Assessing the Impact of Technology Assessment, Responsible Research and Innovation and Sustainability Research: Towards a Common Methodological Approach

The missions of Technology Assessment (TA), Responsible Research and Innovation (RRI) and Sustainability Research (SR) are similar in their relationship to Science, Technology and Innovation (STI). Although adopting different terminology, the three research fields show great conceptual and methodological overlaps, as all three react to societal demands and policy needs via common tools. The impact of TA, RRI and SR is linked directly, but its assessment requires new thinking in terms of common conceptual and methodological approaches. The paper provides an overview of the current discussion on societal impact assessment and identifies areas of particular interest for the three fields. It describes the current discussions on impact assessment and impact indicators in each field and undertakes a bibliometric analysis that shows clear inter-relationships in terms of thematic focus and a common emphasis on impact in all three fields. Following this analysis, the paper argues for a common impact assessment methodology for TA, RRI and SR, under the notion of resonance and based on the concepts of anticipation, reflection and inclusion

ePortfolios beyond pre-service teacher education: a new dawn?

The context of this paper is the final phase of a longitudinal action research project investigating whether an ePortfolio, created as a pre-service teacher to evidence a digital story of developing professional identity, could transition into employability, ie the first year as a newly qualified teacher. Thus this paper focuses on a new area of ePortfolio related research in teacher education; the transition from university into employment. The research findings indicate a changing purpose of the ePortfolio from training to the workplace, along with an increasing strength of ownership as part of the transition, and empowerment in becoming a teacher. Key outcomes are discussed and arguments presented for an ePortfolio to support professional development from university to employment

Systemic intervention for computer-supported collaborative learning

This paper presents a systemic intervention approach as a means to overcome the methodological challenges involved in research into computer-supported collaborative learning applied to the promotion of mathematical problem-solving (CSCL-MPS) skills in schools. These challenges include how to develop an integrated analysis of several aspects of the learning process; and how to reflect on learning purposes, the context of application and participants' identities. The focus of systemic intervention is on processes for thinking through whose views and what issues and values should be considered pertinent in an analysis. Systemic intervention also advocates mixing methods from different traditions to address the purposes of multiple stakeholders. Consequently, a design for CSCL-MPS research is presented that includes several methods. This methodological design is used to analyse and reflect upon both a CSCL-MPS project with Colombian schools, and the identities of the participants in that project

What are the impacts and cost-effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries?

What are the impacts and cost effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries

Futures Studies in the Interactive Society

This book consists of papers which were prepared within the framework of the research project (No. T 048539) entitled Futures Studies in the Interactive Society (project leader: Éva Hideg) and funded by the Hungarian Scientific Research Fund (OTKA) between 2005 and 2009. Some discuss the theoretical and methodological questions of futures studies and foresight; others present new approaches to or procedures of certain questions which are very important and topical from the perspective of forecast and foresight practice. Each study was conducted in pursuit of improvement in futures fields

Assessing the impact of “more-flexible” learning as part of a study program

With the increasing use of Flexible Learning approaches in Higher Education at the Zurich University of Applied Sciences (ZHAW), measuring their effectiveness, from both an educational and a participant's point of view, is of particular importance. In response to the limited scientific contributions on this topic, this article presents a possibility of how an assessment can take place: this study analyzes 62 undergrad-uate student responses to a Blended Learning task and compares the participant findings with a pre-existing educational competency framework

Organizations in the making: Learning and intervening at the science-policy interface

This paper synthesizes recent insights from geography, science and technology studies and related disciplines concerning organizations and organizational learning at the science-policy interface. The paper argues that organizations do not exist and evolve in isolation, but are co-produced through networked connections to other spaces, bodies and practices. Furthermore, organizations should not be studied as stable entities, but are constantly in-the-making. This co-productionist perspective on organizations and organizing has implications for how geographers theorize, study and intervene in organizations at the science-policy interface with respect to encouraging learning and change and in the roles we adopt within and around such organizations

Civic Education in Basic School: Problems and Challenges in the Digital Age

This paper focus on the analysis of preliminary data of an ongoing study involving Portuguese teachers and students, in the non-disciplinary curricular area of Civic Education. The project aims at encouraging collaborative behaviour in educational communities, involving teachers and students in the development of digital contents, and at exploring different issues on citizenship education, under a case-based methodology. We believe this action research study is of relevance because it can unveil examples of good practices and innovative teaching strategies that need to be disseminated in this compulsory subject taking into account the results of recent studies, which exposed some of the inefficiency of the strategies adopted so far

Principles of forming a modern accounting and analytical model of commercial organization in digital economy

Purpose: The article presents basic methodological approaches to the creation of a new model of forming and functioning of the accounting and analytical system to meet the information needs of internal and external stakeholders of organizations. Design/Approach/Methodology: Substantiation of the principles of building a system for accounting and analytical information management that meets current conditions for the business functioning using modern hardware and software. Findings: The developed model of cascade functioning of organization’s information support system optimizes the structure and content of accounting and analytical modules, contributes to the effective implementation of management functions, timely control and rapid response to the impact of negative factors. Practical implications: The principles of information flow management system constructing formulated in the article contribute to optimization of expenses for organization of accounting and analytical functions, improvement of quality of financial and non-financial reporting, realistic assessment and forecasting of business efficiency. Originality/Value: The proposed new model for constructing an accounting and analytical information base allows to improve the procedures of collection, processing, storage and disclosure of financial and non-financial information, to create a balanced structure of the database on the basis of cascade digitization of primary and derived data.peer-reviewe

Studying learning and innovation networks – a conceptual and methodological framework

This paper outlines the main concepts and methodology that the SOLINSA project uses in its study of learning and innovation networks. This project aims to identify barriers to the development of Learning and Innovation Networks for sustainable agriculture (LINSA). In such networks, social learning processes take place, and knowledge about sustainable agriculture is co-produced by connecting between the different frames and social worlds of the stakeholders with the help of boundary objects. Studying such processes at the interface between different knowledge spheres of research, policy and practice requires a specific methodology. A transdisciplinary reflective learning methodology addresses the complex question of understanding learning and innovation. The paper highlights the challenges of this approach that involves stakeholders already in the phase of defining the research objectives and strategies. Results from a first round of application of the conceptual and methodological framework will be presented and discussed