Planning and Governance - grade 8
Example job roles: Senior Advisory Support, Management
Level:Ìý ÌýÌýAdvanced
Experiences
Activities and responsibilities likely to be required when working at this level
- In a central role this means being an expert lead for the institution in a particular area (e.g. regulations, programme approval, quality assurance). In an academic unit this means having a broader based remit with an expertise around the individual area context
- Implement and apply ¹û¶³Ó°Ôº strategies and policy to the individual context
- Expert knowledge of relevant HE and/or professional context
- Providing expert advice and guidance to committees and senior managers largely relating to change and complex issues (e.g. development of new regulations, practices and procedures)
- Overseeing the production, interpretation and evaluation of a variety of data sources to inform change, decision-making and planning
- Advise how the insights relate to the wider picture (e.g. strategic priorities, quality framework)
- Prioritising and delegating appropriately, recognising and responding to crucial issues
- Staff management and team development
- Embedding a positive student culture and commitment to ¹û¶³Ó°Ôºâ€™s reputational excellence in the team/academic unit
- Represent ¹û¶³Ó°Ôº externally at events and for a related to area of specialist knowledge
- Expert at taking forward faculty level education initiatives - and being an advisor of regulations and management of academic standards.
Personal and professional development
Development options to consider when working towards this level
Learning on the job
- Consider becoming a Fellow of Higher Education Academy
Learning from othersÌýÌý
- Take opportunities to present at internal conferences and to attend external conferences and events.
Formal learning
- Leadership development training
*ÌýYou may wish to explore the listed formal training themes / topics onÌýLinkedIn Learning.
Transferable skills and competencies
¹û¶³Ó°Ôº uses the Universal Competency Framework (UCF) to discuss transferable skills. Find out moreÌýdetails on the framework.
Presenting and communicating information
- Speaking fluently.
- Explaining concepts and opinions.
- Articulating key points of an argument.Ìý
- Presenting and public speaking.
- Projecting credibility.
- Responding to an audience.
Deciding and initiating action
- Making decisions.
- Taking responsibility.
- Acting with confidence.
- Acting on own initiative.
- Taking action.
- Taking calculated risks.
Leading and supervising
- Providing direction and co-ordinating action.
- Supervising and monitoring behaviour.
- Coaching.
- Delegating.
- Empowering staff.
- Motivating others.
- Developing staff.
- Identifying and recruiting talent.
¹û¶³Ó°Ôº Ways of Working
These describe expected behaviours in line with ¹û¶³Ó°Ôº culture and values.Ìý For Ways of Working indicators and steps to development please refer to theÌýWays of Working website.Ìý
“Career Pathway roles are indicative and are not intended to be a description of the role in terms of responsibilty and duties.
Job family
Find out more about the Planning and Governance job family.
Other Planning and Governance profiles:Ìý
Print versions
Career case study
Progression can lead to this type ofÌýplanning and governance role
Joe Noteboom
Faculty Education Manager
The MAPS Faculty Office
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