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January Issue of JISC News

Wed, 01 Feb 2012 21:27:03 GMT

by ACODE Admin.

A monthly summary of news from JISC and its services Issue 100 January 2012

Featured story

Eight international research funders announce winners of 2011 Digging into Data challenge

Analysing 600 years of music, drilling down into population
databases, understanding social unrest through digitised
newspapers – these are just some of the new lines of research that the winners of the second Digging into Data Challenge will now undertake.

End of an era as Malcolm Read retires
31 January 2012

How to make your JISC funding bid stand out from the crowd
30 January 2012

New website launched to help students transfer from school to university and employment
20 January 2012

Forthcoming events...

Webinar: Cut Costs Not

Corners - Improving Business

Efficiency

1 February 2012 10:00 - 11:00

Online

Prepared for your impending move to the cloud?

9 February 2012 10:00 - 16:00

CCT Venues-Smithfield, London

Information for energy efficiency

improvement - dashboards, displays, reports and other measures

to change user behaviour

9 February 2012 12:00 - 16:30

London Campus of Coventry

University

Dev8D

14 –16 February 2012

University of London Union, London

Conferencing in Universities and

Colleges

6 March 2012 10:00 - 16:00

University of Warwick, Warwick

JISC in the media

Key coverage this month includes:

The constant innovator: the academic library as a model of change management

Cloud guarantees bright outlook

BT corporate archives to be put online

15 things you need to know about partnering with the private sector

Thatcher’s Britain revealed in Mass Observation Archive

See more press coverage

News web feed

Blog posts

The digital humanities surrounds you

See more blog posts

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New ACODE Executive

Wed, 01 Feb 2012 04:41:25 GMT

by Helen Carter.

Best wishes everyone for a great 2012!

The new Executive of ACODE met for a planning session in Sydney on 25th January. 2012 promises to be a busy year. At our next business and networking meeting in Auckland on 22 March we will present the 2012-2014 Strategic Plan for discussion.

ACODE will play a key role in supporting the National Networking Initiative project in 2012 and it will be on the agenda for discussion at our next meeting as well.

The new 2012 Executive has appointed Rob Phillips to lead a review of our communication strategy and web presence, and consult appropriately with members, so stay tuned.

The next (online) meeting of the Executive is on the 23 February. If you would like any issues discussed or have concerns you would like raised, please send items to our Secretariat: secretariat@acode.edu.au or contact me directly.

Helen Carter
President, Australasian Council on Open, Distance and e-Learning (ACODE)
Hub: http://hub.acode.edu.au/ Web: http://www.acode.edu.au/
Email: secretariat@acode.edu.au Secretariat: +61 (0)2 6201 5176

University of Peace

Thu, 15 Dec 2011 03:55:43 GMT

by ACODE Admin.

Dear Acoders

Please see the email trail below: The University of Peace are looking for some undergrad students to study for a semester or so if you can please copy and pass this email to other colleagues that may be in a position to help. Contact directly to John Maresca or Jacque Koroi.

Regards Karen

Further to our verbal conversation re Australia, please find below an email from my UPEACE Rector Mr John Maresca about exploring possible partnerships with Australian institutions such as Australian National University and others.

As a member of the Australasian Council of Distance & E-Learning ,we kindly seek your assistance in directing us to the appropriate persons within the institution/s to hold further dialogue on the matter.

I have kindly copied my Rector in on this email, should you have further clarifications/comments. I have also copied the Acting High Commissioner to Fiji, Hon Judith Robinson for her information and or comments.

Thank you in advance for your cooperation and I look forward to hearing from you.

Warms Regards,
Jacque.

---------- Forwarded message ----------
From: John Maresca <jmaresca@upeace.org>
Date: Sun, Dec 4, 2011 at 9:46 AM
Subject: Australia
To: Jacque Koroi <jkoroi@master.upeace.org>

Dear Jacque,

You suggested that I give you some information on what we are seeking in Australia. Here is a very brief of what we are seeking, which is not very mysterious:

1. More Australian Students. We have had a few Australian students from time to time, but Australia is an important country, and we feel we should have more students from a country which is English speaking and whose international importance is growing rapidly. So we are looking for getting the word out about UPEACE, through universities, guidance offices, government agencies, etc.

2. As a part of this effort, we would welcome a partnership or partnerships with one or more respected Australian universities. This could be on a number of different models, such as our arrangement with American University (AU) in Washington, which sends about 20 students every year for the second year of their MA program. At the end of their year of study at UPEACE, these students get two MA degrees – from UPEACE and from AU. This is an easy model to follow, and could work with an Australian university.

3. We are aware that, increasingly, undergraduates want to go abroad for a semester or a year of study. We would welcome qualified senior undergraduates from Australia in our “Undergraduate Credit-building Program” where we accept qualified undergraduates for up to a semester of study at UPEACE. We will award them credits at the MA level, in case they pursue their studies at UPEACE or elsewhere.

4. We would also welcome Australian diplomats in our “Diplomats in Residence” program. This applies to career officials who wish to spend a period of time for reflection, study or teaching/lecturing, at an institution like UPEACE.

5. We are prepared to partner with a university on some basis, to work with them on peace studies – as visiting professors or to develop a program of this kind on their campus.

Please let me know if you need any further information. Any interested persons can contact me, or any of my colleagues, by e-mail, and we will respond quickly.

Many thanks for your interest in all this, and have a nice holiday! Best regards, Jack

Position Vacant- University of Canterbury

Wed, 14 Dec 2011 21:08:32 GMT

by ACODE Admin.

Director, Learning Resources

· World Class Learning Environment

· New Zealand

Developing a world class learning environment that reflects the best of innovation in the creation of learning spaces, and the use of technology, is a key strategic priority for the University of Canterbury. Changing the thinking and the approach to the use of learning resources across all aspects of university life is the fascinating journey for this senior executive appointment.

Reporting to the Vice- Chancellor, the Director of Learning Resources role is pivotal to achieving this mission by ensuring that libraries, information technology and learning and research spaces link seamlessly together. Leading a team of approximately 350 staff, the Director is charged with developing and delivering the future vision for the University’s learning resources; shaping attitudes and a culture consistent with the vision.

This integral role is responsible for: Library and Information Services, management and maintenance of the University’s built infrastructure and assets, information technology systems and infrastructure, support of eLearning and educational technologies, and support for project management and business analysis for the University.

The University of Canterbury is a large and complex research, teaching and learning organisation with a proud history and many research achievements. As the second oldest university in New Zealand, the University blends the best of Canterbury traditions, on one campus, with the innovation and creativity needed for success in a globally competitive tertiary education sector. Recently earthquake shaken, but not broken, the University is on a rapid renewal programme enabling the introduction of new technology and thinking.

Applicants will already have experience in a similar setting, leading the thinking, attitudinal change and development of a highly sophisticated learning environment. In addition you will have a reputation for building academic engagement and driving change. You will be stimulated by the vision for what is possible!

Given the University’s commitment to a building renewal programme, preference will be given to candidates who have experience in managing property, facilities or asset management functions for a major property owner. Leadership in a higher/tertiary education and research institution would be a significant advantage.

For further information on the University of Canterbury, please visit www.canterbury.ac.nz.

Confidential enquiries can be made to either Graham Ewing or Murray Shaw. Applications for this role close on Friday 13^th January 2012. All applications will be acknowledged by email.

Position Vacant- University of Canterbury

Wed, 14 Dec 2011 21:07:15 GMT

by ACODE Admin.

Senior Management Team

Position Description (PD)

Director, Learning Resources

November 2011

Our Vision

We have a vision of people prepared to make a difference: tangata tū, tangata ora.

Our mission is to contribute to society through knowledge in chosen areas of endeavour by promoting a world class learning environment known for attracting people with the greatest potential to make a difference.

We seek to be known as a University where knowledge is created, critiqued, disseminated and protected and where research, teaching and learning take place in ways that are inspirational and innovative.

Looking towards 2023, the 150th anniversary of our founding, the primary components of our strategy are to Challenge, Concentrate and Connect.

Purpose of the Learning Resources Portfolio

The role of Learning Resources portfolio is to support and help enhance the current and future teaching, learning and research needs of the University’s staff and students by ensuring that libraries, information technology and learning and research spaces link seamlessly together. The integrated portfolio includes the broad functions of library and information services, management and maintenance of the University’s built infrastructure and assets, information technology systems and infrastructure, support of eLearning and education technologies; and support for project management and business analysis for the University, and financial and administration management for the portfolio. The portfolio enables leveraging of value from across the portfolio to enhance the efficiency, effectiveness of learning, teaching and research.

Role, Purpose and Scope

The role of Director, Learning Resources:

Reports directly to the Vice-Chancellor and is accountable for the leadership and management of the Learning Resources portfolio, and all associated functions. The position is directly responsible for developing the future vision for UC’s learning resources, ensuring that the diverse portfolios are effectively integrated to meet the learning, teaching and research needs of the University in an efficient and sustainable manner.

The position is a member of the Senior Management Team, which is led by the Vice-Chancellor and includes the Deputy Vice-Chancellor, College Pro-Vice-Chancellors (Arts, Business and Economics, Education, Engineering, Science), Assistant Vice-Chancellor (Maori), Assistant Vice-Chancellors (Academic and Research), Pro-Vice-Chancellor Student Services & International, Director of Communications and External Relations, Registrar, Chief Financial Officer, and the Director of Human Resources.

Key Relationships

Reporting Relationships

Responsible to: Vice-Chancellor

Reports to: Vice-Chancellor

Responsible for: 9 direct reports

Overall responsibility for approximately 350 FTE staff within the portfolio

Functional Relationships

The Director, Learning Resources will develop and maintain excellent relationships with the following colleagues, customers and clients for the purposes stated below:

Internal Relationships
Who does the job holder work or interact with inside the University	The purpose and frequency of these interactions is to:
Learning Resources Executive team	Weekly to fortnightly interaction to lead the strategy, policy and management of the portfolio.
Senior Management Team	Weekly liaison over University academic and administration matters, to determine strategy and policy.
College PVCs and Academic staff	Regular interaction to gain insights into current and future student and staff learning resource needs.
Strategic governance groups and University Committees e.g. Investment Advisory Group, Academic Board, Learning & Teaching committee, Campus Master Plan reference and working groups, etc	Regular contact to inform learning resources decisions.
Planning, Strategy and Services Manager	Regular liaison regarding the development and maintenance of Learning Resources strategies and plans, and the financial management, procurement activities, asset management, operational management and resourcing of Learning Resources
Engineering Services Manager	Regular liaison regarding the provision of engineering and asset maintenance services to the University
Facilities and Operational Services Manager	Regular liaison regarding the provision of operational services to the University including Emergency management, Distribution services, Property and Vehicle Services; and Security, Transport and Parking,
Associate University Librarian	Regular liaison regarding the development and operation of Library research and information services to students and staff.
Support Services Library Manager	Regular liaison about the provision of library information resources including the repository services which support the University's administrative, research and teaching needs.
Estate and Asset Manager	Regular liaison regarding the University’s Campus Master Plan, efficient use and management of space (including timetabling) and the management of the University owned and leased space including the University’s High Country leasehold lands.
Digital Media Group Manager	Regular liaison regarding the provision of services in the areas of Print / Copy Production, Information Management, Electronic Learning Media and Audio Visual Services.
Operations and Infrastructure Manager	Regular liaison regarding the operation and optimisation of the University’s ICT customer and infrastructure services
Applications and Systems Support Manager	Regular liaison regarding the operation and optimisation of the University’s corporate information systems
External Relationships
Who does the job holder work or interact with outside the University	The purpose and frequency of these interactions is to:
University of Canterbury Student Association and other student bodies / representatives	Regular interaction to ensure the effective provision of student focused services.
Other universities and tertiary providers	Regular interaction to ensure mutually beneficial collaboration and cooperation.

Salary Range

This position will be offered on an Individual Employment Agreement. The starting salary is negotiable and is dependent on relevant skills, qualifications and experience of the successful applicant.

Delegations

Human Resources

Has full supervisory / managerial responsibility, includes allocation of work, accountability for their outputs, quality etc, and review of their performance and development.

Financial – Budgetary and Expenditure Limits

Budget Expenditure

· Responsibility for managing own operating expenditure budget of $800 million over the next ten-year period

Key Result Areas

1. Strategic direction
Outcome:	The University is responsive to the rapidly changing needs of modern learners, and all learning and research spaces and facilities are fit for purpose.
Key responsibilities include:	1. Provide advice to the Senior Management Team on opportunities for services delivered from within Learning Resources and the impact on learning, teaching and research. 2. Provide policy advice and report on issues that have an impact on the provision of services and infrastructure in support of the learning environment. 3. Oversee the University’s high-level resource planning towards the creation of a world-class learning environment. 4. Ensure that the teaching and research needs of students and staff are at the forefront of all decision-making regarding the allocation of learning resources. 5. Work closely with key academic stake holders to support agreed learning and teaching strategies developed by the University Learning and Teaching Committee in particular in relation to the virtual and physical infrastructure.
2. Learning Resources Management
Outcome:	Strategic plans of Learning Resources reflect the primary components of the University’s strategic intent to: Challenge, Concentrate and Connect.
Key responsibilities include:	1. Develop, implement, and review strategic plans for Learning Resources, in alignment with the University’s strategic planning framework. 2. Manage the overall budget responsibility for Learning Resources, prioritising and making trade-offs as necessary to meet the University’s needs. 3. Manage the introduction of new technologies to complement existing learning, teaching and research methods. 4. Ensure that all learning spaces are appropriate, effective and well-supported physically, technologically and pedagogically. 5. Ensure that socio-ecological sustainability principles and practices are integrated throughout the management of learning resources. 6. Monitor and report on the performance of the portfolio to ensure delivery of services.
3. Leadership
Outcome:	High calibre employees are attracted, developed, and retained, and staff are committed to the achievement of their own professional goals and objectives as well as the wider vision of the University.
Key responsibilities include:	1. Provide leadership to the Learning Resources executive team to govern the business activities of the Learning Resources functions and implement strategic plans. 2. Proactively manage the overall reputation and credibility of the Learning Resources portfolio at UC to assist the attraction and recruitment of high calibre employees. 3. Coordinate the workload and build the capacity of the Learning Resources management team in line with established strategic goals and standards of operation. 4. Emphasise the importance of professional development by leading the professional development and review (PD&R) programme in the portfolio and encouraging mentoring relationships and learning opportunities, in order to retain talented staff.
4. University Service
Outcome:	The Vice-Chancellor and the SMT are assisted with the management and administration of the University, and all Colleges and Departments operate collaboratively, as part of the wider University unit.
Key responsibilities include:	1. Participate fully as a member of the Senior Management Team, providing input into strategic planning, policy development, implementation, review and monitoring. 2. Take responsibility for decisions made within the Senior Management Team, clearly communicating the decisions and business expectations to all relevant stakeholders. 3. Represent the University, the Vice-Chancellor or the Senior Management Team in external situations as appropriate. 4. Ensure the Learning Resources team is consistently working collaboratively with other University Service Units and Colleges in the delivery of operational and strategic outputs.
5. Risk Management and Compliance
Outcome:	All risks that could affect the capacity of the University to meet its objectives are identified, assessed and managed effectively.
Key responsibilities include:	1. Respond to issues and incidents likely to impinge on the University’s reputation and activities in a manner that manages risk to the University, involving other Service Unit staff as necessary. 2. Contribute to the development and testing of University risk management and continuation plans which will be utilised in crisis situations or when serious unexpected events occur. 3. Ensure that delegated managers and supervisors comply fully with relevant legislation and University policies, including Occupational Health and Safety Legislation and Regulations. 4. Ensure that day-to-day operational Health and Safety Management is prioritised and carried out at line management level.
6. Projects or Other Duties
Outcome:	To carry out other duties which may reasonably be required by the Vice-Chancellor from time to time in the course of the University’s business and which fit the role’s purpose as stated, and for which the position holder is qualified or has received adequate training or instruction.

Performance Criteria

The University has a Professional Development and Review Process (PD&R) which is undertaken annually. During this process, the Vice-Chancellor and the incumbent will discuss and agree what contribution the incumbent is expected to make during the review period towards achieving the University’s objectives. Objectives (consistent with the Key Result Areas and Behaviours in this Position Description and the Unit’s Business Plan); performance measures (indicators of achievement) and the support (including development) required by the incumbent to achieve these objectives will be agreed.

Senior Management Team

Person Specification

Director, Learning Resources

Education

· Postgraduate qualification in an area relevant to management, or an equivalent level of knowledge/expertise gained through extensive professional involvement and experience in the field.

Candidates shortlisted for interview will be required to present original documentation and photocopies of qualifications at the initial interview. Human Resources will verify the qualifications, and arrange for validation by the awarding bodies.

Technical or Professional Knowledge, Skills, and Experience

· A minimum of 10 years’ experience in a role managing multiple human and built infrastructure resources, including:

· Considerable experience in managing a complex unit or portfolio where two or more diverse infrastructure services have been integrated and service delivery is essential to supporting effective human capital development and use.

· Experience in managing a facilities or asset management function at a senior level for a significant property owner would be a significant advantage.

· Leadership experience in a higher/tertiary education and research institution would be a significant advantage.

· Experience in leading change (attitude, work practice, processes, and facilities) in a large and complex organization.

· Ability to establish and maintain positive relationships with a wide range of stakeholders and demonstrated skills in influencing decision making and changing behaviour.

· Significant knowledge and skills in financial management and in resource planning and application.

· Demonstrated skills in clear priority setting and in strategic and operational planning.

· Strong skills in communication, creative visioning, staff development and budget management.

· Demonstrated change management skills in a service delivery environment.

· Extensive knowledge of current information policies, practices and technologies relevant in higher education.

· Accuracy in the analysis of information and the ability to report and to assist management in strategic decisions needed.

· Ability to recruit, motivate and manage senior managers and to build the capacity of team managers.

· A high level of interpersonal skills and demonstrated ability to negotiate and communicate effectively with staff across all levels of an organisation.

· High level written communication, analytical and oral presentation skills.

Candidates who successfully reach the final stages of the selection process for this role will be required to undergo executive screening. A satisfactory report from the relevant agency will be a condition of employment.

Behaviours

A. General Behaviours

Student / Customer Focus

Developing and sustaining productive student / customer relationships and making their needs a primary focus of one’s actions.

Continuous Learning

Actively identifying new areas for learning, seizing learning opportunities, and learning through the application of newly gained knowledge and skills.

Gaining Commitment

Using appropriate interpersonal styles and techniques to gain acceptance of ideas or plans.

B. Leadership Behaviours

Leading Through Vision and Values

Keeping the organisation’s vision and values at the forefront of associate decision making and action.

Building Organisational Talent

Attracting, developing, and retaining talented individuals, allowing the organisation as a whole to meet future challenges.

Change Leadership

Continuously seeking opportunities for different and innovative approaches to addressing organisational problems and opportunities.

Strategic Decision Making

Making logical and informed organisational decisions using a methodical, thorough process to choose between alternative courses of action.

Building Strategic Partnerships

Developing and using strategic partnerships to facilitate the accomplishment of mutual goals and objectives.