Teaching Impact is Key to Make Science Socially Relevant

Image: CC0, https://en.wikipedia.org/wiki/Knowledge_transfer#/media/File:Knowledge_transfer.svg

DOI:

10.25815/qx24-8m92

Citation format: The Chicago Manual of Style, 17th Edition

Benedikt Fecher, Nataliia Sokolovska & Marcel Hebing. ‘Teaching Impact is Key to Make Science Socially Relevant’, 2019. https://doi.org/10.25815/qx24-8m92.

By: Benedikt Fecher, Alexander von Humboldt Institute for Internet and Society;
Nataliia Sokolovska, Alexander von Humboldt Institute for Internet and Society;
Marcel Hebing, Impact Distillery & Alexander von Humboldt Institute for Internet and Society

Funders and policy makers increasingly demand that science has societal impact. This becomes apparent in national debates (e.g., the German Wissenschaftsrat position paper on Knowledge transfer) or supranational initiatives like the European Commission’s strategy “Open innovation, open science, open to the world“. The call for societal relevance of research is motivated by an increased need for scientific expertise in the light of global and multidisciplinary challenges such as climate change, migration, or digitisation, and partly of course as a return-of-investment expectation. Societal impact is en vogue.

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