Lecturer in International Human Resource Management

The primary purpose of this role is to deliver teaching and collaborate through
employer engagement with the student curriculum within the faculty. The role will
enhance collaboration between industry professionals, academics and students to
provide opportunities for an innovative, experiential learning approach toward
curriculum development and research. This role will include the development and
teaching of modules, through the enhancement of experiential learning
opportunities within the UG and PG business programmes.

The role will include teaching, subject development, assessment, research, student
support and related administration for a range of business programmes.

To support the Programme Leaders in the delivery of key performance indicators
around recruitment, retention, progression, achievement and employability.

The role will contribute to the research and knowledge exchange activities within
the faculty through the production of scholarly publications and industry
engagement.

Key Responsibilities
and Accountabilities:

Faculty Specific:

• Delivery of a range of HRM modules, with a particular focus on International

HRM within a range of business programmes at undergraduate and
postgraduate levels

• Development of HRM and associated modules within the business suite
• Provide and apply industry-based knowledge within the experiential

Business and Management

Special
Circumstances:

Part 1 B: Generic to all Lecturer roles:
Individuals carry out a range of duties and have responsibility taken from the
following. Whilst it is not anticipated that all of the activities listed below will
be covered by one individual, it is expected that over time all individuals will
make a balanced contribution to the three areas of academic activity
(research, teaching and learning and reach-out).

Academic Practice

• Agree and manage own teaching, research, reach-out and academic

management/administration responsibilities, with guidance from a mentor if
required.

• Teach as a member of a teaching team in a developing capacity within an

established programme of study.

• Teach in a developing capacity in a variety of settings from small group

tutorials to large lectures.

• Transfer knowledge in the form of practical skills, methods and techniques.
• Identify learning needs of students and define appropriate learning objectives.
• Ensure that content, methods of delivery and learning materials will meet the

thinking, foster debate and develop the ability of students to engage in critical
discourse and rational thinking.

• Supervise the work of students, provide advice on study skills and help them

with learning problems.

• Select appropriate assessment instruments and criteria, assess the work and

progress of students by reference to the criteria and provide constructive
feedback to students.

• Seek ways of improving performance by reflecting on teaching design and

delivery and obtaining and analysing feedback , including peer review of
teaching.

• Develop and implement personal research and reach-out plans.
• Conduct individual and/or collaborative research and reach-outprojects.
• Contribute to writing proposals for external funding for research and/or reach-

out activities and contribute to the subsequent delivery of projects that are
funded.

• Disseminate the outcomes of research and/or reach-out through publication,

presentation or exhibition.

• Continually update knowledge and understanding at the forefront of the

academic discipline and, if appropriate, also at the forefront of the relevant

area of professional practice.

• Translateknowledge of advances in the subject area or professional practice

into the course of study.

Communication

• Communicate complex ideas and information clearly and effectively (orally, in

writing and electronically) and encourage in others commitment to learn.

Liaison and Networking

• Liaise with colleagues/students and participate in internal networks.
• Join external subject/researchnetworks to share information and ideas.
  

Managing People

• May supervise post-graduate students or researchers or other grant-funded

staff.

Teamwork

• Collaborate with academic colleagues as appropriate.
• Attend and contribute to subject group and teammeetings.
• Contribute to effective management of the Academic Area by performing

duties outside of immediate academic practice, as agreed with the staff team
leader or Dean.

Pastoral Care

• Use listening, interpersonal and pastoral care skills to deal with sensitive

issues concerning students and provide support.

• Appreciate the needs of individual students and their circumstances.
• Act as personal tutor, giving first line support.
• Refer students as appropriate to services providing further help.
  

Initiative, Problem Solving and Decision Making

• Develop initiative, creativity and judgment in teaching and learning, research

and reach-out activities.

• Respond to pedagogical and practical challenges.
• Contribute to collaborative decision making with colleagues.
• Comply with the University’s expectation of an individual member of academic

staff in relation to their own self-monitoring, continuing professional
development and self-regulation.

Planning and Managing Resources

• Use teaching and research resources, laboratories and workshops as

appropriate.

• Act as module leader and manage personal administrative tasks including

contributing to the planning of delivery of taught programmes, research
student programmes, research projects and other projects as relevant so as to
contribute to quality enhancement in all areas of academic activity.

Sensory, Physical and Emotional Demands

• Sensory and physical demands will vary from relatively light to a high level

depending on the discipline and the type of work and will involve carrying out
tasks that require the learning of certain skills.

• Balance, with help, the competing pressures of teaching, research, reach-out,

academic management/administrative demands and deadlines.

Work Environment

• Is required to be aware of the risks in the work environment and their potential

impact on their own work and that of others.

• Adhere to academic governance, equality and diversity, relevant health and

safety and risk management requirements.

University of Sunderland
Role Profile
Part 2

Part 2A: Essential and Desirable Criteria
These criteria are
assessed at the short
listing stage.

The essential criteria
must be met in order
to be eligible for
interview.

Essential
Qualifications and Professional Memberships:

• Doctorate/PhD in Human Resource Management or relevant field (or within

6 months of completion).

• A Masters Degree in HRM with significant professional experience.

Experience:

• The delivery of HRM practices in a professional and/or an academic

capacity.

• Professional collaboration in an international environment (MNE, overseas)

Key Knowledge and Expertise:

• Knowledge of contemporary learning and teaching methods.

• Knowledge/expertise within HRM practices/processes.

Desirable
Qualifications and Professional Memberships:

• Higher Education teaching qualification (e.g. PG Cert).
• Higher Education Academic Fellowship Status.
• Member of relevant professional body – CIPD
• Module leadership experience

Special
Circumstances:

Achievement of HEA Fellowship
Lecturers without Higher Education Academy Fellowship status will be expected to
achieve Fellowship within two years of commencing their role.

Academic staff progression from Lecturer to Senior Lecturer:
There is also an expectation that staff appointed to the Lecturer Role Profile will
have the opportunity to develop the role and take on the duties and responsibilities
of the Senior Lecturer role. The process for progression from the Lecturer to Senior
Lecturer role is outlined in the Academic Staff Progression guidelines document.

Part 2B: Key Competencies
Competencies are
assessed at the
interview/selection
testing stage

Key Knowledge and Expertise (generic):
• Possess sufficient breadth or depth of specialist knowledge in the discipline

personal responsibility and largely autonomous initiative in complex and
unpredictable situations, in professional or equivalent environments.

Analysis and Research:
• Gathers data rigorously and conducts robust analysis, questioning

relying on evidence gathered and processes used for analysis.

Communication:
Oral
• Summarises and interprets complex, conceptual and special matters to aid

action if required.

Written
• Conveys information of a complex, conceptual and specialist nature using a

miscommunications.

Decision Making:
Independent decisions
• Considers wider impact of decisions, assesses possible outcomes and their

when not to take a decision.

Collaborative decisions
• Helps others to explore options that initially appear to be inappropriate or

are robust.

more complex and if additional help or information is required.

Service Delivery:
• Adapts services and systems to meet customers’ needs and identifies ways

Teaching and Learning Support:
• Contributes to the long term planning and development of learning

content and delivery methods, learning support and assessment
mechanisms.

• Mentors other staff outside the immediate work team.
• Reflects on own and others practice and develops insights into the learning

process.

slippage.

Date Completed:April 2022