Lesson 6: Policy drivers, research agendas, European research policy

  • The student can identify major policy drivers (e.g. UN developmental goals, cross-cutting issues) and assess their influence in shaping research agendas.
  • The student can identify examples of societal and economic drivers impacting and defining research policy (e.g. the COVID 19 situation).
  • The student can differentiate between policy and strategy and identify suitable examples in the context of research institutions and processes.
  • The student can discuss and formulate arguments and confront opinions in the context of real cases of scientific policies.
  • The student demonstrates curiosity and interest for systemic approaches and for the organization of the research ecosystem.
  • The student is able to accept others’ views, and work together to provide the necessary support for the proposal’s preparation.
  • The student is critical regarding his own work and that of others taking on a constructive attitude.
  • The student takes responsibility for its own work.
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Lesson 7: The Funding research framework – funding programmes and calls

  • The student can identify major policy drivers (e.g. UN developmental goals, cross-cutting issues) and assess their influence in shaping research agendas.
  • The student can understand and contextualise European research funding frameworks and main European funding programmes and schemes to support research and innovation activities (e.g. Horizon Europe).
  • The student can analyse a given European call for funding from the perspective of its underlying policy (need for the call) and proposal (goals, activities, and expected outcomes and impact).
  • The student can distinguish and discuss at which stage of policy and strategy development intervene pre-award and research policy/strategy related professions.
  • The student demonstrates curiosity and interest for systemic approaches and for the organization of the research ecosystem.
  • The student is able to accept others’ views, and work together to provide the necessary support for the proposal’s preparation.
  • The student is critical regarding his own work and that of others taking on a constructive attitude.
  • The student takes responsibility for its own work.
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Lesson 8: Funding proposals and evaluation criteria

  • The student can identify major policy drivers (e.g. UN developmental goals, cross-cutting issues) and assess their influence in shaping research agendas.
  • The student can identify examples of societal and economic drivers impacting and defining research policy (e.g. the COVID 19 situation).
  • The student can understand and contextualise European research funding frameworks and main European funding programmes and schemes to support research and innovation activities (e.g. Horizon Europe).
  • The student is familiar with the general process and principles of evaluation and assessment criteria of research proposals: what do funding agencies prefer, what they dislike, vocabulary required, how to interpret what is required in a specific call, aspects meaning advantage in the context of EU funded calls.
  • The student is able to recognize the main components of a funding proposal and link them to the evaluation criteria of a given call for funding.
  • The student can explain the pre-award work and how it fits into the research cycle.
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Lesson 9: Preparation of a project proposal

  • The student is familiar with the general process and principles of evaluation and assessment criteria of research proposals: what do funding agencies prefer, what they dislike, vocabulary required, how to interpret what is required in a specific call, aspects meaning advantage in the context of EU funded calls
  • The student can analyse a given European call for funding from the perspective of its underlying policy (need for the call) and proposal (goals, activities, and expected outcomes and impact).
  • With the help of the teacher, the student can draft a simple budget for a proposal, according to the activities planned for the different project phases and milestones.
  • The student is able to accept others’ views, and work together to provide the necessary support for the proposal’s preparation.
  • The student is critical regarding his own work and that of others taking on a constructive attitude.
  • The student takes responsibility for its own work.
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Lesson 10: Institutional proposals, research strategy and governance

  • The student can differentiate external from internal drivers of research policy.
  • The student is able to recognize the main components of a funding proposal and link them to the evaluation criteria of a given call for funding.
  • The student can explain the main governance structure of a given research institution.
  • The student can distinguish and discuss at which stage of policy and strategy development intervene pre-award and research policy/strategy related professions.
  • The learner interiorizes and commits to the values and the mission of the institution.
  • The student demonstrates curiosity and interest for systemic approaches and for the organization of the research ecosystem.
  • The student is able to accept others’ views, and work together to provide the necessary support for the proposal’s preparation.
  • The student is critical regarding his own work and that of others taking on a constructive attitude.
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Lesson 11: Conflict of interests between policy, funding and research

  • The student can identify examples of societal and economic drivers impacting and defining research policy (e.g. the COVID 19 situation).
  • The student can understand and contextualise European research funding frameworks and main European funding programmes and schemes to support research and innovation activities (e.g. Horizon Europe).
  • The student can discuss and formulate arguments and confront opinions in the context of real cases of scientific policies.
  • The student can effectively communicate, negotiate terms and persuade different target audiences including policy makers for programme bodies, senior management of research institutions, research managers, and researchers.
  • The learner interiorizes and commits to the values and the mission of the institution.
  • The student demonstrates curiosity and interest for systemic approaches and for the organization of the research ecosystem.
  • The student is able to accept others’ views, and work together to provide the necessary support for the proposal’s preparation.
  • The student is critical regarding his own work and that of others taking on a constructive attitude.
  • The student takes responsibility for its own work.
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Lesson 12: Module 2 Students’ presentation

  • The student can understand and contextualise European research funding frameworks and main European funding programmes and schemes to support research and innovation activities (e.g. Horizon Europe).
  • The student is familiar with the general process and principles of evaluation and assessment criteria of research proposals: what do funding agencies prefer, what they dislike, vocabulary required, how to interpret what is required in a specific call, aspects meaning advantage in the context of EU funded calls.
  • The student can analyse a given European call for funding from the perspective of its underlying policy (need for the call) and proposal (goals, activities, and expected outcomes and impact).
  • The student is able to recognize the main components of a funding proposal and link them to the evaluation criteria of a given call for funding.
  • The student is able to draft a funding plan (a) in line with the  institutional strategy of the organisation (b) that addresses external and internal drivers of policy and strategy,  c) adjusted  with the specific evaluation and assessment criteria, preferences of research calls (of the funding organisations).
  • The student can discuss and formulate arguments and confront opinions in the context of real cases of scientific policies.
  • The student can effectively communicate, negotiate terms and persuade different target audiences including policy makers for programme bodies, senior management of research institutions, research managers, and researchers.
  • The student is able to accept others’ views, and work together to provide the necessary support for the proposal’s preparation.
  • The student is critical regarding his own work and that of others taking on a constructive attitude.
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