Support Technician (Learning and Teaching) Styling and Prop Store

THIS JOB HAS NOW CLOSED

The opportunity

Edit as of 22/10/24 at 15:00. Please note, due to a large volume of applications received, this vacancy will be closing earlier than scheduled. This vacancy will be closing now on 24/10/24 at 23:55.

We are seeking a qualified individual to join our Technical team in Styling. This role involves supporting both students and staff with styling and garment-related projects. Key responsibilities include managing and maintaining the styling and prop store, providing technical guidance and assistance, and ensuring the smooth operation of teaching and learning facilities. The successful candidate will contribute to the delivery of technical services, ensuring that academic activities and course outcomes are effectively supported.

If you have any queries about this role, please contact the recruiting manager E Zhang at e.y.zhang@arts.ac.uk

If you have any queries about the application process or need any reasonable adjustments for your application, please contact the Resourcing Team at vacancies@fashion.arts.ac.uk

About you

Experience in styling, garment, and prop handling, including repair, storage, and cataloging.

Essential knowledge of garment and prop maintenance techniques.

Previous experience in a similar role within a styling or prop environment; customer-facing experience is desirable.

Proficiency in cataloging and maintaining inventory systems.

Strong organisational skills to maintain a clean and orderly store.

Passion for fashion and styling, with a focus on supporting students’ creative work.

Physical capability to lift and work at heights.

Ability to multitask and prioritise effectively in a busy environment.

We are UAL

University of the Arts London (UAL) generates and inspires the creativity the world needs for a better future. Since 1842, our colleges have been defining creative education. With curiosity, imagination and intent we make work which creates lasting change for people and our planet. London is core to who we are, a place where we meet and share ideas with people from different backgrounds and cultures.

Our creative network influences learning, culture, industry and society on a global scale. Our academics and practitioners deliver creative education and inspire new ways of thinking through research and innovation. We work with students at every level from pre-degree and short courses to postgraduate and online learning, enabling them to build the careers they want. Together, we are a community of makers, thinkers, pioneers and storytellers redesigning the future.

Our culture

We are a global University, welcoming over 22,000 students and 6,000 staff from 130 countries. We aim to be a university where people can be themselves and feel supported to reach their full potential. That’s why we are proud to be members of the Race Equality Charter (REC) and Business Disability Forum, are a Disability Confident Scheme Committed and Living Wage employer and maintain our status as a Stonewall Diversity Champion.

Application process

We operate a fair and open anonymous selection process. Thus, you will need to create an account and submit an application through our job board. As part of this, you will need to provide a supporting statement/answer some competency questions to demonstrate your suitability. Our recruitment process involves: Application, Shortlisting, Interview and Assessment, Offer, Onboarding.

We understand the benefits of using AI in work. But, if you are thinking of using it to submit an application, we ask you to think about what value it adds. AI tools tend to lack the personal touch and authenticity we value in candidates. We encourage you to showcase your unique knowledge and skills using your own voice.

If we receive a high volume of applications, the closing day date might close early. We aim to communicate any changes to the closing date with at least 24 hours’ notice. If you have any general questions or have accessibility needs, please refer to our Contact us page.

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