Mapping RRI Dimensions and Sustainability into Regional Development Policies and Urban Planning Instruments
Abstract
:1. Introduction
2. Materials and Methods
- 1.
- Governance (GOV) is about making arrangements that lead to acceptable and desirable futures; measures that need to be robust, adaptable, responsible, shared and accountable. This dimension develops harmonious governance models for RRI that also integrate all the other dimensions.
- 2.
- Public Engagement (PE) is about co-creating the future by bringing together the widest possible diversity of actors on matters of science and technology in order to align the outcomes to the values, needs and expectations of society. The multi-actors exchange fosters more societally relevant, desirable, and creative R&I actions and policies, leading to a wider acceptability of science and technology outcomes.
- 3.
- Gender Equality (GE) means that all actors, women and men, are involved equally. There is still an under-representation of women in R&I. This element promotes gender-balanced teams, ensuring gender balance in decision-making bodies, and considering always the gender dimension in R&I to improve the quality and social relevance of the results.
- 4.
- Science Literacy and Science Education (SLSE) enables a sustained dialogue on R&I processes. Science education is essential to making this happen. This element enhances the current education process to better equip citizens with the necessary knowledge and skills to participate in R&I debates, and to increase the number of researchers by promoting scientific vocations.
- 5.
- Open Access (OA) addresses issues of accessibility to and ownership of scientific information and it can be moved into Open Science. It is widely agreed that making research results more accessible contributes to improving R&I—free and earlier access to scientific work might improve the quality of scientific research and facilitate fast innovation, constructive collaborations among peers, and productive dialogue with civil society.
- 6.
- Ethics (E) focuses on research integrity and on ethical acceptability of scientific and technological developments. European society is based on shared values. In order to adequately respond to societal challenges, R&I must respect fundamental rights and the highest ethical standards. Ethics should not be perceived as a constraint to research and innovation, but rather as a way of ensuring high quality results.
- 7.
- Sustainability (SUS). RRI is closely linked to the concept of sustainability. All countries are encouraged to adopt the Sustainable Development Agenda 2030 drafted by United Nations in 2015 [24]. The Agenda has set 17 Goals for Sustainable Development (SDGs) for promoting prosperity while protecting the planet. Most of these goals are in line with the RRI principles, addressing the challenges for the society regarding sustainable development and growth. Some regions have adopted the UN Agenda to tackle their local issues.
2.1. Data of Interest and Its Providers
- Public Authorities (PA): This is the institutional level that includes the whole ecosystem. It will depend on the territorial extent of the R&I ecosystem and on the governmental structure of the territory. It can be the regional authority, or an association of municipalities, a province or even a national authority. In general, it refers to the lowest institutional level that includes the whole territorial ecosystem. In order to be as flexible as possible, each R&I ecosystem can consider as PA whichever level of institutional government they believe is able to provide relevant documents and information, even more than one.
- Other Stakeholders (OS): This level refers mostly to cluster organizations based on the R&I ecosystem and quadruple-helix actors other than the PA.
2.2. Data Collection Process
- Distribution of the data collection form to the PA and OS representatives of each territory for a joined compilation of the form using existing databases and basing on their own knowledge;
- Bilateral remote meetings between the authors and the territorial actors involved in the campaign to clarify the potential doubts and concerns;
- Exchange of several draft versions of the data gathering form to further improve the information collected and produce as comprehensive of a picture of each territory as possible;
- Final check of the data collected by the authors for the following analysis.
3. Results
3.1. B30 Area Results
3.2. Lower Austria Results
3.3. Nordland Results
4. Discussion
5. Conclusions, Limitations and Directions for Future Research
5.1. Concluding Remarks
5.2. Limitations
5.3. Directions for Future Research
Author Contributions
Funding
Acknowledgments
Conflicts of Interest
Appendix A: Data Gathering Forms
GENERAL DATA ABOUT THE TERRITORY | Location | |
Boundaries identification | ||
Municipalities | ||
Extension | ||
Population | ||
GDP | ||
Extension of industrial land | ||
GOVERNMENT: name of the regional authority upon the whole area | ||
ACADEMIA: no. of educational and research institutions | ||
BUSINESS: no. of industries and business companies | ||
CITIZENS: no. of civil society organizations | ||
GENERAL DATA ABOUT THE CLUSTERS WITHIN THE TERRITORY | cluster 1 | name of the cluster |
key topics (at least 3) | ||
no. of business and companies | ||
no. of academic institutions | ||
no. of civil society organizations | ||
cluster … | name of the cluster | |
key topics (at least 3) | ||
no. of business and companies | ||
no. of academic institutions | ||
no. of civil society organizations | ||
cluster n | name of the cluster | |
key topics (at least 3) | ||
no. of business and companies | ||
no. of academic institutions | ||
no. of civil society organizations |
TERRITORIAL DATA REGARDING THE THEMATIC FOCUS | Thematic focus details | |
No. of companies and associations involved in the thematic field | ||
No. of research staff involved in the thematic field | ||
No. of business staff involved in the thematic field | ||
No. of businesses settled with the cluster support in the thematic field | ||
No. of jobs created in the thematic field and safeguarded by the cluster | ||
Private funds available for RRI principles implementation in the thematic field | - Cluster organizations funds | |
- Private investors funds | ||
- Crowdfunding | ||
Type of infrastructures available in the region for the thematic field | - Incubation and coworking spaces | |
- Joint Data Processing Center | ||
- Scientific-technical services | ||
- Access to contacts and networks |
SeeRRI Dimension | Topic | SeeRRI Sub-Dimension | Details | |
---|---|---|---|---|
1. GOV | Spatial planning tools where RRI principles have a main role | 2. PE | Participated spatial plans (i.e., Agenda Urbana de Cataluña) | Name of the spatial plan with Public Engagement as a main topic |
Spatial level | ||||
Timeline | ||||
Link to the online document/reference | ||||
Budget allocated (if any) | ||||
No. of stakeholders already involved in participation | ||||
Provide at least 3 examples of different strategies/actions to be implemented in the plan | ||||
3. GE | Gender spatial plans (i.e., Gender Mainstreaming, Vienna) | Name of the spatial plan with Gender Equality as a main topic | ||
Spatial level | ||||
Timeline | ||||
Link to the online document/reference | ||||
Budget allocated (if any) | ||||
Different gender/age groups with different needs identified in the territory for whom actions are provided in the plan (i.e., women, immigrants, elderly, youths, lgbt, unemployed, etc.) | ||||
Targeted public spaces identified in the plan (i.e., streetscapes, housing, schools, parks, public transport, social infrastructures, public open spaces, etc.) | ||||
Provide at least 3 examples of different strategies/actions to be implemented in the plan | ||||
4. SLSE | Spatial Regeneration Tools where Science and Education are the main regeneration subjects | No. of spatial tools/plans within the territory where science is the main regeneration subject in the last 5 years (i.e., science parks; scientific and technical pole; etc.) | ||
No. of spatial tools/plans where education is the main regeneration subject in the last 5 years (i.e., public university campus; research centers; schools’ areas; etc.) | ||||
5. OA | Presence of an Online Platform for the open access to spatial planning documents | |||
6. E | Presence of an Ethic Commission on the spatial planning projects/plans | |||
7. SUS | Spatial plans focused on sustainability (i.e., Sustainable Mobility Plans, Climate Change Plans, Sustainable Energy Plans, etc.) | Name of the spatial plan with Sustainability as a main topic | ||
Spatial level | ||||
Timeline | ||||
Link to the online document/reference | ||||
Budget allocated (if any) | ||||
Sustainability sphere | ||||
Provide at least 3 examples of different strategies/actions to be implemented in the plan | ||||
Current regional/provincial policies addressing RRI principles (i.e., economic policies, labor market policies, cohesion policies, etc.) | 2. PE | Policies with Public Engagement as a main topic | No. of current policies with Public Engagement as a main topic | |
Type of policies (i.e., economic policies, labor market policies, cohesion policies, etc.) | ||||
List by keywords the main objectives of the current policies | ||||
Presence of a monitoring and evaluation system for the policies | ||||
3. GE | Policies with Gender Equality as a main topic | No. of current policies with Gender Equality as a main topic | ||
Type of policies (i.e., economic policies, labor market policies, cohesion policies, etc.) | ||||
List by keywords the main objectives of the current policies | ||||
Presence of a monitoring and evaluation system for the policies | ||||
4. SLSE | Policies with Science Education as a main topic | No. of current policies with Science Education and Science Literacy as a main topic | ||
Type of policies (i.e., economic policies, labor market policies, cohesion policies, etc.) | ||||
List by keywords the main objectives of the current policies | ||||
Presence of a monitoring and evaluation system for the policies | ||||
5. OA | Policies with Open Access as a main topic | No. of current policies with Open Access as a main topic | ||
Type of policies (i.e., economic policies, labor market policies, cohesion policies, etc.) | ||||
List by keywords the main objectives of the current policies | ||||
Presence of a monitoring and evaluation system for the policies | ||||
6. E | Policies with Ethics as a main topic | No. of current policies with Ethics as a main topic | ||
Type of policies (i.e., economic policies, labor market policies, cohesion policies, etc.) | ||||
List by keywords the main objectives of the current policies | ||||
Presence of a monitoring and evaluation system for the policies | ||||
7. SUS | Policies with Sustainability as a main topic | No. of current policies with Sustainability as a main topic | ||
Type of policies (i.e., economic policies, labor market policies, cohesion policies, etc.) | ||||
List by keywords the main objectives of the current policies | ||||
Presence of a monitoring and evaluation system for the policies | ||||
Rregional Research and Innovation Strategies for Smart Specialization (RIS3) | 1. GOV | List by keywords the priorities/priority pillars linked to 1.GOV | ||
List the main actions/instruments linked to 1.GOV | ||||
System of indicators of the RIS3 to monitor 1.GOV | ||||
2. PE | List by keywords the priorities/priority pillars linked to2.PE | |||
List the main actions/instruments linked to 2.PE | ||||
System of indicators of the RIS3 to monitor 2.PE | ||||
3. GE | List by keywords the priorities/priority pillars linked to 3.GE | |||
List the main actions/instruments linked to 3.GE | ||||
System of indicators of the RIS3 to monitor 3.GE | ||||
4. SLSE | List by keywords the priorities/priority pillars linked to 4.SLSE | |||
List the main actions/instruments linked to 4.SLSE | ||||
System of indicators of the RIS3 to monitor 4.SLSE | ||||
5. OA | List by keywords the priorities/priority pillars linked to 5.OA | |||
List the main actions/instruments linked to 5.OA | ||||
System of indicators of the RIS3 to monitor 5.OA | ||||
6. E | List by keywords the priorities/priority pillars linked to 6.E | |||
List the main actions/instruments linked to 6.E | ||||
System of indicators of the RIS3 to monitor 6.E | ||||
7. SUS | List by keywords the priorities/priority pillars linked to 7.SUS | |||
List the main actions/instruments linked to 7.SUS | ||||
System of indicators of the RIS3 to monitor 7.SUS | ||||
2. PE | Awareness/social marketing campaigns: impact and promotion of RRI principles upon the local communities | 1. GOV | Presence of RRI-related Governance campaigns | |
if yes | No. Of promoted awareness/social marketing campaigns in the past 5 years | |||
People reached | ||||
Description of the main objectives | ||||
3.GE | Presence of Gender Equality campaigns | |||
if yes | No. Of promoted awareness/social marketing campaigns in the past 5 years | |||
People reached | ||||
Description of the main objectives | ||||
4.SLSE | Presence of Science Literacy/Science Education campaigns | |||
if yes | No. Of promoted awareness/social marketing campaigns in the past 5 years | |||
People reached | ||||
Description of the main objectives | ||||
5. OA | Presence of Open Access campaigns | |||
if yes | No. Of promoted awareness/social marketing campaigns in the past 5 years | |||
People reached | ||||
Description of the main objectives | ||||
6. E | Presence of Ethics campaigns | |||
if yes | No. Of promoted awareness/social marketing campaigns in the past 5 years | |||
People reached | ||||
Description of the main objectives | ||||
7. SUS | Presence of Sustainability campaigns | |||
if yes | No. Of promoted awareness/social marketing campaigns in the past 5 years | |||
People reached | ||||
Description of the main objectives | ||||
3. GE | Gender Equality representative | 1. GOV | Presence of an institutional Gender Equality representative | |
2. PE | Organizations/associations promoting Gender Equality as a core mission | |||
4. SLSE | Science Literacy representative | 1. GOV | Presence of an institutional Science Education/Literacy representative | |
2. PE | Organizations/associations promoting Science Education/Science Literacy as a core mission | |||
5. OA | Open Access representative | 1. GOV | Presence of an institutional Open Access representative | |
2. PE | Organizations/associations promoting Open Access as a core mission | |||
6. E | Ethics representative | 1. GOV | Presence of an institutional Open Access representative | |
2. PE | Organizations/associations promoting Open Access as a core mission | |||
7. SUS | 2030 Agendas and actions/tools to monitor SDGs implementation at regional level | - | Presence of a regional Agenda 2030 where RRI principles has a main role | |
Presence of a monitoring and evaluation system for the Agenda implementation | ||||
SDG1: No Poverty | Identified challenges/objectives for the Region linked to the SDG1 | |||
SDG2: Zero Hunger | Identified challenges/objectives for the Region linked to the SDG2 | |||
SDG3: Good Health and Well-being | Identified challenges/objectives for the Region linked to the SDG3 | |||
SDG4: Quality Education | Identified challenges/objectives for the Region linked to the SDG4 | |||
SDG5: Gender Equality | Identified challenges/objectives for the Region linked to the SDG5 | |||
SDG6: Clean Water and Sanitation | Identified challenges/objectives for the Region linked to the SDG6 | |||
SDG7: Affordable and Clean Energy | Identified challenges/objectives for the Region linked to the SDG7 | |||
SDG8: Decent Work and Economic Growth | Identified challenges/objectives for the Region linked to the SDG8 | |||
SDG 9: Industry, Innovation and Infrastructure | Identified challenges/objectives for the Region linked to the SDG9 | |||
SDG10: Reduced Inequalities | Identified challenges/objectives for the Region linked to the SDG10 | |||
SDG11: Sustainable Cities and Communities | Identified challenges/objectives for the Region linked to the SDG11 | |||
SDG12: Responsible Consumption and Production | Identified challenges/objectives for the Region linked to the SDG12 | |||
SDG13: Climate Action | Identified challenges/objectives for the Region linked to the SDG13 | |||
SDG14: Life Below Water | Identified challenges/objectives for the Region linked to the SDG14 | |||
SDG15: Life on Land | Identified challenges/objectives for the Region linked to the SDG15 | |||
SDG16: Peace, Justice and Strong Institutions | Identified challenges/objectives for the Region linked to the SDG16 | |||
SDG17: Partnerships for the Goals | Identified challenges/objectives for the Region linked to the SDG17 |
SeeRRI Dimension | Topic | SeeRRI Sub-Dimension | Details | |
---|---|---|---|---|
1. GOV | Activities related to RRI principles put forward by cluster organizations or other local organizations based in the area | 2. PE | EU projects focused on public engagement | |
Non-EU projects focused on public engagement | ||||
3. GE | EU projects focused on gender equality | |||
Non-EU projects focused on gender equality | ||||
4. SLSE | EU projects focused on science education | |||
Non-EU projects focused on science education | ||||
5. OA | EU projects focused on open access | |||
Non-EU projects focused on open access | ||||
6. E | EU projects focused on ethics | |||
Non-EU projects focused on ethics | ||||
7. SUS | EU projects focused on public engagement | |||
Non-EU projects focused on public engagement | ||||
2. PE | Awareness/social marketing campaigns: impact and promotion of RRI principles upon the local communities | 1. GOV | Presence of RRI-related Governance campaigns | |
if yes | No. Of promoted awareness/social marketing campaigns in the past 5 years | |||
People reached | ||||
Description of the main objectives | ||||
3.GE | Presence of Gender Equality campaigns | |||
if yes | No. Of promoted awareness/social marketing campaigns in the past 5 years | |||
People reached | ||||
Description of the main objectives | ||||
4.SLSE | Presence of Science Literacy/Science Education campaigns | |||
if yes | No. Of promoted awareness/social marketing campaigns in the past 5 years | |||
People reached | ||||
Description of the main objectives | ||||
5. OA | Presence of Open Access campaigns | |||
if yes | No. Of promoted awareness/social marketing campaigns in the past 5 years | |||
People reached | ||||
Description of the main objectives | ||||
6. E | Presence of Ethics campaigns | |||
if yes | No. Of promoted awareness/social marketing campaigns in the past 5 years | |||
People reached | ||||
Description of the main objectives | ||||
7. SUS | Presence of Sustainability campaigns | |||
if yes | No. Of promoted awareness/social marketing campaigns in the past 5 years | |||
People reached | ||||
Description of the main objectives | ||||
3. GE | Gender Equality representative | 1. GOV | Presence of an institutional Gender Equality representative | |
4. SLSE | Educational and training activities related to RRI principles available in the territory | 1. GOV | Presence of an institutional Science Education/Literacy representative | |
Training programs/projects focused on RRI governance | ||||
Scholarships available for courses/masters/doctorates focused on RRI governance | ||||
2.PE | Training programs/projects focused on public engagement | |||
Scholarships available for courses/masters/doctorates focused on public engagement | ||||
3. GE | Training programs/projects focused on gender equality | |||
Scholarships available for courses/masters/doctorates focused on gender equality | ||||
5. OA | Training programs/projects focused on open access | |||
Scholarships available for courses/masters/doctorates focused on open access | ||||
6. E | Training programs/projects focused on ethics | |||
Scholarships available for courses/masters/doctorates focused on ethics | ||||
7. SUS | Training programs/projects focused on sustainability | |||
Scholarships available for courses/masters/doctorates focused on sustainability | ||||
5. OA | Open Access representative | 1. GOV | Presence of an institutional Open Access representative | |
6. E | Ethics representative | 1. GOV | Presence of an institutional Open Access representative | |
7. SUS | Sustainability plan | 1. GOV | Presence of Sustainability plan |
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Mapping of | Objective | General Description of Data Requested |
---|---|---|
(a) General information | To have an overall framework of the R&I ecosystem and to help visualize the territory. | Data regarding the features of the territory and its clusters: data on geography, society, economy and internal organization of clusters. |
(b) Thematic focus | To further investigate the actual engagement of the territory with the local thematic focus in the field of R&I. | Data regarding the general prevalence of the thematic focus chosen by the territory and its relationship with RRI. |
(c) Dimensions | To establish whether a territory is committed to each specific dimension and how. | Spatial planning tools, territorial development strategies/projects/activities/campaigns and related information collected with reference to one (or more) dimension/s. |
Data Provider | Contents Required for the Mapping of the 7 Dimensions | Main Dim. |
---|---|---|
PA | Spatial planning tools where RRI principles have a main role | GOV |
PA | Current regional/provincial policies addressing RRI principles | GOV |
PA | Regional Research and Innovation Strategies for Smart Specialization | GOV |
PA | Awareness/social marketing campaigns on RRI principles upon the local communities | PE |
PA | Gender Equality representative | GE |
PA | Science Literacy representative | SLSE |
PA | Open Access representative | OA |
PA | Ethics representative | E |
PA | 2030 Agendas and actions/tools to monitor SDGs implementation | SUS |
OS | Activities related to RRI principles put forward by OS | GOV |
OS | Awareness/social marketing campaigns on RRI principles put forward by OS | PE |
OS | Gender Equality representative | GE |
OS | Educational and training activities related to RRI principles available in the territory put forward by OS | SLSE |
OS | Open Access representative | OA |
OS | Ethics representative | E |
OS | Sustainability plans | SUS |
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Panciroli, A.; Santangelo, A.; Tondelli, S. Mapping RRI Dimensions and Sustainability into Regional Development Policies and Urban Planning Instruments. Sustainability 2020, 12, 5675. https://doi.org/10.3390/su12145675
Panciroli A, Santangelo A, Tondelli S. Mapping RRI Dimensions and Sustainability into Regional Development Policies and Urban Planning Instruments. Sustainability. 2020; 12(14):5675. https://doi.org/10.3390/su12145675
Chicago/Turabian StylePanciroli, Alice, Angela Santangelo, and Simona Tondelli. 2020. "Mapping RRI Dimensions and Sustainability into Regional Development Policies and Urban Planning Instruments" Sustainability 12, no. 14: 5675. https://doi.org/10.3390/su12145675