The Dearing Report published in 1997 suggested that there needed to be a rebalancing of the academic promotional pathways in UK HEIs to ensure that excellence in teaching is recognised and rewarded. Twenty years on are we any nearer to finding that balance? Data gathered in this work suggests we still have a long way to go. An analysis was undertaken of the promotion criteria across a range of universities in the UK. Institutions were also asked what the current situation was in relation to the proportion of the professoriate achieving recognition through either their teaching practice or research. Overwhelmingly, we found that the majority attained their professorships by dint of their research achievements rather than excellence in learning and teaching. We found that promotional criteria related to learning and teaching were non-transparent and ambiguous which was in marked contrast to the clear promotional criteria associated with research.