Welcome to The return of reproducible research: proper statistical methods (2025)
Description: There is a long history of the application of statistical methods on collected data (for example data from experiments). The current replication crisis in science is evidence that sometimes (maybe even often) statistical methods are used wrongly or their results misinterpreted. In this course we give a coherent introduction to statistical analyses and their interpretation that can help avoid these problems.
In this course we introduce a statistical mindset ? a way of thinking: a statistical paradigm of evidence interpretation. We will focus on conditional probabilities: is the question the patient is asking ?what is the probability of having a positive test result given I am sick?? or is it ?what is the probability of being sick given a positive test result??. We answer this question ? and discuss why the two questions are indeed very different questions. We proceed to analysing data with probabilistic modelling. We do that by first discussing data-generating processes and causal models, including using these to identify the correct variables to control for in the statistical analysis. Then we proceed to linear regression (a simple linear regression and a linear regression with both continuous and qualitative explanatory variables including potentially interaction effects). We potentially also consider other types of models (for example logistic regression and/or correlated measurements).
We will use R (https://www.r-project.org) and the Stan software for Bayesian inference (https://mc-stan.org).
Prerequisites: Working knowledge of R. (For example as obtained through the PhD course ?Data Science Using R?.)
Learning objectives: Analysing data using statistical methods ensuring reproducible research findings, including probabilistic modelling and using software for Bayesian inference.
Teaching methods: Oral presentations, exercises, hand-in.
Criteria for assessment: The students need to participate actively and they will get a written hand-in assignment that must be approved to pass the course.
Key literature: The course does not follow any particular text book, but rather the course slides and supplied notes will be the main course material.
Organizer: Mikkel Meyer Andersen
Lecturers: Mikkel Meyer Andersen
ECTS: 2.0
Time: 17 April and 1 May 2025
Place: Aalborg University
Zip code: 9220
City: Aalborg
Maximal number of participants: 40
Deadline: 27 March 2025
Important information concerning PhD courses:
There is a no-show fee of DKK 3,000 for each course where the student does not show up. Cancellations are accepted no later than 2 weeks before the start of the course. Registered illness is of course an acceptable reason for not showing up on those days. Furthermore, all courses open for registration approximately four months before start of the course.
For external PhD students: This course is a general course and is prioritised for PhD Students enrolled at Aalborg University. If there are available seats, PhD students from other universities will be accepted. You will be notified shortly after the deadline if you have been accepted.
To attend courses at the Doctoral School in Medicine, Biomedical Science and Technology you must be enrolled as a PhD student.
We cannot ensure any seats before the deadline for enrolment, all participants will be informed after the deadline, approximately 3 weeks before the start of the course.
For inquiries regarding registration, cancellation or waiting list, please contact the PhD administration at aauphd@adm.aau.dk When contacting us please state the course title and course period. Thank you.
Description: There is a long history of the application of statistical methods on collected data (for example data from experiments). The current replication crisis in science is evidence that sometimes (maybe even often) statistical methods are used wrongly or their results misinterpreted. In this course we give a coherent introduction to statistical analyses and their interpretation that can help avoid these problems.
In this course we introduce a statistical mindset ? a way of thinking: a statistical paradigm of evidence interpretation. We will focus on conditional probabilities: is the question the patient is asking ?what is the probability of having a positive test result given I am sick?? or is it ?what is the probability of being sick given a positive test result??. We answer this question ? and discuss why the two questions are indeed very different questions. We proceed to analysing data with probabilistic modelling. We do that by first discussing data-generating processes and causal models, including using these to identify the correct variables to control for in the statistical analysis. Then we proceed to linear regression (a simple linear regression and a linear regression with both continuous and qualitative explanatory variables including potentially interaction effects). We potentially also consider other types of models (for example logistic regression and/or correlated measurements).
We will use R (https://www.r-project.org) and the Stan software for Bayesian inference (https://mc-stan.org).
Prerequisites: Working knowledge of R. (For example as obtained through the PhD course ?Data Science Using R?.)
Learning objectives: Analysing data using statistical methods ensuring reproducible research findings, including probabilistic modelling and using software for Bayesian inference.
Teaching methods: Oral presentations, exercises, hand-in.
Criteria for assessment: The students need to participate actively and they will get a written hand-in assignment that must be approved to pass the course.
Key literature: The course does not follow any particular text book, but rather the course slides and supplied notes will be the main course material.
Organizer: Mikkel Meyer Andersen
Lecturers: Mikkel Meyer Andersen
ECTS: 2.0
Time: 17 April and 1 May 2025
Place: Aalborg University
Zip code: 9220
City: Aalborg
Maximal number of participants: 40
Deadline: 27 March 2025
Important information concerning PhD courses:
There is a no-show fee of DKK 3,000 for each course where the student does not show up. Cancellations are accepted no later than 2 weeks before the start of the course. Registered illness is of course an acceptable reason for not showing up on those days. Furthermore, all courses open for registration approximately four months before start of the course.
For external PhD students: This course is a general course and is prioritised for PhD Students enrolled at Aalborg University. If there are available seats, PhD students from other universities will be accepted. You will be notified shortly after the deadline if you have been accepted.
To attend courses at the Doctoral School in Medicine, Biomedical Science and Technology you must be enrolled as a PhD student.
We cannot ensure any seats before the deadline for enrolment, all participants will be informed after the deadline, approximately 3 weeks before the start of the course.
For inquiries regarding registration, cancellation or waiting list, please contact the PhD administration at aauphd@adm.aau.dk When contacting us please state the course title and course period. Thank you.
- Teacher: Mikkel Meyer Andersen
Welcome to Interdisciplinary Resarch Design (2025)
Description: Many PhD projects are ?born interdisciplinary?. Equally, there is an increasing value attached to the interdisciplinary theme in the research funding community and public debate. Regardless hereof the tools and skills for thinking about interdisciplinary research designs has not been addressed and developed sufficiently amongst PhD students. The course is therefore motivated by this gap. It targets all PhD students with projects that are interdisciplinary either as a key feature of their initial design (?born interdisciplinary?), or the ones that incrementally moves towards this as a function of an emerging awareness to the importance of an expanded research design during the process (?becoming interdisciplinary?). Next to this existing gap in interdisciplinary research skills the course is motivated by an observation made over several years, namely that different scientific disciplines only is one level of needed cross-fertilization. Another is the ability to move more effortless across different methods, either in order to triangulate, or simply because of the nature of the research question. The so-called ?problem-based-learning? (PBL) research model need to take an interdisciplinary approach that includes actual scientific disciplines and their theoretical and conceptual apparatuses, as well as the multitude of methods of relevance to complex and real-life research questions. Finally, the course is motivated by an interest in bringing such an increased interdisciplinary awareness and skill-development in sync with the requirements for contemporary research dissemination and communication.
Prerequisites: Master eduction (since this is an interdisciplinary course there is of course no requirement to have a particular background).
Learning objectives: The main goal is for the participants to be able to reflect upon their own PhD project and how it might either be 'born' interdisciplinary or 'become' interdisciplinary. By appropriating the course readings and understanding the cases presented in the course, the key learning objective is to increase the participant's level of reflexivity when it comes to understanding their own projects in light of the theme of interdisciplinarity.
Teaching methods: Lectures, workshops, one-on-one 'critical friend' dialouges, and written assignment (the latter is optional).
Criteria for assessment: Active participation during the lectures, workshops and dialouges for the 2,5 ECTS credit. Additionally it is possible to wirte a short reflection report on a topic related to the course and one's thesis project to get 4 ECTS credits instead.
Key literature:
Bark, R. H., M. E. Kragt & B. J. Robson (2016) Evaluating an interdisciplinary research project: Lessons learned for organisations, researchers and funders, International Journal of Project Management, 34 (2016) 1449?1459
Barry, A., G. Born & G. Weszkalnys (2008) Logics of interdisciplinarity, Economy and Society, 37:1, 20-49
Benson, T. C. (1982) Five Arguments Against Interdisciplinary Studies, Issues in Integrative Studies No.1 38-48
Committee on Facilitating Interdisciplinary Research, Committee on Science, Engineering, and Public Policy (2004) Facilitating interdisciplinary research. National Academies. Washington: National Academy Press
Darbellay, F. (2012) The circulation of knowledge as an interdisciplinary process: Travelling concepts, analogies, and metaphors, Issues in Interdisciplinary Studies 30, 1-18
Jessop, B. & N. Sum (2001) Pre-disciplinary and Post-disciplinary Perspectives, New Political Economy, January 89-101
Lakoff, G. & M. Johnson (1980) Metaphors We Live By, Chicago: University of Chicago Press, pp. 3-33
Latour, B. (1988) Mixing Humans and Nonhumans together: The Sociology of a Door-Closer, Social Problems, vol. 35, no. 3, pp. 298-310
Menken, S. & M. Keestrea (2016) An Introduction to Interdisciplinary Research. Theory & Practice, Amsterdam: Amsterdam University Press (KEY READING!)
Pedersen, D. B. & R. Hvidtfeldt (2021) Literature review on funding and composition of interdisciplinary research and innovation teams, Science Diplomacy, Report
Rigney, D. (2001) The Metaphorical Society. An Invitation to Social Theory, Oxford: Rowman & Littlefield, pp. 1-12 (chapter one: The Metaphorical Imagination)
Sayer, A. (2000) For Postdisciplinary Studies: Sociology and the Curse of Disciplinary Parochialism/Imperialism, in J. Eldridge, J. MacInnes, S. Scott, C. Warhurst and A. Witz (eds) (2000) For Sociology: Legacies and Prospects, Durham: Sociology Press, pp. 83-91
Schön, D. A. (1993) Generative Metaphor: a perspective on problem-setting in social policy, In A. Ortony (ed.) Metaphor and Thought. Cambridge: Cambridge University Press, 137-163
Silvast, A. & C. Foulds (2022) Sociology of Interdisciplinarity. The Dynamics of Energy Research, Cham: Palgrave Macmillan, pp. 91-120 (chapter 5)
Organizer: Ole B. Jensen
Lecturers: Ole B. Jensen
ECTS: 2.5 (with the opportunity to increase to 4 ECTS by doing a post-course hand-in assignment)
Time: 12 - 14 May 2025
Place: Aalborg University
Zip code: 9220
City: Aalborg
Maximal number of participants: 15
Deadline: 21 April 2025
Important information concerning PhD courses:
There is a no-show fee of DKK 3,000 for each course where the student does not show up. Cancellations are accepted no later than 2 weeks before the start of the course. Registered illness is of course an acceptable reason for not showing up on those days. Furthermore, all courses open for registration approximately four months before start of the course.
For external PhD students: This course is a general course and is prioritised for PhD Students enrolled at Aalborg University. If there are available seats, PhD students from other universities will be accepted. You will be notified shortly after the deadline if you have been accepted.
To attend courses at the Doctoral School in Medicine, Biomedical Science and Technology you must be enrolled as a PhD student.
We cannot ensure any seats before the deadline for enrolment, all participants will be informed after the deadline, approximately 3 weeks before the start of the course.
For inquiries regarding registration, cancellation or waiting list, please contact the PhD administration at aauphd@adm.aau.dk When contacting us please state the course title and course period. Thank you.
Description: Many PhD projects are ?born interdisciplinary?. Equally, there is an increasing value attached to the interdisciplinary theme in the research funding community and public debate. Regardless hereof the tools and skills for thinking about interdisciplinary research designs has not been addressed and developed sufficiently amongst PhD students. The course is therefore motivated by this gap. It targets all PhD students with projects that are interdisciplinary either as a key feature of their initial design (?born interdisciplinary?), or the ones that incrementally moves towards this as a function of an emerging awareness to the importance of an expanded research design during the process (?becoming interdisciplinary?). Next to this existing gap in interdisciplinary research skills the course is motivated by an observation made over several years, namely that different scientific disciplines only is one level of needed cross-fertilization. Another is the ability to move more effortless across different methods, either in order to triangulate, or simply because of the nature of the research question. The so-called ?problem-based-learning? (PBL) research model need to take an interdisciplinary approach that includes actual scientific disciplines and their theoretical and conceptual apparatuses, as well as the multitude of methods of relevance to complex and real-life research questions. Finally, the course is motivated by an interest in bringing such an increased interdisciplinary awareness and skill-development in sync with the requirements for contemporary research dissemination and communication.
Prerequisites: Master eduction (since this is an interdisciplinary course there is of course no requirement to have a particular background).
Learning objectives: The main goal is for the participants to be able to reflect upon their own PhD project and how it might either be 'born' interdisciplinary or 'become' interdisciplinary. By appropriating the course readings and understanding the cases presented in the course, the key learning objective is to increase the participant's level of reflexivity when it comes to understanding their own projects in light of the theme of interdisciplinarity.
Teaching methods: Lectures, workshops, one-on-one 'critical friend' dialouges, and written assignment (the latter is optional).
Criteria for assessment: Active participation during the lectures, workshops and dialouges for the 2,5 ECTS credit. Additionally it is possible to wirte a short reflection report on a topic related to the course and one's thesis project to get 4 ECTS credits instead.
Key literature:
Bark, R. H., M. E. Kragt & B. J. Robson (2016) Evaluating an interdisciplinary research project: Lessons learned for organisations, researchers and funders, International Journal of Project Management, 34 (2016) 1449?1459
Barry, A., G. Born & G. Weszkalnys (2008) Logics of interdisciplinarity, Economy and Society, 37:1, 20-49
Benson, T. C. (1982) Five Arguments Against Interdisciplinary Studies, Issues in Integrative Studies No.1 38-48
Committee on Facilitating Interdisciplinary Research, Committee on Science, Engineering, and Public Policy (2004) Facilitating interdisciplinary research. National Academies. Washington: National Academy Press
Darbellay, F. (2012) The circulation of knowledge as an interdisciplinary process: Travelling concepts, analogies, and metaphors, Issues in Interdisciplinary Studies 30, 1-18
Jessop, B. & N. Sum (2001) Pre-disciplinary and Post-disciplinary Perspectives, New Political Economy, January 89-101
Lakoff, G. & M. Johnson (1980) Metaphors We Live By, Chicago: University of Chicago Press, pp. 3-33
Latour, B. (1988) Mixing Humans and Nonhumans together: The Sociology of a Door-Closer, Social Problems, vol. 35, no. 3, pp. 298-310
Menken, S. & M. Keestrea (2016) An Introduction to Interdisciplinary Research. Theory & Practice, Amsterdam: Amsterdam University Press (KEY READING!)
Pedersen, D. B. & R. Hvidtfeldt (2021) Literature review on funding and composition of interdisciplinary research and innovation teams, Science Diplomacy, Report
Rigney, D. (2001) The Metaphorical Society. An Invitation to Social Theory, Oxford: Rowman & Littlefield, pp. 1-12 (chapter one: The Metaphorical Imagination)
Sayer, A. (2000) For Postdisciplinary Studies: Sociology and the Curse of Disciplinary Parochialism/Imperialism, in J. Eldridge, J. MacInnes, S. Scott, C. Warhurst and A. Witz (eds) (2000) For Sociology: Legacies and Prospects, Durham: Sociology Press, pp. 83-91
Schön, D. A. (1993) Generative Metaphor: a perspective on problem-setting in social policy, In A. Ortony (ed.) Metaphor and Thought. Cambridge: Cambridge University Press, 137-163
Silvast, A. & C. Foulds (2022) Sociology of Interdisciplinarity. The Dynamics of Energy Research, Cham: Palgrave Macmillan, pp. 91-120 (chapter 5)
Organizer: Ole B. Jensen
Lecturers: Ole B. Jensen
ECTS: 2.5 (with the opportunity to increase to 4 ECTS by doing a post-course hand-in assignment)
Time: 12 - 14 May 2025
Place: Aalborg University
Zip code: 9220
City: Aalborg
Maximal number of participants: 15
Deadline: 21 April 2025
Important information concerning PhD courses:
There is a no-show fee of DKK 3,000 for each course where the student does not show up. Cancellations are accepted no later than 2 weeks before the start of the course. Registered illness is of course an acceptable reason for not showing up on those days. Furthermore, all courses open for registration approximately four months before start of the course.
For external PhD students: This course is a general course and is prioritised for PhD Students enrolled at Aalborg University. If there are available seats, PhD students from other universities will be accepted. You will be notified shortly after the deadline if you have been accepted.
To attend courses at the Doctoral School in Medicine, Biomedical Science and Technology you must be enrolled as a PhD student.
We cannot ensure any seats before the deadline for enrolment, all participants will be informed after the deadline, approximately 3 weeks before the start of the course.
For inquiries regarding registration, cancellation or waiting list, please contact the PhD administration at aauphd@adm.aau.dk When contacting us please state the course title and course period. Thank you.
- Teacher: Ole B. Jensen
Welcome to Understanding theory of science (2025)
Description:
Theory of science is an attempt to comprehend science, in order to better identify it, shape it, guide it, and perhaps endorse or denounce it. To do this theory of science use philosophical topics, such as epistemology, ontology and axiology. Other fields, like sociology and semiotics, also form the theoretical and methodological base for the analysis of science. In some sense, theory of science is a form of meta-scientific inquiry, but it is also a form of reflexivity within science itself.
Every scientist, Ph.D. students perhaps more than others, can at times come to find themselves in need of ?think things through?. Whether it springs out of doubt, or from the need to defend, or something third, is of lesser importance. The point is merely that every once in a while we need to carefully consider the science that we represent, to locate or re-locate ourselves in it or to justify the enterprise we?re involved with. The quality of our scientific work will undoubtable benefit from our ability to better comprehend the fundamental conditions, values and presumptions that constitutes the scientific requirements and expectations in the first place.
This course offers the opportunity to practice the art of theory of science, to better acquaint oneself with the field, and to learn how to apply its thoughts and positions to the science and the scientist of one?s own. The focus of the course will be problems in theory of science that are relevant for research in the health sciences and the technological and natural sciences. These topics could be issues of measurement, facts, objectivism, and ?evidence-based?; but also issues like stakeholders, the role and influence of tools, peer-review and reductionism.
The course will be topic oriented workshops or seminars, with the lecturer as a presenter, but more importantly as a facilitator of qualified deliberation on the topics. The sessions will therefore require active participation and an open mind from everyone involved.
Prerequisites: None
Learning objectives:
Knowledge of basic theory of science
Knowledge of specific topics in theory of science
Competence to reflect on what constitute science and scientific practices
Competence to argue for the scientific value, validity and integrity of one's Ph.d. project/work.
Teaching methods: Lectures on topics Facilitated workshops Individual written assignments Oral student presentations
Criteria for assessment:
Active participation (80%)
3 written assignments
Key literature: Text about the topics, and for workshops. Not choosen yet.
Organizer: Patrik Kjærsdam Telléus
Lecturers: Patrik Kjærsdam Telléus
ECTS: 2.0
Time: 21 - 23 May 2025
Place: Aalborg University
Zip code: 9220
City: Aalborg
Maximal number of participants: 20
Deadline: 30 April 2025
Important information concerning PhD courses:
There is a no-show fee of DKK 3,000 for each course where the student does not show up. Cancellations are accepted no later than 2 weeks before the start of the course. Registered illness is of course an acceptable reason for not showing up on those days. Furthermore, all courses open for registration approximately four months before start of the course.
For external PhD students: This course is a general course and is prioritised for PhD Students enrolled at Aalborg University. If there are available seats, PhD students from other universities will be accepted. You will be notified shortly after the deadline if you have been accepted.
To attend courses at the Doctoral School in Medicine, Biomedical Science and Technology you must be enrolled as a PhD student.
We cannot ensure any seats before the deadline for enrolment, all participants will be informed after the deadline, approximately 3 weeks before the start of the course.
For inquiries regarding registration, cancellation or waiting list, please contact the PhD administration at aauphd@adm.aau.dk When contacting us please state the course title and course period. Thank you.
Description:
Theory of science is an attempt to comprehend science, in order to better identify it, shape it, guide it, and perhaps endorse or denounce it. To do this theory of science use philosophical topics, such as epistemology, ontology and axiology. Other fields, like sociology and semiotics, also form the theoretical and methodological base for the analysis of science. In some sense, theory of science is a form of meta-scientific inquiry, but it is also a form of reflexivity within science itself.
Every scientist, Ph.D. students perhaps more than others, can at times come to find themselves in need of ?think things through?. Whether it springs out of doubt, or from the need to defend, or something third, is of lesser importance. The point is merely that every once in a while we need to carefully consider the science that we represent, to locate or re-locate ourselves in it or to justify the enterprise we?re involved with. The quality of our scientific work will undoubtable benefit from our ability to better comprehend the fundamental conditions, values and presumptions that constitutes the scientific requirements and expectations in the first place.
This course offers the opportunity to practice the art of theory of science, to better acquaint oneself with the field, and to learn how to apply its thoughts and positions to the science and the scientist of one?s own. The focus of the course will be problems in theory of science that are relevant for research in the health sciences and the technological and natural sciences. These topics could be issues of measurement, facts, objectivism, and ?evidence-based?; but also issues like stakeholders, the role and influence of tools, peer-review and reductionism.
The course will be topic oriented workshops or seminars, with the lecturer as a presenter, but more importantly as a facilitator of qualified deliberation on the topics. The sessions will therefore require active participation and an open mind from everyone involved.
Prerequisites: None
Learning objectives:
Knowledge of basic theory of science
Knowledge of specific topics in theory of science
Competence to reflect on what constitute science and scientific practices
Competence to argue for the scientific value, validity and integrity of one's Ph.d. project/work.
Teaching methods: Lectures on topics Facilitated workshops Individual written assignments Oral student presentations
Criteria for assessment:
Active participation (80%)
3 written assignments
Key literature: Text about the topics, and for workshops. Not choosen yet.
Organizer: Patrik Kjærsdam Telléus
Lecturers: Patrik Kjærsdam Telléus
ECTS: 2.0
Time: 21 - 23 May 2025
Place: Aalborg University
Zip code: 9220
City: Aalborg
Maximal number of participants: 20
Deadline: 30 April 2025
Important information concerning PhD courses:
There is a no-show fee of DKK 3,000 for each course where the student does not show up. Cancellations are accepted no later than 2 weeks before the start of the course. Registered illness is of course an acceptable reason for not showing up on those days. Furthermore, all courses open for registration approximately four months before start of the course.
For external PhD students: This course is a general course and is prioritised for PhD Students enrolled at Aalborg University. If there are available seats, PhD students from other universities will be accepted. You will be notified shortly after the deadline if you have been accepted.
To attend courses at the Doctoral School in Medicine, Biomedical Science and Technology you must be enrolled as a PhD student.
We cannot ensure any seats before the deadline for enrolment, all participants will be informed after the deadline, approximately 3 weeks before the start of the course.
For inquiries regarding registration, cancellation or waiting list, please contact the PhD administration at aauphd@adm.aau.dk When contacting us please state the course title and course period. Thank you.
- Teacher: Patrik Kristoffer Kjærsdam Telléus
Welcome to Ethics and Social Responsibility for Scientists, Engineers and Health Researchers (2025)
Description: The course addresses ethical dilemmas that young researchers might face in turbulent times, where clear-cut distinctions between pure and applied science can no longer be upheld, and try to create a space where the participating PhD students can qualify their reflections on their role as young researchers by drawing on philosophical, sociological, and ethical perspectives in analyzing possibilities and problems of contemporary science, engineering, technology, and health research.
Prerequisites: A MSc degree in science, engineering, health science, and/or an interdisciplinary topic (e.g. various combinations of STEM and SSH).
Learning objectives:
1. Knowledge of different approaches to ethics and responsibility in science, engineering and health research
2. Skills in liaising the presented approaches of ethics and responsibility to own research
3. Competence in ethically assessing own research.
Teaching methods: Lectures, Discussions, Exercises, and Presentations by participants.
The course is designed so that each day is split up into two sessions: One before lunch and one after. Usually a session begins with a lecture (90 minutes, including breaks) followed by discussions, excersises, or group work. During the last session on the last day participants are kindly asked to do a PP presentation on ethical issues in their Ph.D. project (duration: no more than 15 minutes) followed by questions and discussions. We will use the group work and discussions during the first two days to qualify the presentations. It is, however a good idea, to begin reflecting on ethical issues before the course begins when reading the course material.
Criteria for assessment:
- Read the course material uploaded on Moodle before the course embarks.
- Participation in all course sessions, answer questions during the course, engage in discussions, excersises, and group work.
- Participants need to prepare and do a presentation of ethical issues in their own PhD project.
- During the course, the participants are asked to ethically analyze their PhD projects, and present their analyses. To facilitate the ethical analyses of PhD projects several topical case studies and relevant analytical tools are presented.
Key literature:
Birkholm, Klavs (2013): "The Ethical Judgment: Teaching and learning techno-ethics (reprint)" on Teknoetik.org - (https://bit.ly/3cOU1YV)
Flyvbjerg, B. (2001): Making Social Science Matter. Cambridge: Cambridge University Press. - Chapters: 5. "Values in social and political inquiry" (pp. 53-65) and 8. "Empowering Aristotle" (pp. 110-128). As e-book: https://bit.ly/2Tr6URz - or see Map above.
Løgstrup, K.E. (2007): Beyond the Ethical Demand. Notre Dame, Indiana: University of Notre Dame Press. - Chapter 4: "Norms and Expressions of Life" (pp. 123-139).
Rotblat, J. (1985). Leaving the bomb project. Bulletin of the Atomic Scientists, 41:16-19.
Schummer, J (2018). Ethics of Chemical Weapons Research: Poison Gas in World War One. HYLE - International Journal for Philosophy of Chemistry, 24:5-28.
Van de Poel, I. (2013). Translating values into design requirements. Philosophy and engineering: Reflections on practice, principles and process (pp. 253-266) Springer.
Burget, M., Bardone, E., & Pedaste, M. (2017). Definitions and conceptual dimensions of responsible research and innovation: A literature review. Science and Engineering Ethics, 23(1):1-19.
Von Schomberg, R. (2019). Why responsible innovation? In "International handbook on responsible innovation" Edward Elgar Publishing.
Felt, U., Fochler, M., & Sigl, L. (2018). IMAGINE RRI. A card-based method for reflecting on responsibility in life science research. Journal of Responsible Innovation, 5(2), 201-224.
"Growth in Surveillance may be hard to scale back after Pandemic, experts say". The Guardian, 14 April 2020.
Algorithm Watch: "Automated decision-making systems and the fight against Covid-19". 2 April 2020.
University of Twente: Campus Talks. Episode 1: "Corona Apps". (Video): https://bit.ly/2XjKmmI
Sandel, M.J. (2004), "The Case Against Perfection". The Atlantic Monthly, Apr. 2004, p. 50-62.
Organizer: Tom Holmgaard Børsen
Lecturers: Tom Holmgaard Børsen
ECTS: 2.5
Time: 1 - 4 December 2025
Place: Aalborg University
Zip code: 9220
City: Aalborg
Maximal number of participants: 20
Deadline: 11 November 2025
Important information concerning PhD courses:
There is a no-show fee of DKK 3,000 for each course where the student does not show up. Cancellations are accepted no later than 2 weeks before the start of the course. Registered illness is of course an acceptable reason for not showing up on those days. Furthermore, all courses open for registration approximately four months before start of the course.
For external PhD students: This course is a general course and is prioritised for PhD Students enrolled at Aalborg University. If there are available seats, PhD students from other universities will be accepted. You will be notified shortly after the deadline if you have been accepted.
To attend courses at the Doctoral School in Medicine, Biomedical Science and Technology you must be enrolled as a PhD student.
We cannot ensure any seats before the deadline for enrolment, all participants will be informed after the deadline, approximately 3 weeks before the start of the course.
For inquiries regarding registration, cancellation or waiting list, please contact the PhD administration at aauphd@adm.aau.dk When contacting us please state the course title and course period. Thank you.
Description: The course addresses ethical dilemmas that young researchers might face in turbulent times, where clear-cut distinctions between pure and applied science can no longer be upheld, and try to create a space where the participating PhD students can qualify their reflections on their role as young researchers by drawing on philosophical, sociological, and ethical perspectives in analyzing possibilities and problems of contemporary science, engineering, technology, and health research.
Prerequisites: A MSc degree in science, engineering, health science, and/or an interdisciplinary topic (e.g. various combinations of STEM and SSH).
Learning objectives:
1. Knowledge of different approaches to ethics and responsibility in science, engineering and health research
2. Skills in liaising the presented approaches of ethics and responsibility to own research
3. Competence in ethically assessing own research.
Teaching methods: Lectures, Discussions, Exercises, and Presentations by participants.
The course is designed so that each day is split up into two sessions: One before lunch and one after. Usually a session begins with a lecture (90 minutes, including breaks) followed by discussions, excersises, or group work. During the last session on the last day participants are kindly asked to do a PP presentation on ethical issues in their Ph.D. project (duration: no more than 15 minutes) followed by questions and discussions. We will use the group work and discussions during the first two days to qualify the presentations. It is, however a good idea, to begin reflecting on ethical issues before the course begins when reading the course material.
Criteria for assessment:
- Read the course material uploaded on Moodle before the course embarks.
- Participation in all course sessions, answer questions during the course, engage in discussions, excersises, and group work.
- Participants need to prepare and do a presentation of ethical issues in their own PhD project.
- During the course, the participants are asked to ethically analyze their PhD projects, and present their analyses. To facilitate the ethical analyses of PhD projects several topical case studies and relevant analytical tools are presented.
Key literature:
Birkholm, Klavs (2013): "The Ethical Judgment: Teaching and learning techno-ethics (reprint)" on Teknoetik.org - (https://bit.ly/3cOU1YV)
Flyvbjerg, B. (2001): Making Social Science Matter. Cambridge: Cambridge University Press. - Chapters: 5. "Values in social and political inquiry" (pp. 53-65) and 8. "Empowering Aristotle" (pp. 110-128). As e-book: https://bit.ly/2Tr6URz - or see Map above.
Løgstrup, K.E. (2007): Beyond the Ethical Demand. Notre Dame, Indiana: University of Notre Dame Press. - Chapter 4: "Norms and Expressions of Life" (pp. 123-139).
Rotblat, J. (1985). Leaving the bomb project. Bulletin of the Atomic Scientists, 41:16-19.
Schummer, J (2018). Ethics of Chemical Weapons Research: Poison Gas in World War One. HYLE - International Journal for Philosophy of Chemistry, 24:5-28.
Van de Poel, I. (2013). Translating values into design requirements. Philosophy and engineering: Reflections on practice, principles and process (pp. 253-266) Springer.
Burget, M., Bardone, E., & Pedaste, M. (2017). Definitions and conceptual dimensions of responsible research and innovation: A literature review. Science and Engineering Ethics, 23(1):1-19.
Von Schomberg, R. (2019). Why responsible innovation? In "International handbook on responsible innovation" Edward Elgar Publishing.
Felt, U., Fochler, M., & Sigl, L. (2018). IMAGINE RRI. A card-based method for reflecting on responsibility in life science research. Journal of Responsible Innovation, 5(2), 201-224.
"Growth in Surveillance may be hard to scale back after Pandemic, experts say". The Guardian, 14 April 2020.
Algorithm Watch: "Automated decision-making systems and the fight against Covid-19". 2 April 2020.
University of Twente: Campus Talks. Episode 1: "Corona Apps". (Video): https://bit.ly/2XjKmmI
Sandel, M.J. (2004), "The Case Against Perfection". The Atlantic Monthly, Apr. 2004, p. 50-62.
Organizer: Tom Holmgaard Børsen
Lecturers: Tom Holmgaard Børsen
ECTS: 2.5
Time: 1 - 4 December 2025
Place: Aalborg University
Zip code: 9220
City: Aalborg
Maximal number of participants: 20
Deadline: 11 November 2025
Important information concerning PhD courses:
There is a no-show fee of DKK 3,000 for each course where the student does not show up. Cancellations are accepted no later than 2 weeks before the start of the course. Registered illness is of course an acceptable reason for not showing up on those days. Furthermore, all courses open for registration approximately four months before start of the course.
For external PhD students: This course is a general course and is prioritised for PhD Students enrolled at Aalborg University. If there are available seats, PhD students from other universities will be accepted. You will be notified shortly after the deadline if you have been accepted.
To attend courses at the Doctoral School in Medicine, Biomedical Science and Technology you must be enrolled as a PhD student.
We cannot ensure any seats before the deadline for enrolment, all participants will be informed after the deadline, approximately 3 weeks before the start of the course.
For inquiries regarding registration, cancellation or waiting list, please contact the PhD administration at aauphd@adm.aau.dk When contacting us please state the course title and course period. Thank you.
- Teacher: Tom Holmgaard Børsen
Welcome to Interdisciplinary Perspectives on Participatory Research: Advancing Methodologies for Social Impact
Description: The course is trans-disciplinary meaning that research participants may be patients, teachers, consumers etc. that are considered experts within a practice that is somehow being developed through a research initiative. Based in different research paradigms and traditions, the course focuses on various forms of participatory research such as design-based research, user-centered design, co-production, or community-based participatory research (CBPR) / participatory action research (PAR). The course will explore the distinctive goals underlying such different forms of participatory research and examine the varying degrees of participation within the research process. Furthermore, course participants will discuss questions around the inclusion of participants and stakeholders at different stages or the distribution of power within the research process. The course will shed light on a spectrum of methods employed in participatory research, ranging from conventional to innovative and arts-based approaches. Course participants will gain a holistic understanding of participatory designs and methods across disciplines and will be encouraged to critically evaluate the strengths and limitations of each approach. The goal is that course participants will be able to discuss, evaluate and express how they invite, interact with and position research participants in their projects.
Prerequisites: The course is open to all PhD students who work with complex problems and are interested in participatory methods across disciplines (e.g., learning, engineering, health sciences, environmental studies, urban planning, social sciences etc.). As the course uses a PBL-setup, students are expected to bring their own PhD-project-related problems and work in interdisciplinary groups preparing and improving their research design and methods.
Learning objectives: The course has several learning objectives:
- Ph.D. students will develop a comprehensive understanding of the strengths and limitations of various participatory research paradigms and methodologies.
- Ph.D. students will be able to critically analyze processes associated with change across different contexts (e.g., patient, citizen, learner) and disciplines (e.g., learning, engineering, health sciences, environmental studies, urban planning, social sciences).
- Ph.D. students will be able to explore and critically evaluate questions regarding the inclusion of community members and stakeholders at different stages of the research process and the distribution of power within these processes. Moreover, they will be able to understand and navigate the ethical considerations and challenges inherent in participatory research, ensuring responsible and respectful engagement with community members and stakeholders.
- Ph.D. students will gain knowledge of a broad spectrum of methods employed in participatory research, including innovative and arts-based methods, and understand their application in different research contexts.
Teaching methods: The course employs several teaching methods, namely: Self-study activities (reading recommended literature, pre and post course assignments)
Lectures with practical exercises (in face-to-face mode), Group work, Reflective team exercises, Peer and written feedback.
Criteria for assessment: Active participation
Two student assignments:
- Written presentation of the students' PhD-projects, with a focus on participatory research elements (1000 words)
- Reflective paper that critically engages with the course literature and reflects on the students' personal learning experiences, including how the participatory methods and approaches discussed in the course could be applied to their PhD research projects (3000-4000 words)
Key literature: TBD
Organizer: Verena Lenneis and Stine Ejsing-Duun
Lecturers: Verena Lenneis and Stine Ejsing-Duun
ECTS: 3.0
Time: 18 - 19 November 2025
Place: Aalborg University (Room: TBA)
Zip code: 9220
City: Aalborg
Maximal number of participants: 25
Deadline: 28 October 2025
Important information concerning PhD courses:
There is a no-show fee of DKK 3,000 for each course where the student does not show up. Cancellations are accepted no later than 2 weeks before the start of the course. Registered illness is of course an acceptable reason for not showing up on those days. Furthermore, all courses open for registration approximately four months before start of the course.
For external PhD students: This course is a general course and is prioritised for PhD Students enrolled at Aalborg University. If there are available seats, PhD students from other universities will be accepted. You will be notified shortly after the deadline if you have been accepted.
To attend courses at the Doctoral School in Medicine, Biomedical Science and Technology you must be enrolled as a PhD student.
We cannot ensure any seats before the deadline for enrolment, all participants will be informed after the deadline, approximately 3 weeks before the start of the course.
For inquiries regarding registration, cancellation or waiting list, please contact the PhD administration at aauphd@adm.aau.dk When contacting us please state the course title and course period. Thank you.
Description: The course is trans-disciplinary meaning that research participants may be patients, teachers, consumers etc. that are considered experts within a practice that is somehow being developed through a research initiative. Based in different research paradigms and traditions, the course focuses on various forms of participatory research such as design-based research, user-centered design, co-production, or community-based participatory research (CBPR) / participatory action research (PAR). The course will explore the distinctive goals underlying such different forms of participatory research and examine the varying degrees of participation within the research process. Furthermore, course participants will discuss questions around the inclusion of participants and stakeholders at different stages or the distribution of power within the research process. The course will shed light on a spectrum of methods employed in participatory research, ranging from conventional to innovative and arts-based approaches. Course participants will gain a holistic understanding of participatory designs and methods across disciplines and will be encouraged to critically evaluate the strengths and limitations of each approach. The goal is that course participants will be able to discuss, evaluate and express how they invite, interact with and position research participants in their projects.
Prerequisites: The course is open to all PhD students who work with complex problems and are interested in participatory methods across disciplines (e.g., learning, engineering, health sciences, environmental studies, urban planning, social sciences etc.). As the course uses a PBL-setup, students are expected to bring their own PhD-project-related problems and work in interdisciplinary groups preparing and improving their research design and methods.
Learning objectives: The course has several learning objectives:
- Ph.D. students will develop a comprehensive understanding of the strengths and limitations of various participatory research paradigms and methodologies.
- Ph.D. students will be able to critically analyze processes associated with change across different contexts (e.g., patient, citizen, learner) and disciplines (e.g., learning, engineering, health sciences, environmental studies, urban planning, social sciences).
- Ph.D. students will be able to explore and critically evaluate questions regarding the inclusion of community members and stakeholders at different stages of the research process and the distribution of power within these processes. Moreover, they will be able to understand and navigate the ethical considerations and challenges inherent in participatory research, ensuring responsible and respectful engagement with community members and stakeholders.
- Ph.D. students will gain knowledge of a broad spectrum of methods employed in participatory research, including innovative and arts-based methods, and understand their application in different research contexts.
Teaching methods: The course employs several teaching methods, namely: Self-study activities (reading recommended literature, pre and post course assignments)
Lectures with practical exercises (in face-to-face mode), Group work, Reflective team exercises, Peer and written feedback.
Criteria for assessment: Active participation
Two student assignments:
- Written presentation of the students' PhD-projects, with a focus on participatory research elements (1000 words)
- Reflective paper that critically engages with the course literature and reflects on the students' personal learning experiences, including how the participatory methods and approaches discussed in the course could be applied to their PhD research projects (3000-4000 words)
Key literature: TBD
Organizer: Verena Lenneis and Stine Ejsing-Duun
Lecturers: Verena Lenneis and Stine Ejsing-Duun
ECTS: 3.0
Time: 18 - 19 November 2025
Place: Aalborg University (Room: TBA)
Zip code: 9220
City: Aalborg
Maximal number of participants: 25
Deadline: 28 October 2025
Important information concerning PhD courses:
There is a no-show fee of DKK 3,000 for each course where the student does not show up. Cancellations are accepted no later than 2 weeks before the start of the course. Registered illness is of course an acceptable reason for not showing up on those days. Furthermore, all courses open for registration approximately four months before start of the course.
For external PhD students: This course is a general course and is prioritised for PhD Students enrolled at Aalborg University. If there are available seats, PhD students from other universities will be accepted. You will be notified shortly after the deadline if you have been accepted.
To attend courses at the Doctoral School in Medicine, Biomedical Science and Technology you must be enrolled as a PhD student.
We cannot ensure any seats before the deadline for enrolment, all participants will be informed after the deadline, approximately 3 weeks before the start of the course.
For inquiries regarding registration, cancellation or waiting list, please contact the PhD administration at aauphd@adm.aau.dk When contacting us please state the course title and course period. Thank you.
- Teacher: Stine Ejsing-Duun
- Teacher: Verena Lenneis
Welcome to Electrochemistry: From fundamentals to applications (2025)
Description:
Electrochemistry is nowadays everywhere in our daily life. How does a battery work? How can we obtain green hydrogen more efficiently? Is it possible to morning our blood sugar level in real time? All these questions can be answered by electrochemistry.
The motivation of this course is to try to equip students with a mindset of electrochemistry. The students are expected to understand the fundamental principles of electrochemistry and start using electrochemistry methods as a tool to boost their PhD study.
Prerequisites: The students should have a certain level of knowledge on basic physics and chemistry. It?s an advantage if students have learnt physical chemistry.
Learning objectives: The major objective of this course is to explain the fundamentals and thus applications of electrochemistry. The emphasis will be placed on the fundamental topics such as thermodynamics and kinetics in electrochemistry (redox reaction, potential, current), basic electrochemical techniques (voltammetry, chronoamperometry, chronopotentiometry, impedance), as well as coupled techniques (spectro-electrochemistry). The applications of electrochemistry including energy storage and conversion (batteries, (bio)-fuel cells, water electrolyzer for hydrogen production, power-to-X), analytical chemistry (sensors, biosensors), and fabrication (electrodeposition / electroplating) will be discussed. By working in groups or individuals, they can perform electrochemistry experiments with a designed project highly related to their PhD projects.
Teaching methods: Lecture, group discussion, hand-on lab work.
Criteria for assessment: Small group project with dissertation
Key literature:
1. Book ?Electrochemical Engineering (2018)?, Thomas F. Fuller, John N. Harb
2. Book ?Electrochemical Methods: Fundamentals and Applications, 2nd Edition (2000)?, Larry R. Faulkner, Allen J. Bard
Organizer: Xinxin Xiao, tenure track assistant professor, Department of Chemistry and Bioscience
Lecturers: Xinxin Xiao, tenure track assistant professor, Department of Chemistry and Bioscience
ECTS: 2.5
Time: 9 - 11 April 2025
Place: Aalborg University
Zip code: 9220
City: Aalborg
Maximal number of participants: 20
Deadline: 19 March 2025
Important information concerning PhD courses:
There is a no-show fee of DKK 3,000 for each course where the student does not show up. Cancellations are accepted no later than 2 weeks before the start of the course. Registered illness is of course an acceptable reason for not showing up on those days. Furthermore, all courses open for registration approximately four months before start of the course.
For external PhD students: This course is a general course and is prioritised for PhD Students enrolled at Aalborg University. If there are available seats, PhD students from other universities will be accepted. You will be notified shortly after the deadline if you have been accepted.
To attend courses at the Doctoral School in Medicine, Biomedical Science and Technology you must be enrolled as a PhD student.
We cannot ensure any seats before the deadline for enrolment, all participants will be informed after the deadline, approximately 3 weeks before the start of the course.
For inquiries regarding registration, cancellation or waiting list, please contact the PhD administration at aauphd@adm.aau.dk When contacting us please state the course title and course period. Thank you.
Description:
Electrochemistry is nowadays everywhere in our daily life. How does a battery work? How can we obtain green hydrogen more efficiently? Is it possible to morning our blood sugar level in real time? All these questions can be answered by electrochemistry.
The motivation of this course is to try to equip students with a mindset of electrochemistry. The students are expected to understand the fundamental principles of electrochemistry and start using electrochemistry methods as a tool to boost their PhD study.
Prerequisites: The students should have a certain level of knowledge on basic physics and chemistry. It?s an advantage if students have learnt physical chemistry.
Learning objectives: The major objective of this course is to explain the fundamentals and thus applications of electrochemistry. The emphasis will be placed on the fundamental topics such as thermodynamics and kinetics in electrochemistry (redox reaction, potential, current), basic electrochemical techniques (voltammetry, chronoamperometry, chronopotentiometry, impedance), as well as coupled techniques (spectro-electrochemistry). The applications of electrochemistry including energy storage and conversion (batteries, (bio)-fuel cells, water electrolyzer for hydrogen production, power-to-X), analytical chemistry (sensors, biosensors), and fabrication (electrodeposition / electroplating) will be discussed. By working in groups or individuals, they can perform electrochemistry experiments with a designed project highly related to their PhD projects.
Teaching methods: Lecture, group discussion, hand-on lab work.
Criteria for assessment: Small group project with dissertation
Key literature:
1. Book ?Electrochemical Engineering (2018)?, Thomas F. Fuller, John N. Harb
2. Book ?Electrochemical Methods: Fundamentals and Applications, 2nd Edition (2000)?, Larry R. Faulkner, Allen J. Bard
Organizer: Xinxin Xiao, tenure track assistant professor, Department of Chemistry and Bioscience
Lecturers: Xinxin Xiao, tenure track assistant professor, Department of Chemistry and Bioscience
ECTS: 2.5
Time: 9 - 11 April 2025
Place: Aalborg University
Zip code: 9220
City: Aalborg
Maximal number of participants: 20
Deadline: 19 March 2025
Important information concerning PhD courses:
There is a no-show fee of DKK 3,000 for each course where the student does not show up. Cancellations are accepted no later than 2 weeks before the start of the course. Registered illness is of course an acceptable reason for not showing up on those days. Furthermore, all courses open for registration approximately four months before start of the course.
For external PhD students: This course is a general course and is prioritised for PhD Students enrolled at Aalborg University. If there are available seats, PhD students from other universities will be accepted. You will be notified shortly after the deadline if you have been accepted.
To attend courses at the Doctoral School in Medicine, Biomedical Science and Technology you must be enrolled as a PhD student.
We cannot ensure any seats before the deadline for enrolment, all participants will be informed after the deadline, approximately 3 weeks before the start of the course.
For inquiries regarding registration, cancellation or waiting list, please contact the PhD administration at aauphd@adm.aau.dk When contacting us please state the course title and course period. Thank you.
- Teacher: Xinxin Xiao
Welcome to Introduction to qualitative methods (2025)
Description: As the study of many scientific, technological and educational processes touches upon human beings and society, qualitative research methods are important tools for approaching the understanding and interpretation of these phenomena. Although reseaching qualities is part of the way in which different natural sciences and fields of engineering address some of their objects of study, the dominance of quantitative methods is dominant in these fields.
Prerequisites: None
Learning objectives: The course aims at: Offering an overview of the main assumptions and issues at stake when carrying qualitative research. Providing a frame for discussing the students' own methodological design. Providing feedback on students' problems and necessities regarding their methodological design when involving qualitative research methods.
Teaching methods: Lectures, group discussions, student presentations
Criteria for assessment: Active presentations
Key literature: Henriksen, Lars Bo et al. 2004. Dimensions of change. Copenhagen. CBS Press.Henriksen,
Lars Bo. 2019. Language Games, Dialogue and the Other. Proceedings of Pragmatic Constructivism, vol 9 nr.1, s. 25-30.
Flyvbjerg, Bent. 1991. Rationalitet og magt. Det konkretes videnskab, København: Akademisk Forlag. Also in English as ?Rationality and power ? Democracy in action? (1996). Chicago University Press.
Flyvbjerg, Bent. 2001. Five misunderstandings about case study methods. Qualitative Inquiry Volume 12 Number 2. SAGE Publications.
Organizer: Lars Bo Henriksen & Kenneth Mølbjerg Jørgensen
Lecturers: Lars Bo Henriksen & Kenneth Mølbjerg Jørgensen
ECTS: 3.0
Time: 29, 30 September and 1 October 2025
Place: Aalborg University
Zip code: 9220
City: Aalborg
Maximal number of participants: 25
Deadline: 8 September 2025
Important information concerning PhD courses:
There is a no-show fee of DKK 3,000 for each course where the student does not show up. Cancellations are accepted no later than 2 weeks before the start of the course. Registered illness is of course an acceptable reason for not showing up on those days. Furthermore, all courses open for registration approximately four months before start of the course.
For external PhD students: This course is a general course and is prioritised for PhD Students enrolled at Aalborg University. If there are available seats, PhD students from other universities will be accepted. You will be notified shortly after the deadline if you have been accepted.
To attend courses at the Doctoral School in Medicine, Biomedical Science and Technology you must be enrolled as a PhD student.
We cannot ensure any seats before the deadline for enrolment, all participants will be informed after the deadline, approximately 3 weeks before the start of the course.
For inquiries regarding registration, cancellation or waiting list, please contact the PhD administration at aauphd@adm.aau.dk When contacting us please state the course title and course period. Thank you.
Description: As the study of many scientific, technological and educational processes touches upon human beings and society, qualitative research methods are important tools for approaching the understanding and interpretation of these phenomena. Although reseaching qualities is part of the way in which different natural sciences and fields of engineering address some of their objects of study, the dominance of quantitative methods is dominant in these fields.
Prerequisites: None
Learning objectives: The course aims at: Offering an overview of the main assumptions and issues at stake when carrying qualitative research. Providing a frame for discussing the students' own methodological design. Providing feedback on students' problems and necessities regarding their methodological design when involving qualitative research methods.
Teaching methods: Lectures, group discussions, student presentations
Criteria for assessment: Active presentations
Key literature: Henriksen, Lars Bo et al. 2004. Dimensions of change. Copenhagen. CBS Press.Henriksen,
Lars Bo. 2019. Language Games, Dialogue and the Other. Proceedings of Pragmatic Constructivism, vol 9 nr.1, s. 25-30.
Flyvbjerg, Bent. 1991. Rationalitet og magt. Det konkretes videnskab, København: Akademisk Forlag. Also in English as ?Rationality and power ? Democracy in action? (1996). Chicago University Press.
Flyvbjerg, Bent. 2001. Five misunderstandings about case study methods. Qualitative Inquiry Volume 12 Number 2. SAGE Publications.
Organizer: Lars Bo Henriksen & Kenneth Mølbjerg Jørgensen
Lecturers: Lars Bo Henriksen & Kenneth Mølbjerg Jørgensen
ECTS: 3.0
Time: 29, 30 September and 1 October 2025
Place: Aalborg University
Zip code: 9220
City: Aalborg
Maximal number of participants: 25
Deadline: 8 September 2025
Important information concerning PhD courses:
There is a no-show fee of DKK 3,000 for each course where the student does not show up. Cancellations are accepted no later than 2 weeks before the start of the course. Registered illness is of course an acceptable reason for not showing up on those days. Furthermore, all courses open for registration approximately four months before start of the course.
For external PhD students: This course is a general course and is prioritised for PhD Students enrolled at Aalborg University. If there are available seats, PhD students from other universities will be accepted. You will be notified shortly after the deadline if you have been accepted.
To attend courses at the Doctoral School in Medicine, Biomedical Science and Technology you must be enrolled as a PhD student.
We cannot ensure any seats before the deadline for enrolment, all participants will be informed after the deadline, approximately 3 weeks before the start of the course.
For inquiries regarding registration, cancellation or waiting list, please contact the PhD administration at aauphd@adm.aau.dk When contacting us please state the course title and course period. Thank you.
- Teacher: Lars Bo Henriksen
- Teacher: Kenneth Mølbjerg Jørgensen