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SummaryReportonPolicyforRewardingResponsibleResearchandInnovationthroughacademiccurriculainHigher
Education
Deliverable5.1
EmmaMcKenna
Queen’sUniversityBelfast
June30,2016
Contact:[email protected]
ThisprojecthasreceivedfundingfromtheEuropeanUnion’sHorizon2020
researchandinnovationprogrammeundergrantagreementno665759
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1.0 Introduction
Thispaper1setouttoexaminehowandwherepeopleworkinginhighereducationmight, at a policy level, be encouraged to implement Responsible Research andInnovation(RRI)intheircurricula.ItfindsthatwhilstRRIhasnotbeendevelopedasaconceptforhighereducationcurricula,thereisthepotentialtobuildconnections.ThesepotentialconnectionsareexploredinthecontextofScienceShops.
ResponsibleResearchand Innovation isacrosscutting theme inHorizon2020andkey policy area for European Research. It is still a relatively new concept, albeitstemming from a much longer standing policy drive towards the integration ofdifferentvoicesintheresearchprocess. TheEnhancingResponsibleResearchandInnovationthroughCurriculainHigherEducation(EnRRICH)projecthasbeenfundedbytheEuropeanCommissiontoexaminethepotentialforlinkingtheconceptofRRIfromhighereducationresearchintohighereducationcurricula.Wearedoingthisina range of different ways, from developing learning competencies for RRI, togatheringandsharingmodelsofgoodpracticeofRRI inhighereducationcurricula,developing a Community of Practice and supporting and trailing new methods.Furtherinformationisavailablefromwww.enrrich.eu
This paper begins to set out how RRI might be relevant to policymakers with aninterest inhighereducationcurriculadevelopment. InthefirstsectiontheconceptofRRIisdefined,thenthereisabriefdiscussionofthepurposesofHigherEducationandofgapsidentifiedbyhighereducationalpolicymakers,whichRRImightaddress.Some examples of related policy are also given in Table 2. The fourth sectionexplores Science Shops2 as onemechanism forbringing togetherhigher educationresearch and teachingwith serving the needs of civil society organisations (CSOs)andidentifiessynergies,whilsttheconclusionoffersquestionsforconsideration.
2.0 ResponsibleResearchandInnovation
On behalf of EnRRICH, Tassone and Eppink (2016) have developed a workingdefinitionofRRIinhighereducationcurricula:
‘Fostering RRI in higher education curricula is about equipping learners tocare for the future by means of responsive stewardship of scientific andinnovation practices that address the grand challenges of our time in acollaborative, ethical, sustainable and socially desirable way’ (Tassone andEppink,2016:9)
Thisdefinitionbrings togetherkey concernsand synergiesbetweeneducationandRRI as identified in the discussion below. Shared areas of concern includeengagementwithwidersocietyinacollaborativeandsociallydesirableway,afocus
1ThispaperisanoutputfromtheEnhancingResponsibleResearchthroughCurriculainHigherEducation(EnRRICH)Projectwhichhasreceived€1.5mfromtheEuropeanUnion’sHorizon2020researchandinnovationprogrammeinthecontextofmakingscienceeducationandcareersmoreattractivetoyoungpeople.undergrantagreementno6657592ScienceShopsandsimilarentitiesrespondtotheresearchneedsofCivilSocietyOrganisations(CSOs)byofferingindependent,participatoryresearchsupport.ScienceShopsareoften,butnotalways,linkedtoorbasedinuniversities,whereresearchisdonebystudentsaspartoftheircurriculum.TheEnRRICHconsortiumismadeupofestablishedandnewScienceShopsthroughoutEuropeandhasbeenfundedtoexaminethepotentialforRRItobeenhancedinacademiccurriculausingScienceShopmethodsofparticipatoryresearchwithCSOs.
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oncaringforthefutureandsustainabilityandtheimportanceofequippinglearnersand building skills. The definition is a working onewith the possibility of furtherarticulation as the project progresses – indeed the very concept of RRI is still anemerging area and that there are multiple ways of conceptualizing andimplementingitandthisisasubjectofcontinueddiscussionmoregenerally.
Responsible Research and Innovation (RRI) is the latest iteration of the EuropeanUnion’s determination to bridge the gap between the scientific community andsocietyat large. This approachencourages research,which is co-createdamongstdifferent stakeholders from the outset and can therefore work more effectivelytowardssolvingtheGrandSocietalChallenges3.
‘Responsible Research and Innovation (RRI) implies that societal actors(researchers, citizens, policy makers, business, third sector organisations,etc.) work together during the whole research and innovation process inorder to better align both the process and its outcomes with the values,needsandexpectationsofsociety’(EuropeanCommission,2016a)
In order to support the development of the concept, the RRI Tools project wasfunded under the Seventh Framework Programmewith a goal of empowering allactors to contribute to the Responsible Research and Innovation initiative (seewww.rri-tools.eu).RRIrequiresnewandinnovativewaysofthinkingaboutresearch,notjustbyresearchersthemselves,butalsobywidersociety.
Widersocietystakeholdersmight includepolicymakers(includingfundingagencies,regulators,andexecutive);business/industryrepresentatives;CSOs;researchersandinnovators;andtheeducationcommunity(Smallmanetal,2015).IntermsofboththeEnRRICHprojectandScienceShopsmoregenerally,thefocusishereontheCSOsectorinparticular.
Inthisunderstanding,researchisverylikelytorequireinterdisciplinaryapproaches.Figure 1 overleaf shows the RRI keys and Process Requirements which are listedbelow.
3TheEuropeanUnionhasidentifiedsevensocietalchallengeswhichareattheheartoftheirHorizon2020researchfundingprogramme.Formoreinformationseehttps://ec.europa.eu/programmes/horizon2020/en/h2020-section/societal-challenges#Article
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Figure1:RRIKeysandProcessRequirements(reproducedfromKlassenetal,2015:9)
The European Commission initially identified five key issues relevant to theimplementationofRRI–PublicEngagement,ScienceEducation,Ethics,OpenAccess,GenderEquality,withafurtherkeyofGovernancebeingaddedatalaterstage.TheRRI tools project has re-conceptualised these keys as policy agendas and has alsoidentified four research process requirements for RRI: Diversity and Inclusion;Openness and Transparency; Anticipation and Reflexivity; and Responsiveness andAdaptive change (Klassen et al, 2014; 2015). Klassen et al also propose threeoutcomesofRRI. Most relevanthereare learningoutcomes–which suggest thatRRI should lead to empowered responsible actors across the whole range of oursocio-technicalsystems.Otheroutcomesincluderesearchandinnovationoutcomesandsolutionstosocietalchallenges.
ThesepolicyagendasandprocessesareguidelinestohelpimplementandevaluateRRI in research processes and outcomes and should not be treated as a tick boxexercisebutratherasadifferentwayofthinkingaboutresearch(Klassenetal,2014;2015).ThisconceptualizationofRRIimpliestheneedtoensurethatallactorsinthebroad research and innovation ecosystem are skilled to participate in researchprocesses-bothresearchersandfutureprofessionalsofalltypes.
This suggestion that futureprofessionals of all types need todevelop skills forRRIhas implications for European higher education policy, particularly in the field ofcurriculadevelopment. Howthese implicationsconnect to thepurposesofhighereducationandEuropeanHigherEducationPolicyisexploredinthenextsection.
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3.0 PurposesofHigherEducation
TheCouncilforEuropeidentifiedfourmainpurposesofEuropeanhighereducation:preparing students for the labour market; preparing students for life as activecitizens in a democratic society; personal development of students; anddevelopment and maintenance of a broad, advanced knowledge base (Bergen,2005).All fourpurposesare interlinkedalthoughthefirst threeespecially focusonthestudentandthefourth ismoredirectly linkedtosociety.Thisapproacharguesthat the needs of students and society should be central in higher educationalprogrammes,andwasusedbytheBolognaWorkingGroupin2005indesigningwhatbecame known as the Bologna process of reform in Higher Education (BolognaWorkingGrouponQualificationsFramework2005).TheEuropeanHigherEducationArea (EHEA) points to generic expected outcomes of European study programs,withineachofthemainthreecycles-Bachelor,MasterandDoctorate.Withineachcycle, some genericqualification descriptors are outlined (BolognaWorkingGroupon Qualifications Frameworks, 2005). These are known as theDublin DescriptorsandtheirrelationshiptoRRIandScienceShopswillbediscussedfurther insection4.0.
Whilst the Purposes of Higher Education predate the concept of RRI by aconsiderable amount of time, it is possible to identify key concepts, which canconnect.AccordingtoTassoneandEppink(2016)RRIspeakstothefourpurposesofhighereducation,asillustratedinthetablebelow.
Figure 2: Purposes of European Higher Education through the lens of RRI (Tassone andEppink,2016)
HigherEducationPurpose HowRRIlinksPreparingstudentsforthelabourmarket
RRIcancontributetothisprocessbyfosteringstudentsproblemsolving,researchandinnovationcapacities,relatedtoaddressingsocietalchallengesinaresponsibleway
Preparingstudentsforlifeasactivecitizensinademocraticsociety
RRIcancontributetothisprocessbypreparingstudentstobeinclusive,todevelopsocialvalues,asenseofcareandstewardship,andtobeactivecitizens
Encouragingpersonaldevelopmentforstudents
RRIcancontributetothisprocessbyencouragingreflexivityaboutpersonalattitudes,assumptionsandcommitmentsandbyfosteringexperimentationwithnewwaysofdoingandbeing.
Maintenanceofabroad,advancedknowledgebase
RRIcancontributetothisprocessbybridgingscienceandsocietyandbyequippingstudentstodevelopthecapacitiesforadvancingknowledgeandinnovationinsociety
ForfurtherdiscussiononthedevelopmentoflearningcompetenciestosupportRRIseeTassoneandEppink(2016).HowevermostnoteworthyhereisthatitisclearthatRRI approaches and educational policy agendas can be connected via the corecompetenciesandlearningoutcomestheyaimforinfuturecitizensandknowledgeworkers,aswillbediscussedinthenextsection.
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3.1 EuropeanPolicyContextforCurriculaDevelopmentinHigherEducation
TheEuropeanUnion’seducationstrategySupportingGrowthandJobs–anagendafor the modernisation of Europe’s higher education systems (known as ET2020)arguesthatEuropeanhighereducationisnotfulfillingitspotentialtocontributetoEuropean society and to Europe’s prosperity (European Commission, 2011:2). Itnotes that there is an increasing requirement for knowledge workers and thatresearchertrainingshouldbebetteralignedwiththeneedsofknowledge-intensivelabourmarkets.Howevercurriculaareoftenslowtorespondtochangingneedsinthe wider economy (European Commission, 2011:7). Policy issues identified formemberstates includetheneedto ‘stimulatethedevelopmentofentrepreneurial,creativeandinnovationskills…andpromoteinnovationinhighereducationthroughmore interactive learning environments and strengthened knowledge transferinfrastructure’. It also asks Higher Education Institutions (HEIs) to ‘encouragepartnership and cooperation with business as a core activity.’ The EuropeanCommission(2011:8)alsosuggeststheneedto‘promotethesystemicinvolvementofHEIsinthedevelopmentofintegratedlocalandregionaldevelopmentplans.’
ET2020 identifies the ‘knowledge triangle’ as a way of linking higher education,researchandbusinessinpursuitofexcellenceandregionaldevelopment.Howeveritarguesthat‘thecapacityofHEIstointegrateresearchresultsandinnovativepracticeintotheeducationaloffer,andtoexploitthepotentialformarketableproductsandservices,remainsweak’(EuropeanCommission,2011:7).Toaddressthisgap,theEUHigh-LevelgroupontheModernisationofHigherEducationrecommendsthat‘HEIsshould introduce and promote cross-, trans- and inter-disciplinary approaches toteaching, learning and assessment, helping students develop their breadth ofunderstandingandentrepreneurialand innovativemindsets’ (2013:66).Thesharedgoalisanchoringeducationintheknowledgetriangle(EuropeanCommission,2011:10). Modernisation implies synergies between teaching, research and innovation,linking HEIs and local communities and regions, and innovative approaches toimprove the relevance of curricula, including innovative and active pedagogies,basedonparticipatoryandprojectbasedmethods(OfficialJournaloftheEuropeanUnion2015).
Morerecently,theroleofeducationasakeycomponentin‘fosteringinclusionandequality,cultivatingmutualrespectandembeddingfundamentalvalues inanopenand democratic society’ was highlighted in response to incidences of violentextremismatthestartof2015(OfficialJournaloftheEuropeanUnion,2015:2).TheCouncil of Europe (2016) is currently developing a Reference Framework ofCompetences for Democratic Culture, which can be used in higher educationthroughoutEuropeaswellasinnationalcurriculaandteaching,andmayoffersomeusefulsuggestionsfortheintegrationofdemocraticvaluesandactivecitizenship.
3.2 Nationallevelandinstitutionallevelpolicy
A scan of education policies at institutional and national level by consortiummembers indicated a focus on employability, skills and economic development(O’Mahonyetal,2015).RRIwasnotreferredtoanywhere.Someexamplesofpolicywhich has the potential to reward RRI practices are given in figure 3 below,
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particularly those connected to community based learning, community basedresearch and responding to the needs of society. Further research is needed toexamine implementation and evaluation of these policies in terms of for exampleuniversityrankingsystemsorpromotionorprogressionroutes.
Figure3:PoliciestosupportRRIapproachesinHigherEducation
Nationalpolicies
• Germany has developed aMemorandum for Social Responsibility in HEIs with anemphasisoncommunitybasedlearning.
• Theengagementbystaffofstudents incommunitybasedresearchprojectsrelatesto many of the key elements of the Higher Education Academy’s framework forembeddingemployabilityinHigherEducationintheUK(ColeandTibbey,2013)
• Ireland’s mission based performance compacts set out individual indicators ofsuccess for all the HEIs, and requires the identification of targets for “Enhancedengagement with enterprise and the community and embedded knowledgeexchange”(HigherEducationAuthority,2013:19).
Institutionalandprofessionalqualityreviewprocesses
• TheQuality Code Flanders specifies that the involvement of external stakeholdershelpsdemonstrate thequalityofaprogrammeandrequires that theprogramme’scurriculumisrelevanttosociety(NVAO,2015).
• TheUniversityofVechtahasdevelopeditsowncompetencyframeworkrelatingtoTeaching and Learning, and it identifies active citizenship/public engagement as akeyoutcomeofuniversityeducation(UniversitätVechta,2014).
• The Quality and Qualifications Ireland (QQI) office recommends involvement incommunity campus partnerships and community engaged research as a way topromote greater collaboration between education and training providers and thewidercommunity(QualityandQualificationsIreland,2014).
• The Quality Assurance descriptors for many student programmes and skillstatementsoftenreferenceprofessionalresponsibility,integrityandethics.Insomecases these also emphasise social responsibility, e.g. UK Quality Code for HigherEducationPartA(HigherEducationAcademy,2016).
• EngineersIreland(2014:21)citehighethicalstandards,theresponsibilitiesoftheengineeringprofessiontowardspeopleandtheenvironmentand‘theabilitytocommunicateeffectivelyonspecialisedengineeringactivitieswithsocietyatlargeastwooftheir7criteria
• In Wageningen University (WU), Vrije Universiteit Brussel (VUB) and Queen’sUniversityBelfast(QUB)arequirementtoconsidertheneedsofsocietyisspecificallymentionedinstaffpromotioncriteria(informationsuppliedbyEnRRICHpartners).
InternationalPrize
• TheMacJannetPrizeforGlobalCitizenshipwasestablishedbytheTalloiresnetworkand recognises exceptional student community engagement activities amongst itsmembers.
Note:allexamplesarefromO’Mahonyetal,2015
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4.0 BringingRRIintohighereducationcurriculathroughScienceShops
AScienceShopprovidesindependent,participatoryresearchsupportinresponsetoconcernsexperiencedbycivilsociety(LivingKnowledge,2016).FokkinkandMulder(2004)provideanoutlineofhowScienceShops(andsimilarentities,whichmayhavedifferentnames)workandhowtheycanhelptomoderniseacademiccurricula.Tosummarise their description, Science Shops combine research and teaching withengagementwithsociety.ScienceShopsworkinthemaininsideHEIS.TheyfocusonworkingwithCivilSocietyOrganisations(CSOs),discussingtheirresearchneedsandreframingthemasacademicresearchprojects,whichmaythenbedirectedtowardsdisciplinary research areas. Students, under supervision of an academic, thenperform the research, almost always as part of their academic curricula. Theresearchoutputisnormallyareport(orotherproduct)whichissharedwiththeCSOpartner. As part of carrying out a Science Shop project, students learn to usedisciplinary knowledge and more generic transferable professional skills such asengagement with stakeholders, communication with non-specialists; reflection ontheuseofscientificknowledgeinsocietalproblemsetting;andresearchincontext,fromdefinitiontoimplementationofresults,workinginamulti-disciplinarycontext(FokkinkandMulder,2004).
ThisfocusontheCSOsectorisattheheartofScienceShops. TherationaleisthatCSOs are often underserved by university research agendas. As Steinhaus andMcKenna(2014)note,‘researchfundingpolicytosupportappliedresearchisoftenrelatedtoincomegenerationratherthanresearchwithandforsociety’andthiscanhaveanegativeimpactontheparticipationofCSOorganisations.VonSydow(2013)argues that ‘civil society…is an essential pillar of democracy.’ Both of theseargumentsbuildagoodcaseforintegratingCSOresearchintoacademiccurricula.
AccordingtotheEngage2020project(2014),ScienceShopprojectscancontributeinall three cycles of the Bologna Process. At undergraduate/bachelor level projectshelpwith descriptors ongathering and interpreting relevant data, communicatinginformation,ideas,problemsandsolutionsandskillsneededtostudyfurtherwithahigh level of autonomy. At masters level they can contribute to problem solvingabilities [applied] in new or unfamiliar environments within broader (ormultidisciplinary)contexts,theabilitytointegrateknowledgeandhandlecomplexity,formulate judgements with incomplete data, communicating conclusions and theunderpinningknowledgeandrationale(restrictedscope)tonon-specialistaudiences,and the ability to study in a manner that may be largely self-directed orautonomous.At PhD level, a graduate should be able to do critical analysis,evaluationandsynthesisofnewandcomplexideas,andtocommunicatewithsocietyin general (dialogue) about their areasof expertise (broad scope), all ofwhich areenhancedandsupportedbyparticipationinScienceShopprojectsThetypesofskills identifiedbyFokkinkandMulder (2005)directly link tosomeofthepriorities identified inEuropeaneducationalpolicy– inparticular the issuesofaligning skills with the needs of society, strengthening knowledge exchange andtransfer, and the integration of research into the educational offer link to theknowledgetrianglereferredto inEuropeaneducationalpolicy. Theneedto foster
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inclusionanddemocraticvalueswhichisakeypurposeofHigherEducation,linkstoeducationalprioritiespost-ParisattacksandtotheScienceShopfocusonCSOs.
Figure4:AreasofcommoninterestbetweenRRIandhighereducationalpolicies
The Science with and for Society programme which is funded through theDirectorate-General forResearchand Innovation in theEuropeanCommissionalsonamesScienceShopsas‘successfulinbringingstudents,researchersandcivilsocietytogether towards tackling real issues at the local and regional levels. Aside frompositively impacting on the co-creation of solutions to real world problems, theprocessofengagingwithsocietyhasstrengthenedboththeresearchprocessanditsoutcomes, thereby contributing to research excellence and acceptability ofinnovationoutcomes.Ithasalsoleadtoimprovedteachingandlearningmethodsinacademia, which has benefitted both students and their teachers’ (EuropeanCommission,2016b).
Blockages to embedding RRI in education have been identified by the RRI toolsproject. In particular a lack of relationships to enable RRI, a lack of time toimplement it, and the difficulties in changing systems and attitudes are cited(Smallman et al, 2015:10). Science Shops can address the first two of theseblockages by adding a time resource and bringing their pre-existing relationshipswithCSOstobearonHEIcurricula.
ScienceShopsofferonemechanism for implementingRRI inhighereducation inaway that addresses all of these agendas. Science Shops are an example of RRI inpractice. Inthiscontext,theEnRRICHproject isusingScienceShopmethodologiesto improve the capacity of students and staff in higher education to developknowledge,skillsandattitudestosupporttheembeddingofRRIincurricula.
Trainingoffutureprofessionalsand
developingskillsforaknowledgeeconomy
LinkingHigherEducationCurriculawiththeneedsofsocietyinamultidisiplinarycontext
Fosteringcitizenship,inclusionanddemocratic
values
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6.0 Conclusionsandnextsteps
This report suggests howScience Shops canbringRRI into academic curricula andcan respond to the concerns of educational policymakers. Bringing RRI to theattention of policymakers for higher education curricula is a priority in the nextstages of the EnRRICH project. Discussions will take place with higher educationpolicymakersinItaly,Spain,Hungary,Ireland,theUKandGermanytoexaminetheirviewsonRRIinhighereducationcurricula.Policypaperswillbeproducedtowardsthe end of 2017 a result of these discussions. It is the intention of the EnRRICHconsortium to continue these discussions over the remaining 18 months of theproject.Inmovingthedebateforwardwethereforeposethefollowingquestions:
• DoesRRIhaveaplaceinacademiccurricula?• IsthereapotentialbenefittointegratingRRIinacademiccurriculafromthe
pointofviewofyourorganizationanditsstrategicobjectives?• Arethereotherpolicyareaswhichmightlinktoorenhancethisdiscussion?• Whatisthebestwaytogoaboutstartingthisglobaldiscussion?
Pleaseaddresscommentsto:[email protected]
Acknowledgements:IwouldliketothankAndreaVargiu,UniversityofSassari,CatherineO’Mahony,UniversityCollegeCork,HansjeEppink,WageningenUniversity,CatherineBates,DublinInstituteforTechnology and Eileen Martin, Queen’s University Belfast for very helpful comments on previousdrafts. This report builds on previous work in the EnRRICH project from, Valentina Tassone andHansje Eppink, Wageningen University and Catherine O’Mahony and Ruth Halley from UniversityCollegeCork. Iamalsoappreciativeof the inputofa rangeofpolicyexpertsaspartof thePolicyForum which was held on 24th June 2016. Thanks also to colleagues from both the EnRRICHconsortium and Advisory Board, and from the Living Knowledge network for the sustainedconversationswehavehadaboutpolicydevelopmentovertheyears.
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