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The time is ripe for taking a step back and considering what sort of science degrowth aspires to be. Doing so requires an engagement with the philosophy of science. In this piece, Iana Nesterova and Hubert Buch-Hansen argue that degrowth scholarship can benefit greatly from being brought together with the philosophy of science perspective known as critical realism. Published: 2021-11-24

The mind-body problem is one of the most enigmatic issues in philosophy that has yet to be resolved. Professor Jan Scheffel from KTH Royal Institute of Technology, Sweden analyses the mind–body problem from a physicalist perspective. He finds that consciousness is epistemologically emergent and shows that this result overlaps with the problem of free will. If a theory for consciousness could be constructed, free will would not exist. Professor Scheffel discloses that the mind–body problem cannot be solved reductionistically and evolves the notion of emergence in an argument for free will. QC 20201013

Undergraduate and master’s students are increasingly conducting their own original human subjects research on topics related to political violence and human rights—often, but not always, in the field. This work typically involves the direct collection of data from vulnerable populations, in unstable contexts and about sensitive topics. However, despite the rich literature about research ethics, the ethics of advising, enabling and encouraging this type of student research on political violence has been largely overlooked. This article aims to (1) raise awareness about the proliferation of undergraduate and master’s students engaging in human subjects research on topics related to political violence and human rights; (2) discuss the risks inherent in this enterprise that are distinct from those that most faculty and doctoral students face, including little or no training in necessary methods or research ethics, few (if any) formal mechanisms of ethical oversight, short time horizons, clustering in over-researched areas, and the unlikely prospect of publication or dissemination of research results; (3) provide concrete suggestions about how to mitigate some of those risks, including a shift away from fieldwork-based research projects. We ultimately argue that it is educators’ and academic institutions’ responsibility to require that students engage in ethical practices, including discouraging some types of research.

In an era characterized by a move towards a “knowledge society”, universities are central in fostering “knowledgeability”, that is the reflexive understanding of knowledge in knowledge societies. The objective of “knowledgeability” can be met through creating a stronger link between education and research. Furthermore, overall student performance, for example in critical thinking and problem solving, can be improved if research-related activities are incorporated into the curriculum. The aim of this paper is to use international examples to discuss the research- education nexus from four different perspectives, namely context, policy, implementation and quality, with case studies from higher education institutions in Singapore and Sweden. We suggest that different integrative technologies can be used to enhance the links, but it will be essential to consider the inputs of training, service and support in using new technology. Interestingly, the act of evaluating the link between education and research will increase awareness of this linkage by stakeholders involved in both education and research. In turn the link can be strengthened, contributing to increased quality in both education and research.

This handbook is developed for thesis students, as well as academic supervisors and industrial supervisors. The handbook aims to clarify the thesis process and make it easier for you to work as a team. By following this process, you will make sure that the thesis will have both academic and industrial contributions.

Published in EAPC Reference Group on Public Health and Palliative Care Newsletter, October 2021.