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Appointment of a Lecturer/Senior Lecturer in Human Geography (Sustainable Development) The school The University is committed to transforming the lives and experiences of people and their environments through research that drives positive change and economic and social benefits. Based in the College of Life, Health and Physical Sciences, The School of Environment and Technology is focussed on producing applied, multi-disciplinary research that informs policy, practice and benefits the student experience. Based in the Cockcroft Building on the Moulsecoomb site, there are 49.25 academic, 6.1 research, 7.9 technical and 12.2 administrative staff within the School covering a wide range of activities within the two divisions of Geography & Geology and the Built Environment & Civil Engineering. Members of staff are active in their professional fields, acting as peer reviewers, external examiners, validation panel members and HEFCE assessors. The School is committed to creating an inclusive learning and working environment. Building upon the achievement of the University in attaining an Athena SWAN Bronze Award, the School is now working towards its own application for Bronze. Research The School specialises in multi/interdisciplinary applied research which is grouped around seven broad themes: Applied geosciences Built environment Ecosystems and environmental management Environmental and public health Ground, structural and water engineering Past human and environmental dynamics Society, space and environment Staff within each of these themes are also able to contribute to multidisciplinary research centres within the University, including: the Centre for Spatial, Environmental and Cultural Politics, an interdisciplinary research centre bringing together humanities, social science and science researchers working on spaces, power and justice, environmental futures, communication and sustainability, and embodiment, performance and activism; the Centre of Sport, Tourism and Leisure Studies, which conducts research to encourage, support and help develop sustainable futures centred on economic regeneration, ecological sensitivity, cultural awareness and preservation; and the Aquatic Research Centre which is an interdisciplinary centre focusing on resolving key issues associated with marine and freshwater systems in both the natural and built environment. The University is located within the Brighton and Lewes Downs Biosphere Reserve, and staff from the School lead the Biosphere Partnership’s HE and Research Working Group. In the 2014 REF, 40% of staff from the School were submitted via 4 Units of Assessment ( B7 – Earth Systems & Environmental Sciences -12.25 fte, C22 – Social Work and Social Policy – 2.0 fte; C26 – Sport & Exercise Sciences, Leisure and Tourism – 2.0 fte, D34 – Art & Design: History, practice and theory – 3.0 fte) and the following quality profile was generated:4* = 11.2% 3* = 50.9% 2* = 34.0% 1* = 3.6% U/C = 0.3% The School attracts around £1 million of external funding each year from UK Research Councils (EPSRC, ESRC, NERC, AHRC), the European Union, local and national government (DEFRA, Environment Agency, South Downs National Park Authority) and industry. In many cases, staff within the School are leading large multi-partner European projects and they play a key role in the peer review process (e.g. RCUK Review College) and in academic societies hosting national and international conferences. The school provides an excellent environment to support the development of early career researchers, with pump priming funds being made available to develop research activities. The School also supports in excess of 60 postgraduate research students. Courses The school offers a wide range of research-led courses to over 1200 students at Masters and Undergraduate Degree level which cover the subject areas of archaeology, architectural technology, building surveying, construction management, civil engineering, environmental sciences, physical and human geography, geology and environmental management. The undergraduate programmes are modular in structure and split into two semesters of 15 weeks’ duration. All of the courses make use of fieldwork and work placements and in most instances these are integrated into the teaching programme. Students are also able to earn credits for voluntary work through taught modules such as Community Engagement: Actioning Sustainable Development. Many of the courses are accredited by professional bodies (ICE, RICS, IEMA, IES, Geol Soc) and have key transferable skills integrated into the programme. As a consequence the graduating students have an excellent record in securing appropriate employment. Staff within the school also have close links with third sector and community organisations, industry and relevant professions, with highly qualified staff offering consultancy, short courses and CPD opportunities to the South East region. Consultancy Opportunities Staff may also work on consultancy activities, which may be undertaken in consultation with the Head of School. Facilities The School is strongly supported by the university and as a consequence has seen significant investment (£8.3 million) in new laboratories and capital equipment over the last five years. The refurbishment of the Cockcroft Building (£29 million) has provided new offices, laboratories and social learning spaces as well as providing a building with a low carbon footprint. Support Staff The academic activities are supported by a range of administrative and technical staff. The laboratories and computer systems are supported by highly qualified technical instructors who support teaching and research activities. Similarly the teaching and research administrative activities are supported by the School Office together with two Student Support and Guidance Tutors. In addition the school can call upon support from the Centre for Collaboration and Partnership which focuses on working with industry (KTPs) and student placements. The Division of Geography and Geology Staff in the Division of Geography and Geology integrate research and teaching across the full spectrum of geography, earth and environmental sciences. There is also growing expertise in archaeology. Research The 32.3 staff within the Division are all research active and 60% were submitted in the 2014 REF. The research is applied in nature and it has been judged to have outstanding impact with considerable societal reach. Our staffing policy was viewed positively in REF feedback in terms of its commitment to equality and diversity and the specialist support it provides for early career staff. There are currently 35 MPhil/PhD students directly supervised by staff within the Division. More details on research themes and successes are provided on the School website http://www.brighton.ac.uk/set/research/ and on the University website http://www.brighton.ac.uk/research/. Courses The Division operates nine highly successful integrated undergraduate degree programmes which collectively recruit around 170 students in each academic year. These include honours degrees in BA Geography, BSc Earth & Ocean Science, BSc Environmental Sciences, BSc Geography, BSc Archaeology and Geography, BSc Geography with Geoinformatics, BSc Geology and BSc Physical Geography and Geology. Each degree is managed by a Course Leader, with academic staff contributing to the modules which comprise the individual degree programmes. The Division also runs three Masters programmes which attract a total of 30-45 full-time students per year: MSc Environmental Assessment & Management, MSc GIS & Environmental Management and MSc Water & Environmental Management. Full details of all of these courses are available at http://www.brighton.ac.uk/set/courses/. Academic staff The successful candidate will be joining a dynamic team of 32 academic staff supported by 3 postdoctoral research fellows and 3 research assistants. Further details of our current staff, and their research and teaching interests, are available via the individual staff web pages at http://www.brighton.ac.uk/set/contact/. The Job The School wishes to appoint a lecturer / senior lecturer in Human Geography with expertise in the area of sustainable development. Candidates should demonstrate an ability to critically engage with various themes and debates within sustainable development and its interface with political ecology, such as (but not restricted to) governance and Sustainable Development Goals, “green growth”, climate change and resilience, community engagement and sociospatial justice. The successful applicant will be expected to interact with staff across the School, and in particular with staff in human and physical geography, and environmental sciences, to develop interdisciplinary teaching and research, and support embedding of sustainability ideas and principles across the taught curriculum. The range of duties of a university lecturer is extensive and diverse. The following summary indicates the nature of this range. Almost all academic staff will be expected to contribute to both teaching and research activity within their subject area. At Senior Lecturer level (AC3), staff are expected to be engaged in the planning, design and leadership of teaching and research activity, and to be making wider contributions to the work of their school and the university. Teaching and Scholarship A Lecturer (AC2) is expected to possess, develop and utilise a range of teaching methods and ways of supporting student learning. These may include: lectures, seminars, tutorials, forms of e-learning, workshops, laboratory classes and individual supervision. The role requires the ability to: identify the learning needs of students and to define appropriate learning objectives; ensure that the teaching content, methods of delivery and learning materials are appropriate; develop own teaching materials, under guidance; select appropriate types of formative assessment; seek ways of improving teaching performance by self-reflection and the gathering and analysis of student feedback, and teach as a member of a team within the framework of an established course. An understanding of equal opportunities issues with regard to academic content and teaching delivery is also expected. In addition a Senior Lecturer (Ac3) is expected to be able to design teaching materials, identify areas where current provision is in need of revision or improvement, supervise student projects, field trips and placement activity. Research and Scholarship A Lecturer is expected to: continually update their disciplinary and/or professional knowledge and understanding; develop personal (and, where appropriate, collaborative) research objectives; write up research work for publication; translate new subject knowledge into teaching content; and reflect on their own practice as a higher education teacher. Engagement in continuous professional development with regard to disciplinary/professional and pedagogic expertise is required. In addition a Senior Lecturer should: disseminate research findings and outputs at conferences and similar events and identify and seek sources of external funding for their own scholarly activity. Communication A Lecturer should be able to: deal with routine communication using a range of media; communicate complex information orally, in writing and electronically and communicate material of a specialist or highly technical nature. In addition a Senior Lecturer will be capable of: routinely communicating complex and conceptual ideas to those with limited knowledge and understanding, as well as to peers, and preparing proposals and applications to external bodies, e.g. for funding and accreditation purposes. Liaison and Networking A Lecturer is expected to: liaise effectively with colleagues and students; build internal contacts and participate in internal information exchange networks, and join external networks to share ideas. In addition a Senior Lecturer will be able to develop external networks in such areas as: identifying sources of funding; student recruitment; student placements; outreach and marketing activity, and obtaining consultancy projects. Managing People A Lecturer will be able to agree and largely self-manage teaching, research and administrative activities. In addition a Senior Lecturer will be expected to: advise and support less experienced colleagues; in certain circumstances supervise the work of others in research teams or as a research supervisor, and coordinate the work of colleagues, for example when acting as a module leader. Teamwork A Lecturer is expected to: collaborate with academic colleagues on course development, curriculum changes and the development of research; attend and contribute to subject group and similar meetings, and collaborate with colleagues across the university to identify and respond to students’ needs. In addition a Senior Lecturer may be required to act as a team leader in a small scale project. Pastoral Care A Lecturer/Senior Lecturer will be expected to: act as a personal tutor; use listening, interpersonal and pastoral care skills to deal with sensitive issues concerning students, appreciate the needs of individual students and their circumstances, and to refer students as appropriate to the specialist services which can provide further help. Initiative, Problem-solving and Decision Making A Lecturer will be able to: develop and apply initiative, creativity and judgement in the conduct of teaching and research; respond effectively to pedagogical and practical challenges, and contribute to decision making on, and share responsibility for, the academic content, delivery and assessment of modules. In addition a Senior Lecturer will be expected to: take responsibility for the design and delivery of individual modules and their assessment; identify, and make proposals regarding, the need for change in individual modules; disseminate and apply the results of research and scholarship; develop ideas on income generation; provide advice on student recruitment and marketing approaches and contribute to the successful implementation of quality assurance requirements, internal and external. Planning and Managing Resources A Lecturer will be able to plan and manage their own teaching and the use of teaching and research resources, including laboratories and workshops, as agreed with relevant senior colleagues. An awareness of risks in the work environment and their potential impact will be expected. In addition a Senior Lecturer will be able to act as a module leader, coordinating administrative and academic staff as necessary, and to undertake academic related roles related to areas such as admissions, examinations and student support. Depending on the area of work the conducting of risk assessment may be expected. Knowledge and Qualifications Appointment to either the Lecturer/AC2 or Senior Lecturer/AC3 grade will be dependent upon the role to be undertaken and the skills, knowledge and experience of the successful applicant. It is expected that the criteria below regarding knowledge and qualifications will be met by the successful candidate. • A good (1 or 2:1) degree, in geography or an appropriate social science • ideally a completed PhD or one near completion. • Up-to-date, critically-engaged and sound knowledge of sustainable development and the range of generic skills required. • Understanding of academic and award standards and the range and level of knowledge and skills, both subject-specific and generic, which the programme is intended to foster. • Competent IT skills and effective use of IT for teaching and learning. Hours of work This post is full-time. The nature of teaching posts is such that staff are expected to work such hours as are reasonably necessary in order to fulfil their duties and responsibilities. It would therefore be inappropriate to define the total hours to be worked in any week. A reasonable norm for full-time staff, however, having regard to the contractual position of other senior staff in the institution, would be thirty-seven, although this should not be regarded as a minimum or maximum. Direct teaching responsibility for full-time staff should not exceed eighteen hours in any week or a total of five hundred and fifty hours in the teaching year. This provision will not, however, apply in subject areas where the nature of the curriculum and teaching style make it inappropriate. In such cases, separate arrangements apply. The university has currently identified the following academic areas where teaching methods or modes of delivery make the 18 hour per week limit inappropriate at certain times of the year: • • • • art and design business/management health - clinically related subjects construction management The 550 hour annual maximum will not, however, be exceeded except by mutually agreed overtime. The salary The salary will be in accordance with the Lecturer (AC2)/Senior Lecturer (AC3) grade, which ranges from £33,242 to £39,685 per annum (at Lecturer/AC2 level) and £40,847 to £47,328 per annum (at Senior Lecturer/AC3 level). Salaries are paid monthly in arrears through the BACS System directly into the bank or building society account of each member of staff. The university must pay salaries through the BACS system. They cannot be paid by cheque. It will therefore be important to supply account details in order to ensure prompt payment. Professional development Four part-time courses are run within the university for staff new to the teaching role. They are: The Postgraduate Certificate in Learning and Teaching in Higher Education (run by the Centre for Learning and Teaching, and designed for staff in all schools and faculties) The Postgraduate Certificate in Health and Social Care Education (run by the School of Nursing and Midwifery, for staff within the school) The Postgraduate Certificate in Clinical Education (run by the School of Health Professions, for staff within the school) The Postgraduate Certificate in Medical Education (run by Medical Education Unit) All new lecturers with little or no previous experience of teaching in higher education, who have not undertaken an equivalent course of study and training, are expected take one of these courses in their first or second year in post. The courses provide opportunities to explore a range of practical approaches to supporting students’ learning, and to reflect upon the process of developing as a teacher. By negotiation with the relevant Head of School, teaching timetables are adjusted to enable the new lecturer to participate effectively in the course. The course is accredited by the Higher Education Academy, the national professional body for teachers in Higher Education, and successful completion normally leads to professional recognition as a Fellow of the Higher Education Academy. The successful applicant will be provided with further information about these Postgraduate Certificate courses at the time of appointment. In addition to these courses for staff new to the teaching role, the Centre for Learning and Teaching offers a wide range of courses, events and consultancy to experienced lecturers and to course teams and academic schools across the university. Further information is available from the CLT’s website: http://www.brighton.ac.uk/clt/ Holidays The annual leave entitlement is 35 working days, pro rata for proportional full-time staff. This is in addition to the statutory holidays applicable in England, local discretionary holidays and days when the university is closed in the interests of efficiency. Terms & conditions In determining terms and conditions of employment, the university has regard to recommendations made through the appropriate national negotiating framework. These terms and conditions of service can be varied by local agreements reached through the university’s local negotiating framework which comprises a Joint Negotiating Committee supported by two Common Interest Groups. These groups bring together representatives of the university and its recognised trade unions, which are: • • UCU – University and College Union UNISON