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Chapter B: Institutional Policies and Strategies | Subchapter B 1.2: Good Practices and Case Studies
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Institutional Policies
and Strategies
Issue 1 | 2022 Internationalisation of Higher Education
Issue 1 | 2022Internationalisation of Higher Education
INSTITUTIONAL POLICIES AND STRATEGIES
Good Practices and Case Studies
B 1. 2-12
LUISA F. ECHEVERRÍAKING, OLISNEY DE LUQUEMONTAÑO,
ALEJANDRA FABIOLA FLORESZAMORA &
ALEJANDRA GONZÁLEZPENAGOS
The Intersection of
Science Diplomacy
and Internation-
alization of Latin
American Education
Science diplomacy is considered a social responsibility of
universities, and one that is capable of addressing not
only local and national but also global concerns. In this
article, we discuss how the internationalization of higher
education is linked to science diplomacy. We analyze the
roles of di erent higher education actors and consider
more speci cally the existing cases and initiatives in the
Latin American context. Finally, some general recommen-
dations are presented on how to promote university sci-
ence diplomacy.
. Introduction
. Internationalization of higher
education and science diplomacy
. Science Diplomacy cases: global
perspectives and Latin American
initiatives
. Recommendations for higher
education institutions
. Conclusion
References
Issue 1 | 2022 Internationalisation of Higher Education
INSTITUTIONAL POLICIES AND STRATEGIES
THE INTERSECTION OF SCIENCE DIPLOMACY AND INTERNATIONALIZATION OF LATIN AMERICAN EDUCATION
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1. Introduction
Science diplomacy has gained international relevance in discussions
of global challenges. For example, there is increasing participation of
the scientifi c community in international, political scenarios where de-
cisions are made regarding how to face the Covid-19 pandemic or how
to fi ght climate change. According to Ruffi ni (2020), science diplomacy
involves actions at the intersection between science, international rela-
tions, and foreign policy. For many, science diplomacy is a purely diplo-
matic activity, where other actors do not play leading roles. However, in
Latin America, subnational stakeholders such as universities can active-
ly participate in science diplomacy schemes.
For many practitioners, it is not clear how the internationalization of
higher education is linked to science diplomacy. Building upon the con-
cept of “Internationalization for Higher Education for Society” (Jones et
al., 2021), we propose that science diplomacy is a social responsibility of
a university. This responsibility can go beyond the borders of a nation
and can take into account the complex globalized world in which we live.
In this sense, local problems are linked to global ones. Science diploma-
cy becomes relevant by enabling collaboration and knowledge exchange
schemes between science and international relations. Universities favor
these exchanges of knowledge because they are a key factor for the
competitiveness of a country (Rodriguez-Ponce, 2009).
In this way, the internationalization of higher education contributes to
the community as an intentional process that integrates intercultural
and international systems. This benefi ts the quality of education and
research, which in turn contribute to society and to making citizens
aware of local and global problems (De Wit et al., 2015). Likewise, by de-
veloping cooperative international research projects according to the
social focus of the Sustainable Development Goals, the internationaliza-
tion of higher education also impacts the so-called third mission. In this
sense, science diplomacy becomes a mechanism that encourages joint
work among scientists from around the world, to promote solutions to
common challenges (González, 2021).
In this article we review how the concept of internationalization is con-
nected to science diplomacy, presenting the roles of higher education
actors, existing cases from Latin America, and recommendations to pro-
mote science diplomacy through the three fundamental missions of the
university, namely: Teaching, Research, and Outreach/Engagement. To
achieve the objective of this article a qualitative methodology and a de-
ductive method were followed (Patten & Newhart, 2020). The fi rst stage
was the review of the main trends and examples of science diplomacy
initiatives, not only in the region but also globally. This overview helped
identify the relationship between the internationalization of higher ed-
ucation and science diplomacy. Subsequently, we identifi ed the main
trends for how HEIs can contribute to science diplomacy. This provided
the basis for proposing recommendations to HEIs and other actors re-
lated to this discipline.
Science diplomacy involves
actions at the intersection
between science, international
relations and foreign policy
Science diplomacy is a tool to
promote solutions
to common challenges
Issue 1 | 2022Internationalisation of Higher Education
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Good Practices and Case Studies
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2. Internationalization of higher
education and science diplomacy
The need to solve global problems allows science to transcend borders,
sometimes even to overcome political, social, and economic differences
across countries. In this sense, science is considered an articulating el-
ement that promotes collaboration areas, the construction of networks
and capacities, and reciprocity scenarios between states. The foregoing
refers to science diplomacy dynamics. These justify developing a foreign
policy for universities as spaces of knowledge production. This policy
should add value to international relations, education, and cross-sec-
toral cooperation processes (Gast, 2021).
In addition, science, technology, and innovation are drivers for sustain-
able development and contribute to the generation of knowledge. They
promote relations between countries as a mechanism of soft power and
fi nd solutions of common interest. Therefore, according to Gual Soler
(2020), an alignment of science and diplomacy promotes the creation of
national research and innovation systems. It also infl uences the con-
struction of international mobility programs among scientifi c collab-
orators, who contribute signifi cantly to the design of public policies.
Thus, the concept of science diplomacy is conceived as an articulator
between science and international relations, to advance policy and eco-
nomic interests through science (Ittelson & Mauduit, 2019), while trying
to maintain a balance between national and international interests. At
this interface, various actors beyond the government such as the pri-
vate sector, civil society, NGOs, scientifi c networks, and higher educa-
tion institutions, play a role in science diplomacy.
Moreover, to speak of science diplomacy in the higher education sec-
tor, institutions must develop internationalization strategies that sup-
port the interaction and relationship-building of scientists with their
peers around the globe. This can be achieved by establishing networks,
and by specifi cally developing competencies inherent to the diplomatic
world such as negotiation, collaboration, and reciprocity (Gast, 2021).
These strategies need to create institutional structures and partner-
ships (Gore et al., 2020) to enable these collaborations and international
linkages to contribute to the solution of common challenges and to have
an infl uence in the policy arena.
Internationalization strategies at higher education institutions can sup-
port science diplomacy through their core missions (Teaching, Research,
and Outreach), by integrating certain roles as listed below in Table 1.
Integrating science diplomacy with the internationalization of HEIs re-
quires international cooperation based on the principle of shared re-
sponsibility. This means including not only academia but also other ac-
tors such as the government, the private sector, and civil society.
Every university should
develop a foreign policy
for their institution
Various actors are involved in
science diplomacy schemes
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Actors Roles
Senior Management ■Promote institutional policies that facilitate the articulation between the univer-
sity, research and innovation centers, government, and the private sector for the
production, dissemination, and transfer of scientifi c and technological knowledge.
Faculty
■Incorporate scientifi c and technical capacities in the teaching-learning process that
strengthen the development of skills such as negotiation, teamwork, intercultural
awareness, communication, and leadership.
■Propose solutions to national, transnational, and global challenges, based on the
formulation and execution of scientifi c projects.
■Promote national and international networks to support science according to the
needs of the countries.
■Disseminate the results of research that support decision-making in all sectors of
science.
International Offi cers
■Generate scenarios for the exchange of knowledge between foreign and national
scientists that allow the strengthening of science, technology, and innovation sys-
tems.
■Promote academic and scientifi c mobility programs to share good practices and
signifi cant experiences around the solution of national, transnational, and global
problems.
Senior Management, Faculty,
International offi cers
■Support the construction of a curriculum for the training of students and leaders
in science diplomacy.
■Expand the undergraduate and postgraduate academic offerings with content on
science diplomacy.
■Promote among academics and researchers the design of projects that respond to
global needs and interests.
■Offer courses, seminars, and diplomas on diplomacy and science policy.
■Promote projects between national and foreign researchers with views to respond-
ing to the Sustainable Development Goals.
■Promote public-private partnerships for the development of Science, Technology,
and Innovation (STI) projects.
Students ■Participate in classroom projects, research, and social projection that promote
simulations of negotiations in science according to the discipline of interest (cli-
mate change, economic crises, technology, among others).
Alumni ■Encourage relationships between the business sector, public administration, and
academia to train professionals who contribute to STI.
Table 1 HEI actors, roles to support science diplomacy. Source: Based on AECID (2017, p.5), Echeverría King et
al. (2020), Mauduit y Gual Soler (2020), Gluckman et al. (2017).
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3. Science Diplomacy cases: global
perspectives and Latin American
initiatives
Examples of global science diplomacy initiatives include Techplomacy
(Denmark). They aim to promote digital diplomacy in collaboration with
technology companies. Thereby, they favor a foreign policy that consid-
ers the risks that disruptive developments of technologies may have
on countries (Ministry of Foreign Affairs of Denmark, 2021). In addition,
some initiatives proposed are the Strategy for Science, Technology and
Innovation Diplomacy of the Spanish government, developed through
the joint work with the Ministry of Science and Innovation and the Min-
istry of Foreign Affairs (Government of Spain, n.d.). Additional examples
include setting up Scientifi c coordinators and Science Diplomacy Interns
in London, Berlin, and Washington; or the Department of Global Affairs
in the Ministry of Foreign Affairs in France (Gual Soler, 2021). Even au-
thors such as Flink (2021) have described joint international research
programming between countries or in a multilateral setting as a case
of science diplomacy. This is because of a need to identify joint moti-
vations and policies that result in programs that promote research and
that include various stakeholders, such as academics, policymakers, or
industry representatives. Montana (2020) has also indicated that global
or European research infrastructures are key cases of science diplo-
macy, especially since these infrastructures promote effective scientifi c
advice to governments.
Science diplomacy in Latin America and the Caribbean (LAC) is incipient
in the region’s debates and agendas (Gual Soler, 2020). Most of the ini-
tiatives studied within the framework of SD are from the Global North
or English-speaking countries. Therefore, the impact and applicability
in the LAC context are so far limited (Echeverría King, Aquino Valle, and
Widmaier Müller, 2020; Gual Soler, 2020; Gual Soler, 2021). However, it is
still a pending task, as mentioned before, to achieve a closer link be-
tween these offi ces and initiatives with Higher Education Institutions
(HEIs). As Gual Soler (2021) states, one must ensure that HEIs are inte-
grated into science diplomacy, to promote the training of future special-
ists by developing leadership, negotiation, and decision-making skills. It
is also necessary to develop the capacity of HEIs as producers and dis-
seminators of knowledge to approach global challenges and agendas.
In the LAC context, the identifi ed initiatives can be classifi ed into three
categories (Table 2): i) capacity building, ii) collaboration for Sustainable
Development Goals (SDGs) and global challenges, and iii) Science, Tech-
nology, and Innovation (STI) resources mobilization (Echeverría King et
al., 2021). In these three categories, HEIs are key actors and close collab-
orators for the initiatives’ design.
Regarding capacity building, the case of the Ibero-American Gener-
al Secretariat (SEGIB) stands out. One main initiative consolidates the
Ibero-American Network of Science Diplomacy, establishing collabo-
ration between the “National STI Organizations, universities and the
Ibero-American Association of Academies, Schools and Diplomatic
Scientists need to develop
negotiation and leadership skills
Science diplomacy initiatives
can support capacity building
processes, collaboration for
SDGs or international resource
mobilization for STI
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Institutes, (in) considering successful experiences and good practices”
(SEGIB, 2020, p. 6). Thus, one of the principal activities is linking universi-
ties’ scientifi c knowledge with attention to problems of local and global
impact, such as the Covid-19 pandemic.
Similarly, the Latin American Center for Biotechnology (CABBIO) and the
Community of Latin American and Caribbean States (CELAC) is a case
worth highlighting. Both initiatives contribute to the collaboration be-
tween countries in the region by developing joint projects with an im-
pact at the local, regional and global levels. They identify shared ca-
pacities and needs that contribute to the defi nition of regional goals.
For example, “CELAC has contributed to deepening respectful dialogue
among all the countries of the region on issues such as social devel-
opment, education, nuclear disarmament, family agriculture, culture, fi -
nance, energy, and the environment” (CELAC, 2021).
Looking to the training of future scientifi c diplomats, universities such
as São Paulo in Brazil, Universidad Externado de Colombia, Universi-
dad Nacional Autónoma in Mexico, Universidad de Chile and the Andrés
Bello Academy of Science in Chile promote the creation of programs or
courses in which science diplomacy is the central theme. Additionally,
the Chair of Heritage and Science Diplomacy (Mexico) was created to
promote joint work between HEIs in Mexico City and national and inter-
national foreign policy institutions (Gual Soler, 2020).
In both cases, universities play a key role in proposing strategies that
help defi ne initiatives in different sectors of society and institutions. For
example, these include the internationalization offi ce or the research
directorate of research teams inside the HEI which work collaboratively
with pairs from other countries. This is key to pursuing capacities linked
to science diplomacy. In addition, the fact that these institutions and
sectors propose programs dealing with science diplomacy shows how
relevant the topic is to them.
A good example of collaboration around SDGs and global challenges
is the initiative developed by the Universidad de Los Andes (Colombia)
and the United Nations Sustainable Solutions Network (SDSN). This is a
space for refl ecting on the SDGs and on how universities, companies,
governments, and organizations in the region are linked together to
achieve these SDGs (CODS, 2021).
The Ibero-American Science and Technology for Development Program
(CYTED) stands out regarding Science, Technology, and Innovation (STI)
resource mobilization. It aims to promote collaboration between LAC
countries to achieve STI cooperation and resource mobilization for joint
projects. Thus it effi ciently avoids duplicating efforts and attention
around a shared problem. Moreover, these initiatives also contribute to
capacity building and to addressing global challenges.
These cases show that higher education plays a central role in science
diplomacy. Mainly, internationalization can promote interactions be-
tween actors from different fi elds that contribute to the consolidation
of better-supported initiatives and give rise to international coopera-
tion with clear objectives and goals.
Currently there are different
training opportunities in science
diplomacy in LAC
Higher education plays a central
role in science diplomacy
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To achieve this, HEI can contribute to the defi nition of collaborative net-
works between actors belonging to different contexts, for example, var-
ious educational, scientifi c, and social contexts. It can also help develop
science diplomacy competencies, taking up global agendas and seeking
to address global problems through these links.
Category Example Activities
Capacity building
SEGIB
CABBIO
CELAC
■Consolidation of an Ibero-American space in
which science diplomacy plays a central role.
■Promote interaction between scientifi c centers
and the productive sector by implementing re-
search and development projects and training
human resources.
Collaboration for
SDGs and global
challenges
Center for Sustainable
Development Goals for
Latin America and the
Caribbean (CODS)
■Research. Consolidate alliances between univer-
sities, researchers, and think tanks to respond to
and follow up on the SDGs.
■Training. Contribute to the training and
awareness of university staff.
■Advocacy. Follow-up on public policies on the
SDGs and promotion of seminars or publications
on the subject.
■Sustainability. Promote a more sustainable envi-
ronment on campus through different initiatives
such as staff training, thus achieving a campus
where there is an international and achieve-
ment-oriented awareness of the SDGs.
Science,
Technology, and
Innovation (STI)
resources
mobilization
CYTED ■Mobilization of Ibero-American entrepreneurs,
researchers, and experts for their training and
subsequent generation of joint research, devel-
opment, and innovation projects.
■Generation of strategic R&D projects with the par-
ticipation of companies and experts who, through
CYTED’s cooperation platform, have access to im-
portant international funds.
Table Initiatives of SD in Latin America and The Caribbean.
Source: Based on CODS, ; CABBIO, ; CYTED, ; CELAC, .
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4. Recommendations for higher
education institutions
Higher education institutions should have an internationalization policy,
defi ning approaches that promote the university’s proposal to region-
al, national and global partnerships. Recommendations are presented
below, on how higher education institutions can engage in science di-
plomacy schemes. The recommendations also address how, from the
different missions, it is possible to contribute to capacity building, net-
working, and the mobilization of international resources for science,
technology, and innovation:
Capacity building and human capital development
■Develop courses and certifi cates related to science diplomacy for un-
dergraduate and graduate students from different areas of knowledge.
■Promote the training of actors in science diplomacy within the univer-
sity community, such as scientists, managers, and administrators.
■Promote post-doctorates positions abroad.
■Map and disseminate the strengths of the research groups to pro-
mote them internationally. Prioritize thematic axes that involve several
groups of the university and that can be traced at an international
level.
■Facilitate the generation of international mobility schemes for re-
searchers.
Networks and strategic relationships for the solution of common
challenges
■Articulate research with teaching to promote it at the international lev-
el, encouraging contact between professors for tutoring and professor-
ships, taking advantage of the networks.
■Promote networking events between research groups and internation-
al allies. Conduct inter-institutional networking exercises.
■Identify the research topics within the higher education institution that
are contributing with solutions to global challenges. Generate spaces
for socialization-integration of faculty research groups around topics
that could be worked on jointly (collaboration agendas).
■Promote spaces for conversation and exchange with actors at different
geographical scales (regional, national, international) to advance sci-
ence diplomacy.
■Give visibility to researchers, their research, and their development ac-
tivities in the different scenarios of the academic-scientifi c and inno-
vative context.
Every university should defi ne
approaches that promote the
university’s proposal to regional,
national and global partnerships
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■Map the existing networks at different geographic scales that serve
common agendas to which researchers can be integrated. Establish
metrics to evaluate the effectiveness of participation in networks.
■Coordinate the country’s scientifi c, diplomatic, and political agendas
with institutional priorities and plans.
■Establish strategic alliances with foreign ministries that allow the crea-
tion of scenarios for collaboration between diplomats at a global level.
Mobilization of international resources for research
■Manage international resources for research, mobility, and develop-
ment.
■Identify institutions interested in cooperating on topics of common
interest through the development of shared programs.
■Identify sources of resources and co-fi nancing for the acquisition of
minor and robust infrastructure to support the development of cut-
ting-edge research by the University’s research groups.
■Allocate resources to fi nance joint calls for proposals to address the
identifi ed agendas. Give visibility to the progress of the developed re-
search topics to promote new cooperation actions.
■Generate international cooperation projects in alliance with foreign
ministries to facilitate the mobilization of technical and fi nancial re-
sources for their execution.
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5. Conclusion
Higher education institutions should not ignore their role in the face of
national and global challenges. As such, universities need to act as ar-
ticulators between national and international communities, scientists,
and government entities, to fulfi ll the university’s social responsibility.
In some countries, universities lead science diplomacy schemes, since
there are no governmental mechanisms to support these activities. In
regions such as Latin America, the university model has a special fo-
cus on solving community problems. It is necessary to articulate the
country’s foreign policy, institutional policy, and the needs of the com-
munities, to seek solutions through science, and bring these to bear on
public policy.
The Covid-19 pandemic has demonstrated the importance of interna-
tional networking in the face of emergencies and has proven the power
of networks and scientists to help global problems. Therefore, univer-
sities must prepare the next generations of scientists and public poli-
cymakers and encourage interdisciplinary work in the face of complex
problems.
Universities are key players
at the intersection of science,
diplomacy and foreign policy
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Good Practices and Case Studies
B 1. 2-12
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Authors
Luisa F. Echeverría-King is a researcher in international education and science
diplomacy at Corporación Universitaria del Caribe (CECAR) in Colombia and is a High-
er Education Consultant. She holds a PhD in education from Universidad de Murcia
(Spain). Since 2012 she has been dedicated to the internationalization of higher edu-
cation and the management of international cooperation projects.
Olisney De Luque-Montaño is a professional in International Relations with a minor
in international economics and a Master in International Cooperation and Project
Management from Universidad del Norte (Colombia). She is the Director of Interna-
tional Relations Offi ce, researcher, undergraduate and postgraduate professor at
Universidad de La Guajira and the Coordinator of Red Colombiana para la Internac-
ionalización de la Educación Superior (RCI – Caribbean Node).
Alejandra Fabiola Flores-Zamora has a Bachelor in Educational Processes from the
Benemérita Universidad Autónoma de Puebla and Master in International Higher Ed-
ucation from the University of Guadalajara. She is interested in the internationaliza-
tion of Higher Education and the processes developed by different institutions in this
fi eld. She is experienced in the areas of education, curriculum design and education-
al evaluation.
Alejandra González-Penagos is the Director of International Affairs at Universidad de
La Sabana in Colombia. Alejandra has expertise in Internationalization of Research,
International Cooperation for Research and Innovation and Projects.
