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S4D4C EUROPEAN SCIENCE DIPLOMACY ONLINE COURSE

1. How to Get Started?

1.1 User Manual- Introduction to the Module

1.1.1 Learning Objectives

1.2 Structure of the Course

1.2.1 What modules are available and what do they cover?

1.2.2 In what order should you take the course?

1.2.3 How can you navigate between modules, lessons and topics?

1.2.4 How do you see the progress?

1.2.5 How can you complete the modules, lessons and topics?

1.2.6 Is there a way to take the course offline?

1.2.7 How can you interact with your fellow course students, the European Science Diplomacy Community and the S4D4C team?

1.2.8 How do you receive the S4D4C certificate?

1.2.9 Licensing of the course

2. What Is Science Diplomacy?

2.1 Science Diplomacy – Introduction to the Module

2.1.1 Learning Objectives and Experts’ Preliminary Insights

2.2 The Worlds of Science and Diplomacy

2.2.1 How Does Science Work? An Overview

2.2.2 The System of Diplomacy and International Relations

2.3 Science Diplomacy in the World Today

2.3.1 What Do We Mean by Science Diplomacy?

2.3.2 The Royal Society and AAAS’s Conceptual Framework

2.3.3 The Strategic Purposes Approach

2.3.4 The Pragmatic Approach

2.3.5 The Madrid Declaration on Science Diplomacy

2.3.6 Science Diplomacy for Addressing Global Challenges: Stoppers, Warnings and Drivers

2.3.7 A Critical Reflection on the Science Diplomacy Discourse

2.3.8 Can Science Diplomacy Tackle Societal Challenges?

2.4 What Kind of Science Diplomats Are There?

2.4.1 Diplomats

2.4.2 Chief Science Advisers

2.4.3 Science Counsellors, Attachés, Advisers, and Envoys in Embassies

2.4.4 The Activist Researcher – The Organic Science Diplomat

2.4.5 Other Profiles

2.5 Question Time

2.5.1 Brainstorming Questions

Let’s See How Much You’ve Learnt – Quiz Time: What Is Science Diplomacy?

3. Who Are the Science Diplomacy Stakeholders?

3.1 Stakeholders – Introduction to the Module

3.1.1 Learning Objectives and Experts’ Preliminary Insights

3.1.2 The S4D4C Approach to Science Diplomacy: a Multi-Stakeholder Endeavour

3.1.3 Science Diplomacy Stakeholders. Our Proposal

3.2 Types of Science Diplomacy Stakeholders

3.2.1 Governmental Stakeholders

3.2.2 Intergovernmental and Supranational Stakeholders

3.2.3 Research Stakeholders

3.2.4 Academic Stakeholders

3.2.5 Private Sector Stakeholders

3.2.6 Civil Society Stakeholders

3.3 Types of Science Diplomacy Networks

3.3.1 Sub-national Networks

3.3.2 National Networks

3.3.3 Sub-global Networks

3.3.4 Global Networks

3.4 Question Time

3.4.1 Brainstorming Questions

Let’s See How Much You’ve Learnt – Quiz Time: Stakeholders

4. How Does the EU Practice Science Diplomacy?

4.1 The EU and Science Diplomacy – Introduction to the Module

4.1.1 Learning Objectives and Experts’ Preliminary Insights

4.2 The European Union

4.2.1 The History of the European Union: a Cooperation/Integration Process

4.2.2 The European Union Institutional Framework I

4.2.3 The European Union Institutional Framework II

4.2.4 Euroscepticism on the Rise

4.2.5 The European Green Deal

4.2.6 Recovery Plan for Europe after COVID-19

4.2.7 The Global Gateway

4.3 The European Science and Innovation System

4.3.1 Framework Programmes and the European Research Area

4.3.2 European Scientific and Innovation Organisations

4.3.3 European Research Infrastructures

4.3.4 European Scientific Collaborations with the World

4.3.5 Freedom of Scientific Research

4.4 EU Science Diplomacy

4.4.1 The EU Science Diplomacy Ecosystem I: EU Level

4.4.2 The EU Science Diplomacy Ecosystem II: Member States Level

4.4.3 The EU Science Diplomacy Vision

4.4.4 From Vision to Implementation: the EU Science Diplomacy State-of-the-Art

4.4.5 First Research Insights into EU Science Diplomacy

4.4.6 The EU Science Diplomacy Cluster

4.4.7 The European Union Science Diplomacy Alliance

4.5 Question Time

4.5.1 Brainstorming Questions

Let’s See How Much You Have Learnt! Quiz Time – The EU and Science Diplomacy

5. What Are the National, Regional and Thematic Approaches of Science Diplomacy?

5.1 Approaches to Science Diplomacy – Introduction to the Module

5.1.1 Learning objectives and preliminary experts’ insights

5.1.2 Structure and content of the module

5.2 Regional and National Science Diplomacy Strategies

5.2.1 Differences and similarities in national and regional approaches

5.3 Science Diplomacy Strategies for Global Challenges

5.3.1 Food and Nutrition Security

5.3.5 COVID-19 Crisis

5.4 How to Design a Science Diplomacy Approach

5.4.1 Procedural principles

5.4.2 Infrastructural principles

5.5 Question Time

5.5.1 Brainstorming Questions

Let’s See How Much You’ve Learnt – Quiz Time: National, Regional, and Thematic Science Diplomacy Approaches

6. What Set of Skills Do I Need to Be a Good Science Diplomat?

6.1 Skills – Introduction to the Module

6.1.1 Learning Objectives and Preliminary Experts’ Insights

6.1.2 Challenges in Science Diplomacy Training

6.2 Skills in the literature

6.2.1 Skills for Working at the Science-Policy Interface

6.2.2 Skills for Science Advice in Foreign Policy

6.2.3 Science Advisers to Foreign Ministries

6.3 The Science Diplomat’s Toolbox

6.3.1 Negotiation Skills

6.3.2 Role-play Simulations

6.3.3 Languages and Intercultural Communication

6.4 Science Diplomacy Curriculum and Training materials

6.6 Question Time

6.6.1 Brainstorming questions

Let’s see how much you’ve learned – Quiz Time: What set of skills do you need to be a good science diplomat?

7. Hands On! Case Studies

7.1 Case Studies – Introduction to the Module

7.1.1 Learning Objectives and Experts’ Preliminary Insights

7.1.2 Rationale for S4D4C Case Studies

7.1.3 Transversal Analysis of S4D4C Case Studies

7.1.4 Historical Case Studies from InsSciDE

7.2 Infectious Diseases

7.2.1 The Science Diplomacy Dimension

7.2.2 Research Methodology

7.2.3 Main Findings

7.2.4 Main Recommendations

7.3 Food Security in EU-Africa

7.3.1 The Science Diplomacy Dimension

7.3.2 Research Methodology

7.3.3 Main Findings

7.3.4 Main Recommendations

7.4 Open Science

7.4.1 The Science Diplomacy Dimension

7.4.2 Research Methodology

7.4.3 Main Findings

7.4.4 Main Recommendations

7.5.1 The Science Diplomacy Dimension

7.5.2 Research Methodology

7.5.3 Main Findings

7.5.4 Main Recommendations

7.6 Designing a European Health Diplomacy

7.6.1 The Science Diplomacy Dimension

7.6.2 Research Methodology

7.6.3 Main Findings

7.6.4 Main Recommendations

7.7 UN Convention on the Law of the Sea

7.7.1 The Science Diplomacy Dimension

7.7.2 Research Methodology

7.7.3 Main Findings

7.7.4 Main Recommendations

7.8 Question Time

7.8.1 Brainstorming Questions

Let’s see how much you’ve learnt – Quiz Time: Case Studies

8. How Can You Dive Deeper into Science Diplomacy?

8.1 Introductory Remarks

8.2 Science Diplomacy: Definitions and Conceptualizations

8.3 National and Regional Approaches to Science Diplomacy

8.4 Science Diplomacy: Skills and Stakeholders

8.5 Science Diplomacy at its best

Satisfaction Survey

Satisfaction Survey

Section A: Demographics

Section B: Questions regarding the course

Let’s see how much you’ve learnt – Quiz Time: Case Studies

S4D4C EUROPEAN SCIENCE DIPLOMACY ONLINE COURSE
7.8 Question Time
Let’s see how much you’ve learnt – Quiz Time: Case Studies

Please, take this quiz to evaluate how much you have learnt. You need to get 8 questions right out of 10 in order to move to the next module. You can take the quiz as many times as needed. Remember to choose the right option in each question unless stated otherwise in the Question.

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Question 1 of 10

1. Question

S4D4C has conducted nine empirical case studies in order to understand…

a. Different science diplomacy practices in place between the five different countries of the study
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b. How the EU imposes certain actions in Member States
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c. The science advice process, the role of diplomats and politicians, the relations between large industry and SMEs
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d. The use of knowledge, the relations between governance levels and how the case improves or changes our understanding of science diplomacy
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Question 2 of 10

2. Question

The transversal analysis of all nine S4D4C case studies suggests that…

a. There is usually just one actor involved in the matter per country
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b. Social sciences and humanities are the only scientific discipline that may shed light onto the whole understanding of the matter at hand
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c. All actors involved in the matter have a common understanding of what science diplomacy is about and what it entails
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d. None of the above
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Question 3 of 10

3. Question

The analysis of Zika outbreak in the EU and certain Member States has concluded that…

a. The Zika outbreak has drastically changed the European or national reaction to global health issues. It set new institutional platforms, mechanisms and narratives
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b. The Zika outbreak has not changed the European or national reaction to global health issues. Its response was based upon already existing institutional platforms, mechanisms and narratives
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c. The Zika outbreak has altered the European or national reaction to global health issues fostering more interconnection and coordination between far-distant member states
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d. The Zika outbreak has not affected any European country
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Question 4 of 10

4. Question

When assessing the response to Zika outbreak from certain Member States, S4D4C identified that…

a. Zika did not spread between countries with strong bilateral cooperation
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b. Science diplomacy managed to combine the narrative from the World Health Organisation, the European Union, and national member states
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c. Science diplomacy continues to operate within the general national diplomatic narrative of a country
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d. The Zika outbreak brought together Member States to build up a EU science diplomacy overall approach
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Question 5 of 10

5. Question

Which actor(s) are mentioned in determining the Horizon 2020 programmes related to food security?

a. Several Directorate Generals (Research and Innovation – RTD)
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b. Two European External Action Service (EEAS) directorates
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c. The EU Delegation to the African Union
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d. All of the above
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Question 6 of 10

6. Question

According to the authors’ recommendations, how might food security be more effectively achieved in Africa?

a. The EU should develop a single definition of science diplomacy
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b. All EU delegation across the globe should have a “science diplomat”
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c. Closer alignment between the institutions in charge of science policy and foreign policy
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d. Allow Genetically Modified Organisms (GMOs) across all member states of the EU
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Question 7 of 10

7. Question

The S4D4C analysis of “Open Science” concludes that Open Science, considered as the policy to make scientific knowledge of all kinds openly shared as early as is practical in the research process, is…

a. Mostly defined as international science policy cooperation
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b. A fundamental part of economic and innovation diplomacy
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c. Very present on the diplomatic agenda
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d. All of the above
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Question 8 of 10

8. Question

According to the recommendations coming from the S4D4C case study of “Open Science”, further training is required for…

a. Only foreign policy actors need further training to better liaise with Open Science, in particular with understanding of its interests and its potential to address international emergencies and grand societal challenges
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b. Only Open Science actors need further training to better liaise Open Science: in particular, they need to understand multi-national and multi-stakeholder negotiations
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c. Both Open Science actors and foreign policy actors need further training, so the former can acquire more diplomatic and negotiation skills and the latter can better understand the potential both for their own interests. It is also necessary for the advancement of international scientific cooperation and innovation, as well as in addressing international emergencies and grand societal challenges
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d. None of the above
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Question 9 of 10

9. Question

What are the current member states of SESAME?

a. Cyprus, Egypt, Iran, Israel, Pakistan, Palestine, Turkey and Jordan
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b. Egypt, Iran, Israel, Pakistan, Palestine, and Jordan
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c. Cyprus, Egypt, Iran, Pakistan, Palestine, Turkey and Jordan
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d. Cyprus, Egypt, Iran, Israel, Pakistan, Palestine, Turkey and Jordan, the EU members
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Question 10 of 10

10. Question

In what year was the SESAME building inaugurated?

a. 1992
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b. 2008
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c. 1954
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d. 2018
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