Planning and Governance - grade 7
Example job roles: Advisory Support, Senior Administration, Management
Level:Ìý ÌýÌýIndependent
Experiences
Activities and responsibilities likely to be required when working at this level
- Operating and developing technical knowledge within a defined area of expertise (e.g. student surveys and engagement, quality assurance, research misconduct) or within an academic unit
- Developing and applying regulations within the defined area (expertise or academic unit) and possibly leading a team
- Working independently within quality assurance frameworks
- Providing expert advice and guidance, including in some complex/new situations (e.g. fair application of regulations and policies, complaints management, student discipline)
- Producing and/or using data to inform insight (e.g. analysing results of student surveys, reporting on outcomes of extenuating circumstances applications)
- Planning and undertaking activities that respond emerging priorities alongside business as usual tasks
- Contributing to the development of policies and practices (expertise or academic unit)
- Awareness of the wider internal and external context (e.g. other Ïã¸ÛÁùºÏ²Ê academic units and HEIs)
- Involvement in the management of committees and working groups
- Confident communication of complex information including high quality reports and presentations to senior staff and committees within a defined work area.
Personal and professional development
Development options to consider when working towards this level
Learning on the job
- Taking on projects that help develop an advanced practical application how to make best use appropriate technology (e.g. Excel) in order to manage work
- Build expertise in advising with reference to Ïã¸ÛÁùºÏ²Ê regulations, both as they relate to your area of work, and the wider institution and sector
- Develop experience of managing resources (e.g. people supervision and/or finance).
Learning from othersÌýÌý
- Get involved with the Association of University Administrators (AUA) sign up to mailing lists or attend conference or meetings
- Take the initiative to join and contribute to a change project or a working group.
Formal learning
- Building advanced knowledge of education support systems such as Portico and Moodle
- Advanced training in MS Office packages (Excel, Word, Outlook)
- Attend training in data analysis and manipulation (e.g. LinkedIn Learning and Ïã¸ÛÁùºÏ²Ê training).
*ÌýYou may wish to explore the listed formal training themes / topics onÌýLinkedIn Learning.
Transferable skills and competencies
Ïã¸ÛÁùºÏ²Ê uses the Universal Competency Framework (UCF) to discuss transferable skills. Find out moreÌýdetails on the framework.
Adapting and responding to change
- Adapting.
- Accepting new ideas.
- Adapting interpersonal style.
- Showing cross-cultural awareness.
- Dealing with ambiguity.
Analysing
- Analysing and evaluating information.
- Testing assumptions and investigating.
- Producing solutions.
- Making judgements.
- Demonstrating systems thinking.
Planning and organising
- Setting objectives.
- Planning.
- Managing time.
- Managing resources.
- Monitoring progress.
Ïã¸ÛÁùºÏ²Ê Ways of Working
These describe expected behaviours in line with Ïã¸ÛÁùºÏ²Ê 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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