20160318 HEIRRI
Potential and Challenges of Implementing RRI Postgraduate Education: A Case from Japan Mitsuru Kudo, Hideyuki Hirakawa, Ekou Yagi, Tatsuhiro Kamisato, Toshiya Tsujita, Hirotaka Watanabe, Yasuhiro Yamanouchi, Tadashi Kobayashi Science and Technology Unit Center for the Study of Communication-Design Osaka University Page 1
OVERVIEW National Graduate Institute for Policy Studies
The University of Tokyo
Science for STI Policy (=SciREX)
Hitotsubashi University
Programmes for Research & Education in RRI Osaka University & Kyoto University
Kyushu University
Program for Education and Research on Science and Technology in Public Sphere = STiPS For further information about SciREX, please visit http://www.jst.go.jp/crds/scirex/en/learning/
Page 2
OBJECTIVES
To develop knowledge and skills for bridging different fields of practice in scientific research and policymaking towards RRI – – – –
Understanding of ELSI of various STI topics Overview of key STS approaches for democratic governance Experience in multi-disciplinary communication Social scientific research skills Page 3
ADMINISTRATIVE STRUCTURE 2 years master’s
3 years PhD
Postgraduate Major
+ 2 years STiPS
Postgraduate Minor
Administered as a postgraduate minor (sub-major) programme – Giving students flexibility regarding the enrolment – Attracting students from a wide range of disciplinary backgrounds – Encouraging students to tackle challenging issues and questions
Page 4
COURSE STRUCTURE
Coursework Component • about 30 courses • Ethical, Legal and Social Issues (ELSI) of Emerging Technologies • Public Communication of Science and Technology • Responsible Research and Innovation • Theory and Practice of Public Policy
Research Component • Research Methodology • Research Project (Sub-thesis)
Page 5
OUTCOMES Overall very positive feedback – Transcending disciplinary boundaries – “culture shock” – Expanding community of programme graduates – Excellent government’s review
Difficulties frequently metioned include: – Lack of recognition in their specialising/professional fields – Time/effort management to achieve major-minor balance
Page 6
CHALLENGES Different kinds of support needed by different students with: – background in social sciences and humanities – background in natural sciences and engineering
Seeking the balance in programme design – unstructured but open structured but closed
How can we evaluate students’ learning and achievements? – What should be measured? – When? – How?
Other institutional/administrative barriers – – – –
Lack of recognition No established professional careers for graduates Fixed-term funding = Non-tenured staff Collaboration with other institutions and the government
Page 7
INTERNATIONAL SCOPE
To share information about and to discuss ideas about: – Educational contents – Evaluation framework
To collaboratively develop institutional mechanisms such as: – Student exchange programmes – Staff exchange programmes – International conferences and workshops Page 8
Thank you very much for your kind attention. Mitsuru KUDO, Ph.D. Project Assistant Professor Science and Technology Unit Center for the Study of Communication-Design Osaka University http://stips.jp/en/ http://www.cscd.osaka-u.ac.jp/english/ mkudo@cscd.osaka-u.ac.jp
Page 9