S.O.S. Booklet for Global Young Scholars

Facing the Scientific and Ethical Challenges of the Modern Age

Authored by:Gjoneska, B., Camacho Toro, R., Simic, N., Solymosi, K.

AbuDouleh, A., Chies Santos, A., Chaouch, M., Elbaz, H., Enany, S., Giannarou, S.,Gono-Bwalya, A., Haidu, D., Manzanares Chacon, M. A., Rezek Jambrak, A.

Supported by:InterAcademy Partnership

Global Young Academy

InterAcademy PartnershipICTP Campus, c/o TWASStrada Costiera 1134151 Trieste, Italy

Global Young Academyc/o German National Academy of Sciences LeopoldinaEmil-Abderhalden-Straße 3706108 Halle (Saale), Germany

Cite this publicationGjoneska, B., Camacho Toro, R., Simic, N., Solymosi, K., Abu-Douleh, A., Chies Santos, A., Chaouch, M., Elbaz, H., Enany, S.,Giannarou, S., Gono-Bwalya, A., Haidu, D., Manzanares Chacon, M.A., Rezek Jambrak, A. (2020). S.O.S. Booklet for Global YoungScholars: Facing the Scientific and Ethical Challenges of theModern Age. Budapest: GYA/IAP Young Researchers LeadershipWorkshop in the Framework of the World Science Forum 2019.

DisclaimerThe contents of this document have been prepared by the citedauthors and workshop participants. The views expressed in this doc-ument do not necessarily represent those of the individual academiesof science, workshop funders, or any other organizations that pro-vided support for the project.

Published in January 2020. c© Gjoneska et al. This is an openaccess article distributed under the terms of the Creative CommonsAttribution License (www.creativecommons.org/licenses/by/4.0/).It permits unrestricted use, distribution, and reproductionin any medium, provided the original authors and sourcesare credited. Additional copies of this report are avail-able at GYA (https://globalyoungacademy.net/science-leadership-workshop-at-world-science-forum-2019/) and IAP websites(www.interacademies.org/59027/SOS-Booklet-for-Global-Young-Scholars)

Contents

Introduction 1

Science and Society:How to bridge the gap between science and society? 3

Science and the Self:How to turn our weaknesses into strengths? 5

Ethics in Science:How to conduct ethical and responsible research? 7

Funding in Science:How to ensure fair allocation of funds to promisingresearchers 9

Inclusivity in Science:How to reduce existing inequalities in science? 11

Leadership in Science:How to cultivate a young collective leader? 13

Appendix I Recommended Bibliography 15

Appendix II Contributors 17

SOS Booklet for Global Young Scholars

Introduction

Workshops are ideal getaways for scientists: they carry thepremise of innovation through constant, uninterrupted interac-tion. In a framework of a workshop, the networks are fairlyquickly established, nodes are fast identified and bonds secured.The “GYA/IAP Young Researchers Leadership Workshop” wasone such event, organized under the auspices of the WorldScience Forum 2019. This workshop is considered as ratherunique because it gathered forty promising scholars (in theearly stages of their academic careers), from four corners of theworld, and five different continents. The scholars were nomi-nated by their national academies (based on their outstandingportfolios) and selected by the co-hosting organizations (theInterAcademy Partnership, Global Young Academy and theHungarian Academy of Sciences). Soon, the diversity and ver-satility created a hub of creative thinking, and facilitated theoutputs. By the end of the days, encouraged by the facilitationteam from Knowinnovation/Inclusive Innovation, participantsengaged in so many ways, that results inevitably followed. So,what started as a daring social experiment, unfolded beautifullyas a scientific experiment of a sort. Indeed, for the concludingexercise people were performing some simple scientific tasks:identifying the most urgent scientific and ethical challenges ofthe modern age (via the method of brainstorming), performingreal-life, macro-scale analysis (by clustering separate challengesinto similar groups), and charting models to find the possible

solutions (organized in teams). Here, we summarize the mainoutcomes of our final exercise. By the time we arrived to thesolutions, we have already grown as teammates.

The following document is also an attempt to join forces, andreinforce the proactive voices coming from our fellow peers,from all parts of the world. We believe that a world so vehe-mently perturbed by vicious circles of disinformation, wouldgreatly benefit from any attempt to perpetuate virtuous circlesof valuable information. Therefore, we took it upon ourselvesto set a positive example and support the strong unison voiceby the global young leaders which resounded with clear andresonant messages on many occasions at the World Science Fo-rum 2019. The Declaration on the Guiding Principles of YoungAcademies1 in particular, is a document that proved to be in-strumental upon shaping of our material. It was launched in ourpresence, and with us as witnesses to the power of joint effortsand shared core values. It inspired many of our thoughts (aboutthe positive impact of science on the society, the diversity andinclusivity, as well as the responsiveness and responsibility ofyoung scientists). However, we still keep a line of distinctionin our material by emphasizing the role of individuals (insteadof academies) and emerging young leaders in particular (aspredecessors to the future established leaders). We specificallyfocus on the need for personal improvement in parallel to thedesire for personal advancement. Here, we would also like toacknowledge the Code of Conduct2, issued by a group of youngscientists at the World Economic Forum 2018. This documentprovided a very good starting base for our booklet, and inspiredour approach. We considered their written recommendationsand tried to place them in a causal model, first by identifyingthe problem, then pointing to its related challenges, only toconclude by a short summary of available solutions. We believethat both documents are complementary, as they both help toface current obstacles as challenges, and to focus on the solu-tions rather than the problems.

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We hope that the material at hand, will be strong testamentto the power of youth, action, education and encouragement,inspiring many forthcoming generations of scientists.

1Oni, T., Toldi, Gergely., Jayasundara, D., Egbetokun, A., Ahmed, N., Rios, C. (2019). Declaration on the Guiding Principles of Young Academies.Berlin: Global Young Academy. Retrieved from: https://globalyoungacademy.net/wp-content/uploads/2019/11/Declaration-YAs-2019.pdf

2Young Scientists. (2018). Code of Conduct. Geneva: World Economic Forum. Retrieved from: http://www3.weforum.org/docs/WEF Code of Ethics.pdf

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Science and Society:How to bridge the gapbetween science andsociety?

Science of today is accessible to virtually any citizen (mostly viainternet) and it is usually practiced by the educated scholars.This was not the case until very recently. Indeed, throughoutall human history, the knowledge landscape was populated bythe elites. The learned societies consisted of the wisest andthe wealthiest, or the best and the richest, the chosen few whowere granted access to science. In the last decades however,the positions are gradually changing and tables are slowly turn-ing toward a better and less exclusive science. Indeed, mod-ern science can be easily used, but it also can be abused. Theglobal citizenship, the increasingly interconnected societies andthe advanced technologies can instantly transform the perks ofmodern science into its perils and its potentials into its pitfalls.The result is often a paradox: a society that is heavily wiredand equipped with instant access to every citizen and every sci-

entific fact, suddenly becomes distanced from both science andits citizens. The gap between society and science becomes soevident, that the need for action is urgently required.

The problem A void is quickly widening between scientistsand citizens of today. The abyss becomes filled with unfilterednoises and resounding echoes from the ideological echo chambers(via social networks), the propaganda and disinformation ma-chineries (via modern media), moral outrage and hate speechesfrom groups and individuals (via digital platforms)3. In the eraof the modern living, one saying strikes with a particular mean-ing: a lie can travel around the world and back, while the truthis still lacing up its boots. In fact, nowadays the proverb is soamplified that it becomes alarming, and intensified enough toeven become distressing. So much so, that the quest for truthquickly morphs into a race with time.

The challenges The time-pressing circumstances orient ourquest for solutions towards deconstruction of the existing rela-tionships: between scientists and citizens on the one hand, orbetween scientific institutions and governmental bodies on theother. Both relationships on both sides are often burdened withstereotypical and prejudiced regards, judgements or even accu-sations. For instance, scientists are often viewed as professionalswho are distant, disinterested and disconnected from the society,due to the lack of an immediate visibility of their work results.Hence, they are increasingly exposed to public scrutiny and(often unsupported) criticism by ill-intended or less-competentindividuals/groups. Their findings are frequently denied, ex-aggerated or misinterpreted by various sources and for vari-ous reasons. Also, scientific institutions are often included inconspiratorial narratives or plots, and described as conduits ofsome/one‘s secret agenda or propaganda. On the other hand,

3Marwick, A., Lewis, R. (2017). Media Manipulation and Disinformation Online. New York: Data & Society Research Institute. Retrieved from:https://datasociety.net/pubs/oh/DataAndSociety MediaManipulationAndDisinformationOnline.pdf

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scientists and institutions perceive the attempts for bottom-upapproach and grassroot movements as inefficient. As a result,they consequently invest insufficient efforts to engage with thepublic. This produces a reduced trust in science and decreasedperception of trustworthiness of its gatekeepers (i.e., the re-searchers) or enablers (i.e., the scientific institutions). The finaloutcome is an overall drop in the critical thinking and medialiteracy of citizens, and the rise of populism around the world,as the main challenges of the modern age.

The solutions The relief in the tension and relaxation of thestrenuous relationship between scientists and citizens, can onlybe achieved through joint efforts on both sides. The scientistscan strengthen ties with citizens via the mediators (science jour-nalists) by taking to the available platforms and media out-lets. Also, they could act as science communicators themselves,firstly by attending adequate training courses that will empowerthem to effectively voice their outcomes to a larger audience4.The science communication strategies could include: issuingpress releases and providing accurate, precise and fact-checkedinformation in a written format (on science blogs, websites andportals), or engage in public debates and invited talks in frontof wider public. Effective science communication would reapthe best results if it is especially focused towards policy makersand governmental representatives, and considered upon creat-ing strategies, or voting public measures and policies. Youngglobal scholars are also important as they can easily bridge thegap between the nations (blending mobility with multicultur-alism) and generations (blending experience with enthusiasm),thus serving as cultural and societal ambassadors. On the otherhand, citizens could strengthen ties with scientists by becomingcitizen scientists themselves. Namely, they could inform andimprove the scientific conduct by asking relevant questions or

providing empirical insights, thus becoming cooperators (to sci-entists) and indirect consultants (in the research process). Inorder to do so, they would be acquainted/skilled in the criti-cal thinking and problem solving strategies, because they willhave direct access to the sources of science (by interacting withscientists on public seminars, open days, workshops). So, anintegrated approach by the system (evident in the introductionof critical thinking very early in the educational process), byscientists and citizens together, will improve the cultural under-standing, the collective well-being, and democracy in today’ssocieties.

4World Science Forum. (2019). Declaration of the 9th World Science Forum. Budapest: Hungarian Academy of Sciences. Retrieved from:https://worldscienceforum.org/data/cikkek/declaration/WSFdeclaration2019 print.pdf

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Science and the Self:How to turn ourweaknesses intostrengths?

The problem Scientists are often regarded as professionalswith enhanced freedom and autonomy, increased mobility andadaptability. As such, they are expected to easily overcomegreat distances, language barriers or organizational difficultiesand to delve directly into science. As a result, they are oftenneglected as individuals with personal needs and fears, desiresand challenges, striving and hesitations. So, enabling a sup-portive work environment where scientists can flourish as indi-viduals and professionals, while their soft skills and work ca-pacities can reach the peak of their potential, bears an utmostimportance. Hence, we need to address the topic of continuousself-analysis and self-improvement, but also issues like burnoutor self-exploitation and work-life balance as major challengesamong young scientists.

The challenges Nowadays, scientists are often invited, ad-dressed, presented, or acknowledged simply as experts. The

word ‘expert’ itself is rather controversial and contested withopposing meanings. One is pejorative (when the term is trivial-ized, banalized and emptied from its content) while the other isauthoritative (when it seems imposing and self-evident). Eitherway, scientists as experts are often perceived as professionalswith inhuman properties (endowed with either business-like orgod-like characteristics, the latter even referred as ‘scelebs’),ready to jump at the opportunity and accept any given chal-lenge. The situation might be worsened by the very demand-ing work requirements for highly qualified researchers with out-standing competences, and a strong competitive environment.All this could instigate undesirable behavior (more selfish thanaltruistic), and push ambitious scientists into extremes of self-exploitation, self-exhaustion and burnout syndrome.

The solutions The first step would consist in a broad anal-ysis of self, and the labels which predominate the scientific dis-course. As a result, the real issues would be called by theirreal names, and the challenges will be properly addressed. Ourthoughts precede words, and our words proceed to shape ac-tions, so the quest for self-improvement should always be mind-ful of how our thoughts are materialized, and how our actionsrealized. We should start from the very beginning and replacethe phrase ‘self-development’ (which can be regarded as mecha-nistic) with ‘personal investment’ as an expression that is morehumane and more suitable altogether. According to the per-sonal investment theory5, the driving force (i.e., motivation)behind each professional achievement depends on the followingfactors: one’s perception of oneself (i.e., dispositional traits likethe sense of competence, self-reliance, goal-directedness); per-ceived possibilities in one’s surroundings (i.e., situational fac-tors like the choices and alternatives available in the situationat hand) and the personal incentives (i.e., the professional ad-vancement in status and affiliation, as well as mastery of skills).So, the phrase ‘personal investment’ mphasizes the very process

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rather than the result, the means instead of the end. This couldlead to a shift from a goal-directed behavior (implying machi-avellian approach based on ambition) to a learning-oriented be-havior (emphasizing the main outcome of each research under-taking). Speaking of which, the ‘problem-solving strategies’ (fo-cusing on the problem and implying a negative regard) couldalso be replaced with ‘challenge-seeking activities’ (emphasiz-ing the proactive and overall positive approach). Also, the idiom‘soft-skills’ could be equally considered as the term ‘analyticalskills’ or ‘reflective skills’ since all are deemed relevant for re-searchers (to bind empathy with rationality). In fact, accordingto the Immediate Past Co-Chair of the Global Young Academy(2019/2020), the term ‘soft skills’ should even be eradicated andreplaced with the expression ‘critical skills’ because if the sci-ence requires “to step-up, to lead the way in achieving a moreinclusive and peaceful society, these are indeed the critical skillsthat are required of the scientists”6. Once the challenges arerecognized and addressed, the second step would be to acceptthem. On the educational level this would imply an update ofthe curricula to include courses for personal improvement andprofessional advancement, as well as update of professional re-lations to include frequent consultations, team-building activi-ties with peers, counseling sessions with superiors, and scientificcommunication with citizens for dissemination of results. Whatcould follow next, is unfurling of a chain of reactions, both visi-ble on the individual and the societal level, that could inevitablyimprove life of the scientists and the science of the modern day.

5Maehr, M. L., Braskamp, L. A. (1986). The Motivation Factor: A theory of Personal Investment. Lexington Books: DC Heath and Com.6Address speech by Dr. Tollulah Oni. (2019). Thematic Session on Science for Peace: Success and Future Responsibilities. Budapest: World Science

Forum. https://mta.videotorium.hu/en/recordings/35426/thematic-sessions-i-a-science-for-peace-successes-and-future-responsibilities

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SOS Booklet for Global Young Scholars

Ethics in Science:How to conductethical andresponsible research?

The problem Scientific research tends to be formal and ob-jective, while ethical considerations may be subjective. Sciencerelies on facts, while ethics relies on reaching mutual under-standing and consensus of shared opinions. Specifically, ethicsconsists of recommendations for groups (ranging from profes-sionals to nations) referring to: high quality practices, legallysound procedures and outcomes for the greater good of the cit-izens. Scientists are bound to follow ethical rules by the natureof their call (serving as advocates of the objective truth), andoften by the nature of the job (especially when it involves hu-man or animal subjects). However, outside the mentioned con-fines, scientists are rarely instructed on what they should specif-ically do, and what they should not. This enables the freedomand autonomy of the scientist, as well as trustworthy relationsbetween researchers, which are the main prerequisites of con-

ducting science. However, here we specify some additional rec-ommendations and outline possible solutions, that would helpglobal young scientists in conducting ethical research.

The challenges The world of science is burdened with ethicaldilemmas and riddled with a myriad of possible solutions. Oneof the many questions for instance, is whether we are allowedto interfere in our future offspring’s genome? Can we ‘play’with embryo cells? Can we modify stem cells? Can we cre-ate human-animal hybrids? How about producing geneticallymodified plants or products? Can we allow robots to “live”,make deals, or even kill? There are many controversies whichneed to be addressed by science ethics. But who can decide onthe recommendations, limitations, and cut-off values? Who canvoice, impose or even enforce them? More importantly, are sci-entists obliged (by law or other means) to accept these values ornot? The vast world of ethical challenges is approached in differ-ing ways by different scientists (depending on their upbringing,training, socio-cultural surrounding, and their understanding ofthe issue at hand). Typically, some succumb to the utilitarianapproach and consider the outcomes through the lens of thegreater good for many (the so-called ‘primum optime curare’principle in medical ethics). Others, are acquiring the deonto-logical approach and always considering the beneficial outcomein absolute terms (i.e., ‘primum nil nocere’ principle in medicalethics)7. Both groups of scientists are dealing with science as anopen platform for improving society and humanity as a whole.

The solutions These controversial aspects and issues couldbe solved through an integrated framework. Both governmen-tal institutions (e.g. ministries of education and science) andacademic institutions (i.e., universities, research institutes, orscience publishing outlets) should assume proactive roles for eth-

7World Medical Association. (2013). Declaration of Helsinki: Ethical Principles for Medical Research Involving Human Subjects. 64th WMA Assembly,Fortaleza, Brazil. Retrieved from https://www.wma.net/wp-content/uploads/2016/11/DoH-Oct2013-JAMA.pdf

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ical conduct of science. Associations of academies 8 and interna-tional scientific organizations are advised to come forward withrecommendations, codes of conduct, declarations or manifestosfor conducting ethical research practice. Within science organi-zations, SWOT analysis should be performed to identify the in-ternal strengths and weaknesses, while plenary surveys and casestudies should be conducted to address the community issues.The role of the funding agencies should be equally discussedand funding process carefully monitored (as described in thesection on “Ethical funding in Science”). Different sanctionsor penalties can be considered for the misusers or abusers ofscience, as security measures. On the other hand, certain recog-nitions (like badges of honor, material awards, special mentionsor other benefits) can be considered for prominent and exem-plary individuals, who set a positive example and stimulate theothers toward achievement of the same goal. With regards tothe wider society, promotive materials (i.e., booklets, leaflets orflyers) should be developed, published and disseminated. Publicfora should be held frequently to discuss and resolve ethical is-sues, raise public interest and awareness, as well as mark societalprogress in parallel with the advances in science.

8All European Academies (ALLEA). (2017). The European Code of Conduct for Research Integrity. Berlin: Brandenburg Academy of Sciences andHumanities. Retrieved from https://ec.europa.eu/research/participants/data/ref/h2020/other/hi/h2020-ethics code-of-conduct en.pdf

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SOS Booklet for Global Young Scholars

Funding in Science:How to ensure fairallocation of funds topromisingresearchers?

Scientific research is a rather complex process consisting of fairlysimple procedures. The scientific pursuit is usually based onthe logical, systematic and sequential order of steps: search fornew information about a particular subject, finding the causes,coming up with the solutions, and proposing applications of thenewly established knowledge. This process costs money on boththe operative level (i.e., enabling human/material resources forexecution of tasks) and the experimental level (i.e., conductingbasic/applied science). So, how do researchers manage the avail-able financial resources, in order to do good-quality, responsiblework? How can researchers get money from different sources?And moreover, how can this process be more ethical, in orderto balance and equalize opportunities for both junior and seniorresearchers?

The problem Researchers need a total or partial covering oftheir basic scientific activities as well as management of the ad-ditional costs. These include: a) operative costs (i.e., fees forequipment, office and laboratory rental/use, materials, suppli-ers, consumables, computing and technical data infrastructurerental/use fee), b) personal salaries (i.e., regular payments orwages of principal investigators, co-investigators, researchers,student/s, technicians and research staff/s), as well as c) otherdirect costs (i.e., travel related to sampling of material/s or dataanalysis required for research activities, information technologyhelpdesk services, publication costs, workshops, conferences, fa-cilities, intellectual property registration, etc).

The challenges Science funding processes have shifted fromsupport based on public and private initiatives (as well as dona-tions by philanthropists), to support dependent on personal mo-tivation, decisiveness and inventiveness of research individualsor teams. Due to limited grant policies and interest for-profitfunding, it is getting harder to find open funding from pub-lic and/or private grants. Generally, funding opportunities arenot discriminative across scientific disciplines especially betweenfundamental and applied research (even though there are cer-tain differences between those domains with regards to the pub-lic outreach, immediate/postponed impact, or interconnectionwith the rest of the knowledge, as well as with the industry andother economical players). On the other hand, the available ma-terial sources remain disproportionate and depend strongly onthe applicant’s age and experience (especially favoring senior orexperienced applicants who enjoy incommensurate advantages,in comparison with junior and/or emerging scientists). Anotherproblem of such funding systems is that they often fail to con-serve and enhance diversity within the scientific community (e.g.by providing specific funding for scientists taking parental leave,or having other special circumstances). Please refer to the sec-tion on “Inclusivity in Science” for more elaborate considera-

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tions on the topic. This happens especially when the evaluationis mostly based on scientometric data, while the originality ofthe scientific idea is less important. Similarly, funding of basicscience questions should not be overlooked and under-financedwhen compared with industry-driven science. Therefore, it is ofutmost importance to consider different kinds of grants in orderto separately evaluate basic and fundamental research, as wellas senior and junior researchers.

The solutions Firstly, the available funds should be propor-tional to the GDP in each country, and they should come fromdifferent sources, such as public, private, personal and cooper-ative (crowdfunding) agencies. As regards the latter, variousfunding opportunities (which are not conventional in a strictsense) exist nowadays: different agencies can offer grants, fel-lowships, and full coverage for scientific research. So, offeringmatching strategies (i.e., proposals based on total centraliza-tion or decentralization of scientific funding) can be successfulin certain cases. In addition, professional organization, as well astransparent evaluation systems (with possibilities for bilateralfeedback) are the key assets of a good funding agency, whichhas to manage both public and private funds. Specific grantproposals and equitable evaluation may help young scientiststo become independent and may also help the (re)integration ofscientists with special life circumstances (e.g., returning to workafter a parental leave). Agencies should also provide credit forchildcare both for application (e.g., for the age limit) and alsoduring evaluation of one‘s scientific output. Finally, internal in-stitutional organization and high quality-control practices mustbe established, in order to: evaluate scientific merits of appli-cants; frequently monitor their science-related activities: andcheck the quality of the outcomes that have been financed. Theinterconnections and inter-relatedness between science and in-dustry, with information transfer between fundamental scienceand the industrial research should be enhanced in both direc-

tions, as it would ultimately work for the profit of not onlyscientists or businessmen, but the society as a whole.

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SOS Booklet for Global Young Scholars

Inclusivity in Science:How to reduceexisting inequalities inscience?

The world of academia resides upon constant imbalance betweengenders, races, ethnicities, classes. Although the number offemale scientists has been increasing in the last few decades,it continues to be disproportionately lower than the numberof male scientists in most countries, especially with regards toscience, technology, engineering and mathematics (STEM)9,10.The imbalance is present not only between different genders,but also in people with different origins or backgrounds, per-sons with disabilities, and other underrepresented social groups.Inequalities often start to form very early on by limited accessto primary education, and with time they only grow bigger,stronger and louder. As a result, the inequalities at the high-

est scientific career stages (postdoctoral researchers, principalinvestigators, professors) become evident and challenging, andthus require urgent action.

The problem In its essence, the scientific research presents acreative process requiring divergent thinking and always consid-ering different approaches and perspectives. The long-standingresearch in the fields of sociology, economics and organizationalpsychology have consistently confirmed that having a more di-verse scientific community would result in more innovative sci-entific solutions11. Apart from higher-quality results and en-hanced creativity in the research process, increased inclusivityin science would also ensure a more just, respectful and openworking environment, where all human potentials would have achance to flourish. Thus, the society, the institutions and theindividuals would benefit from a more inclusive scientific com-munity.

The challenges Inequalities experienced by individuals fromvulnerable groups spread in concentric circles: starting with themost basic unit (i.e. family) and spreading up to the widestportions (i.e. society). Obstacles that are present from thevery start, are broadly shared values and stereotypes, limitedaccess to education and other resources, poor educational sup-port at home and at school. With such disadvantaged position,the task of overcoming obstacles and regarding them as chal-lenges requires more than a strong will. It requires organizedand coordinated support from different actors. Even if a personmanages to overcome all these obstacles and pursues an aca-demic career, it is likely that s/he would experience unequal

9Academy of Science of South Africa. (2015). Women for Science:: Inclusion and Participation in Academies of Science. Pretoria: ASSA. Retrieved fromhttps://www.assaf.org.za/files/ASSAf%20news/ASSAF IAP%20Report%20Final.pdf

10European Commission. (2003). Enwise Report, Waste of Talents: Turning Private Issues into a Public issue. Brussels: European Commission. Retrievedfrom https://ec.europa.eu/research/swafs/pdf/pub gender equality/enwise-report en.pdf.

11European Institute for Managing Diversity. Diversity and innovation: A business opportunity for all. European Community Program for Employmentand Social Solidarity (2007-2013). Retrieved from http://www.iegd.org/pdf/Task%203%20-%20Innovation.pdf

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employment opportunities and pay rate, difficulties in manag-ing work-life balance, lack of mentorship and limited access toleadership training programs and higher positions, which mayall lead to higher dropout rates and shorter career paths.

The solutions The obstacles which encircle like high wallsthe affected groups and individuals, require coordinated actionwhich would spread like circles of water to the furthermostriches in the society. At the level of family and local commu-nity, access to proven information, material and psychosocialsupport, as well as successful role models should be ensured.

At the level of educational system, policies that support unbi-ased and fair quality education, scholarships based on families’incomes and students’ needs, grants for school and communi-ties in disadvantageous regions and training for the school staffare required. Regular educational programs promoting criticalthinking, as well as specialized extracurricular activities acces-sible to all children are needed.

At the level of the work units, diversity and inclusion issuescan be diagnosed using research methods such as climate sur-veys or interviews, conducted by sensitized and well-trainedprofessionals. Results can inform the policymakers based ontransparent and efficient procedures to prevent biases and ir-regularities in the hiring and professional development process,to prevent pay gaps, abuse of power and exclusion from thedecision-making process. Namely, young female scientists andother individuals from vulnerable groups (but also anyone else)can feel protected and respected in their work environmentwhen they are regarded in equal terms with others, but alsowhen they are treated in empathic and flexible manner (es-pecially with regards to the working shifts, hours and places,parental leave programs, and supporting programs to facilitatereintegration after career interruptions). Workplaces that are

open for networking and peer support groups, dedicated men-torship and collective leadership are of utmost importance.

Finally, at the societal level awareness-raising campaigns thatwould alleviate stereotypes and prejudices among people areneeded. In realization of educational and psychosocial supportprograms at schools, several actors should play an importantrole: universities and local communities, science communicatorsand media, as well as representatives of NGO‘s and internationalorganizations. Policies which facilitate the work of minoritieswithin the wider scientific environment (e.g. by inclusion of par-ticipants with diverse backgrounds in conferences/workshops,or by unbiased awarding of prizes of selection committees) arestrongly recommended and (judging by the workshop experienceof the contributing authors), proven to effectively work.

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Leadership in Science:How to cultivate ayoung collectiveleader?

Scientific approach implies deductive reasoning with inventionof sound hypotheses or theories, supported by solid data, reli-able methods and standard practices. It usually involves care-ful observation of phenomena of interest, sometimes followedby repetitions with experiments. The scientific practice as in-vented and conducted by humans, is a creative and often un-predictable task. It’s course is dynamic (ever-changing) andplastic (easily-adaptive). This process has become increasinglyfacilitated with the fast technological progress, so efficient man-agement of all available resources (human, informational, tech-nological, material) is much needed in order to optimize thescientific outcome. Therefore, a model leadership, relying on re-spectful relations and team cooperation, will maximize the jointefforts towards the achievement of a shared goal. The collectiveleadership epresents one such ‘engine’, a strong force nurturedby all involved actors, and supported by the collaborative na-

ture of their relationships. It has the potential to incentivizeresearchers to step forward, and mobilize them to contribute tothe team with their own knowledge, experience and expertise.In sum, collective leadership in science, is a form of art as muchas it is a science.

The problem The classical leadership model13 relies on thepower of senior authorities (be they academicians, principalinvestigators, research directors, group leaders, supervisors ormentors), and is supported by a strong hierarchy of roles (as-sumed by the researchers). As such, it has significant limitationsfor younger scholars, because it often restricts personal develop-ment and advancement along the institutional ladder, while italso inhibits inclusivity and diversity. In addition, it frequentlyprevents efficient circulation of knowledge, and optimal utiliza-tion of expertise within the team. Hence the need for collectiveleadership since it promotes sharing of opinions and responsibil-ities, joining forces in accountable decision-making, and honest,genuine engagement by each individual. A major contributionof the collective leadership approach is the following shift: fromcooperation relying on roles and positions, to cooperation rely-ing on contributions and responsibilities within the group.

The challenges The decision-making process which is con-centrated in a single leader (or a handful of authorities) oftenproduces imbalances. Simply put, fewer people move at a slowerpace and serve as ineffective driving force in the struggle tocatch-up with the fast technological developments. Researchersworking in such environments are compelled to invest excessiveenergy in order to make their voices heard, their opinions con-sidered, their suggestions and proposals valued. In addition, hi-erarchy of authors in some branches of science (marked by rigidlineup of distinct authorship positions within publications) isstrongly reinforced, often inhibiting individual recognition, as

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well as autonomy and career advancement of young scientists,and is thus not highly motivating or empowering. In fact, youngglobal scholars are experiencing similar challenges, regardless ofthe specific research field, organizational setting and geopoliti-cal context because “the difficulty of breaking down silos”, “theexisting hierarchies”, “as well as preference for seniority overtalent” often gets in the way of success14. So, the collectiveleadership model will offer a framework to overcome these issuesand enable more equitized and well-balanced work environment.

The solutions Here, we offer a practical guideline of poten-tial steps and activities, which could help scientists to grow ascollective scientific leaders, and mark a successful start of theiracademic career. The activities should start from the self andsuggest practices for self-analysis and personal improvement(for more elaborated considerations on the topic please refer to“Science and the Self” section). The strategies include: activelistening with reflection and evaluation of absorbed knowledge;active learning with identification of problems and finding so-lutions; tracking personal motivation, drive and inspiration;improving communication with others; acquiring efficiency inmulti-tasking (to handle research, relations, teaching or admin-istration); all the while remaining a role model (professional asmuch as ethical). However, the importance of the scientific andeducational institutions should also be emphasized, as they pro-vide information, teach methodologies and offer various toolsfor acquiring knowledge and personal improvement. Later on,the process should be oriented towards the surroundings and thewider environment to include tasks as: shaping a clear visionand providing concise instructions for future; efficient commu-

nication with the group members; engagement and inspirationof teammates; frequent consultations with colleagues; collectionof diverse opinions and ideas; evaluation of priorities and avail-able solutions with smart delegation of tasks; and finally theirsmooth execution. Providing support to juniors, while helpingout the senior colleagues. Establishing new (multinational andmultidisciplinary) connections and nourishing the existing ones(via joint scientific events). Setting common challenges, shapingthem as solvable goals, and enforcing fair rules. Recognizingand rewarding each success of others, each step of advancement,completion of each and every goal, no matter how small.

Envisioned as such, collective leadership in science will con-tribute toward healthy working environment and trustworthyrelations between individuals. In time, the collective leadershipcan become a lifestyle cultivated within the group (instead ofa power, concentrated in a single individual). The collectivemindset would create awareness about the importance of sci-entific work (towards a greater good of humanity), promoteengagement (in one’s own close community) and will also en-hance the meritocratic recognition and advancement in careerpaths. As a result, personal and societal progress may fol-low. In large steps and quantum leaps, catching up with thetechnological and scientific developments.

12Leopold Leadership Program. (2018). Collective Leadership: Linking Knowledge to Action. Stanford Woods Institute for the Environment. Retrievedat: https://stanford.app.box.com/s/eitjebzefac0e1of5lg05zo8wkz9axiq

13IAP Working Group for “Improving Scientific Input to Global Policymaking”. (2019). Merit-based Academies in the 21st Century: A Think Piece.Washington: InterAcademy Partnership. Retrieved from: https://www.interacademies.org/36067/Resources

14Gee RE, Jarvinen T, Sultana TA, Destura R, Gjoneska B. (2012). IAMP Tackles a Void in Medical Education: Leadership. Lancet. 379(9813):e25.doi:10.1016/S0140-6736(12)60148-2

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Appendix IRecommendedBibliography

[1] Oni, T., Toldi, Gergely., Jayasundara, D.,Egbetokun, A., Ahmed, N., Rios, C. (2019).Declaration on the Guiding Principles of YoungAcademies. Berlin: Global Young Academy. Re-trieved from: https://globalyoungacademy.net/wp-content/uploads/2019/11/Declaration-YAs-2019.pdf

[2] Young Scientists. (2018). Code of Conduct.Geneva: World Economic Forum. Retrieved from:http://www3.weforum.org/docs/WEF Code of Ethics.pdf

[3] Marwick, A., Lewis, R. (2017). Media Ma-nipulation and Disinformation Online. New York:Data & Society Research Institute. Retrievedfrom:https://datasociety.net/pubs/oh/DataAndSociety/MediaManipulationAndDisinformationOnline.pdf

[4] World Science Forum. (2019). Declaration ofthe 9th World Science Forum. Budapest: Hun-

garian Academy of Sciences. Retrieved from:https://worldscienceforum.org/data/cikkek/declaration/WSFdeclaration2019 print.pdf

[5] Maehr, M. L., Braskamp, L. A. (1986). The Moti-vation Factor: A theory of Personal Investment. Lex-ington Books: DC Heath and Com.

[6] Address speech by Dr. Tollulah Oni.(2019). Thematic Session on Science forPeace: Success and Future Responsibilities. Bu-dapest: World Science Forum. Retrieved from:https://mta.videotorium.hu/en/recordings/35426/thematic-sessions-i-a-science-for-peace-successes-and-future-responsibilities

[7] World Medical Association. (2013).Declaration of Helsinki: Ethical Principlesfor Medical Research Involving Human Sub-jects. 64th WMA Assembly, Fortaleza,Brazil. Retrieved from https://www.wma.net/wp-content/uploads/2016/11/DoH-Oct2013-JAMA.pdf

[8] All European Academies (ALLEA). (2017).The European Code of Conduct for ResearchIntegrity. Berlin: Brandenburg Academy ofSciences and Humanities. Retrieved fromhttps://ec.europa.eu/research/participants/data/ref/h2020/other/hi/h2020-ethics code-of-conduct en.pdf

[9] Academy of Science of South Africa. (2015).Women for Science: Inclusion and Participation inAcademies of Science. Pretoria: ASSA. Retrieved fromhttps://www.assaf.org.za/files/ASSAf%20news/ASSAFIAP%20Report%20Final.pdf

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[10] European Commission. (2003). En-wise Report, Waste of Talents: Turning Pri-vate Issues into a Public issue. Brus-sels: European Commission. Retrieved fromhttps://ec.europa.eu/research/swafs/pdf/pub genderequality/enwise-report en.pdf.

[11] European Institute for Managing Diversity. Di-versity and innovation: A business Opportunityfor All. European Community Program for Em-ployment and Social Solidarity (2007-2013). Re-trieved from http://www.iegd.org/pdf/Task%203%20-%20Innovation.pdf

[12] Leopold Leadership Program. (2018). CollectiveLeadership: Linking Knowledge to Action. StanfordWoods Institute for the Environment. Retrieved at:https://stanford.app.box.com/s/eitjebzefac0e1of5lg05zo8wkz9axiq

[13] IAP Working Group for “Improving Scientific In-put to Global Policymaking”. (2019). Merit-basedAcademies in the 21st Century: A Think Piece. Wash-ington: InterAcademy Partnership. Retrieved from:https://www.interacademies.org/36067/Resources

[14] Gee RE, Jarvinen T, Sultana TA, Destura R,Gjoneska B. (2012). IAMP Tackles a Void in Med-ical Education: Leadership. Lancet. 379(9813):e25.doi:10.1016/S0140-6736(12)60148-2

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Appendix IIContributors

Main contributors:

Biljana GjoneskaAcademy of Sciences and Artsof North Macedonia, Skopje, MK

Reina Camacho ToroCNRS-LPNHE Sorbonne UniversiteUniversite de Paris (UdP), FR

Natasa SimicFaculty of Philosophy,University of Belgrade, RS

Katalin SolymosiDepartment of Plant Anatomy,ELTE Eotvos Lorand University, HU

Other contributors:Aiah AbuDoulehJordan University of Science & Technology, JO

Ana Chies SantosDepartment of Astronomy, Institute of Physics,Federal University of Rio Grande do Sul, BR

Melek ChaouchLaboratory BioInformatics, Biomathematicsand Biostatistics, Instiut Pasteur de Tunis, TN

Hazem ElbazDepartment of Networks and Mobiles,Alaqsa University of Gaza, PS

Shymaa EnanyDepartment of Microbiology & Immunology,Faculty of Pharmacy,Suez Canal University, EG

Stamatia GiannarouHamlyn Centre for Robotic Surgery,Department of Surgery and Cancer, ImperialCollege London, UK

Angela Gono-BwalyaDepartment of Pharmacy, School ofHealth Sciences, University of Zambia, ZM

Daniela HaiduInstitute of Chemistry “Coriolan Dragulescu”,Temisoara, RO

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Marcos Antonio Manzanares ChaconNational Institute of Bioengineering,Central Venezuelan University, Caracas, VE

Anet Rezek JambrakLaboratory for Sustainable Development,Faculty of Food Technology and Biotechnology,University of Zagreb, HR

Editor:Biljana Gjoneska

Reviewers:Peter McGrath (on behalf of IAP)Connie Nshemereirwe (on behalf of GYA)

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Workshop Participants:Adel SepsiAdina CoroabaAgnes MateAiah AbuDoulehAjeng Arum SariAmna Jabbar SiddiquiAna Chies SantosAnet Rezek JambrakAngela Gono-BwalyaBarna Pall-GergelyBiljana GjoneskaDaniela HaiduErika BalintEva DekanyFelix BastGergely Gabor BarnafoldiGiovanna AvellisGitanjali YadavGitta SchlosserHazem ElbazHenry Mauricio Chaparro SolanoJakaria RahmanJennifer PlaulKatalin SolymosiLaurence ObaiLidija Ticar PadarMaral DadvarMarcos Antonio Manzanares ChaconMelek ChaouchModiba MatomeMohammed SeridiNatasa SimicNavchtsetseg Nergui

Nonillon AspeOrsolya ValkoPaula Grech BonniciPrakoso Bhairawa PuteraReina Camacho ToroRichard Nami MuallilShadi Ibrahim Alzu’biShymaa EnanyStamatia GiannarouTozama Qwebani-Ogunleye

Workshop Hosts:Peter McGrath (on behalf of IAP)Connie Nshemereirwe (on behalf of GYA)Officials at the Hungarian Academy ofSciences (as the hosting institution of 2019World Science Forum)

Workshop Facilitators:Maggie Dugan (Inclusive Innovation)Eshchar Mizrachi (Inclusive Innovation)Worajit Setthapun (Inclusive Innovation)

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About the Organizers:InterAcademy Partnership (IAP)Under the umbrella of the IAP, more than140 national, regional and global memberacademies work together to support the vi-tal role of science in seeking evidence-basedsolutions to the world’s most challenging prob-lems. In particular, IAP harnesses the ex-pertise of the world’s scientific, medical andengineering leaders to advance sound policies,improve public health, promote excellence inscience education, and achieve other criticaldevelopment goals. More info available atwww.interacademies.org and @IAPartnershipon Twitter.

Global Young Academy (GYA)The GYA was founded in 2010 with the visionto give a voice to young scientists around theworld. By empowering early to mid-careerresearchers to lead international, interdisci-plinary, and intergenerational dialogues, theGYA mobilises talent from six continents forcapacity-building, mentoring, engaging in sci-ence policy and improving the existing researchenvironment. Members are selected by presentmembers of the GYA for their demonstratedexcellence in scientific achievement and theircommitment to service to society. Currently,there are 200 GYA members and 258 alumnifrom 83 countries: Approximately half of mem-bers come from low- and middle-income coun-tries. Many GYA members are likely to be-come the next generation of national and in-

ternational science leaders. The administrativeOffice receives its core funding from the Ger-man Federal Ministry of Education and Re-search (BMBF) and is hosted at the GermanNational Academy of Sciences Leopoldina inHalle (Saale), Germany. More info available atwww.globalyoungacademy.net and @GlobalY-Academy on Twitter.

Knowinnovation (KI)Knowinnovation facilitates workshops that col-lect scientists from different disciplines to-gether to redefine the challenges of a complexquestion and catalyze each other’s thinking tocreate radically innovative research proposals.KI runs workshop events for national fund-ing organizations, as well as working directlywith institutions and universities to acceleratescientific innovation. Inclusive Innovation, aninitiative of Knowinnovation, designs and fa-cilitates inclusive science leadership workshopsfor the African Science Leadership program(ASLP) and the ASEAN Science LeadershipProgram (ASEAN-SLP) and for various globalleadership events sponsored by the GlobalYoung Academy (GYA) and InterAcademyPartnerships (IAP). More info available atwww.knowinnovation.com and @knowinnova-tion on Twitter.

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