Job Family Grading Structure summary
Job families grading structure
Academic and research family
Overall Definition: Roles in this family are wholly or mainly focused on academic or research activities. They may combine elements of research, teaching and leadership or management, but the relative emphasis on these elements and the nature of the contribution will vary. Some roles will be more orientated towards research, while others will tend to concentrate on teaching, leadership and management activities. In the higher levels, there will be considerable reputation in the UK and internationally, and significant impact on the discipline or profession and on research income.
NB: Clinical academic roles are not included in this family.
In addition to the summaries given below, the full criteria for each level is available.
Summary: Roles at this level may represent the entry level for those expected to train and/or develop to take on a more senior research or academic role. Roles at this level are generally concerned either with assisting a research team or group by carrying out analyses and tests where the method and purpose are clear, or with teaching within a clear and established programme.
Summary: Roles at this level may represent the early stages of an academic career whereby the post holder undertakes a specific set of responsibilities associated with an established research or teaching programme. There may be a combination of research and education activities, with appropriate organising and managing in support of these activities and possibly some team leadership, or a specific focus on research or teaching.
Lecturer and Senior Lecturer (Academic) / Research Fellow (Research)
Summary: Roles at this level are held by individuals experienced in research and/or teaching, usually after progression from Research Associate. In some cases, their contribution spans research and education (teaching, leadership and management), although the relative importance of each of these strands may vary considerably from role to role. The research has measurable outcomes and is reflected in growing national reputation; education may involve innovation in course design and/or delivery; and the contribution to the department through leadership and management may be significant.
Reader (Academic) / Senior Research Fellow (Research)
Summary: Roles at this level commonly reflect extensive professional experience. Individuals will have a substantial reputation in their field and make a significant impact on their discipline or profession through effective and innovative academic leadership in research and/or education. Roles which focus on research will involve an established national and international reputation through original research work and a clear record of impact shown, for example in substantial and sustained research income. Other roles will combine an established research profile with a focus on teaching, research student supervision, course development and departmental leadership and management activity.
Professor (Academic) / Principal Research Fellow (Research)
Summary: Roles at this level reflect internationally recognised leadership and a substantial and sustained reputation in research and education by outstanding contributions to its advancement. In research, there will be a sustained international reputation based on an extensive track record of research with a major influence on the discipline or profession and a significant impact shown, for example in sustained influence on research income. In education, specialists at this level will have broadened and deepened their impact on teaching methods and systems, both internally and externally and there will be evidence of creative and scholarly work which has had a significant impact. For either role, there will generally be significant leadership responsibilities on behalf of the department and/or the College and a significant management contribution.
Learning and teaching family
Overall Definition: The Learning and Teaching job family recognises achievements in the delivery of the College's educational mission, educational leadership, educational transformation, educational scholarship, and national and international leadership roles which support the College's mission to excel and to lead in the field of Higher Education.
Learning and Teaching Job Family - Learning Technologist Role Profiles- Representative Work Activities
Learning and Teaching Job Family - Teaching Fellow Role Profiles - Representative Work Activities
The Learning and Teaching Job Family also includes three Academic roles: Associate Professor of Education (Level D), Reader in Education (Level D) and Professor of Education (Level E). Full information on criteria and how to apply for promotion may be found on the Academic Promotions' webpage.
Operational services family
Overall Definition: Roles in this family are concerned with operating and running the facilities of the College. They involve direct or indirect service provision for students and staff, through for example, catering, cleaning, gardening, moving and storing materials, sorting mail, providing a security presence and other site services or sport or sporting activity. Some roles are about providing these services personally, others enable or manage the services.
In addition to the summaries given below, full criteria for each level is available.
Summary: Roles at this level involve providing services in support of students and staff often as part of a team engaged in similar activities. The procedures and routines are well established and subject to direct supervision. There is no requirement for planning beyond the prioritisation of tasks.
Summary: Roles at this level either plan, supervise and review work done at Level 1 or are training or engaged in activities which use technical and practical skills drawn from vocational equivalent past experience. They involve planning of at least the jobholder's own and/ or others’ work, and accountability for the quality of the work carried out.
Summary: Roles at this level either manage operational services work of some volume or complexity or provide advice and technical input based on extensive practical learning. Dealing with people is an important ingredient, whether they are staff managed by the jobholder, contractors or customers, and there is often budgetary responsibility or impact.
Summary: Roles at this level involve either line management responsibility for a significant unit or analysis and advice drawing on extensive practical technical understanding. There will be responsibility for financial performance and there may be responsibility for project or contract management. All roles involve a wide range of interaction with, and influencing of, others.
Operational roles above Level 4 are found in the Professional Services job family. They involve either line responsibility for significant areas of the estate, operation or leisure facilities and services, or design and project management drawing on a professional qualification and some experience. The finanacial impact is significant, whether it is upon directly managed resources, projects or assets.
Note: For roles at this level and above, see Professional services job family.
Professional services family
Overall Definition: Roles in this family are engaged in the provision of professional and administrative support services to College staff and students and sometimes to the wider public. The work might involve administrative support, developing and implementing policy, specialist services or project management. Contacts with internal and external customers, and with external suppliers, are a common feature. All roles require an understanding of the College’s systems and processes. The higher levels often combine professional qualifications, managerial experience and a substantial impact on the running and resources of the College.
In addition to the summaries given below, full criteria for each level is available.
Summary: Roles at this level are engaged in prescribed, reactive work, performing straightforward tasks within established routines and procedures and under regular or direct supervision. They involve responding to routine queries/issues/circumstances, and referring any unusual or non-routine situations to others. The work is typically to short deadlines, providing courteous and effective service to others.
Summary: Roles at this level work within established processes and procedures, with minimum day to day supervision but clear guidance, to provide a range of support services to an agreed quality standard or specification. The role requires a working knowledge of the system/process/operating environment, and may have specific responsibility for a clearly defined section or sub-section of work. It involves dealing with less routine queries/issues/circumstances, referring conflicts or more complex situations to a manager/supervisor. Independence and initiative in the arrangement of immediate work priorities is required to react to changing priorities.
Summary: Roles at this level require a detailed understanding of methods, systems and procedures gained through significant practical experience and/or through formal training. The work requires the exercise of initiative and judgement on how to address and resolve problems with minimal guidance and instructions from senior colleagues. There is discretion to determine short-term priorities and, if applicable, the priorities of a team of people involved in the same type of work. Contributions include proposing and implementing improvements to current working methods.
Summary: Roles at this level provide professional advice and/or support, directly or indirectly, to faculty/division/department/work unit based upon a full understanding of a technical, professional or specialised field. They plan and ensure progress within established procedures and clearly defined College policy. They are expected to identify gaps in information, and conduct analyses to solve/resolve problems and issues with short-term consequences. They put forward recommendations on managing more complex situations. Individuals are responsible for planning and organising their own work or that of a team of colleagues, who may be involved in different types of work. There is a need for liaison and the co-ordination of activities across a numbers of subsections of the College/faculty/division/department. The work involves encountering changing priorities and differing situations.
Summary: Roles at this level are held by experienced professionals responsible for providing proven specialist/technical expertise, and/or managing a diverse team and/or resources. Work will often involve interpreting or assessing customer needs, identifying trends, generating original ideas and testing innovative solutions where these are not obvious. Individuals are typically accountable for the quality and professionalism of service delivery and are permitted discretion provided that activities are consistent with operational policies and precedents. There is a requirement to plan and organise individual and/or team activity to integrate and coordinate work across different parts of the College/faculty/division/department.
Summary: Roles at this level are held by professional specialists with high-level expertise, exercising within their particular functional area a substantial degree of independent professional responsibility and discretion, working to broad parameters and policy guidance. Work includes significant professional expertise and/or experience to develop and implement revised or new administrative/technical/professional policies and processes. Individuals will typically be managers of functional areas or senior individual contributors tackling planning and operations over a timescale of a year or years. They are expected to set quality and professional standards and manage service delivery, and have significant influence upon the structure and development of their area of activity. The work includes developing and implementing operational plans and contributing to the longer-term plans for the area to fit with broader functional and College strategy.
Summary: Roles at this level are held by the most senior staff, typically leading and directing a team of managers and/or highly qualified professionals across a major area of activity that is of strategic importance to the College. They are responsible for developing and delivering the strategic plans for their area, securing and deploying the resources necessary to meet the current and future needs of the College. They manage performance and are accountable for ensuring that the College meets both internal and external requirements. Individuals initiate, and through appropriate consultations and negotiations, establish policy changes to tackle major issues and situations, advising the College’s senior management team as appropriate. Through their interactions with senior colleagues, they have a substantial impact on College direction and strategic objectives.
Technical services family
Overall Definition: Roles in this family provide technical and/or scientific support to research and teaching. They offer support to academic staff and students, for example by providing technical design and manufacturing services and giving technical advice, by setting up and operating equipment - including to support meetings and seminars, running analyses and tests. Working as part of a support team is a common feature, and at higher levels the roles involve either highly specialised expert advice and support or line responsibility for a substantial technical service group. Contacts with internal and external customers, and with external suppliers, are a feature.
In addition to the summaries given below, the full criteria for each level is also available.
Summary: Roles at this level work as part of a team to provide scientific and/or technical support to staff, students and more senior colleagues working on straightforward tasks within well established routines and procedures under regular, direct supervision and sometimes while undergoing formal training.
Summary: Roles at this level require specific technical or practical skills and a well-developed working knowledge of technical or scientific practices and procedures acquired through on-the-job and/or through vocational training. Work will involve the application of skills and knowledge to provide a range of technical support activities. Work activities will typically follow an established working pattern. Supervision received is in the form of general guidance on routine work.
Summary: Roles at this level display an in-depth knowledge of technical or scientific practices, methods and procedures gained through either experience and/or formal qualification and apply this knowledge to provide a range of technical support activities.
Summary: Role holders at this level have recognised technical expertise. They may have supervisory responsibility for a technical service or team, where the primary focus will be on planning, overseeing and reviewing the work of the team and/or will operate as individual technical advisers, supporting teaching or research activity through the provision of specialist support activity.
Summary: Roles at this level will have recognised technical OR managerial experience and will EITHER have management responsibility for the delivery of a technical service OR will operate as individual technical advisers supporting teaching or research activity through the provision of specialist activity. Whilst all individuals at this level will be technically up-to-date, individual specialists will be seen as experts.