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Professorship in Technology and Social Change
Skilled and committed employees are a crucial factor in the success of Linköping University. And we need more of them. Our core expertise comes from teachers and researchers, but a successful university requires experienced and motivated employees in many fields. Everyone is important. We need to recruit many new employees due to retirement among our current staff and an expansion in our research activity. We need you here. We look forward to receiving your application!
The Department of Thematic Studies was the first in Sweden to offer an academic setting for thematically organised, interdisciplinary, socially relevant research. We combine strong research with undergraduate and postgraduate programmes and courses, often in collaboration with actors outside the university. Our point of departure is a critical, reflective approach, and we seek to develop new ways of understanding established social phenomena, in order to benefit both scientific and social development.
Read more at https://liu.se/en/organisation/liu/tema
Technology and Social Change is a nationally and internationally leading environment for research and education in how people create and use technology, and how technological change is interwoven with cultural patterns, everyday life, politics and economy. Third cycle and first cycle studies specialising in issues of technology and social change are carried out at the department.
Research and teaching within the department are focused on a number of important technological fields, and conducted from a number of different theoretical perspectives. The activities are currently organized into four broad programme areas. One group researches topics of agency, care, embodiment, knowledge practices, normativities, and subjectivities in science, medicine and other technological practices. These topics are examined from social, cultural, philosophical, and ethical perspectives, contributing to feminist theory, medical humanities, and science, technology and society studies. A second group deals with the development and transformation of infrastructure systems, such as energy, IT, transport and buildings, and how these systems are governed at a regional and local level, and how they are used in and impact our daily lives. A third group researches valuation as practice: the use of rankings, evaluations and indicators within the fields of science and technology and beyond, including clinical trials, big data, patient experiences, the development and use of algorithms. The fourth group focuses on the broad interdisciplinary field of environmental humanities and addresses the subject of nature and ecological matters. Special attention is paid to discourses of environmental consequences and risks related to the development of large scale socio-technical systems. Tema T participates in national doctoral schools in ‘Environmental Humanities‘ and ‘Energy Systems‘ and plays a key role in the recently started undergraduate programme in ‘Urban and Regional Planning‘.
Read more at https://liu.se/en/organisation/liu/tema/temat
Professor in Technology and Social Change
The University applies individual salary scales based on the experience of the employee and the labour market.
The tasks within the announced professorship will comprise individual research, teaching and supervision of post-graduate students, research leadership, active responsibility for the continued development of Tema T, and collegial participation in intellectual, leadership and administrative roles.
The candidate shall demonstrate scientific expertise and a publication record at a high international level within fields relevant for the study of technology and social change. Documented scientific skills within humanities and/or social science are of particular merit as is research in interdisciplinary contexts.
The candidate will also have a track record of receiving external donations and lead research projects, collaborate with participants outside of the academy and supervision of post-graduate students.
Evidence of pedagogical skills from teaching in fields relevant for ‘Urban and Regional Planning‘ are an additional merit.
The duties assigned to teaching staff may comprise educational responsibilities or research, and administrative tasks. Teachers are also responsible for monitoring developments within their subject areas and developments in the wider community that are significant to their role as a teacher at a higher education institution. The holder of the appointment will participate in teaching at undergraduate and advanced levels.
An applicant who has demonstrated both academic and teaching skills shall be qualified for this appointment.
Grounds for assessment
As grounds for assessment when appointing a professor, the level of proficiency required to qualify for the appointment shall apply.
As much attention shall be given to the assessment of teaching proficiency as to the assessment of scientific proficiency.
For this position special weight is given to scholarly proficiency, followed by teaching proficiency, in turn followed by remaining proficiencies which should be considered equally.
Scholarly proficiency must have been demonstrated through: original research resulting in publication, through planning and managing research and third-cycle courses and study programmes and through the ability to obtain research grants Scholarly proficiency can also be demonstrated through the ability to achieve results in research through collaboration with other teachers and through the ability to provide information about research.
Teaching proficiency is demonstrated through the ability to convey relevant knowledge and skills, to stimulate students such that they drive their own learning process, to create engagement and interest in the subject area, and the ability to structure and organise both the content and forms of work in relation to the goals of the subject area. In addition, the teaching proficiency must have been demonstrated through the ability to contribute to the development and renewal of education and the ability to reflect on their own attitude to education and the results of their work.
Administrative proficiency and leadership must have been demonstrated through the ability to plan, organise and develop activities and personnel.
Collaboration with society is an integral part of the research and educational mission of the higher education institution, where the ability to use collaboration with society as a means to raise the quality of the education and research, its relevance, dissemination, accessibility and application may constitute grounds for assessment.
Collaboration within education is demonstrated through the ability to plan, arrange and carry out productive collaboration in an educational context, with the aim of ensuring the relevance of the education and its role in preparing for professional life.
Collaboration within research is demonstrated by the ability to disseminate, make accessible and benefit from research through the production and dissemination of popular scientific material, collaborative projects with external non-academic actors, commissioned consulting as expert, mobility projects, commercialisation, and activities undertaken within the framework of permitted secondary employment.
Department of Thematic Studies, Technology and Social Change
Telefon: +46 13 28 2975