University of Sunderland Hiring for Lecturer in Accounting and Finance Job at Sunderland, North East England, England Full Time

To contribute towards the administration, management and delivery of modules and

programmes in the field of accounting and finance at undergraduate and

postgraduate level.

To support the Team Leader in the delivery of key performance indicators around

recruitment, retention, progression, achievement and employability.

The

Key Responsibilities

and Accountabilities:

Faculty Specific:

• Design, plan, review and innovate in activities that support student

learning and delivery of a range of modules within the subject area of

Accounting, Finance and Business to a wide range of undergraduate,

postgraduate and international and corporate learners.

• Provide support to marketing and recruitment activities for the faculty.

• Proactively contributes to learning and development of Accounting and

Finance knowledge and skills within and across the School

• Drive/develop the Accounting and Finance curriculum to enhance

employability of graduates in this field

Special

Circumstances:

Part 1 B:

Generic to all Lecturer roles:

Individuals carry out a range of duties and have responsibility taken from the

following. Whilst it is not anticipated that all of the activities listed below will

be covered by one individual, it is expected that over time all individuals will

make a balanced contribution to the three areas of academic activity

(research, teaching and learning and reach-out).

Academic Practice

• Agree and manage own teaching, research, reach-out and academic

management/administration responsibilities, with guidance from a mentor if

required.

• Teach as a member of a teaching team in a developing capacity within an

established programme of study.

• Teach in a developing capacity in a variety of settings from small group

tutorials to large lectures.

• Transfer knowledge in the form of practical skills, methods and techniques.

• Identify learning needs of students and define appropriate learning objectives.

• Ensure that content, methods of delivery and learning materials will meet the

defined learning objectives.

• Develop own teaching materials, methods and approaches with guidance.

• Develop the skills of applying appropriate approaches to teaching, challenge

thinking, foster debate and develop the ability of students to engage in critical

discourse and rational thinking.

• Supervise the work of students, provide advice on study skills and help them

with learning problems.

• Select appropriate assessment instruments and criteria, assess the work and

progress of students by reference to the criteria and provide constructive

feedback to students.

• Seek ways of improving performance by reflecting on teaching design and

delivery and obtaining and analysing feedback, including peer review of

teaching.

• Develop and implement personal research and reach-out plans.

• Conduct individual and/or collaborative research and reach-out projects.

• Contribute to writing proposals for external funding for research and/or reach-

out activities and contribute to the subsequent delivery of projects that are

funded.

• Disseminate the outcomes of research and/or reach-out through publication,

presentation or exhibition.

• Continually update knowledge and understanding at the forefront of the

academic discipline and, if appropriate, also at the forefront of the relevant

area of professional practice.

• Translate knowledge of advances in the subject area or professional practice

into the course of study.

Communication

• Communicate complex ideas and information clearly and effectively (orally, in

writing and electronically) and encourage in others commitment to learn.

Liaison and Networking

• Liaise with colleagues/students and participate in internal networks.

• Join external subject/research networks to share information and ideas.
  

Managing People

• May supervise post-graduate students or researchers or other grant-funded

staff.

Teamwork

• Collaborate with academic colleagues as appropriate.

• Attend and contribute to subject group and team meetings.

• Contribute to effective management of the Academic Area by performing

duties outside of immediate academic practice, as agreed with the staff team

leader or Associate Dean.

Pastoral Care

• Use listening, interpersonal and pastoral care skills to deal with sensitive

issues concerning students and provide support.

• Appreciate the needs of individual students and their circumstances.

• Act as personal tutor, giving first line support.

• Refer students as appropriate to services providing further help.
  

Initiative, Problem Solving and Decision Making

• Develop initiative, creativity and judgment in teaching and learning, research

and reach-out activities.

• Respond to pedagogical and practical challenges.

• Contribute to collaborative decision making with colleagues.

• Comply with the University’s expectation of an individual member of academic

staff in relation to their own self-monitoring, continuing professional

development and self-regulation.

Planning and Managing Resources

• Use teaching and research resources, laboratories and workshops as

appropriate.

• Act as module leader and manage personal administrative tasks including

contributing to the planning of delivery of taught programmes, research

student programmes, research projects and other projects as relevant so as to

contribute to quality enhancement in all areas of academic activity.

Sensory, Physical and Emotional Demands

• Sensory and physical demands will vary from relatively light to a high level

depending on the discipline and the type of work and will involve carrying out

tasks that require the learning of certain skills.

• Balance, with help, the competing pressures of teaching, research, reach-out,

academic management/administrative demands and deadlines.

Work Environment

• Is required to be aware of the risks in the work environment and their potential

impact on their own work and that of others.

• Adhere to academic governance, equality and diversity, relevant health and

safety and risk management requirements.

University of Sunderland

Role Profile

Part 2

Part 2A: Essential and Desirable Criteria

These criteria are

assessed at the short

listing stage.

The essential criteria

must be met in order

to be eligible for

interview.

Essential

Qualifications and Professional Memberships:

• Professional accounting qualification and masters in an accounting or

business related subject or a doctorate in an accounting and finance related

subject

Experience:

• The delivery of accounting and finance related subject matter in a

professional or academic capacity

Key Knowledge and Expertise:

• A strong understanding of current financial and management accounting

models and concepts such as preparation of financial statements, financial

analytics, investment appraisal and advanced costing techniques

• The ability to deliver excellent teaching across subjects in Accounting and

Finance

Desirable

Qualifications and Professional Memberships:

• Higher Education teaching qualification (e.g. PG Cert)

• Higher Education Academic Fellowship Status

Experience:

• Previous experience of programme leadership and/or module leadership

within an HE environment, focused on ensuring an excellent student

experience

• Experience of working in the financial sector in a management capacity.
  

Key Knowledge and Expertise:

• Familiarity with international accounting standards and International

financial reporting techniques.

Special

Circumstances:

Achievement of HEA Fellowship

Lecturers without Higher Education Academy Fellowship status will be expected to

achieve Fellowship within two years of commencing their role.

Academic staff progression from Lecturer to Senior Lecturer:

There is also an expectation that staff appointed to the Lecturer Role Profile will

have the opportunity to develop the role and take on the duties and responsibilities

of the Senior Lecturer role. The process for progression from the Lecturer to Senior

Lecturer role is outlined in the Academic Staff Progression guidelines document.

Part 2B: Key Competencies

Competencies are

assessed at the

interview/selection

testing stage

Key Knowledge and Expertise (generic):

• Possess sufficient breadth or depth of specialist knowledge in the discipline

to work within established teaching, research and reach-out programmes.

• Engage in continuous professional development.

• Possess the qualities and transferable skills necessary for the exercise of

personal responsibility and largely autonomous initiative in complex and

unpredictable situations, in professional or equivalent environments.

Analysis and Research:

• Gathers data rigorously and conducts robust analysis, questioning

assumptions and existing knowledge.

• Develops hypotheses and concepts to explain data, events and

phenomena.

• Reports findings to wider community and is able to withstand challenge by

relying on evidence gathered and processes used for analysis.

Communication:

Oral

• Summarises and interprets complex, conceptual and special matters to aid

others’ understanding and aimed at their needs.

• Uses appropriate styles and arguments to influence and negotiate

satisfactory outcomes.

• Monitors understanding of others, develops approach and takes corrective

action if required.

Written

• Conveys information of a complex, conceptual and specialist nature using a

range of styles and media selected to meet the needs of others.

• Presents complex information in formats appropriate to non-specialists

without comprising meaning.

• Monitors the reactions of others and takes appropriate steps to remedy any

miscommunications.

Decision Making:

Independent decisions

• Considers wider impact of decisions, assesses possible outcomes and their

likelihood.

• Uses judgment to make decisions with limited or ambiguous data and takes

account of multiple factors.

• Distinguishes between the need to make a decision, when to defer and

when not to take a decision.

Collaborative decisions

• Helps others to explore options that initially appear to be inappropriate or

unfeasible and recognise when a decision is or is not needed.

• Enables others to contribute to decisions.

• Ensures that options are weighed, outcomes identified and chances of

success considered.

• Challenges decisions, appropriately to ensure consideration and processes

are robust.

Contribute to the decision making of others

• Anticipates and highlights issues that need to be taken into account.

• Outlines possible impacting factors, assessing their degree of influence on

the choice of options.

• Ensures previous learning is included.

Initiative and Problem Solving:

• Analyses problems to identify their cause.

• Takes action to prevent recurrence of problems.

• Considers possible solutions to identify those which offer wider benefits.

• Obtains evidence to support intuition.

Pastoral Care and Welfare:

• Calms and reassures those in distress.

• Deals with difficult situations or confidential matters, according to policy and

procedures.

• Involves others or refers elsewhere for assistance if the situation becomes

more complex and if additional help or information is required.

Service Delivery:

• Adapts services and systems to meet customers’ needs and identifies ways

of improving standards.

• Learns from complaints and takes action to resolve them.

• Collates feedback and views from customers and keeps up-to-date with

market trends to inform service development and make changes.

• Actively promotes services.

Teaching and Learning Support:

• Contributes to the long term planning and development of learning

programmes.

• Continuously reviews areas identified for improvement and develops

content and delivery methods, learning support and assessment

mechanisms.

• Mentors other staff outside the immediate work team.

• Reflects on own and others practice and develops insights into the learning

process.

Teamwork and Motivation:

• Helps to clarify priorities and ensure they are understood by all.

• Supports colleagues in need of extra help.

• Monitors progress and takes appropriate action to deal with difficulties or

slippage.

Date Completed: June 2022