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Definition
Academic Staff: Programme and Module Team Structure and Responsibilities
The School’s undergraduate and postgraduate courses are managed by two key teams of academic staff:
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Programme Team:
- Ensuring the coherence and up-to-date content of the programme.
- Serving as a contact point for students.
- Submitting programme reports under the Module, Progression, and Award Regulations.
- Promoting student experience and participating in meetings.
- Writing annual monitoring reports as per Monitoring and Evaluation Regulations.
- Collaborating with external experts and overseeing programme changes and validations.
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Module Team:
- Ensuring the coherence and up-to-date content of the module.
- Managing the effective delivery of the module.
- Serving as a contact point for students.
- Overseeing summative assessments in line with academic regulations.
- Promoting student experience and participating in meetings.
- Submitting module marks under the Module, Progression, and Award Regulations.
- Writing annual monitoring reports under Monitoring and Evaluation Regulations, including recommending changes.
- Collaborating with external experts and managing module changes and validations.
These teams fall under the Education Department, led by the Director of Education, who is responsible for:
- Strategy: Translating relevant strategies and School plans into actionable plans and targets.
- Induction: Ensuring all staff are properly inducted into the School’s systems and policies.
- Plans and Targets: Clearly communicating plans and targets to departments and teams.
- Workload Allocation: Using a model to allocate workloads based on factors such as student and staff numbers, needs, and hours.
- Line Management and Appraisal: Implementing effective line management and appraisal systems.
- Training: Overseeing and supporting staff training plans.
- Meetings: Ensuring effective meetings for staff development and the delivery of School strategies.
This structure ensures that all aspects of programme and module management are handled effectively and comprehensively. By having clear roles and responsibilities, the School maintains high standards in teaching, learning, and assessment. The Director of Education’s oversight guarantees that strategies are implemented efficiently, staff are well-supported, and continuous improvement is achieved.
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Definition
Academic Titles and Pathways
Academic staff at the School are individuals involved in teaching, research, or a combination of both. Their roles reflect our mission to harness AI as a catalyst for innovative solutions and impactful change. This involves:
- Teaching: Delivering high-quality educational experiences to students; and/or
- Research: Conducting investigations that advance knowledge and contribute to the School's academic reputation.
The School recognises two primary career pathways for academic staff, supporting our goal to provide expansive, tech-powered study experiences:
- Teaching Pathway:
- Focuses on delivering high-quality education and developing curricula that inspire students to leverage AI and technology. This pathway aligns with our value of Practical Wisdom, aiming to enhance the educational experience through innovative teaching methods and curriculum development.
- Teaching and Research Pathway:
- Combines teaching with active research, reinforcing the School’s commitment to pioneering advancements and advancing knowledge in a rapidly evolving digital landscape. This pathway integrates research activities with teaching responsibilities, fostering an environment of continuous innovation.
Each staff member’s pathway is specified in their job description upon appointment, and this will be reflected inside the annual workload calculator. Staff members can transition between pathways during their careers, subject to a formal approval process. This flexibility reflects our commitment to Lifelong Learning and adaptability.
Academic titles within each pathway are structured into the following grades:
- Professor:
- A senior-level academic position focused on leadership in teaching, research, and programme development. Professors typically lead strategic initiatives and have significant responsibilities in shaping the academic direction of the School. They may also bring specialised niche knowledge or general competencies to their role. Professors are the only members who may use the title "Professor" on official communications such as emails, letterheads, or business cards.
- Associate Professor:
- A mid-level academic position with enhanced responsibilities in teaching, research, or both. Associate Professors often take on leadership roles within programmes or modules and may possess specialised niche knowledge or general competencies. Only the title "Associate Professor" may be used for this role in any official communications. Associate Professors are not part of the Professoriate.
- Assistant Professor:
- An entry-level academic position responsible for teaching, curriculum development, and, for those in the Teaching and Research Pathway, engaging in research activities. Assistant Professors may have a combination of general competencies and specialised niche knowledge. They must use the title "Assistant Professor" in all communications and are also not considered members of the Professoriate.
The School recognises the role of adjunct professors, who are not full-time employees of the School but are hired based on their niche expertise in fields of technology. These adjunct professors serve as specialist trainers, contributing to teaching specific modules or programmes, particularly where their advanced technical knowledge is invaluable. Their involvement allows the School to provide cutting-edge education, driven by professionals active in the industry:
- Adjunct Professor:
- These titles refer to professionals who, while not employed full-time by the School, contribute due to their specific expertise in technology or AI. Their role is typically focused on offering specialist training and education. Adjunct Professors can use the title "Adjunct Professor" or "Adjunct Associate Professor" in communications but are not considered part of the Professoriate, and their use of the title reflects their adjunct status.
Apart from being general members of teams, academic members across all pathways and grades may assume the following leadership roles within programmes and modules teams:
- Programme Leaders:
- Responsible for the overall management and strategic direction of programmes. They ensure that programmes are coherent, current, and aligned with the School’s objectives.
- Eligibility: Typically, Programme Leaders are Professors or Associate Professors with extensive experience in programme management and leadership.
- Module Leaders:
- Oversee individual modules, ensuring effective delivery and alignment with programme outcomes.
- Eligibility: Module Leaders are generally Associate Professors, Assistant Professors, or Adjunct Professors with relevant expertise and experience in the subject matter of the module.
The School values diverse professional backgrounds, acknowledging that excellence in teaching, research, and programme management can stem from a range of experiences. Recruitment and promotion are open to individuals with substantial relevant industry experience, not solely academic backgrounds. Industry skills and achievements are highly valued and can be the primary basis for recruitment and promotion.
This structure provides clear career pathways, supports flexibility in professional development, and values both academic and industry expertise. It ensures that staff can effectively contribute to the School's goals of practical wisdom, continuous learning, and staying at the forefront of technological advancements.
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Director of Education |
Rule
Staff Induction, Reflection, and Appraisal
All academic staff are part of the Education Department (Programme and Module Teams) under the Director of Education. Upon joining, they will be inducted into the School’s structures, bodies, academic regulations, and policies by the Director.
Academic staff will undergo:
- Annual Reflection and Appraisal Sessions: To review performance, set goals, and discuss professional development.
- Quarterly Reflection and Performance Check-Ins: To assess ongoing performance.
- Monthly Progress Catch-Up Sessions: For regular updates between the staff member and the Director.
Before these sessions, staff must submit a reflection with supporting evidence of their achievements and contributions. This evidence may include successes, student engagement, pedagogic work, scholarship, publications, grant applications, conference attendance, external collaborations, peer observations, and other relevant activities.
This process is part of the Staff Induction and Development Plan.
These measures ensure that academic staff are well-integrated into the School, receive regular feedback, and have structured opportunities for professional development. Regular reflection and appraisal help staff track their progress, set goals, and enhance their contributions to teaching, research, and the School's overall mission.
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Director of Education |
Rule
Peer Observation System
The Director of Education will oversee a voluntary peer observation system for staff. This system will be used in all academic cycles to facilitate feedback from peers.
Peer observation allows staff to receive constructive feedback from colleagues, fostering professional development and enhancing teaching practices throughout the academic cycles.
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Director of Education |
Rule
Team Meetings for Monitoring and Evaluation
The Director of Education will organise team meetings for discussing monitoring, evaluation, and the sharing of good practices and reflections.
These meetings provide a platform for staff to discuss performance, share successful strategies, and reflect on practices, thereby promoting continuous improvement and effective teamwork.
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Director of Education |
Rule
Research Series
Regular research series will be organised by the Director of Education to allow staff to present their research and receive feedback.
These series provide staff with opportunities to share their research findings and gain constructive feedback, fostering a culture of continuous improvement and collaboration.
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Director of Education |
Rule
Programme Documentation and Staff Induction
Stage 3 of the programme approval process requires the programme team to create programme documentation that adheres to academic regulations, the School’s Learning and Teaching Strategy, and Programme and Module Design Strategy. This includes Universal Design for Learning guidelines, learning theory, and innovative teaching methods. Staff must be inducted on these programme approval rules, teaching strategies, and design requirements as part of their induction process. Ongoing updates and training in educational design and accessibility will be provided through the School’s staff training programme, led by the Director of Education. An annual Learning and Teaching Day will also be held. Programme development teams may seek advice from the Director of Education or the Academic Board at any time. The Academic Board will review new programmes and their alignment with strategy and design in its reports to the Board of Governors.
This rule ensures that programme documentation is developed in line with established guidelines and that staff are well-informed about the approval process and teaching strategies. Continuous training and support will maintain high standards in programme design and implementation.
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Director of Education |
Rule
Continuing Professional Development for Staff
The School offers various training and development opportunities, including a training allowance, in-house training, external courses, and secondments, particularly related to staff specialisations. Each staff member is allocated 40 hours of continuing professional development (CPD) annually. This time can be used for internal or external modules.
This approach ensures staff have dedicated time and resources for continuous learning and development, enhancing their skills and knowledge in their areas of expertise.
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Director of Education |
Rule
Support for External Appointments
The School values and will support its staff with external appointments, such as external examiner and validation roles.
Supporting staff in these roles enhances their professional development and contributes to their expertise and the School's reputation.
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Director of Education |
Rule
Support for Engagement with Professional Bodies
Staff will be supported in engaging with relevant professional and subject-specific bodies, including those in higher education.
Engagement with these bodies enhances professional development and keeps staff informed of current practices and standards in their field.
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Director of Education |
Rule
Workload Allocation for Effective Service Delivery
The Director of Education will apply a workload allocation model based on student and staff numbers, service needs, and hours to ensure effective delivery of learning and teaching services.
This approach ensures that resources are appropriately distributed to meet the demands of students and maintain high-quality educational services.
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