Lecturer/Senior Lecturer in Diagnostic Radiography

Job responsibilities

1. Core activities - Learning and teaching

(a) Prepare innovative educational materials to deliver high quality teaching as evidenced by strong module feedback and high student success on taught modules, as appropriate, in the subject area

(b) Undertake module co-ordination/leadership, as appropriate, including contributing to the development of specified, high quality modules/courses which meet students needs as specified by the Executive Dean (or delegate)/Head of Department

(c) Prepare, invigilate, mark and moderate assessments, in accordance with University policies and procedures, providing provide timely and effective feedback to students

(d) Contribute to the practice based learning of students, field trips, residentials and other student activities as required from time to time

(e) Provide personal tutoring and mentoring of students in accordance with University policies and procedures as required from time to time

2. Core activities - Research, knowledge transfer and professional impact

(a) Remain abreast of the developments in the relevant academic discipline

(b) Actively support School/University activities that promote or develop research, KT and professional practice

3. Core activities - administration, management, leadership and citizenship

(a) Support for the core business of the School, including participation in the processes for the recruitment, selection, enrolment, and induction of students, attendance at University recruitment events visits to partner schools and other marketing initiatives etc.

(b) Administrative duties required for the smooth running of the School, including monitoring attendance, maintaining assessment records and carrying out module evaluations, in accordance with the regulations of the time

(c) Attendance and participation meetings related to the subject area delivery and development, including Course Boards, Examination Boards and other Departmental, School and University meetings

(d) External engagement as appropriate (with the professional discipline, local community, schools and colleges, employers, international partners)

(e) Mentorship of colleagues

(f) Demonstrate positive attitude, actions and commitment across all areas of activity including Equality, Diversity and Inclusion

1. Higher level activity examples - Learning and teaching

(a) Publish in educational journals and other academic media

(b) Contribute to conferences through lectures or poster presentations

(c) Win educational grants

(d) Receive educational recognition (e.g. nomination for awards or external acknowledgement)

1. Higher level activity examples research

Achievements in some of the following areas, at a level consistent with national impact in the appointees discipline:

(a) Publications (journals, books, chapters that are nationally recognised)

(b) Other research outputs (e.g. exhibitions, compositions, direction/production of performances etc.)

(c) Research grants as principal or co-investigator

(d) PhD supervision

(e) Research presentations at symposia and conferences

1. Higher level activity examples knowledge transfer

(a) Winning external funding for applied research

(b) Winning educational funding (e.g. partnerships and collaborations)

(c) Coordinating and/or delivering CPD

(d) Developing patents and spin out companies

(e) Developing research to provide impact in society or in the economy

1. Higher level activity examples professional impact

(a) Fellowship (or equivalent) of professional bodies

(b) Contributing to successful bids for commissioning of professional education, or contributing to major commissions

(c) Contributing to higher-level CPD in the discipline

(d) Assisting in organising conferences, symposia and seminar programmes.

1. Higher level examples administration, management, leadership and citizenship

(a) Management and leadership within the School at course level, or through contribution to School/University activities

(b) Work with charities/NGOs

Qualifications

Essential

• A good honours degree, or equivalent, in a relevant subject with an appropriate subject specialism (essential).
• Registration with the HCPC (essential)

Desirable

• A postgraduate qualification or relevant professional experience or PhD in an appropriate or closely related discipline (desirable)

Experience

Essential

• A: Teaching experience
• Evidence of ability to meet the teaching needs of the School at degree level and/or postgraduate level (essential)
• Evidence of undertaking PhD supervision in the subject area (desirable)
• Substantial post registration experience as a diagnostic radiographer (essential)
• Contemporary working knowledge of UK health care policy, particularly in relation to radiography (essential)
• B: Pedagogy
• Evidence of a reflective and thoughtful approach to pedagogy with emphasis on: effective communication; the use of stimulating and effective learning and teaching strategies; and the development of effective blended learning and digital/remote delivery strategies.
• C: Academic management and planning
• Ability to contribute to Academic Management and Planning at Department and School levels. Ability to take a leadership role within the Department with a proven record of management skills including the ability to motivate staff. Able to demonstrate an ability to successfully undertake the management of projects. An ability to multi-task, problem-solve and work under pressure is essential. You will be expected to be able to manage and prioritise workload to meet set deadlines.
• D: Research and scholarship, enterprise, and professional engagement
• Evidence of significant achievement or potential to make a substantial contribution to the work of the Department and School in respect of at least one of the following three areas:
• E: Research and scholarship
• Evidence of ability to contribute to the scholarly profile of the Department and where appropriate, to enhance the Schools Research Excellence Framework submission profile.
• F: Enterprise
• Potential to contribute to the income generating activities of the Department through, inter alia, consultancy, CPD provision, KTPs, and contributing expertise to support Enterprise Centre projects.

Behavioural Framework

Essential

• Student and Service Orientated
• Providing students and stakeholders with a great service is fundamental to all our work. For leaders, it is about having a mindset of seeking out feedback and complaints and seeing them as excellent opportunities to improve. Coupled with the skills to build systems and processes, and to resolve conflicts or disagreements.
• Seeing the Big Picture
• For LSBU, seeing the big picture is about having an in-depth understanding and knowledge of how your role fits with - and supports - organisational objectives and the wider Corporate Plan. For leaders, it is about scanning the internal and external HE/FE context and taking account of wider impacts to develop long term implementation strategies which maximise opportunities to add value to students and support sustainable growth.
• Taking Ownership
• In our organisation, taking ownership is rooted in taking responsibility for the tasks and duties of your role. For leaders it is about ensuring that accountability is role modelled within their own teams, holding others to account, enabling trusting and constructive relationships, making effective decisions, understanding delegation, and encouraging staff development.
• Inclusive Working
• LSBU is a diverse organisation in a diverse community. We focus on inclusive working to ensure all voices are heard and all staff understand the value of contributions which others bring, both inside and outside of their teams. For leaders it is about actively demonstrating how they listen to and acknowledge all contributions and viewpoints.
• Outcome Focused
• It is crucial for us to deliver an excellent experience for students and customers, so we want staff who can seek out and implement solutions - balancing quality, effectiveness, and outlay. For leaders, it is about building a performance culture where staff are given space, authority, and support to deliver outcomes. Its also about keeping a firm focus on priorities and addressing performance issues resolutely, fairly and in a timely manner.
• Changing and Improving
• We want to work in smarter, more focused ways, so look for staff open to learning from what has worked - as well as what has not worked and who are open to change and improvement. For leaders, this is about creating and encouraging a culture of innovation - and allowing people to consider and take informed decisions. It means continuously seeking out ways to improve the student/ customer experience and build a leaner, more flexible, and responsive LSBU. This includes alternative delivery models such as digital, shared service approaches and hybrid learning.
• Leading and Communicating
• We want people who show a pride and passion for the student experience or support service who can communicate purpose and direction with clarity, integrity, and enthusiasm. Its about championing our values internally and externally. For leaders, it is about being visible, establishing clear direction and a persuasive future vision - managing and engaging with people in a straightforward, truthful, and candid way.

Disclosure and Barring Service Check

This post is subject to the Rehabilitation of Offenders Act (Exceptions Order) 1975 and as such it will be necessary for a submission for Disclosure to be made to the Disclosure and Barring Service (formerly known as CRB) to check for any previous criminal convictions.

Certificate of Sponsorship

Applications from job seekers who require current Skilled worker sponsorship to work in the UK are welcome and will be considered alongside all other applications. For further information visit the UK Visas and Immigration website (Opens in a new tab).

From 6 April 2017, skilled worker applicants, applying for entry clearance into the UK, have had to present a criminal record certificate from each country they have resided continuously or cumulatively for 12 months or more in the past 10 years. Adult dependants (over 18 years old) are also subject to this requirement. Guidance can be found here Criminal records checks for overseas applicants (Opens in a new tab).

UK Registration

Applicants must have current UK professional registration. For further information please see NHS Careers website (opens in a new window).