Honeywell and BUT: A partnership shaping the future of aerospace technology

Throughout the year, representatives of leading companies meet with representatives of BUT, and thematic workshops have become a regular occurrence. One such event was a workshop focused on systems engineering, attended by faculty representatives, VZLU AEROSPACE, Thermo Fisher Scientific, and Honeywell. Among the key participants was Michal Závišek, Vice President of Technology Solutions for the EMEA region at Honeywell, highlighting the significance of the signed memorandum of cooperation in STEM fields.

The Brno branch of Honeywell employs approximately 1,000 people, 800 of whom are highly qualified engineers, and it holds a unique position – among other things, it is the only Honeywell branch worldwide that develops so-called black boxes for aircraft, devices that are key to aviation safety. In the following interview with Michal Závišek, a graduate of the Faculty of Electrical Engineering and Communication (FEEC) at BUT, you’ll learn about cooperation between a high-tech company and academia, the challenges in a changing world of aviation technologies, and the preparation of the next generation of engineers.

Can you introduce the Brno branch of Honeywell and the areas you focus on?

At Honeywell, I lead the engineering division. The largest part of our team is based in Brno, but we also have teams in Krakow, Italy, France, Switzerland, and the UK – our organization covers all of Europe. Brno is Honeywell’s largest research and innovation center in EMEA. The areas we focus on in Brno are primarily aerospace technologies. We also have a smaller engineering team working on industrial automation. However, the majority of our team is in the aerospace division.

One of our key areas is so-called flight controls. In Czech, this term can be misleading – it doesn’t refer to an institution that controls aircraft in the sky, but to systems that allow for the direct control of a given aircraft. The process begins with the control stick, continues to a computer that evaluates pilot input regarding the aircraft's position and speed, and then the information is sent to control surfaces, where actuators move these surfaces. Our engineers primarily design the control computer software and, more recently, also the actuators – so we are essentially designing the entire system covering all these functions. However, this team makes up only about one-eighth of the total 800 people.

Honeywell is one of the major suppliers of black boxes. Are these designed exclusively in Brno for the entire Honeywell?

Yes, this is one of the products whose complete design has been transferred here to Brno. We are fully responsible for the development of this product across all of Honeywell. A large portion of Boeings and many Airbuses fly with our black boxes. A critical feature of black boxes is that they must survive all conditions during a crash, enable timely recovery, and ensure reliable data retrieval. The product was standardized long ago, but new requirements are still emerging. For example, flights are becoming longer, so black boxes must be capable of recording data for much longer durations. We now supply a new recorder that meets this requirement.

Another area of innovation concerns better access to data. There have been cases in aviation where the recorder was never found – for example, the disappearance of the Malaysian flight over the Indian Ocean, or the long search for the black box after the Air France crash between South America and Paris. These incidents led to a search for ways to improve access to flight data. We already have ideas on how to implement this.

Your career at Honeywell is impressive – from systems engineer to Vice President for the EMEA region. At the Faculty of Electrical Engineering and Communication (FEEC), you studied biomedical engineering, which seems quite distant from the aviation industry.

My educational path was a bit winding (laughs). Against my parents’ wishes, I enrolled in a vocational program and trained as a car mechanic. But once I started working, I realized it wasn’t what I had imagined. I returned to the second year of an automotive technical high school and finished my diploma. During my studies, I realized I wanted to continue my education. In the end, it was the right lesson my parents allowed me to learn.

After high school, I aimed to study computer science at BUT. Under the system at that time, all students started at FEEC and after the first semester were divided into two specializations based on academic performance. I didn’t make it into computer science – and I think that was a good thing, because during my further studies at FEEC I discovered the field of medical imaging systems. That matched my long-standing interest in imaging technologies such as infrared cameras or X-rays. I used to study those topics with fascination in the ABC magazine. At home, I experimented with connecting various devices and systems. I was naturally drawn to biomedicine and deeply interested in it. I subsequently completed all available courses in medical imaging systems under Associate Professor Aleš Drastich.

As part of my biomedical studies, I took signal processing courses led by Professor Jiří Jan, where we worked mainly in Simulink, a MATLAB extension. This area suited me very well. When I decided to continue in a PhD program under Associate Professor Drastich to further develop my MATLAB Simulink knowledge, I envisioned joining a company that produced medical imaging equipment.

However, at that time, the only real option in the Czech Republic was to work as an application engineer, which mainly involved installing those systems. That didn’t align with my career expectations. The turning point came when a colleague who had joined Honeywell told me about working with Simulink. At that moment, I knew I had found the ideal direction. I thought to myself – this is exactly the field I know and enjoy.

Moreover, I found out that working at Honeywell involved developing complex systems, which was exactly what I wanted to do. After joining the company, I gradually deepened my knowledge of aviation technologies and even obtained a pilot's license to better understand the broader context.

So, for you, the transition from biomedical engineering to aviation was smooth. Wasn’t studying such an apparently unrelated field a barrier?

For me, the bridge was precisely the tools we used – especially Simulink, which I knew thoroughly from FEEC. We used MATLAB or Simulink for most school projects. Both medical and aviation systems are complex and rely on sophisticated physics. At BUT, we worked with technologies like tomography or MRI and tried to understand their principles. In aviation, there are redundancy systems that are similarly complex.

Honeywell understands well that retraining for aviation is quite demanding and costly. Practically right after joining, I went to the U.S. for two months. I had three mentors who worked with me daily and showed me how everything worked. That’s also where I got my pilot’s license. The team included many aviation enthusiasts and even active pilots. It’s an attractive field that draws you in easily. A little curiosity is all it takes, and I was happy to learn the new things.

After three to four years at Honeywell, the company launched a special training program that I joined. It was the Applications Academy, which I attended for three years. It’s essentially a systems engineering academy. Each year, three people from each Honeywell branch were sent to Phoenix, where the Aerospace division is headquartered. Every morning, we had four hours of instruction in a particular area of systems engineering, and in the afternoon we worked on real projects. That experience pushed me the most professionally.

To this day, I draw from that experience. You understood the full breadth of aviation technology, we were right at the center of aviation testing, spent a lot of time in hangars and aircraft. We also met with all the senior design people and learned directly from them how and why things are done a certain way – this experience was absolutely irreplaceable.

I assume you must really value Honeywell as an employer for such an opportunity.

Absolutely. This is not a typical investment in an employee. I’m very grateful I got the opportunity. Today, we already have similar testing centers at our branches, including Brno, where we even have our own test aircraft. We also have experienced senior engineers here who pass on their knowledge and systematically train new employees. Still, we continue sending our engineers to Phoenix and encourage them to get their pilot licenses, which is one of the benefits we offer here in the Czech Republic as well.

Do you personally have the opportunity to meet with new employees or interns joining Honeywell?

Whenever possible, I try to. I meet newcomers during the so-called induction program on their very first day at the company. When I’m in Brno and available, I’m happy to be present. A community called "Honey" has spontaneously formed here, bringing together about 50 people, mostly newcomers and interns who meet regularly. One of their activities is "Meet the Leader" – the meeting can be a themed session or an "Ask me anything" style event. The fact that the initiative arose spontaneously is something I really like, and I think it works very well.

If I may say so, what big companies are truly good at is talent care. We really strive to ensure that good people don’t leave and that they can build a long-term career with us. Since we already have a significant number of interns, we regularly meet with their managers to discuss how they’re doing, whether the person is working on something they enjoy, or where they’d like to grow professionally. Often, a newcomer starts in one position and later finds out it doesn’t suit them as much. We also aim to ensure that the conversion rate from intern to full-time employee is as successful as possible.

So, would you say that today’s intern or graduate is prepared for work in a high-tech company?

It can’t be generalized, but we have very good experiences with graduates from BUT. The reason I participated in the System Engineering workshop organized by the BUT Rector’s Office in March was precisely systems engineering, which I’ve mentioned several times. Together with the university leadership, we’re trying to find ways to better prepare graduates for this discipline.

When you look at the makeup of our interns – out of the nearly fifty we currently have, most are from BUT. The largest share comes from FEEC, then FIT and FME, and we also have one student from the Faculty of Business and Management. The purpose of the collaboration with BUT is to find ways to prepare students for systems engineering. It doesn’t have to be limited to aviation. The principles are the same across fields – a professional must be able to analyze requirements, develop system solutions, implement new technologies, and ensure the safety and reliability of systems.

Graduate readiness is very good. Most of our hiring still comes from local universities. However, we need more of these graduates overall. The number of graduates in STEM fields should increase across the board.

Would you have a challenge for BUT – what skills should we develop more in our students to better meet the needs of high-tech companies?

For us, systems engineering and interdisciplinarity are key areas – one third of our engineers fall into this category. Such a comprehensive field practically doesn’t exist at universities. Our systems engineers come from various disciplines and faculties, but what one has to learn on the journey to becoming a systems engineer is something extra. They must understand broader contexts and be able to translate them into a design that doesn't relate only to software, hardware, or mechanics – it’s about creating systems that work together and form a larger whole. We are trying to communicate with the rector and deans about strengthening these competencies and developing systems thinking in students. We would be happy to offer our cooperation in this regard.

In addition, it is increasingly important that a person possesses not only technical knowledge (hard skills) but also soft skills – the ability to communicate with other team members during design and to work on projects that require collaboration with colleagues. We practically don’t have any projects done by a single person. All our projects involve dozens of people, often from different branches. The ability to coordinate across cultures and time zones may sound trivial, but it’s actually very challenging. BUT produces good candidates with the potential to become systems engineers, and we help them actually become one.

What do you see as strengths of today’s young people?

Definitely their willingness to travel abroad and their overall openness. Both you and I grew up under the old regime and experienced the transition – from communism to a free society. Today's students have only grown up in a free environment, which shows in their greater self-confidence and better awareness of what they want from their careers. They also have a stronger ability to express and stand by their opinions – they’re clearly better at this than we were.

On the other hand, they don’t have the same career ambitions we had, so we need to work with them differently. For the current generation, finding a better work-life balance is significantly more important.

Do you have any advice for students who would like to experience similar career growth as you have?

What helped me the most was traveling abroad. At every decision point in my life, going abroad played a role. Whether it was during high school, working on a farm in the Netherlands, or during university, spending summers doing seasonal work in the U.S. – it always helped me improve my English and understand other cultures.

Any stay abroad opens your horizons and gives you valuable perspective. Plus, you’re forced to rely on a foreign language. I’m not necessarily a fan of the Erasmus program, which I personally never took part in, but I definitely recommend that everyone travels and experiences a different culture. Make the most of the opportunities you’re offered as students.

Another recommendation I have is to definitely finish your university degree. From my experience, the most valuable part of university is the diploma thesis – a well-chosen topic and good supervision give you the chance to practically apply your knowledge. It also forces you to understand a complex technical problem. So don’t give up! Even if you already have a job, definitely complete your engineering studies!

What do you think needs to happen in society to increase interest in STEM fields? According to STEM project research, the key period is the transition from elementary to secondary school. At this point, girls’ interest in technology drops dramatically, while for boys the decline is smaller but still present. What do you think is the key to changing this situation for the better?

At Honeywell, we are aware of this problem, which is why we have the Honeywell for Schools program, through which we welcome children from the first stage of elementary school. We prepare a full-day program for them, during which we try to give them a positive experience with technology. Our goal is to spark an interest in technical fields at an early age.

Now, speaking more from the perspective of a parent – I see the biggest obstacle as children's fear of math. We need to find a way to make math more appealing and remove its “scary” label. All of us working in technical fields know that math is simply essential. So the key is to de-demonize math and its complexity. Recently, we looked into this more deeply with Tomáš Szaszi (Director of Strategy and Innovation for the EMEA region at Honeywell). According to the STEM project survey, one of the reasons children avoid math is simply “it’s hard.” At the Systems Engineeringworkshop, we discussed whether the Hejného method might be a solution. Personally, I think this method is primarily an attempt to make math more fun for children.

From my point of view, we need to create a teaching model in which math naturally interweaves with Czech language, physics, and other subjects. When today’s teenager is given an equation, they can solve it. But when presented with a word problem where they must formulate the equation themselves, they often can’t identify the necessary data in the text. It is essential to teach students how to work with information and translate real-world data into mathematical language. Without this skill, they cannot be successful in technical fields long-term.

Some change in education is inevitable if our graduates are to remain globally competitive. Countries like China and India are advancing rapidly in this area, as they produce large numbers of technically educated individuals. In Asia, the teaching style is different – more based on rote learning – which isn’t transferable to European conditions, and I’m not holding it up as a model. But it’s a reality we must be aware of and we must find ways to compete effectively with this trend in Europe.

Honeywell has won two major Clean Aviation program projects worth almost CZK 5 billion. To what extent are interns and recent graduates involved in these projects?

These are the NEWBORN and TheMa4HERA projects. Almost all the work on them is done here in Brno, with some contributions from our colleagues in Krakow. Since we built this team from scratch just two years ago, recent graduates are certainly involved in the projects. In total, around 70 scientists and engineers are working on them. In 2023 alone, we hired 160 new employees into the aerospace division, and most of those positions were filled by university graduates.

Honeywell is also working on hydrogen propulsion. That sounds like a distant future, but in your opinion, when could this technology become commercially available?

That’s a very good question. This area falls under our NEWBORN project. The answer depends on whom you ask. There is still a business case for hydrogen propulsion, particularly for mid-range aircraft. If we want to solve the carbon footprint problem, fuel cells are one of the few viable solutions. I’m talking about distances too long for battery-powered flight, while synthetic fuels are still a long way off. For this transition period, hydrogen propulsion in regional air transport will be one of the few alternatives.

On the other hand, this technology is extremely complex to operate in an aircraft. You must be able to transport large amounts of hydrogen, which needs constant monitoring. Furthermore, the system generates a significant amount of heat during operation, which must be efficiently managed. So, my answer is that we’re still about 10 years away from routine operation of hydrogen-powered aircraft.

Returning to the support of STEM fields in children – may I ask: will your children study technology?

I think we’re still postponing that decision a bit. As we discussed earlier, math is such a deterrent for many that, honestly, I don’t have a clear idea. From personal experience, I can say that this decision doesn’t have to come early. I myself changed direction several times, even though not radically between humanities and technical fields. I want to give my children the opportunity to travel as part of their education, to have a bit more freedom, and to be able to adjust their high school programs in the second half to suit their interests and better prepare for university.

Source: Faculty of Electrical Engineering and Communication

---

Published	2025-07-29 10:05
Link	https://www.vut.cz/en/alumni/f38144/d297791