Research and innovation policy learning

Policy Learning and the Role of Science and Technology Policy Research Per M. Koch Head of the Science Policy Project

Personal Background
Head of policy learning project in Ministry
Chair of the OECD STIG-project on STI for global challenges
Policy director in Research Council of Norway
Researcher and Director in STEP / NIFU STEP (innovation and innovation/research policy studies)
STP in the ministry in the 1990s
Member of various OECD working parties
Adviser in the EU Trend Chart on innovation
Analyst for EU ERAWATCH (science policy)
Social science in the EU Framework Programme
Academic background: The History of Ideas

Focus of this presentation
The research and innovation policy area (STP)
Learning and innovation in the research and innovation policy system
Democracy in the sense of transparency and stakeholder involvement

Innovation in policy environments
Research and innovation policy makers (civil servants and politicians) talk a lot about learning and innovation in industry and the public sector.
They seldom look at themselves as participants in networks of learning or systems of innovation.
Science and technology policy studies can help them gain insight into their own roles as policy entrepreneurs.
But that requires close interaction between STS/STP/Innovation researchers and policy makers.

Organizational charts don’t say anything about learning

There is no learning hierarchy NGOs and stakeholders Ministries Parliament Researchers Consultants Agencies Policy learning arena MEDIA THE PUBLIC INDUSTRY CIVIL SOCIETY Students

Interaction with researchers, experts, policy makers, stakeholders, politicians, citizens. In-house learning based policy innovation Policy makers develop new policies, new policy measures and narratives Ministries: Policy learning and innovation as co-evolution Governance experience Tacit knowledge Acquired knowledge Literature Conferences and workshops Mobility Acquired R&D International co-op. “ societal pull”

Silos as barriers to policy learning
The development of internal barriers and “silo mentalities”. Parallel systems maintain their own organisational norms, belief systems and practices.
Distinct and well-established professional groupings, with their own communities of practice and rationales.
Researchers grounded in narrow belief systems, interests and ideologies.
Power struggles and turf wars stops flow of knowledge.
www.step.no/publin

This lack of reciprocal learning is a democratic problem
Undermines communication and understanding
between policy makers
Between policy makers and researchers
Between policy makers and society
Lack of transparency

Drivers for policy learning
Staff with high levels of professional expertise, exhibiting a high level of creativity and problem solving and a positive attitude to teamwork
Mobility of people within the policy system, and between policy and society
Researchers with an understanding for policy learning and the political process
Employment of STS/STP/innovation savvy candidates
NGOs and civil society
International learning arenas like the OECD and the EU
Political push and crises
www.step.no/publin

The need for an understanding of the socio-cultural framework of policy making
If researchers are to interact with policy institutions they must be aware of their belief systems and master narratives, regardless of policy area.
Research and innovation policy makers and stakeholders have a special need for
research on the interaction between S&T and society
The social dynamics of S&T policy development

One example: Belief systems
The policy makers
The tribe (actor network)
Their common belief system (ideology)
Their master narratives
The researchers
The tribe (actor network)
Their common belief system (paradigm)
Their master narratives

Different belief systems in research and innovation policy
Different ministries, agencies and stakeholders speak different languages
What is most important?
Basic science or innovation?
Economic growth or welfare?
Technology or culture?

There are many policy narratives
Reflect different understanding of:
What society is and how it works
How research interacts with society
Common terms (e.g. “innovation”, “research”)
What the role of science is
What the best theoretical and methodological foundation for policy development is

The science narrative
Social contract between science and the state
Supporters in ministries of research, and in universities
Narrative: Science produces ideas and inventions to be used in society
Linear model
Originally influenced by STP

The business narrative
Social contract between the business sector and the state
Supporters in industry and ministries of industry
Narrative: Industry innovates, which leads to increased productivity and economic growth
Originally a linear model, now systemic.
Influenced by innovation research

In-house learning based innovation Following the OECD systemic approach: Research is given a new and broader role as a learning tool market pull Through knowledge about customer and competitors the company does analysis of innovation The company brings new or altered products, processes or services on to the market Market competences Tacit knowledge Acquired technology Literature Conferences and fairs Recruits Acquired R&D In-house R&D

Shared properties of the science and business narratives
Laissez faire and free competition
Researchers: Give us money and we will give you results
Industry: Do not pick winners! We know what the market needs!
Fits well with neoclassical economy:
Research in a black box outside the economy

The social narrative
Social contract between the government and its citizens
Supporters in the EU, the OECD and various national ministries
Narrative: Research is part of the learning processes of society and institutions. The state must develop strategies for meeting major challenges.
Case: OECD project for developing mechanisms for research cooperation for meeting global challenges
Important role for STS

Narrative confusion
Policy makers may make use of terminology from another belief system to strengthen their own narrative:
“ Basic research inevitably leads to innovation”
Institutions may deliberately (?) mix narratives
European Research Council and EU 3% objective: Linear
The terms may be misunderstood
South Africa: National System of Innovation often equals the institutional structure and not the system

STP and innovation researchers can
Study and deconstruct belief systems and narratives
Help policy makers understand their own socio-cultural landscape
Help outsiders gain insight into the same landscape, making it easier for them to influence processes
Makes close researcher/policy maker interaction a necessity

Traditional view of evidence based policy learning has to be abandoned Independent researchers or experts Civil servants Politicians The wall of disinterested objectivity

This must be an interactive learning arena Independent researchers (experts) Civil servants (experts) Politicians (experts) Stake-holders (experts) They are all experts in their field, some in science, others in policy

What about scientific independence and the critical view?
The larger the distance between the policy maker and the researcher, the less likely the researcher is to understand governance, and the less relevant the research will be.
Real independence is displayed through the ability to offer critical analysis and advice
Researchers need alternative sources of funding
The research should be exposed to both public and scientific debate

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Research and innovation policy learning

by Per Koch on Apr 12, 2011

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Research and innovation policy learning — Presentation Transcript