Volta

Tapping into science advisers’ learning

Abstract The art and craft of science advice is not innately known by those scientists who choose to step out of the lab or the university to engage with the world of policy. Despite a wealth of literature on the ‘science of science advice’, in nearly every situation there is no ‘teacher’ of science advice; it is a typical case of learning on the job. Within that context, the learning of scholars engaging in expert advice is always situated and can sometimes be transformative. To date, however, there has been no systematic, in-depth research into expert advisers’ learning—instead focusing mostly on policymakers’ and publics’ learning about science. In this article, I suggest that such a research programme is timely and …

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