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Implementing Responsible Research and Innovation

Authors: --- --- --- --- et al.
Book Series: SpringerBriefs in Ethics ISBN: 9783030578503 Year: Pages: 120 DOI: 10.1007/978-3-030-54286-3 Language: English
Publisher: Springer Nature
Subject: Philosophy --- Science (General) --- Education --- Sociology
Added to DOAB on : 2020-09-23 00:03:31
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This open access book offers a unique and practically oriented study of organisational and national conditions for implementing Responsible Research Innovation (RRI) policies and practices. It gives the reader a thorough understanding of the different aspects of RRI, and of barriers and drivers of implementation of RRI related policies. It shows how different organisational and national contexts provide unique challenges and opportunities for bringing RRI into practice. The book provides concrete examples and offers the reader both a theory-based understanding of the topic, as well as guidance for action. The target audience encompasses, in addition to RRI students and scholars in particular, all students and scholars in the field of Science and Technology Studies (STS). The book is also of interest to students and scholars in the fields of research ethics, philosophy of science, organisational governance in the research system and organisational theory more generally. Finally, the book is of use to practitioners in research conducting and funding organisations working to implement RRI.

Audacious Education Purposes

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ISBN: 9783030418823 Year: Pages: 250 DOI: 10.1007/978-3-030-41882-3 Language: English
Publisher: Springer Nature
Subject: Education
Added to DOAB on : 2020-05-14 09:29:31
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This open access book offers a comparative study of eight ambitious national reforms that sought to create opportunities for students to gain the necessary breath of skills to thrive in a rapidly changing world. It examines how national governments transform education systems to provide students opportunities to develop such skills. It analyses comprehensive education reforms in Brazil, Finland, Japan, Mexico, Peru, Poland, Portugal and Russia and yields original and important insights on the process of educational change. The analysis of these 21st century skills reforms shows that reformers followed approaches which are based on the five perspectives: cultural, psychological, professional, institutional and political. Most reforms relied on institutional and political perspectives. They highlight the systemic nature of the process of educational change, and the need for alignment and coherence among the various elements of the system in order. They underscore the importance of addressing the interests of various stakeholders of the education system in obtaining the necessary impetus to initiate and sustain change. In contrast, as the book shows, the use of a cultural and psychological frame proved rarer, missing important opportunities to draw on systematic analysis of emerging demands for schools and on cognitive science to inform the changes in the organization of instruction. Drawing on a rich array of sources and evidence the book provides a careful account of how education reform works in practice.

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