Controversies and scandals as an RRI teaching and learning tool
Beyond inspiring
Bibliographic Data
| ID | 15735831 |
|---|---|
| Authors | Ioana Albu (0009-0005-2852-1937, University of Manchester), Rebecca Downs-Ford (0009-0007-0806-477X, University of Manchester), Rachel Furmidge (0009-0001-1826-6515, University of Sheffield), Caitlin E Jackson (0000-0002-4971-144X, University of Sheffield), Amy Morgan (0009-0009-6481-6790, University of Sheffield), Keir Nathan (0009-0007-4546-3745, University of Manchester), Yasmine Osmani (University of Manchester), Ayesha Patel (0000-0002-9752-7575, University of Manchester), Catherine E W Pennington (0000-0001-6593-0290, University of Manchester), Robert A Weller (0000-0001-8001-6886, University of Manchester), Tom Whalley (0009-0002-6852-9560, University of Manchester), Alison G Harvey (0000-0002-7346-2252, University of Manchester, corresponding author) |
| Year | 2025 |
| Volume | 12 |
| Issue | 1 |
| Publication date | 2025-02-24 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Responsible Innovation (JOURNAL) |
| Journal identifiers | ISSN: 2329-9037 • E-ISSN: 2329-9460 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/23299460.2025.2464359 |
| OpenAlex | W4407882810 |
| Language | EN |
| References cited | 38 |
The transition from undergraduate to PhD student in STEM disciplines is a key point for introducing RRI, as we see a natural increase in responsibility and a shift to active research. In this study, one lecturer and eleven STEM PhD students reflect on our experiences of learning about RRI and explore how controversies and scandals can be used for teaching, through reflective essays and discussions of nine controversies and scandals. Thematic analysis was used to highlight key challenges in learning about RRI in our context, map the case studies against an RRI framework, and identify four ways to view RRI when learning as a PhD student in STEM: (1) starting point, (2) developing research identity, (3) communities of research and innovation, and (4) bigger picture. We suggest there are rich learning opportunities within studying such cases that go beyond the obvious ‘inspiring and eliciting interest’
Engineering ethics · Political science · Public relations · Responsible Research and Innovation · Sociology · Engineering · Higher Education Learning Practices · Innovative Education and Learning Practices · Psychology
Collaborative Autoethnography
Theories of Motivation in Education
Stages of Small-Group Development Revisited
Prospects for technology assessment in a framework of responsible research and innovation
Definitions and Conceptual Dimensions of Responsible Research and Innovation
Transforming Scientists’ Understanding of Science–Society Relations. Stimulating Double-Loop Learning when Teaching RRI
Why should we promote public engagement with science
Who Am I and What Am I Going to Do With My Life? Personal and Collective Identities as Motivators of Action
There is nothing nano-specific here’
Limits of decentered governance in science-society policies
The RRI map
Exploring transition to postgraduate study
Putting responsible research and innovation into practice
Institutionalising Elsa in the moment of breakdown
Using thematic analysis in psychology
Responsible research and innovation
On Scandal
| Citation velocity | historical |
|---|---|
| Highly cited | No |