Responsible innovation combines philanthropic and economic aspects and it is common to refer to entrepreneurs who lead it as "social entrepreneurs". The present study of 100 Mexican SMEs, provides knowledge of exploratory nature about what the models of organization are conducive to SMEs in the generation and development of responsible innovations. Through the statistical technique of cluster analysis, this study identified and characterized four models of organization according to the level of social entrepreneurship reached: (1) “The techno-scientific organization”, (2) “The techno-social organization”, (3) “The capitalist-social organization” and (4) “The capitalist organization”. While in Europe the dominant discourse about responsible innovation focuses on the control of the risk of social rejection of the advance of science and technology; in contexts such as the Mexican, the phenomenon is configured as the mechanism through which entrepreneurs articulate its technological and scientific capabilities to solve priority and specific problems of the society, however, the social impact does not crucially affect their business initiatives. The techno-scientific organization (50% of studied SMEs) is proposed as the model of organization with greater viability for Mexican entrepreneurs.

In the paper, the author takes stock of the conceptual reflection and empirical studies described in the current scientific literature on responsible innovation in the context of the emergence of Responsible Research and Innovation (RRI) concept. RRI has been promoted in the European Union as a part of the Europe 2020 strategy with the objective of making research and innovation more sustainable and inclusive. As more than half of the EU’s firms declare conducting innovation activities RRI problematic becomes more relevant than ever. There remain many open questions, unresolved dilemmas and empirical white spots that call for more research in this field. This paper’s main focus is the problem of RRI acceptance as a global framework for responsible innovation and the scarcity of suitable instruments that may help industry understand and adopt this concept. The main contribution of this paper are: the critical analysis of the RRI concept and its implications for industry, proposing a concept of RRI index for innovating enterprises.

The purpose of this paper is to critique the definition of falsification as research misconduct according to the Public Health Service (PHS) in order to better understand what it entails. In support of this purpose, the approach decided upon for analysis was philosophical including framing the issue borrowing from both mereological and epistemological perspectives. Through the consideration given to parthood relations of mereology, we gained insight from a cognitive imperfection standpoint about similarities that exist between the epistemic constraints on knowledge and the nature of violations concerning research misconduct. Findings from the examination of a case study include the significance of accuracy in representation in falsification as misconduct and the core dimensions comprising an instance of falsification, which are Deliberateness, Alteration, and Inclusion. Given that either behavior or actions must occur that violate these three aspects in order to qualify as an instance of misconduct under falsification, the author proposes that, at a minimum, any revisions made to the definition of falsification stipulate what he refers to as the Violation Imperative.

Recent developments in US immigration policies have brought tired attention to the problems of immigration in the United States. Although there has been growing awareness of the need to manage immigration that address the economic causal factors underlying the motivation to cross borders, the recent changes in immigration policies fail to do so. This paper brings attention to the futility of border control laws and calls on urban planners to address immigration through strategic planning for a socially-responsible, sustainable economic development in sending countries. This paper concludes with recommendations for how to do this.

Geoscientists developed geoethics, an intra-disciplinary field of applied philosophical studies, during the last decade. Reaching beyond the sphere of professional geosciences, it led to professional, cultural, and philosophical approaches to handle the social-ecological structures of our planet ‘wherever human activities interact with the Earth system’. Against the backdrop of the COVID-19 and considering geoscientists’ experiences dealing with disasters (related to hazards like tsunamis, floods, climate changes.), this essay (1) explores the geoethical approach, (2) re-casts geoethics within western philosophical systems, such as the Kantian imperatives, Kohlberg scale of moral adequacy, Jonas’ imperative of responsibility, and (3) advances a ‘geoethical thesis’. The latter takes the form of a hypothesis of a much broader scope of geoethics than initially envisioned. That hypothesis appears by suspecting a relationship between the relative successes in the COVID-19 battle with the positioning of agents (individual, collective, institutional) into ethical frameworks. The turmoil caused by the COVID-19 pandemic, calls for the transfer of experiences between different disciplinary domains to further sustainable governance, hence generalising the geoethical approach. It is emphasized that only when behaving as responsible and knowledgeable citizens, then people of any trade (including [geo-]scientists) can transgress the boundaries of ordinary governance practices with legitimacy.

Despite the recognition of the importance of stakeholder inclusion into decisions about new solutions offered to society, responsible innovation (RI) has stalled at the point of articulating a process of governance with a strongly normative loading, without clear practical guidelines toward implementation practices. The principles of RI direct us to involve the user early in the innovation process. However, it lacks direction of how to involve users and stakeholders into this process. In this article, we try to understand how to empower users to become a part of innovation process though empirical cases. Based on 11 cases of firms innovating in digital health and welfare services, we look on firm practices for user integration into their innovation process, as well as how user’s behavior is changing due to new trends such as availability of information and digitalization of services. We try to explore this question through lenses of responsible innovation in the emerging field of digital healthcare.

The world is looking towards organizations for social responsibility to contribute to a sustainable environment. Employees’ organizational citizenship behavior for the environment (OCBE) is a voluntary environmental-oriented behavior that is important for organizations’ environmental performance. Based on social learning theory, the study examined the effects of responsible leadership in connection with OCBE by using a sample of 520 employees of manufacturing and service sector including engine manufacturing, petroleum plants banking and insurance sector organizations of China. Further, the role of psychological ownership and employee environmental commitment were used as mediators and moderators simultaneously. The direct, mediation, and moderation model results exposed a positive relationship between responsible leadership and OCBE via employee psychological ownership and employee environmental commitment. The study also revealed that the indirect effect is stronger when employees hold higher employee environmental commitment. The theoretical and practical implications for environmental sustainability in respect of organizations as well as future research directions are discussed.

The social confinement resulting from the COVID-19 crisis temporarily reduced greenhouse gas emissions. Although experts consider that the decrease in pollution rates was not drastic, some surveys detect a growth in social concern about the climate. In this new climate-conscious environment, municipalities and local governments are promoting a new way of living and caring for cities, even before they can regain national and international freedom of movement. This work analyzes the connection between the new climate awareness arising from the COVID-19 crisis, the proposals of sustainable citizenship around the world, and its communication on Twitter to educate the new eco-conscious audience. The methodology mixes quantitative and qualitative analysis, using the Twitonomy Premium tool and the Twitter research tool, with data extracted at the end of December 2020. Among the top 10 most influential and active accounts, the results show educational institutions, local institutions, companies, neighborhood, associations, and influencers. The impossibility of living the city, has not prevented citizen education and commitment to make real change for when that city and its citizens return to normality. Although this new normality must be different: more ecological, more responsible, more sustainable and practiced from early childhood.

The IRRESISTIBLE Project (FP7, Grant 612367) had the aim of involving teachers, students and the public in the discussion on Responsible Research and Innovation (RRI), promoting both the construction of knowledge on cutting-edge (and controversial) research topics and the discussion about the criteria that these research/innovation processes should respect in order to be considered as responsible. These criteria also represent a strong contribution to a more sustainable future for all. This quantitative research evaluates the impact of IRRESISTIBLE’s student-curated exhibitions – about the RRI dimensions of cutting-edge research topics (socio-scientific issues) – on students’ perceptions regarding their scientific competences and the science classes. A pre and post-questionnaire was developed, validated and applied to students from 10 countries. The overall results of the statistical analysis indicate that students improved their perceptions regarding their competences for developing exhibitions in science classes as a way of creating awareness on topics relating science-technology-society. This activity reinforced students’ perceptions that in science classes they: a) discuss current issues and how they impact their lives; b) develop socially and relevant projects; and c) learn how to influence other citizens’ decisions about social issues related to science, technology and environment with the aim of assuring a more sustainable future.

The RNA-guided endonuclease system CRISPR-Cas9 has been extensively modified since its discovery, allowing its capabilities to be extending far beyond double-stranded cleavage to high fidelity insertions, deletions, and single base edits. Such innovations have been possible due to the modular architecture of CRISPR-Cas9 and the robustness of its component parts to modifications and the fusion of new functional elements. Here, we review the broad toolkit of CRISPR-Cas9-based systems now available for diverse genome editing tasks. We provide an overview of their core molecular structure and mechanism and distil the design principles used to engineer their diverse functionalities. We end by looking beyond the biochemistry and towards the societal and ethical challenges that these CRISPR-Cas9 systems face if their transformative capabilities are to be deployed in a safe and acceptable manner.

Sustainable and Responsible Design (SRD) harnesses design’s potential to address eco-social problems and in doing so challenge the status quo of design education by reframing the social and ecological consequences, boundaries and agencies of design. This critical and transdisciplinary approach frays the edges of traditional design disciplines with embedded and reflexive modes of learning. We describe characteristics of SRD education and present theories of learning to empower students in this complex terrain. The learning associated with SRD education is ecologically engaged, participative, critical, expansive and designerly. We recount case studies of our own experiences advancing sustainable and responsible undergraduate design education in the UK. We identify path constraints such as disciplinary fragility, appropriation, and power dynamics in the design school. The push for a revision of priorities generates tensions where there is often greenwashing rhetoric of sustainability and inclusivity. We describe strategies and tactics to address these tensions. We highlight the agency we have as educators and designers and argue that design education can only meaningfully participate in response to the challenges presented by climate change, other types of ecocide, and social problems when educators make substantive commitments to supporting sustainability literacies and design approaches that serve the interests of diverse stakeholders.