Head of Engineering (Higher Education)

Permanent, 37 hours a week. 
£57,141 to £64,285 (points 43 to 47), negotiable at the top for an exceptional candidate

Shape engineering education. Build routes into technical careers. Lead provision that employers and learners trust.

Higher Education Engineering should do more than offer students another qualification.

It should give students and apprentices the technical depth, professional confidence and industry awareness to move into higher-level engineering careers. It should help employers access the skills they need. And it should create clear progression from further education, apprenticeships and higher technical study into professional practice.

If you have experience leading teams and have a passion for creating an engineering education offer that meets the needs of learners from both academic and technical entry routes then as our next Head of Higher Education Engineering, you’ll work with our higher education team and stakeholders to build on our current success and build the team that delivers a range of courses at Levels 3 to 6.

You’ll shape a portfolio that includes higher apprenticeships, Pearson Higher Nationals and university-partner provision. You’ll lead the people, quality, partnerships and planning behind those programmes, making sure students and apprentices receive an ambitious, coherent and technically relevant experience.

This is a leadership role with real scope and you’ll bring experience of leading teams, motivating individuals and driving change; if this doesn’t come from a Higher Education setting then don’t worry, what’s important is your passion for building high performing, learner-focussed teams. You’ll work with employers, universities, awarding organisations and colleagues across the college to develop provision that reflects changing technologies, workforce needs and regional priorities.

You’ll also stay close to delivery. You’ll understand the specialist environments, resources and technical standards needed for strong engineering education. You’ll know where students are progressing well, where programmes need attention and what staff need to deliver at their best.

This is not a role for someone who simply wants to maintain existing provision. It is an opportunity to build a stronger Higher Education Engineering identity — one that is trusted by students, apprentices, employers and academic partners.