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Lecturer(s)
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Šviráková Eva, Ing. Ph.D.
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Course content
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1. Importance of design, design management, value of design 2. Maps of megatrend areas and major societal challenges 3. Innovation infrastructure of the Zlín Region 4. Project proposal - overview/permission to modify application/CEP category, FORD category, Objectives of project proposal/fulfillment of program objectives 5. Aspects of the innovation ecosystem of social sciences, humanities and arts (SHUV), Subjects of the project proposal 6. Description of the novelty of the proposed project solution, Methodology of the project solution with emphasis on the use of SHUV methods 7. Main milestones of the project solution, Research uncertainty, what it is, how to describe it 8. Solution team, motivation for the solution and zero option 9. Application of project outputs and results and the role of the application guarantor 10. Financial budget of the project 11. Project timetable 12. Evaluation of the parallel project application, evaluator's guide
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Learning activities and teaching methods
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unspecified
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| prerequisite |
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| Knowledge |
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| Knowledge of accounting and budgeting. |
| Knowledge of accounting and budgeting. |
| learning outcomes |
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| The student is oriented on European subsidy funds and can explain the functioning of European funds in the Czech Republic. |
| The student is oriented on European subsidy funds and can explain the functioning of European funds in the Czech Republic. |
| The student can explain the nature of megatrends and major societal challenges and their overview scheme. |
| The student can explain the nature of megatrends and major societal challenges and their overview scheme. |
| The student is able to explain the nature of social sciences and humanities and arts and describe their influence on the development of innovations in all areas of industry in the Czech Republic. |
| The student is able to explain the nature of social sciences and humanities and arts and describe their influence on the development of innovations in all areas of industry in the Czech Republic. |
| The student can interpret the key documents and can explain what their essence and objectives are: the Oslo Manual, the Frascati Manual, and the Copenhagen Manual. |
| The student can interpret the key documents and can explain what their essence and objectives are: the Oslo Manual, the Frascati Manual, and the Copenhagen Manual. |
| The student can explain the key documents of the innovation strategy of the Czech Republic: the National Renewal Plan, the National RIS3 Strategy, and the Regional RIS3 Strategy and their roles in subsidy programs. |
| The student can explain the key documents of the innovation strategy of the Czech Republic: the National Renewal Plan, the National RIS3 Strategy, and the Regional RIS3 Strategy and their roles in subsidy programs. |
| The student can explain the role of the Technology Agency of the Czech Republic within the system of management and provision of support for research, development, and innovation. |
| The student can explain the role of the Technology Agency of the Czech Republic within the system of management and provision of support for research, development, and innovation. |
| The student can characterize the role of the application sponsor in a grant project application. |
| The student can characterize the role of the application sponsor in a grant project application. |
| Skills |
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| The student is able to choose a favorite megatrend of major societal challenges, is able to explain the development of the chosen megatrend so far, has his/her own opinion on the future outlook, as an author is able to compile the expected impacts and related challenges of the future. |
| The student is able to choose a favorite megatrend of major societal challenges, is able to explain the development of the chosen megatrend so far, has his/her own opinion on the future outlook, as an author is able to compile the expected impacts and related challenges of the future. |
| The student is able to select an appropriate topic for the preparation of a project plan and project application for the selected program. |
| The student is able to select an appropriate topic for the preparation of a project plan and project application for the selected program. |
| The student is able to construct the project objectives in accordance with the program call of the grant application. |
| The student is able to construct the project objectives in accordance with the program call of the grant application. |
| The student applies the features of a research project in a grant application: novelty, research uncertainty, creativity, systematic, and reproducibility. |
| The student applies the features of a research project in a grant application: novelty, research uncertainty, creativity, systematic, and reproducibility. |
| The student demonstrates the ability to independently research projects solved within the Czech Republic and to evaluate the originality of his/her own chosen topic of the grant project. |
| The student demonstrates the ability to independently research projects solved within the Czech Republic and to evaluate the originality of his/her own chosen topic of the grant project. |
| The student proposes appropriate methods for dealing with the grant project, taking into account the methods of the social sciences and humanities, and the arts. |
| The student proposes appropriate methods for dealing with the grant project, taking into account the methods of the social sciences and humanities, and the arts. |
| The student opposes another project grant application according to the established principles of opposition and assesses compliance with the binary criteria of the grant application. |
| The student opposes another project grant application according to the established principles of opposition and assesses compliance with the binary criteria of the grant application. |
| teaching methods |
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| Knowledge |
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| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Skills |
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| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| assessment methods |
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| Knowledge |
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| Analysis of educational material |
| Analysis of educational material |
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Recommended literature
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