Pro-Vice-Chancellor (Education and Students)
Ruth is a Professor in Learning Practices. Enhancing the student experience and progression pathways to Higher Education (HE) has been integral to her institutional, national and international work for over 25 years. This has included ensuring that sector and institutional strategy and systems enable the successful participation of any learner, regardless of their background, who has the potential to benefit from HE.
Throughout her career, Ruth has been committed to leading and supporting academic and professional development in learning and teaching, teaching quality and equality of learning opportunity which has enhanced the student learning experience as well as flexible pathways to HE at an institutional, national and international level.
As PVC Education and Students, Ruth provides strategic leadership for the academic dimensions of the student experience. She is responsible for the implementation of the university’s Education and Students Strategic Plan and related KPIs including the National Student Survey and the Teaching Excellence and Student Outcomes Framework.
Ruth is responsible for leading strategic initiatives to deliver continuous enhancement in learning, teaching and the student academic experience, to advance excellence in academic professional standards, to ensure the quality and oversight of the university’s academic programmes. Ruth also provides strategic leadership for student engagement and partnership working with the Students’ Union.
Before joining the University of Brighton, Ruth was the Director of Academic Quality and Development at Glasgow Caledonian University (GCU). Her role was to provide strategic leadership and support for quality enhancement and assurance; academic and professional development and enhanced approaches to learning, teaching, assessment; and educational research and evaluation. Her role included leading and engaging in policy and strategy development as well as institutional, national and international research and development, in relation to learning and teaching and widening participation policy and practice, with a particular focus on recognising prior informal learning (RPL).