This job carries with it the obligation to uphold the Mission of Lone Star College (LSC) in carrying out the duties of the position. A commitment to positive interpersonal behaviors, professional communication, diversity, integrity, leadership, stewardship, respect and accountability to LSC students and employees is essential.

Short description of vacancy: The start date will be 1 September 2018 (or as agreed upon). The funding of the doctorate is limited to a period of four years. The successful applicant is expected to contribute to a research project on “The Migration of Migration Policies: Pathways and Consequences of the Diffusion of Migration Policies” and complete a doctoral dissertation under the supervision of Prof. Joachim Blatter. Applying case studies, the doctoral student will trace how asylum policies move from one country to other countries.

Requirements: You have completed a Master degree in one of the social sciences (preferably Political Science). You are motivated to pursue an academic career. You have knowledge of migration policy analysis and/or are highly interested to work in this field of research. Training in qualitative methods (preferably methods of within-case analysis) is an advantage. Excellent written and oral command of English and knowledge of German is required. In consideration of our probable case selection, language skills in Swedish and Danish are of high value. Interest in interdisciplinary collaborations with other nccr – on the move collaborators in the framework of different NCCR events. Participation in an interdisciplinary doctoral program coordinated by the University of Neuchatel is expected. Regular attendance of events at the University of Neuchatel, or elsewhere in Switzerland, is required.

Benefits: The salary and working conditions (activity percentage etc.) are in accordance with the regulations of the Swiss National Science Foundation. The nccr – on the move offers attractive working conditions, including support measures for researchers with childcare duties. Employer: The position is based at the University of Lucerne. The University of Lucerne is an Equal Opportunities Employer. Qualified women and candidates with a migration history are encouraged to apply.

Submitting application: Please send your application including a letter of interest, CV, transcripts, a writing sample (e.g. Master thesis), and the contact details of two referees to jobs@unilu.ch, quoting the application number 2350/001. Application deadline is 31 May 2018. For additional information about the position, please contact Prof. Joachim Blatter: joachim.blatter@unilu.ch

The position is posted on Husky Jobs  ID 125932

The Communication Leadership graduate program (Comm Lead) is seeking doctoral students to serve as paid grading/feedback support for the two Comm Lead core classes: COMMLD 501 in Fall Quarter 2018 and COMMLD 502 in Spring Quarter 2019. A two-quarter commitment is preferred but not required. It is expected that each position will work approximately 14 hours per week during the term of this quarterly appointment (including class time), not to exceed 177 hours total. Positions will be paid $22.95 per hour, not to exceed $4000 total in a quarter. There will be a limited number of hours of prep work during Summer 2018 (primarily in early September), so the appointment will begin then with a flexible exact start date in late August/early September.

In this role, the successful candidates will work closely with instructors Anita Verna Crofts and Dr. Ekin Yasin, attending the class sessions (5 Saturday sessions in Fall: 9/29, 10/13, 10/27, 11/10, 12/1, 9:00am-5:00pm, and 10 weeknight sessions in Spring, 6:00-9:50 PM night TBD), helping to monitor the discussion threads, and providing written feedback on a host of assignments in both courses. Both courses are Credit/No Credit, so the feedback piece takes on particular importance.
Comm Lead is a professional graduate program, offering Master of Communication Degrees in Digital Media as well as Communities & Networks. Students range in age from 22-40+ and many work full time, coming to school after hours. The two core courses provide a foundation for first year students in the program.

COMMLD 501: Leadership Through Story and Communities
This foundational class considers personal leadership development through the two lenses of story and community, with particular attention paid to contemporary research on creativity. In this digital age when the technology of communication is so pervasive and accessible, leadership and creativity go hand in hand to produce strong community engagement. Oneʼs personal history and cultural context influences oneʼs leadership style, so using cross-sector profiles and guest speakers, we will carefully consider a range of leaders, their personal narratives, communication styles, and how they connect meaningfully to customers, colleagues, and constituents. As part of the course applied learning, you will be asked to research and produce an original final project concerning a communication issue that you find compelling and that reflects your personal and professional interests, ambitions, and curiosity within the field of communication.

COMMLD 502: Communication through Digital Media and Networks
This class tackles how organizations across all sectors successfully craft their story and message it internally and externally. The course looks at various theories and case studies of organizational communication, which provide important context for how organizations map their values, identities and image to the story they convey to  employees and the broader public. The course also asks students to apply these theories, create solutions and draft a plan concerning an actual organizational challenge for class clients that they are matched with in the class. In working with real clients, the class hopes to facilitate the pursuit of professional networks for students whilst also building strategic thinking and planning skills, which will be reflected in students’ in-class group projects. In addition to the group projects, students also write a case-study about the organization and the communicative challenge they face on their own to further develop students’ skills as forecasters and leaders in the field.

To apply, please send a CV and cover letter of interest in a single PDF document titled with your name to Assistant Director of Academic Services Heather Werckle (hwerckle@uw.edu) by May 31, 2018.

The Panel Study of Income Dynamics (PSID) announces a call for papers for the 2018 PSID Annual User Conference. The conference theme in 2018 is Child Wellbeing and Outcomes in Childhood, Young Adulthood, and over the Lifecourse.

Deadline for submissions: June 4, 2018
Conference dates: September 13–14, 2018

Princeton University Library seeks a highly collaborative, innovative and service-oriented professional to support the University’s increased focus on social sciences data research in the Woodrow Wilson School of Public and International Affairs, and to provide in-depth quantitative reference and research services. This position is also the Library’s subject liaison to the Department of Sociology, supporting undergraduate course and independent work, the graduate student program, and faculty teaching and research. The Department incorporates both quantitative and qualitative approaches to social sciences; courses and research reflect social dimensions of economics, politics, history, psychology and demography. The successful candidate will oversee the Library’s collections in sociology, manage acquisitions funds in this area, and work closely with subject selectors in related areas on collection development and collaborative collection building.

The Social Sciences Data and Sociology Librarian actively participates in a dynamic team environment in the Donald E. Stokes Library and with other social sciences librarians and data specialists to develop and efficiently implement instructional, outreach, research and reference services to Princeton University students and faculty. Creates research guides to promote access to subject-specific and data sources. Represents Princeton in relevant professional and scholarly organizations. This position is part of the Library’s Scholarly Collections and Research Services Department.

The Department of Sociology is inviting applications for a one-year temporary non-renewable instructor position in sociology during the 2018-19 academic year. Master’s degree in Sociology or closely related field required. Candidates with PhDs in Sociology are desired. ABDs will be considered. The successful candidate should be able to teach research methods and/or statistics and courses in their area of specialization. Preference may be given to candidates with specialization in medical sociology and health-related fields.

Teaching load is 4/4. Review of candidates will begin on June 4th and will continue until the position is filled.

QDR invites scholars in the social and health sciences, humanities, law, and others disciplines that employ qualitative data and methods, to submit proposals to the Annotation for Transparent Inquiry (ATI) Challenge. QDR seeks proposals from scholars who are currently writing a manuscript that they plan to submit to a leading journal in their respective discipline.

Scholars selected to participate will use cutting-edge annotation technology to enhance their manuscripts. They will play a key role in demonstrating how qualitative and multi-method researchers can join and benefit from academia’s ongoing transparency revolution.

Submissions to the ATI Challenge will be judged meritocratically. ATI Challenge participants will receive an award of $2,000 (as either an honorarium or research support), subject to any relevant tax and visa status limitations. They will also attend a workshop in New York City in November 2018, where they will meet and network with other scholars who share a commitment to making their research accessible and evaluable. All travel and accommodation expenses will be covered by QDR.

Timeline

• May 11, 2018 – Proposal submissions due
• May 28, 2018 – Notification of status of application
• October 26, 2018 – Manuscript and annotations due
• November 29-30, 2018 – Workshop in New York City

The African Academy of Sciences (AAS), the U.S. National Institutes of Health (NIH) and the Bill & Melinda Gates Foundation are partnering under the auspices of the Coalition of African Research & Innovation (CARI) to establish a post-doctoral training fellowship program, the African Postdoctoral Training Initiative (APTI).  Training will be at a world class institute, the intramural laboratories of NIH.

APTI fellows will train in a global health research area of priority for their home institutions and countries, and AAS, BMGF and NIH, while building bridges and lasting connections between the partner organizations and African scientists and institutions. While at the NIH, the fellows must be on leave or sabbatical from their home institution under the NIH Intramural Visiting Fellow Program (https://policymanual.nih.gov/2300-320-3). The research priority areas are in infectious diseases, nutrition, and reproductive, maternal, and child health and developing skills for clinical and translational research. More information available

• AAS – http://www.aasciences.ac.ke/about/about-us/about-the-aas/
• BMGF – https://www.gatesfoundation.org/What-We-Do
• NIH – https://irp.nih.gov/our-research/scientific-focus-areas

APTI fellows will be expected to lead important research programs in their home countries and institutions. After successful completion of the two-year postdoctoral fellowship, trainees will be provided with 50% salary support for an additional two years to assist their transition into independent researchers.

The main objective of APTI is to train a cadre of African scientists so they return to their home institutions and become scientific leaders in their community, help solve Africa’s challenges in global health and development, and in turn become trainers of the next generation. A key ingredient is a focus on the home institutions. As such, APTI expects commitment from home institutions to provide a conducive research environment and dedicated research time for the fellows upon their return home. APTI fellows are expected to be a part of an African regional and global web of collaborations connecting to their home institutions. APTI fellows will be linked to an existing African and global scientific networks and are expected to nurture these scientific collaborations and relationships.