Job Description

:
Purpose and Scope of the Role
The Programme Architecture and Quality Specialist is a senior academic governance role responsible for ensuring the integrity, design, compliance, and quality of all academic programmes offered by the institution.
The role integrates programme development, curriculum architecture, regulatory compliance, and quality assurance. The incumbent is responsible for ensuring that all qualifications, short learning programmes, and academic offerings are designed, reviewed, and maintained in full alignment with applicable regulatory and institutional standards.
This role ensures that Lyceum College's academic offerings are not only compliant but academically sound, industry relevant, digitally responsive, and pedagogically robust.
Primary Duties and Responsibilities
1. Programme Development and Curriculum Architecture

• Lead and support the development of new qualifications and short learning programmes in alignment with HEQSF, NQF, and institutional standards.

• Work directly with Heads of Faculty and academic teams in designing programme structures, module alignment, credit allocations, and curriculum flow.

• Ensure that programme design incorporates applied learning, digital pedagogies, decolonisation principles, and industry relevance.

• Guide faculties in curriculum reform and enhancement initiatives.

2. Oversight of Programme Reviews and Academic Quality

• Oversee and coordinate cyclical programme reviews across all faculties as delegated by the Chief Academic Officer.

• Work alongside Heads of Faculty to evaluate programme relevance, compliance, and student performance outcomes.

• Use student data, external examiner feedback, and academic performance indicators to inform programme improvements.

• Ensure that all academic programme documentation is current, compliant, and aligned to institutional templates and regulatory standards.

• Ensure programmes remain relevant, compliant, and aligned with higher education best practice.

3. Institutional Audit, Accreditation and Regulatory Readiness

• Play a central role in preparing, collating, and validating academic programme evidence for institutional audits, accreditation reviews, and regulatory evaluations.

• Support the preparation of documentation and evidence required for CHE, DHET, and SAQA engagements and submissions.

• Ensure that programme documentation, fact sheets, and academic records consistently meet audit, compliance, and regulatory standards.

• Contribute directly and substantively to the academic components of the institutional Self Evaluation Report.

4. Quality Assurance and Academic Standards Support

• Implement and support quality assurance processes relating to academic programme offerings.

• Work closely with the Quality Assurance function to track quality improvement plans across faculties.

• Safeguard consistency, accuracy and compliance of academic standards and materials across all programmes and faculties.

• Ensure that all academic programme documentation, including fact sheets/programme outlines, faculty handbooks, and programme records, adheres to institutional templates and regulatory standards.

• Mentor and support Heads of Faculty in maintaining programme integrity and academic compliance.Prepare academic review reports and contribute to the institutional Self-Evaluation Report (SER).

5. Cross-Functional Collaboration

• Collaborate with Academic Planning, Quality Assurance, the Registrar, and Regulatory teams to ensure cohesive academic governance.

• Engage with industry partners and professional bodies to maintain programme relevance and alignment.

• Act as an internal advisor to faculties on matters relating to programme compliance and academic quality.

6. Academic Governance and Compliance Alignment

• Ensure that all programme development, curriculum review, and academic documentation activities are conducted in full compliance with institutional policies, governance frameworks, and regulatory requirements.

• Participate in relevant academic governance and regulatory committees to provide input on matters affecting programme quality, standards, and compliance.

• Identify and escalate academic programme related risks that may impact compliance, accreditation status, or institutional reputation.

• Promote a risk aware culture within faculties by guiding Heads of Faculty on maintaining programme integrity within policy and regulatory parameters.

7. Supporting Innovation in Programme Design and Assessment

• Guide faculties in strengthening curriculum relevance through applied learning, digital pedagogies, and industry alignment.

• Support improvement of assessment alignment within programme structures to ensure academic soundness and compliance.

Key Performance Indicators (KPIs)
KPI Category & Performance Indicator
Programme Development and Accreditation (30%)

• Minimum of 6 new qualifications and 3 SLPs developed annually.

• 100% compliance with HEQSF alignment and SAQA registration protocols.

• At least 50% of new programmes demonstrate integration of innovation (e.g., AI, 4IR, ESG themes).

• All programme development cycles completed within a 6 to 8-month timeframe

Curriculum Renewal and Relevance (10%)
?o 33% of existing qualifications reviewed each year as per the curriculum review plan.

• At least 80% of review recommendations implemented within 6 months of the review.

• Annual revision of 2 or more qualifications in response to market and industry shifts.

• 75%+ stakeholder (student, academic, industry) satisfaction with curriculum relevance and quality.

Regulatory Compliance and Accreditation Processes (10%)

• Zero critical findings in accreditation reports or regulatory site visits from CHE, DHET, or SAQA.

• All submissions delivered at least 3 weeks before due dates.

• Institutional programme compliance tracker maintained with 100% accuracy and real-time updates.

• Annual regulatory mapping and policy update aligned to latest CHE and DHET frameworks.

Academic Planning and Institutional Strategy Alignment (10%)

• Academic Development Plan fully aligned to the 5-year Strategic Plan, reviewed annually.

• 80% or more departments adhere to institutional academic planning schedules and deliverables.

• Evidenced use of scenario planning and strategic foresight in academic development proposals.

• HEMIS data successfully used to support academic planning and programme growth strategies.

Stakeholder Engagement and Collaboration (5%)

• At least 4 internal academic planning workshops or consultations hosted per year.

• Minimum of 2 industry roundtable engagements hosted to inform programme relevance.

• 80%+ collaboration rating from Registrar, QA, Finance, and Faculty in annual institutional review.

• Minimum of 3 engagements annually with alumni, professional bodies, or sector partners.

Innovation in Teaching, Learning and Assessment (5%)

• Facilitate or initiate at least 3 staff development workshops annually on curriculum innovation or digital teaching.

• 50% or more of new qualifications to include digital learning features (e.g., videos, simulations, online assessments).

• Lead or co-lead at least 1 cross-unit academic innovation project annually (e.g., digital badges, AI tools).

• 70%+ of reviewed modules include diversified assessments promoting higher-order thinking.

Governance and Committee Participation (10%)

• Academic Planning Committee convened 4 times per annum with at least 90% quorum compliance.

• Minimum of 3 strategic academic policy or framework proposals submitted to Senate or Teaching and Learning Committee.

• 100% of committee documentation distributed at least 5 working days prior to meetings.

• 85% of post-meeting action items implemented within 8 weeks of resolution.

Academic Resource Planning and Cost Efficiency (10%)

• Annual academic resource plan (staffing, content development) completed and approved by Q1.

• 85% or higher budget accuracy for programme development costs vs. actuals.

• Academic staffing models ensure 90%+ workload alignment and coverage.

• 90% of content development projects delivered within 10% of planned cost and time estimates.

Programme Monitoring and Data-driven Review (10%)

• 100% of qualifications have performance dashboards with data on throughput, retention, and enrolment trends.

• At least 2 data-informed interventions proposed per annum based on academic performance analytics.

• Programme review reports include risk mitigation and curriculum improvement strategies.

• Academic Planning inputs fully integrated into annual Self-Evaluation Reports (SER) and CHE submissions.

Requirements
Qualifications, Experience, and Competencies
Minimum Educational Requirements

• Honours Degree in Higher Education, Educational Leadership, Politics, Law or related fields.

Experience and Expertise

• A minimum of 2 years' experience in higher education, with at least 1 year in a leadership or senior management role.

• Proven track record in academic planning, programme development, and quality assurance in a higher education setting.

• Experience with South African higher education policies and accreditation processes, particularly with CHE and DHET.

• Strong understanding of the Higher Education Qualifications Sub-Framework and HEMIS reporting systems.

Preferred

• Experience in accreditation submissions and regulatory engagements with CHE, DHET, or SAQA.

• Experience in distance and online learning programme design.

Skills and Knowledge

• Deep understanding of HEQSF, NQF, curriculum design, and programme development.

• Strong knowledge of quality assurance and regulatory compliance in higher education.

• Excellent academic writing, documentation, and audit preparation skills.

• Ability to mentor and work closely with Heads of Faculty and academic teams.

• Strong analytical and stakeholder coordination skills.

Behavioural Attributes

• Academic precision and attention to detail.

• Strong governance orientation and sense of accountability.

• Collaborative and supportive working style with faculties.

• Ability to operate effectively in a regulatory intensive environment.

Key Relationships

• Reports to - Chief Academic Officer

• Collaborates with - Heads of Faculties, Regulatory and Institutional Planning Directorate, Academic Staff, Regulatory Bodies (CHE, DHET, SAQA) and Independent Contractors or Consultants.

• External Stakeholders - Industry Partners, Professional Bodies, Accreditation Authorities

Skills Required