Abstract
Responsible Research and Innovation (RRI) is a way to promote ethical and socially desirable research. The concept of RRI has recently become more important. Public research funders have embedded RRI principles in their policies and now it is time for higher education institutions to embrace this principles as well. With this in mind, the following editorial summarizes the work that has been done so far to integrate RRI principles into higher education. Since teaching RRI is one of the key activities to implement its principles in higher education, our focus will be also be on how to successfully deliver the teaching of responsible research. Finally, an overview of the major problems that the implementation of RRI in higher education encounters and possible suggestions will be discussed. These are important questions to be asked from the perspective of the ORBIT project, which aims to foster a culture of RRI in the UK ICT research community. Ensuring that RRI is adequately covered is a necessary condition of success for this culture shift.
Highlights
In recent years the concept of Responsible Research and Innovation (RRI) has gained wider importance, especially as increased attention has been given to the importance of RRI in dealing with societal and global challenges (Mejlgaard et al, 2018)
Responsible Research and Innovation (RRI) is a way to address these problems and research funders such as EPSRC in the UK and the European Union are incorporating its principles in their policies
To embed RRI in higher education institutions is a priority as those institutions are training the future researchers and developers
Summary
In recent years the concept of Responsible Research and Innovation (RRI) has gained wider importance, especially as increased attention has been given to the importance of RRI in dealing with societal and global challenges (Mejlgaard et al, 2018). The most referred to definition is the one of von Schonberg (2011), who defines RRI as “a transparent, interactive process by which societal actors and innovators become mutually responsive to each other with a view on the (ethical) acceptability, sustainability and societal desirability of the innovation process and its marketable products (in order to allow a proper embedding of scientific and technological advances in our society)”. This view of RRI has been shaping the current research and innovation landscape. This editorial presents a short summary of the work that has been done to implement the teaching of RRI in higher education institutions
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