This paper reports on the findings from a four-year research project that evaluated the organisational re-orientation of a major science centre in Scotland, Glasgow Science Centre (GSC), to develop its culture and systems to use science engagement as a platform to promote equity, inclusion and diversity and learning and skills in local communities.

The GSC is recognised as a leading science centre in the UK and beyond. In 2018, it set out an ambitious organisational change plan in its Connect programme. This encompassed improving its physical spaces, facilities, comprehensive staff development and learning, revised recruitment strategies, widening access and developing its community-based learning programme and outreach work. The Connect programme quickly evolved to influence a wider and holistic organisational change strategy which aimed to,

• Inspire and empower people of all ages, abilities, and social backgrounds to develop the skills, attitudes, and confidence to fully participate in a society.
• Connect people and communities with industry, academia, and policy makers; becoming a highly visible and trusted hub of activity; facilitating discussion, fostering understanding and participation.
• Create a diverse, inclusive, and supportive organisational culture.
• Create a financially stable and sustainable organisation.

This strategy was designed to enable GSC to play a key role within the local region and wider science learning sector, including aligning with various national social, educational, economic and wellbeing strategies.

A programme of organisational change underpinned the Connect programme. This included creating policies and practices that embed inclusion, diversity and equity within the organisation’s business planning and management processes and strengthen its learning programmes. Part of this organisational transformation involved promotion of organisational values and a culture that embraces equity of opportunity both within and outwith the Centre. In addition, the Connect programme included expanding and enhancing the GSC’s Community Learning and Development Team to build science capital within communities to promote their wellbeing, educational and economic development.  Particular focus was placed on working with groups and communities who were,

• socially and economically disadvantaged, and/or
• marginalised cultural populations.

This paper provides important insights on how organisations embark on change using professional learning, technology, physical space, and partnership working to enhance their relevance to the wider community and achieve their development objectives. This often takes place in the context of a shifting policy landscape and developing social priorities, revised values, and ethical responsibilities as well as demographic change. Such organisational transformation and the learning processes involved drew on a range of knowledge and resources and, in the case of the example in this paper, the Glasgow Science Centre (GSC), benefited from co-constructed research and evaluation to inform and assess change.

The paper contributes to the European and international field of organisational education and change and to the debate within the EERA Network on Organisational Education. Our example of the GSC reflects the challenges facing science centers and similar organisations across Europe as they work to empower citizens to make a difference regarding global challenges including the climate and biodiversity crisis, misinformation, and trust in science, 21st century skills, inclusion and equity and health and wellbeing. Such challenges underpin the work of the European Network Science Centres and Museums (Ecsite) network of over 320 organisations, of which the GSC is a member. Ecsite highlights the need for such centres to contribute to European society to empower citizens to engage and participate in all aspects of science to benefit them and their communities.

The paper further reflects on the strategy underpinning the organisational change pursued by GSC and the unforeseen challenges affecting the process of change to inform concepts of organisational change and learning.

The paper draws on research evidence gathered as part of an external evaluation (2019-2023) to explore the impact and the process of organisational change within Glasgow Science Centre to radically revise its ability to engage more equitably with the public and benefit wider communities and other partner organisations. The research adopted a multi-method approach, involving, • An extensive programme of in-depth interviews and focus group discussions conducted periodically during the research programme. Interviewees included: strategic managers; human resource officers and wider staff within the GSC; the GSC’s new Community Learning and Development team; community organisation coordinators/leaders; community members; and other relevant organisational partners. • Participant observation of GSC events, science festivals and meetings. • Adopting a critical friend/ collaborative approach to provide feedback on organisational data and HR data recording systems. • Online surveys with GSC staff, representatives of community groups and partner organisations. • Analysis of organisational policy documentation and internal organisational relevant data and evidence. The research design was co-constructed with GSC colleagues. It was adapted in light of the impact of COVID-19 on the working methods of GSC as well as the evaluation methodology and utilised online methods extensively for a considerable period of the project.

The findings reveal, • Consensus across informants that there have been positive developments in organisational structure and culture, including enhanced inclusion, diversity, and collegiality. • The need to adapt to challenges. Both the pandemic and COP26 acted as catalysts for change and innovation. • The Connect programme principles, structure and operationalisation provided a framework for positive developments and facilitated agility and empowered employees to address challenges. • The commitment and skills of GSC personnel has emerged as key factors in driving progress. The Centre’s leadership played a key role in reflecting on internal and external evidence and data to inform the changes needed to adapt activity to meet transformational objectives. • Driving the organisation to better reflect local communities stimulated internal change and prompted an increase in a range of successful methods of working to engage with and benefit local communities and particularly target groups. • The GSC developed agile and appropriate professional and adult learning for staff that reflected the strategic aims and rapidly shifting challenges. • Among GSC target audiences we witnessed increased knowledge of science and its relevance for community members lives, this was particularly the case when climate change and recycling were part of the programme. We also recorded; growth in community members confidence, increased interest and use of community services and institutions, as well as interest in engaging with education and employment related to STEM. The findings reveal the limitations of mechanistic concepts and highlights the need for models that reflect the complex and emergent nature of organisations and the contingent nature of the social, economic, and political environment (Morgan, 1997; Stacey 2007). Findings also highlight the importance of organisational cultures (Schein 1996) and processes of employee empowerment and learning to effect change and adapt to challenges must be recognised in any conceptual framework (Senge, 1992; Argyris and Schon 1996; Peacock, 2008).

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