Over the past few years, there has been an explosion of data science as a profession and an academic field. The increasing impact and societal relevance of data science is accompanied by important questions that reflect this development: how can data science become more responsible and accountable while also responding to key challenges such as bias, fairness, and transparency in a rigorous and systematic manner? This Patterns special collection has brought together research and perspective from academia, the public and the private sector, showcasing original research articles and perspectives pertaining to responsible and accountable data science.
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The importance of teaching engineering students innovation development is commonly clearly understood. It is essential to achieve products which are attractive and profitable in the market. To achieve this, an institute of engineering education has to provide students with needed knowledge, skills and attitudes including both technical and business orientation. This is important especially for SME’s. Traditionally, education of engineering provides students with basic understanding how to solve common technical problems. However companies need wider view to achieve new products. Universities of applied Sciences in Oulu and Eindhoven want to research what is the today’s educational situation for this aim, to find criteria to improve the content of the educational system, and to improve the educational system. Important stakeholders are teachers and students within the institute but also key-persons in companies. The research is realized by questionnaires and interviews from which a current situation can be found. The research will also include the opinion of management who give possibilities to change the curriculum. By this research more insight will be presented about how to re-design a current curriculum. The research will act as basis for this discussion in SEFI-conference about formulating a curriculum that includes elements for wide-ranging knowledge and skills to achieve innovations especially in SME’s.
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The importance of teaching engineering students innovation development is commonly clearly understood. It is essential to achieve products which are attractive and profitable in the market. To achieve this, an institute of engineering education has to provide students with needed knowledge, skills and attitudes including both technical and business orientation. This is important especially for SME’s. Traditionally, education of engineering provides students with basic understanding how to solve common technical problems. However companies need wider view to achieve new products. Universities of applied Sciences in Oulu and Eindhoven want to research what is the today’s educational situation for this aim, to find criteria to improve the content of the educational system, and to improve the educational system. Important stakeholders are teachers and students within the institute but also key-persons in companies. The research is realized by questionnaires and interviews from which a current situation can be found. The research will also include the opinion of management who give possibilities to change the curriculum. By this research more insight will be presented about how to re-design a current curriculum. The research will act as basis for this discussion in SEFI-conference about formulating a curriculum that includes elements for wide-ranging knowledge and skills to achieve innovations especially in SME’s.
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Dit is het eindrapport van de Global mOralHealth bijeenkomst georganiseerd door de Wereldgezondheidsorganisatie (WHO) en de universiteit van Montpellier. Docent Mondzorgkunde - Janneke Scheerman en lid van het lectoraat GGZ verpleegkunde - woonde deze bijeenkomst in oktober 2018 bij en droeg bij aan het rapport: https://www.inholland.nl/nieuws/be-helthy-be-mobile/ Als vervolg op de Global mOralHealth bijeenkomst wordt het mOralHealth handboek ontwikkeld, waaraan Janneke meeschrijft. In het handboek worden de procedures voor het ontwikkelen van mOralHealth interventies beschreven.
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In the aftermath of the systemic financial crises of 2007-9, several scholars argued that the problem of systemic financial crises is not well understood. At the same time, the introduction of digital technologies led to new threats and opportunities for the design of the monetary and financial system. For example, thousands of private cryptocurrencies have been implemented and hundreds of research papers on the (possible) introduction of public digital currencies have been published. It is often not explained why these new forms of digital money are needed and which (systemic) problems they (can) solve. In addition, the literature does not provide requirements nor guidelines to shape the development of the monetary and financial system in the digital age. This thesis applies design science to the monetary and financial system as a whole. The application of this novel methodology offers new possibilities to examine this complex system. The contribution of this thesis is threefold. First, different theories on money, banking and systemic financial crises have been researched through an extensive literature review and balance sheets. Second, those theories have been used to develop design requirements and guidelines. Finally, the consensus and pivotal dissensions about the systemic problem(s) of the current monetary and financial system, requirements and guidelines among experts have been identified through semistructured interviews. This research process results in widely supported requirements that demarcate the design space and widely supported guidelines that aim to give direction within the design space, that is, to the future development of the monetary and financial system.
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The evolving landscape of science communication highlights a shift from traditional dissemination to participatory engagement. This study explores Dutch citizens’ perspectives on science communication, focusing on science capital, public engagement, and communication goals. Using a mixed-methods approach, it combines survey data (n = 376) with focus group (n = 66) insights. Findings show increasing public interest in participating in science, though barriers like knowledge gaps persist. Trust-building, engaging adolescents, and integrating science into society were identified as key goals. These insights support the development of the Netherlands’ National Centre of Expertise on Science and Society and provide guidance for inclusive, effective science communication practices.
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The vast literature on accountability in the public sector (usually called ‘public accountability’originating from political science and public administration tends to emphasize the positive dimension of holding authorities to account. As formulated by one prominent scholar in the field, ‘[a]ccountability has become an icon for good governance’: it is perceived as ‘a Good Thing, and, so it seems, we can’t have enough of it’ (Bovens, 2005: 182, 183). Accountability has, thus, become one of the central values of democratic rule – varying on a well-known American slogan one could phrase this as ‘no public responsi bility without accountability’.
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the role of higher education in fostering young professionals’ global competence
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This article reflects on the workshop Bridging the KAP-gap in global education, which was part of the DEEEP-conference Global Justice through Global Citizenship. The objective of the workshop was, to learn about strategies to bridge the KAP (Knowledge, Attitude, Practice) -gap and to gain ideas how to apply these strategies to participants’ own practices. The workshop turned into a slightly different direction and raised some fundamental questions: What could one expect of global education? Which others factors influence learners’ behaviour? To which manner does global education aim to change behaviour? Should global education aim to change behaviour? This article summarizes the outcomes of an evaluation which was done amongst alumni-students of the minor programme Global Development Issues of Fontys University of Applied Sciences and the main issues that were discussed during the workshop, also based on the integrated model of behavioural prediction. The article ends with some lessons learned, especially for the curriculumowners of the minor programme, who organised this workshop.
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In: Frank Gadinger, Martina Kopf, Ayşem Mert, and Christopher Smith (eds.). Political Storytelling: From Fact to Fiction (Global Dialogues 12) This essay presents a summary of important perspectives concerning the distinction between what counts as truth or fiction. As a source of inspiration, it starts with two examples found in literature – the first a classical Spanish novel and the second a collection of stories written by the leader of a social movement in Mexico. These two examples of the conflictive relations between truth and fiction, authenticity and imagination serve as a source of inspiration for the rest of this article, which shows that this issue has been a subject of intense debate in philosophy and in the philosophy of science and still presents a challenge in the 21st century. The essay states that absolute, objective truth is a myth. It describes that what counts as ‘truth’ in a particular era, is, among other things, the result of power relations. It suggests productive ways to deal with this problem in modern society, through deliberative, emancipatory processes of reflexivity (Weick 1999), participatory research and dialogue, facilitating innovation and generation of new solutions.
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