Raising Awareness of Researchers-in-the-Making Toward Responsible Research and Innovation

Erik Fisher,Miklós Lukovics,Beáta Udvari,Nikoletta Nádas

doi:10.1007/s13132-019-00624-1

Erik Fisher, Miklós Lukovics + Show 2 more

Open Access

https://doi.org/10.1007/s13132-019-00624-1

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Abstract

Across the globe, research, development, and innovation (RDI) processes are operating at increasingly accelerated paces, promising rapid development and higher standards of living, but also increasing the likelihood of unintended, socially undesirable effects that inevitably attend progress. The notion of responsible research and innovation (RRI) has emerged in response to this dilemma, and the integration of RRI into daily RDI practices itself represents a considerable challenge. Integrating RRI concepts and practices at an early or even pre-career stage, before researchers fully develop their daily routines, could strengthen the assimilation of RRI into RDI more generally. Thus, in line with the emphasis of RRI on science education, how to integrate RRI aspects in the thinking of researchers-in-the-making before they start their active research carrier is an important but under-investigated question. In addition, the special features of Generation Z currently being in higher education suggest the use nontraditional tools in science education.Accordingly, this exploratory study asks how the RRI-awareness of researchers-in-the-making can be raised. We adapt the Socio-Technical Integration Research (STIR) method, which facilitates reflection on societal aspects during scientific research practices and decisions, to the context of science education. We test the introduction of STIR among researchers-in-the-making studying natural sciences at the University of Szeged (Hungary). Our findings suggest potential steps for science education on RRI with attention to the special needs Generation Z and facilitating their RRI awareness for their active researcher career.

Highlights

Nowadays, the need for research, development, and innovation is unquestionable: knowledge, technological change and innovation are necessary factors of economic growth (Dosi, Grazzi, & Moschella, 2015; Edquist, 2005; Khorseed, 2017), on the one hand, and they are causing large-scale changes and affect almost all aspects of life (Beck, 1992; Swierstra, 2013)
Can formal, classroom educational programs be supplemented by methods that have been shown to be effective among active researchers? This question takes on particular importance when we recognize that the current generation of the researchers-in-themaking (Generation Z) is the first one who socialized in a digital world, which potentially poses new challenges to the education system
We found that the methodological logic of Socio-Technical Integration Research (STIR) method seems to be a good solution, though it has been tested only among active researchers

Summary

Introduction

The need for research, development, and innovation is unquestionable: knowledge, technological change and innovation are necessary factors of economic growth (Dosi, Grazzi, & Moschella, 2015; Edquist, 2005; Khorseed, 2017), on the one hand, and they are causing large-scale changes and affect almost all aspects of life (Beck, 1992; Swierstra, 2013). Formal governance and regulation are not enough to mitigate these undesirable consequences: researchers and innovators have a role to play in reflecting on and anticipating the future effects of their research and development – both positive and negative social, ethical, and environmental – during their routine decision making practices (Owen et al, 2013). This logic draws the attention to what has recently been denoted responsible research and innovation (RRI), since it tries to reveal how researchers could make more conscious decisions. All these raise the question how the RRI awareness of researchers-in-the-making can be raised

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