Role Profile – Grade 7 ARE
Lecturer
Job Title:
Lecturer in Physiotherapy
Generic Job Title:
Lecturer
Reporting to:
Assistant Head of Department
SHLS
Job Family:
Academic, Research Enterprise
School/
Department:
Grade:
Main Purpose
of the Role:
The main purpose of this role is to contribute to the delivery and development of pre-registration and
post-registration physiotherapy programmes. The post holder will be expected to engage in research
and/or scholarly activity and to help develop the profile of the Department in the UK and
Internationally.
Summary of
Activity:
Examples of role specific activity include:







7
Undertake learning, teaching and assessment of students at undergraduate and postgraduate
level: specifically, modules relating to Neurological Rehabilitation, Research, Inter-professional
Education and physical activity.
Assist with practice education modules.
Work in the capacity of academic advisor to students across the suite of programmes.
Where relevant, disseminate your knowledge, skills and practice experience through your
teaching.
Where relevant, disseminate your knowledge, skills and practice experience of research.
Where relevant, apply your knowledge, skills and practice experience of e-learning through your
teaching.
Any other tasks appropriate to the post and in line with School/Department business needs.
Examples of generic activity include:
 Design, develop and deliver a range of teaching materials for study at various levels and
contribute to the development of programmes.
 Review and update teaching material with appropriate regularity.
 Contribute to the development and apply innovative and appropriate teaching techniques and
skills to promote student application and cognitive development.
 Apply appropriate quality standards and measurements to teaching activities and learning
outcomes.
 Demonstrate a developing in-depth understanding of area of specialism and pedagogy to the
extent of professional recognition.
 Engage in pedagogical, professional and specialist research.
 Write or contribute to publications to disseminate research findings and/or contribute to
professional discourse.
 Make presentations at national and/or international conferences and present work at other
appropriate events.
 Ensure curricula are underpinned with appropriate research.
 Contribute to consultancy and income generation activities.
 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 Department/School business needs.
Grade 7 Lecturer
Page 1 of 5
Academic, Research Enterprise
Role Profile – Grade 7 ARE
Lecturer
Person Specification
Criteria
Essential
Desirable
Evidence
Education,
Qualifications
& Training
MSc level degree / Postgraduate
qualification in Physiotherapy.
PhD or Doctorate in an appropriate
area.
Application
HCPC Registration (Physiotherapy
Board)
Postgraduate teaching qualification
or equivalent professional status
with Higher Education Academy.
Membership of the Chartered
Society of Physiotherapy
Skills,
Knowledge &
Competencies
Specialist knowledge and skills in
Neurological Rehabilitation
Flexibility and the ability to work
independently and to use own
initiative.
Relevant post qualifying practice
experience.
Experience of working within and
inter-professional team.
Experience of being a practice
educator.
Member of the Association of
Chartered Physiotherapists
Interested in Neurology (ACPIN).
Experience of lecturing in HE and
curriculum development
Experience of multi-professional
team working
Qualifications
Application
References
Interview
Specialist knowledge and skills in any
area of physiotherapy practice allied
to one of the themes in the Institute
for Applied Health Research
(http://www.gcu.ac.uk/iahr/ )
Evidence of publishing in high quality
journals
Good IT skills.
Sound networking skills and selfmanagement skills.
Grade 7 Lecturer
Page 2 of 5
Academic, Research Enterprise
Generic HERA Activity – Grade 7 ARE
Lecturer
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.
Required to offer mutual support to colleagues in a team where the members are all pulling together. This may
be in a self directed or leaderless team, or in a team with a remote leader. For example a member of staff who
as part of a team is expected to act as a role model to less experienced colleagues and supports their work as
required.
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, used for those roles
where ongoing relationships are important and may be used when the role holder is required to create a
network to pass on information or obtain feedback.
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.
Responds to requests for information, provides answers to questions regularly posed, drawing upon preprepared materials for the answers, responds to breakdowns, system or mechanical failures or predictable
requests for help and may be asked 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 allocation of resources that will affect the work of people outside the
immediate work team, member of committee or team with decision making remit to vary a business plan or to
Grade 7 Lecturer
Page 3 of 5
Academic, Research Enterprise
Generic HERA Activity – Grade 7 ARE
Lecturer
start a pilot project and recommend ways of developing courses and programmes of 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.
Expected to decide own pattern of work and select the order in which tasks are completed, ensuring the
required output is achieved. May occasionally plan and prioritise the day-to-day work of others to meet agreed
objectives.
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.
Required to decide how to conduct the investigation as well as analyse and interpret the results and may
occasionally involve the investigation of complex matters and issues
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.
Grade 7 Lecturer
Page 4 of 5
Academic, Research Enterprise
Generic HERA Activity – Grade 7 ARE
Lecturer
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.
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 may be required to react to predictable welfare issues that are covered by documented
procedures, when the matter can be referred to someone else or advice on how to respond can be obtained.
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.
Responsibility for providing training or instruction to other members of the work team on a regular basis, may 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.
Design, deliver and review standard materials. Could include minor alterations to the content and mode of
delivery without affecting the desired outcomes, responsible for design, delivery and review of training courses
and lectures, responsible for designing materials and delivering the curriculum in a broad subject range and
assessing the overall progress of students and contributes significantly to programme design.
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.
Grade 7 Lecturer
Page 5 of 5
Academic, Research Enterprise