The modern researcher does not just sit in the laboratory

I recently read a fascinating document: Research Comp, a new European skills framework for researchers. It struck me that "doing research"—almost the only thing we train researchers for—is only a relatively small part of the graph depicting the key competencies of researchers. How much do we expect from modern researchers and how little do we actually prepare them for these multiple roles?

ResearchComp recognizes that science can no longer be isolated in the ivory tower of academia. Instead, researchers must become true ambassadors of knowledge, able to navigate both the complex world of research and the public arena of debate and policy.

Key Competencies of the Modern Researcher

But what does this mean concretely? The document outlines some key competencies in the area of "Making an Impact":

1. Dissemination of results to the research community: It is not enough to make discoveries; you must also share them effectively with your colleagues. This means presentations at conferences, articles in specialized magazines, but also interdisciplinary collaborations.
2. Teaching in academic or vocational contexts: Many researchers end up teaching, either in universities or in training programs. The ability to translate complex knowledge into accessible lessons is vital.
3. Communication with the general public: Here is the biggest challenge. How do you explain complex concepts without oversimplifying? How do you capture the attention and imagination of the general public?
4. Promoting knowledge transfer: Research should not remain only on paper. You have to find ways to turn it into practical applications, innovations and solutions to real problems.
5. Increasing the impact of science on policy and society: This means becoming a "translator" between the world of science and that of decision makers. How can you influence public policy through scientific evidence?
6. Promoting open innovation: Researchers must be open to unexpected partnerships and share knowledge across traditional boundaries.

Reading this made me think of researchers I know. Many excel in labs but feel lost when they have to speak in public or explain the importance of their work to a journalist. Others are natural communicators but struggle to translate that passion into compelling funding proposals.

ResearchComp suggests that these skills are not innate, but can and should be continuously developed. I wonder how many universities and research institutes really offer training in these fields. How many PhD students learn not only to do research, but also to "sell" it to a diverse audience?

But beyond the specific skills, I think the document points to a fundamental change in the role of the researcher in society. It is no longer enough to be an expert in your narrow field. You must become a storyteller, a translator between worlds, an agent of change.

I think of researchers like Carl Sagan or Neil deGrasse Tyson, who made astronomy accessible and fascinating to millions of people. Or to climatologists who not only study climate change, but actively campaign for environmental policies. These are the models of the new generation of researchers.

 

The challenge is enormous, but so is the opportunity. In an era of misinformation and mistrust of experts, researchers have the chance (and responsibility) to become the voices of reason and progress in society.

ResearchComp is a step in this direction. But it's just the beginning. We need a revolution in the way we train and support researchers. Because in the end, science isn't just about discovery, it's about impact. And impact comes through communication, engagement and persistence.