Science Diplomacy Capacity Development: Where Do We Go From Here? (WebDebate #55)

Event summary

Boundary spanning

Speakers agreed that we need science to inform policymaking. There are, however, a number of mismatches and misalignments. Science and policymaking are distinct social processes with different professional cultures. This is precisely why so-called ‘boundary spanners’ who can build science–policy networks and collaborations are important. Boundary spanners are more than knowledge translators; they possess a unique skillset to move between communities. The concept of boundary spanning resonances with people active in the field. It offers a way of putting a name to ongoing or aspiring practices. It also provides a community of practice, a vision of agency, and a path to develop a professional career

Professionalising the science policy field

Professionalising the science policy field is important and it is best achieved by learning through concrete projects, .i.e. impact collaboration. Training and capacity development in the science policy field and science diplomacy can often be (perceived as) a high-level and top-down process with a ‘stratospheric’ perspective. It is crucial to translate science policy and science policy to down-to-earth situations. Equally, the concepts gain meaning based on practitioners’ context. Contextualisation, however, needs to follow a process that reverses traditional approaches. It is important to start with peoples’ needs and the messiness of the everyday. Training and capacity development need to respond to the reality of individuals. At the same time, this is not an individual exercise. Rather, practitioners need to connect and be able to share their thoughts.

Challenges to science policy and science policy

First, recent experiences show that there is a huge need to invest in prevention and to avoid being reactive. For example, public and policy budgets often change in reaction to events instead of anticipating them.

Second, practitioners themselves need to be aware that it is not enough to ‘throw evidence at policy’. They need to find the middle ground between complying with political games and ‘bringing in the science’.

Third, a big task for future science policy and science diplomacy is to learn how to anticipate impactful events and crises. In particular, the anticipation and useful uses of new technology can contribute to avoiding unintended consequences. Evolving, regular, and continuous assessments of science and technology advances are needed.

Finally, idealistic notions associated with science diplomacy have been challenged by recent events and emerging scholarly discussion. We have seen how easily geopolitics can dominate the best intentions toward scientific cooperation. Science itself is not apolitical. Yet, the speakers agreed that we should not become disillusioned, even when geopolitics dominates the best intentions.

Recommendations for training and capacity development

• Training and capacity development need to include learning about science diplomacy as a concept and learning to conduct science diplomacy. Programmes offered need to reflect the realities of practitioners.
• Providers should also point to available opportunities, points of entry, and possible career paths.
• Training and capacity development crucially need to reflect the realities of small and developing countries. There are often gaps in capacities in both science and diplomacy. Science diplomacy frameworks are mostly drawn up in the Global North which also houses the ‘power centres’ of science diplomacy. In this context, it is often not advisable to simply copy approaches from developed countries and big science systems. Providers need to be mindful of colonial and imperial legacies.
• Implementation is local. Ways need to be found to foster local expertise and offer context-appropriate information.
• Training and capacity development needs to leverage the rich experience and skills of participants who need to be recognised as experts in their given fields. Immersion programmes, experiential learning, and placement opportunities are important offerings.