Learning and Teaching Educator: Integrity

Learning and Teaching Educator:
Integrity

London, United Kingdom and 3 more

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JOB TITLE: Learning and Teaching Educator:
Integrity

REPORTS TO

TITLE:

Curriculum Quality Lead

BUSINESS FUNCTION / SUB-FUNCTION: Centre for Academic Excellence

LOCATION: Any GBS UK campus

ROLE

PURPOSE:

To design, deliver, and continuously improve high-quality training and development programmes focused on academic integrity and skills, supporting the Centre for Academic Excellence’s mission to enhance teaching, learning, and assessment. The Trainer:
Integrity will ensure staff and students are equipped with the academic, digital, and inclusive skills needed to succeed at all levels, with particular emphasis on foundational academic skills (Level
3), rigour and stretch at Levels 5 and 6, and specialist support for academic skills tutors, EAL, disability support, Dissertations, and Library in the Classroom initiatives. The role will focus on delivering evidence-based, responsive, and impactful training aligned with institutional priorities and sector standards.

ROLE and RESPONSIBILITIES:

• Deliver engaging and effective training sessions for academic staff and tutors, including induction, onboarding, academic skills development, and bespoke integrity-focused packages.
• Design and continuously improve training materials and resources for academic skills (Level
  3), rigour and stretch (Levels 5/6), Dissertations, EAL, disability support, and Library in the Classroom work.
• Provide targeted support and training for academic skills tutors, EAL specialists, and disability support staff.
• Collaborate with Library and academic teams to embed Library in the Classroom principles and resources into teaching and assessment.
• Support the integration of digital technologies, inclusive practices, and generative AI into academic skills and integrity training.
• Respond to staff and student development needs identified through feedback, observation data, and institutional KPIs.
• Provide one-to-one and group support to academic staff and tutors, helping them to develop their academic integrity, assessment, and digital skills.
• Maintain accurate records of training participation, feedback, and impact.
• Contribute to a culture of continuous improvement, inclusivity, and academic excellence within the Centre.
• Undertake any other duties as may reasonably be required, including administrative tasks appropriate to the role.

ESSENTIAL

SKILLS and EXPERIENCE:

• Recognised teaching qualification.
• Experience in delivering training or professional development for academic skills, integrity, or support roles in higher education.
• Strong knowledge of academic integrity, contemporary pedagogic practice, digital learning, and inclusive education.
• Experience supporting academic skills development at multiple levels (Level 3, Level 5/6, Dissertations).
• Excellent communication, presentation, and facilitation skills.
• Ability to adapt training to meet the needs of diverse audiences, including EAL and disability support.
• Strong organisational skills, attention to detail, and ability to manage multiple priorities and deadlines.
• Commitment to ethical practice, inclusivity, and continuous professional development.

DESIRABLE

SKILLS and EXPERIENCE:

• Experience integrating digital technologies and generative AI into academic skills and integrity training.
• Experience supporting staff with HEA Fellowship or similar professional recognition.
• Experience responding to quality assurance, regulatory, or partnership requirements in academic skills and integrity training.
• Experience collaborating with Library and support services.

KEY RESULT AREAS:

• Delivery of required academic integrity and skills training modules (e.g., onboarding, Library in the Classroom, Dissertations) on schedule.
• Positive feedback and measurable improvement in participant capability and academic practice.
• Innovation and relevance of training materials, including integration of digital and AI tools.
• Engagement metrics from staff and tutors attending training (e.g., satisfaction, retention of key concepts).
• Evidence of continuous improvement and alignment with institutional priorities.

OTHER INFORMATION:

The Learning…