RGU Head of Teaching Futures post

APPOINTMENT OF

HEAD OF teaching futures

The professional University

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www.rgu.ac.uk

CONTENTS

THE OPPORTUNITY 2 DEPARTMENT FOR THE ENHANCEMENT OF LEARNING, TEACHING AND ASSESSMENT 4 New Learning environments 6 UNIVERSITY STRATEGY 8 THE PROFESSIONAL UNIVERSITY 10 TRACK RECORD 14 ONE CAMPUS, ONE VISION 15 HEAD OF TEACHING FUTURES 16 - ROLE PROFILE 16 - CANDIDATE PROFILE 17 ABERDEEN CITY AND SHIRE 18 CORPORATE MANAGEMENT ARRANGEMENTS 20 HOW TO APPLY 21

THE OPPORTUNITY

’THE TOP MODERN UNIVERSITY IN THE UK’

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IN ‘THE TIMES GOOD UNIVERSITY GUIDE’

Robert Gordon University is a dynamic, modern institution with an enviable international reputation, and is consistently ranked amongst the UK’s top universities for graduate employment. Placing students at the centre of its thinking, the University aspires to be a distinctive university known for the impact of its teaching & research, its interdisciplinary approach and its relevance to the modern world within the region, the country and internationally.

In order to meet these challenges you will need to be able to demonstrate a wide range of technical and interpersonal skills. You will be an experienced and inspirational teacher with a proven track record of leading development and promoting change. You will have confidence in your ability to work flexibly with staff and students from different subject disciplines. Qualified to a professional level you will have experience of learning, teaching and assessment practice, evaluation techniques, implementation of new tools including on-line learning, and preferably experience of work-based learning and the internationalisation of education.

The quality of education at Robert Gordon has been a central theme of its success. Through the work of the Department of Enhancement of Learning, Teaching and Assessment (DELTA) the University intends to maintain its pre-eminent position through the continued development and implementation of leading edge best practice. DELTA is responsible for providing focus and support for the development of academic practice across all areas of the University.

As Head of Teaching Futures you will report to the Dean of DELTA and have direct responsibility for supporting implementation of the learning and teaching strategy within schools. Key aspects will include: supporting academic heads of school, course leaders and course teams on enhancement and development projects; promoting the identification and implementation of effective practice; providing CPD support for both recently appointed and experienced staff; working with student representatives on engagement and enhancement projects. In order to do this you will be required to interact with staff and student representatives to encourage, communicate and champion new developments in education practice. You will also be expected to work effectively with other support services, to promote implementation of quality assurance and enhancement processes and to support commercial learning developments (e.g. in-company, work-based learning).

- THREE YEARS IN A ROW 3

DEPARTMENT FOR THE ENHANCEMENT OF LEARNING, TEACHING AND ASSESSMENT PURPOSE AND FOCUS The department was created in 2006, through the merger of four formerly separate departments, with a new strategic focus.

Our purpose is to promote and support development and enhancement of learning, teaching and assessment across the university.

Our focus is on student learning, including all forms of delivery and engagement. Our view of the concept of “enhancement” is: • making it better -any aspect of learning or student experience

• making the best use of opportunities and resources

We are learner-centred, staff-facing. Our direct clients are staff and others with learning and teaching responsibilities.

Our services are focused on promoting: • a high quality, effective learning experience for RGU learners

• enhancement and new developments

WHAT WE DO We provide services and support for: • implementation of university strategy for learning and teaching, which forms the first strand of “A Clear Future: Building on Success” • implementation of policies for quality assurance and enhancement, principally development of new courses and review of existing courses

• development and use of online learning technologies

• initial and continuing professional development for staff in learning and teaching practice, including use of technologies Our priorities and activities are aligned to: • the university strategy “a Clear Future: Building on Success”, and priorities identified through annual planning processes

• the organisation structure of the university

• quality assurance and enhancement policy and processes

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Our approach is client-centred, supporting:

We promote a teamwork approach across the department to collectively fulfil our responsibilities. All members are expected and encouraged to:

• networks of school-based Learning Enhancement Co-ordinators and e-Learning Advisers

• contribute to any of the department’s activities, within workload allocation and personal capability

• staff of the university who teach and support students

• share resources and opportunities

• develop and extend their personal capability

HOW WE WORK

• students who use the university’s e-learning environment, and our study support services

Individual roles and organisational groupings are intended to promote clarity and efficiency -not to create partitioned silos.

We recognise that our funding comes through the activities of our clients. We aim to offer effective services, efficiently, making best use of our resources, and respecting the time of our clients and their learners.

We look both inwards and outwards, aiming to support: • identification and sharing of effective practice within the university

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•

staff and students engaging with external ideas and resources, including from the Quality Assurance Agency, the Scottish Quality Enhancement Themes and the Higher Education Academy

DELTA organisation and interactions

DELTA interactions diagram Faculties & schools Aberdeen Business School

Faculty of Health & Social Care

Assoc. Deans (4) LECs & TFs (7) Dept of Accounting & Finance Head of Dept Prog / Course leaders Dept of Communication & Media Head of Dept Prog / Course leaders Dept of Information Management Head of Dept Prog / Course leaders Dept of Law Head of Dept Prog / Course leaders Dept of Management Head of Dept Prog / Course leaders

Applied Social Sciences Head of School Prog / Course Leaders LEC(1) Health Sciences Head of School Prog / Course Leaders LECs & TFs (2) Nursing & Midwifery Head of School Prog / Course Leaders LECs & TFs (3) Pharmacy & Life Sciences Head of School Prog / Course Leaders LECs & TFs (3) FQESC HSC

FQESC ABS

Interactions with Head leaders on a priorities validations & reviews

Head of Teaching Futures role: main interactions with academic units

Routine interactions wi Fellows: * Supporting enhancem projects and activities * Sharing effective pra university

Membership of FQESCs

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Delta organisation chart Dean of DELTA Teaching / CPD team Dept Sec / PA to Dean

Head of Teaching Futures

e-Learning team

Study Skills & Access Unit

Head of e-Learning

CPD Manager

Head of SSAU Teachers & Tutors (4.2)

Learning Technologists (5)

External consultants & course providers

Wider access team (4.3)

Helpdesk (1) Educational Media Services (3)

College liaison team (2.7) Administrators & support (2.3)

Team interactions / joint projects etc

DELTA Interactions

DELTA-Organisation V2.mmap - 13/09/2013 - Mindjet

Support Depts (closely associated with DELTA roles)

Student Union Faculty of Design & Technology

Vice Presidents

Computing Science & Digital Media Head of School Prog / Course Leaders

Academic Affairs

Presidents

Quality policy and processes incl student survey & evaluations

Faculty Officers (3) Head of Teaching Futures role relating to student engagement, and Student Partnership Agreements

Business Development Services

LECs & TFs (4)

Corporate courses, commercial developments and projects

Engineering

Estates

Head of School Prog / Course Leaders

Learning spaces

LEC(1)

Human Resources

Gray's School of Art Head of School Prog / Course Leaders LECs & TFs (2) Scott Sutherland School of Architecture & Built Envt.

Staff policies, development, recognition & reward for teaching IT Services

Terms & abbreviations

e-Learning

Learning Enhancement Coordinator (LEC) -school-bsed academic

Head of School Prog / Course Leaders

Teaching Fellow (TF) -recognised for outstanding teaching

LEC (1)

Faculty Quality Enhancement Sub Committee (FQESC)

Library Services Library resources & support services Student Admin

FQESC FDT

Higher Education Achievement Reports; Key Information Sets

ds, Programme / Course / project basis, including

Student Services Careers / Employability; Accessibility

ith LECs and Teaching

Study Skills & Access Unit

ment and development s actice across the

Access & widening participation Head of Teaching Futures role: main interactions with support depts flagged

s (3)

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A Clear Future for a leading university in a new era OUR VISION

In order to achieve our vision, we will commit ourselves to a set of key strategic aims:

RGU aspires to be recognised, in Scotland and beyond, as a distinctive university leading and shaping the debate on the

·

Teaching and learning: inspire all individuals to achieve their

future of higher education and placing students at the centre

maximum potential and excel in the world of tomorrow.

·

Extending access to learning: enable individuals to achieve their

ambitions throughout life whatever their circumstances.

nation, its growing global profile, and its strong interdisciplinary

·

Student experience: support students and graduates to enjoy and

focus on a small number of key questions and issues of concern

prosper within a vibrant learning community.

·

Research: be recognised for our contribution to the growth of

innovation through advancing internationally excellent

translational research in our areas of strategic focus.

·

Commercialisation: harness our intellectual and physical assets

so they generate value to the economy and are profitable to

the university.

·

The regional community: contribute to and be an active leader in

the development of the regional community.

·

Partnerships: secure strategic partnerships with a small number of

globally recognised universities and companies that will support

the university’s key ambitions.

·

Our university: empower staff and students to develop a strong

and engaged community.

of the education it offers. It will be known for the impact of its teaching, scholarship and translational research, the employability of its graduates, its influence in the region and

to the local and global community. It will achieve its goals in partnership with academic, voluntary, public and business organisations that share its ideals and aspirations.

The university will enter the global university rankings, diversify and secure its income and resources, and enter into close collaborative agreements with key strategic partners.

RGU will be a model university of the future and will shape its own culture, practice and organisation accordingly.

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THE PROFESSIONAL UNIVERSITY

The University prides itself in producing highly valued graduates. Our clear focus on professional education coupled with strong links to the public and third sectors and to the science industry, means the University has one of the UK’s best graduate employment records.

Our Estates Master Plan has created the best riverside campus in Europe. This, together with our Virtual Learning Environment, will assure continued provision of a first class learning experience for all our students, both on and off campus.

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“I have really enjoyed the course, especially getting out into the clinical area and seeing and learning from other midwives and interacting with women and families. This experience has been everything I had hoped for and more.”

Stephanie Archibald

The journey of Robert Gordon University has been an impressive one. We have become known as an educational innovator, a strong partner for the city and shire and local education institutions, a university that understands the needs and priorities of business, industry and the public services, and a place of learning

“Robert Gordon’s branding as ‘the professional university’ couldn’t be more appropriate. It beats every other university in the most recent employment figures.”

Sunday Times

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that provides students with real advantages as they embark upon their professional careers. We have invested to create a state-of-the-art campus at Garthdee, complemented by our virtual learning environment.

These are the achievements of the staff and students of the RGU community, who will continue to be central to what the university can achieve in the future.

While these developments have been crucial to the university’s success and will still support us in the future, they will not however be enough, because everything around us continues to change.

‘PROFESSIONAL’ IS OUR WATCHWORD FOR THE WAY WE TREAT ALL OUR STAKEHOLDERS, INCLUDING AND ESPECIALLY OUR STUDENTS. IT GUIDES THE WAY WE WORK TOGETHER, AND DEFINES WHAT WE EXPECT FROM EACH OTHER. Of the 16,500 students:

OUR HERITAGE

22% are engaged in distance learning and corporate courses

The name Robert Gordon has been synonymous with

60% Full time and 40% Part time

education in Aberdeen since 1750 when the original college was founded from his bequest. With the addition of Gray’s

64% Undergraduate and 36% Postgraduate students

School of Art in 1885, the School of Pharmacy in 1898 and the

Of the Undergraduates:

Scott Sutherland School of Architecture in 1957, the original

27% attend Aberdeen Business School

college has evolved over the years into a substantial university

27% enrolled in Design and Technology courses

– a leading institution of learning still able to draw upon this

46% enrolled in Health and Social Care courses

rich heritage.

Of the Postgraduates: 57% in Aberdeen Business School

THE UNIVERSITY TODAY

24% in Design and Technology courses

The University generates an annual group income of around

19% in Health and Social Care courses

£94 million through corporate programmes, consultancy and other business engagement, research income and fee paying or

We offer an impressive range of professionally focused courses

funded students.

across the arts and design, management, engineering and

We currently employ approximately 1600 members of staff and

computing, health and social care and the applied sciences and

deliver courses to around 16,500 students.

technology. We are particularly focused on developing our key areas of strength – energy, health and social care, the creative industries and the knowledge economy.

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years, increasing numbers of international students have made ours a truly international campus. 19% of the total student population come from outside the EU. Expanding our cultural and commercial links with overseas organisations has helped to create many exciting opportunities for our staff and students to work abroad.

Our commitment to internationalisation is evident in the establishment of an International College at the University in partnership with Navitas. Following the launch of the College in September 2011, we expect to significantly increase our recruitment of international undergraduate students at a time when our recruitment of international postgraduate students is coming under greater pressure.

ABERDEEN COLLEGE – AN ASSOCIATE COLLEGE The strength of our regional commitment and also our understanding of the social inclusion wider access agenda is reflected in our partnership with Aberdeen College, the largest FE College in Scotland. This is a truly outstanding alliance recognised by the Scottish Funding Council as a model for

THE VIRTUAL CAMPUS

others. The College is an associated college of the University

The University has established a significant e-Learning capability,

and there are articulation agreements across many subject

based around the ‘Moodle’ virtual learning environment. This is

areas leading to 2+1 and 2+2 progression.

used to support an extensive range of distance learning courses and to support the learning of on-campus students in blended

COMMERCIAL LINKS

approaches. Effective use of appropriate technologies is a key element of the University’s plans to extend distance learning

Our strong links with industry have delivered corporate

provision, including corporate learning, and to enhance the

alliances, CPD programmes and consultancy both in the UK

learning experience of all students. We are, we believe, the

and overseas. The deployment of blended learning through

largest provider of online, distance learning in the UK after the

the Moodle Virtual Learning Environment has further

Open University. With this in mind, we are currently reviewing

expanded our capability for working with corporate partners

our provision, marketing and corporate branding to ensure we

and SMEs world-wide. Enterprising research is undertaken

are capitalising on this USP.

by groups throughout the University and the results contribute to knowledge exchange activities across diverse

INTERNATIONAL

commercial sectors.

Our strategy is of ‘internationalisation’ of the total student

In 2009, the University established a dedicated venture fund

experience for all students. This includes the curriculum, work

for investment in RGU spinout companies seeking early stage

placements and the wider experience they have interacting

capital. The RGU Venture Fund LP is managed through the

with our staff and the community. International students

University’s commercialisation partner, Frontier IP Group PLC.

have long been attracted to Robert Gordon University and contributed much to our cultural fabric. Indeed, in recent

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TRACK RECORD LEAGUE TABLES RGU maintains strong links with industry and can trump all competition with its 97.1% employment rate.

• IDEAS – Institute for Innovation, Design and

Sustainability Research

Topics: Engineering; Environmental Science; Computing;

Architecture & Built Environment and Art & Design.

The Daily Telegraph July 2012

In July 2013, HESA (the Higher Education Statistics Agency) officially recognised RGU as the university with the UK’s best graduate employment record.

• IHWR - Institute for Health and Welfare Research

For five successive years, Robert Gordon University has retained the position of best modern university in the UK

Topics: Pharmacy & Life Sciences; Health Sciences; Applied

Social Studies and Nursing & Midwifery.

• ImaGeS – Institute for Management, Governance and

(The Times Sep 2012) and we consistently maintain one of

Society Research

Times, The Guardian and The Daily Telegraph all rated Robert

Topics: Business & Enterprise; Governance & Society and

Gordon University the top university in Scotland for Graduate

Information & Communication.

the UK’s best graduate employment records. In 2012 The

employment.

RESEARCH In the 2008 Research Assessment Exercise, Robert Gordon University achieved outstanding results with over 70% of research being classified as of international quality. The University was ranked the top modern Scottish University for research quality, with ‘world class’ research activity in 8 out of the 11 subjects returned. More recently, Robert Gordon University was named the top modern university in the UK in The Sunday Times University Guide 2013 which highlighted our top quality teaching and research.

The University has built on this excellence with the establishment of three multi-disciplinary Research Institutes.

They have become the focus for strategic investment and management of research within the University. Membership of the Institutes crosses our Faculty boundaries with each institute being thematic, rather than discipline based, carrying out research which is relevant to the wider community.

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one campus, one vision - garthdee 2020

THE UNIVERSITY PREPARED AND APPROVED ITS ESTATES STRATEGY IN 1994, COVERING A 20-25 YEAR PLANNING PERIOD. WE NOW HAVE ONE VISION FOR THE FUTURE – TO LOCATE ALL OUR STAFF AND STUDENTS, BY 2020, ON ONE CAMPUS AT THE STUNNING RIVERSIDE SETTING OF GARTHDEE. The first phase, the consolidation of six sites into two, (Garthdee

THE MASTERPLAN 2009 AIMS TO:

and Schoolhill) was essentially complete by 2004. To date we have invested over £100 million in new buildings and upgrading

• Consolidate all academic and administrative activities on

facilities for students. These have included the Aberdeen

the Garthdee Campus site in order to create the finest

Business School, the Faculty of Health and Social Care, as well

riverside learning environment in Europe

as a state of the art Sports Centre, modern onsite nursery and a

• Create a clearly legible campus heart, focused around a

health centre open to staff, students and the local community.

student-centred experience • Develop a new and unified academic development on

The second phase, our ‘Masterplan’, is a £170 million campus development project at our Garthdee campus which will culminate in the realisation of our vision - one campus at Garthdee by 2020. Summer 2013 saw the completion of Riverside East, providing accommodation for schools formerly located on the Schoolhill site, a new library and new social facilities.

the eastern portion of the site in order to gain from the advantages of co-location and collaboration between disciplines • Retain and enhance the landscaped qualities of the site and seek to achieve a stronger relationship between buildings and the riverside setting • Develop the Garthdee Campus in a sustainable, phased

It will also allow staff and students from different disciplines to

manner reflecting the availability of project funding

benefit from working more closely together on interdisciplinary

• Re-utilise appropriate areas within existing buildings to

themes which are so important in today’s society and economy.

form a more holistic and integrated campus

The new facilities will complement the University’s existing

• Develop a new focus for arrival/entrance from the south,

buildings in terms of their innovative design and style, while

including a new pedestrian and cycle bridge to the south

providing an outstanding educational environment for its students.

side of the river

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ROLE PROFILE HEAD OF TEACHING FUTURES RESPONSIBLE TO:

PRINCIPAL DUTIES :

Dean, Department for the Enhancement of Learning, Teaching & Assessment

Promote leading-edge thinking and development of learning practice across RGU including through: (i) identifying and scoping advancing practice in RGU, and externally; (ii) evaluating potential and possibilities, with respect to RGU vision, strategy and profile (of subjects, students and staff); (iii) interacting with staff and students; communicating possibilities, and encouraging and informing change and new developments.

RESPONSIBLE FOR: Direct line management and supervision of DELTA CPD manager. Responsible for engaging with senior staff – deans, heads of school, associate deans, course leaders, Teaching Fellows, Learning Enhancement Co-ordinators etc. Responsible for leading members of DELTA team and others e.g. LECs, staff in schools / department and external consultants in enhancement projects. Responsible for engaging with student representatives in enhancement projects.

Lead identification and sharing of effective practice within RGU. Including: (i) identification and analysis; (ii) communicating and sharing, through information resources and events; (iii) promoting externally.

Support RGU processes and procedures for developing learning and teaching: (i) new academic developments; (ii) new commercialisation learning and teaching developments; (iii) quality assurance and enhancement processes, including approvals/validations and reviews/re-approvals; (iii) HR processes associated with recognition and reward of learning practice.

PURPOSE OF THE POST : To promote and support thinking and action about leadingedge learning and teaching practice across RGU. In particular to support initiatives in schools aligned to university-level strategic development priorities.

Deliver development services for continuing professional development (CPD) in learning and teaching. In partnership with DELTA CPD Manager, deliver elements of DELTA CPD provision, including contributions at all levels -induction, initial development courses for academic staff (in preparation for professional recognition as Fellow of the Higher Education Academy), and CPD for existing staff. Deliver consultancy and coaching services to schools / departments / course teams to support development and enhancement priorities.

Contribute to wider operation and development of DELTA. Including: (i) representing the Department and the Dean; (ii) taking an active role in developing departmental strategy, plans, ways-of-working and team development.

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CANDIDATE PROFILE Experience • Using online learning approaches (essential).

• Working in higher education in an academic or educational development role with significant leadership responsibilities (essential).

• Interacting with staff at senior levels in a developmental context e.g. evaluation, review and enhancement initiatives (essential).

• Engaging with a range of academic disciplines (essential).

• Interactions external to higher education e.g. with professional bodies and or employers (desirable).

• Engaging with external agencies and organisations associated with quality enhancement and learning development, (essential).

ESSENTIAL REQUIREMENTS QUALIFICATIONS (ACADEMIC) Degree, any discipline (essential). Higher degree, relevant to role (desirable) QUALIFICATIONS (PROFESSIONAL)

• A professional qualification in learning teaching in higher

education (essential).

• Potential to achieve Senior or Principal Fellowship of Higher

Education Academy (essential).

KNOWLEDGE • Learning, teaching and assessment practice in contemporary higher education (essential); international perspective (desirable); professional / workplace learning (desirable).

• Approaches to evaluation (essential).

• Information technology and presentation skills (essential).

• Use of online learning, including online learning design and pedagogies (essential), online assessment design (essential), in both blended and distance learning modes (desirable).

• Workplace learning (desirable).

• Internationalisation in contemporary higher education (desirable).

• External references and resources to support change in learning teaching practice (essential).

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ABERDEEN CITY AND SHIRE

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PROBERT GORDON UNIVERSITY IS LOCATED IN ABERDEEN WHICH IS SCOTLAND’S THIRD LARGEST CITY WITH A POPULATION IN EXCESS OF 200,000 AND 400,000 INCLUDING THE WIDER ABERDEEN HINTERLAND.

The city is known internationally as the undisputed European capital of the energy industry. However, it also has many other sides to its character. Not least because it is located on the edge of the world renowned Scottish Highlands and the spectacular Cairngorms - a magnet for walkers, climbers and skiers from across the UK. Aberdeen is undeniably a wealthy city; it has one of the highest per capita incomes of any city after London in the UK. Such prosperity brings many benefits. The city boasts first-class facilities. Shopping and leisure opportunities are constantly expanding. Schooling at all levels is well catered for – with secondary schooling, in particular, recognised for its quality in both the public and private sectors. The hotel sector continues to expand its full range of provision as you would expect of an energy capital.

Aberdeen also offers a fine array of cultural attractions. There is an eclectic mix of bars, cafés and restaurants and a host of modern entertainments including cinemas, theatres, museums, galleries and concert halls. And, throughout the year, Aberdeen also plays host to several entertaining and stimulating festivals including the Aberdeen Alternative Festival and the International Youth Festival.

Aberdeen International Airport has direct connections with the major ‘hub’ airports of Paris, Amsterdam and Oslo as well as London (Gatwick, Heathrow and Luton) and Dublin. It also has established connections with a wide range of other major UK cities.

USEFUL LINKS To view our interactive site on Aberdeenshire, with excellent information on education, health, housing, transport and weather, please visit: www2.rgu.ac.uk/aberdeenshire/

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CORPORATE MANAGEMENT ARRANGEMENTS THE BOARD OF GOVERNORS

STRATEGIC PLANNING AND RESOURCES GROUP (SPARG)

The Board of Governors of the University is constituted in accordance with The Robert Gordon University (Scotland)

In ensuring the efficient management of the University, the

Order of Council 2006. The Board is composed of appointed

Principal & Vice Chancellor is assisted and supported by the

and elected Governors who have experience of higher

Strategic Planning and Resources Group (SPARG) which

education, industrial, commercial, and public service sectors

comprises four Vice-Principals and Pro Vice Chancellors (one

and a wide range of professional practice. Staff and Student

of which is ‘senior’ and is the Deputy P&VC), two Executive

Governors are elected and have equal standing with those

Directors, Human Resources and Information Technology,

others who are appointed.

three Deans of Faculty and two other Deans (Learning

Enhancement and Students). The four Vice-Principals each

The Board of Governors has the following standing committees -

carry a specific strategic role focussed on the planning and

Chairman’s Committee

resources, teaching, research and student experience agendas

Staff Governance Committee

and all members of SPARG carry wider portfolios which may

Audit Committee

change over time.

Finance and General Purposes Committee Nominations Committee

SENIOR MANAGEMENT GROUP (SMG)

Remuneration Committee.

The Senior Management Group comprises all Heads of School and appropriate Heads of Department within the University.

THE ACADEMIC COUNCIL

The SMG was established following a review of ‘involvement’

The Board are required to delegate to the Academic Council

and communications to facilitate better and more frequent

those functions relating to the planning, co-ordination,

involvement in policy development and a better flow of

development and supervision of the academic work of the

information across the whole University. This group has regular

University. Academic Council is chaired by the Principal &

meetings with SPARG.

Vice Chancellor. Much of the work of the Academic Council is delivered through standing committees, sub-committees,

For further information, please visit:

Faculty Boards, School Committees and course panels. As

www.rgu.ac.uk/about/senior-management

a result a large proportion of the University community are involved in its activities. The Principal reports to the Board of Governors on the work of the Academic Council regularly.

THE ROLE OF THE PRINCIPAL & VICE CHANCELLOR The Board of Governors is required to delegate to the Principal & Vice Chancellor those functions relating to the organisation and management of the University. The Principal & Vice Chancellor is the chief academic, administrative and accounting officer for the University, effectively the “Chief Executive”.

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HOW TO APPLY The University has appointed Eden Scott as Search Consultants for this post. For an initial discussion, or to apply, contact: Alan Walter Alan.walter@edenscott.com 0131 550 1148

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Robert Gordon University, Garthdee Campus, Garthdee Road, Aberdeen, AB10 7QE, United Kingdom Produced by The Gatehouse Design & Print Consultancy at Robert Gordon University Robert Gordon University, a Scottish Charity registered under charity number SC013781

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