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¹û¶³Ó°Ôº Career Frameworks

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Student Lifecycle - grade 6

Example job roles: Administration

Level:Ìý ÌýÌýDeveloping/Skilled

Experiences

Activities and responsibilities likely to be required when working at this level

  • First point of contact for student/applicant queries coming to the team as part of the student lifecycle (largely via phone and email, occasionally face to face)
  • Making decisions around student eligibility across at key points of the student journey at ¹û¶³Ó°Ôº using set criteria and policy
  • Understanding when to upwardly refer complex cases
  • Sound understanding of ¹û¶³Ó°Ôº policy and its application to student issues
  • Practical awareness of external regulatory requirements
  • Liaise with other departments and services and external institutions – usually as an advocate for individual student cases. (e.g. UCAS, academics, school partners)
  • Prioritising and managing own workload and, keeping senior colleagues informed as to potential difficulties or problems
  • Carrying out routine administration, including taking minutes at meetings.

Personal and professional development

Development options to consider when working towards this level

Learning on the job

  • Obtain admissions/student records specific knowledge.
  • Gain experience in showing judgement and decisionmaking through using set criteria.
  • Finding opportunities to engage in largescale lifecycle events (e.g. enrolment events/open days).

Learning from othersÌýÌý

  • Seek out a mentor in this area; pay attention to activity in the different national forums (e.g. UCAS).
  • Join ¹û¶³Ó°Ôº teaching and learning administrator forums and network at events.

Formal learning

  • Attend training in servicing committees and customer service.
  • Attend training on effective time management and working practices (e.g. LinkedIn Learning).
  • Learn specialist database tool.

*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.

Adhering to principles and values

  • Upholding ethics and values.
  • Acting with integrity.
  • Utilising diversity.
  • Showing social and environmental responsibility.

Achieving personal work goals and objectives

  • Achieving objectives.
  • Working energetically and enthusiastically.
  • Pursuing self-development.
  • Demonstrating ambition.

Coping with pressure and setbacks

  • Coping with pressures.
  • Showing emotional self-control.
  • Balancing work and personal life.
  • Maintaining a positive outlook.
  • Handling criticism.

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.