Scientific Associations as Drivers of Educational and Research Policy: Comparative Insights from Japan and Moldova

Abstract

Disciplinary scientific associations are key actors in educational and research arthitecture, capable of strengthening academic communities, facilitating knowledge transfer, and shaping strategic development in research, education, and innovation. The aim of this research is to conduct a comparative analysis of the Japanese and Moldovan models of scientific disciplinary associations, highlighting differences in terms of size, functionality, and the impact on public policies, including educational policies, as well as on society. To advance the research, a comprehensive methodology was applied, integrating both quantitative and qualitative approaches and drawing upon a wide range of relevant information sources. These included policy documents, statistical data, secondary sources, and comparative studies. Research has found that Japanese scientific societies are characterized by an institutionalized system integrating research, education, and innovation, supported by mixed funding mechanisms, and providing expertise to the government in the formulation of educational and research policies. In the Republic of Moldova, disciplinary scientific associations are fewer in number and institutionally fragile, with activities focused primarily on conferences and publications, playing only a limited role in decision-making processes and enjoying modest international visibility. The results of the study highlight the need to strengthen the institutional capacities of these structures in the Republic of Moldova through public support, integration-oriented policies, and internationalization measures. The findings further emphasize that adapting selected best practices from the Japanese model could significantly contribute to enhancing the role of scientific associations as relevant actors in educational policy-making and in advancing the development of a knowledge-based society. JEL: A29, O1, O2, Q01