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FUNCTIONAL MAP OF A EUROPEANSOCIO-ECONOMIC RESEARCH PROJECT
Other titles from the RESPECT Project:
An EU Code of Ethics for Socio-Economic ResearchDench S, Iphofen R, Huws UIES Report 412, 2004. ISBN 1 85184 342 6
Intellectual Property Aspects of Socio-Economic ResearchGnädig N, Grosse Ruse H, Giannakoulis MIES Report 413, 2004. ISBN 1 85184 343 4
Data Protection Aspects Within the Framework of Socio-Economic ResearchRosier K, Vereecken IIES Report 415, 2004. ISBN 1 85184 345 0
Socio-Economic Research in the Information Society: A User’s Guide from the RESPECTProject
Huws UIES Report 416, 2004. ISBN 1 85184 346 9
A catalogue of these and over 100 other titles is available from IES, or on the IES Website,www.employment-studies.co.uk
For online resources, see www.respectproject.org
Ellen SchryversGuy Van Gyes
Tom Vandenbrande
a project funded by the EuropeanCommission’s Information SocietyTechnologies (IST) Programme
Functional Map of aEuropean Socio-Economic
Research Project
Published as IES Report 414 by:
THE INSTITUTE FOR EMPLOYMENT STUDIESMantell BuildingFalmerBrighton BN1 9RFUK
Tel. + 44 (0) 1273 686751Fax + 44 (0) 1273 690430
http://www.employment-studies.co.uk
Copyright © 2004 The Institute for Employment Studies
No part of this publication may be reproduced or used in any form by any means—graphic,electronic or mechanical including photocopying, recording, taping or information storage orretrieval systems—without prior permission in writing from the Institute for EmploymentStudies.
British Library Cataloguing-in-Publication Data
A catalogue record for this publication is available from the British Library
ISBN 1 85184 344 2
Printed in Great Britain
v
The RESPECT Project is about:
RESPECT for research ethics
RESPECT for intellectual property
RESPECT for confidentiality
RESPECT for professional qualifications
RESPECT for professional standards
RESPECT for research users
The aims of the project are to:
develop a voluntary code of practice for the conduct of socio-economic research in the Information Society
contribute to the development of common Europeanstandards and benchmarks for socio-economic research
contribute to the development of high standards in cross-national and cross-disciplinary socio-economic research.
contribute to broader ethical and professional debates withinthe socio-economic research community.
help reduce barriers to the mobility of socio-economicresearchers within the EU and Accession States.
provide succinct information on good practice in socio-economic research for research users both inside and outsidethe IST community.
For full details, see the project website: www.respectproject.org.
vi
vii
Contents
1. Introduction 1
1.1 Occupational profiles in general 11.2 The occupational profile of socio-economic research 5
2. Flowchart of Tasks 11
3. Knowledge and Skills 26
Overall knowledge and skills 26
A. Prepare a European scientific research project 27
A.1 Compose a consortium for the project 27A.2 Elaborate a project proposal 29A.3 Plan the project implementation 32
B. Conduct scientific research with a European scientificresearch project 35
B.1 Design a conceptual framework for the scientificresearch 35
B.2 Execute the scientific research within a Europeanscientific research project 36
B.3 Report and deliver the output of the scientificresearch 37
C. Execute supporting tasks necessary to guarantee theprogress of a European scientific research project 40
C.1 Contribute to the ongoing development of theproject and its network 40
C.2 Networking 42
D. Disseminate the scientific results 44
D.1. Organise an international scientific event 44D.2 Disseminate the scientific results through the
project website and/or newsletter 45D.3 Fulfil additional efforts to disseminate the scientific
research results 46
4. Range Indicators 49
viii
5. Conclusion 51
5.1 Concluding remarks 515.2 ‘Unique’ skills and knowledge 515.3 Usability of the profile as an assessment tool 54
Bibliography 56
Annex 1: Link Between the Occupational Profile and theRESPECT Code 57
Annex 2: Flowchart of Additional Tasks for the PreparationPhase of a Network of Excellence 61
Annex 3: Flowchart of Additional Tasks for the PreparationPhase of an Integrated Project 67
Functional Map of a European Socio-Economic Research Project 1
1. Introduction
An occupational profile describes the work tasks to be carried outwithin the framework of a specific occupational activity, as well asthe related knowledge, skills and abilities. It is an importantinstrument for assessment, as well as for the elaboration ofvocational education programs. A professional competencyprofile provides the basis for a variety of human resourceactivities (recruitment, selection, training). The RESPECT projecthas been developed in order to draw up professional and ethicalcodes for socio-economic research, with a particular (but notexclusive) focus on the research requirements of the ISTprogramme. The main purposes for creating this professionalcompetency profile are:
to be a reference document for compiling the voluntary codeof practice (see Annex 1: link between the occupational profileand the code)
to be the basic material for the production of a user manual toEuropean socio-economic research
to contribute to the broader professional debate about thecurriculum consequences of international research
to contribute to the debate on creating quality standards andassessments of European socio-economic research.
The method of functional analysis has been used to develop theoccupational profile. The product of this analytical process is afunctional map. This map is a broad representation of the tasksrequired for a European socio-economic research project.
Before we come to the presentation of this specific profile we willdiscuss the content and usability of occupational profiles ingeneral. Then we shall focus on the profile developed within theRESPECT project. We describe the research design andmethodology used to develop the profile and give an overview ofthe content of this profile.
1.1 Occupational profiles in general
Since occupational profiles are an important instrument forassessment, but above all for the elaboration of vocational
© RESPECT Project (HIVA)2
training, we expected an extensive implementation in allEuropean countries. However, we could not find any informationto confirm this supposition. In an overview of the policy in EUcountries concerning the adaptation of vocational education, onlya few countries mentioned the implementation of occupationalprofiles (CEDEFOP, 2000). Nevertheless, it would be too hasty toconclude that all the other countries do not develop or useoccupational profiles. David Fretwell et al. (2001) state that many,but not all, developed countries use the method of occupationalprofiles in their labour market policies, but most of them have notinstitutionalised use of the method.
Although we do know some examples of European occupationalprofiles (eg the European Computer Driving Licence), we cannotsay that it is common. Nor are there uniform European models todevelop occupational profiles. In fact, there are several majormethodologies for developing occupational profiles, all of whichstart with analysing what people in certain occupations actuallydo. In spite of this common basis, methods differ considerably,and so do the occupational profiles that result from the analysis.The fundamental change of economies and in the organisation ofwork in the past 20 years, is the major factor to affect the evolutionof methodologies. Occupations have become more complex.Employees have more responsibilities linked with a broader rangeof competencies and less routine. In response to those changes,new methods for occupational analysis are being developed, andattention has shifted from analysing discrete job tasks to analysisof broader occupational competencies. Nowadays, we see atendency to develop general profiles with universal and basicskills required to participate in the labour market. Definitions ofcompetencies vary, and reflect the differences in the approachtaken by different countries to the development of occupationalprofiles. Generally, we may say that an occupational competencyis the ability to perform activities common to an occupationwithin an acceptable range (Fretwell et al., 2001).
The World Bank (Fretwell et al., 2001) mentions three method-ologies for defining occupational profiles, which reflect theevolution from initial task-based to competence-based occupationalanalysis. The classification is based on the type of analysis. Themethods include:
job/task analysis
DACUM (Developing A CurriculUM)
functional analysis.
1.1.1 Job analysis
The establishment of occupational skill standards started with jobanalysis. This approach has been predominant for a long time inmany industrialised countries, since it is especially suited to
Functional Map of a European Socio-Economic Research Project 3
analysing tasks in mass production processes and in situationswhere there is little flexibility in the organisation of productionprocesses. In spite of the fundamental changes, job and taskanalysis is still used for specific purposes and in specific sectors. Itis used in ergonomics to identify how to improve workingconditions. It is used in some human resource management workin the United States to bring job descriptions in line with moreclassical American leadership principles. In Europe, where theemphasis has been on broad human resource development, it isnot widely used in industry, although there are trends suggestingthat this approach is increasingly being adopted to define jobs innew administrative occupations in some subsectors (eg telephonecall centers).
The aim of the analysis is to divide and subdivide jobs and tasksinto their constituent parts, in order to provide information fortraining and to develop benchmarks for piece-rate wages. Toidentify the tasks, repeated observations onsite are required,which makes this method and wage classification system moreexpensive than others.
1.1.2 DACUM
DACUM is an acronym for Developing A CurriculUM. TheDACUM approach to occupational analysis is quite different fromjob analysis. DACUM uses guided group discussion. A trainedfacilitator leads a small group of expert workers in a discussion ofwhat they do on a day-to-day basis. The workers are guided todescribe their activities in terms of tasks expressed as behaviouralcompetencies that involve a verb, an object and usually amodifier. Each member of the group is encouraged to describe allof the activities in which they engage. This whole-groupbrainstorming provides the basis for identifying the major dutiesof a job. The tasks that make up the duties are then specified. Aseach work activity is proposed, the group discusses it and comesto consensus on how it should be stated as a task. The results arethen checked with other workers outside the discussion group. Itis recommended to check them by surveying 50 or more similarworkers and/or supervisors of such workers.
The DACUM process also includes the separate identification ofwork enablers, including general knowledge and skills, workerbehaviours (personal traits and interpersonal skills), and tools andequipment used. The experts are also asked to identify futuretrends and concerns that may affect what they do and how theydo it.
1.1.3 Functional analysis
Functional analysis starts with the identification of the keypurpose of an occupation in the major sectors where it is found,identifying the main functions, breaking these in turn down into
© RESPECT Project (HIVA)4
subfunctions until outcomes for each function are identifiedfollowing a strictly logical sequence. The technique can be appliedto multiple sectors, to a single sector or at an individual enterpriselevel. By concentrating on the functions or results/outcomesinstead of the activities, the descriptions produced are independentof the technology or methods used to achieve the function. Inother words, instead of describing what people are doing,functional analysis describes what people have to achieve.
Functional analysis uses a consultative process that involvespractitioners, managers and in some cases the users or ‘consumers’of occupational profiles. The consultative process is used twice:first to develop the occupational profile and secondly to confirmits accuracy.
The methodology starts with functional mapping, which is ananalysis of the sector, starting with the key purpose statement andsubsequently analysing down to individual functions. The finallevel of analysis is referred to as the ‘functional units’. It is anoutcome that an individual might be expected to achieve. Thesefunctional units are analysed one by one to identify theperformance requirements. The performance requirements do notidentify the technology and methods used, which makes theapproach more flexible and applicable to the occupation invarying circumstances. The methods and technology used aredescribed separately in what are called ‘the range indicators’.
1.1.4 Mixed methodology
In recent years, mixed methods have increasingly been used todevelop occupational profiles. At HIVA, we were involved in thedevelopment of such a mixed method. The method has beendeveloped for the screening and monitoring of the Flemish labourmarket (Belgium has a strong regionalised system of labourmarket policies), and is used by an agency specifically set up forthis purpose. The social partners and the educational sectorsupport and use the profiling activities of this agency to improvethe connection between occupational skills demands and the skillstraining of the vocational and educational training sector.
Since we used some elements of this method to develop theoccupational profile of European socio-economic research, weconsider it useful to clarify the content of this Flemish mixedmethod of occupational profile analyses in more detail.
The method contains five phases. In the first phase, theobservational unit has to be defined. This can be:
a function: a coherent unity of tasks that can exist separatedfrom the person who practices the function. Functions arerelated to an organisation.
a group of functions: a collection of related functions
Functional Map of a European Socio-Economic Research Project 5
a profession: a coherent unity of tasks that are more or lessstandardised so they can exist independently from the personwho practices the job
a professional cluster: a collection of related professions
an occupation: relates to a person and their role in the labourmarket
a sector: a group of related economic entities or enterprises.
Besides defining the observational unit, the first phase containsfamiliarisation with the research field and the delineation of theroute.
The second phase in this methodology involves the preparationfor a conference, during which the profile will be established;formulation of an information document that will form theguidelines during the conference and selection of the participants.Since this information document is the basis of the developmentof an occupational profile, a lot of energy will be spent on itscreation. The following resources can be used for the formulation:
secondary resources (distillations from well-defined profiles)
interviews with experts
company visits.
Finally, the information document will contain a task analysis andan inventory of the required competencies and knowledge. Taskswill be subdivided in:
executive tasks: the core of the function
preparatory tasks: tasks preceding the executive tasks
supportive tasks: organisational tasks beyond the level of theemployee’s own job.
The conference is the third phase. The participants develop andrefine the intended product on the basis of the informationdocument. The conference also identifies the professional attitudesrequired for the job.
The fourth phase is the orientation towards the future. In thisphase, the impact of plausible changes will be estimated.
Finally, in the fifth phase, the profile will be validated bypresenting the draft profile to an additional number of peoplefamiliar with the occupation.
1.2 The occupational profile of socio-economic research
To develop the occupational profile of socio-economic research,we used a combination of functional analysis and the mixed
© RESPECT Project (HIVA)6
method, common in the Flemish part of Belgium. From themethod of functional analysis, we extracted the way of describingthe tasks, skills and knowledges (key purpose, key areas,flowchart of tasks etc.). From the mixed method we borrowed themethod of data collection (in-depth interviews and workshops).Below, we explain that we have chosen a specific kind ofobservational unit for the occupational profile. We go on to givean overview of the structure used in the compiled occupationalprofile. Finally, we summarises some general remarks that havebeen made at the validation workshops.
1.2.1 Observational unit
The rapid social and economic changes that accompany theintroduction of IST technologies have exceeded the limits of thetraditional boundaries between socio-economic disciplines.Increasingly, there is a need both for interdisciplinarity (involvingthe development of new concepts, models and methodologies thattranscend the barriers between disciplines), and for multi-disciplinarity (involving the creation of teams whose membershave different areas of expertise and professional backgrounds,but who work alongside each other in complementary ways).
James Wickham (2002) noted that project calls of the EuropeanUnion usually request that projects are interdisciplinary. None ofthe cluster projects belong clearly within a particular disciplineand indeed most participants’ own disciplinary adherence, oreven training, is probably unclear.
This evolution made us decide to focus on the research project asthe observational unit, and not for instance on the ‘occupation’ ofa socio-economic researcher. Defining the research project as theobservational unit made it possible to transcend the disciplinaryapproach of mapping European socio-economic research. Adisciplinary point of view would made it impossible to constructone overall occupational profile. With this approach, we couldcover all of these disciplines:
Anthropology
Business studies, industrial relations and management studies
Communication sciences
Criminology
Cultural studies
Demography
Economics
Educational sciences
Ethics in social sciences
Geography
Functional Map of a European Socio-Economic Research Project 7
Juridical sciences
Political sciences
Psychological sciences
Sociology.
Moreover, EU funding has contributed to the processes wherebyin countries like the UK, Sweden and Ireland university researchincreasingly involves distinct institutions within universities.Perhaps more importantly, EU funding has also stimulated thegrowth of private research organisations and research co-operatives. This is even more the case outside universities, whereresearch centres such as non-academic organisations are extremelyunlikely to be defined by any particular discipline (Fretwell et al.,2001). This evolution is a second reason why we focused on theresearch project as the observational unit. It becomes quitedifficult to allocate the required jobs within European socio-economic research projects to specific occupations, since theorganisation of labour varies enormously between researchorganisations involved in the projects. For example:
In some research institutions, researchers are responsible forthe presentation of their texts, while researchers in otherinstitutes get administrative support.
The division of labour between the researcher and the projectmanager (or the professor and his assistant) within an instituteis not recorded, and may vary between institutions; evenwithin an institution there may be different agreements.
Together with the decision to focus on the research project insteadof an occupation, we inevitably came to the conclusion that itwould be impossible to map socio-economic research in itsentirety. For this reason, we decided to focus on socio-economicresearch within a European project. However, the codes ofpractice developed within the RESPECT-project are oriented moretowards all kinds of socio-economic research.
1.2.2 Results of the combined method to develop theoccupational profile
We based the development of the profile on individual interviewswith project co-ordinators, project managers, researchers andpeople in charge of administrative support.
We let the interviewees define the key purpose and the mainfunctions of socio-economic research, and let them break thesedown to subfunctions until outcomes for each function wereidentified following a strictly logical sequence, as described in themethod of functional analysis. The result of this analysis is afunctional map, which contains three sections:
© RESPECT Project (HIVA)8
a flowchart of tasks or functional units
accompanying competences (knowledge and skills)
range indicators.
We will discuss each of these three sections.
Flowchart of tasks or functional units
The map starts on the left hand side with a ‘key purpose’ statement,which describes the unique nature and characteristics of Europeanrelated socio-economic research, and which differentiates it fromall other disciplines of research. (Give scientifically based informationand advice to policymakers in Europe and contribute to the scientificcommunity.)
The key purpose is separated in the first stage analysis into anumber of main tasks that enable the key purpose to be met.These statements are called key areas and are coded alphabetically.
The fundamental question we asked to find these main tasks was:‘in order to achieve the key purpose of socio-economic research,what are people expected to be able to?’
We came to four key areas:
A. Prepare a European scientific research project
B. Conduct scientific research within a European scientificresearch project
C. Execute supporting tasks necessary to guarantee the progressof a European scientific research project
D. Disseminate the scientific research results.
Each key area is refined to reach a level of detail, called ‘thefunctional units’. At this level, we describe an outcome that anindividual might be expected to achieve.
In the functional map, we have further subdivided the differenttasks according to type and position within the project. The
Overview of interviewed socio-economic researchers involved in European projects
University Private/NGO
AcademicPolicy-orientedresearch centre Institute Small firm
Project co-ordinator
Co-ordinator work package
Researcher
Administrator
Source: HIVA, 2003
Functional Map of a European Socio-Economic Research Project 9
pattern of the boxes refers to the functional type of tasks. We made adistinction between managerial, scientific, administrative andnetworking tasks (see Table). The shape of the box tells somethingabout the executor of the task. We made a difference between aresearch partner, a lead partner and a project co-ordinator. Aresearch partner is involved in the execution of the researchassignments within the project, but does not bear the finalresponsibility. Conversely, a lead partner does bear the finalresponsibility for a work package within the project, but is notresponsible for the entire project. The project co-ordinator has thegeneral responsibility for the project.
Accompanying competencies (skills and knowledge)
Besides the presentation of the tasks related to socio-economicresearch, the occupational profile contains a list of skills andknowledge required to fulfil these tasks properly. Since thefunctional units (tasks described in the final level of the flowchart)are highly detailed, the skills and knowledge for these tasks willoverlap. For this reason, we decided to deduce the requiredqualifications from the tasks formulated in the previous level.
Range indicators
Finally, we inserted range indicators to clarify some of the termsused in the flowchart. These terms or concepts are defined asrange indicators. These terms have to do with the theory andmethod used in the European socio-economic research. A range oftheoretical disciplines and methods are used in these researchprojects. Besides the efforts it would take, the occupational mapwould be no longer a simple and short document, if it had to mapeach of the relevant socio-economic theories and methods.Instead, theory and method are concepts, frequently used in themap and which refer to a range of disciplines and methods. Therange they cover is recorded in a separate list. As such they can becircumscribed as range indicators. The advantage of such a range
Table: Description of the different types of tasks
Type of task Description
Management tasks Tasks related to the management of the entire project (co-ordination)
Tasks related to the management of the jobs within the national researchorganisation
Scientific tasks Tasks related to the execution of the scientific research job (conceptual thinking,execution of the conceptual framework, reporting, dissemination of the results)
Administrative tasks Tasks related to the administrative aspects of a research project (finances,administrative regulation of the European Union, etc.) and the logistic support andpractical organisation of scientific events
Tasks concerning networking Tasks related to national and international network building and maintaining ofcontacts, whether with regard to the project or not
Source: HIVA, 2003
© RESPECT Project (HIVA)10
indicator is that it could be updated easily to identify changes intheory or empirical methods, without changing the main structureand content of the occupational profile.
1.2.3 General remarks on the profile from thevalidation workshops
After developing the draft version of the functional map, weinserted a ‘validation-phase’. We organised a workshop to discussthe profile with experts in four different countries: Belgium,Austria, United Kingdom and Germany. These workshopsyielded a lot of interesting thoughts, which we could subdivideinto two types: (1) general remarks concerning the entire profileand (2) specific remarks concerning particular parts of the profile.We incorporated the second type of thoughts in the final versionof the profile. Below, we present the most important globalconsiderations concerning the profile, which one should take intoaccount when reading the profile:
The profile has been developed based on a particularmanagement structure of a European research project (one co-ordinator who has full responsibility for the ongoing project,the different research tasks subdivided in a number ofworkpackages, lead partners who are in charge of aworkpackage etc.). This management structure was promotedby the majority of the experts, contacted in individualinterviews and the workshops. But other models do exist andmay be equally successful.
The model of consortium that was the basis for this profilepromotes the elaboration of existing networks (as does FP6).Still, this model has a rather ‘closed’ structure. Once the projectis started, the project partners are defined and there is a limitedtendency to contact other European experts throughout theproject research. Besides, once a research-network has beendeveloped (eg as a result of a earlier collaboration in aEuropean research project) there is a tendency to endure thisnetwork without inviting new research institutes.
The subdivision of tasks according to the executor in the firstphase (preparation of the proposal and composition of theconsortium) is a bit arbitrary, since the allocation of roles isrecorded at the end of this phase.
There is no hierarchical subdivision of tasks or classification ofthe tasks by importance, although some tasks are moreimportant than others (concerning time-investment, quality ofresearch, importance for the success of the project etc.).
In the following chapters we will present the functional map.Afterwards we discuss the usability of this profile from aEuropean policy perspective.
Functional Map of a European Socio-Economic Research Project 11
2. Flowchart of Tasks
The project website (www.respectproject.org) carries aninteractive click-through version of the entire flowchart, includingthe additional tasks under section A for preparing a network ofexcellence (see Annex 2), and an integrated project (see Annex 3).
Legend
Management task
Scientific task
Administrative task
Networking
Task of a research partners
Task of a leadpartner
Task of the project co-ordinator
Task of every partner
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A.1
.1.3
Dis
cuss
the
cent
ral r
esea
rch
idea
with
col
leag
ues
info
rmal
ly
A.1.
1.5
Def
ine
the
key
wor
ds o
f the
rese
arch
pro
posa
l (po
licy
field
, sci
entif
ic d
isci
plin
e(s)
, mai
n th
eore
tical
con
cept
)
A.1
.2.1
Use
you
r net
wor
k to
find
goo
d pa
rtner
s fo
r the
pro
ject
A.1
.2.6
Che
ck th
at th
e co
nsor
tium
is w
ell-b
alan
ced
A.1.
3.5
Che
ck th
at o
ne’s
ow
n re
sear
ch o
rgan
isat
ion
can
offe
r a s
urpl
us v
alue
to th
e co
nsor
tium
A.1
Com
pose
a c
onso
rtiu
m f
or t
he
proj
ect
The
proj
ect
co-o
rdin
ator
dev
elop
s th
e fir
st o
utlin
e of
a p
roje
ct p
ropo
sal a
nd s
earc
hes
for
appr
opria
te p
artn
ers
to w
ork
with
in t
he p
roje
ct. T
he c
o-or
dina
tor
sele
cts
part
ners
bec
ause
of
thei
r su
rplu
s va
lue
for
the
proj
ect
team
. Par
tner
s jo
in t
he t
eam
if t
hey
fit in
to t
he p
roje
ct c
onst
ella
tion.
Tog
ethe
r,th
ey d
iscu
ss t
he c
entr
al r
esea
rch
idea
in a
n in
tern
atio
nal p
ersp
ectiv
e, a
nd d
efin
e th
e ke
y w
ords
of
the
rese
arch
pro
posa
l.
A.1.
2.4
Dis
cuss
the
cent
ral r
esea
rch
idea
with
oth
ers
info
rmal
ly
© R
ESPE
CT P
roje
ct (
HIV
A)14
A.2.
1 D
evel
op th
e co
ncep
tual
fram
ewor
k in
tera
ctiv
ely
and
itera
tivel
y
A.2
Ela
bora
te a
proj
ect
prop
osal
A.2
.1.3
Def
ine
the
rese
arch
que
stio
ns a
nd fo
rmul
ate
the
rese
arch
pro
blem
A.2.
1.4
Form
ulat
e hy
poth
eses
con
cern
ing
the
topi
c of
the
proj
ect
A.2.
1.5
Dev
elop
a m
etho
dolo
gica
l des
ign
for t
he p
roje
ct
A.2.
1.6
Giv
e fe
edba
ck c
once
rnin
g th
e co
nten
t of t
he th
eore
tical
fram
ewor
k m
ade
by th
e co
-ord
inat
or
A.2.
1.7
Adap
t the
theo
retic
al fr
amew
ork
prop
osed
by
the
co-o
rdin
ator
of t
he p
roje
ct b
ased
on
issu
es re
late
d to
one
’s o
wn
coun
try
A.2.
1.8
Keep
a c
lose
wat
ch o
n th
e ke
y pu
rpos
e
A.2.
1.1
Def
ine
the
scie
ntifi
c go
als
with
in th
e fra
mew
ork
of th
e E
U p
rogr
amm
e ca
ll
A.2.
1.2
Ded
uce
the
polic
y re
leva
nce
of th
ese
goal
s fo
r diff
eren
t EU
cou
ntrie
s an
d/or
the
Euro
pean
pol
icy
leve
l
A.2
.2 T
ake
care
of t
he a
dmin
istra
tive
requ
irem
ents
of t
he fi
nal p
ropo
sal
A.2.
2.1
Fulfi
ll th
e ad
min
istra
tive
form
ality
to p
artic
ipat
e in
the
proj
ect a
s a
rese
arch
par
tner
A.2.
2.2
Gat
her i
nfor
mat
ion
from
the
Euro
pean
Com
mis
sion
con
cern
ing
pres
uppo
sed
budg
et, s
ize,
con
tent
and
dur
atio
nof
the
proj
ect
A.2.
2.4
Fulfi
l the
adm
inis
trativ
e in
stru
ctio
ns c
once
rnin
g th
e su
bmis
sion
of t
he p
ropo
sal
A.2.
2.5
Look
for c
o-fin
anci
ers
(if n
eces
sary
)
A.2.
2.3
Esta
blis
h a
cost
mod
el, t
akin
g th
e di
ffere
nt c
ost m
odel
s of
the
partn
er o
rgan
isat
ions
into
acc
ount
A.2
Ela
bora
te a
pro
ject
pro
posa
lRe
sear
ch p
artn
ers
deve
lop
the
conc
eptu
al fra
mew
ork
inte
ract
ivel
y an
d ite
rativ
ely:
the
y de
fine
scie
ntifi
c go
als
and
thei
r po
licy
rele
vanc
e, t
hey
disc
uss
the
theo
retic
al f
ram
ewor
k, t
hey
defin
e th
e re
sear
ch q
uest
ions
, the
y fo
rmul
ate
hypo
thes
is a
nd t
hey
deve
lop
a m
etho
dolo
gica
l des
ign
for
the
proj
ect.
The
proj
ect
co-o
rdin
ator
tak
es c
are
of t
he a
dmin
istr
ativ
e re
quire
men
ts o
f th
e fin
al p
ropo
sal,
sets
up
a m
anag
emen
t st
ruct
ure
that
dec
entr
aliz
es t
here
spon
sibi
litie
s an
d au
thor
ities
am
ongs
t th
e pa
rtne
rs, a
nd d
efin
es 'm
ilest
ones
' to
eval
uate
the
pro
gres
s of
the
pro
ject
. All
part
ners
est
imat
e re
quire
dtim
e, m
anpo
wer
and
bud
get.
Fin
ally
, the
fin
al p
ropo
sal i
s ed
ited.
Func
tiona
l Map
of
a Eu
rope
an S
ocio
-Eco
nom
ic R
esea
rch
Proj
ect
15
A.2
Ela
bora
te a
proj
ect
prop
osal
A.2.
5 Ed
it th
e fin
al p
ropo
sal
A.2.
5.1
Mat
ch th
e pa
rtner
’s id
eas
conc
erni
ng th
e th
eore
tical
fram
ewor
k of
the
proj
ect i
n th
e fin
al p
ropo
sal
A.2.
5.3
Kee
p a
clos
e w
atch
on
the
acad
emic
qua
lity
of th
e pr
opos
al
A.2.
5.4
Keep
the
need
s of
the
targ
et a
udie
nce
in m
ind
whe
n de
velo
ping
the
proj
ect p
ropo
sal
A.2.
5.5
Mak
e su
re th
e pr
ojec
t pro
posa
l is
bibl
iogr
aphi
cally
wel
l-fou
nded
A.2
.5.2
Wor
k ou
t the
wor
kpac
kage
s of
the
proj
ect (
polic
y or
ient
ed g
oals
, res
earc
hpr
oble
ms,
theo
retic
al h
ypot
hesi
s, c
hoic
e of
met
hod,
geo
grap
hica
l cov
erag
e)
A.2.
5.6
Subs
tant
iate
the
Euro
pean
sur
plus
val
ue o
f the
pro
posa
l (re
fere
nces
to E
urop
ean
polic
y an
d do
cum
ents
)
A.2
.3 M
anag
e th
e or
gani
satio
nal
aspe
cts
of th
e pr
ojec
t
A.2.
3.1
Set u
p a
man
agem
ent s
truct
ure
that
dec
entra
lises
the
resp
onsi
bilit
ies
and
auth
oriti
es a
mon
gst t
he p
artn
ers
A.2
.3.2
Allo
cate
the
task
bas
ed o
n ex
perti
se a
nd/o
r geo
grap
hica
l dis
tribu
tion
A.2.
3.3
Des
igna
te th
e le
ad p
artn
ers
of th
e w
orkp
acka
ges
A.2
.3.4
Def
ine
the
man
agem
ent t
asks
with
in th
e w
orkp
acka
ges
A.2.
3.5
Det
erm
ine
the
cont
ent a
nd n
umbe
r of p
artn
er m
eetin
gs
A.2
.3.6
Dec
ide
on th
e de
cisi
on-m
akin
g pr
oces
s
A.2
.4.4
Def
ine
scie
ntifi
c an
d or
gani
satio
nal b
ack-
up p
roce
dure
s to
pre
vent
neg
ligen
ce o
f one
par
tner
from
drag
ging
dow
n th
e en
tire
proj
ect
A.2.
4 D
eter
min
e tim
e-pl
anni
ng a
ndbu
dget
for t
he re
alis
atio
n of
the
proj
ect
A.2.
4.1
Use
exp
erie
nce
and
exis
ting
stan
dard
s to
est
imat
e th
e tim
e an
d m
anpo
wer
nee
ded
to d
o th
e re
sear
ch w
ork
A.2.
4.2
Use
exp
erie
nce
and
exis
ting
stan
dard
s to
est
imat
e th
e bu
dget
nee
ded
to d
o th
e re
sear
ch w
ork
A.2.
4.3
Find
co-
finan
cing
for t
he re
sear
ch o
rgan
isat
ion
to fu
lfill
the
task
s w
ithin
the
proj
ect (
if ne
cess
ary)
A.2.
4.5
Def
ine
‘mile
ston
es’ t
o ev
alua
te th
e pr
ogre
ss o
f the
pro
ject
with
rega
rd to
futu
re d
evel
opm
ent
A.2.
3.7
Mak
e th
e ro
le a
nd a
utho
rity
of th
e pr
ojec
t co-
ordi
nato
r cle
ar to
all
partn
ers
of th
e co
nsor
tium
© R
ESPE
CT P
roje
ct (
HIV
A)16
A.3
Pla
n th
epr
ojec
tim
plem
enta
tion
A.3.
2 Ta
ke re
spon
sibi
lity
for t
he s
igni
ngof
the
cont
ract
A.3.
1 Ad
apt t
he p
ropo
sal b
ased
on
the
time,
bud
get a
nd a
dditi
onal
par
tner
sap
poin
ted
by th
e E
urop
ean
Com
mis
sion
A.3.
1.1
Eval
uate
the
prop
osal
rew
ritte
n by
the
co-o
rdin
ator
of t
he p
roje
ct b
ased
on
the
allo
cate
d tim
e an
d bu
dget
A.3
.1.2
Rew
rite
the
prop
osal
in in
tera
ctio
n w
ith a
ll th
e pa
rtner
s of
the
proj
ect
A.3.
2.2
Neg
otia
te w
ith p
artn
ers
conc
erni
ng (r
educ
ed) b
udge
t
A.3.
2.1
Neg
otia
te w
ith th
e Eu
rope
an C
omm
issi
on a
fter a
ppro
val o
f the
pro
posa
l
A.3.
2.3
Gua
rant
ee tr
ansp
aren
cy in
the
cont
ract
neg
otia
tion
with
the
Euro
pean
Com
mis
sion
and
the
dist
ibut
ion
of b
udge
tam
ongs
t the
par
tner
s
A.3.
3 En
sure
the
star
t of t
he p
roje
ctdu
ring
the
kick
-off
mee
ting
A.3.
3.2
Get
acq
uain
ted
with
the
othe
r par
tner
s of
the
cons
ortiu
m
A.3.
3.3
Pres
ent t
he d
raft
fram
ewor
k of
the
wor
kpac
kage
allo
cate
d to
one
’s o
wn
rese
arch
org
anis
atio
n
A.3.
3.4
Take
tim
e to
eng
age
in d
ebat
e w
ith th
e ot
her p
artn
ers
conc
erni
ng th
e dr
aft f
ram
ewor
k
A.3.
3.5
Take
dec
isio
ns in
con
sulta
tion
abou
t con
duct
ing
each
of t
he w
orkp
acka
ges
(theo
retic
al a
nd m
etho
dolo
gica
lde
sign
, lin
ks w
ith p
olic
y)
A.3.
3.6
Assi
gn d
ates
and
pla
ces
for f
utur
e m
eetin
gs
A.3.
4 Se
t up
a co
nsor
tium
agr
eem
ent
A.3.
4.1
Mak
e a
draf
t ver
sion
of a
con
sorti
um a
gree
men
t
A.3.
4.2
Dis
cuss
the
draf
t ver
sion
of t
he c
onso
rtium
agr
eem
ent a
t the
sta
rt of
the
proj
ect
A.3.
4.3
Sign
the
final
ver
sion
of t
he c
onso
rtium
agr
eem
ent
A.3.
3.1
Plan
the
kick
-off
mee
ting
A.3.
3.7
Brin
g up
adm
inis
trativ
e re
gula
tions
con
cern
ing
the
Euro
pean
rese
arch
pro
ject
dur
ing
the
mee
ting
A.3
Pla
n t
he
proj
ect
impl
emen
tati
onIf
the
Eur
opea
n Co
mm
issi
on d
oes
not
allo
cate
as
muc
h tim
e an
d bu
dget
as
dem
ande
d by
the
pro
ject
pro
posa
l, pa
rtne
rs h
ave
to d
iscu
ss t
here
dist
ribut
ion
of t
he r
estr
icte
d bu
dget
and
app
rove
an
adap
ted
prop
osal
. The
co-
ordi
nato
r w
ill n
eed
to n
egot
iate
with
the
Eur
opea
n Co
mm
issi
on. T
hepr
ojec
t st
arts
with
a k
ick-
off
mee
ting,
dur
ing
whi
ch p
artn
ers
get
acqu
aint
ed w
ith t
he c
onso
rtiu
m, w
ork
pack
ages
are
pre
sent
ed, a
nd d
ates
and
pla
ces
for
futu
re m
eetin
gs a
re a
ssig
ned.
The
co-
ordi
nato
r se
ts u
p a
cons
ortiu
m a
gree
men
t.
Func
tiona
l Map
of
a Eu
rope
an S
ocio
-Eco
nom
ic R
esea
rch
Proj
ect
17
B.1
Des
ign
aco
ncep
tual
fram
ewor
k fo
rth
e sc
ient
ific
rese
arch
B.1.
1 D
efin
e th
ere
sear
ch q
uest
ions
B.1.
2 D
efin
e th
eco
ncep
t and
wor
kpla
nfo
r the
sci
entif
icre
sear
ch
B.1.
1.1
Der
ive
the
esse
nce
from
the
prop
osal
(the
ory,
met
hod
and
polic
yre
leva
nce)
B.1.
1.2
Der
ive
the
assi
gnm
ents
from
the
term
s of
refe
renc
e
B.1.
2.1
Des
ign
a co
ncep
tual
fram
ewor
k an
d re
sear
ch p
lan
B.1.
2.2
Subm
it th
e dr
aft o
f the
con
cept
ual f
ram
ewor
k an
d re
sear
ch p
lan
for
com
men
ts a
nd a
ppro
val t
o th
e co
nsor
tium
B.1.
2.3
Des
ign
a fin
al v
ersi
on o
f the
con
cept
ual f
ram
ewor
k an
d re
sear
ch p
lan
base
d on
the
rem
arks
of t
he c
onso
rtium
B.1
.2.4
Eva
luat
e th
e dr
aft c
once
ptua
l fra
mew
ork
and
rese
arch
pla
n m
ade
by th
e le
ad p
artn
er o
f the
wor
kpac
kage
B.1.
2.5
Giv
e fe
edba
ck to
the
lead
par
tner
of t
he w
orkp
acka
ge c
once
rnin
g th
e dr
aft c
once
ptua
l fra
mew
ork
and
rese
arch
pla
n
B.1
.2.6
Cre
ate
own
idea
s co
ncer
ning
the
wor
kpac
kage
by
cons
ultin
g ex
perts
and
dis
cuss
ions
with
in th
e re
sear
chor
gani
satio
n
B.1.
2.7
Eva
luat
e th
e ap
plic
abili
ty o
f the
con
cept
ual f
ram
ewor
k to
the
field
wor
k w
ith a
vie
w to
one
’s o
wn
assi
gnm
ent
B.1
Des
ign
a c
once
ptu
al f
ram
ewor
k fo
r th
e sc
ien
tifi
c re
sear
chTh
e le
ad p
artn
ers
clea
rly d
efin
e th
e ob
ject
ives
of
the
scie
ntifi
c re
sear
ch. T
hey
defin
e th
e co
ncep
t an
d w
ork
plan
for
the
sci
entif
ic r
esea
rch,
in w
hich
the
conc
eptu
al f
ram
ewor
k an
d re
sear
ch p
lan
is d
etai
led.
© R
ESPE
CT P
roje
ct (
HIV
A)18
B.2
Exe
cute
the
scie
ntifi
cre
sear
ch w
ithin
a Eu
rope
ansc
ient
ific
rese
arch
proj
ect
B.2
.1 E
xecu
te th
e as
sign
men
t as
agre
ed u
pon
B.2.
1.3
Inte
rnal
ise
the
met
hodo
logy
as
defin
ed in
the
wor
kpac
kage
B.2.
1.4
Tran
slat
e th
e m
etho
dolo
gyto
one
’s o
wn
assi
gnm
ent
B.2.
1.6
Exec
ute
the
assi
gnm
ent b
y fo
llow
ing
the
succ
essi
ve s
teps
of t
hem
etho
dolo
gy, a
pplie
d to
one
’s o
wn
assi
gnm
ent
B.2.
3.5
Giv
e fe
edba
ck to
the
lead
par
tner
con
cern
ing
the
appl
icat
ion
of th
e m
etho
dolo
gy
B.2.
1.5
Poin
t out
pro
blem
s to
the
appl
icat
ion
of th
e m
etho
dolo
gy
B.2.
1.1
Rec
apitu
late
the
assi
gnm
ent b
ased
on
note
s an
d m
inut
es o
f the
par
tner
mee
ting
B.2.
1.2
Con
cret
ise
the
assi
gnm
ent i
n in
tern
al c
onsu
ltatio
n
B.2.
2.1
Use
agr
eed
stan
dard
s to
ens
ure
com
paris
on w
ith th
e w
ork
of o
ther
par
tner
s w
ithin
the
wor
kpac
kage
B.2.
3.1
Giv
e in
stru
ctio
ns to
the
asso
ciat
ed p
artn
ers
conc
erni
ng th
e as
sign
men
tin
the
wor
kpac
kage
B.2.
3.2
Giv
e fe
edba
ck to
the
partn
ers
conc
erni
ng th
eir w
ork
in th
ew
orkp
acka
ge
B.2.
3.3
Adju
st th
e w
ork
of th
e pa
rtner
s in
the
wor
kpac
kage
(if n
eces
sary
)
B.2.
3.4
Solv
e pr
oble
ms
conc
erni
ng th
e ex
ecut
ion
of th
e as
sign
men
tB.
2.3
Com
mun
icat
e w
ith p
artn
ers
conc
erni
ng th
e sc
ient
ific
assi
gnm
ents
B.2.
2.2
Keep
an
over
view
on
the
entir
e pr
ojec
t to
guar
ante
e co
nsis
tenc
y am
ongs
t the
wor
kpac
kage
s
B.2.
3.7
Keep
on
hand
all
upda
ted
prog
ress
repo
rts fr
om th
e pa
rtner
s an
d re
orga
nise
this
info
rmat
ion
into
a re
sear
chpr
ojec
t arc
hive
B.2.
3.8
Dis
tribu
te u
pdat
ed in
form
atio
n fro
m th
e re
sear
ch p
roje
ct a
rchi
ve to
par
tner
s w
hen
need
ed
B.2.
3.6
Faci
litat
e th
e ex
chan
ge o
f inf
orm
atio
n am
ongs
t the
par
tner
s
B.2
.2 O
btai
n un
iform
ity in
the
scie
ntifi
cap
proa
ch o
f the
con
sorti
um p
artn
ers
B.2
Exe
cute
th
e sc
ien
tifi
c re
sear
ch w
ith
in a
Eu
rope
an s
cien
tifi
c re
sear
ch p
roje
ctRe
sear
ch p
artn
ers
exec
ute
the
assi
gnm
ent
as a
gree
d up
on. E
ach
part
ner
follo
ws
the
succ
essi
ve s
teps
of
the
met
hodo
logy
as
defin
ed in
the
wor
kpa
ckag
e, a
nd e
nsur
es c
ompa
rison
with
the
wor
k of
oth
er p
artn
ers
with
in t
he w
ork
pack
age.
Par
tner
s gi
ve f
eedb
ack
abou
t th
e w
ork,
hel
p to
sol
vepr
oble
ms,
and
adj
ust
the
wor
k if
nece
ssar
y. T
he c
o-or
dina
tor
keep
s an
ove
rvie
w o
n th
e en
tire
proj
ect,
fac
ilita
tes
info
rmat
ion
exch
ange
am
ongs
t pa
rtne
rsan
d di
strib
utes
info
rmat
ion
from
the
res
earc
h pr
ojec
t ar
chiv
e w
hen
need
ed.
Func
tiona
l Map
of
a Eu
rope
an S
ocio
-Eco
nom
ic R
esea
rch
Proj
ect
19
B.3
Rep
ort a
ndde
liver
the
outp
ut o
f the
scie
ntifi
cre
sear
ch
B.3.
3 C
omm
unic
ate
the
outp
ut o
f the
scie
ntifi
c re
sear
ch a
ctiv
ities
to th
eEu
rope
an C
omm
issi
on
B.3.
2.1
Prod
uce
a te
mpl
ate
for t
he d
eliv
erab
les
B.3.
2.5
Che
ck th
e sp
ellin
g an
d gr
amm
ar o
f the
del
iver
able
s m
ade
by th
e le
ad p
artn
ers
of th
e w
orkp
acka
ges
B.3.
2.6
Che
ck th
e la
yout
of t
he d
eliv
erab
les
mad
e by
the
lead
par
tner
s of
the
wor
kpac
kage
s
B.3
.1.7
Che
ck th
e qu
ality
of t
he p
artn
ers’
wor
k an
d gi
ve fe
edba
ck
B.3
.2.7
Che
ck th
e tit
les
and
num
berin
g of
the
chap
ters
and
par
agra
phs
afte
r uni
ting
the
deliv
erab
les
B.3.
3.1
Take
the
final
resp
onsi
bilit
y fo
r the
revi
ews
in c
onsu
ltatio
n w
ith th
e le
ad p
artn
ers
of th
e w
orkp
acka
ges
B.3.
3.3
Take
resp
onsi
bilit
y fo
r the
tim
ely
hand
ing
in o
f the
del
iver
able
s
B.3.
3.4
Writ
e th
e fin
al re
port
of th
e en
tire
proj
ect a
ccor
ding
to th
e st
anda
rds
impo
sed
by th
e E
urop
ean
Com
mis
sion
B.3
.1.1
Rep
ort t
he re
sults
of t
he s
cien
tific
rese
arch
B.3.
1 R
epor
t the
out
put o
f the
sci
entif
icre
sear
ch
B.3.
1.2
Giv
e ex
plan
atio
n to
the
lead
par
tner
con
cern
ing
the
outp
ut (i
f nec
essa
ry)
B.3
.1.3
Mak
e a
cont
ribut
ion
to th
e ad
apta
tion
of th
e ou
tput
if th
ere
are
fund
amen
tal r
emar
ks c
once
rnin
g on
e’s
own
part
B.3
.2.4
Des
ign
a st
ruct
ure
to re
port
the
outp
ut o
f the
sci
entif
ic re
sear
ch
B.3
.2.3
Uni
te th
e sc
ient
ific
resu
lts o
f the
par
tner
s of
the
wor
kpac
kage
B.3
.1.4
Ana
lyze
the
scie
ntifi
c re
sults
of t
he p
artn
ers
of th
e w
orkp
acka
ge
B.3
.1.6
Der
ive
polic
y re
com
men
datio
ns fr
om th
e re
sults
of t
he s
cien
tific
rese
arch
B.3
.3.2
Sen
d th
e de
liver
able
at t
he a
gree
d tim
e to
the
co-o
rdin
ator
B.3
Rep
ort
and
deliv
er t
he
outp
ut
of t
he
scie
nti
fic
rese
arch
Rese
arch
par
tner
s sh
ape
the
outp
ut o
f th
e sc
ient
ific
rese
arch
. The
y ex
plai
n th
e ou
tput
, and
ada
pt if
the
re a
re f
unda
men
tal r
emar
ks c
once
rnin
g on
e's
own
part
. The
lead
par
tner
ana
lyze
s th
e re
sults
of
the
part
ners
, int
egra
tes
thes
e re
sults
into
a d
eliv
erab
le c
once
rnin
g th
e w
ork
pack
age,
and
der
ives
polic
y re
com
men
datio
ns. T
he p
roje
ct c
o-or
dina
tor
chec
ks t
he q
ualit
y of
the
par
tner
's w
ork,
and
uni
tes
the
deliv
erab
les
of d
iffer
ent
wor
k pa
ckag
es.
The
co-o
rdin
ator
com
mun
icat
es t
he o
utpu
t of
the
sci
entif
ic r
esea
rch
activ
ities
to
the
Euro
pean
Com
mis
sion
in t
ime.
B.3.
2 P
rese
nt th
e ou
tput
of t
hesc
ient
ific
rese
arch
B.3.
2.2
Shap
e th
e ou
tput
as
agre
ed u
pon
B.3
.1.5
Writ
e a
deliv
erab
le c
once
rnin
g th
e w
orkp
acka
ge b
ased
on
the
scie
ntifi
cre
sear
ch, b
y us
ing
the
tem
plat
e of
the
proj
ect
© R
ESPE
CT P
roje
ct (
HIV
A)20
C.1
Con
trib
ute
to th
e on
goin
gde
velo
pmen
tof
the
proj
ect
and
its n
etw
ork
C.1
.1.2
Che
ck p
rogr
ess
base
d on
the
timet
able
s
C.1
.1.1
Des
ign
clea
r tim
etab
les
for t
he e
xecu
tion
of th
e pr
ojec
t
C.1
.1.3
Kee
p a
clos
e w
atch
on
the
hand
ing
in o
f del
iver
able
sC
.1.1
Con
tribu
te to
the
prog
ress
of t
heex
ecut
ion
of th
e pr
ojec
t
C.1
.1.4
Kee
p up
tim
eshe
ets
cons
ciou
sly
C.1
.1.5
Res
pect
dea
dlin
es fo
r the
han
ding
in o
f del
iver
able
s, re
view
s an
d m
ilest
ones
C.1
.2 fu
lfil f
inan
cial
obl
igat
ions
C.1
.2.1
Fill
in th
e co
st s
tate
men
ts a
t the
pre
scrib
ed ti
mes
C.1
.2.2
Col
lect
the
cost
sta
tem
ents
of a
ll th
e pa
rtner
s of
the
cons
ortiu
m a
t the
pre
scrib
ed ti
mes
C.1
.2.3
Mak
e on
e co
st s
tate
men
t for
the
entir
e pr
ojec
t, ba
sed
on th
e co
st s
tate
men
ts o
f the
par
tner
s
C.1
.3.2
Use
the
proj
ect t
o ex
tend
one
’s o
wn
inte
rnat
iona
l net
wor
k on
a s
ocia
l, po
licy
and
rese
arch
leve
l
C.1
.3.3
App
ly in
tern
atio
nal a
nd n
atio
nal n
etw
orks
to m
ake
cont
acts
use
ful f
or th
e pr
ojec
t
C.1
.3.4
Mai
ntai
n co
ntac
t with
the
Euro
pean
Com
mis
sion
C.1
.3.5
Atte
nd c
onfe
renc
es re
late
d to
the
topi
c of
the
proj
ect
C.1
.3.6
Mai
ntai
n co
ntac
t with
oth
er fi
nanc
iers
of t
he p
roje
ct
C.1
.3.7
Mai
ntai
n co
ntac
t with
rela
ted
proj
ects
C.1
.3.8
Kee
p cl
ose
cont
act w
ith th
e ta
rget
aud
ienc
e to
sat
isfy
thei
r nee
ds
C.1
.3.1
Par
ticip
ate
in th
e el
ectro
nic
com
mun
icat
ion
with
in th
e pr
ojec
t
C.1
.3 D
evel
op a
nd p
artic
ipat
e in
an
inte
rnat
iona
l net
wor
k
C.1
Con
trib
ute
to
the
ongo
ing
deve
lopm
ent
of t
he
proj
ect
an h
is n
etw
ork
Rese
arch
par
tner
s co
ntrib
ute
to t
he p
rogr
ess
of t
he e
xecu
tion
of t
he p
roje
ct. T
hey
chec
k pr
ogre
ss b
ased
on
clea
r tim
etab
les,
and
han
dle
deliv
erab
les,
revi
ews
and
mile
ston
es in
tim
e. P
artn
ers
fill i
n th
e co
st s
tate
men
ts a
t th
e pr
escr
ibed
tim
es, t
he c
o-or
dina
tor
colle
cts
them
and
mak
es o
ne c
ost
stat
emen
t fo
r th
e en
tire
proj
ect.
Par
tner
s de
velo
p an
d pa
rtic
ipat
e in
the
inte
rnat
iona
l net
wor
k. T
he c
o-or
dina
tor
mai
ntai
ns c
onta
ct w
ith t
he E
urop
ean
Com
mis
sion
and
with
rel
ated
pro
ject
s.
Func
tiona
l Map
of
a Eu
rope
an S
ocio
-Eco
nom
ic R
esea
rch
Proj
ect
21
C.2
Net
wor
king
C.2
.2 T
ake
an a
ctiv
e pa
rt in
the
mee
tings
of t
he c
onso
rtium
C.2
.1.1
Kee
p up
with
the
agen
da o
f the
mee
tings
of t
he c
onso
rtium
C.2
.1.2
Com
pose
the
agen
da fo
r the
mee
tings
and
sen
d it
to th
e pa
rtner
sof
the
cons
ortiu
m
C.2
.1.3
Fin
d a
suita
ble
hote
l, m
eetin
groo
m a
nd c
ater
ing
for t
he m
eetin
g in
con
sulta
tion
with
the
host
cou
ntry
C.2
.1.4
Info
rm p
artn
ers
abou
t the
hot
el, c
ater
ing,
tran
spor
t and
the
loca
tion
and
tech
nica
l equ
ipm
ent o
f the
mee
tingr
oom
C.2
.1.5
Fol
low
up
the
regi
stra
tion
for t
he m
eetin
g
C.2
.2.3
Tak
e m
inut
es o
f the
mee
ting
C.2
.2.1
Tak
e pa
rt in
the
disc
ussi
ons
conc
erni
ng th
e w
orkp
acka
ges
of th
e pr
ojec
t
C.2
.1.6
Pre
pare
the
disc
ussi
on a
bout
oth
er w
orkp
acka
ges
befo
re th
e m
eetin
g
C.2
.2.4
Mak
e an
inve
ntor
y of
the
enga
gem
ents
agr
eed
upon
durin
g th
e m
eetin
g
C.2
.2.5
Fol
low
up
the
obse
rvan
ce o
f the
agr
eem
ents
mad
edu
ring
the
mee
ting
C.2
.2.2
Pre
sent
one
’s o
wn
wor
k w
ithin
the
wor
kpac
kage
C.2
.1 P
repa
re th
e m
eetin
gs o
f the
cons
ortiu
m
C.2
.3.3
Cop
e w
ith c
ultu
ral d
iffer
ence
s co
ncer
ning
atti
tude
s an
dco
mm
unic
atio
n st
yle
C.2
.3.5
Not
ice
whe
n a
partn
er o
f the
con
sorti
um h
as p
robl
ems
runn
ing
the
proj
ect
C.2
.3.6
Try
to s
olve
pro
blem
s th
at o
ccur
bet
wee
n pa
rtner
s
C.2
.3.4
Hel
p th
e in
expe
rienc
ed p
artn
ers
to c
ope
with
cul
tura
l diff
eren
ces
C.2
.2.6
Mod
erat
e th
e di
scus
sion
am
ongs
t the
par
tner
s of
the
cons
ortiu
m
C.2
.3.1
Allo
w s
pace
for d
iscu
ssio
n am
ongs
t the
par
tner
s of
the
cons
ortiu
m a
bout
the
lang
uage
that
will
be
used
in th
eco
nsor
tium
C.2
.3.2
Pay
atte
ntio
n to
the
fact
that
the
cons
ortiu
m la
ngua
ge is
n’t t
hem
othe
r ton
gue
of th
e m
ajor
ity o
f the
con
sorti
um
C.2
.3 A
ct in
a m
ultic
ultu
ral t
eam
C.2
Kee
p in
con
tact
wit
h t
he
part
ner
s of
th
e co
nso
rtiu
mRe
sear
ch p
artn
ers
prep
are
the
mee
tings
of
the
cons
ortiu
m. T
he c
o-or
dina
tor
prep
ares
the
mee
ting
by c
ompo
sing
the
age
nda,
and
fin
ding
sui
tabl
eac
com
mod
atio
n an
d ca
terin
g fo
r th
e m
eetin
g. A
ll pa
rtne
rs p
repa
re t
he d
iscu
ssio
ns a
bout
oth
er w
ork
pack
ages
. The
y ta
ke p
art
in t
he d
iscu
ssio
nsco
ncer
ning
the
wor
k pa
ckag
es o
f th
e pr
ojec
t, a
nd p
rese
nt t
heir
own
wor
k. T
he c
o-or
dina
tor
mak
es m
inut
es o
f th
e m
eetin
g an
d m
akes
an
inve
ntor
y of
the
enga
gem
ents
agr
eed
upon
dur
ing
the
mee
ting.
Par
tner
s ar
e aw
are
of t
he f
act
that
the
y ac
t in
a m
ultic
ultu
ral t
eam
, and
hav
e to
t co
pe w
ithdi
ffer
ence
s co
ncer
ning
att
itude
s an
d co
mm
unic
atio
n st
yle.
© R
ESPE
CT P
roje
ct (
HIV
A)22
D.1
Org
anis
ean
inte
rnat
iona
lsc
ient
ific
even
t
D.1
.1 P
lan
the
inte
rnat
iona
l sci
entif
icev
ent
D.1
.3 T
ake
care
of t
hepr
actic
al o
rgan
isat
ion
of a
n in
tern
atio
nal
scie
ntifi
c ev
ent
D.1
.1.2
Dec
ide
on th
e si
ze o
f the
eve
nt
D.1
.1.3
Ass
ign
a da
te a
nd p
lace
for t
he e
vent
D.1
.1.1
Dec
ide
on th
e co
ncep
t of t
he e
vent
D.1
.3.1
Dra
w u
p a
plan
and
bud
get f
or th
e en
tire
even
t
D.1
.3.2
Dec
ide
on a
sui
tabl
e lo
catio
n fo
r the
eve
nt
D.1
.3.3
Arra
nge
the
cate
ring
of th
e ev
ent
D.1
.3.4
Tak
e ca
re o
f the
acc
omm
odat
ion
for s
peak
ers
and
parti
cipa
nts
D.1
.2.1
Invi
te s
peak
ers
to th
e ev
ent
D.1
.2.2
Dec
ide
on th
e ch
airp
erso
n of
the
even
t and
brie
f the
m a
bout
the
cont
ent
of th
e sc
ient
ific
cont
ribut
ion
and
CV
of th
e sp
eake
rs
D.1
.2.3
Fin
d a
suita
ble
VIP
to in
trodu
ce th
e ev
ent
D.1
.3.5
Tak
e ca
re o
f int
erpr
eter
s, a
ccom
mod
atio
n fo
r int
erpr
eter
s an
d tra
nsla
tion
of p
aper
s an
d ha
ndou
ts a
s ne
cess
ary
D.1
.3.6
Man
age
the
regi
stra
tion
for t
he e
vent
D.1
.3.7
Info
rm s
peak
ers
and
parti
cipa
nts
abou
t acc
omm
odat
ion
and
the
prog
ram
of t
he e
vent
D.1
.3.8
Be
resp
onsi
ble
for t
he p
ublic
rela
tions
and
pro
mot
ion
of th
e ev
ent
D.1
.3.1
0 Ta
ke c
are
of lo
gist
ic s
uppo
rt du
ring
the
even
t
D.1
.3.1
1 Ta
ke c
are
of th
e fo
llow
-up
afte
r the
eve
nt w
ith re
gard
to p
aym
ent o
fre
gist
ratio
n fe
es
D.1
.3.1
2 Ta
ke c
are
of th
e fo
llow
-up
afte
r the
eve
nt w
ith re
gard
to th
ere
num
erat
ion
of s
peak
ers
and
invo
ices
of s
uppl
iers
D.1
.3.9
Tak
e ca
re o
f the
prin
ted
mat
eria
l for
the
even
t
D.1
Org
anis
e an
inte
rnat
ion
al s
cien
tifi
c ev
ent
The
lead
par
tner
will
dec
ide
on t
he c
once
pt a
nd t
he s
ize
of t
he in
tern
atio
nal s
cien
tific
eve
nt. T
hey
take
car
e of
the
pra
ctic
al o
rgan
izat
ion
of t
he e
vent
:pl
anni
ng a
nd b
udge
ting
the
entir
e ev
ent,
dec
idin
g on
sui
tabl
e lo
catio
ns, a
rran
ging
the
cat
erin
g, t
akin
g ca
re o
f th
e ac
com
mod
atio
n, in
vitin
g sp
eake
rs a
ndch
airp
erso
ns, t
akin
g ca
re o
f in
terp
rete
rs, t
akin
g ca
re o
f lo
gist
ic s
uppo
rt d
urin
g th
e ev
ent
and
of t
he f
ollo
w-u
p af
ter
the
even
t.
D.1
.2. W
ork
out t
hepr
ogra
m
Func
tiona
l Map
of
a Eu
rope
an S
ocio
-Eco
nom
ic R
esea
rch
Proj
ect
23
D.2
Dis
sem
inat
eth
e sc
ient
ific
resu
lts th
roug
hth
e pr
ojec
tw
ebsi
te a
nd/o
rne
wsl
ette
r
D.2
.1 D
isse
min
ate
the
scie
ntifi
c re
sults
thro
ugh
the
proj
ect w
ebsi
te
D.2
.2 d
isse
min
ate
the
scie
ntifi
c re
sults
thro
ugh
the
new
slet
ter
D.2
.1.1
Col
lect
info
rmat
ion
to p
ut o
n th
e w
ebsi
te
D.2
.1.2
Fol
low
up
the
mak
ing
of th
e w
ebsi
te
D.2
.1.3
Kee
p th
e in
form
atio
n on
the
web
site
up
to d
ate
D.2
.2.1
Det
erm
ine
dead
lines
for c
ontri
butio
ns b
ased
on
the
dead
line
for t
he n
ewsl
ette
r
D.2
.2.3
Che
ck s
pelli
ng a
nd g
ram
mar
of t
he te
xts
D.2
.2.4
Ver
ify th
e te
rmin
olog
y us
ed in
the
cont
ribut
ions
to b
e su
re o
f sim
ilarit
y
D.2
.2.5
Che
ck th
e la
yout
afte
r gra
phic
des
ign
and
mak
e th
e pa
rtner
s ch
eck
the
cont
ent
D.2
.2.7
Tak
e ca
re o
f the
dis
tribu
tion
of th
e ne
wsl
ette
r
D.2
.1.5
Sen
d re
sear
ch re
sults
and
pap
ers
to th
e m
anag
er o
f the
web
site
D.2
.2.6
Che
ck th
e co
nten
t of t
he c
ontri
butio
ns a
fter g
raph
ic d
esig
n
D.2
.1.6
Sum
mar
ise
the
deliv
erab
le o
f the
wor
kpac
kage
to d
isse
min
ate
thro
ugh
the
Inte
rnet
D.2
.1.4
Del
iver
info
rmat
ion
with
rega
rd to
one
’s o
wn
rese
arch
org
anis
atio
n an
d w
orkp
acka
ge to
the
man
ager
of t
hew
ebsi
te
D.2
.2.2
Writ
e co
ntrib
utio
ns to
the
new
slet
ter,
resp
ectin
g th
e pr
escr
ibed
dea
dlin
es
D.2
Dis
sem
inat
e th
e sc
ien
tifi
c re
sult
s th
rou
gh t
he
proj
ect
web
site
and
/or
new
slet
ter
The
rese
arch
par
tner
s w
ill d
isse
min
ate
the
scie
ntifi
c re
sults
thr
ough
the
pro
ject
web
site
. Par
tner
s de
liver
info
rmat
ion
with
reg
ard
to t
heir
own
rese
arch
org
aniz
atio
n an
d w
ork
pack
age
to t
he m
anag
er o
f th
e w
ebsi
te. L
ead
part
ners
sen
d re
sults
and
pap
ers,
and
sum
mar
ize
the
deliv
erab
le o
f th
ew
ork
pack
age
to d
isse
min
ate
thro
ugh
the
Inte
rnet
. The
y al
so w
rite
cont
ribut
ions
to
the
new
slet
ter,
res
pect
ing
the
impo
sed
dead
lines
. The
co-
ordi
nato
r de
term
ines
the
se d
eadl
ines
, che
cks
spel
ling,
gra
mm
ar, t
erm
inol
ogy
and
lay-
out,
and
tak
es c
are
of t
he d
istr
ibut
ion
of t
he n
ewsl
ette
r.
© R
ESPE
CT P
roje
ct (
HIV
A)24
D.3
Ful
filad
ditio
nal
effo
rts
todi
ssem
inat
eth
e sc
ient
ific
rese
arch
resu
lts
D.3
.1 G
ive
oral
pre
sent
atio
ns
D.3
.2 P
ublis
h th
e sc
ient
ific
rese
arch
resu
lts
D.3
.1.1
Writ
e ab
stra
cts
to p
rese
nt th
e sc
ient
ific
rese
arch
resu
lt on
con
fere
nces
, wor
ksho
ps e
tc.
D.3
.1.2
Des
ign
a vi
sual
pre
sent
atio
n of
the
scie
ntifi
c re
sear
ch re
sults
to s
uppo
rt pr
esen
tatio
ns
D.3
.1.3
Pre
sent
the
scie
ntifi
c re
sear
ch re
sults
, bas
ed o
n th
e ab
stra
ct a
nd s
uppo
rted
by th
e vi
sual
pre
sent
atio
n, a
ndan
swer
que
stio
ns fr
om th
e au
dien
ce
D.3
.2.1
Fin
d a
suita
ble
publ
ishi
ng h
ouse
or a
spe
cial
ist j
ourn
al to
pub
lish
in
D.3
.2.2
Neg
otia
te o
n th
e co
ntra
ct w
ith th
e pu
blis
her o
r edi
toria
l sta
ff
D.3
.2.4
Han
d in
the
cont
ribut
ions
for t
he p
ublic
atio
n
D.3
.2.5
Fol
low
up
the
editi
ng o
f the
pub
licat
ion
D.3
.2.6
Rev
iew
the
publ
icat
ion
D.3
.2.7
Giv
e fe
edba
ck o
n th
e re
view
of t
he p
ublic
atio
n by
the
publ
ishe
r
D.3
.2.8
Con
tribu
te to
the
adve
rtisi
ng o
f the
pub
licat
ion
D.3
.2.3
Fin
d ad
ditio
nal f
undi
ng (i
f nec
essa
ry)
D.3
.1.4
Writ
e a
conf
eren
ce p
aper
D.3
Fu
lfil
addi
tion
al e
ffor
ts t
o di
ssem
inat
e th
e sc
ien
tifi
c re
sear
ch r
esu
lts
Res
earc
h pa
rtne
rs p
rese
nt t
he s
cien
tific
res
earc
h re
sult
on c
onfe
renc
es, w
orks
hops
, etc
. The
y w
rite
abst
ract
s an
d co
nfer
ence
pap
ers.
The
y al
sopu
blis
h th
e re
sults
e.g
. in
spec
ialis
t jo
urna
ls. T
hey
info
rm a
nd/o
r ad
vise
nat
iona
l pol
icy
mak
ers,
by
writ
ing
a po
licy
brie
f, or
gani
zing
wor
ksho
ps f
orth
ese
polic
y m
aker
s, o
r m
akin
g su
re t
hey
know
abo
ut t
he w
ebsi
te o
r re
ad t
he n
ewsl
ette
rs. P
ress
rel
ease
s or
'pop
ulis
tic' v
ersi
ons
of t
he m
ain
rese
arch
resu
lts e
nsur
e di
ssem
inat
ion
thro
ugh
pres
s an
d ot
her
med
ia c
hann
els.
Func
tiona
l Map
of
a Eu
rope
an S
ocio
-Eco
nom
ic R
esea
rch
Proj
ect
25
D.3
.3 In
form
and
/or a
dvis
e na
tiona
lpo
licy
mak
ers
base
d on
the
rese
arch
resu
lts
D.3
.3.2
Org
anis
e a
wor
ksho
p fo
r nat
iona
l pol
icy
mak
ers
D.3
.3.3
Writ
e an
arti
cle
in a
pol
icy-
orie
nted
jour
nal b
ased
on
the
rese
arch
resu
lts
D.3
.3.4
Invi
te n
atio
nal p
olic
y m
aker
s to
an
inte
rnat
iona
l eve
nt c
once
rnin
g th
e pr
ojec
t
D.3
.3.5
Mak
e su
re th
at n
atio
nal p
olic
y m
aker
s re
ceiv
e th
e ne
wsl
ette
rs o
f the
pro
ject
D.3
.3.6
Info
rm p
olic
y m
aker
s ab
out t
he p
roje
ct w
ebsi
te (e
g by
mak
ing
a fly
er)
D.3
.3.1
Writ
e a
polic
y br
ief
D.3
.4 D
isse
min
ate
the
rese
arch
resu
lts th
roug
h pr
ess
and
othe
rm
edia
cha
nnel
s
D.3
.4.1
Des
ign
a ‘fl
yer’
conc
erni
ng th
e pr
ojec
t aim
s w
ith re
fere
nces
to th
e ne
wsl
ette
r and
/or t
he w
ebsi
te
D.3
.4.2
Dis
sem
inat
e a
pres
s re
leas
e co
ncer
ning
the
scie
ntifi
c re
sear
ch re
sults
D.3
.4.3
Pub
lish
a ‘p
opul
istic
’ ver
sion
of t
he m
ain
rese
arch
resu
lts(b
roch
ure,
non
-tech
nica
l pub
licat
ion,
boo
k, v
ideo
, etc
.)
D.3
Ful
filad
ditio
nal
effo
rts
todi
ssem
inat
eth
e sc
ient
ific
rese
arch
resu
lts
D.3
.4.4
Org
anis
e di
scus
sion
gro
ups
conc
erni
ng th
e to
pics
of t
he p
roje
cton
the
web
site
© RESPECT Project (HIVA)26
3. Knowledge and Skills
The RESPECT project website (www.respectproject.org) linksthese attributes to the interactive flowchart of tasks.
Overall knowledge and skills
Knowledge
good knowledge of English/consortium language
thorough knowledge of technical jargon in English/consortiumlanguage
knowledge of the new communication technologies
knowledge of the new technological tools
knowledge of the European policy making process
Skills
skills to communicate in English/consortium language
skills to write in English/consortium language
skills to make use of the new technological communication forms
skills to work in a delocated team
skills to listen and communicate clearly (communication skills)
skills to use the new technological tools with regard to theproject
skills to act flexibly
skills to respect the different European theoretical traditions(intellectual flexibility)
social skills
familiarity with a variety of cultures
cultural sensitivity and flexibility
skills in giving feedback
Functional Map of a European Socio-Economic Research Project 27
A. Prepare a European scientific research project
A.1 Compose a consortium for the project
A.1.1 Develop the first outline of the project proposal
Knowledge
Knowledge of where to find the available programmedocuments
Knowledge of formulating research questions
Knowledge of a range of problems that can be the basicassumption for socio-economic research
Knowledge of European society
Skills
Skills to define (a) problem(s) concerning the Europeaninterests, which gives occasion for socio-economic research
Skills to define original research questions concerning theEuropean interests
Skills to bring some research experts together to discuss thecentral research idea
Skills to distil the essence from the discussion concerningpolicy field, scientific disciplines and theoretical concept
A.1.2 Find the appropriate partners to work with inthe project
Knowledge
Knowledge of important competencies and attitudes to act inan international project
Knowledge of methods or ways to collect information aboutpotential partners/projects concerning important scientific andother competencies
© RESPECT Project (HIVA)28
Skills
Skills to judge the scientific and other competencies andattitudes of other research organisations
Skills to fall back on one’s own international network
Networking skills
A.1.3 Decide to participate in the consortium of theproject
Knowledge
Knowledge of the organisational structure and the differentpositions within one’s own research organisation
Knowledge of the competencies and capacities availablewithin one’s own research organisation
Knowledge of the general research line of one’s own researchorganisation
Knowledge of the programme requirements
Knowledge of the programme goals and contents
Knowledge of policy themes and social discussions on anational as well as European level related to the topic of theproject
In-depth knowledge of the European state of the art of thespecific research field
Skills
Skills to match the proposal with one’s own research interests
Skills to participate in international networks of the specificresearch field
Skills to judge the project in the light of the research line ofone’s own research organisation
Skills to decide if the available competencies and capacities aresufficient to participate in the research project
Skills to judge the capacities of the project co-ordinator
Functional Map of a European Socio-Economic Research Project 29
A.2 Elaborate a project proposal
A.2.1 Develop the conceptual frameworkinteractively and iteratively
Knowledge
Knowledge of the central questions and debates of theepistemology and logic
Knowledge of policy themes and social discussions on anational as well as European level related to the topic of theproject
Knowledge of the actors within society playing a part in thepolicy implementation relevant to the topic of the project
Knowledge of general academic skills like logical andanalytical thinking and the skills to summarise
Knowledge of current developments within today’s policyfield (through newspapers, radio, television, Internet etc.)
Knowledge of the basic concepts and theoretical mainstreamsconcerning the topic of the project, and the way in which thesetheories are complementary or not
Introductory knowledge of adjacent fields of socio-economicstudy
Knowledge of the reasons, consequences and correlation of themost important socio-economic developments within modernsociety, like individualism, rationalisation, and globalisation
Knowledge of European structures and cultural diversities
Knowledge of the basic concepts concerning frequently usedresearch approaches and methods
Knowledge of the basic concept concerning research designand his different steps
Knowledge of the differences in application possibilities ofqualitative and quantitative methods for the data collectionand data analysis
Knowledge of one’s own national situation concerning thetopic of the work package
Knowledge of the competences of other partners
Skills
Skills to translate social problems into research questions.
Skills to transform unstructured problems into manageableresearch questions.
Skills to de- and re contextualise.
© RESPECT Project (HIVA)30
Skills to reason in terms of structures.
Skills to select suitable theories to answer the formulation ofproblems.
Skills to convert theories into a conceptual framework.
Skills to work in a team.
Skills to exploit diversity.
Skills to change tack.
Skills to give feedback.
A.2.2 Take care of the administrative requirements ofthe final proposal
Knowledge
Knowledge of the administrative and financial rules andregulations related to European research projects
Basic knowledge of the cost structure of socio-economicresearch in different European countries
Skills
Skills to work accurately
Skills to negotiate
Skills to take care of accounting aspects
A.2.3 Manage the organisational aspects of theproject
Knowledge
Knowledge of the European interests of the differentEuropean countries
Knowledge of important management tasks
Knowledge of the role of the co-ordinator within the project
Knowledge of decision-making processes
Skills
Skills to mediate
Skills to delegate
Skills to redefine the main objectives of the project inoperational objectives that are specific, measurable, actionableand reachable
Functional Map of a European Socio-Economic Research Project 31
Skills to translate European interests in the allocation ofworkpackages
Skills to negotiate with research partners
Skills to maintain transparency while negotiating
Skills to formulate the role of the co-ordinator clearly
Skills to obtain authority within the consortium
Skills to find the correct balance between job-oriented andperson-oriented aspects of the co-ordinating tasks
Skills to exert a personal influence on the partners of theconsortium
A.2.4 Determine the time-planning and budget forthe realisation of the project
Knowledge
Knowledge of standards to estimate time and budget neededto do research work
Knowledge of clients who may be interested in the results ofthe study and may be willing to co-finance in the researchproject
Knowledge of the structure of expenses of one’s own researchorganisation
Knowledge of the intellectual property of the project results(patents, copyright, data protection etc.)
Skills
Skills to translate the structure of expenses into a budgetneeded to do research work
Skills to convince clients to invest in the study
Skills to determine a number of ways by which the objectivesand/or results can be realised
Skills to subdivide the formulated objectives in a way that theconnection between parts is weaker than the connectionwithin one part
Skills to determine crucial phases in a research project
Skills to stimulate ‘weak’ partners
Skills to propose a just division of the budget
Skills to change tack if necessary
© RESPECT Project (HIVA)32
A.2.5 Edit the final proposal
Knowledge
Tacit knowledge of the European research plan (eg hiddenrules)
Knowledge of academic standards
Knowledge of the basic concepts concerning frequently usedresearch approaches and methods
Knowledge of the basic concepts and steps of research design
Knowledge of the different application possibilities ofqualitative and quantitative methods for data collection anddata analysis
Knowledge of the target audience and its needs
Skills
Skills to select a suitable research design for the formulation ofthe problem
Skills to communicate with the European Commission, targetaudience and co-financiers about the content, design andresults of the study
Skills to formulate scientific ideas in a big broad vision
Skills to understand the importance of European integration
Skills to find a balance between referring to one’s ownbibliographic work and the work of others
Skills to determine a hierarchy in targets: the subdividing ofmain objectives into operational targets and related results
Skills to subdivide the formulated results into parts that can beautonomously fulfilled, so they can be allocated to differentresearch institutes
A.3 Plan the project implementation
A.3.1 Adapt the proposal based on the time andbudget appointed by the European Commission
Skills
Skills to translate the consequences of changed budget andtime into an adjustment of the research plan
Skills to cope with flexibility concerning the research plan
Functional Map of a European Socio-Economic Research Project 33
A.3.2 Take responsibility for the signing of thecontract
Skills
Skills to communicate with the European Commissionconcerning content, budget and time-planning of the project
Skills to re-allocate the tasks based on the budget and time-planning apportioned by the European Commission withtransparency
Skills to be diplomatic
A.3.3 Ensure the start of the project during the kick-off meeting
Knowledge
Knowledge of quality, information and organisationmanagement
Knowledge of presentation techniques
Knowledge of meeting techniques
Knowledge of the administrative regulations concerningEuropean research projects, imposed by the EuropeanCommission
Skills
Skills to take the initiative
Skills to act in a team
Skills to perform in a group
Skills to cope with cultural differences
Skills to use criticism constructively
Skills to listen and communicate
Skills to let language, race, ethnicity, nationality, gender,disabilities, class, age and academic status inform yourresearch findings and guide your research practice
Skills to formulate, justify and evaluate chosen methods andmeans for the allocated workpackage
Skills to participate actively in a meeting
Skills to cope with different views
Skills to contact with different people
© RESPECT Project (HIVA)34
A.3.4 Set up a consortium agreement
Knowledge
Knowledge of the most important agreements which have tobe made to make the collaboration work
Knowledge of legal issues (model contracts, intellectualproperty rights, data protection, publishing rights and duties)
Knowledge of differences in the research funding of privateand public research institutes
Skills
Skills to formulate agreements clearly
Skills to express one’s own ideas of doing research in aninternational team
Skills to meet one’s own ideas of doing research in aninternational team with the ideas of the co-ordinator
Functional Map of a European Socio-Economic Research Project 35
B. Conduct scientific research with a Europeanscientific research project
B.1 Design a conceptual framework for the scientificresearch
B.1.1 Define the research questions
Knowledge
Knowledge of the European research language
Knowledge of academic skills such as logical and analyticalthinking
Skills
Skills to distinguish essence from side issues
Skills to listen and communicate clearly
Skills to synthesise
B.1.2 Define the concept and workplan for thescientific research
Knowledge
Knowledge of the socio-economic developments and currentaffairs within the field of study
In-depth knowledge of the theoretical mainstreams/literatureconcerning the topic of the project
Basic knowledge of adjacent fields of study
Knowledge of the causes, effects and interrelationship of themost important socio-economic developments in recent society,like individualism, rationalisation and globalisation
Knowledge of basic terms of frequently used researchapproaches and methods
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Knowledge of the basic terms and different steps of researchdesign (put the research questions into practice, concretise thevariables, define research units, observation units, method ofobservation, type of research etc.)
Knowledge of information sources concerning the researchquestions
Knowledge of the differences in application possibilities ofqualitative and quantitative methods for the data collectionand data analysis
Knowledge of the methodology used in the research
Knowledge of ethical codes
Skills
Skills to balance academic rigorism and pragmatism
Skills to search purposively and efficiently for information
Skills to handle different research methods
Skills to work out a research plan with different steps andphases of the research activities
Skills to call on the expertise of others within the researchorganisation in support of one’s own work and skills to usethis expertise as an added value for the research project
B.2 Execute the scientific research within a Europeanscientific research project
B.2.1 Execute the assignment as agreed upon
Knowledge
Methodological knowledge and expertise
Skills
Skills to persuade people to co-operate
Skills to stick to the agreed standards concerning data collection
Skills to implement methods to collect reliable information
B.2.3 Communicate with partners concerning thescientific assignments
Knowledge
Knowledge of systems to encode information by origin, type,time of creation, subject and status
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Knowledge of how to determine information flow
Knowledge of methods to make information flow goaccording to plan
Knowledge of procedures for approval and alteration ofdocuments that contain agreements and/or decisions
Knowledge of procedures to keep all partners informed aboutwhat to do with information they receive and whichinformation they have to supply
Skills
Skills to manage conflicts
Skills to create clear procedures of approval and alteration
Skills to keep an overview of the information supplier,information receiver, and what is expected from the receiver
Skills to explain the research plan clearly to the associatedpartners (face-to-face or by email)
Skills to listen and communicate clearly
Skills to adapt the conceptual framework when problemsoccur in one of the other countries
Skills to match the work of others with the conceptualframework, and give instructions when necessary
Skills to take leadership
Skills to delegate
Skills to classify information by type, subject and version
Skills to classify information in a way that all partners are ableto retrace it
B.3 Report and deliver the output of the scientificresearch
B.3.1/2 Report/present the output of the scientificresearch
Knowledge
Knowledge of academic writing methods to present researchoutput
Knowledge of scientific standards of research: the method ofdata collection and related meaning, reliability, validity andgenerality of the research
Knowledge of the most important qualitative and quantitativemethods for data analysis
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Knowledge of the basic features of European policy, in publicas well as in private organisations
Knowledge of the policy sector related to the topics of theproject
Knowledge of the policy instruments
Knowledge of the scientific standards for written publications
Knowledge of the most important developments within theEuropean Union, especially those related to one’s ownresearch topic
Knowledge of how to make a plan for quality check, whichdescribes the timing and executors of the quality check.
Knowledge of how to collect the requirements concerning theproject results by consulting different sources
Knowledge of methods of measurement to check the quality ofinterim and final project results and control to process
Skills
Skills to communicate clearly concerning the results of theresearch
Skills to adapt the methods of data collection and analysiswhen necessary
Skills to give a written overview of one’s own contribution tothe workpackage
Skills to go through written and oral information and selectrelevant information for one’s own reporting
Skills to interpret empirical research and other sourcescritically
Skills to separate essentials from side issues with regard to theresearch questions
Skills to analyse and evaluate the current policy
Skills to translate results of scientific research into relevantpolicy recommendations
Skills to match the results of the scientific research with theresearch questions
Skills to present the results of the study clearly in writtenlanguage
Skills to adapt the reporting to the audience (academiccommunity, European Commission, internal, national policy-makers, etc.)
Skills to structure arguments
Skills to make a template in a word processing programme
Skills to work very accurately
Functional Map of a European Socio-Economic Research Project 39
Skills to compile different documents in a single document
Skills to make the expected project aims and qualityrequirements clear to all partners of the consortium
Skills to describe the quality requirements in a testable way
B.3.3 Communicate the output of the scientificresearch activities to the European Commission
Knowledge
Knowledge of the deadlines for deliverables, enforced by theEuropean Commission
Knowledge of the imposed standards concerning the finalreport
Skills
Skills to spread responsibilities among the lead partners andthe co-ordinator
Skills to delegate
Skills to stimulate all lead partners of the consortium to handin their deliverables on time
Skills to compile the results of all workpackages
Skills to distil the essence from the workpackages
Skills to follow the imposed standards when writing the finalreport of the project
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C. Execute supporting tasks necessary toguarantee the progress of a Europeanscientific research project
C.1 Contribute to the ongoing development of the projectand its network
C.1.1 Contribute to the progress of the execution ofthe project
Knowledge
Knowledge of the principles to create and use schedules
Knowledge of the intended results of the project or phases
Knowledge of the activities to achieve the project/phaseresults
Knowledge of the interdependence between activities
Knowledge of the statutory regulations in the contracts withthe European Commission
Knowledge of the administrative procedures that have to befulfilled during the project
Skills
Skills to create a schedule in which the different measurementsmatch with defined times in the execution of the project
Skills to determine the required time for each activity (theamount of work divided by the available capacities and meansof production)
Skills to make a statement of progress
Skills to make an overview of activities that are exceptionallyoff-course, and the proposed or agreed actions for correctionduring the execution of the project
Skills to make an overview of incomplete activities, with aprognosis of potential disturbing influences and proposed
Functional Map of a European Socio-Economic Research Project 41
precautionary measures and/or scenarios if this disruptionsactually occur
Skills to find a balance between checking progress and thesocio-emotional situation of the partners
Skills to make and follow up agreements (written, oral)
Skills to manage one’s own agenda and research planning
Skills to maintain an accurate update of research activities
C.1.2 Fulfil financial obligations
Knowledge
Basic knowledge of the cost funding of the EuropeanCommission
Knowledge of the audit requirements
Knowledge of the different forms to be filled in
Skills
Skills to fill in cost calculation sheets following the rules of theEuropean Commission
C.1.3 Develop and participate in an internationalnetwork
Knowledge
Knowledge of the impact of written language
Knowledge of the sensitivity of written communication
Knowledge of communication technologies (email, letters, fax,telephone, website etc.
Knowledge of the conferences organised in Europe
Knowledge of related projects
Knowledge of the target audience of the project
Knowledge of the European administration
Skills
Skills to convert spoken language into written language
Skills to establish contact with unfamiliar people
Skills to acquaint existing contacts with regard to the projectaims
Skills to let the target audience formulate their needs
Skills to maintain goal-oriented contacts
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Skills to cope with the European bureaucracy
Skills to manage time to fulfil additional obligations withregard to the acquaintance of the project
C.2 Networking
C.2.1 Prepare the meetings of the consortium
Knowledge
Knowledge of the agreed meeting dates
Knowledge of the topics that have to be discussed duringmeetings
Knowledge of needs concerning accommodation, catering anddemands during meetings
Knowledge of technical equipment
Knowledge of the administrative aspects concerning planningand organising
Skills
Skills to manage time
Skills to plan and organise
Skills to facilitate a social atmosphere
C.2.2 Take an active part in the meetings of theconsortium
Knowledge
Knowledge of research methods
Basic knowledge of adjacent fields of study
Knowledge of report meetings
Knowledge of methods for discussion and brainstorming
Skills
Skills to perform in a group
Skills to share ideas
Skills to express ideas concerning the work of other partnersclearly
Skills to formulate, establish, justify and evaluate the selectedmethod and means for one’s own workpackage in group
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Skills to make explicit and profile one’s own contribution tothe research project
Skills to cope with flexibility concerning meeting places (beprepared to travel)
Skills to listen
Skills to distinguish what is essential from side issues
Skills to write in key notes
Skills to make clear overviews
Skills to apply methods for discussion and brainstorming
Skills to lead a team
Skills to initiate, co-ordinate and motivate
C.2.3 Act in a multicultural team
Knowledge
Knowledge of negotiating skills
Basic knowledge of the different European societies (politics,history, geography)
Knowledge of the European discourse
Knowledge of social dynamics of a group
Skills
Skills to understand different cultures
Skills to let differences in language, race, ethnicity, nationality,gender, disabilities, class, age, and academic status enrich yourresearch findings
Skills to cope with different views
Skills to make contact with people with a different culturalbackground
Skills to manage conflicts: working on the recovery ofconstructive communication between the conflicting parties
Skills to be diplomatic
Skills to manage crisis situations
Skills to promote cohesion among the partners, withoutturning into an extreme form of ‘groupthink’
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D. Disseminate the scientific results
D.1. Organise an international scientific event
D.1.1 Plan the international scientific event
Knowledge
Knowledge of international events with related topics
Knowledge of the times in the calendar that have an adverseeffect on the degree of participation in the international event(eg school holidays)
Knowledge of the important aspects for a conference location(eg accessibility, available infrastructure, etc.)
Skills
Skills to develop clear ideas with regard to the internationalevent
Skills to estimate the impact of the size of the audience on thetype of the event
D.1.2/3 Work out the program/Take care of thepractical organisation of an internationalscientific event
Knowledge
Knowledge of technological infrastructure
Knowledge of legislation concerning employment contracts (eghostesses)
Knowledge of renowned persons within the research field
Knowledge of advertising channels for international scientificevents
Knowledge of public relation techniques
Functional Map of a European Socio-Economic Research Project 45
Skills
Skills to communicate formally with unfamiliar people
Skills to plan and organise
Skills to react to unexpected circumstances
Skills to make an accurate budget
Skills to work independently on the making of a documentationmap, prospecting with regard to the location, catering,interpreters, printing services, etc.
Skills to organise with a sharp eye for detail to guarantee asmooth course (eg put water out for the speakers, check thelocation of the sockets for projectors, change nameplates of thespeakers, etc.)
D.2 Disseminate the scientific results through the projectwebsite and/or newsletter
D.2.1 Disseminate the scientific results through theproject website
Knowledge
Knowledge of the composition of a website
Knowledge of how to adapt information on a website (eg deleteinformation, add new information, change information, etc.)
Knowledge of how to write a good summary (to briefly answerthe most important research questions, be very readable, andoften illustrated with convenient schemes and graphs).
Knowledge of how to present research results to a broadpublic
Skills
Skills to make partners hand in their contributions as agreedand on time
Skills to communicate conceptual ideas concerning the websiteclearly to the web designer
Skills to avoid technical jargon when presenting the researchresults
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D.2.2 Disseminate the scientific results through thenewsletter
Knowledge
Knowledge of spelling and grammar checking programmeswithin word processing programmes
Knowledge of different channels to spread the newsletter
Knowledge of the target group for the newsletter
Knowledge of how to present research results to a specificpublic
Skills
Skills to use a spelling and grammar checking programme.
Skills to work accurately
Skills to use different channels to bring the newsletter to thetarget group
Skills to hand in contributions on time
D.3 Fulfil additional efforts to disseminate the scientificresearch results
D.3.1 Give oral presentations
Knowledge
Knowledge of presentation techniques
Knowledge of a computer programme to make visualpresentations (eg Powerpoint)
Knowledge of how to write an abstract of the research resultsthat meets the requirements of the conference, workshop, etc.
Skills
Skills to give a clear oral presentation of the research results
Skills to answer questions concerning the research design andresults
Skills to adapt the oral presentation to the audience (academic,populist, etc.)
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D.3.2 Publish the scientific research results
Knowledge
Knowledge of publishing houses
Knowledge of academic journals
Knowledge of the standards for publications: guaranteereliability and validity though scientific justification(justification of the research design, the selection of researchunits or events, how the variables were made operational, thedata collections, the methods of analysis)
Knowledge of the standards for a well-considered researchpublication (research objectives, research questions, survey ofpreceding research activities concerning the topic, conceptdefinition, justification of the research design, the researchresults, conclusion, discussion and policy recommendations ifso desired)
Knowledge of the reading public
Knowledge of advertising channels
Skills
Skills to negotiate
Skills to bring the topic of the research onto the scientificagenda
Skills to write the publication with regard to the readingpublic
Skills to make use of advertising channels
D.3.3 Inform and/or advise European and/ornational stakeholders based on the researchresults
Knowledge
Knowledge of the powers of stakeholders
Knowledge of the national policy with regard to the researchtopic
Knowledge of the channels to communicate with stakeholders
Knowledge of how to organise a policy-oriented workshop
Skills
Skills to anticipate national policy with regard to the topic ofthe study
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Skills to bring the research results to the notice of stakeholders
Skills to convince stakeholders of the importance of theresearch results for national policy
Skills to communicate the research results to stakeholders
Skills to write an article concerning the research results in away that attracts the attention of stakeholders
D.3.4 Disseminate the research results throughpress and other media channels
Knowledge
Knowledge of the content of a flyer concerning scientificresearch
Knowledge of the content of a press briefing
Skills
Skills to hold a press conference concerning the project
Skills to bring the research to the notice of the media
Skills to make an attractive flyer for the project
Skills to formulate the research results in a populist way
Skills to stimulate people to enter into a discussion on thewebsite concerning the topics of the project
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4. Range Indicators
For some of the terms used in the occupational profile, we willgive a list of possible interpretations. We do not pretend that thisis a limited and exhaustive enumeration, but it will give you anidea.
Methodology
interviewing methods
observations, including the use of ethnographic methods
surveys
secondary data analysis
non-medical experimental research involving human subjects
comparative analysis, including cross-cultural research
analytical literature surveys, scoping exercises and contentanalysis
case studies
participatory action research
evaluations and assessment techniques
forecasting techniques
Information administered by the project co-ordinator
decision documents
specifications concerning the content of the project
research results, collected basic data, concepts etc.
specifications concerning the budget of the project
plans and reports concerning progress check
minutes of the meetings
correspondence
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Levels of contacts (networking and target audience)
local
regional
National
international
civil servants
politicians
representatives of interest groups
companies
general public
stakeholders
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5. Conclusion
5.1 Concluding remarks
As a conclusion we want to make two kinds of final remarks onthe constructed occupational profile.
First we will synthesise the particular skills and knowledge thatare needed to create ‘added’ or ‘unique’ value to an Europeanresearch project in the social and economic sciences. Secondly, wewill briefly circumscribe the possible usability of the profile bydifferent actors (policy makers and research organisations) as anassessment or evaluation tool.
5.2 ‘Unique’ skills and knowledge
To develop the profile of socio-economic research, we firstconstructed the flowchart containing all required tasks within aEuropean socio-economic research project. Afterwards, wededuced the required skills and knowledge to fulfil this tasks.This resulted in three types of skills and knowledge:
skills and knowledge important for all kind of socio-economicresearch
skills and knowledge that become more important inEuropean research
skills and knowledge unique for European research.
5.2.1 A continued relevance of key scientific normsand attitudes
The first type of skills shows that the core ‘business’ of Europeanresearch is still scientific work. All skills and knowledge requiredto conduct socio-economic research are entered in the profile. Inthese concluding remarks, we just want to mention someimportant norms that each researcher should take into accountwhen executing scientific work. As a European researcher, onestays a member of a professional, scientific community.
Taking this into consideration, we can summarise the key skillsimportant for researchers acting in a scientific community and
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which are as important for European research as for nationalresearch. He or she:
should share scientific results with one another
should evaluate scientific results by previously-determinedobjective criteria
should avoid dogmatism and prejudice
should demonstrate expertise
and is committed to the contractual financiers without losingscientific integrity.
With regard to the other two types of skills and knowledge, it isquite difficult to distinguish which qualifications become moreimportant in European research, and which are unique forEuropean research. Therefore, we will treat them together. Theseskills and knowledge can be subdivided in four categories:
networking
European knowledge
management and leadership
dissemination.
5.2.2 Networking in a multicultural and delocatedteam
The most important task for every researcher in a Europeanproject, is to act properly in a multicultural and delocated team.Networking is an important part of European research. To do so,the researcher requires:
basic knowledge of the different European societies
profound knowledge of the consortium language (usuallyEnglish)
skills to express oneself in the consortium language
skills to understand different cultures
skills to let differences enrich the research findings
skills to cope with different views
skills to respect the different European theoretical traditions
skills to make use of the new technological communicationtools
skills to convert spoken language into written language(knowledge of the impact and sensitivity of written language).
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5.2.3 ‘European’ knowledge
To conduct European research, one should at least have a basicknowledge of Europe, its policy, the member states, the society,etc. This is why we consider European knowledge a very importantpart of the qualification needs within this profile. Among them,the most important ones are:
knowledge of the basic features of European policy
knowledge of the most important developments within theEuropean Union, especially those related to one’s ownresearch topic
knowledge of the European research language
knowledge of the European qualification standards
skills to handle different research methods
good knowledge of European society, to define problems andresearch questions concerning European interests
5.2.4 Competencies of international projectmanagement
The third category of skills and knowledge — management andleadership — are exclusively for the co-ordinator and lead partnersof a workpackage. They need:
a broad international network
tacit knowledge of European research programmes and areas
good knowledge of European interests of the differentEuropean countries and the skills to translate this in theallocation of the workpackages
negotiating skills and the capacity to personally influencepeople
skills to classify information in a way that all partners are ableto retrace it
skills to delegate and spread responsibilities among the leadpartners and the co-ordinator
skills to adapt the conceptual framework when problemsoccur in one of the other countries
skills to match the work of others with the conceptualframework, and give instructions when necessary.
5.2.5 Academic and policy-oriented dissemination onthe international level
Finally, we come to the skills and knowledge required todisseminate the results of the study. In fact, the dissemination of
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results of a European research project does not require uniqueskills and knowledge. They are quite the same as those required ina national research project, but with an international dimension.The most important ones are:
knowledge of public relation techniques (eg advertisingchannels)
skills to present research results for a broad public (website,newsletter)
skills to give clear oral presentations (on international scientificevents)
knowledge of international academic journals
knowledge of international standards of publications
skills to bring the research project to the notice of thestakeholders and the media on a European level.
5.3 Usability of the profile as an assessment tool
Within the framework of the project, the profile has been the basicmaterial for the production of a user manual to European socio-economic research and a reference document for compiling thevoluntary code of practice.
More important, however, are the possible purposes that could gobeyond the framework of the project. First of all, the profile couldcontribute to the broader professional debate about thecurriculum consequences of international research. Recently,policy makers made great efforts to harmonise higher educationin the EU-countries. One of the results of this harmonisationprocess has been the Bologna Agreement. Within this agreement,policy-makers gave attention to the importance of a Europeandimension in higher education. In the Communiqué of Prague, theMinisters of Education of the EU-countries formulated it asfollows:
‘In order to further strengthen the important European dimension ofhigher education and graduate employability, Ministers called upon thehigher education sector to increase the development of modules, coursesand curricula at all levels with “European” content, orientation andorganisation. This concerns particularly modules, courses and degreecurricula offered in partnership by institutions from different countriesand leading to a recognised joint decree.’
(www.bologna-berlin2003.de/pdf/Prague_communiquTheta.pdf)
The profile of socio-economic research emphasises the importanceof ‘unified European research’. European knowledge, Europeannetworking and project management are indispensable elementsto conduct ‘high quality’ European research. Therefore, training ofthis European knowledge, networking and international projectmanagement should be a valuable part of higher educationcourses today in the social and economic sciences.
Functional Map of a European Socio-Economic Research Project 55
Secondly, the profile can contribute to the debate on creatingquality standards and assessment of European socio-economicresearch. Concerning quality checks of European researchprojects, we think that these should not be restricted to results.During the process, the client can keep an eye on the quality of thework. We call this the progress check of quality in research. Sincethe profile describes the process of socio-economic research, it canbe used as a guideline or checklist for such a progress check. Itcould be used as a structuring tool for detecting and determiningquality problems.
Finally, the profile can contribute to the HRM policy of researchorganisations. In institutes with European ambitions,qualifications concerning European knowledge, networking,management and leadership and international disseminationbecome more important. The profile, with its enumeration ofqualifications, can contribute to the adaptation of the jobdescriptions, training courses and human resource planning.European ambitions require new functional demands and newtraining demands, which will be reflected in the selection criteria(see Figure).
Figure: Possible contribution of the profile to the HRM policy of a research institute
Functional map(networking, European knowledge,management and leadership,dissemination)
Job description
new selectioncriteria
new functionaldemands
new training demandsHR planning
Training courses
European ambitions
HRM policy
Source: HIVA, 2003
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Bibliography
Brannick M T, Levine E L (2002), Job Analysis: Methods, Researchand Applications for Human Resource Management in the NewMillennium, Sage, Thousand Oaks
CEDEFOP, Sellin B (ed.) (2000), Anticipation of Occupational andQualification Trends in the European Union, Thessaloniki
ECDL, Computer Driving License: http://www.ecdl.co.uk/
European Training Foundation (1998), Development of Standards inVocational Education and Training, 3 Volumes, Torino
Fine S A, Cronshaw S F (1999), Functional Job Analysis: AFoundation for Human Resources Management, LawrenceErlbaum Associates, Mahwah
Fretwell D H et al. (2001), A Framework for Defining and AssessingOccupational and Training Standards in Developing Countries,World Bank, 2001
Kristensen S (2001), ‘Learning by Leaving — Towards a Pedagogyfor Transnational Mobility in the Context of VocationalEducation and Training (VET)’, European Journal of Education,Vol. 36, No. 4
Malfait D, Sels L (1996), Het opstellen van een beroepsprofiel. Het procesvan A tot Z, HIVA, K U Leuven
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Wickham J (2002), Synergies and Innovation in EU Research, PositionPaper, Employment Research Center, Dublin
Functional Map of a European Socio-Economic Research Project 57
Annex 1: Link Between the Occupational Profileand the RESPECT Code
Professional and ethical code Occupational profile
1. Upholding scientific standards
1.a Ensure factual accuracy and avoidmisrepresentation, fabrication, suppression ormisinterpretation of data
A.1.1 Develop the first outline of the project proposal
A.2.1 Develop the conceptual framework interactivelyand iteratively
1.b Take account of the work of colleagues,including research that challenges their ownresults, and acknowledge fully any debts toprevious research as a source of knowledge,data, concepts and methodology B.1.1 Define the research questions
A.1.1 Develop the first outline of the project proposal
A.2.1 Develop the conceptual framework interactivelyand iteratively
A.2.5 Edit the final proposal
1.c Critically question authorities and assumptionsto make sure that the selection and formulationof research questions, and the conceptualisationor design of research undertakings, do notpredetermine an outcome, and do not excludeunwanted findings from the outset
B.1.1 Define the research questions
A.1.2 Find the appropriate partners to work with inthe project
A.2.5 Edit the final proposal
B.1.2 Define the concept and workplan for thescientific research
1.d Ensure the use of appropriate methodologiesand the availability of the appropriate skills andqualifications in the research team
B.2.3 Communicate with partners concerning thescientific assignments
B.2.1 Execute the assignment as agreed upon
B.3.1 Report the output of the scientific research
B.3.2 Present the output of the scientific research
1.e Demonstrate an awareness of the limitations ofthe research, including the ways in which thecharacteristics or values of the researchers mayhave influenced the research process andoutcomes, and report fully on any method-ologies used and results obtained (for instancewhen reporting survey results, mentioning thedate, the sample size, the number of non-responses and the probability of error)
B.3.3 Communicate the output of the scientificresearch activities to the European Commission
1.f Declare any conflict of interest that may arise inthe research funding or design, or in thescientific evaluation of proposals or peer reviewof colleagues’ work
A.1.3 Decide to participate in the consortium of theproject
A.1.3 Decide to participate in the consortium of theproject
1.g Report their qualifications and competencesaccurately and truthfully to contractors andother interested parties, declare the limitationsof their own knowledge and experience wheninvited to review, referee or evaluate the workof colleagues, and avoid taking on work theyare not qualified to carry out
C.1.3 Develop and participate in an internationalnetwork
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Professional and ethical code Occupational profile
B.1.2 Define the concept and workplan for thescientific research
B.2.2 Obtain uniformity in the scientific approach ofthe consortium partners
1.h Ensure methodology and findings are open fordiscussion and full peer review
C.1.3 Develop and participate in an internationalnetwork
B.3.1 Report the output of the scientific research
B.3.2 Present the output of the scientific research
1.i Ensure that research findings are reported bythemselves, the contractor or the fundingagency truthfully, accurately, comprehensivelyand without distortion. In order to avoidmisinterpretation of findings andmisunderstandings, researchers have a duty toseek the greatest possible clarity of languagewhen imparting research results
B.3.3 Communicate the output of the scientificresearch activities to the European Commission
D.1 Organise an international event
D.2 Disseminate the scientific research resultsthrough the project website and/or newsletter
1.j Ensure that research results are disseminatedresponsibly and in language that is appropriateand accessible to the target groups for whomthe research results are relevant
D.3 Fulfil additional efforts to disseminate thescientific research results
A.2.4 Determine time-planning and budget for therealisation of the project
1.k Avoid professional behaviour likely to bring thesocio-economic research community intodisrepute
C.1.1 Contribute to the progress of the execution ofthe project
1.l Ensure fair and open recruitment andpromotion, equality of opportunity andappropriate working conditions for researchassistants whom they manage, includinginterns/stagiaires and research students
A.2.3 Manage the organisational aspects of theproject
A.2.2 Take care of the administrative requirements ofthe final proposal
A.2.4 Determine time-planning and budget for therealisation of the project
1.m Honour their contractual obligations to fundersand employers
C.1.2 Fulfil financial obligations
D.1 Organise an international event
D.2 Disseminate the scientific research resultsthrough the project website and/or newsletter
1.n Declare the source of funding in anycommunications about the research
D.3 Fulfil additional efforts to disseminate thescientific research results
Professional and ethical code Occupational profile
2. Compliance with the law
B.2.1 Execute the assignment as agreed upon
B.2.2 Obtain uniformity in the scientific approach ofthe consortium partners
2.1.2.a Researchers in socio-economic studies areobliged to protect personal data, ie informationon identifiable individuals. In order to preventmisuse of data, data are to be stored properlyand adequately (eg, by storing informationthrough which individuals can be identified,separately from the remaining researchmaterial). Particular caution is necessary in thiscontext with regard to the risks posed byelectronic data processing and data transfer.
B.2.3 Communicate with partners concerning thescientific assignments
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Professional and ethical code Occupational profile
B.3 Report and deliver the output of the scientificresearch
D.1 Organise an international event
D.2 Disseminate the scientific research resultsthrough the website and/or newsletter of theproject
2.1.2.b Researchers should respect the anonymity,privacy and confidentiality of individualsparticipating in the research, and ensure thatthe presentation of data and findings does notallow the identity of individuals participating in astudy, or informants, to be disclosed or inferred.Researchers should also ensure that this is alsothe case in the presentation of findings bycontractors, funding agencies or colleagues. Incases where disclosure of the identity of asubject (whether an individual or anorganisation) is central and relevant to theresearch such confidentiality cannot always beguaranteed. In such cases the problem shouldbe addressed in open discussion with researchsubjects, with the aim of obtaining informedconsent to any disclosure.
D.3 Fulfil additional efforts to disseminate thescientific research results
A.3.4 Set up a consortium agreement
B.3 Report and deliver the output of the scientificresearch
D.2 Disseminate the scientific research resultsthrough the website and/or newsletter of theproject
2.2.2.a In principle, authorship is reserved for thoseresearchers who have made a significantintellectual contribution to a research project,the writing of a research report or anotherscholarly piece of work. Seniority and position ina research institution’s hierarchy alone is notsufficient for authorship. Honorary authorship isunacceptable. In cases where several personscollaborate on a research project or publication,the question of authorship and intended use ofthe results should be discussed, and consensusachieved among participating researchers asearly on in the project as possible. The order ofauthors listed should take account of theirrespective contributions to the work. Allcollaborating researchers, whether named asauthors of a publication or not, bearresponsibility for the contents of the respectivepublications and the presentation of data andfindings in these publications.
D.3 Fulfil additional efforts to disseminate thescientific research results
A.1.1 Develop the first outline of the project proposal
A.2.1 Develop the conceptual framework interactivelyand iteratively
A.2.5 Edit the final proposal
B.1.2 Define the concept and workplan for thescientific research
B.3.1 Report the output of the scientific research
B.3.3 Communicate the output of the scientificresearch activities to the European Commission
D.2 Disseminate the scientific research resultsthrough the website and/or newsletter of theproject
2.2.2.b Any third parties’ material protected bycopyright must be clearly identified and clearlyattributable to their original authors, regardlessof the form their presentation and quotationmight take (except in cases where it isnecessary for the original author to remainanonymous; in such instances, however, it mustbe made clear that the information wasprovided by an anonymous person). Lack ofpermission for a given use is considered as theftof intellectual property. Even if material,including data, sources, information or ideasdrawn from the work of others is not protectedby copyright, it should be identified as thirdparties’ material. Failure to acknowledge theoriginal authorship of such material, as well asknowingly presenting ideas, methodologies andresearch findings of others in ways that maylead observers to suppose that they are one’sown, is regarded as plagiarism and isunacceptable.
D.3 Fulfil additional efforts to disseminate thescientific research results
© RESPECT Project (HIVA)60
Professional and ethical code Occupational profile
3. Avoidance of social and personal harm
B.1.2 Define the concept and workplan for thescientific research
3.a Take account of the specific requirements ofdiffering types of quantitative and qualitativeresearch, ensuring that participation in researchis voluntary, on the basis of informed consent B.2.1 Execute the assignment as agreed upon
B.2.1 Execute the assignment as agreed upon3.b Take special care to protect the interests ofchildren, the mentally impaired, the elderly andother vulnerable groups
A.1.1 Develop the first outline of the project proposal
A.2.1 Develop the conceptual framework interactivelyand iteratively
B.1.1 Define the research questions
3.c Ensure that the views of all relevantstakeholders are taken into account where thisdoes not conflict with other ethical or scientificprinciples
B.2.1 Execute the assignment as agreed upon
B.1.2 Define the concept and workplan for thescientific research
3.d Ensure that research participants are protectedfrom undue intrusion, distress, indignity,physical discomfort, personal embarrassment orpsychological or other harm B.2.1 Execute the assignment as agreed upon
A.2.3 Manage the organisational aspects of theproject
A.2.4 Determine time-planning and budget for therealisation of the project
B.1.2 Define the concept and workplan for thescientific research
3.e Ensure that the research process does notinvolve unwarranted material gain or loss forany participant
B.2.1 Execute the assignment as agreed upon
B.3 Report and deliver the output of the scientificresearch
D.1 Organise an international scientific event
D.2 Disseminate the scientific research resultsthrough the project website and/or newsletter
3.f Ensure that research results are disseminated ina manner that makes them accessible to therelevant social stakeholders
D.3 Fulfil additional efforts to disseminate thescientific research results
A.1.1 Develop the first outline of the project proposal
A.2.1 Develop the conceptual framework interactivelyand iteratively
B.1.1 Define the research questions
B.2.1 Execute the assignment as agreed upon
3.g Ensure that research is commissioned andconducted with respect for all groups in societyregardless of race, ethnicity, religion andculture, and with respect for and awareness ofgender or other significant social differences
B.3 Report and deliver the output of the scientificresearch
A.2.3 Manage the organisational aspects of theproject
A.2.4 Determine time-planning and budget for therealisation of the project
A.3.4 Set up a consortium agreement
3.h Avoid harassment or discrimination againstresearch assistants, trainees or other colleaguesand minimise any safety risks
B.2.2 Obtain uniformity in the scientific approach ofthe consortium partners
Functional Map of a European Socio-Economic Research Project 61
Annex 2: Flowchart of Additional Tasks for thePreparation Phase of a Network of Excellence
© R
ESPE
CT P
roje
ct (
HIV
A)62
A. P
repa
re a
netw
ork
ofex
celle
nce
with
inth
e 6t
hfr
amew
ork
A.1
Com
pose
a c
onso
rtiu
m fo
r the
pro
ject
A.2
Ela
bora
te a
pro
ject
pro
posa
l
A.3
Pla
n th
e pr
ojec
t im
plem
enta
tion
Func
tiona
l Map
of
a Eu
rope
an S
ocio
-Eco
nom
ic R
esea
rch
Proj
ect
63
A.1
.3 D
ecid
e to
par
ticip
ate
in th
eco
nsor
tium
of t
he p
roje
ct
A.1
.2' F
ind
the
appr
opria
te p
artn
ers
to w
ork
with
in th
e pr
ojec
t
A.1
Com
pose
aco
nsor
tium
for
the
proj
ect
A.1.
1.n1
Che
ck if
the
call
for p
ropo
sals
pro
vide
s an
indi
catio
n of
the
criti
cal m
ass
requ
ired
toen
sure
the
achi
evem
ent o
f the
obj
ectiv
es o
n th
e to
pic
cons
ider
ed
A.1.
1.n2
Def
ine
ambi
tious
goa
ls in
term
s of
pro
vidi
ng E
urop
ean
lead
ersh
ip a
nd c
reat
ing
a gl
obal
influ
ence
A.1
.1.n
3 S
ubm
it an
out
line
prop
osal
pro
vidi
ng th
e es
sent
ial a
spec
ts o
f the
pro
pose
d ne
twor
k
A.1.
2.n1
Che
ck th
e re
quire
men
ts c
once
rnin
g th
e m
inim
um n
umbe
r of p
artic
ipan
ts
A.1.
2.n2
Fin
d pa
rtner
s w
ho b
elie
ve in
the
mis
sion
to s
prea
d ex
celle
nce
beyo
nd th
e bo
unda
ries
of it
s pa
rtner
ship
A.1
.2.n
3 En
sure
the
num
ber o
f par
ticip
ants
and
reso
urce
s to
be
inte
grat
ed a
re c
ompa
tible
with
the
over
all
obje
ctiv
e of
a m
eani
ngfu
l lon
g-te
rm in
tegr
atio
n of
the
rese
arch
cap
aciti
es o
f the
par
ticip
ants
and
the
man
agea
bilit
y of
the
who
le e
ndea
vour
A.1
.2.n
4 Fi
nd p
artn
ers
who
are
cur
rent
ly c
ondu
ctin
g ex
celle
nt re
sear
ch
A.1
.1 D
evel
op th
e fir
st o
utlin
e of
the
proj
ect p
ropo
sal
A.1
.2.n
5 Fi
nd p
artn
ers
who
col
lect
ivel
y ha
ve th
e ne
cess
ary
criti
cal m
ass
of e
xper
tise
and
reso
urce
sto
car
ry o
ut th
e jo
int p
rogr
amm
e of
act
iviti
es s
ucce
sful
ly
A.1
.3.n
1 D
ecid
e if
you
can
mak
e a
conv
inci
ng c
omm
itmen
t tow
ards
a d
eep
and
dura
ble
inte
grat
ion,
cont
inui
ng b
eyon
d th
e pe
riod
of c
omm
unity
sup
port
© R
ESPE
CT P
roje
ct (
HIV
A)64
A.2.
1 D
evel
op th
e co
ncep
tual
fram
ewor
k in
tera
ctiv
ely
and
itera
tivel
y
A.2
Elab
orat
e a
proj
ect
prop
osal
A.2.
2 Ta
ke c
are
of th
ead
min
istra
tive
requ
irem
ents
of
the
final
pro
posa
l
A.2.
1.n3
Def
ine
a co
here
nt s
et o
f new
or r
eorie
nted
act
iviti
es th
at th
e pa
rtici
pant
s un
derta
ke jo
intly
A.2.
1.n4
Def
ine
a se
t of i
nteg
ratin
g ac
tiviti
es th
at a
re ta
rget
ed a
t the
cre
atio
n of
a s
trong
and
last
ing
inte
grat
ion
ofth
e ac
tiviti
es o
f the
par
ticip
ants
A.2.
1.n5
Def
ine
a pr
ogra
mm
e of
join
tly e
xecu
ted
rese
arch
to s
uppo
rt th
e ne
twor
k’s
goal
s
A.2.
1.n6
Def
ine
a se
t of a
ctiv
ities
des
igne
d to
spr
ead
exce
llenc
e, a
n es
sent
ial e
lem
ent o
f whi
ch w
ill b
e a
join
t pro
gram
me
of tr
aini
ng fo
rre
sear
cher
s an
d ot
her k
ey s
taff
A.2.
1.n7
Def
ine
diss
emin
atio
n an
d co
mm
unic
atio
n ac
tiviti
es
A.2.
1.n8
Def
ine
netw
orki
ng a
ctiv
ities
to h
elp
trans
fer k
now
ledg
e to
team
s ex
tern
al to
the
netw
ork
A.2.
1.n9
Def
ine
how
to p
rom
ote
the
expl
oita
tion
of th
e re
sults
gen
erat
ed w
ithin
the
netw
ork
A.2.
1.n1
Def
ine
how
to c
ontri
bute
to th
e pr
omot
ion
of g
ende
r equ
ality
A.2.
1.n2
Ens
ure
resp
ect o
f bas
ic e
thic
al p
rinci
ples
Func
tiona
l Map
of
a Eu
rope
an S
ocio
-Eco
nom
ic R
esea
rch
Proj
ect
65
A.2
Ela
bora
tea
proj
ect
prop
osal
A.2.
5 Ed
it th
e fin
al p
ropo
sal
A.2.
3 M
anag
e th
eor
gani
satio
nal a
spec
ts o
f the
proj
ect
A.2.
4 D
eter
min
e tim
e-pl
anni
ngan
d bu
dget
for t
he re
alis
atio
n of
the
proj
ect
A.2.
4.n1
Def
ine
a sc
hedu
le fo
r the
dis
burs
emen
t of t
he g
rant
A.2.
4.n2
Det
erm
ine
the
met
hod
of c
alcu
latio
n of
the
Com
mun
ity fi
nanc
ial d
istri
butio
n
A.2.
5.n1
Def
ine
the
obje
ctiv
es o
f the
net
wor
k
A.2.
5.n2
Def
ine
an o
utlin
e jo
int p
rogr
amm
e of
act
iviti
es fo
r the
who
le d
urat
ion
of th
e co
ntra
ct
A.2.
5.n3
Des
crib
e th
e ro
le o
f the
par
ticip
ants
, the
del
iver
able
s, th
e et
hica
l pro
visi
ons
and
the
man
agem
ent a
nd o
rgan
isat
ion
stru
ctur
e
A.2.
5.n4
Def
ine
a de
taile
d jo
int p
rogr
amm
e of
act
iviti
es fo
r an
18
mon
ths
perio
d, a
nd re
leva
nt p
erfo
rman
ce in
dica
tions
© R
ESPE
CT P
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ct (
HIV
A)66
A.3
Pla
n th
epr
ojec
tim
plem
enta
tion
A.3.
2 Ta
ke re
spon
sibi
lity
for t
hesi
gnin
g of
the
cont
ract
A.3.
1 Ad
apt t
he p
ropo
sal b
ased
on
the
time,
bud
get a
nd a
dditi
onal
par
tner
sap
poin
ted
by th
e E
urop
ean
Com
mis
sion
A.3
.3 E
nsur
e th
e st
art o
f the
pro
ject
durin
g th
e ki
ck-o
ff m
eetin
g
A.3.
4 Se
t up
a co
nsor
tium
agr
eem
ent
A.3.
4.n1
Def
ine
the
inte
rnal
org
anis
atio
n of
the
cons
ortiu
m
A.3
.4.n
2 D
efin
e pr
ovis
ions
for t
he s
ettle
men
t of d
ispu
tes
with
in th
e pa
rtner
ship
A.3.
4.n3
Mak
e sp
ecifi
c ar
rang
emen
ts c
once
rnin
g in
telle
ctua
l pro
perty
Functional Map of a European Socio-Economic Research Project 67
Annex 3: Flowchart of Additional Tasks for thePreparation Phase of an Integrated Project
© R
ESPE
CT P
roje
ct (
HIV
A)68
A. P
repa
re a
inte
grat
ed p
roje
ctw
ithin
the
6th
fram
ewor
k
A.1
Com
pose
a c
onso
rtiu
m fo
r the
pro
ject
A.2
Ela
bora
te a
pro
ject
pro
posa
l
A.3
Pla
n th
e pr
ojec
t im
plem
enta
tion
Func
tiona
l Map
of
a Eu
rope
an S
ocio
-Eco
nom
ic R
esea
rch
Proj
ect
69
A.1
.3 D
ecid
e to
par
ticip
ate
in th
eco
nsor
tium
of t
he p
roje
ct
A.1
.2' F
ind
the
appr
opria
te p
artn
ers
to w
ork
with
in th
e pr
ojec
t
A.1
Com
pose
aco
nsor
tium
for t
hepr
ojec
t
A.1
.1.i1
Con
sult
the
docu
men
tatio
n co
ncer
ning
the
prio
rity
them
es
A.1.
1.i2
Def
ine
ambi
tious
sci
entif
ic a
nd te
chno
logi
cal o
bjec
tives
A.1
.1.i3
Def
ine
spec
ific
resu
lts re
leva
nt e
ither
to in
crea
sing
the
impe
tus
to E
urop
e’s
com
petit
iven
ess
orto
add
ress
ing
maj
or s
ocie
tal n
eeds
A.1
.1.i4
Def
ine
a co
here
nt s
et o
f com
pone
nt p
arts
, eg
in th
e fo
rm o
f sub
-pro
ject
s im
plem
ente
d in
clo
se c
o-or
dina
tion,
each
dea
ling
with
diff
eren
t asp
ects
of t
he o
vera
ll pr
ojec
t im
plem
enta
tion
plan
nee
ded
to a
chie
ve it
s ob
ject
ives
A.1
.1.i5
Sub
mit
an e
xpre
ssio
n of
inte
rest
incl
udin
g a
ratio
nale
for p
ropo
sing
the
topi
c su
itabl
e fo
r an
inte
grat
edpr
ojec
t, a
desc
riptio
n of
the
pote
ntia
l exp
ertis
e, s
kills
and
reso
urce
s av
aila
ble
to im
plem
ent i
t and
a d
emon
stra
tion
ofth
e re
adin
ess
to s
ubm
it a
prop
osal
to th
e su
bseq
uent
cal
l for
pro
posa
ls
A.1.
2.i1
Che
ck th
e re
quire
men
ts c
once
rnin
g th
e m
inim
um n
umbe
r of p
artic
ipan
ts
A.1
.2.i2
Try
to fi
nd S
ME
s th
at c
an h
ave
an in
put i
n th
e pr
ojec
t
A.1.
2.i3
Def
ine
the
stag
e w
here
an
SME
can
par
ticip
ate
in th
e pr
ojec
t
A.1.
2.i4
Thi
nk o
f the
par
ticip
atio
n of
ent
ities
from
non
-ass
ocia
ted
third
cou
ntrie
s
A.1
.1 D
evel
op th
e fir
st o
utlin
e of
the
proj
ect p
ropo
sal
© R
ESPE
CT P
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ct (
HIV
A)70
A.2.
1 D
evel
op th
e co
ncep
tual
fram
ewor
k in
tera
ctiv
ely
and
itera
tivel
y
A.2
Elab
orat
e a
proj
ect
prop
osal
A.2
.2 T
ake
care
of t
head
min
istra
tive
requ
irem
ents
of
the
final
pro
posa
l
A.2.
1.i1
Def
ine
how
to c
ontri
bute
to th
e pr
omot
ion
of g
ende
r equ
ality
A.2.
1.i2
Ens
ure
resp
ect o
f bas
ic e
thic
al p
rinic
iple
s
A.2.
1.i3
Def
ine
scie
ntifi
c an
d te
chno
logi
cal o
bjec
tives
cle
arly
, aim
ing
at a
sig
nific
ant a
dvan
ce in
the
esta
blis
hed
stat
e of
the
art
A.2.
1.i4
Ens
ure
the
mul
tidis
cipl
inar
y ch
arac
ter o
f the
pro
ject
A.2.
1.i5
Def
ine
how
to p
rote
ct in
telle
ctua
l pro
perty
A.2.
1.i6
Inte
grat
e so
cio-
econ
omic
stu
dies
on
the
impa
ct o
f the
kno
wle
dge
and
tech
nolo
gy g
ener
ated
in th
e pr
ojec
t
A.2.
1.i7
Dev
elop
the
plan
for t
he u
se a
nd d
isse
min
atio
n of
the
know
ledg
e ge
nera
ted
in th
e pr
ojec
t
A.2.
1.i8
Def
ine
a de
mon
stra
tion
com
pone
nt to
pro
ve th
e vi
abili
ty o
f new
tech
nolo
gies
that
offe
r a p
oten
tial e
cono
mic
adv
ance
,bu
t whi
ch c
anno
t be
com
mer
cial
ised
dire
ctly
A.2.
1.i9
Pro
vide
an
exce
llent
veh
icle
for t
he a
dvan
ced
train
ing
of re
sear
cher
s an
d ot
her k
ey s
taff,
rese
arch
man
ager
s,in
dust
rial e
xecu
tives
and
pot
entia
l use
rs
Func
tiona
l Map
of
a Eu
rope
an S
ocio
-Eco
nom
ic R
esea
rch
Proj
ect
71
A.2
Elab
orat
e a
proj
ect
prop
osal
A.2.
5 E
dit t
he fi
nal p
ropo
sal
A.2.
3 M
anag
e th
eor
gani
satio
nal a
spec
ts o
f the
proj
ect
A.2.
4 D
eter
min
e tim
e-pl
anni
ngan
d bu
dget
for t
he re
alis
atio
nof
the
proj
ect
A.2.
4.i1
Dec
ide
if th
e ag
reed
bud
get m
ay c
onta
in a
par
t set
asi
de fo
r a p
artic
ipan
t or p
artic
ipan
ts th
at h
ave
not b
een
iden
tifie
d w
hen
the
cont
ract
is n
egot
iate
d
A.2.
4.i2
Mak
e an
indi
cativ
e fin
anci
al p
lan
A.2
.5.i1
Pro
vide
info
rmat
ion
of s
uffic
ient
man
agem
ent l
evel
det
ail a
s to
allo
w a
n ob
ject
ive
eval
uatio
n of
the
scie
ntifi
cte
chni
cal m
erit
of th
e pr
opos
al a
nd o
f the
reso
urce
s th
at w
ill b
e em
ploy
ed
A.2
.5.i2
Pro
vide
a s
umm
ary
desc
riptio
n of
the
activ
ities
for t
he fu
ll du
ratio
n of
the
proj
ect
A.2
.5.i3
Mak
e a
deta
iled
impl
emen
tatio
n pl
an fo
r the
firs
t 18
mon
ths
of th
e pr
ojec
t
A.2.
5.i4
Ans
wer
que
stio
ns n
ot c
over
ed in
the
prop
osal
dur
ing
a he
arin
g of
app
lican
ts b
y th
e pa
nel
© R
ESPE
CT P
roje
ct (
HIV
A)72
A.3
Pla
n th
epr
ojec
tim
plem
enta
tion
A.3.
2 Ta
ke re
spon
sibi
lity
for t
hesi
gnin
g of
the
cont
ract
A.3.
1 Ad
apt t
he p
ropo
sal b
ased
on
the
time,
bud
get a
nd a
dditi
onal
par
tner
sap
poin
ted
by th
e Eu
rope
anC
omm
issi
on
A.3.
3 En
sure
the
star
t of t
he p
roje
ctdu
ring
the
kick
-off
mee
ting
A.3.
4 Se
t up
a co
nsor
tium
agr
eem
ent
A.3.
4.i1
Def
ine
the
inte
rnal
org
anis
atio
n of
the
cons
ortiu
m
A.3.
4.i2
Def
ine
prov
isio
ns fo
r the
set
tlem
ent o
f dis
pute
s w
ithin
the
partn
ersh
ip
A.3
.4.i3
Mak
e sp
ecifi
c ar
rang
emen
ts c
once
rnin
g in
telle
ctua
l pro
perty