Job Opening: Head of Communications, SAPEA (full-time, Brussels)

ALLEA is seeking a full-time Head of Communications for the EU-funded project ‘Science Advice for Policy by European Academies’ (SAPEA), part of the European Commission’s Scientific Advice Mechanism (SAM). 

  • Start date: As soon as possible  
  • End date: In the first instance, the contract is fixed term until the end of the current SAPEA project on 30 April 2029. We expect that it will be possible to renew the contract beyond that date, but this is subject to renewed mandate and funding from the European Commission. 
  • Location: Our office is located in central Brussels. Our team is working flexibly between the office and home; similar arrangements will be discussed with the successful candidate. 
  • Type of contract: The contract will be in accordance with Belgian labour regulations. 
  • Benefits: ALLEA offers generous extra-legal leave days, in addition to the Belgian annual leave days and allowances. Other benefits include meal vouchers, commuting allowance and teleworking allowance which are provided in addition to the monthly gross salary. 
  • Salary: Starting salaries will be negotiated with the right candidates depending on experience.  

About the work of SAPEA and the communications team 

SAPEA is part of the European Commission’s Scientific Advice Mechanism (www.scientificadvice.eu). Together with the Group of Chief Scientific Advisors, we provide independent scientific advice to European Commissioners to support their decision-making. In addition to our primary activities, we also have a mission to communicate widely about the work of the SAM, and to raise awareness and stimulate debate about the role of scientific evidence in policymaking. These activities are led by the SAPEA communications team, which currently consists of a Head of Communications, a Communications Manager and a Digital Communications Officer. We also prioritise the highest standards of transparency and accessibility in all aspects of our work, and the communications team has a key role to play in this. 

About ALLEA 

ALLEA (www.allea.org) is the European Federation of Academies of Sciences and Humanities, representing almost 60 academies from 40 countries in Europe. Since its foundation in 1994, ALLEA speaks out on behalf of its members on the European and international stages, promotes science as a global public good, and facilitates scientific collaboration across borders and disciplines. As one of the Academy Networks that jointly make up SAPEA, ALLEA leads on SAPEA communications activities and employs the SAPEA communications staff. 

About this role 

The Scientific Advice Mechanism to the European Commission conducts a wide range of communications activities, including leading conversations about scientific advice among European policymakers, the scientific community, stakeholders and the public. To deliver this programme of activities, the Head of Communications leads a team of two other full-time communications staff, and works closely with colleagues in the European Commission, academies and academy networks across Europe. This is a highly varied role which combines hands-on communications delivery with strategic leadership and involves coordinating internal and external stakeholders; the role also provides communications guidance and support to colleagues engaged in scientific work which has a substantial impact on policy across the European Union. 

This post will inherit a lively ongoing communications programme but can also refine and redevelop the project’s communications strategy for the period 2025–2029. For the right applicant, this role offers considerable opportunity to develop. 

Responsibilities and tasks 

  • Coordinate and lead communications activities for SAPEA on behalf of the SAM. 
  • In the context of the overall SAM communications strategy, work with colleagues in SAPEA and the European Commission to prepare a communication plans for each advice topic delivered by the SAM. 
  • Represent SAPEA and the SAM in strategic relationships with third parties (including particularly academies and academy networks) with regard to communications activities, including seeking out opportunities to develop new such relationships. 
  • Manage the SAM brand and voice, providing advice and guidance for colleagues to ensure its consistent use across all channels. 
  • Update and maintain the SAM communications strategy for the period 2025–2029. 
  • Develop and maintain productive relationships with journalists and editors to raise awareness of the work of the SAM, and to cultivate the SAM as a source of reliable information on science advice for policy. 
  • Respond to media queries and act as a first point of call for journalists. 
  • Provide guidance, advice and training to members of the SAPEA Board and the Group of Chief Scientific Advisors related to communications and public perception. 
  • Participate in third-party events relevant to SAPEA’s work, representing SAPEA where required. 
  • Produce and deliver, and support colleagues to produce and deliver, a wide-ranging communications programme on a range of scientific topics including events, publications, online and editorial media, and other bespoke activities targeted at particular audiences. 
  • Work with European Commission colleagues and under the guidance of the Group of Chief Scientific Advisors and the SAPEA Board, maintain a consistent and efficient approach to SAM communications to maximise the visibility of the SAM among public, policy and academic audiences. 
  • Head the SAPEA communications office, supervise and support the Communications Manager and Digital Communications Officer in the day-to-day delivery of communications activities 
  • Oversee and manage team workflows and the day-to-day office operations including operational and administrative procedures; manage the allocated project budget and contribute to financial project reporting and documentation.  

Professional profile 

  • A strong track record of delivery and impact in communications work, including at least some work in policy, government or not-for-profit organisations. 
  • At least 5 years of relevant professional experience, for instance in science communication or public engagement work, including at least some experience of communications for scientific institution(s) or ideally at the interface of science and policy. 
  • A strong academic background in a relevant field, for instance science, science communication, or a communications-related field more broadly. 
  • Excellent oral and written proficiency in English; clear and confident communication skills, ability to communicate complex scientific issues to different target audiences. 
  • Strong interpersonal skills, with experience in building and maintaining strong working relationships with a range of internal and external stakeholders at all levels of seniority. Experience in working with(in) the European Commission is a plus. 
  • Experience in leading and supporting a small team, whether in the workplace or elsewhere. 
  • Confidence to navigate an informally structured team where decision-making happens by consensus rather than along formal lines of accountability; confidence to work autonomously when needed. 
  • Experience in managing budget lines and delivering communications activities within agreed budgets and timelines, demonstrating understanding of effective cost management. 
  • Skills in several (not necessarily all) of the following areas: media relations; print layout and design; social media; scientific writing; audio and video editing; website design and/or development; graphic design; event planning and delivery. 
  • Interest in the role of science in policymaking, and ideally a demonstrable commitment to the values of evidence-informed policymaking. 
  • Patience, good humour, and a positive attitude in the face of challenges. 
  • Willingness to travel a few times per year, generally within Europe. 

How to apply 

To apply, please send your CV, a short motivation letter, and further application documents and/or references, as well as salary expectations to recruitment@sapea.info. Examples of past communications work relevant to the job description, in the form of links or PDF work samples, are welcome for this post. 

We will close applications on 30 April 2025, but applications will be processed on a rolling basis, and we may approach suitable candidates earlier for an initial conversation. For interviews, reasonable travel expenses can be reimbursed. We will also consider an online interview process for candidates currently based outside Belgium. 

We apply an equal opportunities policy. Please let us know in your application if you require any adaptations to the interview process because of a disability or other circumstances. 

Further information 

SAPEA is part of the European Commission’s Scientific Advice Mechanism. It is funded by the European Union. 

How Can We Build a Scientifically Literate Society?

What does it mean to be scientifically literate in today’s world? How can we ensure that young people are not only equipped with knowledge but also with the ethical understanding needed to navigate an increasingly complex, science-driven society? Dr. Cliona Murphy, Chair of the ALLEA Working Group on Science Education and principal author of the ALLEA statement on shaping a scientifically literate society, explored with us these critical questions. In this ALLEA Digital Salon exclusive, she stresses need to integrate the Nature of Science (NoS) and research ethics into early science education, and how such an approach can empower future generations to make informed, responsible decisions in a rapidly changing world.

Q: Why did you and the Working Group decide to write this statement advocating for the inclusion of the Nature of Science and Ethics in early science education?

Cliona Murphy: Now more than ever, with increasingly challenging issues like climate change, sustainability, the energy crisis, and the ongoing Covid pandemic (and the growing likelihood of novel epidemics), there’s a growing need for society to make sure citizens have a good understanding of science, its methodologies, and its application to their everyday lives. This understanding would help citizens make sense of a range of science-related issues and enable them to make informed choices. Throughout history, scientific progress has always faced ethical dilemmas and that remains the case today; if we think about morally complex phenomena like Artificial Intelligence (AI) and genome editing, it’s even more important that our young people develop the ability to identify and navigate these ethical challenges.

Dr. Cliona Murphy is an Chair of the ALLEA Working Group on Science Education, and Associate Professor in Science Education at Dublin City University’s School of STEM Education, Innovation and Global Studies within the Institute of Education.

Science is included in virtually all primary and post-primary curricula. However, these curricula often do not include learning outcomes to support students’ understanding about issues related to what science is, or how scientists work, nor do they typically address ethical issues related to scientific inquiry. This kind of content is more typical of programmes at the tertiary level.

As the vast majority of students worldwide are not opting to study science at the undergraduate or postgraduate level, most young people do not learn about the ‘Nature of Science’ (NoS) nor do they learn about the importance of integrity and reliability in scientific research at school. We decided to write this statement to champion for strengthening the role of formal science education in improving societal understanding of the NoS and research ethics. We believe that including NoS and research ethics into early science education can lay the foundation for equipping our young citizens with the knowledge, skills, and ethical values necessary to become discerning, critical, accountable, and ethically aware members of society.

Q: Could you explain what the ‘Nature of Science’ is in simple terms, and why it is relevant to those outside of the STEM fields?

CM: The term “Nature of Science” (NoS) relates to science as a way of knowing or the values and beliefs that are essential to the development of scientific knowledge. NoS is really an understanding about what science is and how it works. For example, when students learn about NoS in school they learn about science as a process rather than solely a collection of facts. They learn about different characteristics of science. For example, they learn about uncertainty in science. That science knowledge is tentative and subject to change in light of new evidence or more refined theories. They learn about how scientific theories and models are constantly changing as our understanding of the natural world develops. They learn that although science is grounded in evidence, scientists also use their creativity when developing hypotheses, devising experiments, when interpreting evidence and developing theories. They learn how science is influenced by cultural, economic, and political factors. When students learn about NoS they also learn about the importance of integrity, honesty and transparency in scientists’ work.

This kind of knowledge about science, about the NoS is important for all citizens, not just those in STEM fields. For our youngest citizens an understanding of the NoS helps them make better links between school science and science in the real world.  It also helps them to understand that doubt, debate and uncertainty are all essential parts of developing science knowledge. This kind of knowledge could play an important role in increasing public understanding of the challenges that are inherent for scientists and policymakers when managing a crisis.

Also, nowadays social media has hugely altered how we share information, knowledge, and ideas. Previously we relied on newspapers as trusted sources of information.  Nowadays, virtually anyone can widely share views or ideas without providing evidence to back up their ideas. While this creates many opportunities for integrating science into society it also causes challenges as we have to be more critical and must question which information sources we should trust.

For our youngest citizens an understanding of the NoS helps them make better links between school science and science in the real world.  It also helps them to understand that doubt, debate and uncertainty are all essential parts of developing science knowledge. This kind of knowledge could play an important role in increasing public understanding of the challenges that are inherent for scientists and policymakers when managing a crisis.

Developing a deeper understanding of the NOS, including for example, who qualifies as an expert, why scientists sometimes disagree or what scientists’ motivations are can help us recognise reliable sources and understand how science can be manipulated, making society less vulnerable to misinformation.

Q: What would you say are the primary benefits of expanding primary and post-primary science education to include research ethics?

CM: In my view there are many advantages to including research ethics into primary and secondary science education. Firstly, as we discussed in the Working Group statement, giving young people the opportunity to reflect on values and ethics from an early age supports them  in developing their moral character and provides guidance for their behaviour as they grow up. It can empower them to make ethical decisions by giving them a way to assess the ethical aspects of different situations, helping them to act responsibly, with compassion, and ethically throughout their lives.

When young people are given the opportunity to study research ethics, they can also learn how to evaluate the ethical implications of scientific research and critically reflect on societal impacts of science and technology. In this way they are being given a chance to develop their critical thinking skills. Adding research ethics to science curricula also has the benefit of instilling values like integrity, honesty, transparency, and responsibility in students when they conduct scientific research. This has the potential to help students build and maintain trust in scientific research, which is important for society to accept and apply scientific findings. Learning about research ethics can also promotes global citizenship in that it encourages students to consider ethical issues across cultural and geographical boundaries.  I suppose taking all these factors into consideration I think that integrating research ethics into primary and post-primary science education ultimately can contribute to the development of well-rounded and ethically minded scientists and citizens.

Q: What would you say are the main challenges to reforming or expanding early science education curricula to include these concepts? How can teachers be better supported to expand science education curricula to include the NOS and research ethics?

CM: I would say the main challenges to expanding science education curricula to include NoS and research ethics would be things like, overloaded science curricula, assessment in science, teachers not having sufficient understanding of NoS and research ethics as they relate to science education and teachers’ lack of knowledge of teaching methods to support students’ learning in these areas.

In terms of addressing these challenges I think that learning outcomes related to NoS and research ethics need to be clearly defined in science curricula. However, rather than adding and expanding content to already substantive curricula this new content should be included by focussing on learning outcomes and content in existing science education curricula.

Teaching about NoS and research ethics will be new territory for many teachers and will require slightly different skillsets and methodologies than those teachers are currently using. Instead of carrying out experiments to get the ‘right answer’, teachers would have to support students in understanding that when they are discussing ethical issues they don’t always have to come up with a conclusion or ‘the right answer’. Instead, teachers will have to give students a chance to reflect on their values and provide evidence-based arguments to back up their viewpoints.

To support teachers in using these methodologies initial teacher education (ITE) and continuous professional learning (CPL) programmes will need to be developed and rolled out to ensure that teachers feel confident and competent in supporting students’ learning about NoS and research ethics.

Other initiatives like providing teachers with opportunities to take part in National and European conferences or networking events would also be useful in helping teachers keep UpToDate on developments in science and research ethics. These events would also give teachers the chance to collaborate with each other and share their experiences which also would be very useful for teachers professional learning.

Educational resources that provide teachers with examples of pedagogies and ideas for teaching about NoS and research ethics would also be required particularly when teachers initially start teaching about NoS and research ethics

Finally, if NoS and research ethics are to be effectively integrated and taught as part of science curricula, national and European National and European education policies that that firmly embed these pedagogies within education policy frameworks need to be developed.

Q: Beyond including the NOS and research ethics into primary and post-primary science education curricula, what are some reforms to science education that you would like to see in the immediate and long-term?

CM: That’s a big question, how long have you got?  Well, I suppose one thing is in relation to STEM (Science Technology Engineering and Mathematics) education. STEM education is teaching and learning the STEM disciplines in an integrated way, an approach that is becoming increasingly more common throughout Europe. There is broad agreement that providing students opportunities to learn the STEM disciplines in an integrated way can enhance students’ disciplinary knowledge, develop their scientific inquiry and problem-solving skills and can develop more general competences including digital, communication, creativity and empathy. While there are many benefits to integrated STEM there are challenges that include for example, limited definitions of what STEM education is and a lack of research-informed pedagogies and frameworks to support teachers to effectively implement integrated STEM approaches or projects in their classrooms. There’s also the challenge that when poor quality STEM approaches are used, this can have a particularly negative impact on students’ learning in science and mathematics. I think therefore that if integrated STEM approaches are to be effective it is crucial that exemplars and frameworks of good STEM projects and approaches that highlight key disciplinary and STEM processes need to be developed. Educational materials to support teachers in teaching STEM also need to be developed. But arguably the most important thing that is required is that initial teacher education and continuing professional learning modules in STEM education are developed and made available for teachers.

On a final note, it’s often common that when new national or international policies and initiatives aimed at enhancing teaching and learning in science or STEM are rolled out teachers aren’t automatically in the loop. This could because of issues like poor communication, insufficient opportunities for professional learning or heavy workloads.  I think that structures and initiatives that would allow science educators, teachers, and researchers to get more involved in shaping European and National science education policies need to be set up.  So, for example structures that would support them having input into curriculum design, teaching methodologies and the development of ITE and CPL programmes.

About Cliona Murphy

Dr. Cliona Murphy is an Chair of the ALLEA Working Group on Science Education, and Associate Professor in Science Education at Dublin City University’s School of STEM Education, Innovation and Global Studies within the Institute of Education. She is deeply committed to teacher education, focusing on empowering both student and practising teachers to enhance their confidence, skills, and passion for teaching science. Cliona has a strong research background and has contributed significantly to the fields of Nature of Science, Inquiry-Based Science Education, Education for Sustainability, and Climate Change Education.

 

 

ALLEA Stands Up for Science in Solidarity with the U.S. Research Community

Today, as the U.S. research community marches to defend science, ALLEA stands in solidarity with researchers around the world in the effort to safeguard academic freedom and protect the integrity of international research collaboration. The current threats to academic freedom in the U.S. — including research funding freezes and censorship in climate science, gender studies, and public health — pose disastrous risks to global scientific collaboration.

These actions not only harm U.S. researchers but also undermine the global scientific community, which relies on the open exchange of knowledge and cross-border collaboration. As science is a global public good, and a collaborative resource, these restrictions threaten the very foundation of international research efforts.

The human right to participate in science extends beyond the right to engage in scientific practice and its benefits; it also encompasses the right to be involved in the organisation and institution of science itself. This right to participate must be equal, as it represents a special form of the right to democratic self-determination

This situation requires an immediate yet thoughtful response that highlights core scientific values and reinforces the fundamental conditions necessary for robust research. These include academic freedom and autonomy, open collaboration, and the free exchange of knowledge within the scientific community. Moreover, it is essential to uphold the free movement and mobility of researchers, respect for evidence, research integrity, and acknowledgment of uncertainty and complexity — all of which are foundational to the advancement of science.

ALLEA issued a statement in February 2025 expressing grave concern over the threats to academic freedom in the U.S., warning of the broader repercussions for science worldwide. Already endorsed by numerous research institutions, European academies, CNRS (France), Independent SAGE (UK), and Science Europe, the statement has received widespread attention, including coverage by Nature.

We now ask you to Stand Up for Science to protect the integrity of research and safeguard the future of global scientific collaboration. You can support this effort by:

For a full list of institutional endorsers, please see.

European Research Community Joins ALLEA in Standing Up for Academic Freedom and Against Recent U.S. Actions

Berlin, 27 February 2025 – The European Federation of Academies of Sciences and Humanities (ALLEA) released a statement expressing grave concern over the growing threats to academic freedom in the United States, warning of the significant global repercussions for science and international research collaboration. The statement has since received significant and widespread support from science organisations across Europe.

The statement came in response to the recent executive orders and legislative measures in the U.S. that have led to disruptions and insecurity in research funding, as well as censorship of scholarly pursuits concerning research in fields such as climate science, gender studies, and public health. Billions in federal research funding have been frozen, forcing many U.S. science agencies and research institutions to suspend or curtail operations.

These actions do not just affect researchers in the U.S., but around the world, because science is a global, collaborative enterprise. ALLEA warns that restrictions on particular research topics and methodologies by the new administration negatively impact transatlantic data sharing and open exchange of ideas, thereby threatening decades of collaborative research between the U.S. and Europe, and potentially setting back scientific progress in critical areas.

As Professor Karin Roelofs, ALLEA Board Member and principal author of the statement puts it, “The silence around threats to academic freedom and international research collaboration is deafening. With this statement, we call upon national governments and international organisations to stand with the research community in remaining vigilant of these challenges. It is now time to join forces to safeguard academic freedom.”

In answer to this call for solidarity, the statement has already been endorsed by almost 50 research institutions, representing the unwavering commitment of the research community to safeguarding academic freedom, which is a key pillar of democratic societies. In addition to European academies of sciences and humanities, prominent research performing and funding organisations such as CNRS (France), independent SAGE (UK), and Science Europe are among the signatories. For a full list of signatories, see here.

ALLEA further urges policymakers in Europe and beyond to reinforce international agreements that protect open scientific collaboration, ensuring that political agendas do not dictate the course of research. As ALLEA President Pawel Rowiński adds, “Academic freedom is the backbone of scientific progress and indeed foundational to a free society. The latest actions by the new U.S. administration threaten the integrity and autonomy of research and disrupt public trust in science not just within the country but worldwide. Europe must stand firm in safeguarding independent research and stay committed to fostering an open and collaborative science ecosystem, thus ensuring that we remain a place where scholars can safely work, free from political interference.”

For media inquiries, please contact us at:

Email: secretariat@allea.org

Tel: +49 (0)30-20 60 66 500

ALLEA Reaffirms Solidarity with the Ukrainian Science Community After Three Years of War

Three years have passed since the beginning of Russia’s illegal war of aggression against Ukraine—a period marked by atrocities against the Ukrainian people and immense challenges for its scientific community. ALLEA reaffirms its unwavering solidarity with Ukraine’s scholars and scientists and with its academic institutions, especially our member, the National Academy of Sciences of Ukraine.

Since the conflict began, ALLEA has taken a clear and principled stance supporting Ukraine’s academic sector, while advocating for accountability and justice within the international scientific community. In response to the crisis, we implemented the European Fund for Displaced Scientists (EFDS), which provided essential resources to Ukrainian researchers forced to flee their homes, as well as to Ukrainian scientific institutions to continue their research efforts amidst the war. Collaborative efforts, such as our conferences with the International Science Council (ISC), further provided platforms to address the ongoing challenges faced by the Ukrainian academic system and to foster global solidarity.

ALLEA remains committed to long-term initiatives like the 10-Point Action Plan to Support the Ukrainian Academic System, which outlines essential steps for preserving and rebuilding Ukraine’s scientific infrastructure. As ALLEA President Paweł Rowiński stated, “It is our shared responsibility to ensure that Ukrainian researchers are supported not only in the short term but also as part of broader efforts to sustain and rebuild their academic institutions.”

On this sombre occasion, ALLEA reaffirms its commitment to support the resilience and perseverance of Ukraine’s scientific community. We will continue to stand with Ukrainian researchers and institutions, advocating for their freedom, safety, and ability to contribute to the global scientific endeavour.

ALLEA Publishes Statement Responding to Recent U.S. Restrictions on Academic Freedom

On 19 February, ALLEA published a new Statement expressing grave concern over recent developments in the U.S. affecting the autonomy of scientific research, including funding freezes and blatant censorship around language, research topics, and methodologies. These actions not only threaten the integrity of scientific and scholarly work within the U.S. but also have far-reaching consequences for global research collaboration and scientific progress as a whole. This statement underscores the critical role of academic freedom in democratic societies and calls for collective efforts to safeguard research autonomy worldwide. 

ALLEA called on its members, partners, and like-minded organisations, and urged national governments and international institutions in the U.S., Europe and beyond to remain vigilant and strengthen ongoing efforts to safeguard academic freedom and institutional autonomy. 

We invite our stakeholders in the research community and beyond to show your solidarity with this effort to stand up against undue interference in the scientific endeavour, by:

  • Endorsing the statement as an academy or institution. 
  • Sharing it with your networks to raise awareness. 
  • Engaging with national and regional policymakers to reinforce the importance of academic freedom. 

Read the Statement in full here.

ALLEA Calls for Ethical Safeguards in Research Collaborations with Commercial Entities

In a statement published today, ALLEA, the European Federation of Academies of Sciences and Humanities, addresses key ethical concerns arising from research collaborations with commercial entities. The statement highlights the need for greater transparency, accountability, and safeguards to ensure that academic research maintains its integrity and serves the public good.

As part of its longstanding commitment to research ethics and integrity, ALLEA calls on European and national policymakers, academic institutions, and funding bodies to adopt clear ethical guidelines for collaborations with industry partners.

Towards a Responsible Framework for Research Collaborations

ALLEA’s statement builds on extensive discussions within its Member Academies and the broader scientific community, identifying critical challenges in partnerships between academia and commercial enterprises. The statement underscores the importance of safeguarding academic independence while fostering innovation in research.

The ethical concerns outlined in the statement include potential conflicts of interest, issues related to data ownership and accessibility, and the risk of undue influence on research agendas. ALLEA stresses that addressing these challenges is crucial to ensuring that research collaborations remain beneficial to society as a whole.

Key Considerations from ALLEA’s Statement:

  • Preserving Academic Independence: Research collaborations should not compromise the autonomy of academic institutions or researchers.
  • Ensuring Transparency and Accountability: Clear guidelines on data ownership, intellectual property rights, and funding sources are essential to maintaining trust in scientific research.
  • Managing Conflicts of Interest: Institutions and researchers must implement safeguards to prevent undue influence from commercial partners.
  • Aligning Research with the Public Interest: Academic research should prioritise societal benefits and ethical considerations over purely commercial objectives.

ALLEA’s Commitment

This ALLEA statement has been prepared by ALLEA’s Permanent Working Group on Science and Ethics. Through its Working and Expert Groups, ALLEA provides input on behalf of European academies on pressing societal, scientific, and science-policy debates and their underlying legislations. With its work, ALLEA seeks to ensure that science and research in Europe can excel and serve the interests of society.

The full statement, “ALLEA Statement on Ethical Problems in Research Collaborations with Commercial Entities,” is available here.

ALLEA Reaffirms Its Decision to Cease Communication on X and Its Commitment to Tackling Science Disinformation

ALLEA made the decision to discontinue communication on X, formerly known as Twitter, in January 2024, reflecting our careful consideration of the platform’s evolving policies and their increasing non-alignment with our mission to support science as a global public good and to promote high ethical standards.

One year later, we firmly stand by this decision, reiterating that scientific integrity is based on facts and evidence and reaffirming our commitment to tackling science mis- and disinformation. We welcome the increasing awareness amongst academic, civil society and governmental organisations concerning the use of social media channels, accelerated by recent political shifts across the globe.

In this climate, ALLEA expresses its unwavering support for its academic partners and networks in defending trustworthy and ethically sound science, evidence-based decision-making, and the independent and impartial sharing of information.

The ways we communicate and the platforms we choose for information sharing and exchange must align with our values and further our mission to advance science for the public good, free from undue political or commercial interference and disinformation.

We encourage our members and partners to stay connected with ALLEA by joining us on LinkedIn and Mastodon, and subscribing to our newsletter for continued updates.

Maintaining the Autonomy of the ERC: A Cornerstone of Europe’s Research Excellence

Amid the ongoing debate surrounding the leaked European Commission’s communication on the “Competitive Compass for the EU”, ALLEA echoes widespread concerns about potential risks to the European Research Council (ERC)’s autonomy.

ALLEA has consistently argued that the independence of the European Research Council (ERC) is fundamental to Europe’s ability to drive groundbreaking innovation through basic and fundamental research.

ERC President Maria Leptin has rightly emphasised the need to shield frontier research from short-term political and economic priorities.  We agree that Europe’s ability to remain competitive globally depends on ensuring that curiosity-driven research continues to thrive, as she pointed out recently, at the World Economic Forum.

We therefore recall and welcome the EU Competitiveness Council’s note from 26 November 2024 – which strongly reaffirmed the importance of preserving the ERC’s independent governance and implementation structure –, reiterate our commitment to scientific excellence as the guiding principle for European R&I (funding) policies, and stand firmly with the ERC in ensuring that independent, high-quality research remains at the heart of Europe’s innovation ecosystem.

You can read the EU Competitiveness Council’s note here.

Job Opening: Senior Finance and Operations Officer (part-time: 65-75% FTE)  w/m/d

ALLEA is currently seeking a Finance and Accounting Officer (part-time: 75% FTE) to join our team in Berlin starting 1 March 2025 or as early as possible for a parental leave cover until 30 November 2026. This part-time position offers you the opportunity to contribute to our work by ensuring smooth financial management and efficient project administration.

Role and responsibilities:

The ALLEA Senior Finance and Operations Officer (SFOO) is responsible for managing the organisation’s financial administration, including for third-party funded projects. The SFOO oversees the entire financial management cycle while ensuring compliance with relevant legal and regulatory frameworks. Key responsibilities include: 

  • Managing income and expenditures, including through online banking software. 
  • Invoicing and managing membership contributions and donations. 
  • Accounting, bookkeeping, and filing of finance documents. 
  • Processing invoices and payments, supporting payroll services. 
  • Administration and reporting of third-party funded projects (especially EU Horizon Europe programme). 
  • Drafting financial reports, analyses, and regular reporting to President and Director.  
  • Liaising with donors, project partners, auditors, or tax advisors on finance administration.  
  • Coordinating external audits and submission of tax declarations and assisting with other fiscal matters. 

What we are looking for:

  • Degree in accounting, controlling, business administration, finance or equivalent.  
  • Several years’ experience working in a similar role.  
  • Team player with advanced knowledge of English and German (both orally and in writing). 
  • Experience in grant management and financial reporting to external donors, preferably EU. 
  • Experience in financial software and Microsoft Office 365 applications. 
  • A passion for numbers and analytical mindset. 
  • Organisational skills, keen eye for detail, and ability to prioritise tasks. 

What we offer:

  • International working environment as part of a committed team with flat hierarchies. 
  • Options to work flexibly between our office facilities in the centre of Berlin and remotely. 
  • Competitive salary between 3.900 – 4.400€  monthly gross (corresponding to 100 % FTE), depending on qualifications and experience level.   
  • Employment contract follows regulations of German TV-L collective agreement and includes annual bonus, overtime compensation, and 32 annual leave days (including 24 and 31 December). 
  • Job ticket subsidy of 40 Euro per month (Deutschlandticket) and company pension scheme subsidy (bAV). 
  • Training opportunities. 

Why join us:

ALLEA e.V. is the European Federation of Academies of Sciences and Humanities, representing more than 50 academies from 40 EU and non-EU countries. ALLEA e.V. operates at the interface of science, policy and society and acts on behalf of its members to promote science as a global public good, facilitate scientific collaboration across borders and disciplines, improve the conditions for research, provide the best independent and interdisciplinary science advice, and strengthen the role of science in society.

You will be part of an international and dynamic team working in the centre of Berlin. As a not-for-profit organisation, our working environment is informal and collegial, and our team shares a dedication to work for a common greater good. This position offers the flexibility of combining working in the office and remotely.

How to apply:

If you are interested, please send your application (cover letter, CV and, if applicable, further references) in one single PDF document as soon as possible to recruitment@allea.org.  Applications will be processed on a rolling basis.   

You don’t meet all the listed requirements? Consider to apply anyway! We welcome diverse skills and experiences. 

ALLEA promotes equal opportunities and diversity. We welcome applications from people of all backgrounds, genders, sexual orientations and abilities. Further information can be found on our Website or LinkedIn. 

If you have any questions, please contact: Lydia Götze, ALLEA HR and Administration Officer | goetze@allea.org | Phone: 030 206 066-502