This document contains role profiles for five levels of contribution by Academic Related staff (covering the range previously covered by old Academic Related Grades 1 to 6).
These profiles have been developed locally but are based on models offered by Hay, the AUT and work undertaken on behalf of UCEA on national role profiles.
To achieve its goals, as set out in the University Plan and the Research, Education and Enterprise Strategies, the University needs effective and committed support services. These support services are provided for university staff, students and/or the wider public and assist, directly or indirectly, the delivery of teaching and research by the University. The Academic Related roles covered by these profiles provide the professional leadership, management and/or senior administrative guidance to these support services.
Support roles exist in a wide range of possible locations and cover a wide range of activities. They can be located within the University’s central administration, within specialist services or at Faculty or Departmental level. They provide the University with a wide range of particular expertise in different contexts including:
Central support services at the University of Bristol are configured into functional and operational divisions of varying size and complexity (and may be reconfigured from time to time), each led by a Divisional Head under the overall responsibility of the Vice-Chancellor and Registrar. There are also support roles in the Faculty offices (some of which are the responsibility of the Academic Registry and some the responsibility of the Dean) that can be multi-functional as well as specifically focused. Much support is provided at departmental level, including substantial responsibilities in the larger departments.
Academic related roles may involve developing, operating, or maintaining site facilities or services; developing and implementing policy; providing specialist advice and/or support; providing planning advice and project management. Contacts with internal and external service users, and with external suppliers, are a common feature of many of these roles.
All such role holders require an understanding of the university’s systems and processes, and of the higher education environment. As role holders progress through the various levels they will require increasing knowledge (sometimes broad, sometimes specialist) in their field and in relation to legislative and regulatory requirements. The higher level roles will often combine professional qualification and managerial experience, and will have a substantial impact on the running and resource management of the university.
These role profiles set out the generic competencies required of role holders at the particular level. It is unlikely that any single member of staff will be applying all the competencies at any one time but they would be expected to display them over a period of time. Just as individuals will not match to the most appropriate role profile in every respect, they may provide evidence of some of the competencies and responsibilities associated with a higher level. The most appropriate level in each case will be the profile for which the match is a three-quarters fit (or more).
Each role profile incorporates the competencies of any lower levels. The role summary at the start of each profile is intended to give an overview of each level’s activities and is free-standing, whereas all other sections of the role profiles assume the competencies of the lower levels.
This is the normal entry level for staff who are recruited to train and/or develop to take on more senior academic related roles. Role holders at this level will be expected to be developing and extending their administrative, specialist or professional experience and expertise. They may be expected to be working towards a relevant qualification.
At this level, role holders will typically have tasks assigned to them by a more senior colleague. They will have ready access to advice and support but some degree of independence is permitted and a degree of initiative is expected. Role holders will be involved in the provision of general advice and/or defined services to colleagues, students and other service users within a clear policy framework and approach defined by others, but with support readily available to help in more difficult or complex situations. Individuals will be responsible for planning and organising their own work. They may be the first point of contact for service users and staff requiring advice or support. They will be expected to contribute to the identification of gaps in information and systems, and report accordingly to their line managers. They may conduct analyses to solve/resolve problems and issues with short-term consequences where necessary. On occasions role-holders in this grade will have to respond effectively to changing priorities. As they develop their experience and expertise, they may be expected to make a contribution towards the resolution of more complex problems or longer-term issues. They will need to be acquiring a growing awareness of wider university policies and priorities, and of developments in higher education and their particular field. Full role profile description.
Role holders at this level will have a sound understanding and theoretical knowledge of a relevant professional, specialist, technical or administrative field and will be developing and extending their experience within the higher education context. At this level, a greater degree of independence is granted and a significantly greater degree of initiative is expected than from somebody in Level A. Role holders will be involved in the provision of advice and/or defined services to colleagues, students and other service users, which is more complex than that provided at Level A, but still within a clear policy framework and approach defined by others and with support available to help in difficult situations. Individuals will be responsible for planning and organising their own work and, in some areas, may be expected to be leading a small team with clear responsibilities. They may be the first point of contact for service users and staff requiring advice or support. They will be expected to identify gaps in information and systems, and report accordingly to their line managers. They may conduct analyses to solve/resolve problems and issues with short-term consequences where necessary. Role holders at this level will have to respond effectively to changing priorities. They will be expected to make a contribution towards the resolution of more complex problems or longer-term issues. They should be able to respond readily to changes in the work environment, with appropriate guidance. They will need to be acquiring further awareness of wider university policies and priorities, and of developments in higher education and their particular field. Full role profile description.
Role holders at this level will have a broad knowledge of their discipline and, where appropriate, they will be professionally qualified and have in depth specialist skills and knowledge. They will have the ability to lead/manage a team either permanently or in project activity and/or will be regarded as experts in their technical field. They will be responsible for providing professional or specialist or technical or administrative (as the case may be) advice and expertise, direction and input across a range of activities. Work may involve interpreting and/or assessing needs, identifying trends, generating and testing innovative solutions. Role holders will play a significant part in setting operational procedures. Role holders will typically be accountable for the quality of service delivery in their own practice and/or immediate area of responsibility. They will provide inputs to the development of new systems and procedures and will require an understanding of the professional, legal, regulatory and policy requirements of the environment in which they work. They will have significant autonomy and freedom to act within operational policies and precedents. They will need to resolve relatively complex issues, respond to the changing work environment and manage change in their area of responsibility. Full role profile description.
Role holders at this level will be professional specialists, administrators and/or managers with high-level expertise based upon relevant professional qualifications and/or extensive vocational experience. They will exercise, within their particular functional area or faculty or department a substantial degree of independent responsibility and discretion to develop, implement or revise policies and processes. They will typically either be managing a team or teams or, as senior individual expert contributors, tackling significant planning and/or operational projects. They will be expected to set quality and professional standards in their area, develop relevant systems/procedures and have significant influence upon the structure and development of that area of activity. These roles will be responsible for developing and implementing operational plans, and contributing to longer-term plans for their area that fit within broader functional and university strategies. They will have some input into university plans with long term impact. They will initiate and lead changes in response to University policy or pressures from the external environment. Full role profile description.
Role holders at this level will be the most senior member of staff with their expertise working within their area of the University and they will be responsible for leading and managing a major area of activity or professional function across or within a major part of the University. They will typically lead a team of experienced managers and/or professionals across an area of strategic importance to the University. They will ultimately be responsible for developing and delivering the strategic plans for their area of activity and will be responsible for ensuring that the University meets both internal and external requirements. They will initiate and, through appropriate consultations and negotiation, establish policy changes to tackle new challenges, issues and situations. They will review and evaluate the development and delivery of their service and make a significant impact upon longer-term direction, strategy and objectives, advising the Senior Management Team where appropriate. Roles at this level will make a significant contribution to the overall management and future strategy of the University. Full role profile description.
