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University also offers a Junior Researcher Development Programme targeted at career development for postdocs at AU. You can read more about it here . The application must be submitted via Aarhus University’s
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of individual development. The group is involved in a variety of national and European projects and features a strong network of academic and industrial partners. We solve challenging research problems
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development, biomass availability, and sector coupling is experiencing significant growth. The group combines techno-economic modelling, system optimization, and infrastructure planning to address real-world
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Faculty position in Molecular Health (Tenure-Track Assistant Professor / Associate Professor) at ...
for candidates interested in providing a molecular, mechanistic understanding of central processes in physiology, development and disease. Relevant research areas include molecular aspects
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technologies, so that everyone has the opportunity 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
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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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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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thermodynamics and molecular interactions in formulation environments. The position contributes to the development of pharmaceutical data science, integrating computational chemistry, molecular modeling, and
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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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-based environments), science teachers and teaching (including faculty development and pedagogical competence), and science students’ experience, engagement and study paths, including student wellbeing in