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.
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.
Organisations
People |
ORCID iD |
Mike Hulme (Primary Supervisor) | |
Noam Obermeister (Student) |
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 |