Job Profile

Core job information
Job Title / Lecturer
Dept./School/Inst. / Barts Cancer Institute / Section/Centre/Unit / Cancer and Inflammation
Career Family / Academic & Education / Grade / 7
Working hours per week / 35 / Appointment period / Permanent
Reports to (job title) / Centre Lead / Current location / CHSQ
Job purpose (Why does the job exist? What is it there to achieve or deliver?)
To contribute to the delivery of high-quality teaching and research by sustained contribution in teaching and/or research, and in administration:
  • To undertake high-level research into Cancer Immunology, in particular pancreatic cancer, complementary to the overall research strategy of the Centre, Institute and School. Make significant contributions to the field nationally and internationally.
  • To contribute to the organisation, delivery and assessment of teaching of undergraduate and postgraduate students in the School. To Make innovations in key aspects of teaching and learning
  • To undertake such and other duties as are reasonably to be expected of a member of academic staff, as agreed with the Centre Lead and Institute Director.

Knowledge, Skills & Experience (work experience, qualifications, specialist training, key skills, disposition)
Requirements / Essential/Desirable
Qualifications /
  1. Biological Sciences degree or equivalent(1st or 2i)
  2. PhDin Biomedical Science or equivalent
/
  1. Essential
  2. Essential

Experience /
  1. Research experience in Cancer and/or Immunology
  2. Experience in Cancer Immunology
  3. Experience of undergraduate teaching appropriate to the level of appointment
  4. Demonstrable experience in research with an appropriate publication record for the level of entry
/
  1. Essential
  2. Desirable
  3. Desirable
  1. Essential

Knowledge, skills & abilities /
  1. Evidence of ongoing research activity at a high level
  2. Strong background through achievement in one of the core areas of activity in the Institute
  3. Appropriate level of IT skills
  4. Ability to work independently and to show initiative
  5. Ability to prioritise and balance competing demands
  6. Ability to play a role, both individually and collaboratively, in applying for grant funding for research as appropriate to discipline
  7. Presentation of specialist material in a logical, coherent and interesting manner, both to students and to fellow specialists
  8. Ability to teach at any level within area of expertise, and across a range of subjects at a more introductory level, and demonstrate enthusiasm and commitment in the process of teaching
  9. Organisation of working time between research, teaching and administration
  10. Proven ability to lead a team
/
  1. Essential
  2. Essential
  1. Essential
  2. Essential
  3. Essential
  4. Essential
  1. Essential
  1. Essential
  1. Essential
  1. Essential

Attitude & disposition /
  1. Ability to communicate effectively
  2. Willingness to assume appropriate load of teaching and administration
  3. Flexible and co-operative approach to colleagues
  4. Professional attitude towards work, with a good attendance record
  5. A demonstrable ability to cope under pressure
  6. Willingness to teach undergraduate and postgraduate courses at all levels
  7. Responsive to feedback
/
  1. Essential
  2. Essential
  1. Essential
  2. Essential
  3. Essential
  4. Essential
  1. Essential

Other circumstances /
  1. May involve working in a laboratory or in the field to carry out research and teaching duties, this may involve exposure to hazardous biological or chemical agents within health and safety regulations.

Main Duties and Responsibilities of the Role
Research: Research productivity will be assessed according to the SMD performance standards(see Appendix A) for academic staff.
  1. To acquire resources and financial support in order to develop and undertake research
  2. To develop national and international research links and a high profile in the subject or field, e.g. by attending and presenting at national and international conferences.
  3. To publish research results using well-regarded means, such as high impact factor peer-reviewed academic journals, reputable publishers, and conference proceedings.
  4. To participate in the Centre’s/Institute’s regular research group meetings, to attend laboratory and journal club meetings, weekly seminars, audit meetings, etc.
  5. To supervise undergraduate and postgraduate students engaged in research, postdoctoral research workers and research assistants, as appropriate.
  6. To ensure that all research is undertaken according to Good Clinical Practice (GCP), Good Laboratory Practice (GLP), College and Barts Health NHS Trust (Trust) protocols.
  7. For clinical trials, liaise with the Centre for Experimental Cancer Medicine to ensure compliance with regulatory, ethical and local NHS permissions requirements.
Teaching: The postholder’s contribution to teaching activities will be determined according to the School’s performance standards for academic staff.
  1. The postholder will be expected to play a significant role in the delivery and assessment of undergraduate and postgraduate curricula in accordance with the Institute’s Teaching and Learning Service Level Agreement and as agreed by the Centre Lead, the Institute’s Teaching Lead and the Institute Director. This will include contributing to course and examination organisation, and, when required, serving on strategic or tactical committees related to teaching.
  2. To contribute to the development and organisation of undergraduate and postgraduate courses, run by the Institute and the School.
  3. The School runs a problem-based learning programme and the postholder will be asked to be the facilitator to small groups of students. Appropriate training will be given as necessary.
Administration:
  1. To take responsibility for a particular area of administration as agreed with the Centre Lead/Institute Director.
  2. Responsible for the recruitment of research and technical staff, as appropriate.
  3. To attend national and international meetings as required, as well as those of other relevant Institute/School College committees/boards, currently a serving member of the School Board and the Institute’s Teaching Committee, as agreed with the Centre Lead/Institute Director.
  4. To carry out such Centre, School or College administrative tasks as may be required by the CentreLead/Institute Director.
Other:
  1. To demonstrate the ability to develop leadership qualities in relation to the Centre’s research and teaching.
  2. To further the Centre’s academic development, and to take an active interest in the Centre’s activities.
  3. To participate in courses, conferences and other activities (e.g. appraisal) associated with personal and professional development.
  4. To ensure they are fully aware of and comply with the College’s/Trust’s policies and procedures in relation to, inter alia, confidentiality, health and safety at work, COSHH regulations, infection control, safe handling of drugs, and all local safety rules regarding fire, chemical, radioisotope and gene manipulation hazards.
  5. The postholder must at all times carry out their responsibilities with due regard to the College's Equal Opportunities policy.
  6. The duties of the post outlined above are not exhaustive, and the postholder will be expected to be co-operative and flexible, undertaking such administrative and other duties as may from time to time be reasonably expected of a member of academic staff in a university.
  7. These duties will be subject to review in line with the changing requirements of the Centre, Institute, School or College, and with the development needs of the postholder as identified through regular review/appraisal processes.
This job description sets out the duties of the post at the time it was drawn up. Such duties may vary from time to time without changing the general character of the duties or level of responsibility entailed. Such variations are a common occurrence and cannot of themselves justify a reconsideration of the grading of the post.
Working Environment (knowledge of special working practices, breadth of management skill required, customer impact, responsibility, efficiency)
Staff within the team or research centre:
  1. Interact with research collaborators, orally and in writing (eg by email) in order to achieve research objectives and generate outputs (eg publications, presentations).
  2. Liaise with academic colleagues over collaborative teaching, orally and in writing, in order to ensure efficient, successful and reflective course delivery.
  3. Liaise with, instruct and support undergraduate students and research staff who contribute to departmental teaching programmes through written communication, formal and informal oral discussions and appraisal.
  4. Liaise with, instruct and support postgraduate students and clinical fellows through formal and informal discussion on a daily basis
Staff outside the team or research centre:
  1. Liaise with, request support and advice from and exchange information with administrative departments in the School/College in order to support effective research and teaching (eg Joint Research Office over application for and management of research grants, and the Education Directorate over student matters)
  2. Student Staff Liaison Committee, Teaching and Learning Committee, Learning Disabilities Support Group.
Students:
  1. Support, teach, advise and facilitate the learning of students in formal teaching sessions (eg lectures, seminars, PBL tutorials, one-to-one supervision) to help them achieve their best potential. Oral instruction, discussion, advice and response, written notes, questions, comments and feedback in a variety of media (paper, email, web) on a daily basis in term time and to a more limited extent out of term time. Capacity to act as personal tutor to students.

Freedom to Act & Decision Making (depth of control, supervision received, use of judgement & initiative, analytical ability)
  1. To contribute to decision-making regarding the appointment of staff and research students within the Centre/Institute.
  2. Medium and short term planning of own research goals and research related activity over a 1-3 year period, (complementary to the overall research strategy of the Centre, Institute and the School), consulting with senior colleagues regarding which funding bodies to approach and when.
  3. Within defined research areas, using expertise, imagination, experience and judgement to decide which course or topic to pursue, what to discard and how to design and execute the work, in liaison with senior academic staff.
  4. Organise and undertake teaching and marking in the Centre as agreed with theInstitute Director; this includes providing lectures, classes, and seminars, in a variety of combinations.
  5. Use experience and knowledge (and an understanding of students’ backgroundsand abilities) to design , deliver and assess teaching and learning

Communication & Networking (liaison with others, type and level of communications)
Staff within the team or research centre:
  1. Interact with research collaborators, orally and in writing, in order to achieve research objectives and generate outputs (eg publications, presentations).
  2. Liaise with academic colleagues,orally and in writing, over collaborative teaching in order to ensure efficient, successful and reflective course delivery particularly in relationship to problem-based learning timetabling.
  3. Supervise undergraduate and postgraduate students engaged in research, postdoctoral research workers and research assistants, as appropriate.
  4. Attend Centre/Institute meetings as required
Staff outside the team or research centre:
  1. Collaborate with colleagues in research activities, where appropriate, both internally within Queen Mary and externally with other Higher Education Institutes and/or non-academic organisations.
  2. Prepare and present papers and other research outputs relating to the field in seminars, conferences, workshops and other events.
Students:
  1. Support, teach, advise and facilitate the learning of students in formal teaching sessions (eg lectures, seminars, PBL tutorials, one-to-one supervision) to help them achieve their best potential. Oral instruction, discussion, advice and response, written notes, questions, comments and feedback in a variety of media (paper, email, web) on a daily basis in term time and to a more limited extent out of term time. Capacity to act as personal tutor to students.
External Contacts:
  1. Collaborate with external colleagues on research projects, in the UK and abroad
  2. Organise collaborative conferences

Finance/Resource Management (budgeting, forecasting)
  1. Obtain income and manage own research fundsas per PI/TR/TS (see Appendix A for annual grant income expected)
  2. Authorised signatory up to £10,000

People Management (supervisory responsibility, human relations skills)
  • Staff supervision/line management: grant-funded research staff when appointed by the postholder.
  • Supervision of students.

Organisation Chart

Appendix A: PERFORMANCE STANDARDS FOR ACADEMIC POSTS WITHIN THE SCHOOL

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