File: Scientist culturing bacteria in petri dishes in a laboratory. GPR/Science Photo Library via AFP
JOHANNESBURG - In the modern knowledge society, the role of an academic is no longer confined to teaching and research within university walls.
Members of ASSAf find themselves wearing multiple hats—simultaneously acting as scholars, advisors, diplomats, and custodians of institutional integrity.
This multiplicity of roles reflects the complexity of science in society, where the pursuit of truth must be balanced with public responsibility, global engagement, and adherence to professional norms.
Worn together, these hats illuminate the dynamic interplay between academic freedom, science diplomacy, and protocol within an academy of science.
The first and most fundamental hat is that of the independent scholar. Academic freedom is the cornerstone of any academy of science, allowing members to pursue inquiry without fear of censorship, political pressure, or ideological interference.
This freedom safeguards the integrity of research and ensures that the advice given to society is grounded in evidence.
Yet freedom is not an unbounded privilege. Wearing this hat carries responsibility: scientists must communicate honestly, acknowledge uncertainty, and resist the temptation to tailor findings to satisfy powerful interests.
Within an academy, academic freedom empowers members to deliberate openly, even on controversial issues, while upholding the academy’s credibility as an independent voice for evidence-based policy advice.
The second hat is that of the science diplomat. Science diplomacy has emerged as a new policy concept that connects science, technology, and innovation with international relations.
While the role of scientists is to discover new knowledge about the world, and sometimes to apply this knowledge for the benefit of humanity, the diplomat's role is to represent and serve the interests of their country, organisation, or multilateral institution. Science diplomacy is used to promote science through collaborations between scientists and diplomats.
The “New Frontiers in Science Diplomacy” report by the AAAS and the Royal Society (2010)1 proposed a taxonomy for science diplomacy that has been adopted by many countries.
The first aspect, science in diplomacy, refers to science providing advice to inform and support foreign policy objectives.
This dimension of science diplomacy highlights the role of individual expert advisers or scientific organisations, for example national academies, in informing policymaking, as well as other means of providing scientific advice to global policymakers, such as through rigorous evidence syntheses.
The second aspect, diplomacy for science, refers to diplomatic efforts that facilitate international scientific cooperation. The diplomacy for science dimension is defined as the promotion of international cooperation both at the ‘top-down’ strategic level and at the ‘bottom-up’ level of collaborations involving individual scientists.
The third dimension, science for diplomacy, refers to the use of scientific cooperation to improve international relations among countries. This dimension includes science cooperation agreements and scientific facilities established with the objective of enhancing relations between countries.
Collectively, science diplomacy serves as a bridge connecting scientific knowledge to strengthen global scientific cooperation in an evolving global landscape.
The third hat is that of the custodian of protocol. As learned societies, academies of science operate according to established traditions, governance frameworks, and codes of conduct.
Protocol ensures respect for procedure, hierarchy, and decorum—elements that preserve institutional integrity.
Case study: hosting of the Science 20 (S20) by ASSAf
During South Africa’s hosting of the G20 Presidency this year, on the theme "Solidarity, Equality, and Sustainability", ASSAf hosted the Science 20 (S20) – bringing together science academies from G20 countries.
The S20 focused on the theme of Climate Change and Well-being, informed by the discussion document drafted by local experts and ASSAf Council.
The first engagement of the S20 academies on the discussion document was a face-to-face meeting held in Pretoria in February to which S20 academies as well as local and international stakeholders were invited to participate.
The process of drafting the S20 statement was a practical exercise in science diplomacy and demanded strict attention to protocol. As the only African academy represented among the G20 grouping, ASSAf served as a bridge between the continent and global scientific networks.
However, ASSAf had to ensure a balanced perspective on issues related to climate change and well-being while limiting input to reflect local realities and other priorities within the African context.
The processes of drafting and finalising the Statement was conducted electronically and through webinars.
Starting with input by local experts and ASSAf Members nominated by Council to be part of the local organising committee, versions of the Statement were circulated to academies for comment and input with stipulated deadlines outlined during the planning process.
Acknowledging that academies require time to engage with their discipline-specific experts, Members and Councils before responding, some academies sent comments after the stipulated deadlines, adding pressure to the revision process before the next engagement.
ASSAf adopted an approach of inclusivity, transparency and collegiality during webinar sessions and made every effort to accommodate the input from the S20 academies.
The final publication required consensus—not every academy’s priority could prevail, but the process ensured balance and legitimacy.
By adhering to protocol, ASSAf finalised the Statement with 18/20* academies signing the Statement and, in the process, maintaining both transparency and credibility under the leadership of the ASSAf President, Prof Thokozani Majozi.
Intersections: Balancing the Hats
To be a member of an academy of science is to embody multiple identities: the free scholar, the global diplomat, and the custodian of institutional integrity.
The management of the S20 Statement illustrates this vividly—scholars debated ideas freely, diplomats bridged international divides, and custodians of protocol safeguarded legitimacy and order.
These roles may at times be in tension, but they are ultimately complementary. Worn together, the hats enable academies to mobilise knowledge with independence, build bridges through science diplomacy, and preserve credibility through protocol.
In an age of global uncertainty and local/regional inequalities, the ability to wear multiple hats is not merely a professional skill—it is a moral obligation.
For academies of science, it is the way to ensure that scholarship remains free, diplomacy remains constructive, and institutions remain trusted guardians of science in the service of society.
The real challenge lies not in wearing one hat, but in balancing all three simultaneously.
1. The Royal Society and AAAS, New frontiers in science diplomacy, Navigating the changing balance of power, January 2010
* At time of publication
Prof Himla Soodyall is the Executive Officer at ASSAf.