Misaligned or mismanaged? Exploring the role of expectations and tacit negotiations in expert advice - the case of environmental science-policy in the

Lead Research Organisation: University of Cambridge
Department Name: Geography

Abstract

For my PhD project I intend to study the institutions of advice-giving in UK environmental science-policy. I argue that,
over the past few years, the implicit contract between science and society has markedly changed, and yet certain dated
expectations and behaviours about how science relates to policy persist. This is particularly severe in the case of climate
and environmental science-policy, which has typically been qualified as post-normal and where many scientists continue
to uphold the belief that better science and evidence will lead to better policy outcomes. Existing scholarly work has
examined the various roles and configurations of scientific and expert advice. However, no one has systematically looked
into how internally-held expectations shape the ways in which scientists and experts engage with policy advice, and how
these expectations are (tacitly) negotiated. I suggest that such a research project must examine both the politics of
knowledge and the role of communication and knowledge-brokering within boundary organisations involved in policy
advice. I have identified potential sites of study - including formal science advisory bodies (UK CCC and Defra SAC) and
informal science-policy networks (CSaP and NERC Policy Placement Fellowship Scheme). Finally, in order to study the
civic and institutional epistemologies of these organisations, I propose to triangulate three qualitative methods: expert
interviews, qualitative content analysis, and ethnography.

Publications

10 25 50

Studentship Projects

Project Reference Relationship Related To Start End Student Name
ES/P000738/1 01/10/2017 30/09/2027
2112765 Studentship ES/P000738/1 01/10/2018 31/03/2022 Noam Obermeister
 
Title What and how do science advisers learn? (INGSA 2021 Presentation) 
Description This was a video summarising my research, initially created for the International Network for Government Science Advice (INGSA) conference in 2021. 
Type Of Art Film/Video/Animation 
Year Produced 2021 
Impact It won an award at the conference. 
URL https://youtu.be/mvB6mRn7alE
 
Description - First comprehensive empirical study of science advisers' learning
- Methodological innovation that can be replicated/expanded on in future studies
- A collection of lessons learnt from some very experienced advisers (including former Chief Scientific Advisers)
- A better understanding of how academics learn to become advisers and some of the common pitfalls in doing so.
- Some indications of how academic culture can shift to encourage to effective learning and train early-career researchers, as a result.
Exploitation Route - Pedagogical tools to work with early-career researchers interested in policy engagement (e.g. simulations)
- Some methodological strategies that can be used in future adult learning research
Sectors Environment,Government, Democracy and Justice,Other

URL https://doi.org/10.17863/CAM.93668