Student funding can feel like a maze—full of acronyms, deadlines, and systems that sometimes seem to run on mystery. But behind the scenes, real people are making sure students get the financial support they’re entitled to. One of them is Louise Proctor, Student Finance Officer at UHI Moray, and in this interview, we step behind the funding desk to find out what really happens when you apply for support—and why it’s not as automatic as it might seem.
(Pictured: Sarah Marshall (HISA) and Louise Proctor -- Photo Credit: Chloe Catmore)
From Admin to Advocacy
Louise’s journey into student funding wasn’t planned—it evolved.
“I started as general admin support on a three-month contract—thirty-two years ago!” she shares with a laugh. “I slowly developed into a front-facing role, acting as a liaison between students and the funding team.”
When the opportunity arose to join the student finance team more formally, Louise saw the potential to streamline services for students. “We aimed to bring discretionary funding and bursaries into a single, simpler application. That way, we could meet with students early and give them awards from all the funds they are eligible for support from —even before they arrive on campus—and help them understand the support available.”
She recalls the early days: “When I started in student funding over 20 years ago, everything was paper-based, with separate forms for every fund. It was clunky and confusing.” The shift to digital systems improved efficiency, but Louise has always pushed to maintain a balance: “It’s not just about speeding things up. We need to spot where students might fall through the cracks—and close those gaps.”
What does a Student Finance Officer do?
Louise’s job is to ensure that applications for Further Education (FE) and Higher Education (HE) funding are processed smoothly, efficiently, and accurately. But beyond ticking boxes, it’s about understanding students’ real-life circumstances.
"Our job is to make sure students who are eligible for funding receive it in a timely way," Louise explains. She works remotely and on-site at the main Moray campus, balancing admin tasks, systems work, and student funding support.
More Than Just a Form
Much of Louise’s day involves reviewing digital forms, email requests, and application data. But it’s not all screen work. "Occasionally, I’ll meet students face-to-face, especially when their circumstances are more complex and can’t be fully explained on a form," she says.
This human element matters. Louise notes that students may be unsure how to articulate sensitive issues or fear how their disclosures will be received. “Sometimes, speaking in person builds the trust they need to share more about what’s going on,” she adds.
Manual Work, Meaningful Impact
There’s a common misconception that student funding is fully automated—press a button, and the money lands in your account. Not quite.
"We have specific days set aside—Tuesdays and Wednesdays—for payment runs. These are manual processes that require our full attention," Louise explains. "We don’t take meetings during that time so we can focus and ensure students receive payments exactly when their award letters say they will."
That payment process also depends on data like attendance and engagement gathered from other college staff. But often, those systems need context. “Sometimes what’s recorded on the system doesn’t reflect the student’s actual situation,” Louise says. “We reach out to lecturers, PATs (Personal Academic Tutors), LDWs (Learner Development Workers)—whoever the student has connected with—to make sure we’re getting the full picture.”
Funding with Compassion
While finance can sound rigid, Louise highlights how compassion and flexibility are essential to funding work.
“We’re here to administer a process, but it’s about ensuring students receive what they’ve been promised. That means allowing space to check, understand, and ask questions when something doesn’t add up,” she says.
Elena, from the Advice Service, pointed out that this fits into a broader theme around compassionate systems, echoing recent work done with the Learning and Teaching Academy. “Compassion in funding decisions is just as important as it is in teaching,” Louise agrees.
And the behind-the-scenes work matters more than students might realise. “Some students worry that their disclosures don’t make a difference,” she says, “but they absolutely do. We follow up. We connect with the right staff. We bring context to the application.”
Facing the Future: Supporting Students Proactively
Today’s economic climate brings new challenges. Louise is keenly aware of the pressure students face, especially in the wake of the pandemic and the ongoing cost of living crisis.
“We’ve introduced top-up discretionary awards for students from the lowest-income households,” she explains. “But working with data is tricky—we have to respect GDPR and privacy rules, which means I don’t always have direct access to the full picture. That’s why every piece of information a student shares matters.”
Not all students will qualify for every fund, and Louise is honest about that. “If funding were meant for every situation, it would be automatic—not discretionary. We’re given limited public funds and have to decide where it can do the most good.”
She likens the job to a puzzle: “It’s like a jigsaw. We identify the groups in need and ask, ‘How can we help them best?’ We have to target support and prioritise. That’s the purpose of discretion.”
Louise also recognises that while academic partners across UHI may handle things differently, the ultimate goals remain shared. "Different partners may have unique approaches, but our end goals are usually quite similar—supporting students effectively." She adds that recognising local needs is key: "We acknowledge that student experiences differ from one area to another, and that insight guides how we apply support."
(Pictured: Alexander Graham Bell Building at UHI Moray - Photo Credit: Andrew Lee)
Collaboration and Evolution
Reflecting on changes since COVID-19, Louise highlights the increased collaboration among UHI's student finance teams. "Our teamwork has strengthened—we’ve built trust and shared practices to respond quickly to new funding streams or student needs," she shares.
“We had to be flexible, working from home, adapting fast. The result? A closer team with stronger trust.”
Louise credits this culture of collaboration with improving how student funding operates across the partnership. “We’ve got different personalities, and we challenge each other in healthy ways. Everyone brings something valuable.”
Even with limited resources, Louise sees innovation and creativity as essential: “Sometimes, scarcity forces you to be more resourceful—and that’s where good ideas come from.”
A Personal Note: Making a Difference
Over her career, Louise has seen it all. She shares a powerful story of one student who constantly sought her help in the early days—frequent questions, constant presence. But at graduation, that student walked across the stage without hesitation, having gained independence. “I realised they didn’t need me anymore and by extension, the need for help to claim funding, was now an insignificant part of their life, they had overcome that hurdle and could deal with things like that as a matter of fact going forward—and that’s the best success. That’s what this work is for.”
She also reflects on students facing deep personal and financial challenges. “Sometimes, I carry their worries with me. I’ve even considered mentoring beyond my role. But I know my limits too—it’s about giving support while respecting boundaries.”
Louise’s approach is grounded in empathy, clarity, and mutual respect. “I let students know I’m here. I’m honest about what I can and can’t do. I want them to feel seen, not judged.”
Her years of experience have taught her to switch off when needed—but never to forget that behind every funding request is a human story. And for those students who may not remember her, she’s okay with that: “As long as I helped them move forward, that’s enough.”