Module 2 – Research Funding, Policy and Governance

Learning Outcomes

• The student is able to distinguish and describe different approaches in scientific theories and epistemological trends, and their scientific historical background (hermeneutical vs scientific, facts and observation, experimentation and falsificationism, induction vs. deduction).
• The student is able to distinguish and describe types and specificities (aims, advantages, limits, appropriateness to certain disciplines) of main research methods applicable to different scientific areas (e.g. observation, survey, interview, focus group, experiments, etc).
• The student is able to identify the differences between a research design/plan and a research proposal.
• The student is able to demonstrate curiosity and interest in systemic approaches and for the organization of the research ecosystem.
• The student is committed to accepting the views of other team members and working together to provide the necessary support for the proposal’s preparation.
• The student is commited to being critical about his/her work and that of others whilst taking on a constructive attitude.
• The student is critical regarding his own work and that of others taking on a constructive attitude.
• The student is commited to taking responsibility for his/her work.

Learning Outcomes

• The student is able to understand the research project lifecycle and the role of RMAs within it.
• The student is able to recognise and integrate the motivations, expectations and roles of a researcher, and other professions linked to the research activity.
• The student is committed to finding a balance between assertiveness and cooperation when involved in research teamwork as a leader or team member.
• The student is able to demonstrate curiosity and interest in systemic approaches and for the organization of the research ecosystem.
• The student is commited to accepting the views of other team members and working together to provide the necessary support for the proposal’s preparation.
• The student is committed to being critical about his/her work and that of others whilst taking on a constructive attitude.
• The student is committed to taking responsibility for his/her work.

Learning Outcomes

• The student is able to understand the research project lifecycle and the role of RMAs within it.
• The student is able to elaborate and design a research plan adapted to a different research disciplines (social, economic, natural sciences).
• The student is able to construct logical arguments to present a research idea.
• The student is commited to finding a balance between assertiveness and cooperation when involved in research teamwork as a leader or team member.
• The student is committed to accepting the views of other team members and working together to provide the necessary support for the proposal’s preparation.
• The student is committed to being critical about his/her work and that of others whilst taking on a constructive attitude.
• The student is committed to taking responsibility for his/her work.

• 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.

• 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.
• The student takes responsibility for its own work.

• 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.