Integrated capacity-building approach to address societal challenges through Social Science Research Infrastructures
This paper examines the design and early implementation of the integrated framework for training activities, developed under the FOSSR project and aimed at building capacity within Social Science Research Infrastructures (SSRIs). The FOSSR training strategy features a multi-level structure that comb...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Elsevier
2025-12-01
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| Series: | Societal Impacts |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2949697725000396 |
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| Summary: | This paper examines the design and early implementation of the integrated framework for training activities, developed under the FOSSR project and aimed at building capacity within Social Science Research Infrastructures (SSRIs). The FOSSR training strategy features a multi-level structure that combines traditional online courses, participatory sessions grounded in a constructivist approach, and higher education programs established in collaboration with Italian universities. It is guided by core principles: ensuring free and inclusive access, engaging academic and non-academic audiences, and focusing on advanced methods to support socio-economic research. Mid-term outcomes show broad engagement in courses and sessions with balanced participation across genders and Italian regions, the launch of a university Master program, and the activation of ten PhD positions. FOSSR training contributes to strengthening advanced skills in social data science, promoting a culture of knowledge co-creation, and supporting the development of a community capable of leveraging SSRI data and services to address complex societal challenges. It fosters the transition of social science research toward a knowledge production model grounded in shared data and innovative research services, while enhancing the societal relevance of SSRIs through inclusive learning approaches. These efforts align with SDG 4 (Quality Education) and SDG 17 (Partnerships for the Goals). |
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| ISSN: | 2949-6977 |