Job Details

Head of Student Wellbeing & Inclusion

Reference Number
Gilmorehill Campus / Main Building
College / Service
Job Family
Management Professional & Administrative
Position Type
Full Time
Salary Range

Job Purpose

The University of Glasgow is committed to the wellbeing and success of its students. As a member of the Student Support and Wellbeing leadership team, the Head of Student Wellbeing and Inclusion plays an important part in achieving this, working with colleagues to transform and deliver high quality services and making a significant contribution to the Glasgow student experience.

The Head of Student Wellbeing and Inclusion is accountable for the effective leadership of the student wellbeing and inclusion service and is responsible for designing, developing and delivering services in line with the University’s strategic objectives for Student Support and Wellbeing. The Head contributes to the development and delivery of strategy, policies, operational plans and cultural change as it relates broadly to student services and specifically to student wellbeing and inclusion.

The Head has specific responsibility for leading and managing a group of specialist teams (Chaplaincy; counselling and psychological services; disability services), which work in partnership with related services and students to:
• promote healthy behaviours and wellbeing
• support students in cases of mental ill health
• ensure that students with protected characteristics, and students from international and/or socially-disadvantaged backgrounds, are able to participate fully in the educational life of the University

The Head therefore plays a critical part in providing an inclusive, welcoming and engaging environment for all students. This involves building strong and effective partnerships with colleagues across the institution, including the SRC and student societies, and the Widening Participation team within External Relations.

The Head of Student Wellbeing and Inclusion is operationally responsible for ensuring support for the survivors of violence and the safeguarding of vulnerable individuals.

The Head is also responsible for the University’s fitness to study procedure and its multi-agency response to student crises.
The Head has an important role to play in fostering an ethos of partnership working between colleagues working in central, college and school teams.

Main Duties and Responsibilities

1. Lead, motivate and develop the specialist teams within the Student Wellbeing and Inclusion service, encouraging behaviours and attitudes that reflect University values.
2. Define culture, set and monitor standards and ensure the continuous improvement of the counselling and psychological services teams, a team of disability advisers, and the interfaith Chaplaincy.
3. Act as an institutional champion for student wellbeing and inclusion and advise the University on related matters. An important aspect of this will be to monitor and evaluate provision, gather and analyse data and use this to advise senior management and shape future provision and priorities.
4. Lead and manage the University’s multi-professional response to student crises, drawing on expert advice from the clinical leads and convening case conferences where necessary.
5. Lead the development and implementation of policies which promote an inclusive approach to the student experience, taking into consideration the needs, for example, of international students and those from socially disadvantaged backgrounds.
6. Develop the model for interfaith chaplaincy services as part of the University’s commitment to student wellbeing, adapting to changing student needs and expectations whilst continuing to fulfil standing University obligations.
7. Take the lead role in the provision of effective student support in response to violence and in order to safeguard vulnerable individuals.
8. Manage the University’s Fitness to Study procedure, which includes chairing panels where necessary.
9. Develop strong and effective external partnerships and relationships with, for example, the NHS and local GP partners; community and voluntary services and other external stakeholders involved in providing for the health and safety of our students; SAAS and other funding bodies; and the Scottish Government and Universities Scotland, in order to influence sector developments and keep abreast of national (and international) policy decisions and developments.
10. Manage a programme of training, advice and guidance for all staff involved in the wellbeing and inclusion of students and provide functional support to key college and school staff, including a team of Disability Coordinators.
11. Contribute to the annual budgeting process, manage an annual budget and deliver value and impact for money to ensure the financial sustainability of the services.
12. Work closely with the Director and senior colleagues within Student Support and Wellbeing in the development and continuous improvement of the student service delivery model. This will involve close partnership working with colleges and schools, to improve the local provision of support available and the consistency of this support across the University.
13. Manage direct reports, promote the overall support and development of staff, their health and safety, and foster good and open team communications, so that the Wellbeing and Inclusion team is considered to be a great place to work.
14. Develop and maintain professional networks outside the University, horizon scan and review good practice elsewhere and use this intelligence to the benefit of the University, so that the services continue to evolve in support of the University’s vision for the student experience.
Leadership Behavioural Framework
Effective leadership at Glasgow is essential to achieving our vision of a world-class, world-changing university, as set out in our strategy, ‘Inspiring People, Changing the World.’

The Leadership Behavioural Framework describes the leadership behaviours for all university leaders in the delivery of our strategic objectives.

Applicants should familiarise themselves with the framework available to download at  before addressing the criteria in the framework.

Knowledge, Qualifications, Skills and Experience

A1 Ability to demonstrate the necessary strategic competencies required to undertake the duties associated with this level of post having acquired the necessary professional knowledge and leadership experience in a similar or number of different specialist roles. Or Scottish Credit and Qualification Framework Level 9, 10 or 11 (ordinary/Honours degree/ postgraduate qualification) or equivalent, including being professionally qualified in a relevant discipline, with a broad range of leadership experience in specialist fields related to mental health, wellbeing, inclusion, equality or diversity.
A2 Knowledge and understanding of the relevant organisational policy frameworks, including HR, health and safety, equality and diversity and regulations such as the PVG Scheme.
A3 Evidence of applying leadership and management knowledge to complex business challenges at a senior level in a similar, or number of different specialist roles.
A4 Highly developed knowledge of the latest principles, theory and practice of mental health and wellbeing, as well as an awareness of the broader developments relevant to this area or inclusion.
A5 Knowledge of approaches to student safeguarding.
A6 Demonstrable knowledge and understanding of inclusive teaching, learning and student services practices.

B1 A professional qualification in a field allied to mental health.
B2 Knowledge of interfaith chaplaincy provision within education.
B3 Awareness of procedural provision in relation to study, including fitness to study.
B4 Detailed knowledge of equalities legislation, as it relates to Scotland and a Higher Education setting.
B5 Demonstrable understanding and familiarity with specialist software and technology which can promote and support inclusive practice.
B6 Knowledge and understanding of the ways in which technology can be used to support inclusive teaching, learning and service provision.

C1 Excellent leadership and management skills at a senior level, with a demonstrable ability to develop high performing teams.
C2 High level influencing and interpersonal skills, able to quickly build credibility, deliver impact at all levels and influence across a wide stakeholder group.
C3 Ability to think strategically, challenging the status quo through well-presented arguments based on sound professional judgement which support the adoption of new ways of working.
C4 Strong process and change management skills with necessary persistence and drive to bring projects to a conclusion.
C5 Excellent interpersonal and communication skills, with the ability to empower, inspire, and motivate teams and individuals, including the ability to build and sustain strong/trusted working relationships across the organisation.
C6 A self-motivated individual with the ability to work effectively under pressure and to tight timescales whilst prioritising competing demands.
C7 Welcoming of challenge with an open and transparent style.
C8 Ambition to achieve challenging goals and turn the University’s aims into reality.
C9 Commitment to developing cross-functional activity and exploiting synergies.
C10 Strong IT skills.
C11 Effective conflict resolution and negotiation skills.

D1 Strong research and data analysis skills.
D2 The ability to prepare official written reports for a variety of audiences.

E1 Extensive experience of leading and managing staff and teams in a professional setting.
E2 Experience of delivering a customer-focussed service to diverse and challenging users.
E3 Track record of leading and influencing strategic planning and decision-making and successfully implementing strategic initiatives.
E4 Experience of working with and influencing senior management, and wide stakeholder groups with competing priorities.
E5 Demonstrable experience of implementing and managing change (operational and cultural) on a sizable scale.
E6 A strong track record of effective engagement and influence with a wide range of stakeholders, within an academic, NHS, or social care setting.
E7 Having ownership and control of functional budgets and delivering cost-effective, value-adding services.
E8 Proven experience of working as a senior member of a management team contributing to strategy, culture and managing business risks.
E9 Experience of working in a senior role as an advocate and champion for wellbeing or inclusion, with a demonstrable impact on policy and practice (this could be within an education, local authority, charitable or industrial setting).
E10 Track record of developing effective working relationships with external organisations involved in health and wellbeing.
E11 Able to demonstrate applied leadership and management knowledge to complex business challenges.
E12 Extensive experience of monitoring and evaluating service provision and using this to improve or change delivery.

F1 Experience of working within a healthcare, counselling or social care or setting.
F2 Managed services which include multifaith provision.
F3 Senior experience of working in a similar role within HE or FE.
F4 Can evidence having developed and delivered training to diverse groups on specialist topics.

Job Features

Reporting to the Director of Student Support and Wellbeing, the post holder will be responsible for setting the strategic leadership, direction and delivery of the specialist services that support student mental health and wellbeing at institutional level.
The role holder will have responsibility for c. 30 staff in total.

Planning and Organising
• Set strategic plans and priorities for the function, monitor and report on trends and service usage
• Develop budget proposals for service development and enhancement
• Develop and improve the capability of staff, motivating and mentoring them to cope with current and future service demands
• Implement and monitor the new service delivery model
• Actively contribute to the strategic development of the Division

Decision Making
• As a member of the Student & Wellbeing Leadership team take decisions on matters arising, risks or issues and any mitigations needed
• Make effective and efficient use of all resources available to deliver excellent service and make a positive impact on the student experience
• Ensure consistency of ethos and standards in the delivery of the service delivery model across the campuses, taking steps where necessary to address where this falls short

Internal/External Relationships
• Deliver a University-wide service offer to student wellbeing
• Develop effective working relationships with students and colleagues across the University within Professional Services and Colleges and Schools
• Build effective internal networks with Schools and Colleges, University Sport, residences, catering teams and student societies
• Ensure the systematic provision of support, training and expert guidance to staff in our Colleges/Schools to ensure that our colleagues are well equipped to support students
• Ensure that relationship-building is effective at all levels of the service
• Support and work in partnership with fellow Heads within the wider directorate and play an active role in providing effective and visible leadership within the Division
• Work in partnership with the emergency services, community groups, government agencies and other groups to create a strong network of support in the interests of our students
• Benchmark with other institutions nationally and internationally in order to keep abreast of progress elsewhere, share knowledge and learn from others
• Represent the service and division at relevant committees and working groups

Problem Solving
• Apply knowledge and experience to provide guidance and support to others to address significant problems, some of which may be multi-disciplinary in nature
• Analyse and interpret data to progress service development and direction. This will include measuring the impact of the new Student Support and Wellbeing service delivery model in terms of our effectiveness in supporting students, fewer specialist referrals, reductions in number of crisis cases, and positive feedback from the Colleges and Schools
• Leading process change where appropriate to improve service delivery

Standard Terms & Conditions

Salary will be on the Management, Professional and Administrative Grade, level 9, £51,630 - £58,089 per annum.

New entrants to the University will be required to serve a probationary period of 6 months.

The successful applicant will be eligible to join the Universities’ Superannuation Scheme. Further information regarding the scheme is available from the Superannuation Officer, who is also prepared to advise on questions relating to the transfer of Superannuation benefits.

Relocation assistance will be provided where appropriate.

It is the University of Glasgow’s mission to foster an inclusive climate, which ensures equality in our working, learning, research and teaching environment.

We strongly endorse the principles of Athena SWAN, including a supportive and flexible working environment, with commitment from all levels of the organisation in promoting gender equality.

The University of Glasgow, charity number SC004401.

Vacancy Ref : 027018
Closing Date : 2 September 2019

Standard Terms & Conditions