Job Detail
(Overview, Role Detail and Person Specification)
College of
Associate Dean (Academic) – Grade MNGT
(Ref: Role Code)
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Role Title: Associate Dean (Academic)
Reports To: Dean of College
Overview
Paragraph one overview …..
Paragraph two overview ….. etc.
NOTE: This section should provide:

Brief background information about the College/School/Division/Unit

The main focus of the role
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Role Detail
Role Purpose
To work with the Dean, the PVC Academic and relevant functions of Professional Services in order to ensure
alignment of College Teaching and Learning Strategy with the University’s Strategic Plan and initiatives.
Responsibilities
Team Leading
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To contribute to the strategic work of the School Executive to develop, monitor and review the
Schools Teaching and Learning Plan and to oversee its implementation in respect of its academic
objectives
To liaise with the relevant professional departments to assure effective implementation of the plan
in respect of student satisfaction, retention and completions, partnerships, and curriculum
development
To work in a team with other Associate Heads Academic and the Associate Deans Academic and
assure the development and delivery of a distinct yet complementary Teaching and Learning
Strategy for the School which aligns with the University’s Strategic Plan, including the Themes
To engage with and participate in the University’s PDR process as reviewer and/or reviewee, as
appropriate
Policy and Planning
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To work with School staff on the implementation of aspects of the Teaching and Learning
Strategy and issues related to teaching and learning activity and Student Experience
To set, monitor and review appropriate KPIs for academic activity within the School Strategic Plan
and align them with the College and wider University KPIs
To formulate, implement and manage the School’s academic plans in relation to teaching and
learning consistent with the strategic objectives of the College and the University
To develop engagement activities aimed at improving access, widening participation, work based
training opportunities, volunteering and community based projects
Quality Assurance
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To ensure that the School’s teaching activities are implemented in a way which is consistent with
the maintenance of the highest academic quality, standards and enhancement
To ensure the operation of the University’s agreed quality assurance mechanisms, in such areas
as course approval, course review, student evaluation of teaching, assessment and responses to
external examiners report
To ensure operation of the University’s agreed QA mechanisms
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To develop School quality assurance systems in respect of teaching and learning to complement
University systems
Resources
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To advise the Head of School on the appropriate level of resourcing required to support teaching
and learning activity
Liaison and Coordination
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To represent the School internally on committees relevant to teaching and learning activity
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To promote and identify cross School collaboration with other Associate Heads (Academic)
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To work with other Associate Heads Academic, Student Life and Student Information on
reviewing, enhancing and monitoring the student experience and the performance of the school
against its strategic aims
Liaise with the Library to ensure all library strategies and policies are embedded
Liaise with the Students Union, communicating regularly to ensure partnership working on all
aspects of the student experience
Other tasks
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To represent the School to ensure that successful teaching and learning activities are
disseminated within the University and externally
To liaise with external organisations to raise the profile of the University and take advantage of
trends and opportunities
Liaise with the School Operations Manager and College Learning and Teaching Support Manager
to ensure appropriate provision of administrative support
Perform any other duties appropriate to the grade as may be required by the College
Registrar/Head of School/Head of Division etc.
Comply with the personal health and safety responsibilities specified in the University Health and
Safety policy;
To engage with the University’s commitment to put our students first and deliver services which
are customer orientated, represent value for money and contribute to the financial and
environmental sustainability of the University when undertaking all duties and aspects of the role.
Promote equality and diversity for students and staff and sustain an inclusive and supportive
study and work environment in accordance with University policy;
This role detail is a guide to the work you will initially be required to undertake. It may be
changed from time to time to meet changing circumstances. It does not form part of your
Contract of Employment.
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Person Specification
Consideration should be given to the following four themes which will be tested at each stage
of the recruitment process
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Teaching and learning
Research and innovation
Leadership, management enterprise and engagement
Internationalisation
Qualifications
Essential/
Desirable
The successful candidate should have:
1
E
Hold a Postgraduate Certificate of Academic Practice or equivalent higher education
teaching qualification (or commitment to enrol on the University programme during the
probationary year and complete within three years) or Fellowship of HEA (or
international equivalent)
Tested by*
A, I, P, T
A
2
Background & Experience
The successful candidate should have:
Essential/
Desirable
Tested by*
A, I, P, T
Essential/
Desirable
Tested by*
A, I, P, T
Essential/
Desirable
Tested by*
A, I, P, T
3
4
Knowledge
The successful candidate should have demonstrable knowledge of:
5
6
Skills & Competencies
The successful candidate should demonstrate:
7
8
A = Application form, I = Interview, P = Presentation, T = Test
Details of any assessments required will be provided in the invitation to interview letter.

Appointments to grades 1 to 6 will normally include a competency based interview and work based
simulation exercise
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
Appointments to grade 7 and above will normally include a competency based interview and presentation
and in some instances a work based simulation exercise.
Candidate guidance
**In order to fully meet the essential criteria candidates must show clear evidence of how they meet the
criteria. Simply stating that you have a skill or experience in an area is not sufficient, you must provide a clear
example
to
show
how
you
have
met
each
of
the
criterion
you
address**.
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Person Specification: Guidance for Completion
Each attribute should have its own row and a number assigned to it in the column on the left-hand side of
the table. A row can be easily added: right click within the table and select insert, then choose the option
you want. The text within each bullet point should end with a semi-colon, with the last bullet point in the
table ending in a full stop. The four section headings in the Person Specification are not intended to be
changed. Please retain the formatting within this document.
Only list the attributes that are appropriate for effective performance in the role. Remember that the person
specification is the main focus for candidates, shortlisters and interview panel members during the recruitment
process.
The person specification should describe the activity, in terms of competence, required to achieve the tasks or
responsibilities described in the job description. The person specification should not be used as a basis of
discrimination against physically or mentally disabled people who could perform the job with reasonable
adjustments. All attributes should be realistic and standards should not be set higher than necessary
Qualifications: State which qualifications, if any, the role holder should posses, e.g. professional, academic,
vocational training, and the level these should be at. Consider whether it is a specific qualification or an
equivalent which is necessary.
Background & Experience: List the type of experience which is being sought. Whilst experience in certain
aspects of the role may be essential, transferable skills gained in other environments may also be equally
valuable, e.g. voluntary work, domestic administration. Avoid any reference to time, it is against age
discrimination legislation to use length of experience (years/months) as a measure of whether someone has
the ability to perform a specific task.
Knowledge: List any knowledge relevant to the job, e.g. ‘knowledge of health and safety legislation’, or
‘knowledge of trends in library services provision within universities’.
Skills & Competencies: Identify the skills or competencies which are needed for effective performance in the
role. Avoid listing attributes that cannot be measured e.g. flexible outlook, pleasant personality. Consider
the key Hera elements (as identified in the role detail) for the role and formulate attributes that can be
measured or tested, e.g. ‘excellent communication skills with the ability to present information clearly’, ‘the
ability to build an effective team’, ‘the ability to control and monitor spending on budgets’, ‘the ability to
analyse information relating to complex situations’.
Essential/ Desirable Column: Each attribute should be defined as either ‘essential’ or ‘desirable’, so please
delete the irrelevant one in each row. Essential attributes are those without which the job could not be
performed. Desirable attributes are those which enhance the ability of the person to do the job.
‘Tested by’ Column: Decide how each attribute will be tested and indicate this in the column on the righthand side of the table. The most common methods of testing an attribute are by application form, interview,
presentation or test, e.g. in-tray test/word processing test/ numeracy test. If you wish to test an attribute with
more than one method, simply indicate all relevant methods in the appropriate row on the table. The key for
the ‘tested by’ column must remain on the PS page.
N.B. Please delete all guidance notes before submitting the Role Detail and Person Specification and
also pay specific attention to the font (Arial) and colour used (Dark Red) in regard to the headings. It
is important to note that the document may be returned if it does not follow the standard format.
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Departmental Management Structure
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HERA 14 Elements for role analysis
1. Communication: Covers communication through written/electronic/visual means and oral
communication, in both informal and formal situations. This may include the need to convey
basic factual information clearly and accurately; conveying information in the most appropriate
format; and explaining complex or detailed specialist information.
2. Teamwork and Motivation: covers team work and team leadership when working in both
internal and external teams. This may include the need to contribute as an active member of
the team; motivating others in the team; and providing leadership and direction for the team.
3. Liaison and Networking: covers liaising with others both within and outside the institution
and creating networks of useful contacts. This may include passing on information promptly
to colleagues; ensuring mutual exchange of information; influencing developments through
one’s contacts; and building an external reputation.
4. Service Delivery: covers the provision of help and assistance to a high standard of service to
students, visitors, members of staff and other users of the institution. This may include
reacting to requests for information or advice; actively offering or promoting the services of
the institution to others; and setting the overall standards of service offered.
5. Decision Making Processes and Outcomes: covers the impact of decisions within the
institution and externally. This may include decisions which impact on one’s own work/team;
decisions which impact across the institution; and decisions which could have significant
impact in the longer term within or outside the institution.
6. Planning and Organising Resources: covers organising, prioritising and planning time and
resources, be they human, physical and/or financial. This may include planning and
organising one’s own work; planning work for others on day to day tasks or on projects;
carrying out operational planning; and planning for coming years.
7. Initiative and Problem Solving: covers identifying or developing options, and selecting
solutions to problems which occur in the role. This may include using initiative to select from
available options; resolving problems where an immediate solution may not be apparent;
dealing with complex problems; and anticipating problems which could have major
repercussions.
8. Analysis and Research: covers investigating issues, analysing information and carrying our
research. This may include following standard procedures to gather and analyse data;
identifying and designing appropriate methods of research; collating and analysing a range of
data from different sources; and establishing new methods/models for research, setting the
context for research.
9. Sensory & Physical Demands: covers the sensory and physical requirements of role-related
duties. This may include physical effort; co-ordination and dexterity; using aural evidence to
assess next actions; applying skilled techniques and co-ordinating sensory information; and
high levels of dexterity where precision/accuracy is essential.
10. Work Environment: covers the impact the working environment has on the individual and
their ability to respond to and control that environment safely. This may include such things
as the temperature, noise or fumes, the work position and working in an outdoor environment.
11. Pastoral Care and Welfare: covers the welfare and well being of students and staff within
the institution, in both informal and formal situations. This may include the need to be aware
of the support services available; giving supportive advice and guidance; and counselling
others on specific issues.
12. Team Development: covers the development of the skills and knowledge of others in the
work team. This may include the induction of new colleagues; coaching and appraising any
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individuals who are supervised, mentored or managed by the role holder; and giving guidance
or advice to one’s peers or supervisor on specific aspects of work.
13. Teaching and Learning Support: covers the development of the skills and knowledge of
students and others who are not part of the day to day work team. This may include providing
instruction to students/others when they are first using a particular service or working in a
particular area; carrying out standard training; and the assessment and teaching of students.
14. Knowledge and Experience: covers the relevant knowledge, however acquired whether this
is technical, professional or specialist. This may include the need for sufficient experience to
carry out basic, day to day responsibilities; the need for a breadth/depth of experience to act
as a point of reference for others; and the need to act as a leading authority in one’s
field/discipline.
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