PURPOSE OF THE POSITION

The Senior Educational Developer position at the Potchefstroom Campus aligns with the operational and strategic priorities of the Centre for Teaching and Learning (CTL). The focus is particularly on strengthening faculty support for academic programme planning, curriculum renewal, teaching and learning enhancement, and student success

The Senior Educational Developer will play an important role in advising and guiding faculties on curriculum development processes, academic programme changes, programme reviews, and quality assurance and enhancement initiatives. This includes informed support on regulatory compliance in line with DHET, CHE, SAQA, relevant professional bodies, and NWU policies, as well as advising on academic programme planning that is aligned with institutional policy requirements and strategic directions.

The Senior Educational Developer will be expected to take a leadership role in guiding faculties on emerging trends in higher education, contemporary curriculum design principles, evidence-informed teaching and learning practices, and the professional development of academic staff. Through close collaboration with faculties and academic staff, the Senior Educational Developer will contribute to institutional capacity building, curriculum and teaching enhancement, blended learning support, the scholarship of teaching and learning, and the implementation of initiatives that align with the NWU Teaching and Learning Strategy and broader objectives for student success.

KEY RESPONSIBILITIES: 

1. Academic Staff Development and Support:

• Facilitate and support academic staff development initiatives and professional learning opportunities.
• Support implementation of academic induction and Continuous Professional Learning (CPL) initiatives.
• Facilitate workshops relating to teaching, learning, assessment, academic integrity, blended learning, AI in teaching and learning, and student success.
• Support and participate in Teaching Awards initiatives, including information sessions, writing retreats, portfolio development support, and related teaching enhancement activities.
• Provide support to academic staff on teaching and learning enhancement practices.

2. Faculty Support and Engagement:

• Serve as faculty support representative within allocated faculties.
• Participate in faculty teaching and learning activities and meetings.
• Support faculties with curriculum development, assessment enhancement, and teaching and learning support initiatives
• Respond to faculty teaching and learning support requests.

 3. Evaluation of Teaching, Data Analytics and Quality Enhancement Support:

• Lead/Coordinate support implementation of Evaluation of Teaching initiatives, including classroom observations, student feedback processes, and lecturer self-assessment activities.
• Participate in Internal and External Programme Evaluation processes (IPEs/EPEs).
• Assist with the collection, analysis, interpretation, and reporting of teaching and learning data to support evidence-informed decision-making.
• Support the use of teaching and learning analytics to inform professional development initiatives, curriculum enhancement, student support interventions, and teaching improvement practices.
• Provide developmental feedback to academics on teaching enhancement practices.              

4. Academic Planning, Curriculum Design and Development:

• Advising and guiding faculties on curriculum development processes, academic programme changes, programme reviews, and quality assurance and enhancement initiatives. This includes informed support on regulatory compliance in line with DHET, CHE, SAQA, relevant professional bodies, and NWU policies, as well as advising on academic programme planning that is aligned with institutional policy requirements and strategic directions.
• Take a leadership role in guiding faculties on emerging trends in higher education, contemporary curriculum design principles, evidence-informed teaching and learning practices, and the professional development of academic staff initiatives. 

5. Scholarship of Teaching and Learning (SoTL) and Research Support:

• Participate in scholarship and research activities related to higher education teaching and learning.
• Contribute to conference presentations, scholarly publications, and institutional teaching and learning projects.
• Support evidence-informed educational development initiatives and reflective teaching practices.

 6. Institutional Support and Administration:

• Participate in institutional CTL projects and teaching and learning initiatives.
• Contribute to institutional reporting, committee activities, and administrative responsibilities related to teaching and learning support.
• Collaborate with CTL teams and stakeholders in support of teaching and learning enhancement initiatives.

• A Master's degree in Education, Higher Education, Curriculum Studies, or a related field (NQF Level 9).  
• A minimum of five (5) years of  experience in higher education teaching and learning support Environment.
• A minimum of two (2) years of experience in academic staff development and/or educational development.
• A minimum of two (2) years of experience in teaching and learning data analysis, educational analytics, or both.
• A minimum of one (1) year of experience in the Scholarship of Teaching and Learning (SoTL).

ADDED ADVANTAGE:

• A formal qualification in Higher Education, Academic Development, Education, Curriculum Studies, or a related field (NQF Level 8).
• A minimum of two (2) years' teaching experience in higher education.
• A minimum of three (3) years' experience in curriculum design and development support within higher education.
• Membership of HELTASA, SARIMA, SAERA / SAAIR or related professional bodies.

KEY FUNCTIONAL/TECHNICAL COMPETENCIES:

• Knowledge of higher education teaching and learning.
• Knowledge and understanding of curriculum and assessment support practices.
• Knowledge of academic staff development processes.
• Facilitation and workshop presentation skills.
• Knowledge of teaching and learning data analytics and evidence-informed decision-making.
• Ability to analyse, interpret, and report on teaching and learning data.
• Knowledge of blended/online learning and educational technologies.
• Report writing and academic writing skills.
• Data collection and basic analysis skills.
• Planning and organisational skills.
• Knowledge of higher education quality assurance processes.

ADDED ADVANTAGE:

• Good interpersonal and communication skills.
• Ability to work collaboratively with stakeholders.
• Attention to detail and professionalism.
• Problem-solving ability.
• Ability to work independently and under pressure.
• Adaptability and responsiveness.
• Ethical conduct and accountability.