Faculty of Commerce & Administration Tutor School of Marketing and International Business
Position Title: Position Location: Tutor Role Description School of Marketing and International Business The Tutor must work in the best interests of the University (including its community of students and staff), within relevant legislation and in accordance with the University Charter. The Tutor must also assist the University to meet its mission, and strive to behave in a manner that reinforces the University s values. OUR MISSION We play a leading role in shaping New Zealand s future by: Adding significantly to the knowledge and understanding of natural phenomena, society, culture and technology through research, teaching, and interdisciplinary perspectives Engaging with local, national and international communities in creating, disseminating and applying knowledge that has scholarly or societal impact Developing graduates with skills in leadership, communication, and critical and creative thinking. OUR VALUES Our values guide and inform our strategic goals, policy and practice. They are the principles behind our actions, a means of creating and sustaining an environment of trust and mutual understanding. Academic freedom: We protect academic freedom and defend the autonomy of Victoria University of Wellington. Excellence in all of our activities: We are committed to developing and recognising excellence in research, creative activity, scholarship, teaching and learning and administration. Knowledge and expertise: We strive to advance pure and applied knowledge and expertise, and to disseminate both through teaching and research. The Treaty of Waitangi: We are committed to using the Treaty to guide our obligations to Māori as tangata whenua and Treaty partners. Internationalisation: We are committed to our participation in the international community of scholars and to the pursuit of a global perspective in our learning, teaching, research and services. Accountability: We effectively manage and account for our resources and apply them to the maximum benefit of Victoria. Honesty and respect: We require ethical behaviour in all our activities and interactions. Equity: We are committed to equity of opportunity for all our staff and students. A strong university community: We encourage the active participation and contribution of academic and general staff, students, alumni, benefactors and friends in the life of the university. Community engagement: We seek active engagement with the communities we serve and value the benefits we bring to each other. Sustainability: We strive for an environmentally sustainable university and society.
Purpose of the Organisational Unit Victoria University of Wellington Victoria University of Wellington is a state-funded University based in the capital city of New Zealand. It is one of the oldest and most prestigious universities in New Zealand and is renowned for its teaching and research. It has established an international reputation for the high quality of its graduates and research and it has a proud tradition of academic excellence. The University consists of eight faculties: Commerce (Victoria Business School), Architecture and Design, Humanities and Social Sciences, Education, Engineering, Science, and Law. The Faculty of Graduate Research administers and oversees all doctoral programmes at Victoria University of Wellington. In addition, Toihuarewa is a forum for Māori student and academic issues and partnerships. Within the University there are 29 schools and over 40 research institutes. There are over 22,000 students from a wide range of cultural backgrounds, and approximately 1,900 permanent staff at Victoria, making it one of Wellington s most significant employers. Victoria University is situated in the heart of the business and government districts of Wellington and close links are maintained between the Faculty and the city. The Victoria Business School and the Faculty of Law are located at the Pipitea Campus in downtown Wellington. Wellington offers a lively cultural and arts scene, a variety of restaurants, and opportunities for a wide range of outdoor activities. The city is centrally located in New Zealand and the magnificent scenic and outdoor recreation attractions of the rest of the country are within easy access. The University s location in New Zealand s capital city facilitates links with the finance and business sectors, national sector organisations, and government policy-makers. Victoria Business School The Victoria Business School (Faculty of Commerce) is made up of six schools. These are Accounting and Commercial Law, Economics and Finance, Government, Information Management, Management, and Marketing and International Business. The Pro Vice-Chancellor is Professor Bob Buckle. The Victoria Business School offers a Bachelor of Commerce (BCom), Bachelor of Tourism Management (BTM), a variety of Honours and Master s degrees, as well as PhD and DGov degrees. Included in the suite of Master s programmes are the Master of Applied Finance (MAF), Master of Business Administration (MBA), Master of Information Management (MIM), Master of Information Studies (MIS), Master of Management Studies (MMS), Master of Professional Accounting (MPA), Master of Public Policy (MPP), Master of Public Management (MPM), Master of Strategic Studies (MSS) and the Master of Tourism Management (MTM). A number of certificate, diploma and executive development courses are also offered throughout the Faculty. The Victoria Business School continually seeks formal accreditations and certifications from international organisations. The School is among just 58 business schools worldwide that hold the 'triple crown' of international accreditations of the European Quality Improvement System (EQUIS), Association to Advance Collegiate Schools of Business (AACSB) and the Association of MBAs (AMBA). We are among a select group of business schools worldwide and one of only three in Australasia and the only one in New Zealand to have achieved dual AACSB accreditation in business and accounting. Several other programmes have international accreditation including the Tourism programme, which is accredited by TedQual. The Master of Information Studies (with ARCR endorsement) is accredited by the Records and Information Management Professionals Australasia (known as the RIM Professionals Australasia), and the Master of Information Studies (with LIBR endorsement) is recognised by the Library Association of New Zealand Aotearoa (LIANZA).
The School of Marketing and International Business The School of Marketing and International Business (SMIB) is located in the Wellington, the administrative and financial centre of New Zealand. Many businesses have their head offices here and the School has excellent links with many of the corporate leaders, financial institutions, and government agencies that create mutually beneficial partnerships. The Faculty of Commerce and Administration s mission underpins and illustrates the School s core values. Our staff are experts in their chosen fields and through their extensive research, experience and collaboration with the corporate world they provide a first class teaching experience. The School has 17 academic staff and spans the areas of international marketing, advertising, product development and global strategy. The School offers courses at undergraduate, postgraduate, and MBA levels, and offers a Graduate Diploma in Commerce with specialisations in both Marketing and International Business. Role Purpose and Scope The role of Tutor is to assist student learning and to contribute to course delivery across 100, 200 and 300 level courses within the School of Marketing and International Business, Victoria Business School, Faculty of Commerce. Tutors prepare, deliver and facilitate specific tutorial classes that complement course material. This includes the marking and administration of student work. The role provides a fundamental and supportive link between lecturers and students. Key Result Areas Preparation for, and delivery of, tutorial teaching sessions at specified times; Maintaining familiarity with course material and course requirements; Timely and accurate recording of attendance and internal assessment marks; Student consultation and administration (in person and/or by email); Marking student work and providing meaningful feedback and encouragement; Assignment collection and handback; Tutorial and marking meetings with Course Co-ordinator(s), Senior Tutor(s) and other Tutors; Monitoring and contributing to student Blackboard discussion forums; Attending and assessing presentations and facilitating group work; Invigilating trimester tests; On-going Course Co-ordinator and Senior Tutor liaison; Attending required training sessions; Student leadership; Other duties as determined by the Course Co-ordinator. Key Relationships The Tutor reports to the Course Co-ordinator and is supervised by the Senior Tutor (if applicable). The Tutor maintains a close administrative relationship with the Senior Administrator and a working relationship with the Course Administrator for a course. The Tutor will develop and maintain excellent relationships with: Head of School and School Manager; Course Co-ordinators and other SMIB academic staff; Senior Administrators and Course Administrators; Students and other tutors.
Key Competencies CORE COMPETENCIES CUSTOMER FOCUS competency understand and believe in the importance of customer service. They listen to and understand the needs of internal and external customers. They meet and exceed customer needs to ensure satisfaction Proactively manages the customer relationship, ensuring customers are kept up-to-date Deals effectively with customers by displaying a professional, courteous, and empathetic approach Thinks about issues from the customers perspective, understanding their area of work and their needs SELF MANAGEMENT competency effectively plan and organise their work to achieve desired outcomes. They are proactive, remain focused, take action to overcome obstacles and follow through to completion Sets and meets challenging personal goals and targets Takes personal responsibility for making things happen Identifies, allocates and manages time and resources required to achieve outcomes INTEGRITY competency are open, honest and consistent in behaviour and can be relied upon. They generate confidence in others through their professional and ethical behaviour Sets and maintains high professional standards Deals with others in a respectful and fair way Displays ethical and professional behaviour in all situations Follows established organisational policies and procedures Demonstrates openness and honesty when dealing with issues, day to day tasks and people Follows through on commitments Does not compromise own standards, despite pressures Encourages others to behave in an honest, ethical and professional way INNOVATION competency question the way things are done, learn from past mistakes and generate new and creative ideas to improve the status quo Proactively assesses own work patterns in order to improve efficiency and effectiveness Takes the initiative and originates action required to improve the status quo Thinks in terms of opportunities and possibilities Encourages the discussion, free-debate and generation of creative ideas and solutions Builds on ideas suggested by others to develop new solutions
ROLE SPECIFIC COMPETENCIES COMMUNICATION competency effectively communicate with a wide range of people in all situations, both orally and in writing Checks for mutual understanding Demonstrates effective listening skills Adjusts communication style to suit the needs of the audience Communicates key points clearly and concisely Presents ideas in a logical sequence Uses non-discriminatory language Demonstrates understanding of cultural differences in regard to communication Effectively facilitates workshops and meetings, to achieve goals and maintain group cohesiveness ANALYSIS & JUDGEMENT competency are able to identify and analyse issues and problems, consider alternatives, make sound decisions and commit to a course of action Looks at problems from different perspectives, including the needs of different cultural groups Checks the quality, validity and relevance of information sought Identifies issues, relationships and/or trends amongst information Researches issues thoroughly using a suitable methodology Applies learned concepts or theories appropriately to issues or problems Makes timely decisions consistent with the vision and values of VUW, even if they do not personally agree with them Escalates issues when appropriate, or involves relevant others in decision making Identifies and minimises significant risks associated with decisions Makes and supports recommendations or decisions with soundly reasoned arguments Takes ownership of decisions and ensures their implementation TEAMWORK competency show a genuine intention to work cooperatively with others in a teamn setting in order to achieve results and team goals Contributes to and supports team activities Accepts share of workload, to help others and the team Demonstrates respect towards all other team members Shares ideas/information, resources, and experience with team members Is open minded, listens to others points of view PEOPLE MANAGEMENT competency use a variety of styles and methods to develop, motivate and empower others towards achieving their own and organizational goals Creates an open and trusting environment where others are confident to raise and discuss issues, problems or ideas Involves others as far as possible in relevant decision making processes Considers workloads, skills, abilities and potential when delegating work Deals with conflict or performance issues, working with parties to achieve a positive outcome
Education, Experience and Knowledge required Marketing Courses The ideal candidate for this position will have the following: Be interested in education, and in the support and development of students; Have at least an A- pass in any course (or equivalent) that you wish to apply to tutor (excluding your grade for MARK 101); In general the majority of your internal assessment grades overall are B+/A- or higher; For tutoring at 100-level marketing will be at least a 3 rd year student in marketing; For tutoring at 200-level marketing will have completed at least two courses at 300-level in marketing - one being MARK 303 (Strategic Marketing Management) (or equivalent); For tutoring at 300-level marketing will have completed the majority of a marketing major (including MARK 303, or equivalent) and preferably be enrolled in a second major or in marketing honours, or higher; Personal experience and involvement in a Victoria Univeristy of Wellington tutorial programme (or equivalent). International Business Courses (IBUS) and International Marketing (MARK 302) The ideal candidate for this position will have the following: Be interested in education, and in the support and development of students Have at least an A- pass in any course (or equivalent) that you wish to apply to tutor; In general the majority of your internal assessment grades are B+/A- or higher; For tutoring at 200-level international business will be at least a 3 rd year student in international business; For tutoring at 300-level international business will have completed sufficient of an international business major to possess the education, knowledge and experience required; Personal experience and involvement in a Victoria Univeristy of Wellington tutorial programme (or equivalent). Challenges Marking assessment to deadline can involve a substantial time commitment and pressure. It is important that self management is robust.