Environmental Biosciences: Fully Funded PhD Studentship in Behaviour, Physiology, and Ecology o[...]

Swansea University; United Kingdom; On-site; GBP 20,000; Full time

Job summary

A leading UK university is offering a PhD position focused on studying the transmission of antimicrobial resistance at the human-wildlife interface. The position involves fieldwork in South Africa, where the candidate will collect and analyze behavioral data on baboons. Applicants should have a strong quantitative background and a relevant science degree. The scholarship covers tuition fees and offers an annual stipend.

Benefits

Tuition fee coverage

Annual stipend at UKRI rate

Research Training and Support Grant

Fieldwork budget

Qualifications

• Strong quantitative background required.
• Experience with statistical analysis or research methodologies.
• Background in environmental science or related field.

Responsibilities

• Study the transmission of antimicrobial resistance in baboon populations.
• Collect and analyze high-resolution behavioral data.
• Engage in fieldwork in South Africa.

Skills

Quantitative experience

Research methodology

Analytical skills

Education

First or Upper Second Class UK Honours degree

Master’s degree (preferred)

Job description

Organisation/Company Swansea University Department Central Research Field Environmental science Researcher Profile First Stage Researcher (R1) Positions PhD Positions Country United Kingdom Application Deadline 3 Dec 2025 - 23:59 (Europe/London) Type of Contract Temporary Job Status Full-time Hours Per Week 35 Offer Starting Date 1 Sep 2026 Is the job funded through the EU Research Framework Programme? Not funded by a EU programme Is the Job related to staff position within a Research Infrastructure? No

Offer Description

The expansion of human activities brings wildlife closer to people, leading to transmission of antimicrobial resistance (AMR) at the human–wildlife interface. This is problematic because AMR compromises both animal and public health, with various knock-on effects on the wider ecosystem. Research into AMR in this context is challenging as it requires high-resolution data on spatial and social behaviour combined with frequent physiological and environmental sampling. As highly adaptable generalists and social primates, chacma baboons (Papio ursinus) offer a striking model system - they forage in croplands, plantations, and urban areas. This not only drives human–baboon conflict but also increases opportunities for exposure to and transmission of AMR. This studentship will study AMR as part of a larger research programme investigating baboon behaviour and physiology across different sites in South Africa. We hypothesise that the baboons’ i) behaviour, ii) social relationships, and iii) energetic and health status will determine exposure to and transmission of AMR in human-modified landscapes. Specifically, this project will test if AMR carriage and richness increase with baboons’ interaction with human‑changed landscapes (‘Exposure hypothesis’), if socially central individuals have higher AMR colonisation and facilitate dissemination of resistant strains and genes (‘Amplification hypothesis’), and if individuals in poorer energetic/health status have higher AMR (‘Compromised host hypothesis’). State‑of‑the‑art tracking collars (GPS and accelerometers) will provide data on baboon behaviour, social network dynamics, and space use. Energetic and health status will be assessed through non‑invasive sampling of urine and faeces (immune and reproductive status, metabolic hormones). Faecal and environmental sampling will provide microbiology and genomics data. Individual‑level factors, including age, sex, and dominance rank will also be accounted for. We expect this project to provide a detailed picture of how AMR emerges and spreads at the human–baboon interface, informing both ecological theory and practical management.

The student will join a supervisory team with world‑leading expertise spanning behavioural ecology and endocrinology (Fürtbauer), microbial ecology (Harrison), social behaviour (King), and animal cognition (Boogert). Fieldwork in South Africa is supported by established collaborations with the University of Cape Town (O’Riain) and Swansea Research Fellow (Sarabian), giving the student the opportunity to conduct high‑quality research on wild baboon populations. This combination of supervisors and collaborators guarantees unique training in cutting‑edge field and laboratory techniques, state‑of‑the‑art analytical approaches, and professional development within friendly, supportive, and highly productive research groups.

Our aim as the SWBio DTP is to support students from a range of backgrounds and circumstances. Where needed, we will work with you to take into consideration reasonable project adaptations (for example to support caring responsibilities, disabilities, other significant personal circumstances) as well as flexible working and part‑time study requests, to enable greater access to a PhD. All our supervisors support us with this aim, so please feel comfortable in discussing further with the listed PhD project supervisor to see what is feasible.

Applicants for a studentship must have obtained, or be about to obtain, a First or Upper Second Class UK Honours degree, or the equivalent qualifications gained outside the UK, in an appropriate area of science or technology. Applicants with a Lower Second Class degree will be considered if they also have a Master’s degree or have significant relevant research or non‑academic experience.

In addition, due to the strong quantitative component of the taught course in the first year and the quantitative emphasis in our projects, quantitative experience is needed. We recognise this can be demonstrated through a number of options, and have included some examples below (this is not an exhaustive list):

• Undertaking units as part of your degree or a course that have a significant quantitative component
• Applying quantitative techniques to a project (e.g. dissertation, research project, report) – this could be within an academic or professional setting.
• Maths or Physics A-level

Specific Requirements

• This is an in‑person PhD programme and a distance learning option is not available. As such, you are expected to attend in person from the start of the programme and based at the listed host institution (exception is for standard studentships with associate partner where you will spend time at each of the listed supervisor’s institutions).
• You will need to live in the UK and be in reasonable travel to your host institution. This is to ensure you receive adequate support and contact with your supervisor, access to training and facilities and to be in contact with your research group and other students. There may be periods of time where you may be away (either within the UK or outside the UK) for example, placements, conferences and training, which is acceptable.
• As a cohort based programme with an integrated taught first year, there is one formal programme start date at your institution (this will either be late September or early October depending on your institution).
• To support access to bioscience PhDs, we do not accept applications from applicants who have previously been awarded a PhD (or equivalent).
• This is a 4 year PhD programme, and you are expected to submit your thesis within 4 years (4 years based on a full‑time equivalent).

Additional Information

This scholarship covers the full cost of tuition fees and an annual stipend at UKRI rate (currently £19,237 for 2024/25).

Funding also includes a £16k Research Training and Support Grant (RTSG) and a £1,920 fieldwork budget (to support fieldwork/conferences/PIPS placement).

Eligibility criteria

Applicants for a studentship must have obtained, or be about to obtain, a First or Upper Second Class UK Honours degree, or the equivalent qualifications gained outside the UK, in an appropriate area of science or technology. Applicants with a Lower Second Class degree will be considered if they also have a Master’s degree or have significant relevant research or non‑academic experience.

In addition, due to the strong quantitative component of the taught course in the first year and the quantitative emphasis in our projects, quantitative experience is needed. We recognise this can be demonstrated through a number of options, and have included some examples below (this is not an exhaustive list):

• Undertaking units as part of your degree or a course that have a significant quantitative component
• Applying quantitative techniques to a project (e.g. dissertation, research project, report) – this could be within an academic or professional setting.
• Maths or Physics A-level

Selection process

Please see our website for further information.