Programme Leadership

Programme leaders are responsible for the overall coherence, delivery, evaluation, and enhancement of academic programmes. Their role is key in that they can make a significant and positive contribution to the performance of a programme and the student experience. Effective, dynamic, and forward-thinking leadership at a programme level is recognised as being essential to the delivery of an excellent, personalised student experience and is a key feature of the provision of high-quality learning opportunities.

Main purpose of the role
The role of a programme leader is to provide guidance, direction and leadership to a team of people and assume responsibility for quality standards and the enhancement of learning, teaching and assessment and the overall academic experience of students on a named programme. This includes all provision within that programme that is delivered in partnership with other organisations.
Role Description
The specific responsibilities of a programme leader will include the following (some of which may be delegated to an admissions tutor, module leader, year tutor and/or personal tutor for example):
1. Providing academic leadership for a named programme in line with the University’s Strategic Plan, Core Values, School Strategic Priorities, Academic University Policies and Regulations (UPRs) and the requirements of external agencies such as the QAA, OfS, Education and Skills Funding Agency (ESFA), Professional, Statutory and Regulatory Bodies (PSRBs), the Institute for Apprenticeships and Technical Education and discipline specific bodies.
2. Leading staff who contribute to modules, teaching, assessment, personal tutoring and admissions to achieve performance and recruitment targets.
3. Collaborating with students, staff from within and beyond the school, and external stakeholders to lead programme curriculum development and review, including the innovation and enhancement of learning, teaching and assessment.
4. Leading and supporting programme staff to ensure curriculum coherence and that the graduate attributes, equality and diversity, employability and inclusive learning, teaching and assessment are embedded within the curriculum.
5. Cultivating an environment of collaboration and shared ownership by ensuring students and staff are involved in curriculum development, delivery, decision-making and evaluation.
6. Working with student representatives, school community organisers and other staff/stakeholders to promote active student participation in the management of the programme.
7. Overseeing the use of data dashboards to direct personal tutoring to support students in their academic progress and goals, personal and professional development and their well-being and sense of belonging.
8. Taking a pro-active role in the monitoring of academic standards, paying attention to the needs of professional, regulatory and/or accreditation bodies, the reports of external examiners, apprenticeship standards and other external evaluations as appropriate ensuring recommendations are given due consideration and acted upon where appropriate.
9. Assuming accountability for programme performance in internal and external surveys such as module evaluation, NSS, PTES, and other internal benchmarks and key performance indicators by reviewing and monitoring the student record system-generated data associated with the programme and making informed recommendations in consultation with staff and students.
10. Acting as Chair for the Programme Committee and writing key monitoring and evaluative reports and any other specific programme reports in a timely manner.
11. Ensuring that module leaders correctly and accurately set up individual module Canvas sites according to the Guided Learning Journey principles, and that they are appropriately maintained, and that the programme and assessment landscape are correct.
12. In consultation with the relevant staff ensuring that the Canvas Programme Site, Programme Specification, Definitive Module Documents, Programme Handbook and Course Fact Sheet are correct and updated as required.
13. Leading the dissemination of good practice in academic quality, learning, teaching and assessment and communication of issues across the programme, School and University as appropriate.
14. Overseeing student induction and advising, where requested, on such matters as programme timetabling and requirements, entry tariff points, prospectus entries, recruitment and admissions including the Accreditation of Prior Learning Process.
15. Engaging in appropriate internal and where appropriate external programme developments and/or reviews and networking events to maintain an awareness of developments in the field across the HEI sector.
16. Other duties that may be assigned by the Dean or Associate Dean of School/Head of Department from time to time.

Person specification

In this senior and influential post, it is essential that the applicant possesses:

	Essential/Desirable
Qualifications* *Depending on the nature of the provision there may be some PSRB or external accreditation requirements for the role	*Essential* A qualification at one academic level above the level of the programme and/or significant experience in professional practice/industry. Fellowship of the Higher Education Academy *Desirable* Hold or studying towards PhD, Doctorate or doctoral level study Senior Fellowship of the Higher Education Academy
Experience	*Essential* Substantial proven academic/work experience (3-5 years). Experience of curriculum design at module or programme level. Experience of successful partnership working with a range of internal and external stakeholders including students. Academic administrative experience *Desirable* Experience of chairing programme and/or other similar committees/working groups. For Apprenticeship Programme Leaders specifically experience of working with external bodies / employers as this is a substantial part of their role
Knowledge and Ability	*Essential* Understanding of the higher education sector and it’s political, national and international context. Sound knowledge of programme performance thresholds and expectations, University Policy and Regulations and relevant external reference points eg QAA and PSRB/Accreditation/Apprenticeship, Equality Act, Access and Participation Plan (APP) requirements. Academic leadership skills incuding an ability to influence, mediate, motivate and inspire a team of people. Sound understanding of principles of curriculum design. Understanding, awareness and compassion regarding the needs of students. An ability to analyse and interpet data sets with effective reporting skills. An ability to manage a large and complex workload and to work to deadlines, setting and monitoring own standards and that of other team members. *Desirable* An ability to drive and manage change effectively
Personal Characteristics	Well-developed interpersonal skills. Maturity and tolerance, with evidence of an open, flexible, innovative mindset. A commitment to engaging in scholarly projects in pedagogic and/or research activity, for the growth and enhancement of the programme. A commitment to personal development. A commitment to the University of Hertfordshire Core Value

Recruitment and Selection
- There will be a standardised approach across the University.
- Advertising should normally be undertaken internally only across the Universityⁱ
- Application is by way of expressions of interest and the shortlisted candidate will normally be interviewed.
- The University Generic role description needs to be employed although essential and desirable criteria can be amended to meet programme specific requirements. To note this is a role not a post.
- The role will normally be undertaken for a period of 4 years although the period of appointment may vary in accordance with the nature of the programme; the role is not permanent. The period of appointment can be extended, or the role holder fully reverts to substantive post.
- Appointments should only be fractional (part time) not full time.
- By mutual agreement with the Dean of School, the role holder may demit from the role and revert to their substantive post at a given time.
- The role holder will be supported to complete the Programme Leader Development Programme. This will be mandatory and unsatisfactory participation in these, along with poor performance of a programme could result in the School reviewing whether the person should retain the role.
- All appointments will be offered a mentor for the first year of appointment and beyond if agreed.
ⁱ In cases where a new programme is developed with no expertise in the school external recruitment may be necessary.