Functional Map of a European Socio-economic Research Project · Functional Map of a European Socio-Economic Research Project 1 1. Introduction An occupational profile describes the

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


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


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


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


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


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:


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


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


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.


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

http://www.respectproject.org/

© R

ESPE

CT P

roje

ct (

HIV

A)12

Giv

e sc

ient

ifica

llyba

sed

info

rmat

ion

&ad

vice

topo

licym

aker

s in

Euro

pe a

nd c

ontr

ibut

eto

the

scie

ntifi

cco

mm

unity

A. P

repa

re a

Eur

opea

nsc

ient

ific

rese

arch

proj

ect

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

B. C

ondu

ct s

cien

tific

rese

arch

with

in a

Euro

pean

sci

entif

icre

sear

ch p

roje

ct

C. E

xecu

te s

uppo

rtin

gta

sks

nece

ssar

y to

guar

ante

e th

epr

ogre

ss o

f aEu

rope

an s

cien

tific

rese

arch

pro

ject

D. D

isse

min

ate

the

scie

ntifi

c re

sear

chre

sults

A.3

Pla

n th

e pr

ojec

t im

plem

enta

tion

C.1

Con

trib

ute

to th

e on

goin

g de

velo

pmen

t of t

he p

roje

ct a

nd h

is n

etw

ork

B.1

Des

ign

a co

ncep

tual

fram

ewor

k fo

r the

sci

entif

ic re

sear

ch

B.2

Exe

cute

the

scie

ntifi

c as

sign

men

ts a

ccor

ding

to th

e co

ncep

tual

fram

ewor

k

B.3

Del

iver

and

repo

rt th

e ou

tput

of t

he s

cien

tific

rese

arch

C.2

Net

wor

king

D.1

Org

anis

e an

inte

rnat

iona

l sci

entif

ic e

vent

D.2

Ful

fil a

dditi

onal

effo

rts

to d

isse

min

ate

the

scie

ntifi

c re

sear

ch re

sults

D.1

Dis

sem

inat

e th

e sc

ient

ific

rese

arch

resu

lts th

roug

h th

e pr

ojec

t web

site

and/

or n

ewsl

ette

r

Func

tiona

l Map

of

a Eu

rope

an S

ocio

-Eco

nom

ic R

esea

rch

Proj

ect

13

A.1.

3.1

Che

ck w

heth

er th

e re

quire

d sc

ient

ific

and

othe

r com

pete

ncie

s an

d ca

paci

ties

to p

artic

ipat

e in

the

proj

ect a

reav

aila

ble

in th

e re

sear

ch o

rgan

isat

ion

A.1.

3.2

Che

ck th

at th

e pr

ojec

t is

cons

iste

nt w

ith th

e or

gani

satio

n’s

line

of re

sear

ch a

nd m

issi

on

A.1

.3.3

Eva

luat

e th

e at

tract

iven

ess

of th

e pr

ojec

t pro

posa

l and

the

offe

red

oppo

rtuni

ties

with

rega

rd to

one

’s o

wn

rese

arch

inte

rest

s

A.1

.3.4

Eva

luat

e th

e od

ds o

f suc

cess

ful t

ende

ring

A.1

.3 D

ecid

e to

par

ticip

ate

in th

eco

nsor

tium

of t

he p

roje

ct

A.1

.2.2

Get

as

muc

h in

form

atio

n as

pos

sibl

e ab

out p

oten

tial p

artn

ers

befo

re a

skin

g th

em to

par

ticip

ate

in th

e co

nsor

tium

A.1

.2.3

Ask

pot

entia

l par

tner

s qu

estio

ns c

once

rnin

g th

eir w

ay o

f thi

nkin

g ab

out i

nter

natio

nal t

eam

wor

k

A.1

.2.5

Che

ck th

at p

oten

tial p

artn

ers

have

the

prop

er s

cien

tific

and

oth

er c

ompe

tenc

ies

for t

he p

roje

ct

A.1

.2 F

ind

the

appr

opria

te p

artn

ers

tow

ork

with

in th

e pr

ojec

t

A.1

.1.1

Con

sult

the

avai

labl

e pr

ogra

mm

e do

cum

ents

A.1.

1.4

Det

erm

ine

the

Eur

opea

n pe

rspe

ctiv

e an

d su

rplu

s va

lue

of d

oing

the

rese

arch

inte

rnat

iona

lly

A.1

.1 D

evel

op th

e fir

st o

utlin

e of

the

proj

ect p

ropo

sal

A.1

Com

pose

aco

nsor

tium

for

the

proj

ect

A.1

.1.2

Def

ine

a ‘u

niqu

e’ re

sear

ch q

uest

ion

linke

d to

the

prog

ram

me

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


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


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


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


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.


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


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


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


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


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


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


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


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


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


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


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


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


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


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’


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


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


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.)


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


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


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


Levels of contacts (networking and target audience)

local

regional

National

international

civil servants

politicians

representatives of interest groups

companies

general public

stakeholders


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


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).


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


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.


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


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

Mansfield B, Mitchell L (1996), Towards a Competent Workforce,Gower, London

Sels L (1996), Een koninklijke weg … ook voor Vlaanderen? Een studienaar methoden voor de ontwikkeling van functie- en beroeps-profielen, HIVA, K U Leuven

Wickham J (2002), Synergies and Innovation in EU Research, PositionPaper, Employment Research Center, Dublin


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.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




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


A.1.2 Find the appropriate partners to work with inthe project



1.d Ensure the use of appropriate methodologiesand the availability of the appropriate skills andqualifications in the research team



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)


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



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





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



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


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.2.2 Take care of the administrative requirements ofthe final proposal


1.m Honour their contractual obligations to fundersand employers

C.1.2 Fulfil financial obligations



1.n Declare the source of funding in anycommunications about the research



2. Compliance with the law



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.






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.





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.









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.




3. Avoidance of social and personal harm


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




3.c Ensure that the views of all relevantstakeholders are taken into account where thisdoes not conflict with other ethical or scientificprinciples



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




3.e Ensure that the research process does notinvolve unwarranted material gain or loss forany participant



D.1 Organise an international scientific event


3.f Ensure that research results are disseminated ina manner that makes them accessible to therelevant social stakeholders






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





3.h Avoid harassment or discrimination againstresearch assistants, trainees or other colleaguesand minimise any safety risks



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

roje

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


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

roje

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

Documents

Functional Map of a European Socio-economic Research Project · Functional Map of a European Socio-Economic Research Project 1 1. Introduction An occupational profile describes the