PD Deputy Head of School of Business...

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1 POSITION DESCRIPTION DOCUMENT PURPOSE POSITION DESCRIPTION-SCHEDULE A The purpose of this position description document is to provide you with a clear understanding of your role, and how that role fits within Melbourne Institute of Technology (MIT) as an organisation. This document provides an outline of your key areas of accountability and desired outcomes from satisfactory performance of the role. It does not provide an exhaustive list of tasks and activities that are required to be performed in order to fulfil the role. POSITION DETAILS Position Title: School / Division: Classification: Employment Mode: Campus: Deputy Head, School of Business Academia Level D/E Academic Fixed term contract; Extension of contract is subject to job performance Sydney ROLE The Deputy Head School of Business reports to the Head of School of Business. This position is engaged with the provision of high quality teaching and learning, academic administration, student services and scholarly activities in general within the School of Business, with a special focus on the undergraduate degree programs and activities. The responsibilities of the Deputy Head will be assigned by the Head of School, in consultation with the Academic Director, which will include, but not limited to: leading and coordinating a discipline of the School assisting the Head of School in allocating teaching staff in Melbourne campus; liaising with the General Manager in ensuring that teaching resources are in place and on time; taking responsibility to accredit and re-accredit courses with government and professional accreditation bodies providing timetabling advice for all units; advising the Teaching & Learning Committee, when invited, on matters related to business courses; advising the Head of School and Academic Director on all academic aspects related to the discipline of expertise, including relevance of course and unit content, adequacy of delivery; liaising with relevant professional and academic bodies on courses, including establishing successful interactions with the industry; advising the Head of School on the effective and efficient use of allocated resources to maximise the school s contribution to the Institute s strategy; 1 P a g e

2 assisting the Head of School in ensuring smooth operation of the School, including, where required, deputising him/her and representing the School externally; maintaining a pro-active approach with respect to developments in the discipline of expertise; being an active researcher in the discipline and in teaching and learning related to the discipline including leading the staff and making sure that his/her research finds its way into teaching and learning; coordinating and liaising between the Sydney and Melbourne campuses. MIT VISION AND GOALS Founded in 1996, Melbourne Institute of Technology (MIT) has grown dynamically as one of the leading private, higher education providers in Australia with campuses in Melbourne and Sydney. MIT is a teaching only Higher Education Institution. Our vision, mission, values and goals as approved by the MIT Board of Directors in December 2017 are set out below. Vision MIT continues to be a leading private higher education provider nationally and internationally by proactively developing innovative educational programs to meet industry needs and by a commitment to inspire tomorrow s graduates. Mission MIT, through its higher education programs and personalised and transformational student experience, provides the opportunity for individuals to access knowledge and to enrich and transform their futures. Values Excellence in teaching and learning; Integrity; Accountability and Transformational Change. Goals and Priorities: Develop and deliver innovative programs that meet industry and market needs; Provide an inclusive, service-oriented culture focused on student outcomes; Raise our profile and the impact of our teaching and learning and student engagement with our stakeholders; Provide inclusive, innovative and responsible education Enabling Elements: 1. Our people 2. Technology MIT ORGANISATIONAL STRUCTURE MIT business model comprises four (4) key focus areas as guided by its vision: Academia, Finance, Marketing, and Operations. Our organisational structure is designed to ensure each of these areas is fully resourced. 2 P a g e

3 Our Executive Management Team is responsible for the development of our strategic plan, and effective implementation of strategies across all business areas. It comprises our: Chief Executive Officer, Managing Director, Director Marketing & Student Engagement, Human Resources Director (pro term) Campus Director and General Manager ORGANISATION CONTEXT The School of Business (SoB) is part of the MIT Academic Department which runs across two campuses, in Melbourne and Sydney. The Academic Department consists of two schools, the other being School of IT & Engineering. The School of Business offers a range of degrees at undergraduate and postgraduate levels in Business with specialisations in Accounting, Marketing and Management in its Melbourne and Sydney campuses. One of the major aims of the school is establishing the culture of shared values, attitudes and strategies to further the MIT Goals of producing competent, work-ready graduates for a number of business professions. The Deputy Head of School, together with the Head and other members of the school, is responsible to ensure that the programs and activities are aligned with the School s strategic directions which include: Maximising the retention and success of students, Employing and managing academic and administrative staffing at appropriate levels to develop, maintain and deliver innovative programs Managing the development and implementation of policies and procedures for student admissions, assessment, completion and other relevant areas Establishing a departmental committee structure which will enable input from staff, students and relevant external bodies and industry involvement Developing and maintaining programs and curriculum that are innovative and connects theory and practice Building a student centred environment that challenges, encourages and motivates students to discover new skills and talents RESPONSIBILITIES The position s responsibility incorporates but not limited to the areas as set out below Area Outcomes 3 P a g e

4 RESPONSIBILITIES Discipline Leadership: Provide leadership and advice to the Head of School and the Academic Director in all aspects of the development and advancement of the discipline of expertise of the appointee Maintain an active research and professional development profile in the discipline Review all course and learning material Lead in the development of state of the art Teaching & Learning (T&L) methods as required by the discipline Academic support for staff as it relates to discipline matters, and professional development activities in the discipline Curriculum development: Designing and developing material for units and sequences of units in the discipline of expertise Partner with course coordinators in the design, development and maintenance of courses Teaching: Delivering lectures and conducting laboratory and tutorials Teaching load of 8-10 hours per week per trimester Assessing students Moderating the work of colleagues Fostering a culture of student feedback to implement a continuous improvement cycle Developing innovative teaching and learning strategies to ensure that students are thoroughly engaged with their studies and achieve the required learning outcomes Scholarship: Maintenance of current knowledge in the discipline of expertise Maintenance of current trends in higher education teaching and learning Development of high quality units, informed by research with a focus on the discipline of expertise All course materials are relevant to industry needs and current trends Teaching & learning activities are innovative and engaging Staff who are teaching are engaged, have the leader s support on discipline matters, and opportunities to develop professionally Units and their sequences are coherently designed, meet appropriate AQF requirements, are described according to MIT standards, and have learning outcomes and assessments aligned Unit material is updated at least annually Assessment instruments are refreshed appropriately, and are robustly designed and moderated to produce high quality instruments Lectures, laboratories and tutorials are conducted so as to achieve good learning outcomes. Student reviews of units and of teaching are 4+ on a scale of 1 to 5, and feedback from these reviews is effectively used for improvement Assessments are designed to ensure that learning objectives are tested Students engage enthusiastically with their studies, leading to a lower attrition rate Maintains a good up-to-date knowledge of advances in the discipline, and in approaches to teaching and learning in the discipline 4 P a g e

5 RESPONSIBILITIES Facilitate professional development activities in the discipline Research in the discipline, and in teaching and learning as related to the discipline Produces refereed high impact publications in suitable outlets Organise seminars, engage speakers and promote staff professional development Student Support: Development of and participation in the implementation of early intervention strategies for students with poor academic performance Providing career and academic counselling to students, especially when commencing and during their induction, and towards the end of their course Administration: Ensuring the effective administration of units taught, liaising with academic staff to manage the marking of units, uploading of marks online, and preparing unit reports for ratification meetings Timely allocation of teaching staff for all units in consultation with the Head of School Establish credit transfer parameters for the discipline Establish and chair Discipline meetings, and participate in committees and working parties as required, such as appeals committee and disciplinary matters, e.g. exclusion, plagiarism hearings Deal with student grievances and learning issues Liaise with the Campus Director in meeting discipline infrastructure requirements Strategies to assist struggling students are devised and applied, with measureable improvements in student performance Students at risk are identified and counselled Students receive effective advice about choice of units, choice of major and employment options Assessment results and student attendance data are entered into the Academic Management Systems in a timely manner Exam papers are produced in a timely manner Marks upload and end-of-trimester unit reports are completed effectively in a timely manner Proactive and effective participation at committee meetings Infrastructure requirements are properly planned and procured The Discipline meets regularly Student grievances are dealt with appropriately and in a timely manner Relationship Development: Establish and maintain effective relationships with all stakeholders Effective relationships are built with o Students o Colleagues throughout MIT o professionals in industry 5 P a g e

6 RESPONSIBILITIES Ongoing learning and developing self Special projects Strong effective collaboration is observed with colleagues, including Head of School, to ensure that the responsibilities of the Academic Department are fulfilled Attendance at relevant training courses and completion of self-development activities Ensure special projects and tasks assigned by the Head of School as may be from time to time are carried out efficiently and effectively COMPETENCIES The following core competencies are required to effectively fulfil the requirements of this role: General management skills (ie skills and abilities required to manage not only self but others including delegation, supervision, communication) Team contributor Technical skills and knowledge: o Recognised degree and postgraduate qualification (Doctorate/PhD) in relevant field o Higher education teaching and research experience, and experience in development and delivery of higher education curriculum KEY SELECTION CRITERIA Application letter and resume must address the qualification/knowledge/experience/attributes section under the key selection criteria Qualifications: Include all educational and training Requirement qualification, professional membership, criminal record check report etc 1. Doctorate in a business discipline such as Marketing, Management or Accounting Knowledge/Experience/Attitude/Skills 2. Demonstrated management and leadership skills in a higher education institution (including strategic planning and people management), and ability to work independently and as part of the leadership team of an Institution. 3. Experience in designing and maintaining quality assurance frameworks for higher education Highly desirable 6 P a g e

7 institutions. 4. Understanding of research and scholarship in a teaching intensive higher education institution. 5. Demonstrated commitment to and enthusiasm for learning and teaching, and a distinguished teaching record. 6. A national and international record of achievement in research 7. Experience in development and delivery of higher education curriculum. 8. Demonstrated capacity to work effectively with professional bodies and other external stakeholders with demonstrated superior communication and negotiation skills. 9. Appreciation of cultural awareness and issues relating to the diverse cultural background of the student body and knowledge of ESOS and other appropriate legislation as it affects student s welfare Highly desirable Highly desirable Highly desirable PERFORMANCE MANAGEMENT Staff performance is managed in accordance with MIT Performance Management System which incorporates: Regular performance reviews Ongoing feedback Identification of professional development needs and provision of support Reward structure Specific performance goals will be set during a performance review. Areas of performance focus for this role (together with example measurement tool) are set out below for your information. Further details in relation to the MIT Performance Management System will be provided by our Human Resources Director. Focus area Measure - example Student recruitment and retention (academic quality) Academic standards Student survey and statistics School profile in the Scholarship of Teaching and Research (eg Number and quality of publications; teaching innovations etc ) 7 P a g e

8 PERFORMANCE MANAGEMENT Relationships internal Relationships external Maximisation of resources Course approvals and re-accreditations processes and procedures Staff statistics retention, outcomes from performance reviews Survey and statistics Marketing and networking activities (including referrals) Project business case (including value for money considerations) Innovation new initiatives and programs 8 P a g e