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Lyceum College

Academic Planning and Innovation Lead

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Purpose and Scope of the Role<\/b><\/span><\/span>
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The Academic Planning and Innovation Lead provides institutional leadership in academic planning, programme direction, and innovation at Lyceum College. The role is responsible for defining what the institution offers, how programmes are structured, and how they remain relevant, compliant, and responsive to market, policy, and regulatory developments.
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The incumbent operates at a strategic level, establishing academic frameworks, standards, and programme direction, while enabling the Academic Planning and Strategy Manager, Programme Architecture and Quality Specialist, and Quality Assurance functions to execute within a coherent, integrated, and well\-governed academic system.
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The role does not assume responsibility for academic delivery, operational programme coordination, or administrative quality assurance processes.
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Primary Duties and Responsibilities<\/b><\/span><\/span>
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1.\tInstitutional Academic Strategy, Growth and Programme Pipeline \- (25%)<\/b><\/span><\/span>
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\u2022\tDefine and approve the institutional programme pipeline aligned to strategy, market demand, and national priorities.
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\u2022\tLead portfolio rationalisation and expansion, ensuring programme offerings remain viable, relevant, and sustainable.
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\u2022\tContribute to and drive the academic growth and expansion strategy, including new programme areas and delivery modes.
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\u2022\tGuide programme positioning, differentiation, and long\-term viability.
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\u2022\tSupport the internationalisation of academic offerings, including partnerships, articulation pathways, and global positioning.
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2.\tAcademic Frameworks and Curriculum Architecture Oversight \- (15%)<\/b><\/span><\/span>
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\u2022\tEstablish institutional standards for curriculum structure, sequencing, and academic design.
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\u2022\tApprove high\-level programme architecture frameworks.
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\u2022\tProvide strategic guidance on curriculum direction across faculties.
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\u2022\tEnsure integration of Work Integrated Learning (WIL) and industry\-relevant components within programme design.
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3.\tTeaching and Learning Strategy, Academic Development and CPD\- (15%)<\/b><\/span><\/span>
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\u2022\tLead the development and continuous refinement of the institutional Teaching and Learning Framework.
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\u2022\tDrive academic professional development initiatives, including CPD frameworks for academic staff.
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\u2022\tOversee the integration of academic literacies within programme design and student support frameworks.
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\u2022\tEstablish institutional assessment strategy frameworks to ensure rigour, alignment, and consistency.
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\u2022\tLead the establishment and strategic direction of the Centre for Innovation in Teaching Excellence (CITE).
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4.\tDigital Transformation and Innovation of Academic Offerings \- (10%)<\/b><\/span><\/span>
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\u2022\tLead the digital transformation agenda within academic planning, ensuring programmes are designed for scalability and flexibility.
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\u2022\tPromote the integration of digital pedagogies, learning technologies, and innovative delivery models.
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\u2022\tEnsure programmes are responsive to emerging trends, including 4IR and evolving student needs.
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5.\tAcademic Integrity , Compliance and Qualification Lifecycle Oversight\- (10%)<\/b><\/span><\/span>
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\u2022\tEnsure programmes are conceptually aligned to HEQSF, NQF, CHE, DHET, and SAQA requirements.
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\u2022\tOversee the updating and maintenance of qualifications on the NQF.
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\u2022\tDrive the strategic renewal of qualifications where accreditation or registration lapses.
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\u2022\tProvide oversight on the institutional approach to Recognition of Prior Learning (RPL) in collaboration with the Registrar.
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6.\tProgramme Performance, Data and Institutional Planning\- (10%)<\/b><\/span><\/span>
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\u2022\tDrive the development and oversight of programme performance dashboards, including enrolment, throughput, retention, and student success metrics.
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\u2022\tUse data analytics to inform academic planning, programme review, and strategic decision\-making.
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\u2022\tEnsure alignment between programme performance data and institutional planning processes.
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7.\tAcademic Workforce Planning and Staffing Models \u2013 (5%)<\/b><\/span><\/span>
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\u2022\tLead academic partnerships and institutional positioning.
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\u2022\tSupport the internship programmes of the institution
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\u2022\tSupport strategic projects impacting academic growth and innovation.
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8.\tIndustry Alignment, Partnerships and Experential Learning \u2013 (5%)<\/b><\/span><\/span>
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\u2022\tEnsure alignment of programmes with industry needs, professional bodies, and occupational standards where applicable.
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\u2022\tCoordinate and strengthen institutional partnerships with industry and professional councils.
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\u2022\tCo\-own and support the development of Lyceum internship programmes in collaboration with the Academic Liaison Lead.
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9.\tGovernance, Coordination and Institutional Alignment \u2013 (5%)<\/b><\/span><\/span>
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\u2022\tServe as Deputy Chair of the Academic Planning Committee.
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\u2022\tEnsure alignment across Academic Planning, Faculties, Quality Assurance, and the Registrar.
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\u2022\tSupport institutional academic governance structures through strategic input and oversight.
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Key Delineation<\/b><\/span><\/span>
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The Academic Planning and Innovation Lead operates at a strategic and institutional level and does not assume responsibility for:<\/span><\/span>
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\u2022\tOperational programme development, coordination, or tracking
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\u2022\tDetailed curriculum design and module\-level structuring
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\u2022\tQuality assurance administration, moderation coordination, or audit execution
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\u2022\tAcademic delivery or faculty management
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\u2022\tStudent data management or certification processes
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These functions are undertaken by the Academic Planning and Strategy Manager, Programme Architecture and Quality Specialist, Quality Assurance teams, Registrar, and Faculties respectively.<\/span><\/span>
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Requirements<\/h3>


<\/span><\/span>Minimum Educational Requirements<\/span><\/span><\/span><\/b>
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  • Honours Degree in\n Higher Education, Educational Leadership, Law, Political Sciences,\n International Relations or a related field.<\/span><\/span><\/span>
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    Experience and Expertise<\/span><\/span><\/span><\/b>
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    • A minimum of 2\n years\u2019 experience in higher education<\/span><\/span><\/span>
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    • Experience in\n academic planning, programme development, and quality assurance in a\n higher education setting.<\/span><\/span><\/span>
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    • Experience with\n South African higher education policies and accreditation processes,\n particularly with CHE and DHET.<\/span><\/span><\/span>
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    • Strong\n understanding of the Higher Education Qualifications Sub\-Framework and\n HEMIS reporting systems.<\/span><\/span><\/span>
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      Skills and Knowledge<\/span><\/span><\/span><\/b>
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      • Expertise in\n project management, academic programme design, and curriculum development.<\/span><\/span><\/span>
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      • Advanced report\n writing, data analysis, and interpretation skills, with the ability to use\n data to drive decision\-making.<\/span><\/span><\/span>
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      • In\-depth\n knowledge of higher education policies related to teaching, learning, and\n quality assurance, particularly within private higher education\n institutions.<\/span><\/span><\/span>
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      • Strong\n interpersonal skills and an ability to work collaboratively with diverse\n teams and external stakeholders.<\/span><\/span><\/span>
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        Behavioural Attributes<\/span><\/span><\/span><\/b>
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        • Leadership<\/span><\/span><\/span><\/i><\/b>
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          Strong\nleadership capabilities with the ability to guide and inspire teams towards\nachieving strategic academic goals.<\/span><\/span><\/span>
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          • Decisiveness<\/span><\/span><\/span><\/i><\/b>
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            Ability\nto make well\-informed decisions in a timely manner, even in complex and\nhigh\-pressure environments.<\/span><\/span><\/span>
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            • Inclusivity<\/span><\/span><\/span><\/i><\/b>
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              Sensitivity\nto diversity and the ability to foster an inclusive, collaborative work\nenvironment.<\/span><\/span><\/span>
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              Key Relationships<\/span><\/span><\/span><\/b>
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              • Reports to<\/span><\/span><\/span><\/b> \u2013 Chief Academic\n Officer<\/span><\/span><\/span>
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              • Collaborates with<\/span><\/span><\/span><\/b> \- Heads of\n Faculties, Regulatory and Institutional Planning Directorate, Academic\n Staff, Regulatory Bodies (CHE, DHET, SAQA) and Independent Contractors or\n Consultants.<\/span><\/span><\/span>
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              • External\n Stakeholders<\/span><\/span><\/span><\/b> \- Industry Partners, Professional Bodies, Accreditation Authorities<\/span><\/span><\/span>
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