Research governance for change: funding project-based measures in the field of responsible research and innovation (RRI) and their potential for organisational learning

Abstract

Purpose This paper aims to look at the implementation of project-funded research governance and its potential to induce organisational learning on responsible research and innovation (RRI). This paper analysed what types of organisational learning and change can take place within organisations of an Europe-funded project and to what extent. This paper examined whether and how change occurs and how it is shaped and co-produced with other orderings. Design/methodology/approach The paper is based on materials and evidence collected while working on the internal evaluation of a Horizon 2020-funded project. Analysis of the results of the mixed methods evaluation design was used to characterise occurrences of organisational learning and change. Findings The authors identified different forms of learning (single-loop learning, double-loop learning, reflexive and reflective learning and situational learning). The extent of learning that could lead to long-lasting organisational change was limited. This was due to the project-based and organisational design, the key-based definition of RRI and the indeterminacy of what constitutes learning and change – both at the level of funding and performing the project. For organisational change to occur, the authors argue for governance mechanisms based on reflexive learning that consider a range of structural conditions and measures. Originality/value Organisational learning plays an important role in change processes, which has so far been given too little consideration concerning the governance and implementation of RRI through project-based funding. The authors argue for a restructuring of governance and funding mechanisms to create more space for reflexivity and learning.

Support and connect employees to facilitate learning

“…D ouble-loop learning refers to reflection, adjustment and change in culture, norms and values. Double-loop learning also involves both reflective learning (redefining organizational problems and entailing feedback loops) and reflexive learning (changing the mental models of individuals) (Wicher & Frankus, 2024). Both types of double-loop learning lead to redefining organizational problems, tasks and challenges.…”

“…In this context, Wicher and Frankus (2024) examined the role of organizational learning and organizational change in promoting RRI. To this end, they conducted a case study of the RRI implementation process in two research institutes in The Netherlands and Germany.…”

“…As a result of Wicher and Frankus (2024) study, various types of learning were observed during implementing RRI. Such learning includes both single-loop and double-loop learning.…”

“…More importantly, both single-loop and double-loop learning are inseparable from the context in which the organizations are located (Wicher & Frankus, 2024). In other words, both types of learning have some aspects of situated learning (Lave & Wenger, 1991).…”