Academic Administrative Officer

Organisation: The University of Queensland

Job Title: Academic Administrative Officer

Word Limit: No Word Limit Specified

Qualifications and Experience

• An undergraduate degree in a relevant area or an equivalent combination of relevant experience and/or education/training

In addition to the completion of my Diploma of Business Administration, Certificate III and Certificate IV in Business, I have demonstrated extensive experience in the provision of Administrative support within a University environment, and am currently undertaking studies to complete my Bachelor of Business. The combination of my formal learning and current and relevant experience mean that I can make a positive contribution to the organisation within this role.  My current role as Administrative Assistant has demonstrated my expertise in providing high levels of customer service, both internally and externally, providing quality administrative and secretarial support to a range of professional and academic staff and provision of advice on the entire range of Business school post-graduate programmes and courses.

• Experience in a tertiary education institution or other large organisation in an area related to student/course/academic administration

My comprehensive experience within both the University of Queensland and Southern Cross University has given me expertise in student services, course information services and academic and professional administration. During my role with Southern Cross University as Student Liaison Officer, my relevant experience has included processing of student administration forms in different areas, customisation of study plans to suit student needs, provision of exceptional customer service to academic staff including unit assessors, course coordinators, heads of school and internal and external stakeholders. My roles at both Southern Cross University and the University of Queensland have developed my knowledge in both undergraduate and post-graduate administration, providing advice and solutions to students as required.

 

By providing a high level of support to both staff and students, I have a strong knowledge of many areas of the University and Queensland and where to direct students and staff to have their issues solved efficiently, if I cannot assist them. This inherent understanding of the University and how it functions makes me a resource who can facilitate tasks efficiently and effectively as I have shown in my current role.

 

Knowledge and Skills

• A sound understanding of key administrative processes relevant to the student and academic support programmes of the Faculty office, viz undergraduate and postgraduate admissions, enrolments, examinations, graduation

My understanding of key administrative processes is both at a hands-on and knowledge based level and is demonstrated through my current and previous roles. In my current role as Administrative Assistant with the University of Queensland I provide advice to students which are both accurate and comprehensive and relevant to the student and academic support programmes, such as undergraduate and postgraduate admissions, enrolments, examinations and graduation activities. This includes providing expert advice on full range of University of Queensland Business School postgraduate programmes and courses at admissions and during enrolments, creating and updating email templates for the University Business School postgraduate programmes, assisting at School events such as MBA Information Evenings, and processing a range of student administration forms, including advanced standing, special consideration, practicum placement and cross institutional study applications.

Within my role as at Southern Cross University, I was required to facilitate a broad range of key administrative processes within the School of Education. These processes included the provision of information and advice to students on a range of courses and services such as accommodation, support services, special consideration on assignments, advanced standing and assistance to students with a disability through the student disability office.  I also provided administrative assistance to staff and management with class registration; organising support staff and additional resources within the classroom; printing lecture notes for students with dyslexia; and providing course materials for students with hearing conditions in advance to enable them time to sufficiently prepare for their classes.  I provided advice and services to both undergraduate and postgraduate students within this role and was responsible for the organisation of the PLAT testing around literacy and numeracy, which was a compulsory requirement for student teachers to ensure eligibility for professional accreditation.

Not only do I have a sound knowledge of administrative requirements, but have also been in the position of successfully training and coaching a staff member in course structures and student liaison functions, ensuring they had the ability to provide student liaison services to students as required.

Other key administration areas within the University environment which I have facilitated include: provision of course information to students, ensuring currency and accurateness, development of individual out-of-sequence study plans for students who have failed a course, working on advanced standing processes including analysis of academic transcripts and course profiles and using these to determine functional equivalent units, entering of student course information into the student management system, Student One and cross checking information against the student’s study plan and correspondence as required.

 

Overall, I have an excellent understanding and hands-on experience in the provision of key administration within the University environment. This knowledge and associated abilities have equipped me with a broad understanding of the faculty activities relevant to the academic support programs of the Faculty office of which I can bring to the role of Academic Administrative Officer with the University of Queensland.

 

• Knowledge of the University student computer systems, e.g. SI-net and Business Objects, or the ability to rapidly gain such knowledge

I have comprehensive knowledge and experience in the use of the University’s SI-net system and use it to retrieve, enter and manipulate data and information and to give accurate advice to students around courses and programmes. Whilst I have had exposure to Business Objects through training, I have not used this programme myself vocationally. Having said this, I have demonstrated my ability in being able to gain knowledge of different computer systems quickly and easily and can then apply this knowledge through my work.

• Well-developed skills in the use of computer packages for word-processing, data storage and retrieval, email, spreadsheets, www and other administrative activities

I possess strong information technology skills, evidenced by my use of a variety of applications and in house systems in my current and previous positions. These include:

• SI-Net – used to retrieve and report information, update student records and enrolments and guide students through the use of mySI-net
• SITS – used to provide advice on the status of applications and save MBA student CV’s
• IWAP – used to retrieve staff contact details and log outgoing couriers
• MS Outlook – using the email functionality to communicate with colleagues and internal and external clients’ information, such as: meeting minutes, campus events, class cancellations and workshop information. I also use the Calendar function to schedule appointments and book resources.
• MS Word – used to develop letters, labels and training manuals, utilising functions such as mail merge, styles, tables, graphics and macros
• MS Excel – used to track outgoing mail logs, mailing lists, student liaison reports, programme and workshop lists, and reports for student surveys utilising complex formulas, graphs and macros
• E-Trans – used to prepare purchase requisitions, process pay claims, and prepare travel, accommodation and expense claims
• CRM – used to log student enquiries, create tasks, email merge templates, send text message reminders to students and maintain electronic client records
• Sonia – utilised to update student child protection checks, input grades and log practicum reports
• Student One – used to update student record information such as unit enrolment reports, history reports, class registration lists, study plan manipulations and advanced standing applications
• Their Enrolment – providing students with guidance on navigating the system when enrolling or withdrawing from units
• Blackboard – used to enter grades on behalf of course coordinators, post job opportunities on a student career site and send bulk emails to students
• Blackboard IM – using instant messenger to communicate with colleagues across all campuses
• MS Access – for archiving purposes
• MS PowerPoint – for developing presentations
• MS Publisher – used to design flyers
• Internet and intranet – for research purposes

Personal Qualities

• High level written and oral communication skills

I have demonstrated my well-developed written communication skills in articulating information and advice to a wide range of people in my current and previous roles. In supporting my role responsibilities, I have constructed information emails and letters for colleagues, customers and external stakeholders, such as government agencies, providing advice on course content.

On one occasion, I developed a training manual designed to document my role responsibilities and which further demonstrates my written communication skills. The team was experiencing a busy period and a casual staff member was engaged for support. I developed this manual to be readily available to effectively address student enquiries that referred to and adhered to policy, process and legislation. The manual followed a step by step structure to allow ease of understanding, containing information on school specific information such as study plans, advanced standing, school specific processes with special consideration, course enrolment guides, course rules and professional experience areas such as practicum placements, and a frequently asked questions section. Additionally, in my own studies, I wrote assignments and presentations, writing each to their specific requirements, such as word and page lengths, and in formats such as essays and report styles.

My oral communication skills are demonstrated by my presentations at information sessions, providing specifics on course structures, prerequisites, advance standing, special considerations, University life in general and support services provided by the university. I have also participated in campus tours, providing information and advice on areas of interest, services and responses to the prospective student, and parent questions. I engage with international students, providing course information, and ensure I articulate slowly and carefully, reiterating information and asking questions to determine if they have understood the information in its context. In addition, I provide an opportunity for follow-up conversations by providing a business card. I tailor both my written and verbal communication depending on my audience, providing factual and accurate content, quoting policy and legislation where appropriate and required. I provide well written and accurate documentation through performing quality checks on content, spelling, grammar and punctuation, providing a professional and polished document.

 

• A strong orientation to the provision of a high level of customer service

My role as a Student Liaison Officer demonstrated my ability to work effectively with people at all levels, providing excellent client and customer service. Within the School of Education at Southern Cross University, I worked in a large Student Experience Team, liaising with individual teams’ and units’ academic and administrative staff such as the Student Liaison Team, Student Services and Admissions Team across the Lismore, Gold Coast and the Coffs Harbour Education campuses. I also liaised with external organisations such as the Teachers Federation to organise information and resources.

I use my interpersonal skills directly when providing customer support to students in defining and implementing solutions to their issues. I did this when I determined a first year student who was falling behind in their studies and considering withdrawing from their course. I managed this through a friendly approach and listening to determine the cause of the student’s issue, which turned out to be time management and assignment writing difficulties. Using this information, I was able to refer the student onto the Academic Skills Development Office so that the student could build on their deficient skills, resulting in the student retaining their studies.

My success in providing high quality customer service is attributed to effectively liaising with staff, Lecturers and Tutors across the business units to ensure timely provision of services and issue management. I do this by listening to what is being said and following through with the enquiry, ensuring a fit for purpose solution is provided in each individual circumstance. I provide advice that eliminates confusion and adds value using a personalised approach, connecting the person to other services through the process where appropriate. I leverage and build upon my knowledge of the University’s courses and offerings to provide relevant and up to date information through liaison with administrative and academic staff across the university, discussing current course content and any immediate and impending changes. I absorb information from email updates and regularly review information for changes on the staff intranet and university web pages.

An empathy with and ability to communicate with students, including those from diverse cultural backgrounds

 Demonstrating my success in the student interactions, I successfully provided customer service where I managed an issue that a student had regarding special considerations. The student had filled the form out incorrectly and sent it to myself and the Head of school, applying for an area that didn’t require reapplication, and was quite distressed that it would have an impact on her course outcomes. I managed to calm the student and explain in detail why she did not need to apply. I provided this information both verbally and in writing to further ensure understanding and clarity of information. I copied the Head of School into the communication and received positive feedback that supports my ability to successfully and continually provide a high level of customer service and satisfaction.

 

My success in the student interactions as outlined above and in the previous criteria is due to using empathy around the different issues that surround student life. I actively listen to students and use interviewing techniques such as open and closed questions to gather complete information to determine a plan or course of action.

Both my current and previous roles have been in an environment of cultural diversity, demonstrated through working with international students and as their first point of enquiry. I ensure understanding using strategies such as providing documented information and speaking slowly and concisely to articulate the required information.

I am further committed to cultural diversity and equality in the workplace, evidenced by my participation in various workshops and courses, including Understanding Student Development and Diversity, Understanding Cultural Competence and Mental Health First Aid. I adhere to the Code of Conduct in place, work respectfully with others and promote safe work practices. Additionally, as a Crew Trainer with McDonald’s, I trained staff in cultural awareness to ensure when providing services to customers that they were able to adapt their service to effectively work with customers where English was not their first language.