B. Course Delivery with Partner Universities

• Hold overall responsibility for the delivery of every programme franchised or validated by the University of Wolverhampton, Canterbury Christ Church University, Arts University Bournemouth and Health Sciences University, ensuring each is delivered strictly in accordance with the relevant awarding body’s academic regulations, programme specifications and partnership agreement.
• Ensure each course remains up to date and coherent in delivery: that module content, learning materials and reading lists are current; that modules build appropriately across levels from the integrated Foundation Year onwards; and that any changes proposed by an awarding body are implemented promptly and communicated to students.
• Lead the College’s academic contribution to partner-university validation, approval, periodic review and revalidation events, including the preparation of delivery plans, staffing evidence and staff CVs for partner approval.
• Oversee annual programme monitoring and course self-evaluation for every programme, ensuring Course Performance Plans are owned, evidenced and acted upon, and that external examiner reports and partner monitoring outcomes result in tracked improvement actions.
• Manage teach-out obligations with care — including the Canterbury Christ Church University teach-out — so that every continuing student receives a full, high-quality delivery experience to completion.
• Act as the College’s senior academic point of contact with each partner university on delivery matters, maintaining constructive, transparent relationships with partner academic leads and link tutors, and supporting due diligence for prospective partnerships under the Partner Selection Framework.

C. Multi-Campus Delivery and Parity

• Ensure every campus — Manchester (College House and Abarna House), Salford, Derby, Newcastle (North Shields) and Sunderland — delivers its allocated provision to the same academic standard, with equivalent access to qualified staff, learning resources, library provision and the virtual learning environment.
• Oversee the deployment of Academic Heads of Campus, ensuring each campus has effective local academic leadership, and that cross-campus consistency is monitored through the Course Coordination Committee and campus-level reporting.
• Work with the Chief Operating Officer and the Academic Registrar to ensure timetabling, room utilisation and campus academic resources support effective delivery, and that campus capacity is respected in enrolment planning.
• Monitor outcomes by campus and by programme — retention, continuation, completion and progression — identifying and addressing any campus-level variation in performance or student experience.
• Ensure new campus provision, including provision delivered at Salford, Derby and Sunderland for Health Sciences University programmes, is established with full delivery capability from the first day of teaching.

D. Assessment, Examinations and Academic Standards

• Hold senior oversight of the operation of assessment across the College: assessment scheduling, secure examination arrangements, marking, internal moderation and the timely submission of results to each awarding body in line with its regulations and deadlines.
• Ensure College staff are prepared for and effectively represented at partner-university assessment boards and boards of examiners, and that board outcomes are implemented accurately and promptly.
• Ensure external examining arrangements operate effectively for every programme and that external examiner feedback is answered and actioned.
• Safeguard the credibility of assessment in collaboration with the Dean of Student Experience, whose portfolio includes the Academic Integrity Office, ensuring assessment design, invigilation and moderation minimise opportunities for misconduct.
• Ensure reasonable adjustments and agreed support plans are implemented consistently in assessment delivery, in collaboration with the Dean of Student Experience’s teams and in compliance with the Equality Act 2010.

E. Academic Workforce Planning and Recruitment

• Own the College’s academic workforce plan: model staffing requirements against enrolment forecasts, staff–student ratios, module delivery plans and campus growth, and keep the plan aligned with the budget and the five-year financial forecasts.
• Lead academic recruitment with the Head of Human Resources: define establishment needs, approve job descriptions and person specifications, chair or oversee senior academic appointments, and ensure every appointed member of teaching staff is appropriately qualified and approved by the relevant awarding body where required.
• Oversee academic induction, probation, mentoring and the assistant-lecturer development pathway, ensuring new staff are supported to full effectiveness.
• Oversee the academic workload model, ensuring workloads are fair, transparent and consistent with high-quality delivery, and that Personal Academic Tutoring, scholarship and development time are properly recognised.
• Champion academic staff development and progression through the College’s academic progression pathways and salary structure, supporting staff towards the PGCert and Advance HE Fellowship in line with institutional targets, working with the Head of Learning and Teaching.
• Plan resilience into the workforce — cover arrangements, the appropriate use of part-time and casual academic staff, and succession planning for academic leadership roles.

F. Learning, Teaching and Delivery Quality

• Hold senior oversight of the Head of Learning and Teaching and the teaching-quality agenda: the teaching observation scheme, peer review, the academic CPD programme and calendar, the annual Learning and Teaching Conference, and partner-university teaching observations.
• Ensure teaching across all campuses is inclusive, research-informed and compliant with the Teaching, Learning and Assessment frameworks, including the Inclusive Curriculum Framework and the English Proficiency Framework.
• Ensure the virtual learning environment is populated, current and consistently used across all modules and campuses, and that digital delivery meets the standards expected of higher education in England.
• Use student feedback — module evaluations, mid-module student-representative discussions, partner surveys and institutional surveys — to drive continuous improvement in delivery, with visible “you said, we did” responses.

G. Student Outcomes and Data

• Hold delivery-side accountability for the College’s outcome measures — retention, continuation, completion and progression — monitored by campus and by programme, and for sustaining performance at or above the College’