Contributing to strategic planning relating to academic provision, and implementing strategy
Developing academic policies for consideration by committees, e.g. in relation to doctoral progression
Support, advice and information for faculties
- Providing advice and guidance to faculties
- Administration of on-course graduate students (PGTs and PGRs)
- Includes liaising with faculties to ensure that they are aware of and adhere to Divisional and University procedures
- Data and analysis
- Providing data to faculties and Divisional committees to assist with planning
- Analysing data to identify trends, opportunities and risks. Examples of data include student intake targets, admissions data (including actual intake compared to targets); examination results; student surveys
- Health and Safety
- Working with Divisional Health and Safety Officer to support staff and students undertaking overseas travel and fieldwork
- Acting as a channel of communication between faculties/Division and the central University Education Committee, and its sub-committees.
Managing graduate studentships
Includes application and selection processes, budgets and payments, for AHRC, Clarendon, Ertegun, Wolfson, etc.
Generic researcher development and skills training for postgraduate and postdoctoral researchers.
- Servicing the Humanities Undergraduate and Graduate Studies Committees, as well as the Humanities Education Development Panel
- Servicing Divisional Undergraduate and Graduate Joint Consultative Committees.
- Undergraduate: ongoing curriculum review to promote greater diversity
- Undergraduate: diversifying assessment
- Postgraduate: supporting the Open-Oxford Cambridge AHRC Doctoral Training Partnership
- Postgraduate: Implementation of revised process for scholarship selection
- Implementation of Humanities Researcher Development Strategy
- Servicing Faculty Reviews (i.e. joint reviews by the Humanities Division and the University’s Education Committee)
- Undertake Interim Reviews – follow-up sessions involving meetings with Faculty Board Chairs (and DGS/DUS, HAFs) to discuss progress made by faculties in addressing recommendations made by review committees; interim reviews take place 3 years after the original joint review
- Processing examination regulation changes
- Supporting processes relating to major course changes and the introduction of new courses
- Supporting processes relating to collaborative provision
- Supporting student representation at divisional level
- Reviewing student surveys and collaborating with faculties on the enhancement of provision
- Review of examiners’ reports and supporting faculties to improve examination processes
- Reviewing and updating of material in course handbooks and websites