Professor of Pharmaceutical Chemical Biology

Professor of Pharmaceutical Chemical Biology

Uppsala University

Uppsala, Sweden

Description of the subject area

The successful candidate will lead research at the interface between chemistry and biology, with a primary focus on the discovery and development of pharmacologically active chemical tools. These can, for example, be used to elucidate biological mechanisms, investigate disease processes, and identify new target proteins. This can lay the foundation for new therapeutic strategies with potential for clinical application. The research may also involve the development of chemical tools for diagnostics, including imaging techniques.

Duties

The successful candidate will have overall responsibility for research and doctoral education within the field of pharmaceutical chemical biology, as well as supervision and teaching at first, second and third cycle levels. The position includes leading an active research team in the subject area, as well as contributing to the positive development of research and education within the subject in collaboration with the faculty’s researchers and teaching staff. Administrative tasks and internal and external elected office may also be rquired. The position also includes disseminating research and development activities. The successful candidate’s duties will include keeping up to date with developments in their subject area, as well as societal developments in general that may be significant to their work at the University.

Qualifications

A person eligible for appointment as professor is one who has demonstrated both scholarly and teaching competence (Chapter 4, Section 3 of the Swedish Higher Education Ordinance). A general eligibility requirement in Section 5 of the Appointment Regulations for Uppsala University (AO) is that the applicant must have the ability to cooperate and otherwise meet the requirements for suitability needed to perform the duties well.

The research expertise must have been demonstrated by independent research efforts and by the applicant's qualifications in an international perspective maintaining a very high quality. The applicant shall have demonstrated skill in the planning, initiation, leadership and development of research and the ability to obtain research grants in competition, as well as well-documented skills in supervising doctoral studies. The applicant's contribution to the international and national academic community shall be assessed on the basis of the quality and scope of academic publication, among other aspects. The requirements on the acquisition of international qualifications shall be assessed with due consideration for the nature and specific conditions of the subject. 

Pedagogical expertise must have been demonstrated through substantial qualifications in education in accordance with Section 22 of the AO. Furthermore, the applicant shall demonstrate well-documented skills in supervision at the undergraduate, graduate and postgraduate levels. Completion of relevant academic teacher training, comprising a minimum of ten weeks, or the equivalent is a prerequisite in order for the applicant to be considered to possess the necessary teaching skills. If special reasons exist, the successful candidate who does not have training in teaching and learning in higher education may undergo such training during the first two years of employment. Academic teacher training shall include doctoral supervisor training.

The applicant must have documented ability to teach in Swedish or English.

Assessment criteria

In selecting qualified applicants, greater importance will be placed on research expertise than on teaching expertise. However, a balanced assessment will be made so that an applicant with significantly greater teaching expertise can be ranked ahead of an applicant with a slight advantage in terms of research expertise.

Research expertise refers to qualifications as a researcher. In the assessment of research expertise, research quality shall be the primary consideration. The scope of research, particularly in terms of depth and breadth, will also be assigned significance Furthermore, consideration will be given to the ability to plan, initiate, lead and develop research and education at the doctoral level, the ability to secure research funding competitively, and the ability to engage with the wider society through research. (AO Section 20) Cf. Section 3 of the Guidelines and Assessment Criteria for Recruitment and Promotion within the Disciplinary Domain of Medicine and Pharmacy.

Pedagogical expertise refers to qualifications in teaching and learning. In the assessment of teaching expertise, quality shall be the primary consideration. Scope, both in terms of breadth and depth, shall also be considered. In addition, the ability to plan, initiate, lead and develop education and teaching, as well as the ability to link the education to research are assigned significance. Teaching expertise includes the ability to interact with stakeholders within and outside the University on issues related to learning and teaching in higher education, (AO Section 22) Cf. Section 4 RB.

Assessment criteria; other proficiency

Administrative expertise is significant to the position and will be assigned weight. Administrative expertise is demonstrated through, for example, the capacity to plan, organise and prioritise work in a suitable and effective manner, as well as the ability to specify and adhere to time frames. This form of expertise includes overall work planning; ability to manage resources in a way that reflects operational priorities; and ability to work in a structured manner and on the basis of an awareness of goals and quality. See also sections 28-29 AR and section 5 GA.

Management expertise is highly important for the position. According to AR, management expertise is demonstrated through ability to lead activities and staff, make decisions, assume responsibility, motivate others and provide them with what they require for the effective achievement of common objectives. Ability to coordinate a group and to help generate a sense of commitment, enhance participation and enjoyment of work, and ability to deal with conflicts, are further examples of how expertise is demonstrated. See also sections 30-31 AR and section 5 GA.

When assessing collaboration expertise, experience of and expertise in education and outreach work, editorships and other activities related to knowledge exchange between academia and the wider community, as well as experience of innovation and entrepreneurship, will be given weight. (GA Section6)