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Senior Assistant Manager, Wellbeing Development (University Wellbeing Office) NTU’s University Wellbeing Office was established to provide a strong wellbeing support ecosystem for employees and students. With positive mental health as a key priority, you will be part of a team to coordinate new...
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accredited Master of Architecture programme as well as a range of graduate and undergraduate programmes in related fields such as urban planning/design, landscape architecture and conservation. The faculty is
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Medical School. In August 2024, we welcomed our first intake of the NTU MBBS programme, that has been recently enhanced to include themes like precision medicine and Artificial Intelligence (AI) in
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status promptly. Ensure applications are reviewed by SSC within the given timelines. Arranges for SSC meetings and take simple minutes. Plans visit programme, research and teaching seminars. Coordinates
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Qualifications: Recognized degree in any discipline. Knowledge & Experience: Experience in academic administration, programme management, or accreditation support within a university or similar educational
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work experience in stakeholder/ partnership engagement and programme management, preferably within education or technology environments. Experience in learning analytics and dashboards, and in the use
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to join the Division of Academic Computing & Information Services (ACIS) as Systems Analyst. This is a 9‑month contract position. What We Offer: A dynamic and collaborative work environment that fosters
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academic operations by overseeing part-time lecturer (PTL) administration, managing teaching-related resources, and ensuring smooth delivery of student and programme processes. The role requires strong
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discussions, and training to improve quality of care o Participate and contribute to novel projects to drive the university’s health and wellbeing strategy e.g., peer staff support programme, mental health
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on Thurlings et al.’s models of feedback processes, most feedback in computer systems is cognitivist in nature. The advancements in LLMs appear promising in bridging this dialogic gap in feedback and learning