Executive Assistant; one full time and one part time (1.5 posts)
Job number SUPP103863
Division/School School of Civil, Aerospace and Mechanical Engineering
Contract type Open ended contract staff
Working pattern Full or Part time
Salary 22,876 - 25,725
Closing date for applications 12-Mar-2018
The School of Civil, Aerospace and Mechanical Engineering (CAME) is looking to appoint two Executive Assistants (one full time position and one part time job share position) to provide executive and administrative assistance to senior academic and professional services staff across a broad range of functions within the School.
The post holders will need strong organisational, administrative and communication skills and have experience of prioritising work within a busy office environment. Excellent IT skills and experience of software packages such as Word and Excel are essential. Familiarity with University systems and processes would be an advantage including the University Content Management System (CMS) or similar, although training will be provided.
The busy, student-facing School Office has a strong commitment to delivering excellent customer service and is an exciting place in which to work. The posts would be suitable for experienced, proactive administrators with a strong commitment to providing a high-quality service to academic and professional staff and students.
One vacancy is being offered as a full time, open-ended post and the other as a part time job share, open-ended post, with the preferred working pattern being Wednesday afternoon, Thursday and Friday.
Please indicate on your application supporting statement whether you have a preference for the full time or part time post.
Interviews are expected to be held shortly after the closing date.
Informal enquiries can be made to: Zoe Clarke, School Office Manager (firstname.lastname@example.org) or Liz Heal, Deputy School Manager (email@example.com).
The University is committed to creating and sustaining a fully inclusive culture. We welcome applicants from all backgrounds and communities.