Programme and Schedule

The summer school has four main content elements:

  • Daily meetup grous, where the doctoral students present their Ph.D. projects, receiving peer and expert feedback
  • Keynotes by renowned researchers in the field
  • Topical workshops, of which each Ph.D. student can participate in two
  • Daily writing labs

 

Programme Overview

Keynotes:

Dorothe Kienhues, Münster
Preserving the epistemic authority of science – but in a humble way 

Scientific knowledge can contribute to understanding and solving a variety of personal and societal problems. At the same time, individuals, especially scientists, need to be aware of the limits and weaknesses of science. In this keynote, I will address various limits of science that can become threats to the epistemic authority of science. I will also outline how we could deal with these limits in science communication to strengthen an informed trust in science and to preserve science’s epistemic authority. 


Theresa Velden, Berlin

Epistemic Diversity meets Open Science: The Field-Specificity of Data Sharing

Increasingly, researchers are expected to make their research data openly available. In this keynote, I provide an overview of the state-of-the-art in research on the sharing of research data with a particular emphasis on understanding field-specific motivations of researchers to share or not to share. Some general trends about the state of data sharing seem fairly well supported: that there exists a gap between support for the idea of public data sharing, and actual practice, that a number of hindrances exist that either delay or entirely prevent the public sharing of data, such as the effort involved in preparing data for sharing, the sensitivity of data, or concerns of data producers about a lack of control over the (re)use of the data by others. However, scientific fields differ in their research practices and norms for sharing research data, and we will review the empirical evidence so far on the extent of those differences, discuss how comparing scientific fields at the level of disciplines can be misleading, and how sharing is linked to the specific ways in which knowledge is produced in a field.


Ingrid Scharlau & Tobias Jenert, Paderborn:
Discovering our awkwardness: Irriation and misunderstanding as starting points for science communication

Science communication is often understood as the transfer of given content to groups outside the scientific system, for example with the aim of informing the public about findings, getting them excited about them, or allowing them to critically reflect the role of science in society. What is underestimated (or deliberately ignored) is the potential of science communication for science itself. Metaphorically speaking, we would like to present and discuss science communication not as a transport vehicle, but as a mirror for science. In particular, we want to address problems and failures of science communication - not to remedy them, but to learn from them about science. Our contention is that irritations and misunderstandings especially can help to recognize the peculiarities and awkwardness of one's own discipline.

Workshops

Workshop 1
Podcasting for Research, Teaching and Reflection (Dominikus Herzberg, Gießen)

Podcasting as a means of insight and thinking, as a teaching tool and as an experimental system, podcasting as an opportunity to talk to other scientists: A podcast opens up many possibilities to communicate science, to surprise oneself, to establish relationships and to reflect on one's own research. The best thing is that the audio format is very easy to produce without much effort. I will talk about the experiences I have had so far with "Herzbergs Hörsaal" (https://anchor.fm/dominikusherzberg) and other podcast experiments, I will bring some equipment to practice with, and I invite you to do some hands-on activities. Maybe some participants would like to accompany the Summer School HoBid 2023 by creating some audio episodes.


Workshop 2
The Basics of Science Communication – Why –  What – How (Henning Krause, Berlin)

Science communication nowadays plays an essential role in building a network and engaging with science-related stakeholders and the public. Social media offers an opportunity for individual researchers to train, practice communication skills, and fulfill outreach activities requested by projects or funding organizations. The choice of platform and how to use it depends on the individual communication goals. In this session, we will select three examples of communication needs from within the participants' group (please consider providing one from your experience!). We will then split into microgroups to develop a short social media communication outline, answering the WHY, WHAT, and HOW questions for each example. The findings will be discussed in the plenum..


Workshop 3
Transdisciplinarity: from knowledge transfer to transformative research (Ulli Vilsmaier, Cully)

Transdisciplinary research complements the landscape of boundary-crossing research (e.g. multidisciplinarity, interdisciplinarity) since five decades. It emerged in response to pressing complex societal problems and the need to re-orient and re-organize research and higher education. Transdisciplinary research aims at mobilising different perspectives and knowledge that help to understand and tackle problems. Through research alliances and collaborative approaches with institutions and people from diverse sectors, knowledge production and implementation are brought closer together. The linear idea of knowledge transfer from academia to society is replaced by a mode of transformative research, i.e. research that aims at unfolding transformative effects in society while researching. Despite increasing calls for research at the science-society interface, transdisciplinary research remains a marginal phenomenon. This workshop provides participants with an overview of discourses and methodological features of transdisciplinary research and discusses epistemic and social consequences.


Workshop 4
Decolonising the curriculum: the role of positionality in research (Carolina Guzmán Valenzuela, Tarapacá, Chile)

Positionality seeks to acknowledge the researchers’ worldviews and the position they adopt in conducting research in specific contexts. In turn, such positions and views are shaped by gender, educational, ethnic, social, political and geographical variables. This is especially relevant when studying marginalised groups of people because the research process itself might heighten the marginalisation of such minority groups. In this workshop, positionality and its implications for research will be examined. Also, the role of positionality to help in decolonising the university curriculum will be addressed through the analysis of case studies and concrete examples.

Contents:

  • The role of positionality in research
  • Decolonising methodologies and curriculum in higher education: methods and contexts.

Literature

Bozalek, V. (2011). Acknowledging privilege through encounters with difference: Participatory Learning and Action techniques for decolonising methodologies in Southern contexts. International Journal of Social Research Methodology, 14(6), 469-484.

Lipscombe, T. A., Hendrick, A., Dzidic, P. L., Garvey, D. C., & Bishop, B. (2021). Directions for research practice in decolonising methodologies: Contending with paradox. Methodological Innovations, 14(1), 20597991211006288. 

Smith, L. T. (2012). Decolonising methodologies: Researching and indigenous peoples (2 nd ed.). New Zealand: Otago University Press.

 

Writing Labs

Daily writing labs - getting along with your thesis & early bird writing

Stefanie Haacke-Werron (Bielefeld), Andrea Karsten, Ingrid Scharlau (Paderborn)

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