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Science contributes to societal development through various functions. This web portal shows which roles researchers can play in such functions and offers approaches for reflecting on roles.

Image: Manu Friedrich

Downloads and workshop examples with lessons learned

Here you will find the figures and models of the guide as separate files for use in workshops, along with further examples of events with useful lessons learned from their authors regarding organisation and facilitation. We encourage users of this guide to add their reflections on experience and thus contribute to a growing community of practice.

Models

Texts

Figures

Figure 1: Two ways of understanding the relationship between science and other societal fields of action: A) When a transdisciplinary approach is used in research, knowledge is co-produced in the agora and the relationship between science and other societal fields of action is permeable; accordingly, scientists may play a number of different roles and need to be aware of potential power issues. B) When scientists are asked to provide policymakers or other societal actors with information from science, knowledge is produced by scientists and ‘brokered’ by boundary agents or boundary organisations to society; when playing a boundary agent role, scientists need to reflect on possible conflicts of interest.
Figure 1: Two ways of understanding the relationship between science and other societal fields of action: A) When a transdisciplinary approach is used in research, knowledge is co-produced in the agora and the relationship between science and other societal fields of action is permeable; accordingly, scientists may play a number of different roles and need to be aware of potential power issues. B) When scientists are asked to provide policymakers or other societal actors with information from science, knowledge is produced by scientists and ‘brokered’ by boundary agents or boundary organisations to society; when playing a boundary agent role, scientists need to reflect on possible conflicts of interest.Image: Figure adapted from Pohl et al. 2010.
Figure 1: Two ways of understanding the relationship between science and other societal fields of action: A) When a transdisciplinary approach is used in research, knowledge is co-produced in the agora and the relationship between science and other societal fields of action is permeable; accordingly, scientists may play a number of different roles and need to be aware of potential power issues. B) When scientists are asked to provide policymakers or other societal actors with information from science, knowledge is produced by scientists and ‘brokered’ by boundary agents or boundary organisations to society; when playing a boundary agent role, scientists need to reflect on possible conflicts of interest.
Figure 1: Two ways of understanding the relationship between science and other societal fields of action: A) When a transdisciplinary approach is used in research, knowledge is co-produced in the agora and the relationship between science and other societal fields of action is permeable; accordingly, scientists may play a number of different roles and need to be aware of potential power issues. B) When scientists are asked to provide policymakers or other societal actors with information from science, knowledge is produced by scientists and ‘brokered’ by boundary agents or boundary organisations to society; when playing a boundary agent role, scientists need to reflect on possible conflicts of interest.Image: Figure adapted from Pohl et al. 2010.
Figure 2: Overview of the 15 identified roles, arranged in four activity realms. The field (green) describes activities relating to expertise provided on the problem under investigation and the application of respective solutions, with roles primarily adopted by non-scientific actors. In contrast, the roles located in the realm of Academia (blue) involve research activities and tend to be adopted by researchers. The boundary management realm (yellow) includes activities required for establishing the processes of knowledge co-production; these take place in all the overlapping areas but ­ especially where all three areas overlap. Roles highlighted in bold consist of more than one subcluster.
Figure 2: Overview of the 15 identified roles, arranged in four activity realms. The field (green) describes activities relating to expertise provided on the problem under investigation and the application of respective solutions, with roles primarily adopted by non-scientific actors. In contrast, the roles located in the realm of Academia (blue) involve research activities and tend to be adopted by researchers. The boundary management realm (yellow) includes activities required for establishing the processes of knowledge co-production; these take place in all the overlapping areas but ­ especially where all three areas overlap. Roles highlighted in bold consist of more than one subcluster.Image: Hilger et al. 2021
Figure 2: Overview of the 15 identified roles, arranged in four activity realms. The field (green) describes activities relating to expertise provided on the problem under investigation and the application of respective solutions, with roles primarily adopted by non-scientific actors. In contrast, the roles located in the realm of Academia (blue) involve research activities and tend to be adopted by researchers. The boundary management realm (yellow) includes activities required for establishing the processes of knowledge co-production; these take place in all the overlapping areas but ­ especially where all three areas overlap. Roles highlighted in bold consist of more than one subcluster.
Figure 2: Overview of the 15 identified roles, arranged in four activity realms. The field (green) describes activities relating to expertise provided on the problem under investigation and the application of respective solutions, with roles primarily adopted by non-scientific actors. In contrast, the roles located in the realm of Academia (blue) involve research activities and tend to be adopted by researchers. The boundary management realm (yellow) includes activities required for establishing the processes of knowledge co-production; these take place in all the overlapping areas but ­ especially where all three areas overlap. Roles highlighted in bold consist of more than one subcluster.Image: Hilger et al. 2021
Figure 3: Four idealised modes of engagement: ‘In my book, The Honest Broker, I describe four modes of engagement by scientists and other experts (…). The different modes are a function of how we think about democracy and how we think about the proper role of science in society.’
Figure 3: Four idealised modes of engagement: ‘In my book, The Honest Broker, I describe four modes of engagement by scientists and other experts (…). The different modes are a function of how we think about democracy and how we think about the proper role of science in society.’Image: rogerpielkejr.blogspot.com/2015/01/ five-modes-of-science-engagement.html
Figure 3: Four idealised modes of engagement: ‘In my book, The Honest Broker, I describe four modes of engagement by scientists and other experts (…). The different modes are a function of how we think about democracy and how we think about the proper role of science in society.’
Figure 3: Four idealised modes of engagement: ‘In my book, The Honest Broker, I describe four modes of engagement by scientists and other experts (…). The different modes are a function of how we think about democracy and how we think about the proper role of science in society.’Image: rogerpielkejr.blogspot.com/2015/01/ five-modes-of-science-engagement.html
Figure 4: Panel of photos showing scientists in different roles.
Figure 4: Panel of photos showing scientists in different roles.Image: Simone Ritzer
Figure 4: Panel of photos showing scientists in different roles.
Figure 4: Panel of photos showing scientists in different roles.Image: Simone Ritzer
Figure 5: Spider diagram of model 2 to identify individual scientists’ role profiles. For further description of the spider diagram method for discussing roles of scientists
Figure 5: Spider diagram of model 2 to identify individual scientists’ role profiles. For further description of the spider diagram method for discussing roles of scientistsImage: Hofmann B, Salomon H, Hoffmann S
Figure 5: Spider diagram of model 2 to identify individual scientists’ role profiles. For further description of the spider diagram method for discussing roles of scientists
Figure 5: Spider diagram of model 2 to identify individual scientists’ role profiles. For further description of the spider diagram method for discussing roles of scientistsImage: Hofmann B, Salomon H, Hoffmann S

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