Job Description

Full time (35hrs per week)

Open ended (Permanent)

2 positions available

The School of Philosophy, Psychology and Language Sciences is seeking to recruit two full time, open-ended Student Advisers to join our growing Student Services function.

The Opportunity:

The successful candidates will play a key role in supporting the studies of students across the School, and to the development of the overall student experience.

They will be act as a pivotal point of contact between students and academic staff and as well as having excellent administrative skills, must show a high degree of cultural sensitivity and have a strong track record in customer service delivery.

The School of Philosophy, Psychology and Language Sciences provides an exciting work environment through its three subject areas that have a diverse research and teaching portfolio.

We are recruiting to an ideal start of around mid - late September 2023.

The role shall be based within Dugald Stewart Building (Central Campus) with opportunities for discussion on informal hybrid workplace arrangements available at the time of offer.

Due to growth within the department we are recruiting to several roles across the team; please search the school details in the job portal for more information.

Your skills and attributes for success:

• HNC/HND or equivalent level qualifications plus relevant work experience, or broad experience, acquired through a combination of job related training and considerable on-the-job experience, demonstrating development through involvement in progressively more demanding relevant work/roles.
• Knowledge of and sensitivity to the complex areas of student wellbeing and support.
• Excellent interpersonal skills - remaining calm under pressure, being able to provide a safe and welcoming space for students in distress.
• Ability to work collaboratively as part as a team when required, whilst maintaining responsibility for independent workload and deadlines.
• Knowledge of higher education sector highly desirable.

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