Interference in science: scientists’ perspectives on their ability to communicate and conduct environmental research in Canada
Bibliographic record
Abstract
When researchers are sufficiently resourced to conduct research and communicate their findings, the knowledge produced can benefit the environment and society through policy. However, interference with the research process and its subsequent knowledge mobilization (“interference in science”) has been observed in several countries, particularly for environmental researchers. Using a mixed-methods approach, we surveyed environmental researchers in Canada ( n = 741) to investigate the perceived prevalence, source, and effects of interference and considered whether these perceptions differ by region, career stage, research area, and membership in any scientific society. Although over half of researchers were not restricted from speaking to the media (54%), and most had never been asked to make “undue modifications” to their work (84%), the vast majority (92%) reported at least some degree of interference in their work during their careers. Consequences of interference were more prevalent among early-career researchers and included negative impacts on job satisfaction, mental health, and undue modification to work leading to inaccurate or incomplete science communication. Although environmental researchers in Canada deem themselves overall better able to conduct and communicate their work than under previous federal governments, reports of ongoing political interference remain concerning. We recommend increased support for researchers and further investigations into interference.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".