Faces of Reading

DAS provide support to all students across the university, with conditions from dyslexia to depression to assistance dogs. Collaborative working is a necessity in such a busy department providing multi-faceted care to 3,500 students, and we commonly pool our knowledge and expertise when an unusual query arises.

As a Disability Support Co-ordinator, my most important function is working on the ‘front lines’ – particularly on our reception desk in the Carrington Building. I know from my own experience as a student how much difference it makes when staff are friendly and understanding and I do my best to make our reception desk as welcoming as I can.

It had not gone unnoticed to me when I first interviewed on campus that there were rainbow flags wherever I looked. I joined the Disability and LGBTQAI+ networks immediately upon starting work, and formed tight-knit friendship groups with university colleagues I simply never would have encountered otherwise.

Within an outwardly accepting employer, I have found DAS to be even more reflective of that – although I have rarely been shy about my disability, my queerness, or my three-person relationship I have never felt more accepted for who I am as an employee than at the University of Reading.

I have held a variety of roles in Global Academy to date, including Assistant Programme Director for the Pre-sessional English (PSE) programme, and Academic Language and Literacy Liaison (post-graduate) for the Henley Business School. I have also been involved in the digitisation of teaching materials and the maintenance of online learning environments for both the Foundation programme (home students), the Pre-sessional English programme, and the Academic English programme. I am actively involved in the Technology Enhanced Learning community of practice. I also enjoy reviewing written submissions as part of the InForm journal editorial board here at the University.

Over the years, the University has given me the space and support to grow as a professional by offering me a wide variety of roles according to my particular skills and interests. I have mostly been working on full-time contracts at the University of Reading, however I have taken part-time contracts too. This flexibility has enabled me to focus on completing my own research for my MA dissertation, while still working and remaining part of Global Academy. I appreciated the flexibility with my hours and workload during that busy time.

I am currently studying part-time for my Doctorate in Education (EdD) here at the University of Reading, while working full-time the Global Academy. It is a great comfort to me to feel secure in the knowledge that Global Academy will support me wholeheartedly in this endeavour.

For me, work is always about those you're alongside. A difficult task is made more do-able if the people around you are kind and supportive; a sense of humour helps too.

I am part of Technical Services. It's been great being linked up with technicians from all across campus through meetings, training and social events such as technicians' get-togethers with tea and cake.

Currently, I'm working as a job share. My managers have been really supportive; if I've needed to change my hours around or reduce my hours, it's always been fine. The University is very flexible in this way and I think an employer giving you that kind of freedom means you invest more in your work.

I've kept growing in my skill sets and was promoted last year, while working part time. There's a lot of investment in training, both centrally and through Technical Services. I've had some great management training and feel that I am pushed and supported to fulfil my potential.

I have a three-year-old daughter. I don't feel working part time and being a mum means I'm any less valued. No opportunities are held back from me. Everyone has been really supportive of parenting alongside working.

I was encouraged by my first manager to use my initiative, to have the courage to develop new processes, to learn about different roles within the wider team and to volunteer for new opportunities – and this is a philosophy I have carried throughout my career. Early on I was also encouraged by a colleague to apply for a secondment, something I would not have independently considered. When I secured my first secondment, I was able to expand my knowledge, my experience and my network further.

Over the past 13 years I have held five different roles, ranging from school-based administration to centralised quality assurance and exams, and now as Head of Timetabling and Booking. I have always enjoyed the huge variety of the roles I have held. No one day is the same and I work with a range of colleagues from both academic and professional services.