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How to align research and innovation with values, needs and expectations of society? During the past ten years, researchers, policy-makers and funders in Europe have developed and supported the Responsible Research and Innovation (RRI) approach to address societal aspects of research and innovation early on.
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Inga Ulnicane How to align research and innovation with values, needs and expectations of society? During the past ten years, researchers, policy-makers and funders in Europe have developed and supported the Responsible Research and Innovation (RRI) approach to address societal aspects of research and innovation early on. This approach aims to go beyond risk management […]
The post Responsible Research and Innovation training appeared first on Europe of Knowledge.

A handbook to support the Turing Commons' course on Responsible Research and Innovation. Responsible scientific research and technological innovation (RRI) is a vital component of a flourishing and fair society. As an area of study and mode of enquiry, RRI plays a central role within academic, public, private, and third-sector organisations. For example, the UKRI's Engineering and Physical Sciences Research Council (EPSRC) is increasingly making a commitment to RRI necessary for research funding, and also embedding RRI training into its Centres for Doctoral Training. Furthermore, the UK Government has highlighted the importance of RRI in both of its national data and national AI strategies. Building on these commitments, this course will explore what it means to take (individual and collective) responsibility for (and over) the processes and outcomes of research and innovation in data science and AI. https://turing-commons.netlify.app/rri/

Educating a responsible and ethically sensitive citizen is a challenging task, and pupils should be offered the opportunity to exercise these qualities such as evaluating the ethical issues of nanotechnology. In the European Union, the concept of responsible research and innovation (RRI) was developed to connect both the scientific and industrial processes and their outcomes with the values, needs and expectations of society. RRI helps teachers and pupils engage with scientists, educators, museum workers and the public in doing research and innovations as part of school projects. The aim of the study was to examine how RRI dimensions were understood by Finnish pupils grade five and seven (ages 11-12 and 13-14). The results indicate that the pupils' ideas about RRI are rather difficult to measure; there was no substantial variation in the pupils' answers to the RRI questionnaire. Because the results indicated that learning to act in a socially responsible way should not take place only inside a classroom. ; Educating a responsible and ethically sensitive citizen is a challenging task, and pupils should be offered the opportunity to exercise these qualities such as evaluating the ethical issues of nanotechnology. In the European Union, the concept of responsible research and innovation (RRI) was developed to connect both the scientific and industrial processes and their outcomes with the values, needs and expectations of society. RRI helps teachers and pupils engage with scientists, educators, museum workers and the public in doing research and innovations as part of school projects. The aim of the study was to examine how RRI dimensions were understood by Finnish pupils grade five and seven (ages 11-12 and 13-14). The results indicate that the pupils' ideas about RRI are rather difficult to measure; there was no substantial variation in the pupils' answers to the RRI questionnaire. Because the results indicated that learning to act in a socially responsible way should not take place only inside a classroom.

Inga Ulnicane New technologies are usually developed with the best intentions in mind. However, as history shows this does not prevent from afterwards using them in problematic ways. For example, internet was initially associated with hopes that it will foster openness and democracy around the world but later became used as a tool of surveillance […]
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The concept of RRI has emerged as a new framework to be used by the European Commission for research projects. It now lies at the core of the Horizon 2020 programme and is designed to replace current assessment practices focused on ethical review. The book will analyse the shift from ethical review to RRI: what remains of the former, what has been gained? Secondly, it makes a critical presentation of existing ethical reviews from the perspectives of moral philosophy and the philosophy of technology. It discusses conceptions of ethical assessment on different levels. Thirdly, this book presents the RRI pillars presented by the European commission, together with their possible relationships to different governance models. Moreover, existing academic literature on RRI, which is not yet extensive, is growing rapidly. Various frameworks highlighting the dimensions of and conditions for responsible research and innovation have been proposed to define RRI. However, in spite of a well-established tradition on the subject in moral theory and philosophy, none of these approaches has investigated the concept of responsibility in depth. Fourthly, and for this reason, the book will provide an analysis of various meanings of responsibility that have been identified in moral theory and will discuss their relevance for RRI in different contexts. It will defend a pluralist approach to responsibility and explore several combinations of responsibilities depending on how these responsibilities are shared in a given context. The book adopts both a theoretical and a practical approach by assessing different participatory devices and analysing a number of research cases.

Educating a responsible and ethically sensitive citizen is a challenging task, and pupils should be offered the opportunity to exercise these qualities such as evaluating the ethical issues of nanotechnology. In the European Union, the concept of responsible research and innovation (RRI) was developed to connect both the scientific and industrial processes and their outcomes with the values, needs and expectations of society. RRI helps teachers and pupils engage with scientists, educators, museum workers and the public in doing research and innovations as part of school projects. The aim of the study was to examine how RRI dimensions were understood by Finnish pupils grade five and seven (ages 11-12 and 13-14). The results indicate that the pupils' ideas about RRI are rather difficult to measure; there was no substantial variation in the pupils' answers to the RRI questionnaire. Because the results indicated that learning to act in a socially responsible way should not take place only inside a classroom. ; peerReviewed

An ethos of Responsible Research and Innovation (RRI) has been promoted in the last decade, especially within European research. The broad objective is to ensure that research and innovation activities align with society's needs and expectations. In parallel, citizen observatories seek to mainstream citizen science as a valid paradigm for scientific investigation but additionally as a model for increasing societal participation in local democracy and policy definition. This paper explores how precepts of RRI have permeated research in citizen observatories. The methodology adopted is that of a scoping review. Results confirm a relatively simple adoption of RRI principles. However, the adoption is uneven and shallow, perhaps reflecting the ongoing evolution of both RRI and the citizen observatory model. It is recommended that the diverse actors charged with the definition, design, validation, and deployment of citizen observatories unambiguously integrate, promote, and report on how the RRI principles are reflected in their activities.

The concept of Responsible Research & Innovation (RRI) seems to gain initial momentum. The lack of collective meaning however, results in a plethora of publications, which describe RRI from ad hoc perspectives. To provide a robust foundation for scholars and practitioners seeking to implement RRI, we aim to integrate those perspectives through a literature review. We develop a practical framework for RRI, synthesized from earlier frameworks and ideas, that can be operationalized in research and innovation practice to help make RRI more tangible for scientists and engineers. We analyze policy papers, EU project proposals, and academic articles on RRI that appeared between 2011 and 2016 to identify common qualifiers of RRI. The resulting framework integrates a set of qualifiers that are central to the concept of 'responsive' research and innovation. The framework also allows identification of 'RRI shortcuts' to be avoided. We invite scholars to investigate the applicability of this framework as a means of shifting RRI from concept to practice.

2.2. Some impressions of RRI debates so far2.3. A pragmatic view on the notion of responsibility; 2.3.1. The concept of responsibility; 2.3.2. The EEE approach to responsibility; 2.3.3. Responsibility assessment; 2.4. The object of responsibility debates in RRI so far; 2.5. The object of responsibility debates in RRI: an extension; 2.6. Concluding remarks; 3. Assessing Responsibility by Considering Techno-Futures; 3.1. Responsibility assessments: introduction and overview; 3.2. Brief remarks on the epistemology of prospective knowledge.

Annotation, The concept of RRI has emerged as a new framework to be used by the European Commission for research projects. It now lies at the core of the Horizon 2020 programme and is designed to replace current assessment practices focused on ethical review. The book analyses the shift from ethical review to RRI: what remains of the former, what has been gained? It then makes a critical presentation of existing ethical reviews from the perspectives of moral philosophy and the philosophy of technology and discusses conceptions of ethical assessment on different levels

At a time when increasingly potent technologies are being developed that have the potential to transform society, investigators in all fields, including ICT, are under growing pressure to consider and reflect on the motivations, purposes and possible consequences associated with their research. This pressure comes from the general public, civil society and government institutions. In parallel with these demands, there is a growing recognition that current ethics review procedures within ICT may not address broader concerns such as the potential societal consequences of innovation.

The objective of this article is to contribute to the emerging attempts to foster empirical, quantitative approaches to Responsible Research and Innovation (RRI), and to provide a low-resolution map of the European RRI landscape, which can serve as a vehicle for international learning. The article presents indicators of RRI aimed at characterising countries. It examines the empirical structure of the data collected in the 'Monitoring the evolution and benefits of Responsible Research and Innovation' (MoRRI) project and reports patterns across Europe. Factor analysis is applied to identify 11 empirically-anchored dimensions of RRI. Based on indices for these dimensions, cluster analysis reveals four distinct clusters of countries. These results point to diversity regarding the empirically-manifest components of RRI as well as diversity in the RRI profiles of the 28 European Union Member States.