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

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4

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14

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’THE TOP MODERN UNIVERSITY IN THE UK’ IN ‘THE TIMES GOOD UNIVERSITY GUIDE’

THE OPPORTUNITY

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- 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.

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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

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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

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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


Dept of InformationManagement


Dept of Law


Dept of Management


FQESC ABS

Faculty of Health & Social Care

Applied Social Sciences

Head of SchoolProg / Course Leaders

LEC(1)

Health Sciences


LECs & TFs (2)

Nursing & Midwifery


LECs & TFs (3)

Pharmacy & Life Sciences


LECs & TFs (3)

FQESC HSC

Faculty of Design &Technology

Computing Science & Digital Media


LECs & TFs (4)

Engineering


LEC(1)

Gray's School of Art


LECs & TFs (2)

Scott Sutherland School ofArchitecture & Built Envt.


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

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DELTAInteractions

Faculties &schools

Aberdeen Business School

Assoc. Deans (4)

LECs & TFs (7)

Dept of Accounting & Finance


Dept of Communication & Media


Dept of InformationManagement


Dept of Law


Dept of Management


FQESC ABS

Faculty of Health & Social Care

Applied Social Sciences


LEC(1)

Health Sciences


LECs & TFs (2)

Nursing & Midwifery


LECs & TFs (3)

Pharmacy & Life Sciences


LECs & TFs (3)

FQESC HSC

Faculty of Design &Technology

Computing Science & Digital Media


LECs & TFs (4)

Engineering


LEC(1)

Gray's School of Art


LECs & TFs (2)

Scott Sutherland School ofArchitecture & Built Envt.


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


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)


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

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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.

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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

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“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

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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.

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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.

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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

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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.

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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.

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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).

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ABERDEEN CITY AND SHIRE

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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/

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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

Produced by The GatehouseDesign & Print Consultancy at Robert Gordon University

Robert Gordon University, a Scottish Charity registered under charity number SC013781

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RGU Head of Teaching Futures post

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