Hybrid Learning Faculty Liaison

Duties/Pligte
- Liaising with the relevant centres in the Division Learning and Teaching Enhancement (LTE), such as the Centre for Academic Planning and Quality Assurance, to ensure HL project workflows align with internal academic planning and module/programme approval processes;
- Ensuring administrative and academic staff are aware of the requirements related to SU's internal academic planning processes, specifically relevant to the registration and approval of new/redesigned HL offerings. This includes referring colleagues to appropriate advisors within the Division LTE, to relevant documentation and policies;
- Ensuring programme leaders and module leaders are aware of the administrative and logístical steps involved in academic planning of HL offerings, such as internal approvement processes, yearbook changes and timetable adjustments;
- Informing faculty-based HL project teams about the operational steps to plan for the implementation of HL offerings;
- Guiding faculty-based teams during the post pilot-implementation, reporting phase for funded HL projects;
- Liaising with the Blended Learning Coordinator (BLC) network and other faculty-based role-players (e.g. professional academic support staff) to ensure these colleagues are aware of HL projects in their faculties, so that they can offer required support (relevant to their roles);
- Reporting to the HL Project Manager and HL Coordinator on the above, on a regular basis.
- Skakel met die betrokke sentrums binne die Afdeling vir Leer
- en Onderrigverryking (LOV), bv. die Sentrum vir Akademiese Beplanning en Gehalteversekering, om te verseker dat HL-projekte se werksvloeie ooreenstem met interne akademiese beplanning en module-/programgoedkeuringsprosesse;
- Verseker dat administratiewe en akademiese personeel bewus is van die vereistes wat verband hou met die US se interne akademiese beplanningsprosesse, wat spesifiek van toepassing is op die registrasie en goedkeuring van nuwe/herontwerpte HL-aanbiedinge. Dit sluit in die verwysing van kollegas na toepaslike adviseurs in die Afdeling LOV, na toepaslike dokumentasie en beleide;
- Verseker dat programleiers en moduleleiers bewus is van die administratiewe en praktiese stappe betrokke by akademiese beplanning van HL-aanbiedinge, soos interne goedkeuringsprosesse, jaarboekveranderinge en roosteraanpassings;
- Lig fakulteitsgebaseerde HL-projekspanne in oor die operasionele stappe om te beplan vir die implementering van HL-aanbiedinge;
- Bied raad en insette aan fakulteit-gebaseerde spanne tydens die na-loods-implementering fase, wat ook rapportering vir befondsde HL-projekte behels;
- Skakel met die Gemengdeleer Koördineerder netwerk en ander fakulteitsgebaseerde rolspelers (bv. professionele akademiese ondersteuningspersoneel) om te verseker dat hierdie kollegas bewus is van HL-projekte in hul fakulteite, sodat hulle die nodige ondersteuning (toepaslik tot hul rolle) kan bied;
- Rapporteer op 'n gereelde basis aan die HL-projekbestuurder en HL-koördineerder oor bogenoemde.

Job Requirements/Pos Vereistes
- A three-year degree;
- Two years' work experience in a higher education / postsecondary / adult education / adult training context;
- Experience in support and/or coordination of adult education/training offerings. (This can include student/learner administration, lecturer/facilitator support or direct involvement in teaching activities);
- Proven experience of effective multi-stakeholder communication, in a project-based work environment. This should include the ability to ensure relevant stakeholders have access to important information, to address queries and uncertainties with a problem-solving mindset, and to assist the project team in proactively addressing any challenges/delays;
- An understanding of the typical (higher education) student lifecycle (from registration to graduation);
- A basic understanding of the key aspects that inform curriculum design and programme renewal. This includes high-level, practical considerations (e.g. modes of delivery, types of qualifications) and pedagogical considerations (e.g. types of learning facilitation and assessment approaches);
- Experience of working with institutional policies and guidelines;
- An interest in the field of higher education/curriculum studies;
- Excellent verbal and written communication skills;
- An openness to learn and a willingness to productively collaborate in a dynamic team environment.
- 'n Driejaargraad;
- Twee jaar se werkservaring binne die konteks van hoëronderwys / postsekondêre of volwasse onderwys / volwasse opleiding;
- Ervaring in die ondersteuning en/of koördinering van volwasse onderwys / opleiding. (Dit kan studente-administrasie, dosent-/fasiliteerderondersteuning, of direkte betrokkenheid by onderrigaktiwiteite insluit);
- Bewese ervaring van effektiewe kommunikasie met verskeie belanghebbendes, in 'n projek-gebaseerde werksomgewing. Dit sluit in die vermoë om te verseker dat toepaslike rolspelers toegang