Job Description. FETL Professor of Leadership in Further Education and Skills (0.5 or 0.6 of full-time)

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1 Job Description FETL Professor of Leadership in Further Education and Skills (0.5 or 0.6 of full-time) About the (IOE) The is a world-leading centre for research and teaching in social science and education. In both the 2014 and 2015 QS World University Rankings, the Institute was ranked number one for education worldwide. It was shortlisted for the 'University of the Year' title in the 2014 Times Higher Education (THE) awards. In January 2014, the Institute secured outstanding grades from Ofsted on every criterion for its initial teacher training across primary, secondary and further education programme. In the most recent Research Excellence Framework, 94% of the Institute s research was judged to be world class. Founded in 1902, the Institute currently has more than 8,000 students and 800 staff, and attracts students from over a hundred countries around the world. Since December 2014, the Institute has been a school of University College London, formally called the UCL Institute of Education. About UCL (University College London) Founded in 1826, UCL was the first English university established after Oxford and Cambridge, the first to admit students regardless of race, class, religion or gender, and the first to provide systematic teaching of law, architecture and medicine. We are among the world's top universities, as reflected by performance in a range of international rankings and tables. UCL currently has over 35,000 students from 150 countries and over 11,000 employees. Our annual income is over 1bn. The (IOE) is a world-leading school for education and the social sciences. Founded in 1902, we currently have over 8,000 students and 800 staff and are active in every continent. The Further Education Trust for Leadership (FETL) This professorial chair arises from an initiative of the Further Education Trust for Leadership, in partnership with UCL IOE, and aims to transform thinking and practice in the leadership of FE.

2 FETL is an independent charity and think tank which is working to strengthen the leadership of thinking in further education and skills, a field which encompasses independent training providers, community learning providers and colleges of all kinds excluding universities and schools. FETL is the legacy body of the Learning and Skills Improvement Service (LSIS). It received c. 5.5million of legacy funding from LSIS which was comprised of LSIS s charitable reserves and the endowments LSIS had received from the Inspire Leadership Group (CEL) and Lifelong Learning UK (LLUK). FETL provides research grants, bursaries, fellowships and other opportunities to think, learn and do and through this build the evidence needed to change policy and develop practice. The successful candidate will be based in both the London Centre for Leadership in Learning (LCLL) and the Department of Lifelong and Comparative Education (LCE). Details have been provided about LCLL and LCE below. The Department of LCE and the Department of Humanities and Social Science will, however, have merged to form a new department Education, Practice and Society - by the time the person appointed to the chair takes up their new role. It has however been agreed with the current Heads of LCLL and LCE that the FETL Chair will be line managed by the Head of the Department of EPS with a dotted line to LCLL. London Centre for Leadership in Learning (LCLL) The London Centre for Leadership in Learning is a centre within the IOE, based within the newly formed Department of Learning and Leadership. It aims to be the UK s leading centre for innovation and research in educational and public sector leadership. It operates nationally and internationally, with a focus on teaching, research and consultancy in relation to leadership, professional learning, system reform and knowledge mobilization. All LCLL s work aims to: Develop criticality: build evidence-based, theory-informed and innovative approaches to policy and practice through robust processes of learning. Deepen learning: Broaden perspectives and forge connections between theory, policy and practice. Nurture collaboration: Encourage shared thinking, collaboration within, across and beyond communities of learners. Activate knowledge: Develop and mobilise knowledge and understanding within organisations and systems.

3 Enhance equity: Promote understanding about and action around equity and social justice. Information about the centre can be found on the Institute of Education s website, The Department of Lifelong and Comparative Education (LCE) LCE is a multi-disciplinary department bringing together a diverse community of researchers with expertise in the social sciences who have a common interest in exploring learning in all its guises (formal, non-formal and informal). We have extensive expertise and experience in research, knowledge transfer and consultancy in the UK, Europe and Asia, working closely with transnational bodies, such as, the Organisation for Economic Co-operation and Development, government departments (Department for Education, Department of Business Industry and Skills) as well as with regional organisations, employer organisations, national institutes, and international organisations. We have been activity involved with the Further Education Sector for nearly 30 years through a) our partnership with colleges to deliver our Post Graduate Certificate of Education: Post-Compulsory, b) the work of the Post 14 Research and Innovation Centre, and c) more recently the ESRC-funded Centre for Learning and Life Chances in Knowledge Economies and Societies. Currently, we are leading and managing the following projects, in conjuncation with the Association of Employment and Learning Providers (AELP), on behalf of the Education and Training Foundation Teach Too; Two Way Street; and Leadership Register. The Department of Humanities and Social Sciences (HSS) The Department of Humanities and Social Sciences (HSS) is an interdisciplinary grouping bringing together high quality teaching and research in the history, sociology and philosophy of education and international development. We have extensive experience and expertise in education planning, health and gender in Africa, Asia and Latin America, 'policy sociology', education, equality and human rights: issues of gender, 'race', sexuality, disability and social class. Linking research, policy and practice, the result is an extraordinarily powerful learning community.

4 The Role FETL is sponsoring the new Chair because it is keen to develop the leadership of thinking and build capacity for robust evidence-informed improvement across the further education and skills sector. The focus of the role will therefore be on the leadership of FE and skills across the UK. The successful candidate will be employed by the UCL IOE and line managed by the Head of EPS, with strong dotted line links to LCLL. They will be a full member of the UCL Professoriate. An appropriate mechanism will be agreed for the successful candidate to report periodically to the FETL Board, but FETL will not set performance requirements for the post and will not constrain the academic freedom of the post-holder. FETL s funding for the post will cover salary and overheads. The successful candidate will be expected to generate funding for any research or projects that they wish to develop. Key Responsibilities To liaise with the FETL Board and other stakeholders to develop new thinking and position papers on leadership development in the post-16 education and training sector. To advance strategy for leadership in the post-16 education and training sector by securing funding for research and working with other FETL-funded initiatives and activities to increase the policy and practitioner impact of that research. To advance knowledge and capacity by undertaking rigorous research and other original work into the nature and impact and conceptualisation of leadership and system leadership in the post-16 education and training sector. To publish high quality research outputs of national and international significance (commensurate with FTE). To play a public role, helping to disseminate evidence on effective practice and to challenge and influence policy and practice in ways which enhance the quality of debate and thinking.

5 To foster strategic partnerships and networks internally and externally that span academic, policy and practitioner spheres and thereby generate increased capacity for innovation. To teach on relevant IOE programmes and to support post-doctoral research and scholarship (no more than 10% of time maximum). To contribute to departmental and Institute-wide fora and activities in ways that are commensurate with a senior academic role. To generate funding for the above activities and to oversee staffing and resources for relevant activities as agreed. If you would like to have further information or to discuss the post, please contact Professor David Guile, current Head of the Department of Lifelong and Comparative Education ( ; d.guile@ioe.ac.uk). Selection Criteria Essential Knowledge, Skills, and Experience 1. A strong track record of successful senior leadership in the post-compulsory education and training field (institutions or policy). 2. A national reputation for challenging, networking and brokering solutions with post-compulsory education and training stakeholders. 3. A vision of the role of post-compulsory education and training and economic and social regeneration, including the formation of partnerships with industry. 4. A strong track record of research and publications in relevant areas. 5. A proven ability to design and deliver complex projects, ideally with a research focus. 6. A proven ability to contribute to and influence policy and practice debates at national level. 7. A record of success in securing external funding.

6 8. Significant teaching experience, ideally in higher education as well as other post- 16 contexts. Essential Personal Qualities 9. The ability to work with academic collaborators and users across a number of disciplines. 10. Excellent communication skills, including the ability to disseminate research results to professional, practitioners and policy audiences. 11. Management and interpersonal skills appropriate for leading and motivating a team and managing finances. The Appointment The appointment will be available from 1 st September 2015 or, as soon as possible thereafter. Salary will be at a level commensurate with the academic standing of the appointee, and will include 2,919 London Allowance per annum. Your Application and the Application Procedure Please locate this vacancy using UCL s job search engine: cnr5cgu9zmfpcizwb3n0aw5nx2nvzgu9mji0jg== You should include a clear statement in response to each of the selection criteria which shows how your qualifications, experience and training fit each of the criteria. (Your response to the criteria is an essential part of the selection process and thus a failure to provide this information will mean that the application will not be considered. An answer to any of the criteria such as Please see attached CV will not be considered acceptable.) An up-to-date curriculum vitae and a detailed publications list, arranged in descending chronological order under the headings: books; chapters in books; articles in journals; published conference papers; and other output. Please mark with an asterisk those works which you feel will particularly support your application and which you could provide prior to the interview if shortlisted (we would require six copies of each asterisked publication).

7 The Interviews It is hoped to hold interviews during the week commencing 14 th September 2015 Please note that if you are shortlisted and are unable to attend on the interview date, regretfully it will normally not be possible to offer you an alternative date. However, where you can attend on the date but wish to change the time of interview, we will endeavour to accommodate you wherever possible. As part of the selection process, you will: Provide copies of three of those works from your publication list, which you feel will particularly support your application Present to the panel at interview. 23 June 2015