We All are Europe - AESAEC

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Unit 5.3. Unit in a nutshell Achievements Advertising psychology meets application writing Considering some basic elements of advertising psychology Becoming acquainted with the interrelation between advertising and an application After this unit you will be able to: consider some psychological elements of advertising when writing an application identify which motives are important for an EU application and which are not differentiate between topics which are in and those which are out in the EU project application world. The bait must be tasty for the fish and not for the angler. (Advertising saying) Warming up: One of the most common concepts attempting to explain the structure that man’s behavior follows is Maslow’s Pyramid, named after the famous American psychologist. It was always controversially discussed and today it seems to be somewhat out of date - nevertheless have a close look at the diagram on the left and discuss whether or not you can draw helpful conclusions from it. Listen / Read / Discuss / Exercise 5.3.1. Basic considerations and their link to application writing Why do we buy And why do we opt for product A and not for B, or for idea X and not for Z These psychological decision making components are also relevant during the writing of an application, as they sell our product (the application) to a potential customer (the European Commission or rather the evaluator), with the aim of it being preferred above other products (other applications). Therefore, it might be worth thinking about this once or twice before deciding upon your project concept. Motivation and incentives: Although the reasons and drivers for human behaviour is an extremely complex field and far away from being researched in depth, one can very generally say that man acts (= either doing something or not doing something – from a psychological point of view, both are acting!) because of one or more internal motives meets one or more external incentives – together they result in the level of motivation to act. If we want to estimate whether somebody’s level of motivation to act, e.g. of an evaluator to approve or not approve a project application, is high or low, we need to consider that the following basic rules can be drawn up: • the lower the motive is developed, the higher the incentive must be • the higher the motive is developed, the lower the incentive can be For example, when a person has satisfied his / her thirst then a drink must appear very appetising for the person to want to drink it. However, when someone is really thirsty, then the he / she will drink almost anything without needing much convincing. Generally, the following basic motives are considered to determine human behaviour: 92
Module 5 – The Art of Successful Project Proposal Writing II: Linguistic Part fear wish for love belonging to a group autonomy moral feelings security faith eroticism individuality performance confidence traditions freedom vitality As this set of motives is valid for human behaviour it should also be relevant to the behaviour of evaluators in terms of selecting or not selecting your proposal for funding. What do you think Does this view make sense If yes, which of the motives listed above relate to an evaluator and should be addressed when writing a proposal more relevant ☺________________________________ ☺________________________________ ☺________________________________ ☺________________________________ ☺________________________________ ☺________________________________ ☺________________________________ less relevant ☹_________________________________ ☹_________________________________ ☹_________________________________ ☹_________________________________ ☹_________________________________ ☹_________________________________ ☹________________________________ As stated above, motives are only one side of the coin. The other side are incentives, which in this case would be your project, its objectives, activities and aims, target groups etc. One of the most important elements in this context is the general topic of your project. Of course, the importance of topics can differ from country to country (what is a problem in one country might not even exist in another, and what people from one culture would like to discuss might be stigmatised and frowned upon by others). However, you should make sure that your project’s topic, objectives and aims are in line with the general idea of the EU and its contemporary developments at the political, economic and social levels - therefore, it is important to be aware of them! In the table below you will find some topics listed. Which of them do you think are most likely to receive funding from the EC If you are not sure, try to find out on the internet, in publications or contact local info points. Topics Successful migration Very likely Don’t know No chance People with disabilities European citizenship Liberalisation of drug use New EU member states Senior citizens Cultural unity Preference to particular countries or groups of people The demographic development of society Linguistic unity Consideration to fringe groups in society Mobility and exchange between EU citizens Preservation of cultural stereotypes Equality of status for all persons Promotion of xenophobia Health Retaining different models and systems of education Creation of a unified Euro zone Smoke-free Europe Euthanasia Further enlargement of the Union 93
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We All We All are Europe Participat
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Publisher/Editor: AESAEC Project Gr
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Contents Part A: The Pedagogical Co
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Module 7 - How to implement a proje
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The conceptual framework I. The con
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The conceptual framework closed one
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The conceptual framework c) The urg
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The conceptual framework Kroehnert,
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Findings of the IANUS project Stru
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Authentic Location Learning, Multi-
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Module 1 - The European Union and i
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AESAEC - Glossary European Economic
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We All are Europe - AESAEC

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