Director of Programmes

Essential

Professional credibility and industrial track record within fashion, preferably as an independent design entrepreneur; Academic and / or industrial experience equivalent to a postgraduate degree; preferably within a practice based fashion discipline; Equivalence of a postgraduate qualification in education (e.g PGCE); preferably recognised by, and a member of the Higher Education Association; Detailed knowledge of a wide range of learning, teaching and enhancement practices including digital media and online platforms; Experience of quality assurance and enhancement in UK higher education; Proven successful experience of making high level decisions and recommendations tosenior management on learning, teaching and enhancement matters; High level understanding of the implications of higher education policy in the context of learning, teaching and enhancement procedures and processes; In addition to the required educational and professional experiences expressed for the post,ideal candidates would be ambitious, innovative and entrepreneurial; Candidates would not only be comfortable with change management, they would positively thrive in exciting dynamic environments; Experience of both public and private HEI’s would be advantageous but not essential.

Organisation Background

About usJCA| London Fashion Academy is a unique modern-day undertaking by one of the worlds most renowned contemporary designers, Prof. Dato’ Jimmy Choo OBE.

Positioned as an industry leader in the field of fashion education it follows and positively reacts to the developing higher education landscape in the UK and the Ministers call for ‘new and innovative providers opening high quality higher education’.

The Academy seeks to find, support and launch new designers through a couture-styled learner centred approach that is focused on professional practice delivered within a boutique specialist incubation environment’.

The JCA offers both undergraduate and postgraduate degree programmes in a range of broad-based subjects that allow learners to pursue a very high degree of specialism. There are two routes available to prospective students:
1) an immersive, professional practice experience with incubation in Mayfair, and
2) a timetabled professional experience within a Maker Space in West London.

Inclusive in its approach, the Academy seeks to support only the very best and most gifted designer to fulfil their ambitions and transition from higher education into entrepreneurship and / or employment.

As a selective institution, recruitment is based on academic and creative potential expressed through prior qualifications and portfolio and behaviours and attitudes through academic interview and engagement.

The bar is set high but the community is founded on well being.

JCA Culture

Our academic staff are the best in their field, professionally within fashion, and pedagogically within education. They are also friendly and approachable people. People who want to work with other, similar minded, people – and together, to create a professionally focused learning community.

Lecturers are employed as ‘Mentors’ and deliver more than taught sessions; they interact, engage, and participate with learners and guide the learning journey. They excite, provocate and disrupt ways of thinking. They support, protect and inculcate excellence. However, most of all, they motivate, encourage and inspire.

Being an aspiring Designer at the Academy is much more than being a student it is about setting a direction and being mentored on that journey – from campus to beyond.

Overview and Objectives

JCA | London Fashion Academy is seeking an exceptional academic leader for the post of Director of Learning and Teaching. Reporting to the Director and CEO, the successful candidate will lead the implementation of the Academy’s Learning, Teaching and Enhancement Strategy and manage a small team of highly creative, motivated and well-qualified Programme Leaders and mentorship team.
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You will provide up-to-date knowledge, expertise and experience of professional practice and have in depth knowledge and understanding of critical, practical and theoretical issues relevant to at least one specialist subject area that contributes to the programmes that we have on portfolio.

Key relationships

Director and CEO Executive Team Programme Leaders Lecturers Senior Management at Validating Partner

Main duties and responsibilities

Active member of the executive team; Chair of Academic Board and member of other Committees; To manage Programme Leaders and provide leadership in learning and teaching, assessment, enhancement and innovation; To lead and maintain a learning, teaching and enhancement strategy with agreed metrics in recruitment, retention, progression and achievement; To liaise with the Academy’s validating partner and to actively engage with University Faculty on matters relating to learning, teaching and curriculum development; Promote curriculum change and development, identifying and evaluating opportunities for new programmes of study; Ensure that the learning, teaching and enhancement processes and policies of the Institute are fit for purpose, keeping their effectiveness and efficiency under periodic review and regularly revising policy documents in-line with UK and EU developments; Develop and maintain professional links with QAA, other HE agencies, validation and awarding bodies, and relevant professional statutory bodies; Undertake a leading role in the planning, preparation and co-ordination of the processes related to
external review and Audit; Champion innovation in teaching practice and to support staff development opportunities to further this goal; Advise in the specification and deployment of learning and teaching resources needed for the delivery of degree programmes; Lead on the ongoing development and management of enterprise and employability themes across Programmes; Monitor progress on actions stated in the Programme Evaluation and Monitoring Reports and to make interventions as appropriate; Oversee the progress of Programme Committee’s ensuring that curriculum and assessment are developed and delivered in a timely and consistent manner.

Key Competencies

Experience of and commitment to academic leadership and management within practice based fields of creative media education; Detailed knowledge of a wide range of learning, teaching and enhancement practices including digital media and online platforms; Academic credibility with a track record of excellence in teaching; Sound understanding of national and international expectations of good curriculum design and development; Extensive experience of quality assurance and enhancement in UK higher education; Experience of internal and external audits, and implementation of the UK HE Quality Code and other QAA guidance and policy; Proven successful experience of making high level decisions and recommendations to senior management on learning, teaching and enhancement matters; Develop and maintain professional links with QAA, other HE agencies, validation and awarding bodies, and relevant professional statutory bodies; High level understanding of the implications of higher education policy in the context of learning, teaching and enhancement procedures and processes.

Personal Attributes

In addition to the required educational and professional experiences expressed for the post, ideal candidates would be ambitious, innovative and entrepreneurial. Candidates would not only be comfortable with change management, they would positively thrive in exciting dynamic environments. Experience of both public and private HEI’s would be advantageous but not essential.

Qualifications and Education

Academic and / or industrial experience equivalent to a Postgraduate degree in a relevant field; preferably within a practice based, creative media discipline Equivalence to a postgraduate qualification in education (e.g PGCE); preferably recognised by, and a member of theHigher Education Association

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