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  1. Public engagement and argumentation in science.Silvia Ivani & Catarina Dutilh Novaes - 2022 - European Journal for Philosophy of Science 12 (3):1-29.
    Public engagement is one of the fundamental pillars of the European programme for research and innovation _Horizon 2020_. The programme encourages engagement that not only fosters science education and dissemination, but also promotes two-way dialogues between scientists and the public at various stages of research. Establishing such dialogues between different groups of societal actors is seen as crucial in order to attain epistemic as well as social desiderata at the intersection between science and society. However, whether these dialogues can actually (...)
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  • The Societal Readiness Thinking Tool: A Practical Resource for Maturing the Societal Readiness of Research Projects.Michael J. Bernstein, Mathias Wullum Nielsen, Emil Alnor, André Brasil, Astrid Lykke Birkving, Tung Tung Chan, Erich Griessler, Stefan de Jong, Wouter van de Klippe, Ingeborg Meijer, Emad Yaghmaei, Peter Busch Nicolaisen, Mika Nieminen, Peter Novitzky & Niels Mejlgaard - 2022 - Science and Engineering Ethics 28 (1):1-32.
    In this paper, we introduce the Societal Readiness Thinking Tool to aid researchers and innovators in developing research projects with greater responsiveness to societal values, needs, and expectations. The need for societally-focused approaches to research and innovation—complementary to Technology Readiness frameworks—is presented. Insights from responsible research and innovation concepts and practice, organized across critical stages of project-life cycles are discussed with reference to the development of the SR Thinking Tool. The tool is designed to complement not only shortfalls in TR (...)
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  • Graduate student perceptions of preparedness for responsible conduct of research: a mixed methods study.Yasar Kondakci, Merve Zayim Kurtay, Sevgi Kaya Kasikci & Özgür Önen - 2024 - Ethics and Behavior 34 (1):58-75.
    This study aims to explore the factors contributing to the perceived preparedness of graduate students for responsible conduct of research (RCR). A convergent mixed design was used, and both interview and quantitative data were collected, analyzed, and integrated to understand the role of individual and institutional factors in the perceived RCR preparedness of graduate students. Both interview and quantitative data converge on the role of mentor instruction and institutional policies in developing RCR preparedness. The findings also suggested that greater exposure (...)
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