Humanities

Dr Alessandro Launaro, CAI, assigned to the Faculty of Classics

Dr Jörg Haustein, SE, assigned to the Faculty of Divinity

Dr Justin James Meggitt, W, assigned to the Faculty of Divinity

Dr Daniel Haskell Weiss, DAR, assigned to the Faculty of Divinity

Dr Christopher Graham Warnes, JN, assigned to the Faculty of English

Dr Ross Michael Wilson, EM, assigned to the Faculty of English

Dr Miranda Helen Griffin, MUR, assigned to the Faculty of Modern and Medieval Languages and Linguistics

School of the Biological Sciences

Dr Tristan Andres Bekinschtein, Q, assigned to the Department of Psychology

Dr Lucy Gaia Cheke, SID, assigned to the Department of Psychology

Dr Anton James Enright, TH, assigned to the Department of Pathology

Dr Catherine Jill Merrick, assigned to the Department of Pathology

Dr Hannah Frances Clarke, DOW, assigned to the Department of Physiology, Development and Neuroscience

Dr Milka Sarris, T, assigned to the Department of Physiology, Development and Neuroscience

Dr Timothy Lee Williams, F, assigned to the Department of Veterinary Medicine

School of Clinical Medicine

Dr Janet Elwyn Deane, assigned to the Department of Clinical Neurosciences

Dr Miguel Constância, K, assigned to the Department of Obstetrics and Gynaecology

School of the Humanities and Social Sciences

Dr Gabriel Noah Glickman, F, assigned to the Faculty of History

Dr Pedro Ramos Pinto Oliveira da Silva, TH, assigned to the Faculty of History

Dr Christopher Robert Brooke, HO, assigned to the Department of Politics and International Studies

Dr Sharath Srinivasan, K, assigned to the Department of Politics and International Studies

Dr Jeffrey Michael Skopek, HH, assigned to the Faculty of Law

Dr Lars Roland Vinx, HH, assigned to the Faculty of Law

Dr Paolo Campana, DAR, assigned to the Institute of Criminology

Dr Justice Tankebe, ED, assigned to the Institute of Criminology

Dr Mary Augusta Brazelton, JE, assigned to the Department of History and Philosophy of Science

School of the Physical Sciences

Dr Aron Clark Wall, assigned to the Department of Applied Mathematics and Theoretical Physics

Dr Varun Suhas Jog, assigned to the Department of Pure Mathematics and Mathematical Statistics

Dr Qingyuan Zhao, CC, assigned to the Department of Pure Mathematics and Mathematical Statistics

Dr Alexander Charles Forse, TH, assigned to the Yusuf Hamied Department of Chemistry

Dr Chiara Giorio, CHR, assigned to the Yusuf Hamied Department of Chemistry

Dr Tijmen Godfried Euser, M, assigned to the Department of Physics

School of Technology

Dr Lionel Julien Paolella, assigned to the Judge Business School

Dr Niyazi Ufuk Taneri, assigned to the Judge Business School

Dr Carl Henrik Ek, PEM, assigned to the Department of Computer Science and Technology

Dr Tom Gur, assigned to the Department of Computer Science and Technology

Dr Ferenc Huszár, assigned to the Department of Computer Science and Technology

Dr Lorenzo Di Michele, PEM, assigned to the Department of Chemical Engineering and Biotechnology

Institute of Continuing Education

Dr Gillian Clare Carr, CTH, assigned to the Institute of Continuing Education

University Library

Dr Benjamin Mathew Outhwaite, CHR, assigned to the University Library

Fitzwilliam Museum

Dr Victoria Jane Avery, JN, assigned to the Fitzwilliam Museum

IV. That, with effect from 1 October 2024 to the retiring age, the following be appointed to University Associate Professorships (Grade 10). The asterisked appointments are to unestablished Associate Professorships from 1 October 2024, the period of appointment being to the end of the current appointment.

School of Arts and Humanities

Dr Darshil Upendra Shah, JN

Faculty of Architecture and History of Art

Dr Charis Eileen Olszok, N

Department of Middle Eastern Studies

Dr Laura Maria Castelli, CLH

Faculty of Classics

Dr Rebecca Anne Barr, JE

Faculty of English

Dr Philip Michael Knox, K

Faculty of English

Dr Helen Lucy Thaventhiran, R

Faculty of English

Dr Kirsty Elizabeth McDougall, SE

Department of Theoretical and Applied Linguistics

Dr Jessie Clare Munton, JN

Faculty of Philosophy

School of the Biological Sciences

Dr Paul Steven Miller

Department of Pharmacology

Dr Catherine Helen Wilson, W

Department of Pharmacology

School of Clinical Medicine

*Dr Helle Færk Jørgensen

Department of Medicine

*Dr Benjamin Russell Underwood, M

Department of Psychiatry

School of the Humanities and Social Sciences

Dr Annouchka Cassandra Bayley,DAR

Faculty of Education

Dr Haira Emanuela Gandolfi

Faculty of Education

Dr Elizabeth Jane Tregoning Maber

Faculty of Education

Dr Guy Sherwin Jacobs, CL

Department of Archaeology

Dr Alastair John Masters Key

Department of Archaeology

School of Technology

Dr Stefan Matthias Götz

Department of Engineering

Dr André Gonzalez Cabrera Honorio Serrenho, CL

Department of Engineering

Dr Sebastian William Pattinson

Department of Engineering

V. That, with effect from 1 October 2024 to the retiring age, the following individuals with curatorial, conservation and associated responsibilities be appointed to Grade 10 offices or posts, the titles of which will be determined by the institutions concerned.

Fitzwilliam Museum

Dr Anastasia Christofilopoulou, JN

Fitzwilliam Museum

Ms Christine Slottved Kimbriel, Q

Fitzwilliam Museum

Dr Lucy Jane Wrapson, JN

Fitzwilliam Museum

Academic Career Pathways (Teaching and Scholarship) recommendations

9. The General Board recommends, in regard to the Academic Career Pathways (Teaching and Scholarship) exercise:

VI. That, with effect from 1 October 2024, the following be appointed to unestablished Teaching Professorships (Grade 12):

School of the Biological Sciences

Professor Cecilia Brassett, M, assigned to the Department of Physiology, Development and Neuroscience

Professor Marie-Aude Annette Christiane Genain, G, assigned to the Department of Veterinary Medicine

VII. That, with effect from 1 October 2024, a Professorship (Grade 11) be established, as follows, and that the General Board be authorised to appoint to the Professorship (Grade 11) the person for whom its establishment is proposed:

School of Arts and Humanities

Dr Christophe Gagne, CHU, assigned to the Faculty of Modern and Medieval Languages and Linguistics

VIII. That, with effect from 1 October 2024, the following be appointed to unestablished Teaching Professorships (Grade 11):

School of the Biological Sciences

Dr Chiara Adami

Department of Veterinary Medicine

School of the Physical Sciences

Dr William Peter Nolan, R

Yusuf Hamied Department of Chemistry

Institute of Continuing Education

Dr Timothy John Brittain-Catlin

Institute of Continuing Education

IX. That, with effect from 1 October 2024, the following be appointed to a University Associate Professorship (Grade 10):

School of Arts and Humanities

Mr Felipe Schuery Soares, M

Faculty of Modern and Medieval Languages and Linguistics

X. That, with effect from 1 October 2024, the following be appointed to unestablished Associate Teaching Professorships (Grade 10):

School of Arts and Humanities

Ms Miranda Jean Terry

Department of Architecture

Dr Elena Filimonova, SE

Faculty of Modern and Medieval Languages and Linguistics

School of the Biological Sciences

Dr Andre Jobst Kortum, G

Department of Veterinary Medicine

School of Technology

*Dr Monique Ingrid Boddington, M

Judge Business School

Dr David Cenydd Morgan, CTH

Department of Engineering

Dr Joanna Renata Stasiak, HO

Department of Chemical Engineering and Biotechnology

* Individuals in the Judge Business School use the title Management Practice Associate Teaching Professor (Grade 10)

XI. That, with effect from 1 October 2024, the following be appointed to unestablished Associate Teaching Professorships (Grade 9):

School of Arts and Humanities

Mr Andrii Smytsniuk

Faculty of Modern and Medieval Languages and Linguistics

Ms Hua Zheng

Language Centre

School of the Humanities and Social Sciences

Dr Joanna Haywood, HO

Faculty of Education

Mr John-Mark Winstanley, HO

Faculty of Education

Dr Stefania Fiorentino, DOW

Department of Land Economy

School of the Physical Sciences

Dr Steven Thomas Gratton

Department of Applied Mathematics and Theoretical Physics

School of Technology

Dr Emre Usenmez

University of Cambridge Institute for Sustainability Leadership

Cambridge Centre for Teaching and Learning

Dr Mary Beth Benbenek, LC

Centre for Teaching and Learning (Education and Student Outcomes, Education Services)

Dr Sophia Elizabeth Ogilvie Pickford, K

Centre for Teaching and Learning (Education and Student Outcomes, Education Services)

XII. That, with effect from 1 October 2024, the following be appointed as unestablished Senior Teaching Associates (Grade 8):

School of Arts and Humanities

Mr Paul Albert Högger, F

Faculty of Modern and Medieval Languages and Linguistics and the Language Centre

Mr Pedro Barriuso-Algar

Language Centre

Ms Lydia Collings

Language Centre

School of Clinical Medicine

Dr Timothy John Hearn, N

Department of Medical Genetics

School of the Humanities and Social Sciences

Dr Lottie Hoare, N

Faculty of Education

Ms Engy Alaa Sadek Mohamed Mous-sa, HH

Department of Politics and International Studies

School of Technology

Dr Zachariah William Michael Bond, M

Department of Chemical Engineering and Biotechnology


7 June 2024

Deborah Prentice, Vice‑Chancellor

Madeleine Atkins

Tim Harper

Ella McPherson

Patrick Maxwell

Nigel Peake

Richard Penty

Anna Philpott

Emily So

Pieter van Houten

Bhaskar Vira

Chris Young

Annex A

STATISTICAL SUMMARY

The statistical summaries of the number of successful and unsuccessful applications for promotion via the two Academic Career Pathways schemes are below.

In the ethnicity breakdowns, the term ‘BAME’ is used to be consistent with the University’s Equality and Diversity Information Report, although the University is aware of the limitations of the term.

Note, gender and ethnicity data is suppressed for reasons of confidentiality where the number of applicants is less than 5, indicated by ‘N/A’.

Academic Career Pathways (Research and Teaching) 2024 exercise
Statistical summary of outcomes

PROFESSORSHIPS (GRADE 12)

School Committee

Successful

Unsuccessful

Total

Arts and Humanities

5

1

6

Biological Sciences

1

1

Clinical Medicine

1

1

2

Humanities and Social Sciences

12

2

14

Physical Sciences

11

1

12

Technology

12

1

13

Other Institutions (General Board)

1

1

Total

42

7

49

Gender breakdown of total

Men

N/A

N/A

30

Women

N/A

N/A

19

Ethnicity breakdown of total

BAME

N/A

N/A

N/A

White

34

5

39

Not known

N/A

N/A

N/A

CLINICAL PROFESSORSHIPS

School Committee

Successful

Unsuccessful

Total

Arts and Humanities

Biological Sciences

Clinical Medicine

2

1

3

Humanities and Social Sciences

Physical Sciences

Technology

Other Institutions (General Board)

Total

2

1

3

Gender breakdown of total

Men

N/A

N/A

N/A

Women

N/A

N/A

N/A

Ethnicity breakdown of total

BAME

N/A

N/A

N/A

White

N/A

N/A

N/A

Not known

N/A

N/A

N/A

PROFESSORSHIPS (GRADE 11)

School Committee

Successful

Unsuccessful

Total

Arts and Humanities

7

6

13

Biological Sciences

7

3

10

Clinical Medicine

2

1

3

Humanities and Social Sciences

9

3

12

Physical Sciences

6

6

Technology

6

5

11

Other Institutions (General Board)

3

3

Total

40

18

58

Gender breakdown of total

Men

30

12

42

Women

10

6

16

Ethnicity breakdown of total

BAME

N/A

N/A

N/A

White

31

16

47

Not known

N/A

N/A

N/A

ASSOCIATE PROFESSORSHIPS (GRADE 10)

School Committee

Successful

Unsuccessful

Total

Arts and Humanities

8

1

9

Biological Sciences

2

1

3

Clinical Medicine

2

2

Humanities and Social Sciences

5

5

10

Physical Sciences

Technology

3

3

Other Institutions (General Board)

3

3

Total

23

7

30

Gender breakdown of total

Men

N/A

N/A

13

Women

N/A

N/A

17

Ethnicity breakdown of total

BAME

N/A

N/A

N/A

White

15

7

22

Not known

N/A

N/A

N/A

Academic Career Pathways (Teaching and Scholarship) 2024 exercise
Statistical summary of outcomes

PROFESSORSHIPS AND TEACHING PROFESSORSHIPS (GRADE 12)

School Committee

Successful

Unsuccessful

Total

Arts and Humanities

Biological Sciences

2

2

Clinical Medicine

Humanities and Social Sciences

Physical Sciences

Technology

Other Institutions (General Board)

Unified Administrative Service

Total

2

2

Gender breakdown of total

Men

N/A

N/A

N/A

Women

N/A

N/A

N/A

Ethnicity breakdown of total

BAME

N/A

N/A

N/A

White

N/A

N/A

N/A

Not known

N/A

N/A

N/A

PROFESSORSHIPS AND TEACHING PROFESSORSHIPS (GRADE 11)

School Committee

Successful

Unsuccessful

Total

Arts and Humanities

1

1

Biological Sciences

1

1

Clinical Medicine

Humanities and Social Sciences

Physical Sciences

1

1

Technology

Other Institutions (General Board)

1

1

2

Unified Administrative Service

Total

4

1

5

Gender breakdown of total

Men

N/A

N/A

N/A

Women

N/A

N/A

N/A

Ethnicity breakdown of total

BAME

N/A

N/A

N/A

White

N/A

N/A

N/A

Not known

N/A

N/A

N/A

ASSOCIATE PROFESSORSHIPS AND ASSOCIATE TEACHING PROFESSORSHIPS (GRADE 10)

School Committee

Successful

Unsuccessful

Total

Arts and Humanities

3

1

4

Biological Sciences

1

2

3

Clinical Medicine

Humanities and Social Sciences

Physical Sciences

Technology

3

3

Other Institutions (General Board)

1

1

Unified Administrative Service

Total

7

4

11

Gender breakdown of total

Men

N/A

N/A

5

Women

N/A

N/A

6

Ethnicity breakdown of total

BAME

N/A

N/A

N/A

White

N/A

N/A

9

Not known

N/A

N/A

N/A

ASSOCIATE PROFESSORSHIPS AND ASSOCIATE TEACHING PROFESSORSHIPS (GRADE 9)

School Committee

Successful

Unsuccessful

Total

Arts and Humanities

2

2

Biological Sciences

Clinical Medicine

Humanities and Social Sciences

3

1

4

Physical Sciences

1

1

Technology

1

1

2

Other Institutions (General Board)

1

1

Unified Administrative Service

2

2

Total

9

3

12

Gender breakdown of total

Men

N/A

N/A

5

Women

N/A

N/A

7

Ethnicity breakdown of total

BAME

N/A

N/A

N/A

White

N/A

N/A

11

Not known

N/A

N/A

N/A

SENIOR TEACHING ASSOCIATES (GRADE 8)

School Committee

Successful

Unsuccessful

Total

Arts and Humanities

3

2

5

Biological Sciences

Clinical Medicine

1

1

Humanities and Social Sciences

2

2

4

Physical Sciences

Technology

1

1

Other Institutions (General Board)

Unified Administrative Service

Total

7

4

11

Gender breakdown of total

Men

N/A

N/A

5

Women

N/A

N/A

6

Ethnicity breakdown of total

BAME

N/A

N/A

N/A

White

N/A

N/A

7

Not known

N/A

N/A

N/A

TEACHING ASSOCIATES (GRADE 7)

School Committee

Successful

Unsuccessful

Total

Arts and Humanities

Biological Sciences

Clinical Medicine

Humanities and Social Sciences

Physical Sciences

Technology

Other Institutions (General Board)

Unified Administrative Service

Total

Gender breakdown of total

Men

N/A

N/A

N/A

Women

N/A

N/A

N/A

Ethnicity breakdown of total

BAME

N/A

N/A

N/A

White

N/A

N/A

N/A

Not known

N/A

N/A

N/A