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<h2 class="h5">Job description</h2> <div class="t-break" data-jb-field="description"> <p><span>Position:&nbsp;</span><span>Director of Office of Strategy, Institutional Performance &amp; Emerging Technology</span><br></p><br> <p><span>Classification:</span> Director Level</p><br> <p><span>Reports To:</span> President</p><br> <p><span>About The American International University</span></p><br> <p>American International University (AIU) is a private institution in Kuwait, founded in 2019, offering undergraduate programs in Engineering, Architecture and Design, Business Administration, Arts and Sciences, and Education, delivered in English on the American model of higher education. AIU serves a community of over 3,000 students and is executing the RISE Strategy 2026–2030 a five-year institutional transformation anchored in research development, WSCUC international accreditation, student success, and community engagement.</p><br> <p>A strategy without execution discipline is a wish list. The Office of Strategy, Institutional Performance &amp; Emerging Technology exists to ensure that AIU's ambitions documented in the RISE Strategy, approved by the Board of Trustees, and communicated to every stakeholder are operationalized, tracked, adjusted when evidence demands it, and delivered on time. The Director of this office is the President's closest strategic partner and AIU's institutional accountability mechanism.</p><br> <p>For more information, visit: www.aiu.edu.kw</p><br> <p><span>Department Profile</span></p><br> <p>The&nbsp;<span>Office of Strategy, Institutional Performance &amp; Emerging Technology</span> operates as a direct extension of the President's Office, serving as the institutional coordination and performance intelligence function that supports the execution of AIU's strategic priorities. Rather than functioning as a traditional planning department, the Office ensures that institutional strategy is translated into measurable outcomes through performance management, executive reporting, and strategic technology evaluation. The Office owns three interconnected responsibilities that together strengthen AIU's institutional effectiveness:</p><br> <ol> <li><span>Strategy &amp; Institutional Performance:</span> Leading the RISE Strategy execution cycle, institutional KPI monitoring, quarterly performance reporting, Board reporting, annual strategy review, and continuous improvement of AIU's institutional performance management framework using the Balanced Scorecard methodology.</li> <li>Emergent Technology Intelligence: <br>Scouting, evaluating, and piloting emerging technologies relevant to AIU's academic and administrative operations functioning as an innovation incubator that identifies what is ready for institutional adoption before the CIO integrates it at scale.</li> <li><span>Strategic Project Alignment:</span> Coordinating with the University's existing PMO and Special Projects structure to monitor the strategic alignment and progress of major institutional initiatives, ensuring the President receives timely updates on projects that materially affect strategic objectives.</li> </ol> <p><span>Scope of Work</span></p><br> <p>The Director, Office of Strategy, Institutional Performance &amp; Emerging Technology carries three complementary mandates that reinforce one another. Institutional strategy provides direction, performance management measures progress, and emerging technology enables innovation that supports AIU's long-term strategic priorities. The Director ensures these three functions operate in alignment to support informed executive decision-making.</p><br> <p><span>Key Responsibilities</span></p><br> <p>1. RISE Strategy Execution and Balanced Scorecard Management</p><br> <ul> <li>Own the AIU RISE Strategy 2026–2030 execution cycle translating Board-approved strategic objectives into annual operating plans, quarterly milestones, and individual VP and Dean accountability commitments</li> <li>Design, maintain, and continuously improve AIU's Balanced Scorecard the institutional performance management framework that cascades RISE Strategy KPIs from institutional level through school, department, and individual levels ensuring that every function can see how its work connects to the strategy</li> <li>Conduct quarterly strategy performance reviews with each VP reviewing KPI progress, identifying risks to delivery, proposing course corrections, and escalating material issues to the President with recommended responses</li> <li>Prepare the Annual Strategic Progress Report the principal annual document presented to the Board of Trustees each November synthesizing Balanced Scorecard data, institutional KPI achievements, variance explanations, and the following year's adjusted priorities into a clear, evidence-based narrative for Board review</li> <li>Manage the annual strategic planning calendar coordinating the February environmental scan, April-May VP planning submissions, June-July budget-strategy alignment, September Board approval, and November Board progress review ensuring that planning is a continuous cycle rather than an annual event</li> <li>Maintain the RISE Strategy risk register identifying strategic risks, assessing likelihood and impact, tracking mitigation actions, and reporting to the President and Board Audit &amp; Risk Committee quarterly</li> <li>Coordinate with the Institutional Research Office to ensure that all Balanced Scorecard data is sourced from verified institutional systems no KPI reported to the Board may be based on unverified or manually assembled data.</li> </ul> <p>2. Emergent Technology Intelligence and Innovation Piloting</p><br> <ul> <li>Lead AIU's horizon scanning function systematically monitoring emerging technologies relevant to higher education (generative AI, adaptive learning systems, learning analytics, spatial computing, research tools) and producing quarterly Technology Intelligence Briefings for the President and Senior Leadership Team</li> <li>Design and manage AIU's innovation piloting programme a structured process for testing emerging technologies in controlled institutional environments before recommending them for full adoption. Pilots are time-bounded, evidence-evaluated, and documented for institutional learning regardless of outcome</li> <li>Coordinate with the CIO to ensure that emergent technology intelligence flows effectively between the scouting function (this Office) and the operational integration function (CIO/Digital Transformation Office) the Director scouts and pilots; the CIO scales and operates</li> <li>Develop and maintain AIU's Emergent Technology Watchlist a living document tracking technologies at horizon, early adoption, and evaluation stages updated quarterly and shared with Deans and VPs to inform curriculum development, research direction, and administrative investment decisions</li> <li>Represent AIU in GCC and international higher education technology forums building relationships with peer institutions, technology providers, and research networks that provide early access to innovation relevant to AIU's strategic priorities</li> <li>Evaluate all significant unsolicited technology proposals received by the President's Office providing structured, evidence-based assessments that enable the President to make informed decisions quickly without technical bias</li> </ul> <p>3. Strategic Project Alignment and Executive Reporting</p><br> <ul> <li>Coordinate with the existing PMO / Special Projects structure to monitor the strategic alignment of major institutional projects and provide updates to the President as required.</li> <li>Review executive project portfolio reports prepared by the PMO / Special Projects structure, assessing strategic alignment, institutional risks, and matters requiring Presidential attention.</li> <li>Monitor strategically significant cross-functional projects designated by the President, ensuring alignment with institutional priorities and escalating strategic issues requiring executive attention.</li> <li>Coordinate with the Accreditation Liaison Officer (ALO) and the PMO / Special Projects structure to monitor accreditation-related project milestones (eligibility application, self-study, SAV1, SAV2), highlighting strategic risks and providing executive updates when timelines are at risk.</li> <li>Support Deans and VPs in applying project management discipline to their own portfolio of strategic initiatives providing coaching, templates, and periodic portfolio reviews rather than doing the project management for them.</li> <li>Coordinate the AIU Strategic Projects Review by consolidating strategic project updates from the PMO / Special Projects structure, facilitating executive discussion, and preparing concise, action-oriented summaries for the President.</li> <li>Coordinate with internal project sponsors and external consultants on strategic initiatives as required, ensuring the President receives timely updates on key deliverables, risks, and institutional implications.</li> </ul> <p>4. Presidential Advisory and Institutional Intelligence</p><br> <ul> <li>Serve as the President's primary strategic advisor on institutional performance providing candid, evidence-based assessments of where AIU is ahead of plan, where it is behind, and what the President needs to decide or direct to keep the institution on track</li> <li>Prepare and curate the President's institutional intelligence package a regular briefing document synthesising strategic performance data, competitive intelligence on peer institutions, accreditation progress, and emerging risks enabling the President to lead from a position of current, verified information</li> <li>Draft the President's strategic communications including the annual state-of-institution address, Board Chair correspondence on strategic matters, and institutional strategy updates to faculty, staff, and the Kuwait higher education community</li> <li>Coordinate the Senior Leadership Team agenda and strategic discussion calendar ensuring that the President's leadership team spends its meeting time on decisions, not on status updates that could be communicated in writing</li> <li>Represent the President at external meetings, conferences, and stakeholder engagements on strategic matters when delegated and provide detailed briefings and follow-up when representing AIU externally</li> <li>Maintain AIU's institutional memory on strategic decisions documenting the reasoning behind major institutional choices so that future leadership teams understand not just what was decided but why, enabling continuity through leadership transitions</li> </ul> <p><span>Minimum Qualifications: </span></p><br> <p><span>Education</span></p><br> <ul> <li>Doctoral degree required in Strategy, Higher Education Management, Business Administration (MBA), Public Administration, Project Management, or a closely related field.</li> <li>Candidates with strong GCC higher education strategic planning experience are strongly considered.</li> </ul> <p><span>Experience</span></p><br> <ul> <li>Minimum eight (8) years of progressive experience in higher education, with at least four (4) years in a strategic planning, institutional effectiveness, or senior project management leadership role at a GCC university.</li> <li>Demonstrated experience managing a university's strategic planning cycle from environmental scanning through KPI development, annual review, Board reporting, and plan revision in a GCC institutional context.</li> <li>Proven experience implementing or managing a Balanced Scorecard or equivalent institutional performance management framework candidates must be able to describe a specific implementation, not just familiarity with the concept.</li> <li>Experience working with institutional project portfolios and executive reporting, including monitoring strategic initiatives, interpreting project status information, and advising senior leadership on institutional priorities and risks</li> <li>Direct experience working with or reporting to a university President or equivalent executive candidates must be comfortable advising at C-suite level, preparing Board-level documents, and maintaining professional discretion in a senior advisory role.</li> <li>Experience with WASC or comparable institutional accreditation project management understanding how accreditation timelines translate into institutional project portfolios is a material advantage.</li> </ul> <p><span>Technical and Analytical Knowledge</span></p><br> <ul> <li>Proficiency with strategic planning and Balanced Scorecard frameworks candidates must demonstrate working knowledge of the BSC four-perspective model (financial, stakeholder, internal processes, learning &amp; growth) and its application in a higher education context.</li> <li>Strong data analytics and visualization capability the Director must produce Balanced Scorecard dashboards and strategic performance reports that Board members with no higher education background can read and act on.</li> <li>Project management methodology proficiency (Prince2, PMP, or equivalent). Working knowledge of project management methodologies sufficient to interpret project reporting, assess strategic risks, and support executive oversight of institutional initiatives. PMP certification is considered an advantage.</li> <li>Technology literacy sufficient to evaluate emerging technologies at a strategic level the Director does not need to be a technologist, but must be literate enough to assess a vendor demonstration, understand integration implications, and ask the right questions of the CIO.</li> <li>Familiarity with Kuwait's higher education regulatory environment PUC requirements, institutional governance obligations, and the competitive landscape of Kuwait's private university sector.</li> </ul> <p><span>Skills, Competencies and Personal Attributes</span></p><br> <ul> <li>The political intelligence to hold VPs and Deans accountable for RISE Strategy delivery without making accountability feel like surveillance the Director must be seen as a partner in execution, not an auditor of failure</li> <li>Exceptional executive communication the ability to translate complex institutional performance data into a three-paragraph President's briefing, a ten-slide Board presentation, or a one-page project status update all with the same rigour and none of the same length</li> <li>Strategic patience combined with operational awareness—the ability to maintain a five-year strategic perspective while monitoring the progress, risks, and institutional impact of major strategic initiatives.</li> <li>Cultural intelligence appropriate to AIU's multicultural GCC environment working effectively with Kuwaiti faculty, international administrators, owner Board members, PUC representatives, and WSCUC accreditation staff requires different registers and relationship norms.</li> <li>Professional discretion at the highest level the Director has access to the most sensitive institutional information: financial projections, personnel decisions, accreditation risks, and Board deliberations. This access is a privilege that requires absolute confidentiality.</li> </ul> <p><span>Preferred Qualifications</span></p><br> <ul> <li>PMP (Project Management Professional) certification. The formal credential is considered an advantage for interpreting project reporting and supporting executive oversight of institutional initiatives.</li> <li>Experience with a university’s WASC accreditation project portfolio, including sequencing of eligibility, self-study, SAV1, and SAV2 milestones as institutional activities with named owners and defined escalation paths.</li> <li>Prior experience in a Chief of Staff or Strategy Director role in a GCC university. Candidates who have served as principal strategic advisors to a university President in the Gulf will have strong familiarity with institutional dynamics, stakeholder relationships, and cultural context.</li> <li>Published research or professional contribution to strategic planning or institutional effectiveness in GCC higher education, demonstrating thought leadership rather than solely operational experience.</li> <li>Arabic language proficiency is an advantage for engagement with Kuwaiti Board members, MOHE officials, and Arabic-speaking stakeholders.</li> </ul> <p><span>How to Apply</span></p><br> <p>Interested candidates should visit the Job Opportunities section on the AIU website and submit a complete application comprising:</p><br> <ul> <li>A current curriculum vitae</li> <li>A cover letter (maximum 3 pages) addressing three specific questions: (1) Describe the most significant strategic planning or institutional performance management system you personally built or led in a GCC university — what was the starting state, what did you build, and how did leadership use it to make better decisions?&nbsp;(2) Describe a major institutional strategic initiative that you supported through executive reporting, performance management, or strategic advisory work. How did your analysis influence executive decision-making?&nbsp;(3) How would you approach the first 90 days in this role at AIU what would you learn, what would you establish, and what would you avoid doing too early?</li> <li>A one-page strategy diagnostic framework not a business plan, but a sample of how you would structure a quarterly strategy review for the President: what data would you present, in what format, and how would you frame the President's decision-making agenda</li> <li>Contact details for three professional referees at least two of whom can speak to your strategic planning or PMO leadership work, and at least one of whom is a university President, Provost, or equivalent executive you reported to or directly supported</li> </ul> <p>Applications are reviewed on a rolling basis. The selection process includes a structured interview with the President and a strategy presentation exercise candidates are given AIU's RISE Strategy KPI framework and asked to present a hypothetical Q2 strategy review to the President and two VPs. This exercise is the most reliable test of whether a candidate can do this job.</p><br> <p>Submit application via: https://aiu.edu.kw/careers/jobs</p><br> <p>The successful candidate is expected to commence employment at the earliest convenience, and no later than September 2026.</p><br> <p><span>AIU is an equal opportunity employer committed to academic excellence, professional integrity, and the digital future of Kuwaiti higher education.</span></p><br> </div>

<h2 class="h5">Job description</h2> <div class="t-break" data-jb-field="description"> <p><span>Position: </span><span>Director, Centre for Teaching &amp; Learning (CTL)</span><br></p><br> <p><span>Classification:</span> Director Level<br><span>Reports To:</span> Vice President for Academic Affairs <br><span>About The American International University</span></p><br> <p>American International University (AIU) is a private institution in Kuwait, founded in 2019, offering undergraduate programs in Engineering, Architecture and Design, Business Administration, Arts and Sciences, and Education, delivered in English on the American model of higher education. AIU serves a community of over 3,000 students and is executing the RISE Strategy 2026–2030 a five-year institutional transformation anchored in research development, WSCUC international accreditation, student success, and community engagement.</p><br> <p>Teaching and learning excellence is one of the University's principal strategic foundations and an essential enabler of every pillar of the RISE Strategy. Without it, research does not flourish, accreditation evidence is weak, students do not succeed, and employability outcomes disappoint. The Director of the Centre for Teaching &amp; Learning is the person who builds, sustains, and continuously improves that foundation making this one of the most consequential academic leadership appointments AIU will make.</p><br> <p>For more information, visit: www.aiu.edu.kw<br></p><br> <p><span>Department Profile</span></p><br> <p>The Centre for Teaching &amp; Learning (CTL) is AIU's institutional hub for teaching excellence, faculty development, and learning innovation. It operates under the Office of the VPAA and serves all five schools and the Foundation Programme working with over 120 full-time faculty and a growing adjunct complement. The CTL is newly established as one of AIU's strategic academic support centres under the Office of the Vice President for Academic Affairs. The Director serves as its founding leader, responsible for building the Centre's programmes, culture, partnerships, and institutional reputation from the ground up.</p><br> <p><span>The CTL carries three interconnected institutional mandates at AIU:</span></p><br> <ol> <li>Faculty Excellence &amp; Development: Building a culture of teaching excellence across AIU through structured professional development, peer observation, new faculty induction, individual coaching, and the scholarship of teaching and learning.</li> <li>Learning Innovation &amp; Digital Education: Advancing instructional design, educational technology integration, and evidence-based pedagogy ensuring that every AIU course, regardless of modality, reflects current best practice and produces documented student learning outcomes.</li> <li>Assessment, Accreditation &amp; Institutional&nbsp; Evidence: Generating, curating, and maintaining the teaching and learning evidence that WSCUC accreditation requires the CTL Knowledge Repository, SLO assessment data, faculty development participation records, and the annual Teaching &amp; Learning Impact Report.</li> </ol> <p><span>Scope of Work</span><br></p><br> <p>The Director of the Centre for Teaching &amp; Learning provides strategic and operational leadership across five interconnected domains all of which must function simultaneously and reinforce each other. The Director is simultaneously a faculty developer, an instructional designer, an assessment specialist, a grant administrator, and an institutional evidence builder. The Director also serves as an institutional change leader, fostering a culture of continuous improvement, innovation, collaboration, and evidence-informed educational practice across all academic units. This is not a role for a specialist who does one of these well; it is a role for a leader who does all of them, and who can build a centre that extends their capacity through institutional culture and peer networks.</p><br> <p><span>Key Responsibilities</span></p><br> <p><span>1. Faculty Professional Development</span></p><br> <ul> <li>Design, deliver, and continuously evaluate a structured, evidence-based faculty development programme across AIU covering evidence-based pedagogy, inclusive teaching, active learning, hybrid and online instruction, AI in teaching, student assessment design, and academic writing for publication</li> <li>Lead the New Faculty Induction Programme each September a structured, multi-day orientation covering AIU's mission and RISE Strategy, the SLO assessment cycle, course file requirements, LMS and technology tools, academic freedom, shared governance, and the CTL's services</li> <li>Establish and facilitate Faculty Learning Communities peer groups organised around shared teaching interests, disciplinary challenges, or pedagogical themes as the primary vehicle for sustained, collegial professional development</li> <li>Coordinate and manage the peer observation of teaching cycle providing the framework, training observers, facilitating feedback conversations, and maintaining confidential records that support faculty development without functioning as a surveillance mechanism</li> <li>Provide individual faculty consultations on course design, assessment strategy, student engagement, and teaching effectiveness functioning as a trusted advisor, not an evaluator</li> <li>Develop and maintain the CTL professional development calendar, ensuring that sessions are scheduled at times accessible to all faculty including those with heavy teaching loads, offered in formats appropriate to different needs, and evaluated for effectiveness after each cycle</li> <li>Coordinate academic leadership development workshops for Programme Coordinators, Department Chairs, Associate Deans and Deans in collaboration with the Office of Faculty Affairs.</li> <li>Develop an institutional teaching certification pathway aligned with the UK Professional Standards Framework (Advance HE) or equivalent international framework.</li> </ul> <p>&nbsp;<span>2. </span><span>Instructional Design &amp; Educational Technology</span></p><br> <ul> <li>Lead instructional design support for AIU's academic programmes assisting Deans, Department Chairs, and individual faculty in designing courses that align learning outcomes with instructional activities and assessment methods, regardless of delivery modality</li> <li>Advance AIU's capacity in online and hybrid course design building internal expertise, establishing course quality standards, and ensuring that digital learning experiences are as rigorous and engaging as in-person instruction</li> <li>Coordinate with the CTO and Digital Transformation Office on educational technology adoption evaluating new tools for pedagogical value, training faculty in their use, and ensuring that technology serves learning goals rather than displacing them</li> <li>Develop and maintain a practical institutional policy on the use of Generative AI in teaching and learning balancing innovation with academic integrity, and ensuring that faculty understand how to design assessments that remain valid in an AI-enabled environment</li> <li>Build and maintain the CTL Knowledge Repository a curated collection of teaching resources, case studies, grant outputs, peer observation frameworks, and WASC evidence artefacts available to all AIU faculty and retained as institutional evidence</li> <li>Work collaboratively with the Office of Graduate Studies in developing high-quality graduate teaching and supervision practices.</li> <li>Support the design of microcredentials, executive education and lifelong learning initiatives where appropriate.</li> </ul> <p><span>3. Student Learning Outcomes Assessment Training</span></p><br> <ul> <li>Coordinate AIU's institutional SLO assessment Training, working with the Assessment Coordinator and VPAA to ensure that faculty collect, analyse, and document PLO achievement data each semester using consistent, valid assessment methods</li> <li>Train faculty in SLO/PLO design, assessment method selection, rubric development, and close-the-loop documentation transforming assessment from an administrative requirement into a genuine teaching improvement tool</li> <li>Support the Assessment Coordinator in producing the Annual Institutional Effectiveness Report's teaching and learning section the evidence document that WSCUC requires</li> <li>Maintain CTL records of faculty participation in assessment activities, professional development sessions, and peer observation</li> <li>Conduct an annual Teaching &amp; Learning Impact Report, documenting CTL programme participation rates, faculty satisfaction with CTL services, changes in student learning outcomes attributable to CTL interventions, and grant and award outcomes presented to the VPAA and Faculty Council each May</li> <li>Coordinate workshops on authentic assessment in AI-enabled learning environments.</li> <li>Collaborate with Quality Assurance in analysing institutional trends relating to student achievement and learning outcomes.</li> </ul> <p><span>4. RISE Teaching &amp; Learning Grant Programme Administration</span></p><br> <ul> <li>Administer the AIU Teaching &amp; Learning Grant Program including the Teaching Excellence &amp; Innovation Grant, the Undergraduate Research Integration Grant, and the Annual Award for Innovation in Teaching, managing the annual call for applications, review committee formation, awardee notification, fund disbursement, and completion report collection</li> <li>Mentor the grant recipients through the implementation of their projects, providing consultations, connecting them with relevant expertise, and ensuring their work is disseminated to the broader faculty community</li> <li>Organise the annual CTL Teaching &amp; Learning Forum, AIU's flagship event for sharing teaching innovation, recognising grant recipients and award winners, and building the faculty community around shared commitment to excellence</li> <li>Produce and maintain the CTL website and newsletter as a living resource for faculty, communicating available services, upcoming events, grant opportunities, and teaching resources in a format that invites engagement</li> <li>Identify and apply for external funding opportunities, from Kuwait Foundation for the Advancement of Sciences (KFAS), regional higher education networks, and international foundations, to supplement the RISE grant budget and expand the CTL's programme capacity</li> <li>Promote interdisciplinary educational innovation projects involving multiple Schools.</li> <li>Publish annual summaries of funded projects highlighting institutional impact and transferable good practice.</li> </ul> <p><span>5. Strategic Leadership &amp; Institutional Partnership</span></p><br> <ul> <li>Serve as AIU's institutional voice on teaching and learning, advising the VPAA, Deans, and Faculty Council on evidence-based teaching standards, assessment practices, and faculty development priorities</li> <li>Build and maintain partnerships across AIU's institutional functions, with the ALO for accreditation evidence, with the Assessment Coordinator for SLO cycle management, with the CTO for educational technology, with the Registrar for course quality data, and with Student Affairs for student success initiatives</li> <li>Represent AIU in regional and international teaching and learning networks, including the POD Network, HERDSA, and GCC university teaching and learning forums, building relationships and bringing back best practice that benefits AIU faculty</li> <li>Where a joint academic appointment is agreed, teach one course per year in a relevant discipline or in the scholarship of teaching and learning, maintaining personal credibility as a practising educator and eligibility to participate in Faculty Council</li> <li>Contribute to AIU's WSCUC self-study, addressing faculty development, assessment, and teaching quality providing documented evidence of CTL activity and impact</li> </ul> <p><span>Minimum Qualifications: </span></p><br> <p><span>Education</span></p><br> <p>Doctoral degree (PhD or EdD) in Education, Higher Education Pedagogy, Instructional Design, Curriculum and Instruction, Educational Technology, or a closely related discipline required for joint academic appointment eligibility; strongly preferred for the administrative role.</p><br> <p><span>Experience</span></p><br> <ul> <li>Minimum seven (7) years of progressive experience in higher education, with at least three (3) years in a leadership role at a teaching and learning centre, faculty development office, or equivalent institutional function</li> <li>Demonstrated experience leading or managing a Centre for Teaching &amp; Learning, or equivalent institutional function, in a GCC university context</li> <li>Documented experience designing and delivering faculty professional development programmes including workshops, learning communities, peer observation systems, and online development resources for diverse faculty audiences in a multicultural GCC environment</li> <li>Proven experience in instructional design across multiple delivery modalities face-to-face, hybrid, and online with working knowledge of Canvas or equivalent LMS</li> <li>Demonstrated experience with SLO/PLO assessment design, rubric development, and close-the-loop documentation in an accreditation context WASC, AACSB, or comparable quality framework experience is a significant advantage</li> <li>Experience administering faculty development grants or awards managing competitive application processes, review committees, fund disbursement, and outcome reporting</li> <li>Demonstrated experience supporting institutional strategic planning and organisational change within higher education.</li> <li>Experience collaborating with academic quality assurance, accreditation, and institutional effectiveness initiatives.</li> </ul> <p><span>Technical and Pedagogical Knowledge</span></p><br> <ul> <li>Deep, current knowledge of evidence-based pedagogy active learning, inclusive teaching, culturally responsive instruction, universal design for learning, and the scholarship of teaching and learning (SoTL)</li> <li>Proficiency with Canvas (LMS) or equivalent platform both as a course designer and as a platform administrator supporting faculty adoption</li> <li>Working knowledge of educational technology tools relevant to GCC higher education including AI tools for teaching and learning, audience response systems, digital assessment platforms, and collaboration tools</li> <li>Knowledge of WSCUC accreditation standards particularly CFRs 2.3, 2.4, 2.5, 2.8, 2.9, and 3.3 and how CTL evidence maps to self-study requirements</li> <li>Familiarity with the Advance HE Professional Standards Framework (PSF) or equivalent teaching quality framework is an advantage particularly for designing a faculty teaching qualification pathway</li> </ul> <p><span>Skills, Competencies and Personal Attributes</span></p><br> <ul> <li>The credibility to walk into a room of experienced faculty from diverse national and disciplinary backgrounds and be taken seriously not as a trainer, but as a peer colleague who happens to know more about pedagogy than most</li> <li>The cultural intelligence to build trust and engagement in a GCC university where teaching culture, professional norms, and attitudes toward feedback vary significantly</li> <li>Excellent English oral and written communication the ability to write clearly for different audiences, from a workshop handout to a WSCUC self-study section to a newsletter article that faculty actually read</li> <li>Arabic language proficiency is an advantage particularly for engagement with Arabic-speaking Kuwaiti faculty and with external stakeholders including PUC</li> <li>Strong programme management capability the ability to run multiple concurrent programmes (induction, grants, peer observation, forum, website, repository) without dropping any of them</li> <li>Genuine intellectual engagement with teaching the Director of a CTL must be the institution's most enthusiastic advocate for the idea that teaching can always be better, and that better teaching produces better outcomes for students</li> <li>Demonstrated ability to influence institutional culture without direct line authority.</li> <li>Ability to build consensus among academic leaders with differing priorities.</li> </ul> <p><span>Preferred Qualifications</span></p><br> <ul> <li>Prior experience establishing or significantly expanding a CTL at a GCC university candidates who have built something from the ground up are particularly valuable given AIU's founding-director context</li> <li>Fellowship of Advance HE (FHEA) or Senior Fellowship (SFHEA) demonstrating internationally recognised teaching quality credentials that can anchor a faculty teaching qualification pathway at AIU</li> <li>Published research or professional thought leadership on teaching and learning in higher education particularly in GCC or Arab higher education contexts, or in the scholarship of teaching and learning (SoTL)</li> <li>Experience managing AI-related teaching and learning policy including responsible AI use frameworks, assessment design in an AI-enabled environment, and faculty training on generative AI tools</li> <li>Prior experience contributing to a WSCUC, QAA, AACSB, or comparable accreditation self-study in the teaching and learning or faculty development sections providing direct documentation skills that will accelerate AIU's WASC process</li> <li>Familiarity with Kuwait's higher education context PUC requirements, Kuwaiti student characteristics, Kuwait Vision 2035 workforce priorities enabling contextually grounded programme design from day one</li> <li>Experience in curriculum transformation.</li> <li>Experience leading digital transformation.</li> <li>Experience establishing institutional communities of practice.</li> </ul> <p><span>How to Apply</span></p><br> <p>Interested candidates should visit the Job Opportunities section on the AIU website and submit a complete application comprising:</p><br> <ul> <li>A current curriculum vitae</li> <li>A cover letter (maximum 3 pages) addressing three specific questions: (1) Describe a faculty development programme or centre initiative you personally designed and led in a GCC university, what was the starting state, what did you build, and how do you know it worked? (2) How do you build trust and engagement with faculty who are sceptical about CTL services, what is your strategy for turning opt-out faculty into advocates? (3) What is your vision for the AIU Centre for Teaching &amp; Learning's role in the WASC accreditation process?</li> <li>A brief teaching philosophy statement (maximum one page) not abstract, but specific: what do you believe about how university faculty learn to teach better, and how does that belief shape what you would do at AIU?</li> <li>Contact details for three professional referees at least two of whom can speak to your centre leadership or faculty development work, and at least one of whom is a faculty member you have supported</li> </ul> <p>Applications are reviewed on a rolling basis. The selection process includes a structured interview with the VPAA and a teaching and learning strategy presentation to a panel including the VPAA, two Deans, and a Faculty Council representative reflecting the shared governance principles that the CTL Dire</p> </div>