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Transcript of RGU Head of Teaching Futures post
1The professional University
APPOINTMENT OF HEAD OF teaching futures
www.rgu.ac.uk
CONTENTS
THE OPPORTUNITY
DEPARTMENT FOR THE ENHANCEMENT OF
LEARNING, TEACHING AND ASSESSMENT
New Learning environments
UNIVERSITY STRATEGY
THE PROFESSIONAL UNIVERSITY
TRACK RECORD
ONE CAMPUS, ONE VISION
HEAD OF TEACHING FUTURES
- ROLE PROFILE
- CANDIDATE PROFILE
ABERDEEN CITY AND SHIRE
CORPORATE MANAGEMENT ARRANGEMENTS
HOW TO APPLY
2
4
6
8
10
14
15
16
16
17 18
20
21
2
’THE TOP MODERN UNIVERSITY IN THE UK’ IN ‘THE TIMES GOOD UNIVERSITY GUIDE’
THE OPPORTUNITY
3
- THREE YEARS IN A ROW
Robert Gordon University is a dynamic, modern institution with an enviable international reputation, and is consistently ranked amongst the UK’s top universities for graduate employment. Placing students at the centre of its thinking, the University aspires to be a distinctive university known for the impact of its teaching & research, its interdisciplinary approach and its relevance to the modern world within the region, the country and internationally.
The quality of education at Robert Gordon has been a central theme of
its success. Through the work of the Department of Enhancement of
Learning, Teaching and Assessment (DELTA) the University intends to
maintain its pre-eminent position through the continued development
and implementation of leading edge best practice. DELTA is
responsible for providing focus and support for the development of
academic practice across all areas of the University.
As Head of Teaching Futures you will report to the Dean of DELTA
and have direct responsibility for supporting implementation of
the learning and teaching strategy within schools. Key aspects
will include: supporting academic heads of school, course leaders
and course teams on enhancement and development projects;
promoting the identification and implementation of effective practice;
providing CPD support for both recently appointed and experienced
staff; working with student representatives on engagement and
enhancement projects. In order to do this you will be required
to interact with staff and student representatives to encourage,
communicate and champion new developments in education
practice. You will also be expected to work effectively with other
support services, to promote implementation of quality assurance
and enhancement processes and to support commercial learning
developments (e.g. in-company, work-based learning).
In order to meet these challenges you will need to be able to
demonstrate a wide range of technical and interpersonal skills. You
will be an experienced and inspirational teacher with a proven track
record of leading development and promoting change. You will have
confidence in your ability to work flexibly with staff and students
from different subject disciplines. Qualified to a professional level you
will have experience of learning, teaching and assessment practice,
evaluation techniques, implementation of new tools including on-line
learning, and preferably experience of work-based learning and the
internationalisation of education.
4
DEPARTMENT FOR THE ENHANCEMENT OF LEARNING, TEACHING AND ASSESSMENT
PURPOSE AND FOCUS
The department was created in 2006, through the merger of four formerly separate departments, with a new strategic focus. Our purpose is to promote and support development and enhancement of learning, teaching and assessment across the university.
Our focus is on student learning, including all forms of delivery and engagement. Our view of the concept of “enhancement” is:
• making it better -any aspect of learning or student experience
• making the best use of opportunities and resources
We are learner-centred, staff-facing. Our direct clients are staff and others with learning and teaching responsibilities. Our services are focused on promoting:
• a high quality, effective learning experience for RGU learners
• enhancement and new developments
WHAT WE DO
We provide services and support for:
• implementation of university strategy for learning and teaching, which forms the first strand of “A Clear Future: Building on Success”
• implementation of policies for quality assurance and enhancement, principally development of new courses and review of existing courses
• development and use of online learning technologies
• initial and continuing professional development for staff in learning and teaching practice, including use of technologies
Our priorities and activities are aligned to:
• the university strategy “a Clear Future: Building on Success”, and priorities identified through annual planning processes
• the organisation structure of the university
• quality assurance and enhancement policy and processes
5
HOW WE WORK
Our approach is client-centred, supporting:
• networks of school-based Learning Enhancement Co-ordinators and e-Learning Advisers
• staff of the university who teach and support students
• students who use the university’s e-learning environment, and our study support services
We recognise that our funding comes through the activities of our clients. We aim to offer effective services, efficiently, making best use of our resources, and respecting the time of our clients and their learners.
We promote a teamwork approach across the department to collectively fulfil our responsibilities. All members are expected and encouraged to:
• contribute to any of the department’s activities, within workload allocation and personal capability
• share resources and opportunities
• develop and extend their personal capability
Individual roles and organisational groupings are intended to promote clarity and efficiency -not to create partitioned silos.
We look both inwards and outwards, aiming to support:
• identification and sharing of effective practice within the university
• staff and students engaging with external ideas and resources, including from the Quality Assurance Agency, the Scottish Quality Enhancement Themes and the Higher Education Academy
6
DELTAInteractions
Faculties &schools
Aberdeen Business School
Assoc. Deans (4)
LECs & TFs (7)
Dept of Accounting & Finance
Head of DeptProg / Course leaders
Dept of Communication & Media
Head of DeptProg / Course leaders
Dept of InformationManagement
Head of DeptProg / Course leaders
Dept of Law
Head of DeptProg / Course leaders
Dept of Management
Head of DeptProg / Course leaders
FQESC ABS
Faculty of Health & Social Care
Applied Social Sciences
Head of SchoolProg / Course Leaders
LEC(1)
Health Sciences
Head of SchoolProg / Course Leaders
LECs & TFs (2)
Nursing & Midwifery
Head of SchoolProg / Course Leaders
LECs & TFs (3)
Pharmacy & Life Sciences
Head of SchoolProg / Course Leaders
LECs & TFs (3)
FQESC HSC
Faculty of Design &Technology
Computing Science & Digital Media
Head of SchoolProg / Course Leaders
LECs & TFs (4)
Engineering
Head of SchoolProg / Course Leaders
LEC(1)
Gray's School of Art
Head of SchoolProg / Course Leaders
LECs & TFs (2)
Scott Sutherland School ofArchitecture & Built Envt.
Head of SchoolProg / Course Leaders
LEC (1)
FQESC FDT
StudentUnion
Presidents
Vice Presidents
Faculty Officers (3)
Head of Teaching Futures role relatingto student engagement, and StudentPartnership Agreements
Support Depts (closelyassociated with DELTA roles)
Academic Affairs
Quality policy and processesincl student survey &evaluations
Business Development Services
Corporate courses, commercialdevelopments and projects
Estates
Learning spaces
Human Resources
Staff policies, development,recognition & reward for teaching
IT Services
e-Learning
Library Services
Library resources & support services
Student Admin
Higher Education Achievement Reports;Key Information Sets
Student Services
Careers / Employability; Accessibility
Study Skills & Access Unit
Access & widening participation
Head of Teaching Futures role:main interactions with support deptsflagged
Terms & abbreviations
Learning EnhancementCoordinator (LEC) -school-bsedacademic
Teaching Fellow (TF)-recognised for outstandingteaching
Faculty Quality EnhancementSub Committee (FQESC)
Head of Teaching Futures role:main interactions with academic units
Interactions with Heads, Programme / Courseleaders on a priorities / project basis, includingvalidations & reviews
Routine interactions with LECs and TeachingFellows:* Supporting enhancement and developmentprojects and activities* Sharing effective practice across theuniversity
Membership of FQESCs (3)
DELTA-Interact-V2.mmap - 27/08/2013 - Mindjet
DELTA interactions diagram
DELTA organisation and interactions
7
DELTAInteractions
Faculties &schools
Aberdeen Business School
Assoc. Deans (4)
LECs & TFs (7)
Dept of Accounting & Finance
Head of DeptProg / Course leaders
Dept of Communication & Media
Head of DeptProg / Course leaders
Dept of InformationManagement
Head of DeptProg / Course leaders
Dept of Law
Head of DeptProg / Course leaders
Dept of Management
Head of DeptProg / Course leaders
FQESC ABS
Faculty of Health & Social Care
Applied Social Sciences
Head of SchoolProg / Course Leaders
LEC(1)
Health Sciences
Head of SchoolProg / Course Leaders
LECs & TFs (2)
Nursing & Midwifery
Head of SchoolProg / Course Leaders
LECs & TFs (3)
Pharmacy & Life Sciences
Head of SchoolProg / Course Leaders
LECs & TFs (3)
FQESC HSC
Faculty of Design &Technology
Computing Science & Digital Media
Head of SchoolProg / Course Leaders
LECs & TFs (4)
Engineering
Head of SchoolProg / Course Leaders
LEC(1)
Gray's School of Art
Head of SchoolProg / Course Leaders
LECs & TFs (2)
Scott Sutherland School ofArchitecture & Built Envt.
Head of SchoolProg / Course Leaders
LEC (1)
FQESC FDT
StudentUnion
Presidents
Vice Presidents
Faculty Officers (3)
Head of Teaching Futures role relatingto student engagement, and StudentPartnership Agreements
Support Depts (closelyassociated with DELTA roles)
Academic Affairs
Quality policy and processesincl student survey &evaluations
Business Development Services
Corporate courses, commercialdevelopments and projects
Estates
Learning spaces
Human Resources
Staff policies, development,recognition & reward for teaching
IT Services
e-Learning
Library Services
Library resources & support services
Student Admin
Higher Education Achievement Reports;Key Information Sets
Student Services
Careers / Employability; Accessibility
Study Skills & Access Unit
Access & widening participation
Head of Teaching Futures role:main interactions with support deptsflagged
Terms & abbreviations
Learning EnhancementCoordinator (LEC) -school-bsedacademic
Teaching Fellow (TF)-recognised for outstandingteaching
Faculty Quality EnhancementSub Committee (FQESC)
Head of Teaching Futures role:main interactions with academic units
Interactions with Heads, Programme / Courseleaders on a priorities / project basis, includingvalidations & reviews
Routine interactions with LECs and TeachingFellows:* Supporting enhancement and developmentprojects and activities* Sharing effective practice across theuniversity
Membership of FQESCs (3)
DELTA-Interact-V2.mmap - 27/08/2013 - Mindjet
Dean ofDELTA
Dept Sec /PA to Dean
Teaching / CPD team
Head of Teaching Futures
CPD Manager
External consultants & course providers
e-Learning team
Head of e-Learning
Learning Technologists (5)
Helpdesk (1)
Educational Media Services (3)
Study Skills & Access Unit
Head of SSAU
Teachers & Tutors (4.2)
Wider access team (4.3)
College liaison team (2.7)
Administrators & support (2.3)Team interactions / joint projects etc
DELTA-Organisation V2.mmap - 13/09/2013 - Mindjet
Delta organisation chart
8
A Clear Futurefor a leading university in a new era
OUR VISION
RGU aspires to be recognised, in Scotland and beyond, as a
distinctive university leading and shaping the debate on the
future of higher education and placing students at the centre
of the education it offers. It will be known for the impact
of its teaching, scholarship and translational research, the
employability of its graduates, its influence in the region and
nation, its growing global profile, and its strong interdisciplinary
focus on a small number of key questions and issues of concern
to the local and global community. It will achieve its goals in
partnership with academic, voluntary, public and business
organisations that share its ideals and aspirations.
The university will enter the global university rankings,
diversify and secure its income and resources, and enter into
close collaborative agreements with key strategic partners.
RGU will be a model university of the future and will shape its
own culture, practice and organisation accordingly.
In order to achieve our vision, we will commit ourselves to a set of key strategic aims:
· Teaching and learning: inspire all individuals to achieve their
maximum potential and excel in the world of tomorrow.
· Extending access to learning: enable individuals to achieve their
ambitions throughout life whatever their circumstances.
· Student experience: support students and graduates to enjoy and
prosper within a vibrant learning community.
· Research: be recognised for our contribution to the growth of
innovation through advancing internationally excellent
translational research in our areas of strategic focus.
· Commercialisation: harness our intellectual and physical assets
so they generate value to the economy and are profitable to
the university.
· The regional community: contribute to and be an active leader in
the development of the regional community.
· Partnerships: secure strategic partnerships with a small number of
globally recognised universities and companies that will support
the university’s key ambitions.
· Our university: empower staff and students to develop a strong
and engaged community.
9
10
The University prides itself in producing highly valued graduates. Our clear focus on professional education coupled with strong links to the public and third sectors and to the science industry, means the University has one of the UK’s best graduate employment records.
Our Estates Master Plan has created the best riverside campus in
Europe. This, together with our Virtual Learning Environment, will
assure continued provision of a first class learning experience for all
our students, both on and off campus.
THE PROFESSIONAL UNIVERSITY
11
“Robert Gordon’s branding as ‘the professional
university’ couldn’t be more appropriate. It
beats every other university in the most recent
employment figures.”
Sunday Times
The journey of Robert Gordon University has been
an impressive one. We have become known as an
educational innovator, a strong partner for the city
and shire and local education institutions, a university
that understands the needs and priorities of business,
industry and the public services, and a place of learning
“I have really enjoyed the course, especially getting out into the clinical area and seeing and learning from other midwives and interacting with women and families. This experience has been everything I had hoped for and more.”Stephanie Archibald
12
that provides students with real advantages as they
embark upon their professional careers. We have
invested to create a state-of-the-art campus at Garthdee,
complemented by our virtual learning environment.
These are the achievements of the staff and students of
the RGU community, who will continue to be central to
what the university can achieve in the future.
While these developments have been crucial to the
university’s success and will still support us in the
future, they will not however be enough, because
everything around us continues to change.
‘PROFESSIONAL’ IS OUR WATCHWORD FOR THE WAY
WE TREAT ALL OUR STAKEHOLDERS, INCLUDING AND
ESPECIALLY OUR STUDENTS. IT GUIDES THE WAY WE
WORK TOGETHER, AND DEFINES WHAT WE EXPECT
FROM EACH OTHER.
OUR HERITAGE
The name Robert Gordon has been synonymous with
education in Aberdeen since 1750 when the original college
was founded from his bequest. With the addition of Gray’s
School of Art in 1885, the School of Pharmacy in 1898 and the
Scott Sutherland School of Architecture in 1957, the original
college has evolved over the years into a substantial university
– a leading institution of learning still able to draw upon this
rich heritage.
THE UNIVERSITY TODAY
The University generates an annual group income of around
£94 million through corporate programmes, consultancy and
other business engagement, research income and fee paying or
funded students.
We currently employ approximately 1600 members of staff and
deliver courses to around 16,500 students.
Of the 16,500 students:
22% are engaged in distance learning and corporate courses
60% Full time and 40% Part time
64% Undergraduate and 36% Postgraduate students
Of the Undergraduates:
27% attend Aberdeen Business School
27% enrolled in Design and Technology courses
46% enrolled in Health and Social Care courses
Of the Postgraduates:
57% in Aberdeen Business School
24% in Design and Technology courses
19% in Health and Social Care courses
We offer an impressive range of professionally focused courses
across the arts and design, management, engineering and
computing, health and social care and the applied sciences and
technology. We are particularly focused on developing our key
areas of strength – energy, health and social care, the creative
industries and the knowledge economy.
13
THE VIRTUAL CAMPUS
The University has established a significant e-Learning capability,
based around the ‘Moodle’ virtual learning environment. This is
used to support an extensive range of distance learning courses
and to support the learning of on-campus students in blended
approaches. Effective use of appropriate technologies is a key
element of the University’s plans to extend distance learning
provision, including corporate learning, and to enhance the
learning experience of all students. We are, we believe, the
largest provider of online, distance learning in the UK after the
Open University. With this in mind, we are currently reviewing
our provision, marketing and corporate branding to ensure we
are capitalising on this USP.
INTERNATIONAL
Our strategy is of ‘internationalisation’ of the total student
experience for all students. This includes the curriculum, work
placements and the wider experience they have interacting
with our staff and the community. International students
have long been attracted to Robert Gordon University and
contributed much to our cultural fabric. Indeed, in recent
years, increasing numbers of international students have made
ours a truly international campus. 19% of the total student
population come from outside the EU. Expanding our cultural
and commercial links with overseas organisations has helped to
create many exciting opportunities for our staff and students to
work abroad.
Our commitment to internationalisation is evident in the
establishment of an International College at the University in
partnership with Navitas. Following the launch of the College
in September 2011, we expect to significantly increase our
recruitment of international undergraduate students at a time
when our recruitment of international postgraduate students is
coming under greater pressure.
ABERDEEN COLLEGE – AN ASSOCIATE COLLEGE
The strength of our regional commitment and also our
understanding of the social inclusion wider access agenda is
reflected in our partnership with Aberdeen College, the largest
FE College in Scotland. This is a truly outstanding alliance
recognised by the Scottish Funding Council as a model for
others. The College is an associated college of the University
and there are articulation agreements across many subject
areas leading to 2+1 and 2+2 progression.
COMMERCIAL LINKS
Our strong links with industry have delivered corporate
alliances, CPD programmes and consultancy both in the UK
and overseas. The deployment of blended learning through
the Moodle Virtual Learning Environment has further
expanded our capability for working with corporate partners
and SMEs world-wide. Enterprising research is undertaken
by groups throughout the University and the results
contribute to knowledge exchange activities across diverse
commercial sectors.
In 2009, the University established a dedicated venture fund
for investment in RGU spinout companies seeking early stage
capital. The RGU Venture Fund LP is managed through the
University’s commercialisation partner, Frontier IP Group PLC.
14
LEAGUE TABLES
RGU maintains strong links with industry and can trump all competition with its 97.1% employment rate.
The Daily Telegraph July 2012
In July 2013, HESA (the Higher Education Statistics Agency) officially recognised RGU as the university with the UK’s best graduate employment record.
For five successive years, Robert Gordon University has
retained the position of best modern university in the UK
(The Times Sep 2012) and we consistently maintain one of
the UK’s best graduate employment records. In 2012 The
Times, The Guardian and The Daily Telegraph all rated Robert
Gordon University the top university in Scotland for Graduate
employment.
RESEARCH
In the 2008 Research Assessment Exercise, Robert Gordon
University achieved outstanding results with over 70% of
research being classified as of international quality. The
University was ranked the top modern Scottish University for
research quality, with ‘world class’ research activity in 8 out
of the 11 subjects returned. More recently, Robert Gordon
University was named the top modern university in the UK in
The Sunday Times University Guide 2013 which highlighted
our top quality teaching and research.
The University has built on this excellence with the
establishment of three multi-disciplinary Research Institutes.
They have become the focus for strategic investment and
management of research within the University. Membership of
the Institutes crosses our Faculty boundaries with each institute
being thematic, rather than discipline based, carrying out
research which is relevant to the wider community.
• IDEAS – Institute for Innovation, Design and
Sustainability Research
Topics: Engineering; Environmental Science; Computing;
Architecture & Built Environment and Art & Design.
• IHWR - Institute for Health and Welfare Research
Topics: Pharmacy & Life Sciences; Health Sciences; Applied
Social Studies and Nursing & Midwifery.
• ImaGeS – Institute for Management, Governance and
Society Research
Topics: Business & Enterprise; Governance & Society and
Information & Communication.
TRACK RECORD
15
THE UNIVERSITY PREPARED AND APPROVED ITS ESTATES STRATEGY IN 1994, COVERING A 20-25 YEAR
PLANNING PERIOD. WE NOW HAVE ONE VISION FOR THE FUTURE – TO LOCATE ALL OUR STAFF AND STUDENTS,
BY 2020, ON ONE CAMPUS AT THE STUNNING RIVERSIDE SETTING OF GARTHDEE.
one campus, one vision - garthdee 2020
THE MASTERPLAN 2009 AIMS TO:
• Consolidate all academic and administrative activities on
the Garthdee Campus site in order to create the finest
riverside learning environment in Europe
• Create a clearly legible campus heart, focused around a
student-centred experience
• Develop a new and unified academic development on
the eastern portion of the site in order to gain from the
advantages of co-location and collaboration between
disciplines
• Retain and enhance the landscaped qualities of the site
and seek to achieve a stronger relationship between
buildings and the riverside setting
• Develop the Garthdee Campus in a sustainable, phased
manner reflecting the availability of project funding
• Re-utilise appropriate areas within existing buildings to
form a more holistic and integrated campus
• Develop a new focus for arrival/entrance from the south,
including a new pedestrian and cycle bridge to the south
side of the river
The first phase, the consolidation of six sites into two, (Garthdee
and Schoolhill) was essentially complete by 2004. To date we
have invested over £100 million in new buildings and upgrading
facilities for students. These have included the Aberdeen
Business School, the Faculty of Health and Social Care, as well
as a state of the art Sports Centre, modern onsite nursery and a
health centre open to staff, students and the local community.
The second phase, our ‘Masterplan’, is a £170 million campus development project at our Garthdee campus which will culminate in the realisation of our vision - one campus at Garthdee by 2020. Summer 2013 saw the completion of Riverside East, providing accommodation for schools formerly located on the Schoolhill site, a new library and new social facilities.
It will also allow staff and students from different disciplines to
benefit from working more closely together on interdisciplinary
themes which are so important in today’s society and economy.
The new facilities will complement the University’s existing
buildings in terms of their innovative design and style, while
providing an outstanding educational environment for its students.
16
RESPONSIBLE TO:
Dean, Department for the Enhancement of Learning, Teaching & Assessment
RESPONSIBLE FOR:
Direct line management and supervision of DELTA CPD manager. Responsible for engaging with senior staff –deans, heads of school, associate deans, course leaders, Teaching Fellows, Learning Enhancement Co-ordinators etc. Responsible for leading members of DELTA team and others e.g. LECs, staff in schools / department and external consultants in enhancement projects. Responsible for engaging with student representatives in enhancement projects.
PURPOSE OF THE POST :
To promote and support thinking and action about leading-edge learning and teaching practice across RGU. In particular to support initiatives in schools aligned to university-level strategic development priorities.
ROLE PROFILE
HEAD OF TEACHING FUTURES PRINCIPAL DUTIES :
Promote leading-edge thinking and development of learning practice across RGU including through: (i) identifying and scoping advancing practice in RGU, and externally; (ii) evaluating potential and possibilities, with respect to RGU vision, strategy and profile (of subjects, students and staff); (iii) interacting with staff and students; communicating possibilities, and encouraging and informing change and new developments.
Lead identification and sharing of effective practice within RGU. Including: (i) identification and analysis; (ii) communicating and sharing, through information resources and events; (iii) promoting externally.
Support RGU processes and procedures for developing learning and teaching: (i) new academic developments; (ii) new commercialisation learning and teaching developments; (iii) quality assurance and enhancement processes, including approvals/validations and reviews/re-approvals; (iii) HR processes associated with recognition and reward of learning practice.
Deliver development services for continuing professional development (CPD) in learning and teaching. In partnership with DELTA CPD Manager, deliver elements of DELTA CPD provision, including contributions at all levels -induction, initial development courses for academic staff (in preparation for professional recognition as Fellow of the Higher Education Academy), and CPD for existing staff. Deliver consultancy and coaching services to schools / departments / course teams to support development and enhancement priorities.
Contribute to wider operation and development of DELTA. Including: (i) representing the Department and the Dean; (ii) taking an active role in developing departmental strategy, plans, ways-of-working and team development.
17
CANDIDATE PROFILE ESSENTIAL REQUIREMENTS
QUALIFICATIONS (ACADEMIC)Degree, any discipline (essential). Higher degree, relevant to role (desirable)
QUALIFICATIONS (PROFESSIONAL) • A professional qualification in learning teaching in higher
education (essential).
• Potential to achieve Senior or Principal Fellowship of Higher
Education Academy (essential).
KNOWLEDGE • Learning, teaching and assessment practice in contemporary higher education (essential); international perspective (desirable); professional / workplace learning (desirable). • Approaches to evaluation (essential). • Information technology and presentation skills (essential). • Use of online learning, including online learning design and pedagogies (essential), online assessment design (essential), in both blended and distance learning modes (desirable). • Workplace learning (desirable). • Internationalisation in contemporary higher education (desirable). • External references and resources to support change in learning teaching practice (essential).
Experience • Using online learning approaches (essential). • Working in higher education in an academic or educational development role with significant leadership responsibilities (essential). • Interacting with staff at senior levels in a developmental context e.g. evaluation, review and enhancement initiatives (essential). • Engaging with a range of academic disciplines (essential). • Interactions external to higher education e.g. with professional bodies and or employers (desirable). • Engaging with external agencies and organisations associated with quality enhancement and learning development, (essential).
18
ABERDEEN CITY AND SHIRE
19
PROBERT GORDON UNIVERSITY IS LOCATED IN ABERDEEN WHICH IS SCOTLAND’S THIRD LARGEST CITY WITH A POPULATION IN EXCESS OF 200,000 AND 400,000 INCLUDING THE WIDER ABERDEEN HINTERLAND.
The city is known internationally as the undisputed European
capital of the energy industry. However, it also has many other
sides to its character. Not least because it is located on the edge
of the world renowned Scottish Highlands and the spectacular
Cairngorms - a magnet for walkers, climbers and skiers from
across the UK.
Aberdeen is undeniably a wealthy city; it has one of the highest
per capita incomes of any city after London in the UK. Such
prosperity brings many benefits. The city boasts first-class
facilities. Shopping and leisure opportunities are constantly
expanding. Schooling at all levels is well catered for – with
secondary schooling, in particular, recognised for its quality in
both the public and private sectors. The hotel sector continues
to expand its full range of provision as you would expect of an
energy capital.
Aberdeen also offers a fine array of cultural attractions. There
is an eclectic mix of bars, cafés and restaurants and a host of
modern entertainments including cinemas, theatres, museums,
galleries and concert halls. And, throughout the year, Aberdeen
also plays host to several entertaining and stimulating festivals
including the Aberdeen Alternative Festival and the International
Youth Festival.
Aberdeen International Airport has direct connections with the
major ‘hub’ airports of Paris, Amsterdam and Oslo as well as London
(Gatwick, Heathrow and Luton) and Dublin. It also has established
connections with a wide range of other major UK cities.
USEFUL LINKS
To view our interactive site on Aberdeenshire, with excellent
information on education, health, housing, transport and
weather, please visit: www2.rgu.ac.uk/aberdeenshire/
20
THE BOARD OF GOVERNORS
The Board of Governors of the University is constituted in
accordance with The Robert Gordon University (Scotland)
Order of Council 2006. The Board is composed of appointed
and elected Governors who have experience of higher
education, industrial, commercial, and public service sectors
and a wide range of professional practice. Staff and Student
Governors are elected and have equal standing with those
others who are appointed.
The Board of Governors has the following standing committees -
Chairman’s Committee
Staff Governance Committee
Audit Committee
Finance and General Purposes Committee
Nominations Committee
Remuneration Committee.
THE ACADEMIC COUNCIL
The Board are required to delegate to the Academic Council
those functions relating to the planning, co-ordination,
development and supervision of the academic work of the
University. Academic Council is chaired by the Principal &
Vice Chancellor. Much of the work of the Academic Council
is delivered through standing committees, sub-committees,
Faculty Boards, School Committees and course panels. As
a result a large proportion of the University community are
involved in its activities. The Principal reports to the Board of
Governors on the work of the Academic Council regularly.
THE ROLE OF THE PRINCIPAL & VICE CHANCELLOR
The Board of Governors is required to delegate to the Principal
& Vice Chancellor those functions relating to the organisation
and management of the University. The Principal & Vice
Chancellor is the chief academic, administrative and accounting
officer for the University, effectively the “Chief Executive”.
STRATEGIC PLANNING AND RESOURCES GROUP
(SPARG)
In ensuring the efficient management of the University, the
Principal & Vice Chancellor is assisted and supported by the
Strategic Planning and Resources Group (SPARG) which
comprises four Vice-Principals and Pro Vice Chancellors (one
of which is ‘senior’ and is the Deputy P&VC), two Executive
Directors, Human Resources and Information Technology,
three Deans of Faculty and two other Deans (Learning
Enhancement and Students). The four Vice-Principals each
carry a specific strategic role focussed on the planning and
resources, teaching, research and student experience agendas
and all members of SPARG carry wider portfolios which may
change over time.
SENIOR MANAGEMENT GROUP (SMG)
The Senior Management Group comprises all Heads of School
and appropriate Heads of Department within the University.
The SMG was established following a review of ‘involvement’
and communications to facilitate better and more frequent
involvement in policy development and a better flow of
information across the whole University. This group has regular
meetings with SPARG.
For further information, please visit:
www.rgu.ac.uk/about/senior-management
CORPORATE MANAGEMENT ARRANGEMENTS
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HOW TO APPLY
The University has appointed Eden Scott as Search Consultants for this post. For an initial discussion, or to apply, contact:
Alan [email protected] 550 1148
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Robert Gordon University, Garthdee Campus, Garthdee Road, Aberdeen, AB10 7QE, United Kingdom
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Robert Gordon University, a Scottish Charity registered under charity number SC013781