Responsible Innovation: Science & Engineering for a Sustainable Society

Code

SOCI4094

School

Sociology and Social Policy

Level

4

Credits

10

Semesters

Autumn UK

Summary

This module deals with the social, ethical, economic, and public policy aspects of the development and transformation of modern socio-economic and environmental systems through science and technology. 

Students will be introduced to past and contemporary issues arising from developments in science and engineering, as well as their role in responding to challenges for sustainable societies. This will be framed in terms of a need to conceptualise sustainable transitions in ways that extend beyond technological or regulatory fixes and encompasses the broader social, economic, cultural and political contexts that facilitate the adoption and use of science and technology in people’s lives, practices and value systems. The module will draw on the principles and practices of Responsible Research and Innovation frameworks to enable students to develop a holistic approach to addressing sustainability challenges that is inclusive, reflects on the motivations and purposes of research and innovation and is responsive to diverse perspectives and contexts. 

Topics may include: social and ethical challenges and opportunities of sustainable transitions through research and innovation in chemistry and engineering; models of socio-technical change; evolving understandings of scientific responsibility and motivations; regulation and governance of science, technology and innovation; politics of science and technology; RRI principles and approaches; practical approaches for anticipation, reflection, inclusion and responsiveness; challenges of embedding RRI in diverse institutional and socio-technical systems.

Target Students

Available for PGR and students on the MA SSR programmes. Also available for Centre of Doctoral Training students and Postgraduate Exchange students. Also available for students from the Faculty of Engineering and the School of Chemistry.

Classes

This module is taught through a block style of teaching.

Assessment

• 100% Coursework: 2,000 words.

Assessed by end of autumn semester

Educational Aims

Learning Outcomes

Knowledge and Understanding

•    Key themes and debates relating to the wider social context of chemistry and engineering research and innovation. 
•    Appreciation of the individual and collective responsibilities of researchers and innovators in complex socio-technical systems. 
•    Reasons why science, technology and innovation are seen as socially shaped, and how this creates opportunities and challenges for future sustainable transitions. 
•    The role of research and innovation policies at national and international levels in shaping the trajectories of sustainable transitions.
•    An understanding of the different frameworks for RRI and their application in research practice for inclusive and societally acceptable sustainable transitions.  

Intellectual Skills

•    A critical and reflexive understanding of the wider social, ethical and political context of chemistry and engineering. 
•    An awareness of the need to consider the underlying assumptions, problem framings and values that are embedded within research and innovation designs and trajectories.  
•    An ability to reflect on their own and others decision making and open it up to alternative perspectives.
•    The ability to develop coherent arguments that engage with the relevant literature in order to understand the social, institutional, economic and political significance of chemistry and engineering. 

Professional/Practical Skills

•    An ability to understand and undertake activities and methods relevant to RRI within their own work.
•    An ability to engage with diverse and complex materials, and critically assess knowledge claims, assumptions and problem framings.
•    An ability to reflect on the personal, professional and institutional motivations and factors underpinning research trajectories and design. 

Transferable/Key Skills

•    Write coherently and develop sustained argument with supporting evidence.
•    Formal and informal communication skills in writing and discussion.
•    Manage disparate sources of written and verbal information.

Conveners