THE UNIVERSITY OF MANCHESTER PARTICULARS OF APPOINTMENT. FACULTY OF HUMANITIES MANCHESTER BUSINESS SCHOOL Innovation & Management Policy Division

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1 Ref: HUM THE UNIVERSITY OF MANCHESTER PARTICULARS OF APPOINTMENT FACULTY OF HUMANITIES MANCHESTER BUSINESS SCHOOL Innovation & Management Policy Division LECTURERS / SENIOR LECTURERS IN HEALTHCARE MANAGEMENT (TEACHING AND SCHOLARSHIP) 2 years fixed term, full and part time posts 1 The University invites applications for the above post which is available from 22 nd September 2014 for a period of 24 months. 2 Starting salary will be 37,756 to 46,400 per annum (Lecturer) or 47,787 to 57,031 per annum (Senior Lecturer). Pro rata rates apply where positions are part time. 3 Informal inquiries may be made to Ann Mahon. or Jill McCarthy. 4 Applications should be made on line. If you are unable to apply on line please request an application form by ing quoting the reference number or by calling The University of Manchester values a diverse workforce and welcomes applications from all sections of the community.

2 Job title: Lecturer / Senior Lecturer in Healthcare Management (Teaching and Scholarship) Starting salary: 37,756 to 46,400 per annum (Lecturer) or 47,787 to 57,031 per annum (Senior Lecturer). Pro rata rates apply where positions are part time. Organisational Unit: MBS, Division of Innovation, Management and Policy, Health subject group Reports to: Through the Head of Health Subject Group to Head of Division, Innovation & Management Policy JOB DESCRIPTION Overall purpose: This role is to deliver student-focused teaching and learning in particular on the MSc Healthcare Leadership Leading Care II programme. Located within the IMP Division in MBS and as a member of the Health Group, the role will focus on teaching, particularly at postgraduate level and potentially on other non-awarding bearing programmes (in any of the MBS/University locations). The role may also embrace engagement activity, new course design and refresh, a level of project management (for example cohort director) and a contribution to course administration as required. Main responsibilities Primary duties will involve the delivery of the tutor role on the MSc Healthcare Leadership for two cohorts over two academic years. The role description specific to this role is appended to this job description. Additional duties may include Design teaching material and deliver either across a range of modules or within a subject area, to relevant levels, i.e. undergraduate, postgraduate and/or higher research degree students, through lectures, seminars and personal supervision. Use appropriate teaching, learning support and assessment methods. Contribute to the accreditation of courses and quality control processes. Supervise student projects, field trips and, where appropriate, placements. Organise and support activities and events which engage students in appropriate activities Identify areas where current provision is in need of revision or improvement and contribute to the enhancement of teaching quality within the subject area, the School, Faculty and University. Set, mark and assess work and examinations and provide feedback to students. Mentor colleagues with less experience and advise on personal development, as appropriate. Co-ordinate the work of others to ensure modules are delivered to the standards required. Engage in subject, professional and pedagogy research as required to support teaching activities. Conduct individual or collaborative scholarly projects. Identify sources of funding and contribute to the process of securing funds for own scholarly activities, where appropriate.

3 Extend, transform and apply knowledge acquired from scholarship to teaching and appropriate external activities. Develop and produce learning materials and disseminate the results of scholarly activity. Participate in and develop external networks, for example to contribute to student recruitment, secure student placements, facilitate outreach work, generate income, obtain consultancy projects, or build relationships for future activities. Manage projects relating to own area of work and the organisation of external activities such as placements and field trips. Act as a module tutor and be responsible for the pastoral care of students. Tackle issues affecting the quality of delivery within scope of own level of responsibility, referring more serious matters to others, as appropriate. As unit co-ordinator or tutor, co-ordinate with others (such as support staff or academic colleagues) to ensure student needs and expectations are met. Be responsible for administrative duties in areas such as admissions, time-tabling, examinations, assessment of progress and student attendance. PERSON SPECIFICATION Essential Skills and knowledge Post-holders must possess sufficient breadth or depth of specialist knowledge in the health management discipline to develop teaching programmes and the provision of learning support and be able to: Routinely communicate complex and conceptual ideas to those with limited knowledge and understanding as well as to peers using high level skills and a range of media. Use a range of delivery techniques to enthuse and engage students. Act as a responsible team member, leading where agreed, and develop productive working relationships with other members of staff. Co-ordinate the work of colleagues to identify and respond to students needs. Identify the need for developing the content or structure of health management modules with colleagues and make proposals on how this should be achieved. Develop ideas for generating income and promoting the subject. Balance the pressures of teaching and administrative demands and competing deadlines. Experience and Qualifications Good advanced degree, preferably a doctorate. Evidence of dynamic and effective teaching. Demonstrated experience and understanding of business and/or other organisations engaged in health management and policy. Administrative experience sufficient to contribute to a wider range of administrative tasks within the School/Unit e.g. course development, assessment exercises, examinations, recruitment, and management of resources. Evidence of scholarly activity e.g. conference paper presentations, external funding secured, book reviews published, writing practice manuals, publication of professional materials. Experience in planning, building a team and delivering results.

4 Evidence of having had sole responsibility for the design and delivery of own modules and assessment methods. (Particularly at SL level). The Elizabeth Garrett Anderson Programme Leading Care II & MSc in Healthcare Leadership Tutor Role Descriptor The programme: The Elizabeth Garrett Anderson - Leading Care II - is a 24 month accredited leadership development programme for people working in healthcare who are looking to progress their career, and: whose next role is likely to be a senior leadership role in the health sector where they will lead people who themselves manage teams of their own, or lead people who themselves manage complex projects, services or systems of care; have not had any intense, formal management or leadership development, but who are already leading teams of service leaders/complex services and systems of care and want development support to improve their leadership practices; or are been newly appointed to a role whereby their primary training as a clinician needs to be matched with their ability to lead and develop services and staff. Successful completion of the programme will lead to an NHS Leadership Academy award in Senior Healthcare Leadership and an MSc in Healthcare Leadership; a joint award from the Universities of Birmingham and Manchester. There are eight modules on the programme with modules one to six focusing on self, team and organisational development combining theoretical perspectives with practical work-based application. Modules 7 and 8 support the design and delivery of a healthcare leadership case study. The Anderson programme is a blended learning programme with approximately 85% being delivered on-line and 15% being delivered through face to face interventions: Leeds based residential workshops; regionally facilitated action learning sets. Participants join the programme in cohorts of 48. Each cohort is supported by three tutors and each tutor is responsible for a tutor-group of 16 participants. The tutor groups are further split into two groups of eight for action learning. Tutors roles are managed from both Manchester Business School and the Health Services Management Centre at the University of Birmingham. We expect tutors to be employed at one or other of the two institutions. Summary of Role You will work and communicate closely with colleagues, as part of a small team of three Tutors throughout the programme, liaising with other colleagues from KPMG, National Voices and Line Communications in order to effectively co-deliver the programme as a whole. You will provide leadership development education that is situated in understanding health and social care contexts, management landscapes and culturally diverse communities, and the challenges and debates relating to the delivery of care quality and patient experience where people whether staff or service users and carers - come from diverse ethnic, cultural, work and learning backgrounds. You will offer high quality and sustained contributions to progressive and developmental learning and contribute to the management and administration of programme activities as required. You will participate in regular supervision, team meetings, departmental meetings and training and development opportunities, as required. The tutor role: The Anderson Tutor role is multi-faceted and combines the following core tasks: 1. Delivery of Face to Face Workshops: There are four face-to-face workshops for each programme cohort of 48, all of which are residential (starting on a Tuesday), and will take

5 place in Leeds. Each cohort will have three tutors who, together with colleagues from KPMG and National Voices, will facilitate the workshops. All workshops will be fully designed, but will require the three cohort tutors and colleagues to read through the materials and meet to plan and agree how this will be delivered. All workshop materials can be accessed on-line via the tutor resources on the Virtual Campus. 2. Facilitated Action Learning Sets: Your tutor group comprises 16 participants. This group is divided into 2 action learning sets of 8 participants. The Action Learning Sets (ALS) are held regionally, in the workplaces of programme participants. They are designed as self-directed spaces in which participants are responsible for organising and directing their own learning. This is in order to understand and experiment with the links between individual, group and organisational dynamics and ensure that they equip themselves with the practical skills needed to craft their leadership role, style and skills in their workplace. 3. On-line facilitation of learning: As a tutor you will be responsible for regular on-line facilitation for around 6 hours each week. This will include facilitation of on line discussions, group and individual tutorials, work-based evidence, marking assignments, as well as monitoring attendance and learning tasks. You will be assigned a tutor-group of 16 participants at the outset of the Programme. You will initiate 4 individual and 5 group tutorials over the duration of this programme. These are timetabled in particular weeks, but the day and time of tutorials (including evenings and weekends) will be mutually agreed with groups/individuals. Your responsibilities as an academic tutor are: to monitor, inform and discuss participants progress to date; to assist participants to think through any academic, work-related or personal issues they currently face, and provide appropriate guidance and support; to sign-post participants to any relevant university support mechanisms e.g. disability, library, student reps; and to identify actions that may need to be taken on the basis of evaluations of their academic or pastoral progress. 4. Assessments All assessments take place on-line including marking and feedback. During the programme, participants will submit a number of assignments as follows: Modules 1 & 6: 1500 word critical assignment + 1 work based assignment Modules 2 & 5: 2000 word critical assignment + 2 work based assignments Modules 3 & 4: 3000 word critical assignment + 3 work based assignments Module 7: 3,000 word dissertation proposal Module 8: 10,000 word Healthcare Leadership case study (dissertation) 5. Dissertation supervision and marking Your role is to support and guide participants through the dissertation process. This will include helping participants to focus their study and formulate clear dissertation objectives; advising participants on the scope, methodology and structure of their dissertation; advising on the various stages of the research process such as literature reviewing, data collection analysis and presentation and giving feedback on draft work. 6. Supervision, Training and Development You will participate in regular supervision, team meetings, departmental meetings and training and development opportunities, as required. 7. Other duties You will perform any other duties identified as necessary to be able to fulfil this position as required.

6 Person Specification The role is multi-faceted making it an exciting and challenging role to take up. We are looking for talented, motivated and energetic individuals who can demonstrate the different skills required in this role with competence and confidence. We expect all tutors to fulfil all aspects of the job role outlined and we also recognise that some individuals will inevitably possess more experience in delivering some elements of the role than others. A five day tutor development programme is delivered to all tutors before the formal start of the programme. The training includes technical training in the use of the Virtual Campus, an introduction to the programme and academic tutor role and training to support the development of dynamic facilitation skills. To carry out the requirements of the tutor role you should possess the following: Qualifications A relevant MSc/MA Knowledge A good understanding of the health and social care policy and management landscape and of the challenges and debates relating to the delivery of care. A good understanding of the principles and practice of action learning. Some awareness of leadership theories, concepts and models. Familiarity with development tools and giving feedback to individuals and groups. Development Skills The ability to model an approach of enquiry and reflexivity that invites dialogue, critical thinking, mutual reflection, feedback, challenge and support. The ability to support an individual s learning through a range of teaching and learning methods including developmental workshops and action learning sets; telephone and face to face tutorials (individual and group); work-based learning; reflexive activities and on-line academic tuition. The ability to draw on a broad repertoire of skills to support programme delivery and holistically inform your educational and developmental practices. Demonstrate an ability to effectively plan, structure, facilitate and evaluate a range of activities in a range of situations intended to achieve the agreed purpose, including developmental workshops and action learning sets. Demonstrate an ability to work effectively with diversity and difference to facilitate the full participation of all learners. Other skills The ability and willingness to work with participants from diverse ethnic, cultural, work and learning backgrounds. The willingness and ability to work within cohort teams and other colleagues to support the delivery of the programme. The ability to use on-line learning technology to support programme delivery. Excellent written and communication skills. Experience Of health or social care and the health sector. Credibility with aspiring senior leaders in the NHS.

7 Experience of or willingness to learn marking and giving appropriate and personalised feedback at postgraduate level. Experience of supervising dissertations at postgraduate level is desirable. Other A commitment to the aims, values and educational design/ethos that underpin the design and the delivery of the programme. Engage in external quality assurance activities related to teaching, e.g. external examining and NHS Leadership Academy evaluation. Contribute to the development of new and appropriate approaches to developmental learning activities including educational workshops, consultation groups and action learning sets. Act as adviser for leadership development teaching and learning methods through excellent practice and mentoring of other colleagues. An understanding of and commitment work to the University s Equal Opportunities policies and practices. Work to tight deadlines without compromising on quality of outputs. Commitment to engage in training and development opportunities offered as part of the tutor induction programme. Willingness and ability to travel and stay overnight to deliver the face to face elements of the programme and to engage in training and development opportunities.

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