Our Values and Behaviours

• Treats everyone with courtesy, dignity, and respect.
• Acts with honesty, integrity, and professionalism.
• Actively champions equality, diversity, and inclusion.
• Values and embraces diverse perspectives, beliefs, and cultures.
• Provides constructive, fair, and timely feedback.
• Listens actively to colleagues and students.
• Acts as a positive ambassador for the University, modelling respectful behaviour and upholding the institution’s values.

• Behaves in a dismissive manner, with limited consideration for how others are treated. 
• Engages in conduct that falls below expected professional standards, including dishonest or inappropriate behaviour.
• Demonstrates limited awareness of equality, diversity and inclusion.
• Does not challenge behaviour or practice that may exclude others. 
• Delivers feedback in a way that is harsh, unbalanced, or lacks objectivity.
• Appears disengaged during conversations and does not consider the views or contributions of others.
• Does not consider how their behaviour reflects on the University or aligns with its values.

• Demonstrates a proactive ‘can do’ attitude with an open and positive mindset.
• Actively seeks out and experiments with new ideas, trends, technologies, and perspectives.
• Sets ambitious personal and professional goals.
• Is adaptable and open to change, with a focus on continuous improvement.
• Shares ideas, good practice and learning openly.
• Embraces learning, using data, evidence and feedback to test new approaches and inform practice.
• Actively explores research, professional and external partnerships to stimulate new ideas and approaches to challenges.
• Creates space for colleagues to develop, test and refine ideas, encouraging creativity and thoughtful risk taking. 

Behaviours to Avoid

• Adopts a cautious or resistant stance, focusing on constraints rather than possibilities.
• Prefers familiar approaches and is hesitant to engage with new or emerging ideas, methods or perspectives.
• Sets limiting or short-term objectives, with little stretch beyond current expectations.
• Finds change challenging and struggles to adjust ways of working in response to new priorities or feedback.
• Keeps ideas and learning to themselves, with limited contribution to shared practice.
• Relies on anecdotal experience rather than applying learning or evidence, data, or feedback to inform decisions.
• Works largely in isolation, with limited engagement in collaborative or networked activity.
• Limits opportunities for ideas to be explored or challenged. 

• Is approachable and creates a supportive and inclusive environment.
• Communicates and shares information clearly and encourages constructive dialogue.
• Proactively helps colleagues and students.
• Recognises and celebrates team and individual successes.
• Actively supports the wellbeing, confidence and development of others. 
• Builds strong internal partnerships, supporting connection, inclusion and shared working.
• Engages with initiatives that support local and wider communities.

• Is difficult to approach and creates barriers to open or inclusive interactions.
• Creates barriers to understanding by not providing timely or sufficient information.
• Is reluctant to help others or only offers help when asked.
• Overlooks or fails to acknowledge individual and team achievements.
• Discourages others or provides minimal interest in supporting the development and progression of others.
• Tends to work in isolation, with minimal effort to build collaborative relationships beyond immediate teams.
• Demonstrates a lack of awareness, or involvement in activities that support the University’s communities.

Positive Behaviours

• Takes clear ownership of actions and decisions, considering outcomes and impact.
• Demonstrates professionalism and pride in the quality of their work. 
• Approaches challenges proactively, with a focus on practical constructive solutions.
• Actively pursues learning and development to enhance performance, raise standards, and continuously improve the quality and impact of work.
• Strives to produce high-quality, impactful work or outputs.
• Builds effective partnerships at regional, national, and international levels that enhance quality, impact and outcomes. 
• Manages time effectively and meets deadlines consistently.

• Accountability for decisions and outcomes is inconsistent, with limited reflection on impact or ownership.
• Shows a lack of regard for professionalism or detail in their work.
• Tends to focus on problems or constraints rather than identifying constructive ways forward. 
• Fails to engage with learning and development activities. 
• Produces outputs that lack impact, rigor or added value.
• Engages with partnerships in a way that lacks clear purpose, effectiveness or demonstrable impact.
• Demonstrates poor time management, misses deadlines or commitments without explanation.