UiT Talent

There are both national and international initiatives that target education at all levels, from bachelor's to Ph.D., and these can also include work across all of UiT's seven areas of quality assurance. Academic communities can either apply individually or collaborate with other institutions. If collaboration with partners outside of Norway is an ambition, we recommend to take a look at the EU programs or the other international initiatives. Additionally, UiT's participation in the university alliance EUGLOH offers a range of opportunities for funding and collaborative projects with one of the other partner universities.

National funding opportunities 

In the government's proposal for the 2024 state budget, most of the grant schemes from the Norwegian Directorate for Higher Education and Skills (HK-dir), including the Centre of Excellence in Education and the Scheme for Flexible and Decentralised Education, are proposed to be phased out from 2024. There will therefore be no new calls for proposals from HK-dir. All projects that have been granted funding up to and including decisions made in 2023 are guaranteed to be completed within the approved project period.

EU-programmes

EU and Erasmus+ offer a range of grant schemes for mobility and collaboration projects across the entire educational pathway, as well as a program for digitalization and digital transformation within the sector. The list below is revised when new announcements are made:

• Cooperation projects (neste søknadsfrist 05.03.2024)
• Erasmus Mundus Joint Masters (frist utløpt for 2023)
• Teachers Academies (neste søknadsfrist 06.06.2024)
• Alliances for Innovation (neste søknadsfrist 07.05.2024)
• Forward-looking Projects (frist utløpt for 2023)
• Policy Experimentation (neste søknadsfrist 04.06.2024)
• Capacity building in higher education (frist utløpt for 2023)  
• Centres of vocational excellence (neste søknadsfrist 07.05.2024)
• Jean Monnet activities (frist utløpt for 2023)
• Virtual exhanges in higher education and youth (neste søknadsfrist 25.04.2024)
• Digital Europe Courses and programmes

Other International funding opportunities

• Nordplus høyere utdanning (frist utløpt for 2024)
• Nordplus horisontal - for samarbeid på tvers av sektorer (frist utløpt for 2024)
• INTPART (ingen utlysning for øyeblikket)
• UTFORSK (neste søknadsfrist 15.04.24)
• Norhed (ingen utlysning for øyeblikket)
• Norpart (neste utlysning kommer trolig våren 2024)

• Thoroughly read the call for proposals to ensure that your application aligns with the specific criteria and requirements listed. This also includes adhering to any formal application guidelines, such as length limitations or directives regarding the use of application templates.
• Dive deep into the terminologies used in the call for proposals, and make sure you have a complete understanding of the terms. For instance, if asked to demonstrate how you will ensure "student involvement," make sure you have a clear grasp of what this entails and explain it in the context of your own project.
• Clearly demonstrate that the project is relevant and aligns with the call for proposals. This can be achieved by incorporating specific keywords or phrases from the call into your application or by following the structure outlined in the call. This way, those evaluating the application will quickly recognize the relevance between your project and the call’s requirements.
• Ensure that the structure of your application distinctly highlights how different aspects of the project are interconnected. This involves illustrating the connection between the organization of the project and the specific activities you plan to undertake. For example, showing how activities coincide with the timeline and budget items. A logical flow in the application makes it easier for the reader to track the project's progress.
• Be specific when describing the project. Specify the actual activities that will be carried out. While highlighting the project's significance may be easier than describing the detailed actions that will be performed, it`s essential to maintain a balance between explaining why the project is important and detailing what will actually be done during the project period. This provides a clearer understanding of how you intend to achieve your project goals and aids in evaluating whether the activities are realistic and relevant.
• Carefully edit the text, avoiding unnecessary repetitions of phrases and information. This ensures that the project doesn't get lost within needless text and makes it easier to understand the project's objectives and content.
• Include a risk assessment. Be sincere about potential weaknesses in the project. Customize the project to minimize obvious risk factors or show that you have an alternative plan if challenges emerge.

Safe and inclusive learning invornments and relationship-building in education

Student-active learning methods

Labour-market relevance and practice

Relevance:

1. To what extent does the project address the thematic priorities defined in the call for proposals?
2. How relevant is the project to UiT’s and the faculty’s strategies for higher education?
3. How relevant is the project to addressing the academic and pedagogical challenges faced within the discipline(s)?

Innovation and creativity

1. How innovative is the project compared with existing practice?
2. How creative or novel is the project in its use of technology and/or pedagogical approaches?

Quality and feasibility

1. Does the application meet the specified criteria and requirements outlined in the call?
2. How well is the project planned and structured to achieve the stated objectives?
3. Are the project’s goals and expected results realistic?
4. How realistic is the proposed timeline?
5. How realistic is the project budget?
6. How will the project owner evaluate and measure the project’s outcomes and impact?
7. To what extent is student participation and involvement incorporated into the project?

Formalities

1. Does the project comply with the minimum and maximum funding limits set out in the call?
2. Does the application include the required approvals from the Head(s) of Department?
3. Is the required own contribution—in the form of financial resources and/or work hours—adequately documented and described in the application?
4. Is there a concrete and realistic plan for how project results and implementation will be communicated to relevant academic communities both internally and externally?

Feasibility

1. Ensure that the project’s feasibility is clearly described, including realistic plans for development, implementation, and operation.
2. Assess whether the resources proposed in the budget are sufficient to realise the project.

Budget and funding

1. Present a detailed and realistic budget that clearly shows how the funds will be used.
2. Specify whether necessary software, equipment or other resources have already been acquired, or whether these are included in the project costs.
3. Describe how the project will be funded both during the start‑up phase and in any subsequent operational phase.

Long‑term sustainability

1. Include a plan for how the project will be maintained and updated once the allocated funds have been used.
2. Describe how future operation and maintenance will be financed, and what resources will be required.

Clarity of the application

1. Ensure that all necessary details are clearly presented in the application. This includes project objectives, implementation plan, budget, and funding strategy.
2. Avoid ambiguities that may create doubt about the project’s realism or feasibility.

Project development and specifications

1. Several applications contained good ideas but appeared underdeveloped at the current stage.
2. Applicants are encouraged to refine their applications and include clear and concrete milestones, activities, expected results, and objectives.
3. A clear structure for the project’s development will strengthen the application and make it easier to assess the project’s potential.

Research project vs. educational development

1. It is important to clarify whether the project is primarily a research project or a pedagogical development initiative.
2. Applications focusing on educational development should demonstrate how the project will concretely contribute to improving teaching, the learning environment, or students’ learning outcomes.
3. If the project includes a research component, it should be explained how this will support the pedagogical development work.

Read the call carefully

1. It is essential that applicants read the call for proposals thoroughly and adhere to the stated guidelines.
2. This applies particularly to items concerning funding for equipment and travel, which are explicitly discouraged in the call. Several applications budgeted too heavily for such expenses, which weakens the application’s relevance.
3. Ensure that the application and budget comply with the call’s requirements and priorities.

Relevance and achievement of objectives

1. Clearly link the project to the strategic goals of the faculty or institution.
2. Describe how the project will contribute to achieving concrete results or creating value for the target group.

Programme for Educational Quality 2025 was announced in February with an application deadline of 16 April. A total of NOK 5 million was allocated to the programme, and each project could receive between NOK 200,000 and NOK 600,000. In total, 34 applications were submitted, and 11 projects were awarded funding.

The call featured four thematic priorities:

1. Collaboration within the sector and between academic communities on study programmes and educational offerings
2. Full digitalisation, scaling, and increased accessibility of course packages
3. Learning design and learning environment
4. Integration of Sámi and/or Kven cultural competence, or development of modules that integrate Sámi and/or Kven cultural competence

The following projects were awarded funding:

ValgFlex – Flexible Course Packages

The project aims to fully digitalise three course packages in computer science, making them available as online offerings. It will also explore the possibility of establishing a one year programme in computer science. Expected outcomes include digital versions of eight computer science courses, increased accessibility for students across campus and online studies, and improved quality and flexibility in computer science teaching.

André Henriksen, IVT

Visualising the Invisible: Animation and Interactivity as Tools for Therapeutic Learning

This project develops digital learning resources combining film, animation and interactivity to enhance health sciences students’ therapeutic competence and understanding of the patient perspective. Expected outcomes include completed interactive videos, increased student insight into patients’ internal experiences, and publication of project results in relevant journals.

Eva Therese Næss, Helsefak

Digitalising Art History Teaching: Flexible Learning Opportunities for Future Students

The project digitalises two art history courses to provide flexible learning opportunities for students regardless of location. Expected outcomes include fully digital versions of KVI 1018 and KVI 1019, increased student engagement through interactive learning pathways, and improved accessibility to the art history programme.

Hege Olaussen, HSL

Flexible and Accessible Supervisor Training for Schools and Kindergartens

This project develops a flexible, locally based supervisor training programme for teachers in schools and kindergartens. The offering will combine continuing and further education and be linked to fully digital extension modules. Expected outcomes include the establishment of local supervisor training from autumn 2026, development of digital extension modules, and strengthened collaboration between academic communities, administration and professional practice.

Inger Merethe Hansen, HSL

Innovative Supervision Teams (INVEI): A Pilot Project Using Generative Artificial Intelligence as Co Supervisor for Master’s Students in Nordic Literature

The project examines how generative AI can supplement traditional supervision for master’s students in Nordic literature. Through the development of innovative learning design, AI will function as a digital sparring partner. Expected outcomes include supervision protocols, experience reports, increased student engagement and independent learning. Results will be disseminated through reports and conferences.

Linda Hamrin Nesby, HSL

Developing a Module on Kven Food Culture as a Cultural Bridge to Strengthen Kven Cultural Competence

The project aims to develop a module on Kven food culture for teacher education and early childhood education programmes. Through practical teaching and digital resources, the module will promote knowledge of Kven culture, language and traditions. Expected outcomes include a digital module integrated into relevant study programmes from autumn 2026, increased cultural competence among students and staff, and publication of the module as a national educational resource.

Line Husjord, HSL

PULLMATE: Prompt Engineering for Self Reflective Use of Large Language Models as Intelligent Tutoring Systems in Project Organisation and Collaboration

This project explores the use of large language models (LLMs) as intelligent tutoring systems in project organisation and collaboration. The aim is to develop techniques for critical reflection and prompt engineering to support student learning. Expected outcomes include new teaching methods and learning materials, publication of scientific articles and learning resources, and increased student engagement and learning outcomes in project organisation.

Melania Borit, BFE

Online Chemistry

The project develops a fully digital 15 ECTS course package in chemistry for flexible education. The learning resources will also be used in regular courses. Expected outcomes include digital learning resources for three chemistry courses, increased accessibility for flexible education, and strengthened national collaboration on chemistry education.

Maarten Beerepoot, NT

Implementation of TeraVRi Virtual Learning Resources – Focusing on Organisation, Pedagogical Use of VR Equipment, and Integration in Academic Communities

The project aims to implement VR based learning resources from the TeraVRi project into health science programmes at UiT. The focus is on organisation, training, and anchoring within academic communities. Expected outcomes include adoption of TeraVRi resources in 5–10 study programmes, establishment of routines for VR equipment and learning labs, and increased digital competence among students and staff.

Rita Jentoft, Helsefak

MixMaster – Flexible Master’s Programme in Computer Science

This project seeks to establish a part time and flexible master’s programme in computer science at the Bodø campus. The programme combines digital teaching with in person sessions to accommodate students who are working. Expected outcomes include the establishment of a flexible master’s programme by 2026, increased student recruitment and completion rates, and improved learning environments and teaching methods.

Terje Fallmyr, IVT

The Brewing Process – Chemical Engineering in Practice for Narvik and Online

This project will offer the course AUT 2600 Brewing at the Narvik campus, focusing on chemical engineering and industrial aspects. The course will include practical laboratory assignments for both online and on campus students. Expected outcomes include establishing AUT 2600 as a permanent course in Narvik, increased student satisfaction, and further development of the course with online lectures and new equipment.

Tor Schive, IVT

Programme for Educational Quality 2024 was announced in February with a deadline of 14 April.

NOK 5 million was allocated to the scheme under UiT Talent, with each project eligible to receive between NOK 200,000 and NOK 600,000. The total amount applied for was approximately NOK 19 million, and 37 applications were submitted.

The 2024 call highlighted the following three thematic priorities:

1. Development of education tailored to the needs of industry and society in the North
2. Development of teaching and assessment methods for digital transformation
3. Development of education with a focus on diversity, tolerance, and an inclusive learning environment

Trainee – a scheme for work‑life relevance in engineering education

The project aims to strengthen connections between UiT’s engineering students and the labour market by promoting and expanding engineering placements in businesses across Northern Norway, as well as further developing placement courses and support materials for students, supervisors, and companies. The goal is to increase students’ confidence in their educational choices by providing real work experience and greater insight into potential career paths. The project also includes plans to establish placements as an attractive offering throughout UiT’s regions. This initiative is expected to strengthen the network between students, the faculty, and industry.

Endre Grimsbø, Faculty of Engineering Science and Technology, Department of Automation and Process Technology

MoDigE – Modular Digital Continuing Education Course

The project focuses on the development and implementation of a modular, fully digital and automated continuing education course in circuit analysis for the electrical engineering field, specifically tailored to companies and agencies in Northern Norway. It aims to utilise digital tools to create a pedagogically effective course centred on participants’ learning outcomes. The course includes lecture videos, assignments, digital assessments, and an equipment kit for home laboratories. Formative assessment will be used to give participants continuous feedback to support active learning and improvement. By the end of the project, an overview of the necessary processes for establishing and delivering future courses will be developed, which may also enhance the quality and relevance of courses offered to students at the Department of Electrical Engineering.

Annette Fossli Brustad, Faculty of Engineering Science and Technology, Department of Electrical Engineering

Development of an Online One‑Year Programme: Transitioning from Campus‑Based to Hybrid and Online Delivery

The project focuses on developing and implementing a one‑year online programme in economics with data science, inspired by experiences from a similar programme in Alta in business administration. The aim is to offer an equivalent learning experience accessible both online and on campus, meeting students’ need for greater flexibility and increasing the efficiency of teaching resources. The project will draw on lessons from Campus Alta to avoid common pitfalls in the transition to online education. Emphasis is placed on developing learning resources that can be used across study formats and campuses, leading to better resource utilisation and higher teaching quality. The project is expected to increase student recruitment, promote student‑active learning on campus, and improve learning outcomes for all students.

Eirik Eriksen Heen, Faculty of Biosciences, Fisheries and Economics, School of Business and Economics

E‑learning in Philosophy of Science, Research Methods and Research Design for Master’s Programmes at IHO

The project focuses on developing thematic digital e‑learning resources for master’s programmes at the Department of Health and Care Sciences (IHO). These micro‑modules will be integrated into existing courses related to philosophy of science, methodology, and research design, and combined with seminars and flipped classroom approaches to increase pedagogical flexibility and collaboration across study programmes. The project involves identifying overlapping learning outcomes, developing and testing digital learning resources through a pilot phase, followed by evaluation and adjustments based on feedback. The aim is to strengthen digital pedagogical competence among academic staff, produce high‑quality e‑learning, and harmonise methodological teaching across master’s programmes. Expected outcomes include increased student‑active learning, more efficient teaching, and improved resource sharing and co‑creation across the involved programmes.

Lars Øie, Faculty of Health Sciences, Department of Health and Care Sciences

DigIMe – Digitalising Intensive Teaching in Programming‑Heavy Master’s Courses

The project aims to digitalise two master’s courses in virtual reality, graphics, and animation in the Master’s Programme in Applied Computer Science at Campus Narvik. This pilot project seeks to develop digital teaching formats that provide the same learning outcomes and assessment methods as the existing campus‑based courses. The motivation is to make the programme more flexible and accessible to a wider group of students, particularly in light of decreased application numbers following the introduction of tuition fees and the growing demand for online studies in computer science. By adapting teaching to digital platforms, the project also responds to the need for creative approaches to programming‑heavy subjects that traditionally rely on physical workshops. The project is expected to increase recruitment and make the master’s programme accessible to more students nationally and internationally.

Tanita Fossli Brustad, Faculty of Engineering Science and Technology, Department of Computer Science and Computational Engineering

Language Mentor – Oral Norwegian Language Support for Pharmacy Students with Norwegian as a Second Language

The project focuses on developing a language mentor scheme for students with short residence in Norway (N2‑students) at UiT, with an emphasis on improving their oral Norwegian skills through targeted language training. These students, often in health‑related fields, encounter both academic and social challenges due to limited Norwegian proficiency. The scheme will involve master’s students from the same discipline as mentors, using interactive exercises to strengthen N2‑students’ language skills in relevant academic and practical situations. The pilot will be tested in the pharmacy programme over 10 weeks, with the aim of increasing engagement and completion rates among N2‑students. The results are expected to be sustainable and transferable across other study programmes at UiT.

Janne Erikke Mjelle, Faculty of Health Sciences, Department of Pharmacy

Learning to Learn: A Training Module for Student Mentors Supporting First‑Year Students’ Use of Effective Learning Strategies

This project aims to develop a training module for mentor coordinators to strengthen mentor support for first‑year students’ use of effective learning strategies. The module is based on successful pilot projects and will be designed and evaluated in collaboration with existing mentor programmes. The goal is to make the resources widely available after project completion. The primary target group is mentor coordinators, who will receive training that enables them to independently implement the module within their study programmes, with additional academic support from the First‑Year Experience Resource Team. The project also includes a partially funded position to provide the necessary training and follow‑up. Expected results include a functional training module in learning strategies and increased staff competence in learning support across UiT.

Rannveig Grøm Sæle, Faculty of Health Sciences, Department of Psychology

Medicinal Expertise Requires Digital Competence: Active Use of Digital Tools Throughout the Pharmacy Programme

The project focuses on strengthening digital competence and the use of data science in the pharmacy programme, inspired by collaboration through NordicPOP and best practices from, among others, the University of Copenhagen. The aim is to develop and integrate new teaching modules enabling pharmacy students to apply programming and digital tools to solve subject‑specific problems. These modules will be implemented in both bachelor’s and master’s programmes and will equip students with practical skills that meet modern demands for digital competence in an increasingly technology‑driven pharmaceutical sector. The project seeks funding to develop these modules and ensure a high‑quality and motivating learning experience. Expected outcomes include a significant strengthening of students’ ability to integrate and apply digital technology in their academic development and professional practice.

Kristian Svendsen, Faculty of Health Sciences, Department of Pharmacy

FlexIT: Flexible Informatics Courses

The project aims to digitalise and adapt existing courses to make them more accessible and scalable, accommodating a broader range of students, including those in continuing education. The work focuses on making teaching more flexible and accessible regardless of students’ geographical location or study schedule. The goal is to ensure relevance and high quality in teaching through digitally adapted learning materials and assessment forms that can be scaled for large student cohorts. This will be achieved through four work packages covering everything from digital material development to integrating courses into various study programmes. Ultimately, FlexIT will increase society’s access to ICT competences, particularly for students from diverse fields.

Anders Andersen, Faculty of Science and Technology, Department of Informatics

Avir – Adaptive Assessment in STEM Subjects

The project aims to develop and integrate adaptive assessment techniques in STEM subjects, particularly physics and chemistry. The goal is to increase teachers’ competence in adaptive assessment and to develop adaptive tests that personalise students’ learning experiences based on their individual needs and progression. The project also includes the development of two new continuing education courses in physics for teachers requiring upskilling. Through the use of adaptive assessment techniques and digital technology, the project seeks to improve educational quality and make learning resources more accessible and tailored for both current students and external participants. Expected outcomes include increased student engagement, improved learning effects, and wider adoption of adaptive learning methods in STEM education.

David Micheron, Faculty of Science and Technology, Department of Physics and Technology

Program for Educational Quality 2023 sparked significant interest within our academic communities. By the application deadline, 33 excellent and exciting applications had been received, demonstrating the substantial interest and commitment towards educational quality and the development of teaching practices at UiT. The total amount requested in the applications was just under NOK 15 000 000, while the available funds were limited to NOK 3 000 000. As a result, there was considerable competition for the funds. Out of the total 33 received applications, 7 projects were awarded funding. These projects are presented below.

Thematic direction 1: Integration of Sami and/or Kven cultural competence in study programs or the development of modules that incorporate Sami and/or Kven cultural competence.

1. "Psy-sam: Sami Cultural Competence in Psychology Education": The project aims to integrate Sami cultural competence and perspectives into mental health work and ensure that candidates have the necessary knowledge of Sami culture, history, and identity to effectively engage with Sami patients, users, or relatives as psychologists.

2. "Sami in Early Childhood Teacher Education": The project seeks to develop education in Northern Sami for students with a Sami language background and provide content on Sami language, culture, and multilingualism for other students.

3. "(Arctic)Encultured Knowledge": The project aims to create a teaching and research platform that utilizes the northern context and integrates Sami/Kven cultural competence into arts education.

Thematic Focus 2: Development of teaching and assessment methods for complex problem-solving (wicked problems).

 4. "Students' Experiences with Testing Artificial Intelligence for Enhanced Learning": The project will explore how AI can contribute to improving and transforming the learning experience by developing prototypes and proposals for various AI-based tools and services to enhance learning effectiveness.

 5. "AI-Based Tools in Education: Challenges, Possibilities, and Reflected Implementation (AI-EDU)": The project aims to develop an online training module for educators and two seminar modules focusing on the sustainable and ethical use of AI tools.

Thematic Focus 3: Integration of sustainability and/or internationalization in program and learning design.

6. "Internationalization in the Classroom – Sustainable, International Competence for First-Year Engineering Students": The project focuses on developing first-year engineering students' sustainable and international competence through active student methods, student projects, and collaboration with international students in the Norwegian study program.

7. "Teacher Education in New Cultural Contexts": The project is a collaborative effort between Norwegian and South African teacher education institutions, focusing on internationalization and cultural diversity. Its purpose is to create a documentary film for use in teaching, promoting reflection and knowledge about cultural encounters in the educational context.

A total of NOK 650,000 has been set aside in 2025 for this measure. The sum will cover speakers, joint gatherings, travel and courses. Further description to come.

• Applicants must have a permanent position at UiT as associate professor/first lecturer or professor/docent.
• Applicants must represent a strategically important topic or subject at UiT, be motivated for the task and have the potential to reach out nationally or internationally.
• Researchers must be able to write and speak fluent Norwegian and English.
• Ten researchers at UiT will be selected each year.

Application form coming.

• The program is announced once a year.
• The first application deadline is 15 November 2024.
• The participants will be selected by 1 December 2024.
• The first collection is mid-December 2024.

Pilot projects will support various types of innovation and are intended to capture innovative ideas from research groups. The projects will support early phase idea development so that you can check whether the idea is viable (for example Proof-of-concept before DOFI and for mapping of service needs). The projects will have a maximum duration of 6 months and you can apply for support of up to NOK 100 000. The type of innovation must be specified in the application form (product innovation, process innovation, service innovation, social innovation, other). The application must be approved by the faculty/department. It is expected that the pilot projects should result in the submission of DOFI,or clarification of the societal impact. 

Total funding: 1 000 000 NOK  

Deadline: Open, within the funding frame.

Application requirements: 

• The applicant must be academic staff at UiT (might be in team with students). 
• The project must be pre-start-up and cannot be directly linked to an existing company.
• Projects must be anchored institutionally, a faculty/department at UiT must support the project and approve the application. 
• The projects must start during 2025.

Assessment criteria (se template for more details): 

Excellence 

• Research results. 
• Degree of innovation. 

Impact 

• Value proposition and benefit to society. 
• Strategy for realisation.

Implementation 

• Project plan.  
• Management, team, and expertise. 

Funding can be allocated to: 

• Personnel costs for necessary activities for concept development
• Consulting services, external R&D services 
• Materials 
• Travel costs

Costs that do not fit to the above categories must be specified in the application, for approvement.    

What is NOT funded: 

Basic research, development costs for companies, development and marketing of existing products and services, communication activities.  

Administrative procedures: 

Processed continuously within the total framework. Allocation quarterly.. Application assessment is done administratively, if necessary, in consultation with the professional environment at UiT and TTO. Final decision by level 1/rectorate. 

Reporting:  

The project leader is responsible for implementation and final reporting after the project has been finished. 

Template for pilot projects

Main projects can have a maximum time frame of 18 months, and you can apply for support of up to NOK 375 000. The award may also trigger additional funding for support from Norinnova AS. The need must be discussed with Norinnova and described in the online form (nettskjema). This application type is primarily aimed at commercialization projects and requires a submitted DOFI and approval from the faculty/department. The same project can only receive support for the main project once.

Deadline: April 30th 2026. The application must be delivered via Nettskjema.

Application requirements:  

• The applicant must be academic staff at UiT and hold a ph.d. (might be in team with students). 
• Projects must be based on a DOFI submitted to UiT where UiT has claimed rights, the conformation letter(s) of submitted DOFI must be attached. 
• The project must be pre-start-up and cannot be linked to an existing company.
• Projects must be anchored institutionally, a faculty/department at UiT must support the project and approve the application. 
• The projects must start during 2026.

Assessment criteria: 

The assesment criteria are the same as the assessment criteria used by The Research Council of Norway for verification projects. 

You can apply for funding for: 

• Personnel costs for necessary activities for idea development  
• Consulting services, external R&D services 
• Materials 
• Travel costs

All costs that do not fit under the above categories must be specified in the application and approved. 

What is NOT funded: Fundamental research, development costs for companies, development and marketing of existing products and services, communication activities.   

Administrative procedures: The applications will be pre-ranked by representatives from UiT and Norinnova. «Strategisk utvalg for innovasjon» (SUI)  will thereafter give advice on the ranking of proposals. Decision is taken by level 1/rectorate. 

Reporting: The project leader is responsible for professional deliveries and for final reporting after the project has finished. The report must include how the funds have been used and a summary of the status of milestones. 

Template for main projects

UiT wants to facilitate increased innovation activity by contributing supplementary funding to externally funded innovation projects.  The funding shall be used for additional activities that support or build on the externally funded project, and not for partial funding of the externally funded project.  

Total funding: Total funds within this category will be a minimum of NOK 1 million per year. The amount may be higher, depending on the number of funded projects within the other categories. The amount of support will be assessed based on the size of the externally funded project, the need for supplementary support, and the available total funding.  

Deadline: 12.11.2026 at 13:00 (CET). The application must be delivered via Nettskjema.

Application requirements: 

• Ongoing UiT-leaded/coordinated projects that have been granted qualification- or verification projects from The Research Council of Norway or innovation grants from Horizon Europe (ERC PoC, EIC Pathfinder, EIC Transition and EIT KIC Actions) is eligible to apply.
• The project leader must be academic staff at UiT, and the support must be allocated to the project at UiT.

Assessment criteria: based on the external evaluation and the need for supplementary funding. 

Administrative procedures:  Relevant projects that have been granted external funding must apply for this supplementary funding by the deadline. SeFI processes the applications, and decision is taken by level 1/rectorate. 

What is funded: The funding must be used for independent additional activities that support or build on the externally funded project and will not support activities that are already covered.   

What is NOT funded: the support cannot be used as in-kind in the external application. 

Applications for supplementary funding must attach the external application and evaluation report.