415 evolution-"https:"-"https:"-"https:"-"https:"-"https:"-"UCL"-"UCL"-"UCL" positions in Denmark
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Tenure-track Assistant/Associate Professor/Professor in Ecophysiology and Ecology Department of B...
applicants. At the Faculty of Natural Science at Aarhus University, we strive to support our scientific staff in their career development. We focus on competency development and career clarification and want
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product development across fintech, SaaS, or payment infrastructure contexts, including data-driven business models, responsible AI, and AI-assisted workflows, as well as the ability to bridge technical and
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large research application for the European Research Council (ERC). The project proposal, which is still under development, aims to contribute to the sociology of sustainable energy transition in
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funded by DANIDA’s Knowledge and Innovation Programme, that supports the development of partnerships between Danish and African universities. We are looking for a project manager that possesses a broad
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technology for people. With our international elite research and study programmes, we are helping to create a better world and to solve the global challenges formulated in the UN’s 17 Sustainable Development
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neuromuscular research and molecular muscle biology your position is primarily research-based but may also involve teaching assignments. You will contribute to the development of the department through research
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the relationship between the evolution of life and the evolution of the Earth surface environment. This group is part of the bigger Nordcee group of the Biology Department of the University of Southern Denmark
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the opportunity to use these networks to strengthen and shape your own profile and career trajectory. You will also gain new experience with method development, e.g. through developing co-production
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to actively participate in the development, and we ensure a continued open, democratic, and inclusive society for the benefit of all. At DTU Compute, we value diversity, inclusion, and a flexible work-life
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-based environments), science teachers and teaching (including faculty development and pedagogical competence), and science students’ experience, engagement and study paths, including student wellbeing in