Mapping educational contents of the science of science, technology, and innovation policy: an international comparison

It has been seven years since the launch of Japan’s Science for RE-designing Science, Technology and Innovation Policy (SciREX) programme. It is therefore an opportune time to take stock, not only of the Japanese programme, but also of leading science, technology, and innovation (STI) research and education programmes in other nations. This paper updates our work (Okamura et.al. 2017), applying a quantitative approach to syllabi analysis by using topic model methodology to identify frequent topics on the syllabi of various STI educational programmes. The number of education programmes analysed has increased from 12 to 24 Japanese and overseas programmes. Although this is still an on-going study, we have found that worldwide STI education programmes can be characterised using twelve topics. In 2016, the SciREX programme in Japan held discussions with STI stakeholders at multiple workshops to share key terminologies and science questions relating to key chapters of core parts of the curricula used by six participating Japanese universities. The aim of both activities (the quantitative analysis of syllabi and the development of core curricula) was to identify research and educational agendas that could respond to societal needs and changes.