Science and society<\/strong><\/p>\n\n\n\nBehind the slightly confusing name of the Science Store, the idea of \u200b\u200bcommunity-based science is widespread in Europe. The public and social function of colleges has changed over time. Science has always shaped the future, but the more time goes on, the more we depend on scientific results. It is therefore essential that there is a close and trusting relationship between higher education institutions and society. This is needed both for the advancement of science and for science to reflect the concerns of society.<\/p>\n\n\n\n
Often the relationship between science and society focuses only on the promotion of new scientific achievements. In addition, research has often been strongly linked to the needs of the productive (industrial) sector and has overshadowed the exploration of broader issues in society.<\/p>\n\n\n\n
Research is funded by public authorities from tax revenues and the business sector, as well as by grant schemes. There are certain risks to all options: there is a risk that knowledge will be applied to maximize entrepreneurial income rather than to meet social needs; there may be pressure to direct research in line with current policy concerns; the grant system may shift the focus of researchers from their main job to raising sources of funding. This makes the emergence and development of coherence between science and society even more important.<\/p>\n\n\n\n
All these developments and considerations have resulted in a number of initiatives and activities that have sought to bring higher education institutions and the public closer together. One initiative is the idea of \u200b\u200bscience stores, which began in the 1970s in the Netherlands.<\/p>\n\n\n\n
Science shop<\/strong><\/p>\n\n\n\nThe Science Store is a place to help build links between the public and universities \u2013 despite the commercial meaning of the \u201cstore\u201d, it is usually free. It is important that the research question does not only express the interest of one or two people, but is important for the wider target group. It is also important that the issue is not investigated in order for the narrowly defined target group (company) to profit from this solution. Thus, the purpose of science stores is to stimulate the launch of research that benefits society at large. And the very fact that science shops reflect the needs of civil society for expertise and knowledge distinguishes them from traditional knowledge transfer initiatives.<\/p>\n\n\n\n
The \u201cthird sector\u201d is a term used to denote civic associations, i. organizations that are not established by the state and do not conduct business, but are established to act in the public interest (NGO, SA, Society). And like companies and industry, they often need access to the scientific world to make their work better. Often, however, they lack the resources \u2013 time, money, expertise \u2013 to research the science issue themselves. And to balance the mainstream that seeks to harness research excellence in providing new solutions for business development in the business sector and to communicate to the scientific community, research shops are seeking to harness research excellence for civil society development and communicate the needs of nonprofits to higher education institutions.<\/p>\n\n\n\n
What does this look like in practice?<\/strong><\/p>\n\n\n\nIssues at very different levels may be relevant to non-profit organizations. Many of them require decades of costly interdisciplinary research, and sometimes there are questions that are appropriate for a master\u2019s or a good supervisor, even for undergraduate research. And there are students and academics in higher education who would like to do something that is of real benefit to society. Mostly, the science shop does not do science itself, but takes on a mediating role and seeks to connect civil society organizations with the scientific world and wants to develop inclusive science and provide research support to non-profit organizations.<\/p>\n\n\n\n
In practice, this is done through the contact of a non-governmental organization with a research shop for a specific question. Equal collaboration between a civic association, a science shop and a university will create new knowledge, or at least combine and adopt existing knowledge.<\/p>\n\n\n\n
Example: \u201cScience shops\u201d at the University of Groningen<\/strong><\/p>\n\n\n\nThe University of Groningen in the Netherlands has created 9 \u201cscience shops\u201d in 5 faculties, which must answer questions from citizens, NGOs, etc. on the environment, consumers, health, social issues, etc. Citizens\u2019 groups may ask the research shop to provide independent scientific opinions on local issues, the impact of the local plant on health. Such scientific advice can help resolve issues that have arisen in the local community.<\/p>\n\n\n\n
The science shop may be located at a university or be an independent organization. IBS\u2019s goal is to conduct pilot projects and see what format science stores could be set up in Estonia.<\/p>\n","protected":false},"excerpt":{"rendered":"
The four-year project aims to try to establish science stores in Estonia. The goal of the Institute of Baltic Studies is to conduct pilot projects and see what format science stores could be set up in Estonia.<\/p>\n","protected":false},"featured_media":0,"template":"","project-category":[109],"project-financier":[],"project-tag":[],"class_list":["post-2368","projects","type-projects","status-publish","hentry","project-category-evaluation-and-policy-analysis"],"acf":[],"yoast_head":"\n
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