Remote - Oracle SIS Support Engineer - PST Zone

Overview

Remote
Depends on Experience
Accepts corp to corp applications
Contract - W2
Contract - 6 Month(s)
No Travel Required

Skills

Oracle Student Cloud
Student Information Systems
Oracle Application Support Engineer
Educational Institutions
Oracle SIS
Oracle Learning Cloud
Oracle Higher Education Cloud
Oracle Campus Solutions
Oracle Education Cloud

Job Details

Position: Oracle Application Support Engineer (Student Information System)

Location: Remote in PST Zone

 

Overview:
We are seeking a highly skilled Oracle Application Support Engineer with expertise in managing and supporting Student Information Systems (SIS). Experience with Oracle Student Cloud is preferred.

Key Responsibilities:

  • Provide comprehensive support for the Oracle Application environment, focusing on Student Information Systems (SIS).
  • Troubleshoot and resolve issues related to Oracle applications to ensure minimal disruption to end-users.
  • Collaborate with cross-functional teams to enhance system performance and implement new features.
  • Assist in the configuration, testing, and deployment of Oracle application updates.
  • Provide end-user support and training to ensure effective use of the system.
  • Monitor system performance and implement necessary optimizations to ensure reliability and efficiency.
  • Maintain and update system documentation, including configurations, processes, and procedures.

Qualifications:

  • Proven experience as an Oracle Application Support Engineer, with a focus on Student Information Systems.
  • Strong understanding of Oracle Student Cloud (preferred).
  • Ability to troubleshoot complex issues and provide timely resolutions.
  • Excellent communication and collaboration skills, with the ability to work effectively in a remote environment.
  • Experience working with educational institutions or similar environments is a plus.
  • Bachelor's degree in Computer Science, Information Technology, or a related field (or equivalent experience).
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