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20160318 HEIRRI

Potential and Challenges of Implementing RRI Postgraduate Education: A Case from Japan Mitsuru Kudo, Hideyuki Hirakawa, Ekou Yagi, Tatsuhiro Kamisato, Toshiya Tsujita, Hirotaka Watanabe, Yasuhiro Yamanouchi, Tadashi Kobayashi Science and Technology Unit Center for the Study of Communication-Design Osaka University Page 1

OVERVIEW National Graduate Institute for Policy Studies

The University of Tokyo

Science for STI Policy (=SciREX)

Hitotsubashi University

Programmes for Research & Education in RRI Osaka University & Kyoto University

Kyushu University

Program for Education and Research on Science and Technology in Public Sphere = STiPS For further information about SciREX, please visit

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To develop knowledge and skills for bridging different fields of practice in scientific research and policymaking towards RRI – – – –

Understanding of ELSI of various STI topics Overview of key STS approaches for democratic governance Experience in multi-disciplinary communication Social scientific research skills Page 3


3 years PhD

Postgraduate Major

+ 2 years STiPS

Postgraduate Minor

Administered as a postgraduate minor (sub-major) programme – Giving students flexibility regarding the enrolment – Attracting students from a wide range of disciplinary backgrounds – Encouraging students to tackle challenging issues and questions

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Coursework Component • about 30 courses • Ethical, Legal and Social Issues (ELSI) of Emerging Technologies • Public Communication of Science and Technology • Responsible Research and Innovation • Theory and Practice of Public Policy

Research Component • Research Methodology • Research Project (Sub-thesis)

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OUTCOMES Overall very positive feedback – Transcending disciplinary boundaries – “culture shock” – Expanding community of programme graduates – Excellent government’s review

Difficulties frequently metioned include: – Lack of recognition in their specialising/professional fields – Time/effort management to achieve major-minor balance

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CHALLENGES Different kinds of support needed by different students with: – background in social sciences and humanities – background in natural sciences and engineering

Seeking the balance in programme design – unstructured but open  structured but closed

How can we evaluate students’ learning and achievements? – What should be measured? – When? – How?

Other institutional/administrative barriers – – – –

Lack of recognition No established professional careers for graduates Fixed-term funding = Non-tenured staff Collaboration with other institutions and the government

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To share information about and to discuss ideas about: – Educational contents – Evaluation framework

To collaboratively develop institutional mechanisms such as: – Student exchange programmes – Staff exchange programmes – International conferences and workshops Page 8

Thank you very much for your kind attention. Mitsuru KUDO, Ph.D. Project Assistant Professor Science and Technology Unit Center for the Study of Communication-Design Osaka University

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Potential and challenges of implementing RRI postgraduate education - a case from Japan  
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