DOCSLIB.ORG

Candidate Information

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Candidate Information Candidate brief for the position of: Director of Academic Business Development University of London Worldwide May 2021 Background Information The University of London The University of London is one of the oldest, largest and most diverse universities in the UK. Established by Royal Charter in 1836, the University is recognised globally as a world leader in higher education and has long pioneered change in the sector. Since its foundation, the University of London has built a distinctive approach to learning, teaching and research. The University’s location, including the magnificent Art Deco Senate House on Russell Square in the heart of Bloomsbury and in proximity to world-leading libraries, cultural institutions and entrepreneurial businesses, enhances its mission as an innovative centre of learning designed to serve local, national and global communities. The University has the UK’s largest global distance learning operation, with close to 50,000 students on over 100 programmes. The University’s School of Advanced Study leads the national community of humanities researchers, serving to demonstrate the value of the arts and humanities in the contemporary world and providing critical intellectual infrastructure for the advancement of knowledge. Now is a time of opportunity and change for the University, a time when we are ready to harness the strengths of our history and to define our future – a future that looks forward with optimism to our 200th anniversary. Under the leadership of the Vice-Chancellor, Professor Wendy Thomson, we are rearticulating our mission, sharpening our vision and shaping a strategy that will redefine the modern university now, reimagining research and education for a diverse and complex world. The University’s academic mission lies at the heart of this new strategy. Our fundamental vision is to connect worlds – the worlds inside and outside Universities, and worlds separated by differing educational needs and differing levels of access to learning opportunities and research resources. The University’s mission is to develop a local, national and global intellectual infrastructure that enables innovative practice and thinking designed to provide transformative educational and research opportunities. 3 University of London Worldwide The Structure The University of London is a unique federation of 17 self-governing The 17 Member Institutions of Member Institutions, each of which has a world-class reputation in its the University are: own right. Birkbeck, University of London City, University of London The University of London is also home to the following: The Courtauld Institute of Art • University of London Worldwide – a collaboration among Member Institutions to Goldsmiths, provide distance and flexible learning to nearly 50,000 students in 190 countries. University of London Former students include six Nobel Prize winners. Institute of Cancer Research • School of Advanced Study – a nationally recognised resource and centre of King’s College London excellence in the promotion and facilitation of research in the Arts, Humanities and Social Sciences. It comprises eight internationally renowned research institutes London Business School and attracts large numbers of subject specialists globally. It has four nationally and London School of Economics internationally recognised specialist research libraries. and Political Science • University of London Institute in Paris – a small and specialised institution with a London School of Hygiene long-standing academic partnership with Queen Mary University of London, the & Tropical Medicine Institute provides research-led teaching from experts in their field. Queen Mary University • Senate House Library – with its unique research collections in the Arts and of London Humanities, considered by some to be the largest and best in the world, attracting Royal Academy of Music scholars from over 1,000 institutions worldwide. Royal Central School of Speech and Drama The University has a distinctive academic mission: Royal Holloway, • To transform people’s lives through education, driven by a commitment University of London to diversity and inclusion and a belief in their power to create new ways Royal Veterinary College of knowing. St. George’s, • To deliver innovative training and postgraduate education for the new world University of London of research and work. SOAS • To realise the benefits of the humanities and social sciences for society, to advocate for their importance, and to provide the intellectual infrastructure UCL to enable new discoveries. • To provide value to the Federation, leveraging the collective power of its members and enabling us all to reach new constituencies and tackle new problems. • To strengthen bonds across regional, national, cultural, economic and political boundaries. 4 University of London Worldwide About the University of London Worldwide We are one of the world’s leading providers of We will do this by focussing on three main strategic online and distance learning. We currently offer objectives of which the first is: online and flexible programmes to around 50,000 Strategic Objective 1 – Furthering our position as the UK’s students in more than 190 countries, studying on leading provider of distance learning worldwide, delivering over 100 degrees, diplomas and certificates. cutting-edge programmes to increased numbers of people We devise, develop and deliver distance and blended who can benefit most from education. learning courses in partnership with the University of Worldwide has an integral role to play in the successful London’s Member Institutions, and other organisations, pursuit of the above Strategic Objective. A proposed new to provide learners around the world with access to structure for Worldwide will focus on delivering three core affordable, high quality, career-relevant higher education. work streams that will form the basis of three Directorates, london.ac.uk/courses all headed by a Director reporting to the Chief Operating Our model means that students can either study entirely Officer: online, or else get additional face to face support through • Academic Business Development. our global network of Recognised Teaching Centres. • Online Education: Innovation, Development Ranging from Shakespeare and Machine Learning to and Delivery. Starting a Company and How to Teach Online, our short • Student Services Registry. open courses (coursera.org/london) have also attracted over 1.5 million learners. In an increasingly competitive transnational landscape, Worldwide’s future plans for growth over the next five The University’s Strategic Plan for 2020-2025 has years, will see it deliver upwards of 30 new programmes, in as its aim: partnership with the University’s Member Institutions. To enrich our academic work in the pursuit of excellence These programmes will be delivered more efficiently, with in education, research and knowledge exchange through improved technical infrastructure, more streamlined collaboration with our Member Institutions; developing business processes and a significantly improved academic academic programmes, networks and partnerships that and administrative student experience. further our federation’s goals across London, the UK and internationally. 5 University of London Worldwide The Role This is a unique opportunity at the heart of the Identify opportunities for product diversification and the University’s 2020-2025 strategy. In the context generation of multiple income streams within new and of a fast-changing external environment, existing markets through market analysis and segmentation. driving the growth of the University’s global business in distance education is a top priority. Partnerships The University is committed to extending its Embed a long-term, strategic partnership management global position and reputation as the UK’s approach with key partners leading provider of distance learning, and Build long-term, value-adding relationships that exploit the responding to the growing student demand for University’s competitive position internationally and within cutting-edge programmes. the federation. You will bring your strategic understanding of the Identify and engage with a broader range of potential international higher education market and commercial partners (e.g., OPMs and professional bodies) to increase know-how to deliver on this commitment and to ensure opportunities for delivering growth in target markets. the success of the newly created Academic Business Develop a deep understanding of Member Institution Development Directorate. needs and adopt a tailored approach to managing Member Institutions that focuses on addressing their Key duties and responsibilities needs. Business Development Delivering substantial growth across new and existing markets Develop strategic, high-level relationships with key clients in all sectors, and implement and oversee an optimal client relationship framework. Shape and refine a commercial plan that explores potential new revenue streams, and manage, develop and motivate an experienced team to deliver profitable revenue growth. Drive, lead, create and manage a business development pipeline through both existing networks of business and with prospective clients and partners (HE and commercial). Market Analysis and Strategy Building brand awareness and a distinctive reputation Direct the development and design of customer strategies that define the University’s position in the global education marketplace. Seek, evaluate and feed
Load more

Recommended publications
  • Fighting Economic Crime - a Shared Responsibility!
    THIRTY-SEVENTH INTERNATIONAL SYMPOSIUM ON ECONOMIC CRIME SUNDAY 1st SEPTEMBER - SUNDAY 8th SEPTEMBER 2019 JESUS COLLEGE, UNIVERSITY OF CAMBRIDGE Fighting economic crime - a shared responsibility! Centre of Development Studies The 37th Cambridge International Symposium on Economic Crime Fighting economic crime- a shared responsibility! The thirty-seventh international symposium on economic crime brings together, from across the globe, a unique level and depth of expertise to address one of the biggest threats facing the stability and development of all our economies. The overarching theme for the symposium is how we can better and more effectively work together in preventing, managing and combating the threat posed by economically motivated crime and abuse. The programme underlines that this is not just the responsibility of the authorities, but us all. These important and timely issues are considered in a practical, applied and relevant manner, by those who have real experience whether in law enforcement, regulation, compliance or simply protecting their own or another’s business. The symposium, albeit held in one of the world’s leading universities, is not a talking shop for those with vested interests or for that matter an academic gathering. We strive to offer a rich and deep analysis of the real issues and in particular threats to our institutions and economies presented by economic crime and abuse. Well over 700 experts from around the world will share their experience and knowledge with other participants drawn from policy makers, law enforcement, compliance, regulation, business and the professions. The programme is drawn up with the support of a number of agencies and organisations across the globe and the Organising Institutions and principal sponsors greatly value this international commitment.
    [Show full text]
  • Annual Report 2007–8
    School of Advanced Study University of London annual report 2007–8 www.sas.ac.uk he School of Advanced Study unites the Tinternationally-known research institutes in the humanities and social sciences at the centre of the University of London, maintaining and developing their resources for the benefit of the national and international scholarly community. Founded in 1994, the School has worked to develop intellectual links between its Institutes and the diverse constituencies that they represent, to foster the model of advanced study that they stand for, and to provide a focus for scholars from the widest possible backgrounds within the disciplines that it covers. Through its many activities, the unrivalled libraries of its Institutes, its electronic research resources, its Fellowship programmes, and the scholarly expertise of its members, it aims to provide an environment for the support, evaluation and pursuit of research which is accessible to postgraduate and senior members of all Higher Education institutions in the United Kingdom and abroad. Cover image: Photograph by Oliver Blaiklock, winning entry in the 2008 University of London photography competition. Copyright University of London. Unless otherwise stated, all other images are also copyright of the University of London Contents I SCHOOL ACTIVITIES I SCHOOL I SCHOOL ACTIVITIES Dean’s Foreword.................................................................................................................................. 4 Governance ..........................................................................................................................................
    [Show full text]
  • The Effect of Giving
    The Effect of Giving Your support in 2019–20 london.ac.uk/support Contents Page 3 Welcome from the Vice-Chancellor University of London Vice-Chancellor Professor Wendy Thomson CBE reflects on 2019-20, a remarkable year in the University’s history, and looks forward as our new strategy is launched. 4-5 Highlights of the year We take a look at some of the highlights of 2019-20, including an update on the Warburg Renaissance capital redevelopment project and exciting news on the growth of our Vice-Chancellor’s Circle. 6-7 History in the making: the University receives a landmark gift in support of scholarships In 2019-20, the University received a pledge for the largest scholarship donation from a living individual in our 184-year history. In this article, we explore the impact scholarship support has on our students. 8-9 Spotlight on our volunteers Like many other organisations, the University of London transitioned to virtual events in 2019-20. Here we meet two volunteers who kindly gave their time as speakers for one of our first online events. 10-11 The University's Refugee Law Clinic is made possible thanks to generous philanthropic support The Refugee Law Initiative (RLI) is delighted to have secured philanthropic gifts totalling £155,000 which will support a new and vital programme providing free legal services to asylum seekers in London. 12 2019-20: the year in review Philanthropy and volunteering have a real impact on the success of the University. Here we take a look at some of the key achievements in 2019-20.
    [Show full text]
  • Response Rate Was 81.98%; Very Good, and Near the Record of 85.4% (Section 3);
    SLS/BIALL Academic Law Library Survey 2013/2014 David Gee Deputy Librarian Institute of Advanced Legal Studies, School of Advanced Study, University of London By-line This is the latest report analysing the results of the Society of Legal Scholars and BIALL Survey. It has been written by David Gee, Deputy Librarian at the Institute of Advanced Legal Studies, School of Advanced Study, University of London Summary of key findings The response rate was 81.98%; very good, and near the record of 85.4% (section 3); There was a marked increase again in new universities enrolling PhD and MPhil students (section 5); 22% of respondents failed to meet the SLS Statement of Standards 3.1 on space and physical facilities, through not housing all relevant collections in one place (section 6); The ratio of students to seats continued to worsen to its least favourable since statistics were first collected in the 1990s, with a median of 6.42 students to every seat in study areas by the law collection and a mean of 9.07 students per seat. Some respondents noted the difficulty of accurately identifying such seating where the law collection is just one of many collections or activity areas on a particular floor of the library building (section 7); On the other hand, the ratio of students to PC workstations located adjacent to the law collections and in the law school has improved, although some respondents noted difficulties when trying to identify accurately the number of PC workstations earmarked specifically for the use of law students (section 8); WiFi access was almost universally available within libraries in general, but less frequently available in the law collection itself (section 8); 24% of respondents reported an increase in the number of visits to the law library; 64% said numbers were constant and 12% reported a fall (section 9); The results for term-time weekday opening indicate that there has been a significant increase in the number of libraries open for longer and a marked increase in the number of libraries opening for more than 100 hours per week.
    [Show full text]
  • Download Download
    314 Amicus Curiae, Series 2, Vol 2, No 3, 314-333 BLACKSTONE’S TOWER IN CONTEXT FIONA COWNIE School of Law, Keele University, & Institute of Advanced Legal Studies, School of Advanced Study, London University EMMA JONES School of Law, University of Sheffield Abstract This article contextualizes the contribution of Blackstone’s Tower within the discipline of law, arguing that its publication was both significant and radical at a time when research into legal education was much less well-developed within the legal academy than it is today. Twining’s approach, acting as a ‘tour guide’, was also important in a period when the ‘private life’ of the English university law school was virtually unexamined. This article also highlights the ways in which the other contributions to this special edition demonstrate the continuities and changes that have occurred within legal education since Blackstone’s Tower was published. Keywords: legal education. law schools; legal scholarship; legal research; William Twining. [A] THE CONTEMPORARY CONTEXT hen William Twining delivered the Hamlyn Lectures in 1994, Wunder the title ‘Blackstone’s Tower: the English Law School’, it was an event which not only reflected his own eminence as a scholar, but one which held considerable significance for the sub-discipline of legal education. The prestigious Hamlyn lectures, of which Professor Twining’s was the 46th series, were established in 1948 to fulfil the terms of the Hamlyn Trust, created by Miss Emma Hamlyn in memory of her father, a solicitor in Torquay. Essentially, the objectives of the Trust are to further the knowledge of the general public about the law of the UK and other European countries.
    [Show full text]
  • Quality Assurance Framework Postgraduate Teaching
    School of Advanced Study University of London Senate House Malet Street London WC1E 7HU This booklet can be made available in a range of formats. Please contact registry for further information. Quality Assurance Framework for Postgraduate Teaching with effect from October 2018 sas.ac.uk sas.ac.uk QUALITY ASSURANCE FRAMEWORK 2018–19 The Quality Assurance Agency’s mission is to safeguard standards and improve the quality of UK higher education. Its kitemark assures students that the School of Advanced Study, University of London has undergone a review and achieved a successful result through an independent quality assurance process. Quality Assurance Framework 2018–19: Contents CONTENTS STUDENT CHARTER .......................................................................................................................... 4 SECTION 1. Academic Standards and Quality Assurance ............................................................................ 6 2. Exercise of responsibility in the School ..................................................................................... 7 The Board Academic Quality and Standards Committee Higher Degrees Committee Research Degrees Committee The Dean 3. Provision of information and admission of Students .................................................................. 9 4. Quality Assurance Procedures: Postgraduate Taught Degrees ............................................... 11 Institute Higher Degrees Committees Boards of Examiners Board of Examiners for Distance Learning programmes External
    [Show full text]
  • RED Letter the Newsletter of the Reading Experience Database
    RED Letter The Newsletter of the Reading Experience Database SPRING 2007 Edited by Rosalind Crone and Katie Halsey The last few months have been busy ones at the RED nerve centre in the IT department at the Open University. Earlier this year, we were joined by three new members of the RED team: two Research Associates, Jenny McAuley and Sarah Johnson, and a data input assistant, Isabel DiVanna, who are all doing excellent work finding and entering reading experiences. Thanks to David Wong, our technical developer, our new online form is up and running, and getting lots of use, and an experimental version of our search functions has been built. We are grateful to all of you who have been using the online form to enter reading experiences, and thanks also for your feedback on it. Our trial online launch is now also complete, and we are indebted to all those who took the time to try out our search functions and complete our user feedback form. Feedback was in general positive and enthusiastic, and we will make every effort to act on your suggestions for improvements to our current version when it goes fully live in June this year. But the Reading Experience Database is not, and never will be, only about technology. It is, of course, also about the people whose enthusiasm for the project makes it possible. At the heart of the project is the individual reading experience, and we are, as always, extremely grateful to all our volunteers who have been busily entering a wide range of fascinating material, from the reading experiences of heavyweight Victorians such as John Ruskin, Thomas Carlyle and Charles Dickens to descriptions of the reading of more humble cobblers, butchers and printers.
    [Show full text]
  • Student Terms and Conditions 2019–2020
    School of Advanced Study, University of London : Student Terms and Conditions 2019-20 (2018) Student terms and conditions 2019–2020 sas.ac.uk School of Advanced Study, University of London : Student Terms and Conditions 2019-20 (2018) Table of Contents Important information regarding the Terms and Conditions 3 1 INTRODUCTION 3 2 APPLICATION 6 3 EVIDENCE OF QUALIFICATIONS 6 4 OFFERS 6 5 CHANGES TO AN OFFER 7 6 ACCEPTANCE OF AN OFFER 7 7 CHANGES TO THE PROGRAMME 7 8 STUDYING ON THE PROGRAMME 8 9 FEE PAYMENT AND PAYMENT METHODS 8 10 TUITION FEES 9 11 STUDENT WITHDRAWAL OR INTERRUPTION OF STUDIES 9 12 PAYMENT OF FEES BY A THIRD PARTY 9 13 NON-PAYMENT OF FEES 9 14 LIABILITY 10 15 YOUR RIGHT TO CANCEL 10 16 COMPLAINTS PROCEDURES 11 17 DISCIPLINARY OFFENCES 12 18 INTELLECTUAL PROPERTY 12 19 DATA PROTECTION 12 20 GENERAL 12 School of Advanced Study, University of London : Student Terms and Conditions 2019-20 (2018) IMPORTANT INFORMATION REGARDING THE TERMS AND CONDITIONS About this document Last revised 13 June 2019 The study of programmes through other Central Academic bodies of the University of London or at member institutions of the federal University of London are governed by separate Student Terms and Conditions. (Other Central Academic Bodies of the University of London are University of London Worldwide and the University of London Institute in Paris). See the individual websites for further information. 1 INTRODUCTION 1.1 These terms and conditions (“Terms and Conditions”) represent an agreement between the University (“us”, “we” or “our”) and you (“you” or “your”) for this Academic Year.
    [Show full text]
  • The English Law School London: Sweet & Maxwell
    Amicus Curiae The Journal of the Society for Advanced Legal Studies Inside ... Special issue: ‘Reflecting on Blackstone’s Tower’ Introduction Read more on pag e 311 Articles Read more on pag e 314 Notes Read more on pag e 501 News and Events Read more on pag e 523 Contributors’ Profiles Read more on pag e 526 Visual Law Read more on pag e 531 Series 2, Vol 2, No 3 310 Amicus Curiae CONTENTS Special Issue: ‘Reflecting on Blackstone’s Tower’ Guest Editors: Fiona Cownie & Emma Jones Editor’s Introduction Notes Michael -Palmer . 311 The Independent Panel’s Report on Special Issue Articles Judicial Review (CP 407) and the Government’s Consultation Document Blackstone’s Tower in Context on Judicial Review Reform (CP 408) Fiona-Cownie & Emma-Jones Patrick -J- Birkinshaw . 501 . 314 University of London Refugee Law Twining’s Tower and the Challenges of Clinic Online Launch Making Law a Humanistic Discipline Carl -Stychin . 521 David-Sugarman .. 334 The Tower News and Events Completion of IALS Anthony-Bradney . 352 Transformation Project . 523 Rutland Revisited: Reflections on Georg Schwarzenberger Prize . the Relationships between the Legal 524 Academy and the Legal Profession IALS Library . 524 Steven-Vaughan . 371 Selected Upcoming Events . 524 Experiencing English Law Schools: Contributors’ Profiles . 526 The Student Perspective Visual Law Jessica-Guth, Fiona-Cownie China’s Three Internet Courts & Emma-Jones . .. 390 Yang-Lin . 531 Building Access Routes into Blackstone’s Tower: Including Disability Perspectives in the Liberal Law School Amicus Curiae Contacts Abigail-Pearson .. 406 Editor: Professor Michael Palmer, SOAS and IALS, University of Should We Rethink the Purposes of London the Law School? A Case for Decolonial Thought in Legal Pedagogy Production Editor: Marie Selwood Foluke-Adebisi .
    [Show full text]
  • TCG Director Job Pack
    University of London Director of The Careers Group Introduction he University of London is one of the oldest, largest and most diverse universities in the UK. Established by Royal Charter in 1836, the University is recognised globally as a world leader in Higher T Education and has long pioneered change in the sector. Since its foundation, the University of London has built a distinctive approach to learning, teaching and research, has provided high-quality and innovative services and has acquired an extensive portfolio of property located primarily in Bloomsbury including the magnificent Art Deco Senate House on Russell Square in the heart of Bloomsbury. The University is a unique federation of 17 self-governing member institutions and nine other specialist research bodies. Now is a time of opportunity and change for the University, a time where we will harness the strengths of our history, to define our future. A future that looks forward with optimism to our 200th anniversary. Under the leadership of the Vice-Chancellor, Professor Wendy Thomson, we are re-articulating our mission, sharpening our vision and shaping a strategy that will re-define the modern university now, reimagining research and education for a diverse and complex world. Our intention as part of this strategy will be to establish ‘centres of excellence’ to generate new knowledge and innovative practices, including within the field of careers and employability. 2 The Careers Group, University of London The Careers Group, University of London he Careers Group is a unique organisation in UK Higher Education. In many ways, it reflects T the mission and structure of the federal University of London.
    [Show full text]
  • Development of a Learning Model for Large Class Cohorts to Strengthen Students Learning Outcomes Based on Differentiated Instruction
    Development of a learning model for large class cohorts to strengthen students learning outcomes based on differentiated instruction 1,^Siva PR Muppala and 2Chandramohan Balasubramanyam School of Engineering and the Environment, Kingston University London Friars Avenue, Roehampton Vale, London, SW15 3DW, United Kingdom 2Institute of Commonwealth Studies School of Advanced Study University of London Senate House, Malet St, Bloomsbury, London WC1E 7HU Abstract We propose a new sequential numeral-division-based approach to classroom learning. It takes into roots from the concept of trichotomy – division of students based on creamy-level, middle- level and weaker-level students, proposed by the present authors. A sequenced series of formative assessments can map student progress and achievement, particularly in the case of weaker students. The idea behind the development of this model is to study if weak students perform better on critical-thinking tests in a collaborative learning setting rather than when they study individually. We propose a mathematical model to measure group activity/achievement, which is a complex function of several parameters. We collect data on different parameters for validation of the model and hope to publish the findings in 2020-21. Keywords: numerical learning model, measurement/quantification of learning, formative assessment, large class cohorts, weaker students, group learning Introduction & Literature This study proposes a new sequential numeral-division-based approach. The concept of this classification (division and classification are used interchangeably) of the students based on their learning levels/abilities is presented in a very recent paper by the present authors [1]. This approach is targeted at large class cohorts because the division is more evident.
    [Show full text]
  • Justice, Injustice and Brexit
    JUSTICE, INJUSTICE AND BREXIT Northampton Suite, City, University of London, Northampton Square, EC1V 0HB (Friday 19 October 2018) DRAFT CONFERENCE PROGRAMME: JUSTICE, INJUSTICE AND BREXIT 10.00AM - 10.15AM WELCOME AND INTRODUCTION Elaine Fahey and Tawhida Ahmed, City Law School, City, University of London 10.15 - 11.30am CITIZENS AND VULNERABLE GROUPS AND PERSONS Chair and Discussant Samantha Velluti, Sussex European Institute, University of Sussex The EUCFR and Human Rights Post-Brexit Adrienne Yong, Institute for the Study of European Laws (ISEL), City, University of London Rights and Remedies at Risk: Implications on the Protection of Rights in the Brexit Process Joelle Grogan, Middlesex University, London EU Area of Justice, Brexit and Injustice? Certainty and Rights as Means of Preserving Trust in Asylum Matters Ermioni Xanthapoulou, Brunel Law School, Brunel University, London 11.30 - 11.45am Break 11.45 - 1PM WHOSE AND WHITHER JUSTICE AFTER BREXIT? Chair and Discussant Gabriel Siles-Brugge, University of Warwick ‘Lexit’ and Populism David Seymour, City Law School, City, University of London ‘Lexit’ Mazen Masri, City Law School, City, University of London Taking Back Control Joseph Corkin, Middlesex University, London Health Care and Brexit Sabrina Germain, City Law School, City, University of London 1.00 - 2.00PM KEYNOTE ADDRESS DURING LUNCH FOLLOWED BY DISCUSSIONS Chair & discussants Elaine Fahey and Tawhida Ahmed, City Law School, City, University of London Keynote Speaker Dora Koskakopolou, University of Warwick 2.00 - 3.15PM
    [Show full text]