76 parallel-programming-"Multiple"-"Humboldt-Stiftung-Foundation"-"Simons-Foundation" positions at University of Newcastle
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of Medicine (Faculty of Medical Sciences), to provide clinical and academic leadership to the MBBS programme whether delivered in Newcastle, across the Regional Medical School and in NUMed Malaysia
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ageing, sarcopenia and multiple long-term conditions (MLTC). Within AGE, the postholder will support the delivery of studies within the BRC ASM Theme. Responsibilities will include preparing biological
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studio, and hope our appointee may take a leadership role in the School in due course. The School has a dynamic research programme, ranked 4th in our unit of assessment in the UK for Research Power in
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support services. They will support engagement activities with businesses across the NECA, being strong advocates for the programme to build profile. Innovation Associates play an important role in
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pleased to offer a 0.2 FTE post for a period of two years to support our new undergraduate Cognitive Science Programme. We are interested in applicants from diverse backgrounds in Cognitive Science who can
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of Engineering, the programme builds on the School’s established strengths in fluid dynamics, materials, intelligent sensing, advanced manufacturing and electrical power systems and will be delivered from the new
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Technician to join our teaching team in developing, implementing and managing an Aerospace Engineering degree programme. In this key role, you will be based in the teaching laboratories supporting the delivery
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administrative tasks and other duties to support the educational programme Identify and undertake a programme of professional development The Person (Essential) Knowledge, Skills and Experience Evidence of
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of management information including taking responsibility for maintaining database(s) of information; gathering data from multiple sources, extracting reports as required and ensuring the integrity of data
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the secondary care settings. This is a flagship initiative of the MBBS programme forming a core component of our curriculum aim of developing doctors as “professionals” alongside their scholarly and practitioner