UCL Career Frameworks


Student Support and Success - grade 7

Example job roles: Administration/Advisory Support

Level:    Independent


Activities and responsibilities likely to be required when working at this level

  • Managing the coordination of activities and support for students (e.g. implementing arrangements for adjustments, student induction, well-being events)
  • Working with academics and other stakeholders to ensure that support for students is fair and consistent; organising personal tutoring
  • Using the student success platform
  • Challenging/escalating instances of deviation from standard practices
  • Evaluating and reviewing practices and procedures and making recommendations to change, and influencing policy direction
  • Potential for line management responsibility and delegating to others, depending on context; keeping updated on current compliance issues, regulatory changes and sector best practice (e.g. duty of care and safeguarding, GDPR and Tier 4 requirements)
  • Oversight of issues relating to personal student information
  • Resolution of more complex student support issues; responding to sensitive information with emotional intelligence
  • Understanding and supporting others with selfmanagement and self-care in relation to dealing with sensitive and potentially distressing situations or information.

Personal and professional development

Development options to consider when working towards this level

Learning on the job

  • Contribute to projects, and discussions to further continuous improvement
  • Take a reflective approach to your work and suggest improvements
  • Get involved with citizenship projects that widen your perspective and experience
  • Demonstrate ability to anticipate and respond proactively to arising issues.

Learning from others  

  • Seek out opportunities to employ and refine coaching and active listening skills
  • Gain an understanding of the HE context and challenges
  • Network actively with peers and colleagues, get involved with professional organisations (e.g. Association of University Administrators (AUA), Association of Managers of Student Services in Higher Education (AMOSSHE)
  • Act as mentor to others
  • Stay up to date with student news, social media platforms and with UCL networks
  • Attend the UCL Teaching Administrator Conference.

Formal learning

  • ‘Practitioners’ at this level (e.g. clinical roles) will be expected to hold and maintain appropriate professional qualifications (e.g. British Association for Counselling and Psychotherapy (BACP)
  • Attend training on having ‘challenging conversations’
  • Complete national e-learning for suicide prevention and mental health first aid
  • Attend relevant ARENA training at UCL
  • Consider an Higher Education Academy (HEA) accreditation.

* You may wish to explore the listed formal training themes / topics on LinkedIn Learning.


Transferable skills and competencies

UCL uses the Universal Competency Framework (UCF) to discuss transferable skills. Find out more details on the framework.

Deciding and initiating action

  • Making decisions.
  • Taking responsibility.
  • Acting with confidence.
  • Acting on own initiative.
  • Taking action.
  • Taking calculated risks.

Relating and networking

  • Building rapport.
  • Networking.
  • Relating across levels.
  • Managing conflict.
  • Using humour.

Working with people

  • Understanding others.
  • Adapting to the team.
  • Building team spirit.
  • Recognising and rewarding contributions.
  • Listening.
  • Consulting others.
  • Communicating proactively.
  • Showing tolerance and consideration.
  • Showing empathy.
  • Supporting others.
  • Caring for others.
  • Developing and communicating self-knowledge and insight.

UCL Ways of Working

These describe expected behaviours in line with UCL culture and values.  For Ways of Working indicators and steps to development please refer to the Ways of Working website

Career Pathway roles are indicative and are not intended to be a description of the role in terms of responsibilty and duties.