For many states in Sub‐Saharan Africa, the capacity to participate in the international food standard setting process continues to be a challenge. The scientific and technical capacity for many states in this region remains low. This has consequences for African states beyond international food standard setting but for trade and economic development as well. The present paper considers how science diplomacy is mobilised to improve African scientific capacity and participation in international standard setting and thus the multilateral trading system. Through the conceptual frame of epistemic communities, we argue that science diplomacy is exemplified through how scientific expertise embedded within a set of international institutions seeks to build capacity and participation of African states in this important, yet often little considered aspect of international governance.
The present paper reports on early career academics' (ECAs) experiences of support for teaching in a research-intensive university in Africa. Through conducting a questionnaire and follow up in-depth interviews greater insight into how ECAs perceive and experience support for developing their teaching practice, is gained. Our analysis suggests that most academics interviewed began their first teaching position with no preparation for all that teaching involves. Many struggled to balance the demands associated with teaching and research, in addition to familiarizing oneself with institutional teaching norms and cultures. Almost all found support from within their discipline, although such support was incidental and spontaneous rather than planned. We offer the idea of communities of practice (CoP) as an approach to institutionalize support for ECAs and draw on the scholarship of teaching and learning (SoTL) as the theoretical framing for this study and experience from a South African institution.
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