Sort by
Refine Your Search
-
Listed
-
Category
-
Program
-
Field
-
For over a decade, the Contextual Safeguarding Programme at Durham University (previously at the University of Bedfordshire) has been at the forefront of reforming safeguarding systems, to promote
-
within the SCENE programme and work with the programme team to support thecommercialisation eco-system with a programme of excellent internal communications activity. The postholder will work closely with
-
numerical modelling. Ability to participate in research meetings to troubleshoot research problems and discuss the direction of research. Skills Fluency in at least one scientific computer language (e.g., C
-
collaboration, Into the Light . This three-year programme, which began on 1 April 2024, is funded by the Arts Council England, the Shared Prosperity Fund, Durham County Council and others. I has been designed
-
The Role and Department The School of Modern Languages and Cultures The School of Modern Languages and Cultures (MLAC) at Durham University seeks to appoint a talented individual to the role
-
, Mechanical, Thermal Engineering or Computer Science. Experience Experience in conducting high quality academic research. Demonstrable ability to write material of a quality commensurate with publication in
-
plan appropriate solutions. Ability to contribute to planning at an operational level. Desirable Criteria Qualifications/Experience 1.An BSc/MSc degree in a technical discipline (e.g. Computer Science
-
Commercialisation The postholder will lead and bring together the core team currently supporting the Northern Accelerator programme alongside new staff appointed through the SCENE programme ensuring close integration
-
including discounted membership for our state-of-the-art sport and gym facilities and access to a 24-7 Employee Assistance Programme. On site nursery is available and children's clubs in the summer holidays
-
, the successful applicants will work in-person in Durham and travel to local partner schools to deliver a structured reading programme and assess pupils' progress in both reading and mental wellbeing. The role