¹û¶³Ó°Ôº

Experiences

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

• Managing the coordination of activities and support for students (e.g. implementing arrangements for adjustments, student induction, well-being events)
• Working with academics and other stakeholders to ensure that support for students is fair and consistent; organising personal tutoring
• Using the student success platform
• Challenging/escalating instances of deviation from standard practices
• Evaluating and reviewing practices and procedures and making recommendations to change, and influencing policy direction
• Potential for line management responsibility and delegating to others, depending on context; keeping updated on current compliance issues, regulatory changes and sector best practice (e.g. duty of care and safeguarding, GDPR and Tier 4 requirements)
• Oversight of issues relating to personal student information
• Resolution of more complex student support issues; responding to sensitive information with emotional intelligence
• Understanding and supporting others with selfmanagement and self-care in relation to dealing with sensitive and potentially distressing situations or information.

Personal and professional development

Development options to consider when working towards this level

Learning on the job

• Contribute to projects, and discussions to further continuous improvement
• Take a reflective approach to your work and suggest improvements
• Get involved with citizenship projects that widen your perspective and experience
• Demonstrate ability to anticipate and respond proactively to arising issues.

Learning from othersÌýÌý

• Seek out opportunities to employ and refine coaching and active listening skills
• Gain an understanding of the HE context and challenges
• Network actively with peers and colleagues, get involved with professional organisations (e.g. Association of University Administrators (AUA), Association of Managers of Student Services in Higher Education (AMOSSHE)
• Act as mentor to others
• Stay up to date with student news, social media platforms and with ¹û¶³Ó°Ôº networks
• Attend the ¹û¶³Ó°Ôº Teaching Administrator Conference.

Formal learning

• ‘Practitioners’ at this level (e.g. clinical roles) will be expected to hold and maintain appropriate professional qualifications (e.g. British Association for Counselling and Psychotherapy (BACP)
• Attend training on having ‘challenging conversations’
• Complete national e-learning for suicide prevention and mental health first aid
• Attend relevant ARENA training at ¹û¶³Ó°Ôº
• Consider an Higher Education Academy (HEA) accreditation.

*ÌýYou may wish to explore the listed formal training themes / topics onÌýLinkedIn Learning.

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Transferable skills and competencies

¹û¶³Ó°Ôº uses the Universal Competency Framework (UCF) to discuss transferable skills. Find out moreÌýdetails on the framework.

Deciding and initiating action

• Making decisions.
• Taking responsibility.
• Acting with confidence.
• Acting on own initiative.
• Taking action.
• Taking calculated risks.

Relating and networking

• Building rapport.
• Networking.
• Relating across levels.
• Managing conflict.
• Using humour.

Working with people

• Understanding others.
• Adapting to the team.
• Building team spirit.
• Recognising and rewarding contributions.
• Listening.
• Consulting others.
• Communicating proactively.
• Showing tolerance and consideration.
• Showing empathy.
• Supporting others.
• Caring for others.
• Developing and communicating self-knowledge and insight.

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