Research in a mission-driven institution
Background and motivation for the course
Major social and sustainability issues and the development of a more equalitarian economy are defining the 21st century. Referred has "grand challenges", the UN's Sustainable Development Goals (SDGs) are a comprehensible, action-oriented framework outlining such issues. However, and has the name points out, the SDGs are by nature big, bold, difficult and complex, and in order to be achievable they need to be broken down into pragmatic steps, i.e. concrete, measurable and achievable targets within a challenge that act as frames and stimuli for research and innovation (R&I). These targets are called missions and Aalborg University (AAU) has put them at the heart of its strategy. The missions, and their purposes, sift the R&I focus (i.e. less sectorial and disciplinary and more problem-oriented and interdisciplinary) and re-define its goals, and approaches (e.g. creation of public value, interdisciplinary and cross-sectorial collaboration, and citizen engagement). What defines mission-oriented research and innovation? How to relate ones research with SDGs and identify potential missions? What to consider when carrying out R&I in a mission-driven institution? In which ways the AAU PBL philosophy and practice can support mission-driven research. These are some of the questions this PhD course will address, which aim is to equip students with a deeper understanding of mission-oriented research and innovation as well as to provide tools to contextualise their research within the SDGs framework and identify potential missions.
Learning objectives
· Define mission-driven institution and its role in light of the UN's Sustainable Development Goals (SDGs)
· Contextualise one’s PhD studies and research in the SDGs framework and mission-driven research
· Discuss the type of research developed within mission-driven institution and relate it with AAU PBL philosophy (e.g. problem orientation,
interdisciplinary collaboration and external partnerships).
· Reflect in one’s own research current practice within multiple perspectives, namely problem-orientation, interdisciplinary collaboration, and collaboration with
different partners and stakeholders)
Dates
28-29 November 2022 and 9 December 2022
Criteria assessment
Two assignments (i.e. one before the course starts and one during the course, i.e. between the 2nd and 3rd days). Active participation in the course sessions by, for example, carrying out exercises, contribute to group work and discussions, provide constructive peer-feedback.
ECTS: 3 (84h)
Place: For the three days - Room 2.113, Kroghstræde 3, 9220 Aalborg Ø.
Deadline: 7 November 2022
Preliminary programme
The course has a duration of three days, each day is organised around themes that are relevant to understand what mission-driven research is, and in which ways you can develop it.
| Day 1 28 November | Day 2 29 November | Day 3 9 December |
Morning | Introduction ▪ Form working groups ▪ Revisit the UN’s Sustainable Development Goals (SDG) and relate with one’s research field and PhD work; ▪ Define mission-driven research and innovation and relate it with AAU approach ▪ Group work | Interdisciplinary projects and collaboration: ▪ Define interdisciplinarity, interdisciplinary projects and collaboration; ▪ Discuss knowledge sharing and co-construction in interdisciplinary collaborations ▪ Group work | Plenum presentations and discussions (part 1) |
Afternoon | Problem orientation and complexity: ▪ Relate with different type of problems, projects and degrees of complexity ▪ Relate different type of problems and projects with need to involve different stakeholders, local communities and partners ▪ Group work | Case examples from TECH and ENG
Group work: ▪ Discuss the case example from a mission-driven research perspective
Kick-off of group assignment for day 3. | Plenum presentations and discussions (part 2) |
Criteria assessment
Two assignments (i.e. one before the course starts and one during the course, i.e. between the 2nd and 3rd days). Active participation in the course sessions by, for example, carrying out exercises, contribute to group work and discussions, provide constructive peer-feedback.
Literature (included but not limited to):
European Commission, Directorate-General for Research and Innovation, Mazzucato, M., Mission-oriented research & innovation in the European Union : a problem-solving approach to fuel innovation-led growth, Publications Office, 2018, https://data.europa.eu/doi/10.2777/36546
Global Research Council (2020). Discussion paper on Mission-oriented Research. Available: https://www.globalresearchcouncil.org/fileadmin/documents/Library/Discussion_Paper_Mission_Oriented_Research_for_the_2019_2020_RM.pdf
International Science Council. ‘Missions’ aim to provide integrated approach to research and innovation in Europe. Available at: https://council.science/current/news/missions-aim-to-provide-integrated-approach-to-research-and-innovation-in-europe/
EU-Citizen.Science. Available at: https://eu-citizen.science/
Carlile, P. R. (2004). Transferring, Translating, and Transforming: An Integrative Framework for Managing Knowledge across Boundaries. Organization Science, 15(5), 555–568. http://www.jstor.org/stable/30034757
D’Este, P, Llopis, O., Rentocchini, F., & Yegros, A. (2019) The relationship between interdisciplinarity and distinct modes of university-industry interaction, Research Policy, Volume 48, Issue 9, https://doi.org/10.1016/j.respol.2019.05.008.
Jonassen, D. H. , & Hung, W. (2008). All Problems are Not Equal: Implications for Problem-Based Learning. Interdisciplinary Journal of Problem-Based Learning, 2(2). Available at: https://doi.org/10.7771/1541-5015.1080
ECTS
3 (84h)
Place: TBA
Deadline: 7 November 2022