OADI 2135 - Science and Tech Diplomacy

***UPDATED for 2024/25***

It has been 15 years since the Royal Society and the American Association for the Advancement of Science (AAAS) published their foundational work on science diplomacy (SD). Both organizations have released an assessment of the evolution of science diplomacy studies, highlighting significant developments and challenges in the field. Additionally, a new comprehensive strategy titled "A European Framework for Science Diplomacy" is currently in development. Throughout its first decade, science diplomacy has provided a platform for rigorous thought, analysis, and insights into various topics by a diverse range of stakeholders from the scientific and foreign affairs communities. It has emerged as a powerful indicator of trends in international relations, drawing attention to significant issues, actors, and emerging alliances. Science diplomacy has evolved into a complex and dynamic concept that seeks to bridge the gap between science and world affairs. In a highly conflictual global order, it serves as a strategy to enhance understanding of global challenges, particularly in relation to the Sustainable Development Goals (SDGs) concerning health, climate change, and human development, as well as for science, technology, and innovation (STI). The increasing involvement of non-traditional actors in science diplomacy efforts presents both a reality and a complex challenge, as these entities are becoming significant competitors to traditional UN agencies. As a result, conventional diplomacy and its training methods are increasingly viewed as inadequate.

During the first part of the course, we will evaluate the evolution of science diplomacy in both theory and practice over the past 15 years. The second part of the course will focus on tech diplomacy, which is currently one of the most vibrant topics in diplomacy studies.

The objectives of this course are multifaceted: firstly, to inform and raise awareness about the necessity of envisioning diplomacy through the lens of Science Diplomacy; secondly, to facilitate connections between science and diplomacy, providing essential skills to future scientists, diplomats, and consultants; and thirdly, to illuminate the political complexities at the global level, particularly concerning emerging scientific powers and authoritarian/populist regimes.

Learning Outcomes

1. Understanding the world of science in the framework of public policies

2. Informing and raising awareness on the major ST global issues (climate change, AI, COVID-19, bioethics, innovation, human development, etc.) facing the world with an approach able to integrate both humanities and life sciences

3. Informing and raising awareness on the political challenges, at the global level, linked to emerging scientific powers and authoritarian states.

Professional Skills

1. Master the methodology of the policy brief

3. Develop tools to work with science

4. Mapping of the actors of scientific diplomacy

5. Understanding how to build bridges between science and diplomacy in the service both of diplomacy and science by giving the key skills scientists, diplomats and consultants need to learn

Stéphanie BALME

Séminaire

English

- Attendance: 2 hours a week / 24 hours a semester

None

Spring 2024-2025

1.a. Class participation: 10%.

This grade appreciates the students' contribution to the group's reflection on/off the class (e.g. through sending relevant information or remarks over emails to the group). Students may also address emails to the entire class in the message recipient line from their Sciences Po's email account.

1.b. Collective mid-term : 40 % : Participation to a Graduate Seminar

1c. INDIVIDUAL FINAL TERM PAPER - POLICY BRIEF (50%) of 5 pages:

As part of the course requirements, students will be tasked with writing a final term paper based on the topic they choose for their midterm assignment. The final term paper should take the form of a policy brief, which is a concise summary of a specific issue.

Step 1 : Clearly define the issue you are addressing, providing context and background information,

Step 2 : Discuss few concrete policy options, analyze the pros and cons of each option to provide a balanced view. Justify your recommendation with evidence and reasoning.

Step 3 : To enhance the presentation of your policy brief, you may incorporate an attractive design (headings, bullet points, illustrations or photographs). A typical format would be a single A4 sheet x 5 pages, single-spaced pages, excluding the bibliography, times new roman 12. The students' performance will be judged mainly on the quality of the research problematic and argumentation as well as their recommendations and the ability to be up to date with current issues.

2. Academic Integrity Statement and attitude in class

Sciences Po does not tolerate cheating and/or plagiarism in any form. Students are expected to actively participate in the class and critically engage with the materials we are working with. Students are expected to actively participate in the class and critically engage with the materials we are working with while respecting the fundamental principles of academic freedom and freedom of expression.