​Studying Responsibility: A Module-Based Integration of RRI into Bachekor's Programmes
Between 20H and 50H
This training programme gives an introduction to different concepts of Responsible Research and Innovation (RRI), and related the ideas, rationales, and aims. In the modules of this programme, different cases are presented, discussed, and engaged with through different problem-based learning activities. Additionally, pratical approaches on how to address RRI will be provided.

EHEA: First cycle

EQF level: 6

ECTS credits
2.0 ECTS credits (0.5 ECTS credits per module, 4 modules in total)

Year of study

We suggest integrating modules into courses from the second semester or third trmester (^= second half/final third og the first year onwards until the final year of the studies​.

Learning outcomes (LO)

On completion of this course students will be able to:

  1. explain what research and innovation means in their respective field or study;
  2. explain different concepts ideas, relevance, and aims of Responsible Research and Innovation(RRI);
  3. relate research and innovation process in their own field and the role of responsability in these processes;
  4. and to discuss the relantionship between science, research, innovation, and society. They will be able to identify the potencial impact of science/research/innovation on individuals, groups, or society as a whole.

Asessment methods and criteria

Assesment methods and criteria depend on the respective course the modules are embedded in and should be in accordance with them. Based on the learning activities and teachign methids suggestes in this guide, assessment could be based on:

  • Active participation in learning activities.
  • Quality of participants' input (oral, written, etc.) in learning activities.
  • Test, exams, etc. ( open questions are highly recommended): Quality of given answers and their relation to the given input.
  • Short essays and other paper on given input:Quality of students' input and its relation to the given input.

Prerequisities and co-requisities

Before attending any of the four modules, students should have basic overview of their field of study, i.e. they should ideally have completed the introductory courses of their programme (in most curricula, this will be fulfilled after having completed the first semester/trimester). Students should be able to understand the contets of their subject in order to learn about its societal embedding and its relation to RRI.

For Modules 3 and 4, students should have a basic understanding of research precesses in their respective field of study.

Mode of delivery

In general, the modes of delivery of the four mdules of this programme should be in accordance with the embedding courses. This training programme combines different modes of delivery : talks/presentations by the course instructor, problem-based learning activities, role-play exercise, a card-based engagement activity, an inverted/flipped classroom activity, in-class discussions, material to be read outside and in class, and optionally video clips. The modules of this programme are not limited to these modes of delivery; course instructors are strongly encouraged to adapt the presented means.

Planned learning activities and teaching methods

This training programme uses different leraing activities and teaching methods. A detailed descriptionof these activities can be found at the beginning of this guide. The addressed learning activities and teaching methods are as follows:

  • Lecturing/presentation by course instructor.
  • In-class discussions based on Inverted/Flippe Classroom.
  • Card-based engagement exercise.
  • Problem-based learning activity.
  • Role-play exercise.

Course instructors are strongly encouraged to add further learning activities and teaching methods when using this training programme.