Role Profile – Grade 8 ARE
Senior Research Fellow
Job Title:
Senior Research Fellow in Epidemiology
Generic Job Title:
Senior Research Fellow
Reporting to:
Professor of Epidemiology and
Population Health, Lead of Blood Borne
Virus Research Group
School/
Department:
School of Health & Life Sciences/
Blood Borne Virus Research Team
Job Family:
Academic, Research Enterprise
Grade:
8
Main Purpose
of the Role:
The Senior Research Fellow will be attached to the Blood Borne Virus (BBV) Research Team within the
School of Health and Life Sciences. The research of this team focuses on the epidemiology of BBVs
(particularly hepatitis C) and associated health behaviours and outcomes. The research is both
methodological and applied, involves working with professionals from a wide-range of disciplines
(addiction, epidemiology, health economics, public health, and statistics, to name just a few) and
spans activities (including population-based surveys, surveillance initiatives, novel record-linkage
studies, and statistical/economic modelling) designed to inform and evaluate public health
interventions. The team has an excellent track record in, and is internationally recognised for,
translating research into evidence-based public health policy and practice, supporting initiatives at a
National (e.g. Scottish Government’s Hepatitis C Action Plan), European (e.g. ECDC/EMCDDA guidance
on the prevention and control of infectious diseases among people who inject drugs), and Global (e.g.
World Health Organisation’s guidance on the screening, care and treatment of chronic hepatitis C
infection) level.
This new appointment would provide senior support to the delivery of a five year research contract
with Health Protection Scotland (the organisation which coordinates, supports and advises on health
protection activities across the country) to undertake epidemiological research on the effectiveness
of interventions to prevent, diagnose and treat BBVs. The research generated will inform the Scottish
Government’s Framework on Sexual Health and BBV (2015-2020).
The Senior Research Fellow would provide leadership within the team on research and development
activities in respect of the prevention of BBVs and other infections among people who inject drugs
(PWID), drawing on personal specialist knowledge of both research and the subject area. They
would attract research funding from diverse sources by formulating salient research proposals and
using networking skills to provide appropriate research projects.
Summary of
Activity:
Examples of role specific activity include:
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Development of, with support and mentorship, a programme of research on BBVs and associated
infections and health behaviours among PWID.
Leading on the analysis of data held at HPS to address key research questions in relation to BBVs
and associated infections and health behaviours among PWID.
Support, and where appropriate deputise for, the Research Team Lead on research and
development activities in the University and particularly in respect of the HPS research contract.
Work closely with members of the Blood Borne Virus & Sexually Transmitted Infection Team at
HPS, supporting surveillance and coordination activities where appropriate in the area of
prevention of BBVs and other infections among PWID. This could involve national/regional
meetings with Scottish Government/NHS Boards/other stakeholders, annual reports, and
directing/mentoring colleagues.
Support the development of collaborative research with other teams within the Public Health
theme and more widely across the University, including through relevant PhD supervision.
Be active at presenting research at relevant national and international scientific and other
Grade 8 Senior Research Fellow
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Academic, Research Enterprise
Role Profile – Grade 8 ARE
Senior Research Fellow
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stakeholder conferences.
Explore avenues for, and contribute where appropriate to, research on the epidemiology of
alcohol and drugs in Scotland with HPS and other key partners involved in evaluating Scotland’s
Alcohol and Drugs Strategies.
Lead on and oversee the publication of research findings in high-quality peer-reviewed journals.
Apply for grant funding to support and facilitate new and existing research.
To promote the University’s reputation in public health research, through collaboration and
liaison with a range of stakeholders, including Scottish/UK Government, NHS boards, nongovernment organizations and industry.
Contribute to the public health teaching and learning activity of the School where appropriate.
Examples of generic activity include:
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Take a lead role in the development of research strategy.
Lead and co-ordinate research activity.
Develop and lead collaborative research with other partners and for external bodies.
Prepare and lead bids for research, consultancy and other additional funds.
Write and/or significantly contribute to research publications.
Make presentations at national and international conferences and events.
Promote enhancement of research quality in the department and research field.
Promote and market the work of the department in the subject area both nationally and
internationally.
Develop new knowledge in area of specialism and maintain recognition as a leading authority in
the subject area.
Identify areas for strategic development and make decisions regarding operational aspects of own
research programme.
Undertake staff appraisal.
Responsible for organising and deployment of resources within areas of responsibility.
Chair committees and lead project teams as appropriate.
Lead internal and external networks to foster collaboration to promote the university’s research
profile.
Lead teams within areas of responsibility.
Balance priorities of research and competing demands.
Demonstrate in depth knowledge of area of specialism being recognised as an authority at
national and international level.
Provide the expertise to stimulate the development of new knowledge and innovation.
Play a lead role in ensuring the department’s research profile positively influences its teaching
strategy.
Supervise post graduate work and contribute to area of specialism.
Ensure appropriate framework is available and used for pastoral care issues.
Resolve team issues through standard procedures.
Responsible for the management, implementation and compliance with Health and Safety
regulations, standards and processes within your area of responsibility and control.
Any other tasks appropriate to the post and in line with School/Department business needs.
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Academic, Research Enterprise
Role Profile – Grade 8 ARE
Senior Research Fellow
Person Specification
Criteria
Essential
Education,
Qualifications
& Training
PhD in an epidemiology/publichealth related topic.
Desirable
Evidence
Application
Qualifications
Training/experience in
epidemiological study design,
implementation and analysis.
Minimum of five years experience
working within a multidisciplinary
epidemiology/public health
environment.
Skills,
Knowledge &
Competencies
Knowledge of the literature in the
relevant subject area.
A track record of publishing papers
in the relevant subject area.
Application
Track record of publishing first
author papers in high quality
academic health journals
Experience of working closely and in
partnership with NHS colleagues to
develop and operationalise research
projects.
Interview
Experience of managing research
projects.
A track record of obtaining research
funding from high quality health
services research funding bodies.
Highly developed statistical analysis
skills, with working experience of
large complex datasets and
specialised statistical software.
Experience of managing a research
project to budget.
Experience in presenting to a range
of audiences, including scientific and
non-scientific.
Experience of writing applications
for and obtaining NHS ethics and
other governance approvals.
Ability to mentor and develop junior
researchers.
Experience of supervising a PhD to
successful completion.
References
Experience of managing and
supervising staff.
Ability to work effectively as part of
a team.
Capable of working with a high level
of individual responsibility.
Good time management and
organisational skills and ability to use
initiative.
Excellent written and oral
communication skills.
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Academic, Research Enterprise
Generic HERA Activity – Grade 8 ARE
Senior Research Fellow
1
Communication
This element includes communication through written/electronic/visual/verbal means, and in both informal/formal
situations. This may include the need to convey basic factual information clearly and accurately, conveying
information in the most appropriate format and explaining complex or detailed specialist information.
Required to convey and understand communication of a complex or conceptual nature which typically would not
be immediately understandable to those outside the area of work.
2
Teamwork and Motivation
This element includes team work and team leadership when working in both internal and external teams. This may
include the need to contribute as an active member of the team, motivating others in the team and providing
leadership and direction for the team.
Oversees tasks of the work team i.e. an operational task leader, this would include being responsible for
allocating work, monitoring its achievement by team members and providing feedback to them an expected to
take initial remedial action if required. May be the overall leader of the team, setting the overall goals, directing
the team and identifying what needs to be done, by when, and be responsible for the work of several sections or
units within the overall team.
3
Liaison and Networking
This element includes liaising with others both within and outside the institution and creating networks of useful
contacts. This may include passing on information promptly to colleagues, ensuring mutual exchange of
information, influencing developments through one’s contacts and building an external reputation.
Liaison and networking for the purpose of exchange of information for effective working, influencing events or
cementing long term relationships, involvement in planning teams or working groups and membership of
professional bodies or with other education providers or employers’ organisations.
4
Service Delivery
This element includes the provision of help and assistance to a high standard of service to students, visitors,
members of staff and other users of the institution. This may include reacting to requests for information or advice,
actively offering or promoting the services of the institution to others and setting the overall standards of service
offered.
Expected to initiate contact with customers, explore customers’ needs and adapt the service to meet them.
5
Decision Making Processes and Outcomes
This element includes the impact of decisions within the institution and externally. This may include decisions which
impact on one’s own work or team, decisions which impact across the institution and decisions which could have
significant impact in the longer term within or outside the institution.
Independent decision-making around formation of an agreement with an external body that would affect several
areas of work or tie in the University for some time, member of committee or team with decision making remit to
vary a business plan or to start a pilot project and recommend ways of developing courses and programmes of
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Academic, Research Enterprise
Generic HERA Activity – Grade 8 ARE
Senior Research Fellow
study.
6
Planning and Organising Resources
This element includes organising, prioritising and planning time and resources, be they human, physical or financial.
This may include planning and organising one’s own work, planning work for others on day to day tasks or on projects,
carrying out operational planning and planning for coming years.
Plan and prioritise the day-to-day work of others to meet agreed objectives, and may be responsible for
formulating the type of plan that will affect a substantial area of work, is likely to last longer than one year and
will possibly involve people from several teams and may be responsible for formulating the type of plan that will
affect a substantial area of work, and possibly involve people from several teams.
7
Initiative and Problem Solving
This element includes identifying or developing options and selecting solutions to problems which occur in the role.
This may include using initiative to select from available options, resolving problems where an immediate solution
may not be apparent, dealing with complex problems, and anticipating problems which could have major
repercussions.
Expected to use judgement to resolve problems that are predictable but occur less frequently, and could be
required to resolve problems that occur infrequently and when the available guidance is not specific in the
absence of line manager.
8
Analysis and Research
This element includes investigating issues, analysing information and carrying out research. This may include
following standard procedures to gather and analyse data, identifying and designing appropriate methods of
research, collating and analysing a range of data from different sources and establishing new methods or models for
research, setting the context for research.
This is the highest level and is aimed at those who are required on a regular basis to initiate major research
activities or lead investigations into significant matters
9
Sensory and Physical Demands
This element includes the sensory and physical aspects of the role required to complete tasks. This may include
physical effort, co-ordination and dexterity, using aural evidence to assess next actions, applying skilled techniques
and co-ordinating sensory information and high levels of dexterity where precision or accuracy is essential.
Will need skills obtained through practice over a period of time or during practical training. Care, precision and
accuracy will be normally expected.
10 Work Environment
This element includes the impact the working environment has on the individual and their ability to respond to and
control that environment safely. This may include such things as the temperature, noise or fumes, the work position
and working in an outdoor environment.
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Academic, Research Enterprise
Generic HERA Activity – Grade 8 ARE
Senior Research Fellow
Based in the sort of working environment that has little impact on the way in which the work is performed and
presents a low level of risk and may undertake regular activity for which using standard protective clothing or
safety equipment and following standard procedures is required.
11 Pastoral Care and Welfare
This element includes the welfare and well being of students and staff within the institution, in both informal and
formal situations. This may include the need to be aware of the support services available, giving supportive advice
and guidance and counselling others on specific issues.
Covers basic sensitivity to and consideration of other people's needs or feelings and may include dealing with signs
of obvious distress, and includes being required to react to predictable welfare issues which are covered by
documented procedures.
12 Team Development
This element includes the development of the skills and knowledge of others in the work team. This may include the
induction of new colleagues, coaching and appraising any individuals who are supervised, mentored or managed by the
role holder and giving guidance or advice to one’s peers or supervisor on specific aspects of work.
Responsible for providing training or instruction to other members of the work team on a regular basis and be
expected to train or instruct other members of the work team on a regular basis.
13 Teaching and Learning Support
This element includes the development of the skills and knowledge of students and others who are not part of the work
team. This may include providing instruction to students or others when they are first using a particular service or
working in a particular area, carrying out standard training and the assessment and teaching of students.
Involved in providing regular and routine instructions, straightforward demonstrations and explanations.
14 Knowledge and Experience
This element includes the relevant knowledge needed to carry out the role, however acquired, whether this is technical,
professional or specialist. This may include the need for sufficient experience to carry out basic, day to day
responsibilities, the need for a breadth or depth of experience to act as a point of reference for others and the need to
act as a leading authority in one’s field or discipline.
Required to be regarded as an authority in the academic area, required to have specialist expertise sufficient to
challenge or lead thinking, required to provide guidance or opinion and act as a source of expertise, this level of
knowledge is generally acquired after extensive experience following formal qualification and is recognised by
professional or public acclaim and will be expected to reflect on practice and engage in continuous professional
development activities to keep his or her knowledge base and skills up to date and to develop them further.
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