1. Developing new approaches for the Governments Science and Society ProgrammeDiscussion Document based on outputs from 3 stakeholder workshops in November 2012
2. 2 Background • Following the recent review of BIS Science & Society Vision & Aims – with input from stakeholders, BIS held three workshops with a broad range of stakeholders* to develop ideas for potential activities / solutions to address these aims. • Each of the three workshops addressed distinct but overlapping areas of the Science and Society Programme Workshop 1 Workshop 2 ‘Education ‘Public & workforce’ perceptions’ Workshop 3 ‘Public input’* See Appendix for list of workshop participants
3. 3The three workshops were aligned with the BIS AimsWorkshop Theme BIS Science and Society Aims 1 ‘Education & workforce’ Young people, from all backgrounds, are empowered to act as - Education informed citizens around scientific issues and their application, with - Careers guidance many inspired to study and work in science, technology and - Workplace– using science engineering. - Diversity in the workforce The scientific and engineering workforce at all levels reflects the diversity of UK society. 2 ‘Public perceptions’ Government, industry, the research community and civic society - Value of science / recognise the importance of public investment in science and recognition of public innovation and their contribution to economic, cultural and societal well- investment being - Trust / confidence There are higher levels of confidence and trust, through greater - Understanding of scientific transparency, openness and public involvement, in the governance and method use of science and the products of scientific development . - Climate for doing science 3 ‘Public input’ Public policy and debate, including in research, government & the - Discussion & debate media, are enhanced by more extensive and purposeful engagement - Engagement with all sectors of society and are more informed by research and scientific and engineering evidence, including the views of the public. There is better engagement on science, research, technology & engineering and their application between all sectors of society.
4. 4These workshops form part of a broader, collaborative process togenerate, review and prioritise the ideas Workshop 1 Development of future Review of Science & BIS Science Review and Society & Society Workshop 2 Discussion prioritisation Programme Vision, document of activities and Aims & recommenda Criteria tions to Minister Workshop 3 Stakeholder input• The three workshops generated a number of potential activities / solutions for addressing the BIS Science and Society Aims.• The ‘raw’ outputs (the potential activities / solutions) from the 3 workshops were shared with attendees.• The three sets of outputs have now been collated into a Discussion Document for further stakeholder contributions.
5. 5The Document pulls together the outputs from the three workshops• This Discussion Document collates & integrates the outputs from the 3 workshops.• It is structured in such a way as to provide a framework around the outputs (which may make it easier to help spot gaps).• It sets out what we need to know in order to prepare a set of ideas to prioritise and build the overall plan.• The Discussion Document has been circulated to workshop participants to review, comment on accuracy and to add detail. As someone who has an interest in this, we would like to share this Discussion Document with you so that you can see where we’ve got to. We recognise that you may find it hard to comment on the detail but if, with your fresh eyes, you are able to highlight any obvious gaps, we would be delighted to hear from you.
6. 6Each workshop generated a number of overlapping themes or‘strategic drivers’; the collated list is set out below:STRATEGIC DRIVERSA. Localise – bring science to the publicB. Humanise science and scientists Many of theC. Accessible science – for all elements of theD. Owning the stories – proactive media engagement final plan will cover several of theseE. Embedding everywhere – science in real life driversF. Listening – a two way conversation with the publicG. Skills not subjects - beyond contentH. Mentors and role models – meet real scientists Question for you:I. Earning trust – building public confidence Are there anyJ. Training and support – building learning and skillsK. Inspiring each other – sharing and celebrating obvious gaps in thisL. Joining up the system – collaborations and partnerships list of ‘strategic drivers’?
7. 7These ‘strategic drivers’ can be addressed in a number of ways,using a variety of levers Levers Definition and Examples Events, publications, campaigns, announcements Expanded in Defined in time and space – something that happens more detail Activities One off or over time (eg. regular annual), but not ‘permanent’ With specific audiences and objectives – measurable on next page Can be aimed at any relevant target audience Big Ideas that can be used to give structure or direction, eg to an event Key propositions, reasons to believe or calls to action Themes & Attitudes and beliefs to be communicated or encouraged Messages Not time bound, current or limited – can be used now or in the future Can be aimed at any relevant target audience Can measure impact of communication eg via attitudes research Ways of working that have broad/universal applicability and are worth adopting widely Ways of talking about or presenting issues or topics that are known to be effective Agreed approaches, attitudes or behaviours to be shared and encouraged Principles Fundamental and permanent – to be adopted and retained An internal ‘checklist’ to influence the science, policy and communication communities, not direct to public Approaches that can/should be official policy Changes to official attitudes, recommendations, ways of working Policies Regulations, legislation Can be for BIS, other government departments, other official or ALBs
8. 8 What are ‘Activities’? Types and examples Target audiences 1. General public (adult,1. Live Events – likely to be public child, parent, student, facing, eg festivals, talks, displays more or less informed)2. Learning and Sharing face to face – 2. Influencers (MPs, lobby may be within the scientific groups, special interest) community, eg meetings, 3. Press & media Channels conferences, networking, receptions 4. Business3. Publications – reports, research, 5. Science community 1. F2F one to one analyses, opinions, articles 6. Sponsors, partners & 2. F2F one to many4. Recognition – eg awards, supporters 3. F2F groups celebrations (live or via media) 4. Online owned or5. Story creation – PR, press releases, earned news, announcements, TV 5. Earned media (PR etc) Communicating Voice6. Role Modelling – mentors, 6. Paid for media (TV, inspiration, personal development 1. Technical expert in the press etc)7. Training – sharing knowledge and field 7. Collateral (training building skills (one to one, one to 2. Accessible/media materials etc) many, virtual etc) friendly expert8. Content and material provision – 3. Journalist/non expert kits for teachers or journalists, 4. Government/officialdom content for media development 5. Member of public9. Dialogue – little and often exchange, affected via a range of channels including digital
9. 9 Strategic DriversStrategic drivers, needs and detailed suggestions of levers (activities, messages, principles and policies) for addressing needs
10. 10In the next section, each Strategic Driver is set out on 2 pages, withthe needs behind it and the specific lever suggestions for addressingit: :Ist pageStrategic driver: A - I NEEDS Why do we need to do this – what’s the issue, what appears to be needed?HOW TO ADDRESS THE NEEDS• Broad ideas or suggestions for addressing the needs Question for you:2nd page Are there any obvious gaps – either in theA. Strategic driver – specific lever suggestions needs or the levers to Activities What are the potential levers address the needs? – what exactly might we do toThemes & Messages address the needs? Note: headings for all four Principles types of levers are shown on the page – not all needs can Policies be addressed by all four types of levers
11. 11Strategic Driver: A. Localise – bring science to the public • Need to get to more sections of society including the harder to reach, so make NEEDS things more accessible • Taking science to people who don’t naturally attend festivals, visit museums etc. • Science and industry reaching out to local people to engage with them, to generate pride, to de-mystify the process and be real and accessible • Inspiring the next generation to study and work in scienceHOW TO ADDRESS THE NEEDS• Science in the community – Community connections (businesses, schools, universities, enterprise partnerships etc) and ownership – Local stories that generate pride and create understanding – Link to learners, schools & colleges• Science in accessible locations – Broader geographical locations – High streets / shopping malls / pop ups; Church halls; Pubs and clubs; Schools – Via Employers and local enterprises• Follow the people – Organisations already working with harder to reach groups eg charities – Online communities that already exist – Learning settings and groups – MPs/other local influencers
12. 12Strategic Driver: A. Localise – bring science to the public Specific lever suggestions • Identify opportunities for public to engage with science outside the standard festival locations Activities • Webcasts – open access so people can organise their own mini festivals • Take things to where people already go – shops, pubs, comedy open mike events, fairs, car boot sales, sports events, prisons, hospitals, WI, U3A, scouts and guides • Festivals and open days but... go to where your audience is • Use empty shops (pop ups) & market stalls for STEM • National open day for universities in local community Themes & Messages • Don’t ‘preach to the converted’ – access the harder to reach Principles • Look for local community connections Policies
13. 13Strategic Driver: B. Humanise – science and scientists • Change public stereotypical perceptions of scientists so that more people take an NEEDS interest, and more school children want to study STEM • Scientists are not seen as ‘different’ and science is not perceived as something only clever ‘geeks’ can do but is something that is integral to everyday life • The language used, and ways of communicating are more easily understood by the general public HOW TO ADDRESS THE NEEDS • Branding and positioning – Not ‘science’ – too limiting – find new language – No more white coat images – present better images • Communications – Plain English not tech-speak – Not lectures, not academic terms – Bring it to life – Accessible – de-mystify • Scientists are people – Tweet about your dog/life – be real – Scientists outside science ‘ghettos’ – be in everyday places
14. 14Strategic Driver: B. Humanise – science and scientists Specific lever suggestions • Maximise opportunities for face to face interactions with scientists (festivals etc) Activities • Online profiles that are more rounded • Science ambassadors • Bring scientists into chat shows, magazines etc. • Demonstrate range of different scientists (work sectors beyond the lab) and range of careers • Dispel the perception that you have to be clever to be interested in science • Show breadth of scientific activity beyond the lab • Find success stories from a range of people in STEM (diverse backgrounds etc) to help people see that STEM might be for them • Pick out the narrative in a scientists experience to help relate career to other people • Have a ‘Festival of Doubt’ Themes & • Scientists are human • Personal stories behind ideas Messages • No more images of white coats and coloured liquids Principles Policies
15. 15Strategic Driver: C. Accessible science – for all • Encourage more children to study STEM and pursue scientific careers NEEDS • Perceptions that you have to be clever to study science dispelled • Perceptions that science is all about biology / chemistry / physics challenged • Awareness of options for scientific careers beyond academia • Everyone to learn about ‘science’ (content & skills) to the right level for them HOW TO ADDRESS THE NEEDS • Improve access – Inspire in schools – Optimise timetabling – Encourage and enable ‘B’ grade students to progress – For parents – for their own sake and to support their children – Careers guidance – Alternative relevant careers and pathways – not just ‘pure science’ options
16. 16Strategic Driver: C. Accessible science – for all Specific lever suggestions • Options for careers that use science Activities • More flexibility in the routes into STEM teaching • Teach more integrated subjects eg. languages / art / STEM / entrepreneurism as a single theme so that pupils understand context and interrelationships • Broader arts / science A levels recognised by employers, colleges • School as hub for community science • Get pupils out of schools to see real scientists in places of work Themes & • Anyone can be a scientist Messages Principles • Everyone study at least one science based subject up to school leaving age Policies
17. 17Strategic Driver: D. Owning the stories • To be more proactive and on the front foot with the media rather than reactive NEEDS • Impactful science related programmes – overt and covert • Improve and broaden the way the general public view and engage with scienceHOW TO ADDRESS THE NEEDS• Lead the media interest – Connect channels with story makers – Engage with big programmes – Improve accuracy – Chat shows and non science shows• Find the right outlets and audiences – Flexible content – Fit to audience
18. 18Strategic Driver: D. Own the stories Specific lever suggestions • Science media centre – new role / dedicated gateway for films and fiction Activities • Science as mainstream with careful targeting of hard to reach to ensure that it is influencing the next generation • Resident groups of scientists at national media (including Daily Mail, Sun) • Column leading to Q&A sessions in print/ on radio or TV • Try to get into alternative channels, eg Radio 1 science correspondent, 5 Live, tabloids etc • Try to get more good news stories into public eye • Small news stories could include links to further information including blogs (but might need to train the bloggers) • Concerted media / academic strategy – working together to promote an agreed positive image (which would benefit both) Themes & • The broad societal benefits of science, innovation and engineering Messages Principles • Own the agenda – don’t wait for the media to slay you Policies
19. 19Strategic Driver: E. Embedding everywhere – science in real life • More real life context for science and science present in everyday life and culture so NEEDS that people see the bigger picture and that ‘science’ is all around them • The benefits and value of ‘science’ well understoodHOW TO ADDRESS THE NEEDS• Be Mainstream – Science where you don’t expect it – Stories of science in real life – Science as an enabler• Get it into real life context – In sport – In culture – In schools – In the workplace• Use new media but keep it alive and up to date – current issues – New tools – Diversity• Big picture and benefits – Why we do science / what’s in for us (the public) – How it makes a difference to our lives, every day
20. 20Strategic Driver: E. Embedding everywhere – science in real life Specific lever suggestions • Mumsnet for science - Informal channel for communications and behind the headlines website Activities • Science celebrities on Strictly come Dancing • NAS in US has a Hollywood team – get science into main stream TV • Scientists in soaps, science content in game shows • Science ‘busking’ in the street • Create a prime time television programme focused on science achievement by young people – reality TV (X factor / Dragons Den) with voting Themes & • Raise the public profile of scientists • Showcase breadth of scientific activity beyond the lab Messages • Science as part of the culture • Make use of all media channels Principles • Ensure ALL disciplines included in festivals – social sciences may help to make sense / humanise Policies
21. 21Strategic Driver: F. Listening – a two way conversation with the public • A genuine dialogue with the public, in which the public input is valued and which NEEDS leads to changes • Includes ethical issues and governance, caters for diversity – don’t just hear the usual/loudest voices HOW TO ADDRESS THE NEEDS • Two way – Evidence of listening (things change) – Respect for views and feedback • Recognise emotion in the audience – Respond to emotion and fear (change is scary) • Smart use of technology to listen/respond • Use the right intermediaries to connect and communicate • Be aware of the language of engagement – ‘PE’ not a recognised term
22. 22Strategic Driver: F. Listening – a two way conversation with the public Specific lever suggestions • Increase access to scientists – get a dialogue going and change public perceptions Activities • Build in evaluation from the start of PE activities • Include concordat in training (civil service learning) induction and support • Set up peer committees for implementation – with penalties and incentives Themes & • PE is a two way activity Messages Principles • Need for transparency but clarity of responsibility • Mandatory public engagement training fro scientists – including course on social and ethical issues Policies • Concordat for PE for public bodies (similar to research funders) linked to open policy making.
23. 23Strategic Driver: G. Skills not subjects – beyond content • Perceptions of and interest in science at school that engages more young learners NEEDS in STEM subjects and careers • Real life context and practical experience for science learning • Communications training for allHOW TO ADDRESS THE NEEDS• Talk Evidence and Method – Science as a way of working and looking at the world – not a load of content – Include ethics and governance within schools context• Multidisciplinary approach – Avoid Biology/Physics/Chemistry silos – Timetabling for sharing and working across subjects – Real life context not narrow academic approach – Practical approach, science as a life skill not (just) a technical skill• New language – Accessible to non-experts – Beyond subjects
24. 24Strategic Driver: G. Skills not subjects – beyond content Specific lever suggestions • A more rounded, nuanced image of science and understanding of what it is to be an academic researcher Activities • How do you identify the right questions and all the processes that follow including mistakes, uncertainty, risks, ethics • Options for those subjects leading to a scientifically trained workforce (ie not just being a scientific researcher) • Teach STEM as a problem solving subject - use inquiry based learning curriculum • Teach more experimentation and methodology • School teaching – it’s about asking questions Themes & • Routes into science careers Messages • Use of evidence • The scientific method • Science teaching in real life context Principles • De silo science (think broader than biology, chemistry, physics) • Everyone study at least one science based subject up to school leaving age Policies
25. 25Strategic Driver: H. Mentors and role models – meet realscientists / engineers • More, more realistic, and more diverse role models to provide inspiration to young NEEDS learners • More mentoring across the education system, including careers guidanceHOW TO ADDRESS THE NEEDS• Engage in schools – Key transition points- prevent drop outs – Careers and jobs – inspire broadly – science and success• Real life mentors – Accessible to non-specialists – From all walks of life, not just academic – Not always the superstars – be realistic – Diversity – ‘people like me’ – People who wouldn’t describe themselves as ‘scientists’
26. 26Strategic Driver: H. Mentors and role models – meet realscientists / engineers Specific lever suggestions • More, less formal employer volunteering Activities • Student projects, work experiences (meaningful), placements, work place visits • Work experience for science teachers • Take HE/FE experience to younger kids & communities • More Mentors programmes in schools – earlier, broader, more consistent • Mentoring benefits everyone (including employers) Themes & Messages • Realistic mentors and role models Principles • Funding for mentoring schemes Policies
27. 27Strategic Driver: I. Earning trust – building public confidence • Increased public confidence and trust in the scientific method and its governance so NEEDS that society is more understanding of and able to engage with issues • Genuine engagement with the public (not just one way communications activities)HOW TO ADDRESS THE NEEDS• Planning and goal setting for communicators – What are you trying to achieve – How will you know when you’ve succeeded? – Right approach and resources?• Guidance frameworks and concordats for quality control – Setting targets, metrics, results• Accountability – how science regulates itself – Governance, ethics – why scientists can be trusted – Punish offenders – proof of enforcement• Make failure ‘work’ – trust based on honesty – Trustworthiness does not require perfection – Learning by trial and error
28. 28Strategic Driver: I. Earning trust – building public confidence Specific lever suggestions • Create and communicate evaluation matrix to overlay PE ‘conversational tool’ (this is the next level for the tool) and get people to use it and build it in to existing mechanisms: Activities – tool tells you how you are doing – not one size fits all – diversity of approaches • Plan in engagement activities from the start, and evaluate them • Importance of planning in PE and its evaluation Themes & Messages • Deal with scientific fraud openly Principles • Be open and transparent Policies • Media pledge on responsible science reporting – including progress
29. 29Strategic Driver: J. Training and support – building learning& skills • Support the teaching and communications communities with relevnat resources and NEEDS skills • School culture that embraces science with enhanced training /guidance / resources for key stakeholders within schools • Science communications skills included as key part of school curriculum • Bloggers and journalists that understand the scientific method and are able to provide balanced and intelligible communicationHOW TO ADDRESS THE NEEDS• Skills and support for non-specialists in schools – Governors science knowledge and skills – Teaching ‘kits’ for non-specialist teachers for key subjects – Support for Heads to promote science to their learners as a skill and career option, and to change school culture – How to use science to help your school (PR, credibility)• Support for bloggers and journalists – Resource packs and information – Recognition for good practice• Skills for Scientists – Communication skills for all – from early on
30. 30Strategic Driver: J. Training and support – building learning& skills Specific lever suggestions • Training in communications / PE for all doctoral and undergrad students – what audiences want including format and language Activities • Science training for school governors, heads • Professional development for teachers • Training in responsible blogging • Develop & publicise resource packs Themes & • Practical can be inspirational Messages • Not everyone will be a good communicator but everyone in science needs to understand the Principles importance of communicating • Policy change to include lay summary of research findings (needs publishers on board) • Change the curriculum to include practical science sessions in all years of secondary school – extend Policies horizons beyond the theory into business / industry and real life • Teach STEM as a problem solving subject , and use inquiry based learning curriculum
31. 31Strategic Driver: K. Inspiring each other – sharing & celebrating • An enhanced profile of scientific achievements, past and present NEEDS • Success recognised and celebrated at all levels • Challenge misconceptions on the value and benefits for science to societyHOW TO ADDRESS THE NEEDS• Recognise and celebrate success – In education, media, business as well as academia – Recognise and reward at all levels• Pride in science – Best of British / national pride – Real benefits to economy and society – Showcase real life benefits for everyone
32. 32Strategic Driver: K. Inspiring each other – sharing & celebrating Specific lever suggestions • Scientists encouraged to talk more about their innovations – rewarded by university? Activities • British science product label (like British food) • Mass marketing – billboards, adverts • Campaign to celebrate scientists / engineers as (re) builders of the economy, innovators ‘Booker’ prize • Educate / inspire teaching staff on STEM / careers • Get families to see learners’ STEM work - make it local and relevant & involve local employers (science day in schools) Themes & • A slogan ‘science makes life better’ • Pride in GB science (through tangible examples) Messages • Maximise opportunities for British science flag waving Principles Policies
33. 33Strategic Driver: L. Joining up the system – collaborations& partnerships • Maximise the impact and effectiveness across the systems NEEDS • Joined up efforts at all levels (departments, schools and businesses, arts and science) to optimise effectiveness • Collaborations between organisationsHOW TO ADDRESS THE NEEDS• Collaborations and partnerships – Between schools and local businesses – Between schools and universities – Between scientists and teachers – Between schools and parents• Joined up thinking – On policy for the curriculum and study of STEM – Between the arts, social sciences and sciences – Between science and the media
34. 34Strategic Driver: L. Joining up the system – collaborations& partnerships Specific lever suggestions • New structures and forums for joining up organisations that are interested in this Activities • Young Enterprise etc. / contacts between business and learners, student projects, work experiences (meaningful), placements, visits to universities etc. • More, less formal employer volunteering. eg. engage SMEs with learners eg. through Skype to link schools - without having too much impact on business or through social media / activity to help bring work context to life • Work experience for science teachers • Collaborations between people in arts / humanities working on ‘scientific’ projects • Concerted media / academic strategy – working together to promote an agreed positive image (which would benefit both) Themes & Messages Principles Policies
36. 36Workshop Subjects & Attendees Workshop 1 Workshop 2 Workshop 3 Education & Workforce Public perceptions Public inputDonna Renney Matthew Harrison Richard Holliman Chris White Edward Andersson Helen AshleyTom Ward Diana Garnham Catherine Hunt Manisha Lalloo Chris Barrett Christopher WhiteAlison Lillystone Carol Callinan Andy Lloyd Joanne Ward Jenni Chambers Nick Green Michael Poraj-Paul Jackson Wilczynski Alex Saxon Sue Hordijenko Jason De Carteret Catherine RhodesTony Collins Hannah Baker Chloe Sheppard Alan Malcolm Clare Harvey Chloe SheppardJoanne Hodges Terri Jones Peter Simpson Natasha Martineau Roland Jackson Sharon BishopNikki Waid Susannah Wiltshire Connie St Louis Matthew Taylor Kerry Leslie Jane LovelBen Johnson Juliet Upton Sile Lane Hilary Sutcliffe Ann Macaskill Steve MorganMartyn Thomas Jason De Carteret Jessica Duncanson Angela Friend Mike Rowe Jenny VarnhamKatherine Mathieson Kirsten Bodley Fiona McAllister Mike Rose Jack Stilgoe Joanne HodgesCatherine Hunt Sam Bulkeley Laurie Winkless Joanne Hodges Lucy Tanner Isabel SpenceSarah Speedie Kerry Leslie Andrew Garratt Juliet Aharoni Helen Roberts Karen FolkesStephen Stanton David Swinscoe Beck Smith Kerry Seelhoff Emma McKay Martin HarrisJames West Tim Kitchin Bill Hartnett Ian Theo