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Role Profiles – Academic job family only
Introduction
The Royal Central School of Speech and Drama’s (Central’s) role profiles describe a range of activities and
competencies that the School expects role holders to deliver when appointed to a specific pay grade. The
role profiles have been derived from HERA (Higher Education Role Analysis) job evaluation data and provide
the template for job descriptions.
The role profiles act as an indicative guide outlining key requirements, outputs and responsibilities of a
particular role at a certain level. The role profiles are not intended to be a comprehensive list of all activities
recorded at a specific level and will be developed to reflect changes to roles over time.
The role profiles build on each other, in ascending numerical order, recording new evidence and competence
required at certain levels. Where the cells are empty at certain grades, it means that there is no further
evidence required at that particular level/element. The role profile starts at grade 3 and develops to grade
10. Academic Roles start at grade 5.
The role profiles link to a number of the School’s policies and procedures including recruitment and selection,
grade promotion (re-grading) and contribution points and staff development.
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Glossary
Output A product either of research, scholarship or teaching that can be independently reviewed
and evaluated
Scholarship For Central’s purposes: processes relating to the integration and application of knowledge
in your area of disciplinary expertise, and/or its pedagogy.1
Higher Education Role
Analysis (HERA)
Job evaluation scheme developed specially for HE to underpin pay and grading structures
Research For the purposes of the REF, research is defined by HEFCE as a process of investigation
leading to new insights, effectively shared.
Knowledge Exchange The two-way process by which academics and individuals or organisations from relevant
areas of industry share learning, ideas and experiences.The function of entrepreneurial
knowledge exchange—the means by which entrepreneurial collaborations, usually with
industry, create new ideas, devices, or methods, which produce economic or social
benefits In HE
Knowledge
Production
The creation of new knowledge the measurable, direct and indirect social and economic
benefits of research or teaching outputs
TEF Teaching Excellence Framework
REF Research Excellence Framework
World-leading Demonstrably among the world’s leaders in a field, subject. Recognised by and used as a
point of reference by other world leaders
HEA levels Higher Education Academy grades of Fellowship Associate Fellow, Fellow, Senior Fellow
and Principal Fellow
Balance of Duties Work programme or agreed allocation of an academic member of staff time between
teaching duties, research, scholarship, teaching-related administration and schoolwide
committee work or other collegial infrastructural duties.
Task and Finish
Groups
Working groups with a finite task
Deanery The senior academic administration, comprising the Deputy Deans (Academic and Faculty
Management) and the Pro-Dean/Director of Learning, Teaching and the Student
Experience, overseen by the Dean of School. Works in close liaison with the Director of
Research and the Academic Registrar.
1 Scholarship of integration is “the attempt to arrange relevant bits of knowledge and insight from different
disciplines into broader patterns that reflect the actual interconnectedness of the world” (Boyer cited in
Jacobsen & Jacobsen 2004, p. 51). Scholarship of application is “seeking to close the gap between values in
the academy and the needs of the larger world” (Boyer cited in Jacobsen & Jacobsen 2004, p. 51). Scholarship
of pedagogy is reflective analyses of learning and teaching: “the scholarship of sharing knowledge” (Boyer
cited in Jacobsen & Jacobsen 2004, p. 51).
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Public Engagement The ways in which the School and its staff engages the public in its work, e.g. through the
media, public lectures, productions and other events.
Physical and Sensory
Demands
The use of physical effort, co-ordination and dexterity and involve using aural evidence
to assess next actions; applying skilled techniques and co-ordinating sensory information;
and high levels of dexterity where precision or accuracy is essential.
Pastoral care and
welfare
The welfare and well-being of students and staff, in both informal and formal situations.
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Role Profile Grade 5
The grade 5 role profile is typically associated with the previously recognised ‘Associated Lecturer’ role to
allow long term hourly paid workers to be transferred over to an academic contract or where a cover role is
required. It might also be associated with a postdoctoral researcher with limited teaching duties.
The role profile below represents the range of competencies that grade 5 role holders would be expected to
deliver and achieve effectively. In order to satisfy the requirements of a grade 5 post, the role holder will
need to fulfil the majority of the additional elements listed below.
The role holder will:
HERA Element
Teaching and Scholarship
Expertise
(Knowledge and
Experience)
Have professional industry experience or possess relevant academic or
professional qualifications to support role;
Be able to effectively communicate your knowledge of theory and practice;
Demonstrate continuous professional development by acquiring and maintaining
relevant skills, knowledge and understanding of your subject;
Teaching and
Learning Support
Under the oversight of a relevant course leader, to train, or facilitate development
activities for, individuals or groups on certain aspects within a particular
specialism;
Monitor performance, provide feedback and inform student assessment
processes where appropriate;
Under the oversight of the course leader and in accordance with the course
specification, to understand and teach towards relevant course aims, intended
student learning outcomes and the criteria by which the students will be
assessed;
Information
Analysis,
Evaluation and
Application
(Information Review,
Analysis and
Scholarship)
Under the direction and oversight of the course leader, undertake robust
information review and analysis in keeping with school policies and course
requirements (e.g. producing reports on students, conducting risk assessments,
implementing IGRAS recommendations);
Remain up to date with regulatory or disciplinary developments that effect your
subject area teaching;
Undertake relevant scholarship and/or ensure currency of the artistic or
professional context of your teaching area;
Demonstrate your review and analysis of information and scholarship which have
led to curricular innovations or enhancements to student learning;
Communication
Explain (both verbally and in writing) complex specialist processes, information
and ideas at a high level of detail and technical specification;
Communicate your expertise in and your enthusiasm for your subject clearly to
students, prospective students and colleagues;
As required by the course leader, provide criteria-based, clear, evaluative
feedback both verbally and in writing;
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Service Delivery
Ensure student experience and learning outcomes are paramount in your
working approach;
Undertake peer observation of teaching, conduct relevant student feedback
surveys, and formulate and achieve developmental targets through annual
appraisal/performance review to ensure high and developing standards of
teaching;
Adapt your teaching in response to course leader requirements and need, and to
peer or student feedback;
Ensure your own compliance with school systems, codes of conduct, policies and
regulations;
Take responsibility for own timely and ethical teaching according to relevant
frameworks, benchmarks and criteria;
Demonstrate a commitment to enhancement and the pursuit of teaching
excellence through personal development planning under the oversight of line
manager and course leader;
Liaison and
Networking
Undertake liaison and networking in relation to your professional or academic
discipline and, as required by your line manager, take part in internal or external
forums;
Subscribe to relevant subject associations or professional bodies and maintain
professional contacts appropriate to your role;
Attend schoolwide development days and staff meetings, and help develop cross-
disciplinary understanding, inter-disciplinary collaborations, shared activities and
discourse within the School;
Team
Development
Advise or guide new starters working in the same role and/or unit on standard
information procedures;
Train or guide staff on specific tasks, issues or activities;
Give advice, guidance and feedback on the basis of own knowledge and/or
experience;
Help induct or mentor new colleagues;
Brief and debrief visiting or professional staff as delegated by line manager
Support colleagues;
Be respectful and mindful of the wellbeing and experience of all Central students
and visitors;
Teamwork and
Motivation
Guided by the course leader and/or your line manager, take responsibility for the
safe and ethical practices of the students you oversee;
Contribute to positive morale and student confidence in the School;
Lead students by example by exhibiting high professional standards of conduct
and a positive attitude towards the School as a place of work and study;
Act personably, professionally and collegially with different groupings of co-
workers (including other academics and administrative departments);
Work collaboratively with colleagues towards the fair allocation and distribution
administrative tasks, including cover arrangements for sabbaticals, sickness, and
maternity/paternity/parental or approved external work;
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Pastoral Care and
Welfare
Judge when to listen, when to give advice or guidance and when to refer students
to the course leader;
Build trust and confidence in school systems of support;
Conduct yourself ethically and maintain professional boundaries with students;
Initiative and
Problem Solving
Resolve planning and organisation problems where possible, and judge when to
refer problems to the course leader;
Planning and
Organising
As directed by your line-manager or course leader, effectively manage your own
time and balance of duties to deliver teaching and administration on time and to
required quality;
Provide input to longer-term planning as required;
Maintain a three-to-five year plan for development of your teaching and
academic/specialist knowledge;
Decision Making
Processes and
Outcomes
Take responsibility for collaborative decisions;
Assess the value of the outcomes of your decisions and imitative;
Be aware of relationship between own decisions and decision-making of others;
Sensory and
Physical Demands
Carry out tasks which require a range of physical or sensory techniques;
Work
Environment
Take responsibility for the health, safety and wellbeing of yourself and others at
all times, complying with School procedures for risk assessment and reduction
and expectations of inclusive and ethical behaviour;
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Role Profile Grade 6
The grade 6 role profile builds on the skills and expertise previously recorded in the grade 5 role profile. This
is the usual entry grade for Academic Lecturers.
The role profile below represents the range of competencies that grade 6 role holders would be expected to
deliver and achieve effectively. In order to satisfy the requirements of a grade 6 post, the role holder will
need to fulfil the majority of the additional elements listed below.
The role holder will:
HERA Elements
Job Families
Teaching and Scholarship
Teaching and Research
Expertise
(Knowledge and
Experience)
Hold academic and/or professional
qualifications relevant to the role;
Maintain, through scholarship and
participation in external subject-
specific discourses, up-to-date
expertise in a specialist field;
Understand appropriate
pedagogical methods and
frameworks and develop level-
appropriate learning, teaching and
assessment activities;
Identify, develop and disseminate
outputs exhibiting synthetic and
productive discourse, practices and
specialist knowledge (which may
include professional practice and
pedagogy), the value, rigour,
significance and impact of which are
measurable within relevant
frameworks and appropriate
standards (which may include
academic or industrial peer review);
Hold academic and/or professional
qualifications relevant to the role;
Maintain, through scholarship and
participation in external subject-specific
discourses, up-to-date expertise in a
specialist field;
Understand appropriate pedagogical
methods and frameworks and develop
level-appropriate learning, teaching and
assessment activities;
Identify, develop and disseminate outputs
exhibiting original and productive lines of
enquiry, discourse and knowledge
creation (which may include practice-
based or pedagogic), the originality,
rigour, significance and impact of which
are measurable within relevant
frameworks, and appropriate standards
(which may include academic or industrial
peer review);
Teaching and
Learning or
Teaching and
Learning
Support
Understand, and effectively apply, appropriate pedagogies;
Participate in appropriate systems of planning, delivery, quality
assurance/enhancement and assessment to ensure effective student learning and
attainment within an overall curriculum;
Maintain awareness of external disciplinary and sector-wide practice and standards
including appropriate and ongoing external participation ;
Hold, or demonstrate measurable progress towards Fellowship of the Higher
Education Academy, or comparable accreditation (within 3 years for new
appointments);
Participate in continuing professional development in relation to learning, teaching
and assessment;
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Information
Analysis,
Evaluation and
Application
(Information
Review, Analysis
and Scholarship)
Keep up-to-date with and critically evaluate trends and developments in area of
responsibility and/or expertise, applying to balance of duties as appropriate and
contributing to team or school level understanding;
Where possible, take responsibility for tracking, evaluating and communicating the
impact of own teaching, scholarship or research as directed.
Communication
Engage an audience and impart complex information effectively;
Interpret and offer referenced commentary on complex concepts and information;
Apply specialist concepts within non-specialist contexts;
Effectively communicate expertise and enthusiasm to students, as well as providing
clear, criteria-based evaluative feedback, both verbal and written;
Generate clear copy regarding expertise for internal and external readerships, as
necessary;
Service Delivery
Play a part in stakeholder relationships as required;
Participate in external representations of the work of the School and your discipline
and expertise (for example at Open Days, in community development, marketing,
fundraising and alumni relations);
Deliver academic programmes in accordance with agreed frameworks;
Ensure compliance with School systems, codes of conduct, policies and regulations,
both with regard to your own actions and employees and students within your
oversight;
Liaison and
Networking
Participate in, and lead as appropriate, team meetings and School-wide working
groups as required
Serve on School-wide committees and processes, both internally and externally;
Participate in national and international networks relevant to your expertise,
including online and in-person engagement (e.g. jiscmail lists, subject associations,
professional bodies);
Collaborate collegially with co-workers from across the School to complete projects
effectively
Represent Central in external networks and meetings as directed;
Team
Development
Encourage and motivate colleagues, students, and visitors with regard to professional
development, including participation in panels and meetings, as well as through
processes of peer review and observation and dissemination of appropriate
expertise;
Participate in Balance of Duties agreement processes with line manager and
collaborate to ensure fair distribution of workload across teams;
Be transparent and cooperative in development and performance review;
Teamwork and
Motivation
Act collegially with co-workers (including other academics and administrative
departments) in achieving agreed outcomes;
Co-operate, leading when appropriate, in the management of work flow within teams
including the fair allocation and distribution of tasks to ensure timely delivery. This
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will include the allocation of tasks to cover for sickness absence or approved leave of
absence;
Take responsibility for safe and ethical practices of students, colleagues, project-
teams and working groups as directed, supervising and making arrangements for
deployment of individuals as directed;
Oversee, where relevant, the completion of School-wide projects;
Contribute to positive morale among students and staff around confidence in school
systems, constructively addressing issues or raising with relevant departments when
appropriate;
Pastoral Care
and Welfare
Respond to student pastoral and welfare issues in line with School guidance for
academic staff;
Be aware of and brief and inform students of relevant support and care services;
Liaise with relevant student support departments in relation to student matters,
disability and learner support;
Give support, guidance or pastoral care when standard procedures do not always
exist;
Conduct yourself ethically, maintaining professionally appropriate boundaries with
students and those within your responsibility;
Play an active role in facilitating student and staff satisfaction;
Initiative and
Problem Solving
Use initiative, imagination, and lateral thinking in relation both to situations arising in
the normal course of events and to unforeseen problems/planning challenges, in
order to find effective solutions within established parameters;
Resolve problems where there is a lack of precedent which call for innovation and
creative thought to develop appropriate options;
Contribute to problem solving beyond area of specialism;
Use initiative, imagination, and lateral thinking in relation both to situations arising in
the normal course of events and to unforeseen problems/planning challenges, in
order to find effective solutions within established parameters;
Resolve problems where there is a lack of precedent which call for innovation and
creative thought to develop appropriate options;
Planning and
Organising
Coordinate with others (such as support staff or academic colleagues) in order to
ensure effective delivery of areas of oversight, including working in collaboration with
line manager to effectively manage your balance of duties;
Take responsibility for meeting delegated targets and established standards with
regard to ongoing professional and departmental or school-based developments;
Provide input to longer-term planning;
Take responsibility for planning personal professional development, in dialogue with
relevant colleagues;
Decision
Making
Processes and
Outcomes
Take decisions and assume ethical responsibility in matters of academic judgment
(for example student admissions, assessments, selection of visiting lecturers,
specification of course materials) within delegated area of authority;
Actively contribute to team decision-making processes;
Undertake options appraisal to support decision-making processes;
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Sensory and
Physical
Demands
Use highly specialist or very complex machinery, tools and equipment as necessary
and appropriate;
Work in and adapt practices to a range of academic, administrative and technical
physical environments as reasonably designated;
Continually develop and deploy competence in relevant technologies;
Work
Environment
Take responsibility for the health and safety of self and others at all times;
Participate in School-wide health and safety processes (for example risk assessment
and reduction, inclusive and ethical behaviour and student satisfaction);
Behave in accordance with School codes of conduct and actively draw student
attention to relevant regulations and responsibilities to maintain a safe and inclusive
working environment;
Undertake specific duties in relation to health and safety and risk management in
accordance with role;
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Role Profile Grade 7
The grade 7 role profile builds on the skills and expertise previously recorded in the grade 6 role profile.
The role profile below represents the range of competencies that grade 7 role holders would be expected to
deliver and achieve effectively. In order to satisfy the requirements of a grade 7 post, the role holder will
need to fulfil the majority of the additional elements listed below.
The expertise element of Grade 7 is closely aligned to the criteria for the Senior Lecturer title.
The role holder will:
HERA Elements
Job Families
Teaching and Scholarship
Teaching and Research
Expertise
(Knowledge and
Experience)
Be recognised as a national authority
in the field by peer specialists and
organisations;
Demonstrate developing subject or
disciplinary leadership through
positions within the school and/or in
professional networks;
Shape and influence within Central
through own contribution in area of
expertise;
Produce high quality outputs that
innovatively apply expertise
(pedagogic or professional),
contributing to the measurable
impact of the School as a centre of
specialist disciplinary excellence, as
recognised through peer networks,
appropriate measurable review
processes and relevant frameworks;
Be recognised as a national authority in
the field by peer specialists and
organisations;
Demonstrate developing subject or
disciplinary leadership through positions
within the school and/or in professional
networks;
Shape and influence within Central
through own contribution in area of
expertise;
Produce high quality outputs (written or
practice-based), that develop original and
significant disciplinary authority, as
recognised through peer networks,
appropriate measurable review
processes and relevant frameworks;
Teaching and
Learning or
Teaching and
Learning
Support
Hold, or demonstrate measurable progress towards Senior Fellowship of the Higher
Education Academy, or comparable accreditation (within 3 years for new
appointments);
Demonstrate leadership in pedagogic practice, including teaching regularly at both
undergraduate and postgraduate level and undertaking associated academic
management tasks as required;
Take responsibility for standards of teaching, learning and assessment under own
oversight;
Provide evidence of demonstrable excellence in teaching practice according to
relevant measures of esteem;
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Information
Analysis,
Evaluation and
Application
(Information
Review, Analysis
and Scholarship)
Analyse statistics and data to evaluate against benchmarks and criteria, including
KPIs, drawing conclusions and helping to formulate School strategy;
Take part in external examining and/or peer review processes germane to specialist
expertise and areas of practice;
Take responsibility for analysing and communicating the impact of own teaching,
scholarship and/or research, and that of area of managerial oversight (e.g. course,
project etc)
Communication
Present effectively to stakeholders on behalf of the course and/or the School;
Be able to produce high quality, reliable and complex written reports, marketing copy
and applications/bids for a variety of purposes;
Represent the subject area and aspects of the School in the media effectively;
Service Delivery
Understand, evaluate, respond to and manage stakeholder expectations (including
those of students, prospective students, industry employers and agents, Governors,
partners and external agencies);
Regularly play a role in quality assurance and enhancement processes and in
ensuring standards of academic and professional conduct among staff, students and
visitors under oversight in line with School codes and policies.
Liaison and
Networking
Chair sub-committees, task groups, reviews and panels as required;
Working within established School systems, initiate and action new cross-disciplinary,
cross-departmental and/or industry collaborations;
Present or advance developments and new initiatives at planning days;
Represent area and/or school on school-wide committees or significant disciplinary
organisations;
Team
Development
Line manage and appraise/review permanent, fixed-term or regular visiting staff,
ensuring compliance with School systems and policies, maintaining oversight of their
professional development, balance of duties and continuing professional
development;
Provide assurance to the School of the above as required
Regularly review and proactively refresh pool of registered visiting staff in own area
of responsibility, demonstrating proactivity in relation to School equality and diversity
objectives
Help formulate job descriptions and participate in staff recruitment processes;
Identify current capabilities and future needs;
Teamwork and
Motivation
Exhibit leadership in engendering teamwork and motivation of staff and students in
relation to the delivery of the curriculum and the objectives of the Academic Strategy;
Regularly or consistently participate in leadership roles on School-wide and external
projects;
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Pastoral Care
and Welfare
Oversee processes of a confidential nature (for example matters of capability,
discipline, grievance and wellbeing) in relation to both staff and students, as
appropriate;
Ensure relevant student support takes place according to School-wide protocols;
Initiative and
Problem
Solving
Consistently Chair or play key roles in modelling solutions within Schoolwide
committees and sub-committees and task groups, or in external disciplinary
organisations in order to develop initiatives or solve issues related to Academic
Strategy and/or sector-wide development;
Contribute ideas and solutions in faculty leadership and problem-solving processes;
Planning and
Organising
Regularly undertake course or other administrative management duties under
oversight and direction of line manager or other designated leader, as delegated;
As required, monitor, and take managerial responsibility for the work of others in
relation to set targets;
Work with line manager and managerial structures to ensure a fair and sustainable
distribution and/or rotation of administration and management responsibilities in
order to enhance teaching excellence and knowledge production as per Academic
Strategy. Anticipate problems and make projections to resolve or reduce risk;
Decision
Making
Processes and
Outcomes
Regularly take decisions in relation to, and be accountable for, the deployment of
resources (human, physical and budgetary);
Display leadership in decision-making processes, be able to take a reasoned overview
of debate, and cast the deciding vote where necessary;
Sensory and
Physical
Demands
In liaison with the relevant departments, oversee staff and student interaction with
the physical working environment, taking into account any special needs or
reasonable adjustments;
Work
Environment
Be assured that staff, students and visitors under own direct oversight are actively
taking responsibility for risk prevention;
Report annually on risk management and health and safety practice in relation to
area of responsibility;
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Role Profile Grade 8
The grade 8 role profile builds on the skills and expertise previously recorded in the grade 7 role profile.
The role profile below represents the range of competencies that grade 8 role holders would be expected to
deliver and achieve effectively. In order to satisfy the requirements of a grade 8 post, the role holder will
need to fulfil the majority of the additional elements listed below.
The expertise element of Grade 8 is closely aligned to the criteria for the Reader and Principal Lecturer titles.
The role holder will:
HERA Elements
Job Families
Teaching and Scholarship
Teaching and Research
Expertise
(Knowledge and
Experience)
Be recognised as an international
authority in the field by peer subject
specialists (demonstrated by
testimony, key-note invitations, leading
international networks and/or bids);
Be a subject area leader in terms of
curriculum development, staff
discourse and industry/academic
networks;
Be an active member of disciplinary
associations and play a part in national
and international developments;
Undertake specialist work that
significantly contributes to the
measurable impact, advancement
and/or income of the School as a
specialist HEI;
Oversee the development of projects
and areas recognised to be of excellent
quality according to relevant measures
of esteem and impact (including peer
testimony, review and awards);
Produce high quality outputs, applying
pedagogic or professional expertise,
which are judged to be internationally
excellent, impacting practice and/or
pedagogy within the discipline;
Be recognised for practice and/or
pedagogic excellence through
appropriate national and international
channels, such as award of HEA
Principal Fellowship, National Teaching
Fellowship, other Professional Awards
and international industry awards;
Be recognised as an international
authority in the field by peer subject
specialists (demonstrated by testimony,
key-note invitations, leading
international networks and/or bids);
Be a subject area leader in terms of
curriculum development, staff discourse
and industry/academic networks;
Be an active member of disciplinary
associations and play a part in national
and international developments;
Undertake specialist work that
significantly contributes to the
measurable impact, advancement
and/or income of the School as a
specialist HEI;
Oversee the development of projects
and areas recognised to be of excellent
quality according to relevant measures
of esteem and impact (including peer
testimony, review and awards);
Produce high quality research outputs
recognised to be at least internationally
excellent in terms of originality, rigour
and significance;
Be recognised for research excellence
through invitations to serve as
disciplinary expert, PhD examination, or
similar methods of acknowledgment;
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Teaching and
Learning or
Teaching and
Learning
Support
Recognition of pedagogic oversight through internal and external mechansims,
including playing a leadership role in complex multi-strand/interdisciplinary practice
and programmes;
Articulate and facilitate long term vision and development with regard to institutional
curriculum and for course developments;
Significant responsibility in enhancing teaching excellence within the school,
mentoring, overseeing and aiding in development processes for early career teachers
and practitioners;
Information
Analysis,
Evaluation and
Application
(Information
Review, Analysis
and Scholarship)
Take responsibility for ensuring the systematic collation and return of impact data
and narratives in own area of oversight
institutions and propose and advise on overall academic strategy, including
collaborating with the Deanery with regard to feasibility studies and course
development;
Keep abreast of policy and subject development nationally and internationally, acting
as an advisor, both internally and externally in relation to significant changes;
Be trained and when required act as an investigating officer with regards to employee
and student relation disputes;
Communication
Author significant documents on behalf of the School;
Represent the School and the sector in the media;
When appropriate act on behalf of EMG as proxy;
Service Delivery
Work closely with industry to ensure graduates are appropriately skilled to meet
changing employment requirements and expectations, as well as becoming future
leaders of the field and take initiatives in relation to this;
Consistently demonstrate leadership in meeting Academic Strategy objectives;
Consistently take a significant, leading role in quality assurance and enhancement
processes and in setting standards of academic and professional conduct
Undertake impact assessments in relation to the role;
Liaison and
Networking
Lead the development of external partnerships and institutional relationships in line
with the Academic Strategy;
When appropriate, act on behalf of the Dean of School and/or Director of
Research/Director of Learning, Teaching and Student Experience as proxy;
Team
Development
Oversee direct and indirect reporting lines ensuring parity;
Define performance standards required and identify appropriate developmental
activities;
Teamwork and
Motivation
Facilitate cooperative and productive working between teams across the institution,
including both working practices and attitudes;
Advise the Dean of School and Dean of School and/or Director of Research/Director
of Learning, Teaching and Student Experience on staff matters, and play a part as
required in senior academic leadership;
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Pastoral Care
and Welfare
Chair staff and student investigation and disciplinary panels;
Take a lead in facilitating staff and student satisfaction;
Initiative and
Problem
Solving
Contribute original thinking to School planning processes and risk management;
Scope out and propose new ideas for potential external partners, consultancy
opportunities or other sources of income;
Be a point of reference for resolving unprecedented and complex matters as and
when appropriate;
Initiate solutions that take into account strategic implications for the institution and
that do not limit future choice;
Planning and
Organising
With the Dean of School and Director of Research, play a strategic lead in proposing
/developing innovations and enhancements to course/school management and
planning structures/principles, in order to facilitate best practice in teaching and
research, and allow a productive distribution and rotation of administrative and
managerial responsibilities;
Chair academic or management committees, or similar oversight-level bodies
externally within the discipline or industry;
Decision
Making
Processes and
Outcomes
Actively contribute to important decisions that could have a significant impact on the
long-term business/strategic management of the institution (both internally and
externally);
Sensory and
Physical
Demands
Be able to manage conflicting and pressurised workloads and other operational
demands while remaining productive and in control of own targets and objectives;
Work
Environment
Undertake specific responsibilities in relation to risk and emergency management;
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Role Profile Grade 9
The grade 9 role profile builds on the skills and expertise previously recorded in the grade 8 role profile.
The role profile below represents the range of competencies that grade 9 role holders would be expected to
deliver and achieve effectively. In order to satisfy the requirements of a grade 9 post, the role holder will
need to fulfil the majority of the additional elements listed below.
The expertise element of Grade 9 is closely aligned to the criteria for the title of Professor
The role holder will:
HERA Elements
Job Families
Teaching and Scholarship
Teaching and Research
Expertise
(Knowledge and
Experience)
Be recognised as a leading
international authority in the field by
peer subject specialists;
Play a leading role in the development
of standards and peer review
measures internationally;
Demonstrate a high profile of public
engagement that confirms the School
as a world-leading centre of specialist
disciplinary excellence;
Be able to take strategic decisions in
relation to Central’s Academic Plan;
Provide intellectual leadership within
the School;
Recognition as a world-leading
champion of the discipline, within
either or both relevant educational and
industry sectors nationally and
internationally;
Produce written outputs or practice
that have significantly shaped
pedagogical or professional practices
nationally and internationally;
Lead specialist pedagogic or
professional projects nationally and
internationally;
Be recognised as a leading international
authority in the field by peer subject
specialists;
Play a leading role in the development of
standards and peer review measures
internationally;
Demonstrate a high profile of public
engagement that confirms the School as
a world-leading centre of specialist
disciplinary excellence;
Be able to take strategic decisions in
relation to Central’s Academic Plan;
Provide intellectual leadership within
the School;
Produce research outputs
acknowledged to be world-leading,
advancing the discipline and opening
new avenues for further research;
Lead specialist research and innovation
projects internationally;
Teaching and
Learning or
Teaching and
Learning
Support
Lead the development of academic policies and strategies across the School;
Demonstrate personal excellence in learning and teaching practices and promote
excellence in others;
Take an institutional lead on development and execution of Academic Strategy;
Play significant roles in disciplinary and sector-led national and international
organisations, advancing discussion about teaching and learning;
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Information
Analysis,
Evaluation and
Application
(Information
Review, Analysis
and Scholarship)
Take a strategic lead in school portfolio development as necessary and appropriate
around research, scholarship, teaching practice and/or academic staff development
strategy and methodologies;
Regularly be invited to contribute high-level expertise to external bodies;
In area of academic leadership or management, play a leading role in informing and
developing the School’s impact analysis and evaluation strategy, and advising on
institutional impact narratives.
Communication
Act as a principal spokesperson for an area of the School's mission;
Act as a designated principal spokesperson in response to media enquiry, incident or
emergency management;
Service Delivery
Be part of a senior leadership team leading schoolwide delivery of the Academic
Strategy, ensuring world-leading practice and ethical standards and regulatory
compliance;
Have a developed and informed sense of what academic service delivery should
entail;
Deputise or provide sabbatical cover for members of the Deanery/EMG as
appropriate;
Liaison and
Networking
Be in regular national and international dialogue with specialist peers;
Promote the work of the School and its specialisms internationally;
Sustain a personal profile as a subject specialist within international settings;
Initiate and lead international networks and projects;
Act as proxy for the Dean of School as required;
Team
Development
Exercise academic leadership for all subject-area teaching and research, identifying
and supporting innovation and best practice across the School and with external
organisations;
Advise the School with regard to development strategy and academic appointment;
Advise on staff recruitment and development policy in own area of academic
leadership and in relation to Academic Strategy
Teamwork and
Motivation
Communicate effectively a clear vision of Central;
Provide leadership and direction to the whole School for the School's approved plan;
Pastoral Care
and Welfare
Take senior-level leadership, as required, for student and staff welfare and learning
support; mentoring and providing institutional guidance where necessary;
Initiative and
Problem
Solving
Take the initiative in emergency situations and demonstrate high level leadership
skills;
Take the lead in finding solutions to School-wide problems and putting in place well-
designed structures for avoiding future problems;
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Planning and
Organising
Take overall responsibility for the strategic planning, organisation and deployment of
resources within own area of accountability and participate in School-wide planning
of resource management and sustainability;
Oversee the planning and organisation of course and project teams internally and
externally;
Decision
Making
Processes and
Outcomes
Take effective decisions in emergency situations and demonstrate high level
leadership skills;
Collaborate and share responsibility with senior heads of department in relation to
strategic decision-making for School-wide implementation;
Chair review and evaluation panels and processes both internally and externally;
Sensory and
Physical
Demands
Manage and support others in their handling of conflicting and pressurised workloads
in order to achieve strategic targets and objectives;
Work
Environment
Coordinate and assure the effective risk and health and safety management of a range
of services;
Lead by example, setting high personal standards of professional conduct and
positivity;
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Role Profile Grade 10
The grade 10 role profile builds on the skills and expertise previously recorded in the grade 9 role profile.
The role profile below represents the range of competencies that grade 10 role holders would be expected
to deliver and achieve effectively. In order to satisfy the requirements of a grade 10 post, the role holder will
need to fulfil the majority of the additional elements listed below.
The role holder will:
HERA Elements
Job Families
Teaching and Scholarship
Teaching and Research
Expertise
(Knowledge and
Experience)
Be recognised as a key leading
international authority in the field by
peer subject specialists;
Demonstrate a high profile of public
engagement that confirms the School
as a world-leading centre of specialist
disciplinary excellence;
Provide intellectual leadership within
the discipline broadly;
Maintain a world leading track record
of written or practice outputs which
evidence a clear and continued impact
on pedagogy and or professional
practice in the discipline;
Lead major pedagogic or professional
projects nationally and internationally;
Be recognised as a key leading
international authority in the field by
peer subject specialists;
Demonstrate a high profile of public
engagement that confirms the School as
a world-leading centre of specialist
disciplinary excellence;
Provide intellectual leadership within
the discipline broadly;
Maintain a track record of research
outputs acknowledged to be world-
leading, evidencing clear impact on the
discipline and academic discourse more
broadly;
Lead major research and innovation
projects;
Teaching and
Learning or
Teaching and
Learning
Support
Play a significant role in the development of academic policies and strategies
nationally and/or internationally;
Exemplify personal excellence in teaching and learning practice within the discipline;
Formulate School-wide developmental activity to support teaching and learning,
informed by knowledge of best practice in the sector;
Engage in sector-wide discussion about teaching and learning support;
Information
Analysis,
Evaluation and
Application
(Information
Review, Analysis
and Scholarship)
Maintain a track record of regular invitation to contribute high-level expertise to
external bodies;
Communication
Act as a principal spokesperson for the School;
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Service Delivery
Advise to senior leadership teams leading schoolwide delivery of the Academic
Strategy, ensuring world-leading practice and ethical standards and regulatory
compliance;
Liaison and
Networking
Maintain a substantive track record with major disciplinary and/or professional
national and international bodies;
Team
Development
Exercise academic leadership for all subject-areas in teaching and
research/scholarship, identifying and supporting innovation and best practice across
the School and with external organisations;
Advise the Deanery with regard to development strategy and academic appointment;
Teamwork and
Motivation
Ensure all staff in own subject area are motivated by an inclusive discourse and
common mission
Provide sustained leadership and direction to the School and colleagues;
Pastoral Care
and Welfare
Take senior-level leadership, as required, for student and staff welfare and learning
support, mentoring and providing institutional guidance where necessary;
Initiative and
Problem
Solving
Take the lead in finding solutions to School-wide problems and putting in place well-
designed structures for avoiding future problems;
Anticipate problems and make projections;
initiate solutions which take into account strategic implications for the organisation
and which do not limit future choices;
Planning and
Organising
Take overall responsibility for the strategic organisation and deployment of resources
within own area of accountability and participate in School-wide planning of resource
management and sustainability;
Decision
Making
Processes and
Outcomes
Play a key leading advisory role in critic strategic decisions and play a leading role in
institutional change management as and when appropriate
Sensory and
Physical
Demands
Manage and support others in their handling of conflicting and pressurised workloads
in order to achieve strategic targets and objectives;
Work
Environment
Coordinate and assure the effective risk and health and safety management of a range
of services;
Lead by example, setting high personal standards of professional conduct and
positivity;
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