WINNING ITNS WITH RRI – RELEVANT SOURCES
WEBINAR DECEMBER 17TH 2019
PRODUCT OF THE NEWHORRIZON SOCIAL LAB ON RRI IN MSCA
JOSHUA B. COHEN
J.B.COHEN@UVA.NL
HTTPS://NEWHORRIZON.EU/SL3/

WHAT IS RRI AND WHY DO WE CARE?
Public challenges :
§ food/water management
§ mobility/health issues
§ energy/climate crises
§ social/economic inequality
(cp. Societal Challenges & SDGs)
Research and innovation (R&I) practices and
technology may offer solutions…
2
https://twitter.com/ipcc_ch/status/1049205935388811265
https://www.un.org/sustainabledevelopment/sustainable-
development-goals/

3
https://furufolk.wordpress.com/2018/12/10/veckouppgift-5-

AT THE SAME TIME…
https://www.livescience.com/63951-anti-vaxxer-measles-outbreak-europe.html /
https://geneticliteracyproject.org/2018/02/28/public-fear-gmo-food-growing/# /
https://www.vox.com/technology/2018/10/1/17882340/how-algorithms-control-
your-life-hannah-fry /
https://www.flickr.com/photos/becker271/33825703150
https://www.consultancy.uk/news/14184/smartphone-addiction-increasingly-seen-
as-problem-by-consumers / https://www.bbc.com/news/technology-30290540 /
https://www.vox.com/science-and-health/2018/11/30/18119589/crispr-gene-
editing-he-jiankui4

RRI: ACADEMIC BACKGROUND
§ Research and innovation produce knowledge/technology à
may help to help solve societal/ecological challenges (if implemented)
§ But also ethical dilemmas and undesirable (second-order) effects on society/environment
§ Societal debates on how and when R & I produce what; particularly who decides on
the basis of which criteria?
§ Long-standing tradition in thinking about / governing relation between science-society
§ Research Integrity, Open Science and Innovation, Science ethics/ Bioethics, ELSA/ELSI,
Interactive/Constructive/Participatory Technology Assessment, Corporate Social
Responsibility, Anticipatory governance, Sustainable Technological Development, Sociology
of Knowledge, Philosophy of Science etc.
§ RRI: new label that combines all that with a concern about the competitive position of
European R&I
5

ACADEMIC BACKGROUND
RRI is
• A transparent, interactive process by which societal actors and innovators
become mutually responsive to each other with a view to the (ethical)
acceptability, sustainability and societal desirability of the innovation
process and its marketable products (in order to allow a proper
embedding of scientific and technological advances in our society
(Von Schomberg 2011)
• Responsible innovation means taking care of the future through
collective stewardship of science and innovation in the present, …
possessing dimensions of anticipation, reflexivity, inclusion and
responsiveness (Stilgoe et al 2013: 1571)
6

HOW HAS IT BEEN REFLECTED IN H2020?
§ Various national research funding organisations (in the Netherlands, Norway,
…) adopted the notion as overarching principle in specific funding schemes
§ European Commission embraced RRI in Von Schomberg’s reading:
Responsible research and innovation means that societal actors work together during the whole
research and innovation process in order to better align both the process and its outcomes, with
the values, needs and expectations of European society. RRI is an ambitious challenge for the
creation of a research and innovation policy driven by the needs of society and engaging all societal
actors via inclusive participatory approaches (EC, 2014)
§ Operationalised in 6 keys: Public engagement, Gender Equality, Science
Education, Open Access (Open Science), Ethics and Governance
7

POSSIBILITIES TO IMPROVE INTEGRATION OF RRI IN ITN PROPOSALS
Generally
§ ITN’s training next generation of promising researchers:
transferable/soft skills training à
specifically integrate training programmes on (aspects of) RRI
(e.g. two-way Public Engagement, Gender Dimension, Science education, Research
Integrity and long-term Ethical implications of research, Open Data Management)
§ Room for inter-/multi-disciplinarity and intersectoral exchange à
integration of CSOs and other non-academic public representative organisations
Under specific evaluation criteria
§ Gender dimension under Excellence-criterion;
§ Science education and Public engagement (competitive edge) under Impact-criterion;
§ Open Access under Impact;
§ Ethics as something beyond ticking boxes.
8

EXAMPLES OF BEST PRACTICES – ITN-ETN
Improving Genome Editing Efficiency (IMGENE / 2017-2021 / coordinated in Denmark)
‘IMGENE unites expert European research groups of academia and industry to address by
innovative and complementary approaches the low efficiency of precise genome editing
using CRISPR technology’
‘The IMGENE consortium consisting of 6 academic and 1 industrial beneficiary
(AstraZeneca), 2 industrial partners (Taconic; MilliporeSigma), and the patient organization
Genetic Alliance, aims to improve the genome editing efficiency of CRISPR by research
training of 8 ESRs to unleash the full potential of this technology.’
‘IMGENE will establish novel tools and protocols for improved CRISPR genome editing
efficiency that will be of immediate benefit for health and life science research, the
pharmaceutical industry, and the application of gene therapy. In addition, IMGENE addresses
crucial ethical questions related to the application of genome editing technology in
animals, plants, and humans, which have to be solved to gain acceptance by the society. ‘
(https://cordis.europa.eu/project/id/765269)
9

EXAMPLES OF BEST PRACTICES – ITN-ETN
Social Science Aspects of Fisheries for the 21st Century (SAF21 / 2015-2028 / coordinated in Norway)
‘SAF21 is an interdisciplinary and intersectoral network that embeds the social scientists of the future
into EU fisheries management systems. […]
an integrated understanding of the fine mechanisms governing fishers’ behaviour in relation with the
regulative processes is needed, to the benefit of decision makers, fishing industry and the environment
alike. Academic research and training have insufficiently reflected this need. SAF21 will contribute to
rectifying this by training researchers in using tools of the 21st century […] The wide-ranging training
envisaged will offer a structured doctoral training in academic and transferable skills in addition to highly
intersectoral non-academic mobility opportunities. Thus, the SAF21 candidates will have the necessary skills
and experience to cross disciplines and work sectors. SAF21 will provide researchers the opportunity to
fulfill their scientific social responsibility at a higher level than conventional doctoral programs, by
ensuring significant time and training for public engagement and outreach.‘
(https://cordis.europa.eu/project/id/642080)
10

RRI TOOLS
11 Source: www.rri-tools.eu

RRI THINKING TOOL
12 Source: www.thinkingtool.eu

FURTHER BACKGROUND AND TOOLS
13

‘Engagement of all societal actors - researchers, industry, policy-makers and civil
society – and their joint participation in the research and innovation process, in
accordance with the value of inclusiveness, as reflected in the Charter of
Fundamental Rights of the European Union. A sound framework for excellence in
Research & Innovation entails that the societal challenges are framed on the
basis of widely representative social, economic and ethical concerns and common
principles. Moreover, mutual learning and agreed practices are needed to
develop joint solutions to societal problems and opportunities, and to pre-empt
possible public value failures of future innovation’ (EC, 2012)
PUBLIC
ENGAGEMENT
14

PUBLIC
ENGAGEMENT
Facilitate structures for
participation
-Including public groups
(CSOs, patient organizations,
trade unions, citizen panels)
in the definition and
supervision of R&I (advisory
and evaluation boards,
research ethics
committees...)
-Developing the creation of
Science Shops, Living Labs
and other related structures
aiming at promoting multi-
stakeholder dialogue.
Influence R&I Agendas
-Promoting the use of
facilitating deliberations
methods to induce citizens
participation into R&I policy-
making.
-Increasing citizens
engagement in monitoring
transparency and
traceability of outcomes of
R&I projects.
-Advancing towards future-
oriented decision making.
Co-develop and co-decide
about R&I
-Fostering research projects
with more societally relevant
outcomes, implementing
participatory research
designs in an iterative
fashion.
-Promoting community-
based research.
-Fostering participatory
Technology Assessment.
Source: https://ec.europa.eu/programmes/horizon2020/en/h2020-section/public-engagement-responsible-research-and-
innovation & https://www.rri-tools.eu/documents/10184/193151/Explaining_RRI_Share.pptx/
15

PUBLIC
ENGAGEMENT
The Engage 2020 Action catalogue is an online decision
support tool that is intended to enable researchers, policy-
makers and others wanting to conduct inclusive research, to
find the method best suited for their specific project needs.
(http://actioncatalogue.eu/)
The Living Knowledge network of Science Shops aims to build
partnerships for public access to research. A Science Shop
provides independent, participatory research and support in
response to concerns experienced by civil society.
(http://www.livingknowledge.org/)
ENoLL is the international federation of benchmarked
Living Labs in Europe and worldwide. It provides co-
creation, user engagement, test and experimentation
facilities targeting innovation in many different domains.
(http://www.openlivinglabs.eu/)
EUSEA is an international knowledge-sharing platform and accelerator of
innovation in the fields of public engagement. The association addresses
experts involved in public engagement activities across Europe.
(http://www.eusea.info/)
16

EXAMPLE – SPARKS PROJECT
Sparks is an ambitious engagement project on the topic of
technology shifts in health and medicine in multiple countries.
Sparks has organized an interactive touring exhibition and
innovative participatory activities such as science cafés, pop-up
science shops, incubation activities and scenario workshops.
Creative disruptions —in the form of artistic inputs and questioning—
help it to engage more stakeholders.
Sparks’ methodology emphasizes interdisciplinary (science, art,
policy, industry, research, science education) and participatory
approaches to promote RRI in relation to health. This is a highly
relevant research topic which is able to motivate citizens’ and other
stakeholders’ engagement in science and research.
(http://www.sparksproject.eu/)
17

EXAMPLE - ZOONIVERSE
18
(https://www.zooniverse.org/)

‘Engagement means that all actors – women and men – are on board. The
underrepresentation of women must be addressed. Research institutions, in
particular their human resources management, need to be modernized. The
gender dimension must be integrated in research and innovation content’
(EC, 2012)
GENDER
EQUALITY
19

GENDER
EQUALITY
Gender Balance in
decision making
-European Commission aims
at 40% of the under-
represented sex in expert
groups and evaluation
panels.
-H2020, however, aims at
50% for the under-
represented sex in expert
groups and evaluation panels.
-Inclusion of gender experts
in expert groups and
evaluation panels.
Gender balance in
research teams
-Funding applications request
promotion of gender balance
at all levels in their teams
and in management
structures.
-Commitment to promote
equal opportunities between
men and women in grant
agreements.
Gender dimension in the
content of R&I
-R&I need to adequately take
into account the needs,
behaviours and attitudes of
both women and men.
-Consider gender-specific
research to fill knowledge
gaps.
-Gender is an important
factor in excellent research.
Source: http://ec.europa.eu/research/swafs/index.cfm?pg=policy&lib=gender & https://www.rri-
tools.eu/documents/10184/193151/Explaining_RRI_Share.pptx/
20

GENDER
EQUALITY Gender in research as a mark of excellence
A practical toolkit that comprises an overall
introduction into gender and research and shows
how gender is interwoven with all aspects of
research. It then examines in pragmatic terms
how the gender dimension of research content
contributes to excellence in research.
(https://www.yellowwindow.com/genderinresearch)
Genport is a community and repository of
resources, projects, organisations, events and
experiences regarding gender issues and science.
(http://www.genderportal.eu/)
Case studies analysis of Gendered innovations
and knowledge change in basic science,
engineering & technological development,
environment, food & nutrition, health &
medicine, transport and communication science.
(http://ec.europa.eu/research/science-
society/document_library/pdf_06/gendered_inno
vations.pdf)21

EXAMPLE – GENDERED INNOVATIONS IN BASIC SCIENCE
‘Gendered Innovations:
1. Studying sex differences in animal models has led to new treatments for
traumatic brain injury (TBi).
2. Accounting for pregnancy, estrous cycle, and menopausal status in animal
models has revealed the biological influence of hormones on basic
molecular pathways and has been important to understanding certain
autoimmune diseases.
3. Regulators have considered sex in order to improve animal models for
toxicity; this has led to stronger environmental health standards.’
(EC, 2013, 15)
(http://ec.europa.eu/research/science-
society/document_library/pdf_06/gendered_innovations.pdf)
22

‘In order to be responsible, research and innovation must be both transparent
and accessible. Our fourth key is to make Open Access a reality. This means giving
free online access to the results of publicly-funded research (publications and data).
This will boost innovation and further increase the use of scientific results by all
societal actors’ (EC, 2012)
OPEN
ACCESS
23

OPEN
ACCESS
Embed open access in
research practice
-Fostering innovation in
publishing pathways and
implementation of current
open access roads and tolls
(Green and Gold).
-Improving and maximizing
access to use and re-use of
research data generated by
projects.
-Joining the Pilot on Open
Research Data in Horizon
2020 project.
Ensure open access
policies
-Improving data hosting,
access and Governance.
-Reviewing researchers'
careers with a view on
creating incentives and
awarding researchers.
-Developing institutional
repositories to deposit
research data and associated
metadata.
Foster Open Science
-Incentivizing Open Science
in education programs and
best practices and extending
the input of knowledge
producers in a more open
science environment.
-Embedding Open Science as
a socio-economic driver.
-Changing the way the
quality and impact of
research are evaluated
Source: http://ec.europa.eu/research/openscience/index.cfm & https://www.rri-
tools.eu/documents/10184/193151/Explaining_RRI_Share.pptx/
24

Source: https://publications.europa.eu/en/publication-detail/-
/publication/3213b335-1cbc-11e6-ba9a-01aa75ed71a1
25

OPEN
ACCESS
OpenAire is a network of Open Access
repositories, archives and journals that
support Open Access
policies. (https://www.openaire.eu/)
FOSTER is an e-learning platform that brings
together the best training resources for those
who need to know more about Open Science, or
who need to develop strategies and skills for
implementing Open Science practices in their
daily workflows.
(https://www.fosteropenscience.eu/)
26

OPEN
ACCESS
https://www.fosteropenscience.eu/foster-taxonomy/open-access-routes
27

‘Europe must not only increase its number of researchers, it also needs to
enhance the current education process to better equip future researchers and
other societal actors with the necessary knowledge and tools to fully participate
and take responsibility in the research and innovation process. There is an urgent
need to boost the interest of children and youth in maths, science and
technology, so they can become the researchers of tomorrow, and contribute to a
science-literate society. Creative thinking calls for science education as a means
to make change happen’ (EC, 2012)
SCIENCE
EDUCATION
28

SCIENCE
EDUCATION
Incentivize learning-by-
doing pedagogies
-Connecting innovation and
science education strategies
(curricula, skills, programs...)
at local, regional, national,
European and international
levels, taking into account
societal needs and global
developments.
-Enhancing professional
development of teachers to
improve learning outcomes.
Promote multi-
stakeholder collaboration
-Fostering motivations and
attractiveness for younger
people and general
population towards science.
-Increasing collaboration
between formal, non-formal
and informal education
providers, enterprise,
industry and civil society.
Co-decide education
policies
-Promoting multi-
stakeholder participation
into science education
policy-making, advancing
towards future-oriented
decision making.
-Shifting from STEM towards
STEAM –linking the arts and
humanities with science,
technology, engineering and
mathematics to foster
scientific inquiry and
innovation.
Source: https://ec.europa.eu/programmes/horizon2020/en/h2020-section/science-education & https://www.rri-
tools.eu/documents/10184/193151/Explaining_RRI_Share.pptx/
29

Ecsite, the European network of science centres and
museums, was created in 1990. Ecsite’s mission is to
inspire and empower science centres, museums and all
organisations that engage people with science, and to
promote their actions.
(https://www.ecsite.eu/)
Scientix is a community that promotes and
supports a Europe-wide collaboration among
STEM teachers, education researchers,
policymakers and other STEM education
professionals. (www.scientix.eu )
The HEIRRI project fosters alignment of RRI and
Higher Education curricula at all levels
(undergraduate, MD and PhD), and created a
stock-taking inventory of good practices.
(https://www.rri-tools.eu/heirri-training-
programmes)
SCIENCE
EDUCATION
30

31
Transformative educational modules for future-proofing European
food systems are developed as part of the FIT4FOOD2030 project,
which is funded by the Horizon 2020 framework of the European
Union for research and innovation. The project brings together a
consortium of eighteen partners.
[…]
As part of these efforts, students’ competences at all levels are also
strengthened as current and future researchers, entrepreneurs, policy-
makers and citizens at large. Eighteen educational modules are co-
created as part of the FIT4FOOD2030 City Labs, which are hosted by
various science centres and museums, educational organisations and
science shops. These educational modules address research and
innovation on food systems and touch upon topics such as circularity,
resource efficiency, nutrition and health, as well as climate and
sustainability.
(http://www.scientix.eu/projects/project-detail?articleId=770418)

‘European society is based on shared values. In order to adequately respond to
societal challenges, research and innovation must respect fundamental rights and
the highest ethical standards. Beyond the mandatory legal aspects, this aims to
ensure increased societal relevance and acceptability of research and innovation
outcomes. Ethics should not be perceived as a constraint to research and
innovation, but rather as a way of ensuring high quality results.’ (EC, 2012)
ETHICS
32

ETHICS
Promote and foster
research integrity
-Observing and promoting
honesty, reliability,
impartiality and
independence and
objectivity in performing
research.
-Avoiding fabrication,
falsification, plagiarism or
other research misconduct.
-Implementing legislation
about privacy and data
protection issues.
Facilitate structures for
ethical reflection
-Strengthening ethical
committees and reflection
on critical issues:
- the involvement of children,
patients, vulnerable
populations in research
- the use of human
embryonic stem cells
- research on animals and
non-human primates
- other critical issues.
Mitigate and reduce
ethics dumping
-Expanding ethical issues in
research beyond EU countries
-Counteracting the
application of double ethical
standards (low and middle
income countries)
-Raising awareness of
insufficient ethical
standards when exploiting
vulnerable parties in
research.
Source: https://ec.europa.eu/programmes/horizon2020/en/h2020-section/ethics & https://www.rri-
tools.eu/documents/10184/193151/Explaining_RRI_Share.pptx/
33

ETHICS
The Integrity in Practice toolkit features a series of case
studies of positive interventions made by individuals and
organisations from across the globe, to improve research
culture and integrity.
(http://ukrio.org/ukrio-and-the-royal-society-launch-integrity-in-practice-toolkit/)
SATORI has developed an ethics assessment framework
based on thorough analysis, commonly accepted ethical
principles, participatory processes and engagement with
stakeholders, including the public, in Europe and beyond.
(http://satoriproject.eu/media/D9.4_Outline_of_an_Ethics_Assessment_Fram
ework.pdf)
The Ethical Operating System can help makers of tech, product
managers, engineers, and others get out in front of problems before
they happen. It’s been designed to facilitate better product
development, faster deployment, and more impactful innovation. All
while striving to minimize technical and reputational risks.
(https://ethicalos.org/wp-content/uploads/2018/08/Ethical-OS-Toolkit.pdf)
34

EXAMPLE – RESEARCH INTEGRITY TRAINING FRAMEWORK UCL
35
(https://www.ucl.ac.uk/research/integrity/research-integrity-
training-framework)

‘The umbrella for all the others: […].
Policymakers also have a responsibility to prevent harmful or unethical
developments in research and innovation. Through this key we will develop
harmonious models for Responsible Research and Innovation that integrate public
engagement, gender equality, science education, open access and ethics’
(EC, 2012)
GOVERNANCE
36

GOVERNANCE
Incentivize RRI from
institutions
-Embracing recognition
systems of RRI
implementation, such as
labels, rewards and
indicators.
-Setting up funding calls for
research that take into
account RRI issues.
-Measuring the impact of
mainstreaming and
standardising RRI.
Incorporate future-
oriented governance
-Promoting foresight
analysis in a multi-
stakeholder basis including
public groups (CSOs, patient
organizations, trade unions,
citizen panels) to incorporate
RRI principles in all phases
of R&I.
-Facilitating frameworks for
RRI implementation
throughout all stages of R&I
process.
Foster participatory
governance
-Promoting the use of
facilitating deliberations
methods to induce
multifactor participation into
R&I policy-making.
-Including public interest
groups (CSOs, patient
organizations, trade unions,
citizen panels) in the
supervision of R&I.
37
Source: https://www.rri-tools.eu/documents/10184/193151/Explaining_RRI_Share.pptx/

GOVERNANCE
The major goal of the Res-AGorA project is to develop
a normative and comprehensive governance
framework for RRI. This has been achieved through a
series of case studies examining in depth existing RRI
governance across different scientific technological
areas. Resulted in a Responsibility Navigator and The
Co-construction method. (http://www.res-agora.eu/)
And….
MoRRI was a project tasked with implementing a monitoring
system for RRI. In addition to identifying indicators for the
evolution of RRI, it identified social, democratic, economic and
scientific benefits of RRI, and also conducted preliminary work to
lay out routes towards implementing impact indicators.
(https://morri.netlify.com/reports/2018-05-24-final-report-
summarising-insights-from-the-morri-project)
38

….RRI is further elaborated in SwafS projects:
GREAT, PRoGReSS, RESPONSIBILITY, NERRI, SYNENERGENE, IRRESISTIBLE, PIER, RRI
Tools, RRI Trends, ENGAGE, SATORI, PARRISE, CONSIDER, RESPONSIBLE-INDUSTRY,
NanoDiode, RRI-ICT Forum, HEIRRI, Ark of Inquiry, SPARKS, FoTTRIS, NUCLEUS, PROSO,
TRUST, RRI- Practice, JERRI, PRISMA, SMART-map, COMPASS, InSPIRES Res-AGorA, MoRRI
and NewHoRRIzon
(http://res-agora.eu/rri-resources/)
39

WWW.NEWHORRIZON.EU
40

NEWHORRIZON MSCA SOCIAL LAB
Social Lab 3 on the “Marie Skłodowska-Curie Actions” brings together stakeholders from research –
including current and former MSCA fellows, representatives from the Marie Curie Alumni Association,
National Contact Points, principal investigators, project coordinators, evaluators, and RRI related experts –
to develop pilot activities which might help to implement elements of Responsible Research and
Innovation (RRI) in the practices and policies related to MSCA.
• 3 Workshops – 1st Workshop in June 2018
• 4 Pilot Actions:
PA 1: Research Kiosk
PA 2: RRI Career Assessment Matrix
PA 3: RRI Training
PA 4: RRI Manifesto
https://newhorrizon.eu/sl3/
41 ©Anne Loeber, 2018

To be continued…
Thank you for your attention:
Comments/questions are more than welcome!
Joshua B. Cohen – University of Amsterdam
j.b.cohen@uva.nl
msca@newhorrizon.eu
www.newhorrizon.eu/sl3/
42

FURTHER READING
Burget, M., Bardone, E., & Pedaste, M. (2017). Definitions and conceptual dimensions of responsible research
and innovation: A literature review. Science and engineering ethics, 23(1): 1-19.
European Commission (EC) (2012). Responsible Research and Innovation. Europe’s Ability to Respond to
Societal Challenges. https://ec.europa.eu/research/swafs/pdf/pub_public_engagement/responsible-research-
and-innovation-leaflet_en.pdf. Accessed 25 February 2019.
European Commission (EC). (2013). Gendered Innovations How Gender Analysis Contributes to Research.
http://ec.europa.eu/research/science-society/document_library/pdf_06/gendered_innovations.pdf. Accessed
25 February 2019.
European Commission (EC). (2014). Responsible Research and Innovation. Europe’s Ability to Respond to
Societal Challenges.. https://ec.europa.eu/research/swafs/pdf/pub_rri/KI0214595ENC.pdf. Accessed 25
February 2019
Owen, R., Macnaghten, P., & Stilgoe, J. (2012). Responsible research and innovation: From science in society
to science for society, with society. Science and public policy, 39(6): 751-760.
Stilgoe, J., Owen, R., & Macnaghten, P. (2013). Developing a framework for responsible innovation. Research
Policy, 42(9): 1568-1580.
Von Schomberg, R. A. (2011). Towards responsible research and innovation in the information and
communication technologies and security technologies fields. A Report from the European Commission
Services, DG Research and Innovation - https://philarchive.org/archive/VONTRR.
43