Job Description
Job title:
Quality Enhancement Officer for Doctoral Studies
(2 years fixed term)
Department/School:
Learning & Teaching Enhancement Office
Grade:
7
Location:
Bath campus
Job purpose
Provide assistance to the Head of Student Learning Experience and Quality in maintaining
and enhancing the standards and quality of the University’s Doctoral provision, in line with
the university’s principles of Quality Management:
 a sound underpinning in pedagogical practice which recognises disciplinary
differences
 rigorous use of peer review and external input
 working with the informed student voice towards on-going enhancement of learning
and teaching
This fixed term post would have the remit in particular to:
 complete a review of the QA Code of Practice statement on Research Degrees
(QA7), including development of a quality assurance framework for the
development of joint research degrees,
 provide support for the University Research Students Committee (URSC),
work with the university community to ensure appropriate institutional oversight of
supervision and progression in the context of the different models of doctoral
provision (especially in relation to CDTs and other collaborative provision).
Source and nature of management provided
Line Manager: Head of Student Learning Experience and Quality.
Further direction is given by the Pro Vice-Chancellor (Research) and by the academic and
professional services community through an extensive consultation and committee
structure.
Staff management responsibility
None
Special conditions
None
Page 1
Main duties and responsibilities
1.
In the context of quality assurance and enhancement lead on the development and
management of the university’s doctoral policies and procedures that help the
University identify and manage risks to the quality of our research student experience.
This specifically includes responsibility for the QA Code of Practice statement on PGR
provision (QA7) and working with colleagues from the Academic Registry on the
Regulations related to postgraduate assessment.
An important aspect of this policy and regulation development work is collaboration and
consultation with the academic and professional services community (all levels of
seniority) to establish support and consensus on new regulatory or policy development
and its operational implementation.
This includes working with a number of internal stakeholders such as;
 Pro Vice-Chancellor, Research, regarding direction of the quality management of
the research student experience and University Research Students Committee
 Associate Deans (Graduate Studies) regarding the development of university
doctoral quality management policies and procedures,
 Directors of Studies regarding the implementation of quality management
procedures and the enhancement of the research student experience
 Graduate School Managers and Assistant Registrars (Faculty/School) in relation to
on quality management, governance and administration in relation to doctoral
provision, including Doctoral Training Centres/Partnerships
 Students’ Union on engaging with the opinions and interests of doctoral students
 International Relations Office, particularly on the development of potential
international collaborative provision
 Recruitment and Admissions on the application experience and processes for
doctoral candidates
 Research & Innovation Office; particularly in the bid phase for any external funding
which has research student opportunities
 Postgraduate Ombudsman and their Deputy on any issues doctoral students bring
to the fore through this informal mediation route.
Equally important is the information provision and support to those who implement
policy and regulation in relation to doctoral provision. Regulations fall under the
Academic Registry and the post holder will work closely with relevant colleagues within
that team.
2.
3.
4.
Within the context of quality assurance and enhancement, provide advice and support
on the development of doctoral degree provision, including CDTs, professional and
integrated doctorate programmes, collaborative provision and MRes programmes in line
with the University’s policy and strategic interests and the requirements and
expectations of the QAA, Research Councils and relevant partners. In particular this
includes being a key source of advice and guidance for the Graduate Schools and
academic and professional colleagues during the bid/re-bid and establishment phases
of DTC/Ps.
Working with a range of internal stakeholders, including web services and the Public
Information Sub-Committee lead on the development of the provision of relevant and
easily accessible information for doctoral students. This will be in line with QAA, RCUK
and other agency requirements as well as sector good practice.
Gather and interrogate extensive and complex data from internal and external sources
to inform the quality monitoring and enhancement of postgraduate degree provision at
Bath. This area of activity will include:
 monitoring of the research student experience using survey results, the
Postgraduate Ombudsman’s report, Annual Monitoring Reports etc.
 using available national data for peer comparison
Page 2
5.
Support the Chair of University Research Students Committee (URSC) through agenda
briefings and pre-committee generation and scrutiny of papers including those on
survey results, changes to the QA Code of Practice and regulations and the SSLC
annual report.
6.
Attending relevant committees including, but not limited to, Faculty Research Students
Committees, CDT Governance Sub-Committee and Graduate School Managers Forum
as well as in other contexts internally and externally as opportunities arise.
7.
Liaising with relevant external bodies such as the Quality Assurance Agency, the UK
Research Councils, Vitae, Professional Regulatory and Statutory Bodies and other
organisations with relevance to doctoral provision as required.
8.
Leading and/or contributing to student learning experience enhancement initiatives and
projects. This includes undertaking university-wide reviews of specific sections of the
QA Code of Practice.
9.
Liaising pro-actively with Faculties, the School, academic and professional departments
and the Students’ Union with a view to:
 supporting the communication, development, implementation and management
of quality assurance and quality enhancement;
 researching and identifying good practice in learning and teaching within the
University and across the sector, and disseminating good practice;
 addressing queries and giving guidance on complex quality matters
10.
Design and deliver any staff or student development sessions to include formal or
informal training or briefings.
11.
This job description is intended to provide a broad outline of the main responsibilities
only. The post holder is required to be flexible in developing their role in agreement
with their line manager. In addition they may be required to undertake such other
activities that may be determined by the Head of Student Learning Experience & Quality
as commensurate with the nature and grade of the role.
General Responsibilities
Policies and Procedures
The post holder is required to familiarise themselves with all University Policies and
procedures and to comply with these at all times.
Confidentiality and Data Protection
The post holder must maintain the confidentiality of information about students, staff and any
other personal information and meet the requirements of the Data Protection Act (1998) at all
times. The post holder must comply with all University Information and Data Protection
policies at all times.
Health & Safety
The post holder must be aware of the responsibilities placed on them under the Health and
Safety at Work Act (1974) and any subsequent relevant legislation and must follow these in
full at all times including ensuring that they act in line with all agreed procedures at all times
in order to maintain a safe environment for students, staff and visitors.
Page 3
Key relationships:
Internal
 Head of SLEQ and SLEQ colleagues, especially the Student Engagement & Quality
Enhancement Officer
 Director of LTEO and LTEO colleagues, especially the Researcher Development Unit
(RDU) part of Academic Staff Development
 Academic Registry, particularly the Assistant Registrar (Examinations and
Ceremonies)
 Graduate School Managers and Assistant Registrars (Faculty/School)
 CDT Centre Managers
 Associate Deans (Graduate Studies)
 Pro Vice-Chancellor, Research and their Executive Assistant
 Directors of Studies (Graduate Studies)
 Students’ Union especially the PGR Student Officer
 Research & Innovation Office on CDT bids, re-bids and agreements
 International Relations Office on possible collaborative provision and PGR student
mobility
 Recruitment and Admissions on the application experience and processes for
doctoral candidates
 Postgraduate Ombudsman and their Deputy
External
 QAA
 RC:UK
 Council for Graduate Education
 Vitae
 Academic Registrar’s Council (Postgraduate Practitioner group)
 Relevant counterparts at GW4 institutions
Page 4
Person Specification
Criteria
Essential
Desirable
Qualifications
1.
2.
Assessed by
AF
First degree or equivalent including sufficient
academic underpinning for strong analytical skills
Doctoral qualification
X
I/T
R
X
X
X
Experience/Knowledge
3.
4.
5.
6.
Sound knowledge and experience of the quality
management of doctoral provision, preferably including
collaborative provision.
Extensive experience in an academic administration
role, preferably within a quality assurance/
enhancement context.
Extensive experience of analysing and comparing
academic and organisational practices by peer
institutions to inform local decision making.
Experience of writing procedural, policy and guidance
documents for use by staff and students.
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
7.
Extensive experience of committee servicing and
writing analytical reports.
X
X
X
X
8.
Good knowledge of current practice and issues in
Higher Education, especially around doctoral studies
and postgraduate funding.
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Skills and Attributes
9.
Excellent communication and interpersonal skills
including the proven ability to advise, influence and be
convincing in discussions with others, including
academic and senior staff, using evidence based
arguments.
10. Excellent attention to detail.
11. Excellent data interrogation and analytical skills. Ability
to analyse, interpret and make valid comparisons of
academic and organisational practices by peer
institutions to inform local decision making.
12. Enthusiasm and commitment to the assurance and
enhancement of learning and teaching.
13. Excellent organisational and administrative skills,
including excellent time management and prioritisation
skills.
14. Ability to use initiative.
15. Ability to work under pressure and to tight deadlines
effectively.
16. Web development skills.
17. Willingness to work flexibly in peak periods.
Code: A/F – Application form, I/T – Interview/Test, R – Reference
Page 5
X
X
X