Role Profile – Grade 6 ARE

Researcher 1A

Job Title: / Researcher 1A / Generic Job Title: / Researcher 1A
Reporting to: / Senior Lecturer / School: / School of Engineering & Built Environment
Job Family: / Academic, Research Enterprise / Grade: / 6
Main Purpose of the Role: / Research Assistant on the Edinburgh and Lothian Health Foundation funded project, entitled: “ Playlist for Edinburgh and Lothian”, with direction from the lead researchers.
Summary of Activity: / Examples of role specific activity include:
·  Completion of University and NHS ethics for music and dementia research post-diagnosis to acute care;
·  Qualitative and Quantitative Research co-design with people living with dementia;
·  Qualitative and Quantitative data collection and analysis in music and technology for wellbeing;
·  Collaboration with charity and industry partners weekly, write up and dissemination of findings at local and national meetings, conferences and in peer reviewed journals.
Examples of generic activity include:
·  Contribute to the development of research design.
·  Contribute to the generation of original ideas based on outcomes.
·  Conduct literature and database searches.
·  Continually update knowledge in area of specialism.
·  Assist in writing for publication.
·  Prepare reports and present findings to lead researcher and internal committees.
·  Contribute to the production of papers and presentations for committees and conferences.
·  Assist in the preparation of research proposals in conjunction with lead researcher/researchers and attend and contribute to relevant meetings.
·  Plan personal day to day work profile to achieve the outcomes of the specified research project/projects.
·  Participate in the work of the research team and use research resources efficiently and effectively to achieve outcomes.
·  Contribute to the generation of research ideas and proposals and make internal and external contacts to develop research base.
·  Demonstrate care and sensitivity towards the needs of staff and students.
·  Demonstrate awareness of risks in the work environment and potential impact on self and others.
·  Balance competing work priorities.
·  Support the contribution of the research area to the development of learning and teaching within the department.
·  Responsible for co-operating and complying with University and Local Health and Safety regulations, standards and processes.
·  Any other tasks appropriate to the post and in line with School/Department business needs.

Person Specification

Criteria / Essential / Desirable / Evidence
Education, Qualifications
& Training / PhD (research based, in psychology or the equivalent).
Doctoral and/or post doctoral experience in either/all;
-  Psychology of music;
-  Technologies for wellbeing
-  Technologies in Dementia. / Doctoral and/or post-doctoral experience in Psychology of music and/or Technologies in Dementia for wellbeing. / Application
Qualifications
Skills, Knowledge & Competencies / Exceptional grasp of both qualitative and quantitative research methodology.
Exceptional skills in analysis, write up and dissemination of findings in peer reviewed publications/conferences.
Experience liaising with charities and industry stakeholders. / Experience working with music for wellbeing.
Experience in the design and/or development of technologies in the music and/or dementia context. / Application
References
Interview

Grade 6 Researcher 1A Page 1 of 5 Academic, Research Enterprise

Generic HERA Activity – Grade 6 ARE

Research 1A

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 and is 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 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.

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.

May be required to show sensitivity to and consideration of other people's needs or feelings which may include dealing with signs of obvious distress.

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.

Grade 6 Researcher 1A Page 1 of 5 Academic, Research Enterprise