Assoc. Prof. Mgr. Karel Kubíček, PhD

He works at the Department of Condensed Matter Physics at the Faculty of Science as an associate professor of biophysics. He completed his doctoral studies at the University of Florence. He also gained international experience as a postdoctoral researcher at the Max Planck Institute for Biophysical Chemistry in Göttingen and during a research stay at Johannes Kepler University Linz. He has received several awards for his scientific work, including the MUNI Scientist Award 2023 and a DAAD scholarship.

As Vice-Dean, you are responsible for external relations, internationalization, and knowledge transfer. What exactly do these areas entail?

People usually have a fairly clear idea of science or doctoral studies. My responsibilities cover several seemingly “smaller” areas that, however, strongly intersect and complement one another.

If we aim to be internationally competitive as a faculty, it makes sense that external relations would connect with internationalization.

In the case of technology transfer – which falls under knowledge transfer – there are three key areas that need optimization. One area is the external presentation of the faculty, which brings us back to external relations. Another is linking technology transfer with academic career development. At the same time, we must reconcile the academic environment with a business mindset, identify partners, and define how we envision technology transfer in practice.

What are your main priorities for this term?

Essentially, we want to present the Faculty of Science as a stimulating environment suitable for education, research, and cooperation with industry.

If we can conduct top-level research and possess the appropriate infrastructure, we will naturally become strong business partners. A university is perceived as the best possible environment for education when it is seen as a place where cutting-edge research meets the transfer of knowledge to students.

Creating a stimulating environment must be our central objective. On campus, we collaborate with the Faculty of Medicine, the Faculty of Sports Studies, CEITEC, and soon we will also collaborate with the Faculty of Pharmacy. Naturally, we also collaborate with other faculties across the university. In my view, this represents enormous potential that should be utilized to the fullest extent.

At the same time, I would like us to be as open as possible. We should agree internally on the direction we want to take and communicate it clearly externally. However, internally, we must remain highly self-critical – praise alone does not move us forward. Constructive criticism, on the other hand, is essential. If handled well, such discussions benefit everyone involved.

Lastly, demonstrating the value and societal relevance of science education is crucial. This education is applicable and transferable worldwide. Studying at the faculty creates networks, professional connections, and references. At the same time, students develop critical thinking skills, data literacy, and the ability to understand complex systems – essential competencies for addressing future global challenges.

The faculty not only transmits current knowledge but also teaches students how to generate new knowledge and navigate a rapidly evolving scientific and technological landscape. Graduates gain professional specialization, adaptability, and responsibility, which enables long-term success in an international environment. The university simultaneously serves as a stable intellectual and innovation hub for the region, connecting research, practice, and social responsibility.

What would you like to focus on in the coming year?

It may sound like a Masaryk-style cliché, but our ambition is, indeed, to replace good with better.

Systems function in a certain way and can continue operating successfully as they are. Alternatively, we can try to improve things by one or two percent every day – and over the course of a year, that effort compounds significantly: 1.01³⁶⁵ = 37.8, whereas 0.99³⁶⁵ = 0.026.

The university and faculty occupy a unique position because new people arrive every year – students, doctoral students, postdoctoral researchers, and colleagues – bringing fresh ideas. Many of them are in their twenties or early thirties and are capable of highly creative thinking. They are full of energy and motivation. Our task is to effectively work with that potential and make productive use of it.

You mentioned technology transfer. What do you see as the biggest challenge in this area?

If there is demand for services that the faculty can provide, we must communicate this clearly, for example, through our website. We must highlight the added value, know-how, and benefits that set us apart.

At the same time, we must respond to potential partners seeking collaboration within half a day, or at most within 24 hours. In academia, time perception in academia tends to be somewhat fluid, whereas business environments require quick results.

The faculty offers students numerous international internships and study stays. How would you like to further develop internationalization?

Mandatory international mobility for doctoral students is gradually being introduced, and significant progress has already been made. Internationalization is becoming a standard and a natural component of academic life.

The next step is to further structure partnerships and destinations so that they remain attractive both for our students, staff, incoming researchers, and visiting students. We want to see and continue developing active agreements and meaningful opportunities to study at high-quality partner institutions.

What would you like to see improved after your term ends?

I don’t think anything here is fundamentally wrong. However, for example, the Technology Transfer could benefit from a clearer self-presentation strategy. I would like interested partners to be able reach the right contact person in just a few clicks.

Institutions such as Oxford, Cambridge, Harvard provide valuable inspiration in this regard. We have strong expertise and excellent lecturers, as evidenced by the success of our students and alumni at these universities. We have many hardworking and highly capable people, and we should demonstrate just how good they are – people whom others want to learn from and collaborate with.

What do you consider your greatest personal challenge?

I have not yet worked in top management, although I am not particularly fond of that term in academia. I have served on academic senates and as a programme guarantor. Now, I have the opportunity to participate directly in faculty leadership.

The most appealing challenge for me is in presenting and implementing ideas. In my opinion, there are no bad ideas. The real skill, however, lies in convincing colleagues, inspiring them to support a good idea, and successfully putting it into practice.