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The purpose of this paper is to explore the extent to which the concept of learning organization can support the embedding of responsible innovation (RI) in organizations.

Based on literature in the fields of corporate social responsibility, learning organizations and quadruple helix collaborations, the authors constructed the responsible learning organization (RLO) framework for RI. With the framework, the authors want to show that the RLO can enable RI within organizations.

Based on this framework, the distinction is made between, on the one hand, the learning processes inside the organization, which resemble reflexivity, and, on the other hand, the learning processes that take place with stakeholders outside the organization, which resemble the other three core processes of RI: anticipation, inclusion and responsiveness. Based on these insights, the authors argue that if an organization wants to do good on innovation, which is seen as the core of RI, organization’s core values should guide that.

Organizational core values should be developed by means of learning inside the organization. Therefore, the process of reflexivity should be stressed more, and employees should be empowered to take part in developing these values, which in return can guide the organization as a compass through all the uncertainty it will encounter during the learning outside the organization when interacting with stakeholders.

The RLO framework for RI shows what learning processes organizations should facilitate first and what content should be at stake during these learning processes to embed RI. Furthermore, the framework puts emphasis on reflexivity as a condition for responsiveness, inclusion and anticipation.

This chapter aims to present the context, the approach and the pedagogical tools deployed at École Centrale Marseille (ECM) to promote gender equality in engineering education. The ECM has put several mechanisms in place such as challenging traditional gender stereotypes, social representation of the engineering profession and facing the realities of a professional world that is overwhelmingly masculine, including awareness of the glass ceiling effect on access to positions of responsibility and prevention of sexual harassment. The ECM model combines multidisciplinary studies with a professional grounding with the aim of educating students to be able to transform society. In 1997, the ECM founded the Mediterranean Network of Engineering Schools with the main goal of fostering sustainable development in the Mediterranean basin. The ECM has been part of the community of practice on gender equality initiated by Mediterranean Network of Engineering Schools through its participation in the H2020 TARGET project on gender equality in research and higher education.