Postdoctoral fellowships - MRU

Postdoctoral fellowships

MSCA Postdoctoral Fellowships 2022 at Mykolas Romeris University

Mykolas Romeris University welcomes expressions of interest from researchers who would like to apply for the Marie Sklodowska-Curie Actions (MSCA) Postdoctoral Fellowships. The call is expected to open in May 2022 with a deadline of 14 September 2022.

MRU is particularly interested in hosting researchers working on these topics:

Contact person: Dr. Raminta Bardauskienė, email:

Contact person: Loreta Paukštytė, email:  

  • Ecosystem services and Sustainable development goals; land use impacts on ecosystem services; nature-based solutions for land restoration; ecosystem services in urban environments (supervisor Prof. Dr. Paulo Pereira)

Contact person: Loreta Paukštytė, email: 

 Legal research domain:

Contact person: Dr. Dovilė Sagatienė, email:

Eligibility criteria:

  • researchers of any nationality, age and in any field of science;
  • applicants must hold a doctoral degree (by the call deadline) and it has to be awarded not more than 8 years before the call deadline (excluding parental leave and other breaks according to the call guidelines);
  • applicants may not have resided or carried out their main activity (work, studies, etc.) in Lithuania for more than 12 months in the three years before the call deadline.

Please send your CV, including publications, a short motivation letter and your project proposal (up to 1 page) to above mentioned emails by 29 May 2022.

If your research topic is not listed here, but you are still interested in continuing your research at MRU, please contact Loreta Paukštytė at


MRU is a state university (public HE institution), focusing on social sciences, humanities and interdisciplinary research on Social Innovations for Global Growth. It is structured within the Faculty of Human and Social Studies, Faculty of Public Governance and Business, Public Security Academy and the Law School. MRU enrols ~7000 students, incl. 600 international degree seeking and exchange students from over 40 countries, who study in the fields of Law, Management, Business, Political Science, Psychology, Languages, Public Security etc. ~200 doctoral students study in the fields of law, management, psychology, philology, economics, education science, provided in consortiums with partners from Lithuania. Internationalization is embedded in the University’s strategy. The vision of MRU is focused on a sustainable, green university valuable both for the Lithuanian society and international community, providing international education in unity with high level research, educating highly qualified graduates for the needs of the state, labour market, and personal development, creating conditions for continuous personal learning and applying modern management principles in governance of the University. MRU is a member of IAU, EUA, AUF, and active in other key international organizations such as ASEF, cooperates with over 200 universities, public and business entities. Student and staff exchange, networks, EU, national and international programmes, including Erasmus+, H2020, NordPlus, COST – are some key factors for internationalization complemented by several joint and double degree programmes, English-taught programmes and courses for degree and credit mobility students.

MRU researchers carry out disciplinary and interdisciplinary, fundamental and applied research in the social sciences and humanities. Scientific projects and research are implemented in the Social Innovations Laboratory Network MRU LAB that includes 14 laboratories: Applied Psychology Research Laboratory, Environmental Management Laboratory, Gender Economics Laboratory, Health Laboratory, Human Rights Laboratory, Humanistics Laboratory, Justice Laboratory, Life Quality Laboratory, Lifelong Learning Laboratory, Mediation and Sustainable Conflict Resolution Laboratory, Public Governance Innovation Laboratory, Security Research Laboratory, Sociological Research Laboratory and Sustainable Innovations Laboratory. Interdisciplinary teams of scientists, researchers, students and other stakeholders across all laboratories implement research programs and build an ecosystem based on high-level knowledge, state-of-the-art technology, a collaboration between science, business, public authorities and society, and network governance. The modern university building, where the laboratories are located, has fully equipped mobile workplaces for researchers. The Research and Innovation Centre provides comprehensive support to researchers.

In recent 10 years, the university has been able to implement more than 100 both international and national projects. Successfully implemented projects were funded by the European Union investment funds, the State Budget, the European Commission, Erasmus+, Horizon 2020, Interreg, NordPlus, Norway grants, the Norwegian Research Council, Grundtvig, Comenius, Erasmus Mundus, Tempus programs and other funds.

MRU has modern infrastructure: the latest research and educational ICT equipment, one of the most modern academic libraries in Europe, open access to research resources, research and innovation management platforms, online studies facilities, etc. Lithuania tops the list of counties with the fastest WiFi speeds (Rotten WiFi, 2020).

VU Faculty of Economics and Business Administration - Projects financed by  the EU structural funds

Mykolas Romeris University is currently implementing 6 postdoctoral fellowships, funded under measure No 09.3.3-LMT-K-712 „Strengthening the Skills and Capacities of Public Sector Researchers for Engaging in High Level R&D Activities“ activity „Promotion of Post-Doctoral Fellowships“ of the Operational Programme for the European Union funds’ investments in 2014–2020.

Implemented projects:

  • No. 09.3.3-LMT-K-712-02-0144 „Discourse Annotated Corpus Based on Social Media Texts for Second Language Teaching and Learning“ (Education Science, Philology)
    The recent research has proved the importance of discourse for second language learning and teaching, especially at more advanced levels. It is crucially important concerning coherence, cohesion and textual rhetorical features. The aim of the scientific research is to examine the possibilities and challenges of the application of discourse annotated corpus (DAC) framework in second language teaching and learning at an advanced level. During the research DAC framework will be created; the experience of the research participants: teachers and students while using DAC framework in second language teaching and learning at an advanced level will be described in a structural way by applying case study research method; the advantages and challenges of the application of DAC framework in second language teaching and learning at an advanced level will be highlighted; practical recommendations will be prepared for stakeholders how to apply DAC framework in second language teaching and learning at an advanced level. This scientific research is relevant concerning scientific development and practical application since the research is aimed at looking for innovative second language teaching/learning resources and resource research. The practical scientific research value is that researching innovative second language teaching/learning resources constitutes an important contribution to second language teaching and learning theory and practice and also adds to the promotion of European multilingualism.
    Postdoctoral fellow – Dr. Giedrė Valūnaitė Oleškevičienė.  
    Fellowship supervisor – Prof. Dr. Jolita Šliogerienė. 
    Project implementation period: 15 December 2017 – 14 December 2019.
    The project was funded by European Social Fund.

  • No. 09.3.3-LMT-K-712-02-0154 „New Scientific Knowledge: Philosophical, Political and Ideological Challenges“ (Philosophy)
    My investigation allocates the science‐society‐politics axis within three analytically separate but organically interrelated compartments.
    The first one considers the issue of the philosophical articulation of scientific practices. That is, we must initially uphold a critical attitude towards any theoretical apprehension of scientific knowledge that disregards the phenomenal complexity of its foundations, development, flexibility and distribution. The second one analytically results from the first and situates scientific knowledge in a socio‐cultural and para‐political domain. Namely, the content and value of scientific knowledge are determinable only through certain practices, to a large extent of the social and technological sort, and the practices necessarily involve a process of decision‐making, i.e. politics in a broad sense. The third compartment aims to identify some explicit and tacit ideological outcomes, potentially (dis)integrating legitimate scientific worldview characteristic to Western civilization.
    In other words, the proclaimed visions of the open knowledge‐based society, the harmonious integration of politics, technology and science,
    the prominence of scientific values leading to progress and responsibility are not self‐evident. It must be asked, is there a possibility of explaining the universality and legitimacy of scientific knowledge in a different way, not through the prism of the “civilizational conflict” or “postcolonial politics”, but through the philosophy of praxis, post-phenomenology, neopragmatism, transhumanism, and posthumanism.
    In other words, I accept the European Commission’s encouragement to reflect upon the relationship of science, society, culture and technology, whilst admitting the nearly over‐ambitious nature of the project, but willingly confine the initiated agenda by implementing the diversified conceptual tools.
    Postdoctoral fellow – Dr. Evaldas Juozelis. 
    Fellowship supervisor – Assoc. Prof. Dr. Povilas Aleksandravičius. 
    Project implementation period: 15 December 2017 – 14 December 2019.      
    The project was funded by the European Social Fund.

  • No. 09.3.3-LMT-K-712-02-0156 „Developmental Mechanisms of Financial Capabilities in Emerging Adulthood (DEFINE)“ (Psychology)
    Achieving financially self-sufficiency is one of the critical independence-related tasks during emerging adulthood and also one of the key criteria that emerging adults see necessary, in order for a person to be considered as an adult. However, achieving financial self-sufficiency requires having sufficient financial capabilities or financial practices and appropriate financial attitudes, grounded in financial knowledge.
    Financial capabilities, or at least some aspects of these capabilities (e.g. financial literacy, financial attitudes and habits), have been studied for quite a while now. However, to date, very little research has been conducted on the development of financial capabilities in adolescence and emerging adulthood. In addition, research on the development of psychological aspects of financial capabilities (e.g. financial self-efficacy) and healthy financial behaviors is also rather scarce. Finally, there is little knowledge on how various aspects of parent-child relationships (e.g. parenting styles or separation-individuation) moderate the effect of family financial socialization practices on financial capabilities. This study contributes to the scientific study of financial capabilities in several ways. First, based on the author’s knowledge, this is the first study that aims at uncovering developmental trajectories of financial capabilities. Second, it focuses on inter-individual differences in intra-individual change of financial capabilities, as well as predictors of that change. Third, it attempts to uncover the impact of family financial socialization processes and their interaction with various aspects of parent-child relationships on the change of financial capabilities.
    The main goal of DEFINE project is to uncover patterns of financial capability development in emerging adulthood and financial socialization. To achieve this goal one key task will be accomplished: to evaluate the development of financial capabilities during the first two years of finishing school, identifying main trajectories and key factors related to family financial socialization that drive that change. The planned duration of the study project is 24 months. Two main work packages are foreseen in order to achieve the goal of the project.
    The first work package is the implementation of a longitudinal study on financial capability development during the early emerging adulthood period. This includes an adaptation of instruments for the study, a repeated survey will be carried out with university and college students, data extraction and data analysis. The second work package is the dissemination of the results of the study. This includes the creation of a dedicated internet website, presentation of the results in three high-level scientific conferences, one published article and two submitted manuscripts describing study results and an article presenting the results of the study for the general (non-scholarly) audiences.
    Postdoctoral fellow – Dr. Rimantas Vosylis. 
    Fellowship supervisor – Prof. Dr. Rita Žukauskienė. 
    Project implementation period: 15 December 2017 – 14 December 2019. 
    Project DEFINE website
    The project was funded by the European Social Fund.