Controversies and scandals as an RRI teaching and learning tool: beyond inspiring
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 explor...
Saved in:
| Main Authors: | , , , , , , , , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Taylor & Francis Group
2025-12-01
|
| Series: | Journal of Responsible Innovation |
| Subjects: | |
| Online Access: | https://www.tandfonline.com/doi/10.1080/23299460.2025.2464359 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1850139853085212672 |
|---|---|
| author | Ioana A. Albu Rebecca Downs-Ford Rachel Furmidge Caitlin E. Jackson Amy Morgan Keir Nathan Yasmine Osmani Ayesha Patel Catherine E. W. Pennington Ryan Weller Tom Whalley Alison G. Harvey |
| author_facet | Ioana A. Albu Rebecca Downs-Ford Rachel Furmidge Caitlin E. Jackson Amy Morgan Keir Nathan Yasmine Osmani Ayesha Patel Catherine E. W. Pennington Ryan Weller Tom Whalley Alison G. Harvey |
| author_sort | Ioana A. Albu |
| collection | DOAJ |
| description | 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’. |
| format | Article |
| id | doaj-art-561cb14a0cec49ea837a236b95ede941 |
| institution | OA Journals |
| issn | 2329-9460 2329-9037 |
| language | English |
| publishDate | 2025-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Journal of Responsible Innovation |
| spelling | doaj-art-561cb14a0cec49ea837a236b95ede9412025-08-20T02:30:05ZengTaylor & Francis GroupJournal of Responsible Innovation2329-94602329-90372025-12-0112110.1080/23299460.2025.2464359Controversies and scandals as an RRI teaching and learning tool: beyond inspiringIoana A. Albu0Rebecca Downs-Ford1Rachel Furmidge2Caitlin E. Jackson3Amy Morgan4Keir Nathan5Yasmine Osmani6Ayesha Patel7Catherine E. W. Pennington8Ryan Weller9Tom Whalley10Alison G. Harvey11Department of Materials, School of Natural Sciences, University of Manchester, Manchester, UKDepartment of Solids and Structures, School of Engineering, University of Manchester, Manchester, UKDepartment of Materials Science and Engineering, University of Sheffield, Sheffield, UKDepartment of Materials Science and Engineering, University of Sheffield, Sheffield, UKSchool of Clinical Dentistry, University of Sheffield, Sheffield, UKDepartment of Materials, School of Natural Sciences, University of Manchester, Manchester, UKDepartment of Materials, School of Natural Sciences, University of Manchester, Manchester, UKDepartment of Materials, School of Natural Sciences, University of Manchester, Manchester, UKFaculty of Biology, Medicine, and Health, University of Manchester, Manchester, UKDepartment of Materials, School of Natural Sciences, University of Manchester, Manchester, UKFaculty of Biology, Medicine, and Health, University of Manchester, Manchester, UKDepartment of Materials, School of Natural Sciences, University of Manchester, Manchester, UKThe 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’.https://www.tandfonline.com/doi/10.1080/23299460.2025.2464359ControversiesscandalsRRIteaching and learninghigher educationSTEM |
| spellingShingle | Ioana A. Albu Rebecca Downs-Ford Rachel Furmidge Caitlin E. Jackson Amy Morgan Keir Nathan Yasmine Osmani Ayesha Patel Catherine E. W. Pennington Ryan Weller Tom Whalley Alison G. Harvey Controversies and scandals as an RRI teaching and learning tool: beyond inspiring Journal of Responsible Innovation Controversies scandals RRI teaching and learning higher education STEM |
| title | Controversies and scandals as an RRI teaching and learning tool: beyond inspiring |
| title_full | Controversies and scandals as an RRI teaching and learning tool: beyond inspiring |
| title_fullStr | Controversies and scandals as an RRI teaching and learning tool: beyond inspiring |
| title_full_unstemmed | Controversies and scandals as an RRI teaching and learning tool: beyond inspiring |
| title_short | Controversies and scandals as an RRI teaching and learning tool: beyond inspiring |
| title_sort | controversies and scandals as an rri teaching and learning tool beyond inspiring |
| topic | Controversies scandals RRI teaching and learning higher education STEM |
| url | https://www.tandfonline.com/doi/10.1080/23299460.2025.2464359 |
| work_keys_str_mv | AT ioanaaalbu controversiesandscandalsasanrriteachingandlearningtoolbeyondinspiring AT rebeccadownsford controversiesandscandalsasanrriteachingandlearningtoolbeyondinspiring AT rachelfurmidge controversiesandscandalsasanrriteachingandlearningtoolbeyondinspiring AT caitlinejackson controversiesandscandalsasanrriteachingandlearningtoolbeyondinspiring AT amymorgan controversiesandscandalsasanrriteachingandlearningtoolbeyondinspiring AT keirnathan controversiesandscandalsasanrriteachingandlearningtoolbeyondinspiring AT yasmineosmani controversiesandscandalsasanrriteachingandlearningtoolbeyondinspiring AT ayeshapatel controversiesandscandalsasanrriteachingandlearningtoolbeyondinspiring AT catherineewpennington controversiesandscandalsasanrriteachingandlearningtoolbeyondinspiring AT ryanweller controversiesandscandalsasanrriteachingandlearningtoolbeyondinspiring AT tomwhalley controversiesandscandalsasanrriteachingandlearningtoolbeyondinspiring AT alisongharvey controversiesandscandalsasanrriteachingandlearningtoolbeyondinspiring |