school of nursing managerial structure and lines of accountability by alendar

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									The School of Nursing – Scheme of Management
(Revised Managerial Structure and Lines of Accountability)
Figure One provides a diagrammatic representation of the revised School of Nursing Management Team and
highlights the working relationships involved in a number of key roles. The revisions to the management
arrangements reflect the need for the School to organisationally structure itself in preparation for the introduction
of a proposed university wide Directorate system of line management. As can be seen from Figure One, I am
initially proposing a simple Directorate system based upon the existing pre-registration branch orientations. Whilst
this may change in the future as the wider context of nurse education develops, this system will allow for early
experiences of performance managing the School to be gained and shared.




Figure One: School of Nursing Management Team




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The Associate Head (Teaching) role is to ensure a more strategic approach to teaching and learning within the
School is achieved. The AHT will work within the critical relationships set out above, but will also be responsible for
managing the following integrated roles in doing this:




Quality Assurance Lead (QAL) – the role is concerned with ensuring that the School is able to demonstrate the
quality of its full range of activities to a variety of internal and external quality assurance agencies. The QAL will be
required to work closely with the Student Experience Lead, Practice Based Evidence Lead and School Administrator
so that every opportunity is taken for disseminating the Schools best practice in terms of teaching, learning,
research and other scholarly activities.

Open Learning Lead (OLL) – this role replaces the current Flexible Learning Coordinator. The OLL will be
responsible for further developing the range of open learning opportunities available to students, and to provide a
lead for the School in terms of effectively harnessing new technologies to support improvements to the student
experience.

Examinations and Assessment Lead (EAL) – this role will continue to provide bench mark advice to the School
in terms of internal and external requirements for examinations and assessment. The EAL, in collaboration with the
Open Learning Lead, Programme Leads, School Administrator and Student Experience Lead, will systematically
review the assessment and feedback processes to ensure fitness for purpose.

Pre-Registration Lead (PRL) – this role is primarily concerned with developing and leading the implementing of
the School strategic response to changes occurring within the National approach to pre-registration nurse
education. The role requires effective working with Programme Leaders to ensure the transition to new
pre-registration nurse training and education approaches within the School is managed effectively.

Programme Leaders - The key responsibilities of this role are to ensure the academic integrity of each particular
University award and to continuously find ways in which the student experience can be enhanced through the
delivery of the programme. Programme Leaders are responsible for reporting on programme issues and business
and for managing the day-to-day delivery of the each Programme. Programme Leaders can be for pre-registration
and post qualifying programmes.

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The Associate Head (Academic Enterprise) role is to ensure a more integrated approach to Academic
Enterprise is achieved within the School. The AHAE will be required to develop an effective working relationship
with the Faculty Lead for the NHS North West SHA CPD commissioning programme. The AHAE will work within the
critical relationships set out above, but will also manage the:




Post Qualifying Lead (PQL) – this role replaces both the current Life Long Leaning Lead and the Post-Graduate
Studies Coordinator roles. The PQL will be responsible for ensuring the development of a Generic Taught Masters
Framework capable of supporting a range of bespoke Masters programmes that reflect practice and service
demands for education and training. Whilst this framework will need to reflect the wider Faculty approach to Taught
Masters programmes, the School will need to develop a range of options that also allow best fit with the educational
demands of our commissioners/purchasers.

The PQL will be expected to work closely with the Student Experience Lead, and the Practice Based Evidence Lead
in particular, and through the AHR, develop an effective working relationship with the H&SC Research Institute's
Postgraduate Programmes (by Research) Co-ordinator.

APEL Lead (AL) – this role provides the School with a reference point of expertise in terms of bench marked
opportunities available to the School in accrediting prior learning. Working with the Examinations and Assessment
Lead, Open Learning Lead and Post Qualifying Lead, the AL will contribute to the development of a range of flexible
‘step on and off’ opportunities for students to utilise in planning and undertaking their studies with the School.




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The Associate Head (Research) role is to ensure a more strategic and integrated approach to research, teaching
and scholarly activity is achieved within and across the School. In particular, this approach will be aimed at
integrating the work of the SCNMCR with all aspects of the School’s work. Thus the AHR in collaboration with the
SCNMCR Centre Director will work together in ensuring that a coherent approach to research and scholarly activity
is developed and owned by all those working within the School. The AHR will work within the critical relationships
set out above, but will also manage the following roles:




Practice Based Evidence Lead (PBEL) – this new role will focus on developing creative approaches to
harnessing and integrating traditional evidence based concepts within the student learning experience. In
particular this integration needs to reflect the knowledge to be found in practice based evidence.

The role will provide a lead for the continuing development of the Academic in Practice relationships with the
Schools practice partners. The PBEL will be expected to develop an effective working relationship with the Open
Learning Lead, Student Experience Lead and the Post Qualifying Lead in further developing the Schools capability
in practice based teaching, evaluation and best practice dissemination.

International Link Lead (ILL) – This role is primarily concerned with achieving two School strategic objectives
of:

(1)    Internationalising the curriculum and student experience and

(2)    increasing overseas student numbers, (both in terms of completion of full award bearing programmes of
       study and also CPD and professional development).

The ILL will also work closely with both the Widening Participation Lead and Equality and Diversity Lead in ensuring
the internal internationalisation of the School reflects the Schools wider operating environment and provides
maximum opportunities to embrace and celebrate individual contributions to the Schools organisational and
learning culture.

Student Experience Lead (SEL) – this role is concerned with ensuring the student experience is a positive one.
In collaboration with the School Administrator, and Quality Assurance Lead, the SLE will be charged with

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challenging the School bureaucracy in terms of fitness for purpose. The role will be facilitated utilising a ‘project
management’ approach, with specific projects being agreed by the School Executive.

The SLE will need to develop effective relationships with student representatives, both within the School and the
wider University.

The Director of Admissions (DA) role is to ensure a more strategic approach is achieved to the recruitment and
retention of future students. The DA will work within the critical relationships set out above, but will also manage
the following integrated roles:




Equality and Diversity Lead (EDL) – this role provides a focal point of expertise and knowledge in ensuring the
School fully promotes an approach that recognises diversity and difference and equality of opportunity.

Widening Participation Lead (WPL) – this role provides a School focal point for how the School engages with
the University's widening participation approach. Working with the Equality and Diversity Lead and the
International Link Lead, the WPL will develop and foster a more visible approach to celebrating the multi-cultural
dynamics of the Schools staff and student groups.

The School Administrator will continue to directly manage the School administrative support staff.

The Directorate Managers will be responsible for the operational management and delivery of each of the
Directorates core business objectives. The Directorate Managers will be expected to develop a series of critical
relationships with the Associate Heads and other School-wide Leads in terms of effectively operationalising the
strategic intent of the School.

Directorate Managers will take the immediate managerial responsibility for all staff working within each of the three
Directorates. In particular, they need to establish an early working relationship with:

Admissions Tutor – this role, working at a programme level, helps ensure a positive student experience is
achieved at all levels of the students involvement with the University.

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As well as building relationships with those holding these familiar roles, the Directorate Manager will need to
develop an effective working relationship with a new role within each Directorate and the School. Within each
Directorate, the current role of Professional Lead will be replaced by a new role:

Academic/Professional Lead. These new roles will build upon the work undertaken in developing the various
teams by those in the former Professional Lead roles. In collaboration with the Associate Head of Research, these
new roles will extend this work so that research, teaching and other scholarly activity becomes more integrated in
all aspects of the Schools business. Thus, the A/P Leads will be required to develop critical relationships with the
Associate Heads and Directorate Managers. These relationships will need to facilitate the continuous personal and
professional development of colleagues working within each of the Directorates.

As a group, the A/P Leads, Directorate Managers, Associate Heads of School and Programme Leaders will be
expected to put in place processes that identify and respond to the inherent tensions of both attempting to meet
Programme and individual personal and professional development needs. These revised processes will need to
reflect the current Work Load Balance approach to time and responsibility allocation, and the current Staff Appraisal
System.




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