Last updated:	13/01/2022	Job Evaluation:	N/A	JE Reference:	N/A

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ROLE DESCRIPTION

Post title:	Programme Lead
Generic post title and code:	N/A
Standard Occupation Code: (UKVI SOC CODE)	N/A
School/Department:	School/ Department
Faculty/Directorate:	Faculty
Job Family:	ERE	Level:	5/6 (suggested)
Career Pathway (*ERE):	Balanced portfolio/Education pathway/Enterprise pathway
Post title of Line Manager:	Director of Programmes (DoP)/ Deputy Head of School Education (DHOSE) (Delete as appropriate)
Post title(s) responsible for:	Module Leaders (in-direct line management)
Post base:	Office-based/Non Office-based (see job hazard analysis)

Job purpose
To offer strategic leadership in the design and delivery of a specific programme, with a particular focus on operational aspects of programme delivery. The key focus is to ensure that (i) the programme delivers an excellent student experience, and (ii) the programme is delivered in full compliance with the regulations and all reporting and legislative requirements

Key accountabilities/primary responsibilities	% Time
Maintain a strategic overview of the Programme aligned to the Programme Learning Outcomes (PLOs) and intended graduate outcomes through: programme design, approval, evaluation, modification, and withdrawal: lead the development of new programmes (liaising with DoP/ DHOSE as appropriate), manage programme modifications and/ or withdrawals	x %
Programme delivery and quality assurance: provide strategic oversight of delivery of the curriculum to ensure an excellent student learning experience whilst maintaining academic quality	x %
Programme assessment: provide a strategic overview of assessment and feedback on the programme to ensure that assessment motivates the student learning experience and provides authentic opportunities to evidence learning	x %
Student liaison, support and guidance: act as a figurehead and key point of contact for students. Signpost and delegate support as necessary	x %
Student Feedback: evaluate and respond to student feedback (including NSS, PTES, PRES (as appropriate), SSLCs, SUSU course reps, and informal feedback) to continually improve the student experience	x %
Staff liaison: work with the DHOSE, DoP (as appropriate), Module Leaders, and professional services contacts to foster effective collaboration in the delivery of the programme	x %
Committees: ensure that the programme is represented at relevant committees and meetings (this may involve membership or cascading information as appropriate) which may include: School Programmes Committee (SPC), Boards of Examiners, Staff-Student Liaison Committees (SSLCs)	x %
External stakeholder engagement: liaise with external examiners, relevant professional, statutory and regulatory bodies (PSRBs), employers and placement partners, collaborative provision partners, and engage with the sector to determine good practice, benchmarking and marketing of the programme	x %
Curriculum and programme reviews: complete Annual Programme Monitoring and periodical programme reviews to evaluate and continually improve the programme	x %
Any other duties as allocated by the line manager following consultation with the post holder.	5 %

Internal and external relationships
Educational leadership up to Head of School (HoS)/ Associate Dean Education (ADE) Students Module Leaders Student Support Services (including Assessment and Administration Teams (AAT), Curriculum and Quality Assurance (CQA), Careers and Employability External Examiners Professional, Statutory and Regulatory Bodies (PSRBs) Employers and Placement Providers Collaborative Provision Partners

Special Requirements of the Role
Add any programme specific special requirements e.g. non-standard working pattern, regular travel, seasonal and/or cyclical features of the job/environmental factors.

PERSON SPECIFICATION

Criteria	Essential	Desirable
Qualifications, knowledge and experience	PhD or equivalent professional qualifications and experience in (relevant subject area) Detailed understanding and knowledge of (relevant subject area) Experience of (broad yet relevant processes/subject areas) Teaching qualification (PCAP or equivalent) Track record of development and delivery of teaching at undergraduate and postgraduate level Demonstrated success in delivering learning outcomes Experience of (broad yet relevant processes/subject areas)	PhD in (in more specific relevant subject area) Growing and consistent national reputation in (subject area) Knowledge of (more specific relevant subject area) Experience of (more specific relevant processes/subject areas) Membership of Higher Education Academy Involvement in national events
Expected Behaviours	Able to apply and actively promote equality, diversity and inclusion principles to the responsibilities of the role. AND As a Line Manager role model the Southampton Behaviours and work with the management team to embed them as a way of working within the *faculty/directorate/school/department. OR Demonstrate the Southampton Behaviours and work with colleagues to embed them as a way of working within the team.
Management and teamwork	Proven ability to manage and deliver programmes of study Proven ability to coach and support colleagues and students Able to undertake coordinating role in School/Department/University Able to monitor and manage resources and budgets Work effectively in a team, understanding the strengths and weaknesses of others to help teamwork development
Planning and organising	Proven ability to plan and develop a range of high-quality teaching activities at programme level, ensuring plans complement broader education strategy Proven ability in the design of programmes of study, curriculum development and new teaching approaches in the School/Department
Problem solving and initiative	Able to identify broad trends to assess deep-rooted and complex issues Able to apply originality in modifying existing approaches to solve problems

Communicating and influencing	Communicate new and complex information effectively, both verbally and in writing, engaging the interest and enthusiasm of the target audience Track record of delivering lectures and seminars in courses relating to different aspects of (subject area) Able to engage counselling skills and pastoral care, where appropriate Able to persuade and influence at all levels in order to foster and maintain relationships Able to resolve tensions/difficulties as they arise Able to provide expert guidance to colleagues in own team, other work areas and institutions to develop understanding and resolve complex problems
Special requirements (of the postholder)	Add any programme specific special requirements	e.g. DBS check/Driving license

Version Control

Job description author
Evaluated by	N/A	Date evaluated:
Career Pathway:	Unique Reference Number:
Amended:	Yes/No	Date amended:
Amendment author:	Name – Job Title
Re-evaluated:	Yes/No	Date re-evaluated:

JOB HAZARD ANALYSIS

Is this an office-based post, with routine hazards?

☐ Yes	This is an office-based post with routine office hazards (eg: use of VDU), no further information needs to be supplied. Do not complete/remove the section below.
☐ Partly	This is an office-based post with some non-routine hazards (eg: contact with the public and/or shift work). Please complete the analysis below.
☐ No	This is a non office-based post and has some hazards. Please complete the analysis below.

HIRING MANAGER

Please complete this section as accurately as possible to ensure the safety of the post-holder.

ENVIRONMENTAL EXPOSURES	Occasionally (<30% of time)	Frequently (30-60% of time)	Constantly (> 60% of time)
Outside work
Extremes of temperature (eg: fridge/ furnace)
## Potential for exposure to body fluids
## Noise (greater than 80 dba - 8 hrs twa)
## Exposure to hazardous substances (eg: solvents, liquids, dust, fumes, biohazards). Specify below:
Frequent hand washing
Ionising radiation
EQUIPMENT/TOOLS/MACHINES USED
## Food handling
## Driving university vehicles(eg: car/van/LGV/PCV)
## Use of latex gloves (prohibited unless specific clinical necessity)
## Vibrating tools (eg: strimmers, hammer drill, lawnmowers)
PHYSICAL ABILITIES
Load manual handling
Repetitive crouching/kneeling/stooping
Repetitive pulling/pushing
Repetitive lifting
Standing for prolonged periods
Repetitive climbing (ie: steps, stools, ladders, stairs)
Fine motor grips (eg: pipetting)
Gross motor grips
Repetitive reaching below shoulder height
Repetitive reaching at shoulder height
Repetitive reaching above shoulder height
PSYCHOSOCIAL ISSUES
Face to face contact with public
Lone working
## Shift work/night work/on call duties

## - HR will send a full PEHQ to all applicants for this position. Please note, if full health clearance is required for a role, this will apply to all individuals, including existing members of staff.