Senior Business Analyst (University of Queensland)

13 Apr 2018 8:00 AM | Jill Penridge

The UQ Strategic Plan 2018-2021 includes goals to provide a blended learning experience that offers greater flexibility for students to personalise their learning experience through on-line learning, while retaining high-value active and collaborative on-campus classes that engage students in learning experiences unique to UQ.  In support of this goal, UQ is establishing the Blended Learning Program to design, develop and implement a series of 60-plus blended courses (flexible online learning blended with high value on-campus active learning) over the period of 2018-2020.

The Student Strategy Program Office has been established within the Institute for Teaching and Learning Innovation (ITaLI) to support the governance and delivery of UQ’s Blended Learning Program and other initiatives.

The role

The primary purpose of this position is to support the development, design and delivery of Student Strategy initiatives and associated governance processes. This role will also contribute to the annual Student Strategy planning and budgeting process.

The person

Applicants should possess postgraduate qualifications and extensive experience as a business analyst or generalist with a focus on business process, system or service improvement. You should also have a strong desire to apply your analytical, problem solving and data interrogation skills to undertaking business process design and delivery of change and new products, services and functions . Applicants should also be able to demonstrate capability in project management, excellent communication skills and highly developed interpersonal skills.

The University of Queensland values diversity and inclusion and actively encourages applications from those who bring diversity to the University. Please refer to the University’s Diversity and Inclusion webpage ( for further information and points of contact if you require additional support.  

Apply here until 11:55pm, 22 April 2018.

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