The afternoon of the first day of Ecsite 2018 included two parallel sessions (the notes from the morning is available here)
Bálint Balázs (ESSRG) – the ESSRG acting as an independent science shop in Hungary, and want to share their and other organisations experience in running science shops.
Norbert Steinhaus Coordinator International Science Shop, Wissenschaftsladen Bonn – Bonn Science Shop, which created the Living Knowledge network. He started with a definition: science shop provide independent, participatory research, to address civil society concerns. There are two general approaches – science shops that are established in universities, and another type that is a not-for-profit organisation outside universities or museums. The Bonn science shop started in 1984, about 50 members of the association, with a budget of 2.6m EUR and 35 people that are working on different projects. Focus on different engagement and different methods that are suitable for the different stakeholder groups. One of the first projects was Art as a medium of science education, in the Botanic Gardens in Bonn and that led to environmental festivals and other learning experiences. Other activities include the Sparks exhibition, but also with other museums and bodies such as Big Picnic in the Botanic Gardens of Bonn. Getting ideas of bottom-up, expressing concerns is an issue across projects – the idea of a pop-up science shop was and engagement.
María Jesús Pinazo, The Barcelona Institute for Global Health (ISGlobal) – Hospital Clínic – setting science shops in hospitals and different forms of science shops. the inSPIRES project – a project to build effective cooperation between science and society through Science Shops and increasing responsible participatory research. It is a difficult issue to promote science shops in Bolivia or North Africa. In particular, they are thinking about using RRI, open science, open data and having impact evaluation that needs to be part of their project. They take care to think about cultural context, deal with societal issues, and focus on health. The project will review the science shop concept, and they need to think about the approaches, and recreate civil society the response for their demands. They are in particular planning to create a mentoring programme that will support having new practitioners in science shops. They are looking at transdisciplinary and transnational science shops projects – having multiple communities address the local problems. Different partners, in Bolivia and Tunisia. They also manage to identify similar questions between different shops by noticing which problems are emerging
Giovanna Pacini (University of Florence) organising science cafe every two weeks, with a link to radio programme and also screening the science shop experience. A physicist who works in a centre for the study of complex dynamic and also in a not-for-profit association Caffe Scienza. She was involved in different projects to fund the effort of the science cafe. The events are being streamed and shared on YouTube, a radio programme (RadioMoka) and also run a science communication – more a laboratory for PhD students in physics and computer science. They try to increase interaction between scientists and public through using science cafe as a way to engage people throughout the research. They are creating a new Florence science shop, and the first thing was to explain it using Monopoly as a way to explain the science shop. Pilot projects include citizen science on diabetic patients, traffic and pollution, domestic violence, and urban gardens. They use the science cafe to collect questions for the science shop work. This is also part of InSPIRES project – inspiresproject.com. The science shop in Florence science-shop.complexworld.net and through InSPIRES they can offer mentoring.
Q – how to demystify scientists? In science cafe, it’s more difficult, the control of information and perceptions of science are unclear. If you challenge the scientists to leave your role – e.g. in science cafe, asking the audience and pushing them to move from the role of telling people
Q – how to reach out to stakeholders? Norbert – start with a smaller group and reach out in a way that takes into account the barriers and the need to reach out actively to people.
Q- financing: is it all project based? sustainability should come from institutions which integrate it into their practice, or the municipality. Reaching to policymaking is difficult, and after elections is something can change. Building the relationships with the city helped through projects that then led to other projects. Incentives for scientists and commitment is difficult it is easier to work with students as it can be credited, and the professor by creating a theme for research. Linking paid services (e.g. education activities) to projects as a way to create sustainability. There is a request for flexibility on the researcher side, and the staff don’t focus all the time on the same topic.
The impact is a complex issue, and the InSPIRES project has developed tools to evaluate it and follow it up with qualitative and quantitative measurements. The impact can come indirectly and over time. For example, working with Roma communities in Hungary is very difficult due to a breakdown of trust and they don’t know how to participate, and they don’t see the value in this area. A group of researchers learned from science shops experience and carry out Participatory Action Research – those who are most in need are being ignored. Need to build trust.
Q – is the model of science shop and science cafe are suitable to push museum outside the walls of the institution. There are issues and experimentation of museums in different communication modes, receiving information from the local community. The partners who hosted the exhibition linked to medical professionals, patients and other stakeholders and then use the museum as the space to carry out the work.
A decade of RRI: stepping stones or erratic rocks?
Frank Kupper (Athena Institute, The Netherland) – Responsible Research and Innovation: what people think of include public engagement, informal education. Actually, it’s a central theme in H2020 and triple origin – societal trends, as a way to implement policy goals, and follow up of science/policy work on science and technologies. These three streams have complicated things. It’s a process of opening up science and alignment of science and society, and the second is an umbrella of covering a whole range of issues in research policy and action. The basic idea of RRI is that early stage engagement, you can take a joint responsibility for the future and respond by changing the course of action. It has been a central theme, and in Horizon Europe RRI disappeared, but the underlying concepts are already there in open science or citizen science. We will cover experiences from a project about keeping the RRI spirit alive without the term?
Carmen Fenollosa (Ecsite) – quick presentations on activities, and discussing RRI. HEIRRI project is about RRI in higher education in H2020. Include a state of the art review in the field of teaching. The core of the project included 10 educational programmes that were carried out. The HEIRRI programmes are all open access and available on RRI-tools website. The question is: who is in the best position to make the change?
Annette Klinkert (CEO city2science) – NUCLEUS was also about communication, learning and engagement in universities. In NUCLEUS focus on responsiveness to a different academic area – looking at university governance and influencing this process. Universities can thrive if it is in communication and responsive to the world outside. They have engaged with university leaders and understanding the barriers to RRI – from too complex, it implies irresponsibility… Also visited different countries to work with different places that work with society and universities. They developed a roadmap for the development of RRI and putting the effort to lead to a change, and aiming for “DNA of RRI” that can be put into different organisations. They think of a network of stakeholders? Do we have an understanding of multiple publics? Do we have co-creation expertise – will that risk existing scientific expertise? Are we going to challenge the current academic system? Also about the engagement – with whom? And also what are the changes to institutional structures.
Ilse Marschalek (Centre for Social Innovation, Vienna) – part of the RRI-Tools projects, and new project called New HoRRIzon which manages the RRI-Tools. New HoRRIzon is looking at the link to SDG and the embodiment of RRI into their work. They are creating social lab – a team, process, appropriate space, then carrying out social experiments and having a learning cycle (Newhorrizon.eu). Pilots include maintenance of a community of practice in the social lab activities. They are interested in questions about open science and public engagement – what can public engagement in RRI really fulfil? The approach is focusing on process rather than participants. there is the confusing understanding of science communication, citizen science, public engagement in research projects. There is poor commitment to use the results of the public engagement activity, and myths about time, costs, uselessness.
Carlos Catalao Alves (Pavilion of Knowledge (Pavilhão do Conhecimento) – worked in RRI-Tools and Fit for RRI. Worked in public engagement for 20 years. RRI and Open Science is competing. The workshop that was organised in an RRI project, people talked about the impact of science and the way it can change society and the way society can change research. Actually, there was a need to avoid the term. The idea is that RRI is not brandable, and not being pushed forward is that it didn’t come from the scientific community, but as an agent that will moralise the academic community. The misunderstanding of RRI are companies such as Facebook and technology companies are in trouble, and society turned around companies – Cambridge Analytica is a research company that was doing things that are undesirable. When we started talking about RRI many years ago, the very few researchers – the educators, public engagers there was no problem. However, with researchers, only think that it is about communication of the science. RRI is socially accessible that is answering societal needs.
Lale Dobrivoje (Centar za promociju nauke, Serbia). In RRI tools carried out different activities to train, advocacy meeting and dissemination. They continue to work in the RRING network that aligns with the Sustainable Development Goals. RRI still have an opportunity. There are ways of thinking that through funding mechanism and projects period, RRI will influence the next 5 years and then there are other activities. We can also think about the impact through SDG activities.
Leonardo Alfonsi (Director at Psiquadro, Psiquadro scarl) – Perform project is about innovate STEM education – an attempt to combine RRI with the field of performing arts: standup comedy, clowning, and science busking. Trying to create a show together with the audience – secondary school students. They developed forms of performances, in particular with early career researchers. The indications are that the use of RRI values helped in co-producing the performance. And the question is what is the impact of RRI on the creative process?