Accepted paper:

Why is there early career scientists in IPCC?

Authors:

Karin M Gustafsson (Örebro University)

Paper short abstract:

For IPCC, the key to become trustworthy has been to enroll world leading scientists. With AR5 IPCC enrolled early career scientists to assist as chapter scientists. This paper explore the role created for early career scientists and how this role is to be understood in terms of credibility.

Paper long abstract:

In the context of increasing doubts about the effectiveness of global environmental assessments, the key strategy for IPCC to create a trustworthy organization with credibility, relevance and legitimacy has been to enroll world leading scientists to 'speak truth to power'. The strategy has been given both positive and negative critic. With AR5 IPCC officially enrolled early career scientists to assist as chapter scientists (CS) for the first time. After evaluating the CS' work, IPCC recommended a continued use of CS in future assessments. At the same time, IPCC also declared that "training and capacity building is outside of the mandate of the IPCC". Together with the ambition to enroll world leading scientists, this statement raises questions; why is there early career scientists in IPCC, and what role are they supposed to play in the organization? This study explore the introduction of early career scientists into IPCC, the role they play in the organization, and how this role is to be understood in terms of credibility, relevance and legitimacy. The study analyze interviews, documents, and scientific journal articles. The study theoretically elaborate on how the socialization process contribute to institutional continuity or change. The study shows how IPCC, by introducing the role of CS, opened for the possibility of institutional change. The study also shows how IPCC, with the introduction of CS, committed to a moderate path of deliberation, and to the position that credible, relevant, and legitimate knowledge comes from having the world's leading scientists do the assessment.

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