The closing date for this post is midnight on 23 June 2019.

The interviews are expected to take place on 22 July 2019.


The Post

The University of Stirling is seeking to appoint an outstanding Health Psychologist within the Faculty of Natural Sciences, with the aim of enhancing the Faculty’s international profile. The post holder will be located in the Division of Psychology at Stirling, working closely with researchers from other faculties who are part of the new University Health and Behaviour Research Programme. Researchers are sought to complement existing strength in the area of Health Psychology, or to extend our Health research into other research areas (e.g. aging). The successful candidates will be expected to carry out high quality research and teaching, as well as contributing to the administration and on-going development of the Division of Psychology.

Behavioural scientists with an interest and expertise in multi-disciplinary and multi-methods approaches to Health Psychology issues and behaviour change are particularly encouraged to apply. Candidates with research strengths in areas with key societal impact are of particular interest.  Consideration will be given to applicants who provide evidence of potential for strong collaboration with other areas of expertise at Stirling, both within Psychology (e.g. the Behaviour and Evolution and Cognition in Complex Environment Research Groups), the Faculty of Natural Sciences and beyond (e.g. interdisciplinary researchers interested in health and behaviour change, dementia and aging).


Description of Duties


GRADE 7


  • in high impact journals, books and conference proceedings.
  • Identify appropriate sources of funding, prepare research proposals for funding bodies and manage grants awarded.
  • Supervise research students as required, providing direction, support and guidance.
  • Design and deliver a range of teaching and learning, supervision and assessment activities across undergraduate, postgraduate including online/digital programmes where required.
  • Participate in the Faculty’s international engagement activities as required e.g delivering teaching, contributing to joint programmes and recruitment of students.
  • Participate in, and develop, networks and collaborations both internally and externally to the Division/Faculty/University.
  • Participate in the administrative processes of the Division/Faculty/University including committee membership, quality assurance procedures and recruitment and admission of students.
  • Any other duties, commensurate with the grade of the post.

GRADE 8


  • Engage in individual and collaborative research, which aligns to the strategic direction of the University, establish a distinctive programme of research and disseminate results through regular publication in high impact journals, books and conference proceedings.
  • Identify appropriate sources of funding, prepare research proposals for funding bodies and manage grants awarded.
  • Supervise research students and staff as required, providing direction, support and guidance.
  • Design, teach and assess a range of teaching and learning, supervision and assessment activities across undergraduate and postgraduate programmes including online/digital programmes where required.
  • Contribute to curriculum review and enhancement, in a manner that supports a research-led approach to student learning.
  • Participate in the Faculty’s international engagement activities as required e.g. delivering teaching, contributing to joint programmes and recruitment of students.
  • Participate in, and develop, networks and collaborations both internally and externally to the Division/Faculty/University.
  • Participate in the administrative processes of the Division/Faculty/University including committee membership, quality assurance procedures and recruitment and admission of students.
  • Any other duties, commensurate with the grade of the post.

Essential Criteria


GRADE 7

Qualifications

  • PhD in relevant discipline or close to successful completion.
  • Knowledge, Skills & Experience
  • Evidence of a developing publication record.
  • Credible plans for the active pursuit of external research funding.
  • Experience or knowledge to design, teach and assess modules in the subject area.
  • Evidence of the ability to deliver excellent teaching at undergraduate and/or postgraduate level.

GRADE 8

Qualifications

  • PhD in relevant discipline.
  • Knowledge, Skills & Experience.
  • Established track record of high quality published research.
  • A record of involvement in applications for external funding for research and/or knowledge transfer.
  • Experience of supervising dissertation projects across the range of undergraduate/ postgraduate and of supervising doctoral students.
  • Experience of providing high quality teaching across a range of programmes at undergraduate and postgraduate level preferably including online/digital programmes.
  • Experience of designing and delivering course modules.
  • Evidence of successful co-ordination, support, supervision, management and/or mentoring of others.

Desirable Criteria


GRADE 7

Qualifications

  • Higher Education teaching qualification or equivalent e.g. PGCert and/or holding or working towards Associate Fellow of Higher Education Academy (HEA).
  • Knowledge, Skills & Experience.
  • Evidence of success in attracting research grants/external funding and delivering on externally funded research projects.
  • Experience of supervising dissertations and research projects.
  • Demonstrate a broad understanding of effective approaches to teaching and learning support as key contributions to high quality student learning.
  • Evidence or knowledge to support international activities.
  • Evidence of a basic knowledge of the Higher Education context and regulatory framework.

 

GRADE 8

Qualifications

  • Higher Education teaching qualification or equivalent e.g. PGCert and/or holding an Associate Fellow of the Higher Education Academy (HEA) and be working towards Fellowship.

Knowledge, Skills & Experience

  • Evidence of collaborative research with other institutions and interdisciplinary work.
  • Demonstrates a thorough understanding of effective approaches to teaching and learning support as a key contribution to high quality student learning.
  • Evidence of programme innovation and development.
  • Evidence or knowledge to support international activities.
  • Evidence or knowledge of the Higher Education context and regulatory framework.

Additional Information.


Behaviours and Competencies

The role holder will be required to evidence that they can meet the qualities associated with the following behavioural competencies, as detailed within the AUA Competency Framework. 

1. Managing self and personal skills

Being aware of own behaviour and mindful of how it impacts on others, enhancing personal skills to adapt professional practice accordingly.

2. Delivering excellent service

Providing the best quality service to external and internal clients. Building genuine and open long-term relationships in order to drive up service standards.

3. Finding solutions

Taking a holistic view and working enthusiastically to analyse problems and to develop workable solutions. Identifying opportunities for innovation.

4. Embracing change

Being open to and engaging with new ideas and ways of working. Adjusting to unfamiliar situations, shifting demands and changing roles.

5. Using resources effectively

Identifying and making the most productive use of resources including people, time, information, networks and budgets.

6. Engaging with the wider context

Enhancing your contribution to the organisation through an understanding of the bigger picture and showing commitment to organisational values.

7. Developing self and others

Showing commitment to own ongoing professional development. Supporting and encouraging others to develop their professional knowledge, skills and behaviours to enable them to reach their full potential.

8. Working together

Working collaboratively with others in order to achieve objectives.  Recognising and valuing the different contributions people bring to this process.

9. Achieving results

Consistently meeting agreed objectives and success criteria. Taking personal responsibility for getting things done.


About Us


The Faculty of Natural Sciences (FNS) encompasses the Divisions of Biological and Environmental Sciences, Computing Science and Mathematics, Psychology and the Institute of Aquaculture. FNS is a distinctive academic arena where new fundamental understandings of the complex and challenging inter-relationships between human behaviours, technologies, biological and environmental systems are created, explored and tested. Results of REF2014 confirmed that 75% of our research is world leading and internationally excellent. It is supported through UK Research Councils, European Union and a range of research charities We work with businesses and public service organisations both at home and overseas to achieve direct and positive outcomes for society across a range of critical problems. Recent success in the 2018 City deal is leading to a substantial investment in new infrastructure linked to the Faculty including a £17 million investment for a new Institute of Aquaculture and Global Aquatic Food Security facility and a £5 million investment for Scotland’s International Environment Centre.


Psychology


Stirling Psychology delivers world class scientific research, coupled with innovative and reflective research-led teaching. In the most recent national assessment of research (2014 REF) we scored top in the UK for research impact, and 97% of our research outputs were internationally recognised, excellent or world leading.  We aim to foster basic research in the science of mind and behaviour, linked to direct impacts for society. Our research strategy focuses on the development of inter-disciplinary multi-methods approaches and our academics work collaboratively across three research themes: Cognition in Complex Environments; Behaviour & Evolution; and Health and Behaviour Change. A common thread across our research projects is a desire to develop theoretical understanding of behaviour in complex real-world settings. Psychology has invested heavily in research infrastructure, including our own Kindergarten. Purpose built laboratories provide support for health, human electrophysiology, face and vision research, while recent investment in mobile technology and virtual/augmented reality provide novel approaches to the investigation of psychological questions. 


The University


The University of Stirling is a leading UK teaching and research-intensive university, created by Royal Charter in 1967. Since its foundation, the University has embraced its role as an innovative, intellectual and cultural institution with a pioneering spirit and a passion for excellence in all that it does.


In 2016, the University launched its current Strategic Plan (2016-2021), with targets to: be one of the top 25 universities in the UK; increase income by £50 million; enhance its research profile by 100 per cent; and ensure internationalisation is at the heart of everything it does.


With three-quarters of its research ranked world-leading and internationally-excellent (Research Excellence Framework 2014), the University’s groundbreaking, interdisciplinary research makes a difference to society and has a positive impact on communities worldwide. Stirling’s research is making a positive impact on people’s health, education and wellbeing, with key strengths across our research themes of: Cultures, Communities and Society; Global Security and Resilience; and Living Well. The University collaborates with international governments and policymakers, businesses, industry, and charitable organisations, to tackle and provide solutions to some of the toughest global societal challenges.


Additional Information


The University offers great benefits such as generous annual leave and membership of the Universities Superannuation Scheme. Additionally staff can benefit from a reduced membership rate at the University's excellent Sport Centre facilities.


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