Evolution of the UCC+i as a dynamic agent of science communication.
Professional perceptions of their structure and future challenges in the
digital context
Evolución de las UCC+i como agente dinamizador de la comunicación de la
ciencia. Percepciones profesionales sobre su estructura y retos de futuro en el
contexto digital
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| 121
July-December of 2024
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How to cite this article:
Barberá-Forcadell, S. and López-Rabadán, P. (2024). Evolution of the UCC+i as a dynamic agent of science communication. Professional
perceptions of their structure and future challenges in the digital context.
Doxa Comunicación
, 39, pp. 121-145.
https://doi.org/10.31921/doxacom.n39a2025
Susana Barberá Forcadell
has a degree in Information Sciences from the Universidad Complutense de Madrid,
a Master's degree in New Trends and Innovation Processes in Communication from the Universitat Jaume I (UJI)
and a doctorate in Communication Sciences from the Universitat Jaume I of Castell
ó
n. She is currently an associate
professor in the Department of Communication Sciences at the Universitat Jaume I, where she lectures in the degrees of
journalism, audiovisual communication, advertising, and public relations. In addition, she has lectured for the Master's
Degree in New Trends and Innovation Processes in Communication. Her lines of research include scientic journalism
and the public communication of science, as well as new communication technologies. She has participated in several
UJI research projects on science communication, responsible research, and innovation. Additionally, she has worked as
a journalist since 1993 in dierent media and communication oces.
Universitat Jaume I, Spain
[email protected]
ORCID:
0000-0002-0318-5747
Pablo López-Rabadán
is a graduate of journalism from the Universitat Autònoma de Barcelona and a doctor in
communication sciences from Rey Juan Carlos University. He is currently a full professor in the Department of
Communication Sciences at the Universitat Jaume I and Vice Dean of the Degree in Journalism at that same university.
His lines of research focus on innovation in journalism, the impact of social networks on political communication, and
the ght of specialised journalism against health and environmental misinformation. Since 2005, he has participated in
12 research projects on these issues. His scientic production comprises more than 60 publications, including articles,
chapters, and books. Currently, he has two six-year terms recognised by the CNEAI. He has been a visiting researcher at
various European (Cardi, Westminster, and Firenze) and American (Valparaiso and Boston) universities. In 2017, he
won the Drago Award from the Latin Magazine of Social Communication.
Universitat Jaume I, Spain
[email protected]
ORCID:
0000-0002-4828-4933
is content is published under Creative Commons Attribution Non-Commercial License. International License CC BY-NC 4.0
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1. Introduction
e Scientic Culture and Innovation Units (UCC+i) are one of the main agents in charge of the popularisation of science,
technology, and innovation in Spain. Its work aims at improving and increasing the training, culture, and scientic knowledge
of society (FECYT, 2021). ese units spread scientic culture in universities, research centres, and other institutions. e
purpose of their work is directed both at promoting scientic and innovation culture in civil society and in the productive
fabric, in which they promote the transfer of knowledge and create a new and more competitive model.
e units, as communication oces, have among their tasks to promote the advertising and public relations of the institution
to which they belong without losing sight of their fundamental objective, which is the social transmission of the knowledge
generated in these centres to improve the training, culture, and scientic understanding of citizens (González-Pedraz et al.,
2018).
Since their inception, these structures have positioned themselves as great promoters of science communication in the
institutions they are located in, such as universities and research centres. To accomplish this in an orderly and coherent
manner, universities have a department in charge of managing communications, located at the highest university levels, a
Received: 30/10/2023 - Accepted: 20/12/2023 - Early access: 15/01/2024 - Published: 01/07/2024
Recibido: 27/06/2023 - Aceptado: 31/01/2024 - En edición: 15/01/2024 - Publicado: 01/07/2024
Abstract:
e Scientic Culture and Innovation Units (UCC+i) have become
one of the most dynamic agents in the promotion of science in Spain.
Using a methodology based on surveying almost 60 professionals,
four key aspects of its professional structure are thoroughly
analysed: main functions, institutional location, the evolution of
the human resources available, and professional recognition. After
contextualising the origin, evolution, and current map of the UCC+i,
the results indicate that these units are specialised, mainly, in the
communication of results and the promotion of science. Likewise,
they provide advisory and training functions. At the institutional
level, they are under the supervision of the communication and
research areas. Regarding sta, the most common structure is three
professionals, but with low expectations of expansion and limited
recognition by the universities. In summary, its high professional
visibility is recognised as one of its strong points, and the lack of
economic resources is a serious problem for development.
Keywords:
Communication, scientic culture, divulgation, science journalism,
UCC+i.
Resumen:
Las Unidades de Cultura Cientíca y de la Innovación (UCC+i) se han
convertido en uno de los agentes más dinámicos en la divulgación de
la ciencia en España. A partir de una metodología propia basada en
la realización de una encuesta a casi 60 profesionales, se analizan de
forma exhaustiva cuatro aspectos claves de su estructura profesional:
principales funciones, ubicación institucional, evolución de los recursos
humanos de los que disponen, y reconocimiento profesional que se les
otorga. Tras contextualizar el origen, evolución y mapa actual de las
UCC+i, los resultados indican que estas unidades están especializadas,
principalmente, en la comunicación de los resultados y la divulgación
de la ciencia. Y, en menor medida, desarrollan funciones de asesora
-
miento y formación. A nivel institucional, se ubican bajo la tutela de las
áreas de comunicación y de investigación. Respecto a las plantillas, la
estructura más habitual son 3 profesionales, pero con escasas expecta
-
tivas de ampliación y limitado reconocimiento por parte de las propias
universidades. En resumen, su alta visibilidad profesional se identica
como su principal punto fuente, y la falta de recursos económicos como
un problema grave para desarrollarse.
Palabras clave:
Comunicación, cultura cientíca, divulgación, periodismo cientíco,
UCC+i.
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fact that conrms the degree of institutionalisation that communication has today. In these departments, public universities,
in particular, pursue a double goal, as claimed by Simancas and García (2022). ese are to achieve greater social valuation
and accountability. Despite the short time since their implementation in Spain, since the declaration of the Year of Science
in 2007, the UCC+i have managed to showcase the science developed in the institutions in which they work. is process
involves collaborating with the Spanish Foundation for Science and Technology (FECYT), which annually publishes grants
for its operations. is means that the number of UCC+i uctuates annually, depending on the aid received, incorporating
new structures. Nevertheless, it also implies that some may stop functioning as they lack the nancial resources to continue.
e work completed in Spanish universities and research centres must be known by society through the promotion done by
the researchers through their communication channels or the media. Consequently, it became necessary to create specic
units dedicated to conducting this work professionally, such as the publication of research work, for more than a decade so far.
To this end, a valuable resource to promote the visibility of research sta in these institutions is the creation of expert guides
as a media relations service (De Vicente and Sierra, 2020).
Before the creation of the ocially recognised UCC+i in Spain, the Science Communication Oces (SCO, or Science
Communication Oce, for its acronym in English) had been working in Europe and the United States for more than fty
years. However, they are relatively recent in Spanish-speaking countries like Mexico (Frías and Rueda, 2014). e promotion of
activities related to research in universities has gained strength in recent years to improve the social prestige of the institution,
although it is true that scientic communication is done by a minority of academic sta (Bentley and Kyvik, 2011) compared
to publications in scientic journals. is promotion contributes to obtaining more students and greater sources of external
nancing, while in public universities, it serves to justify the budget invested by public administrations.
1.1. Current relevance of the Scientic Culture Units (UCC+i)
e UCC+i (Units of Scientic Culture and Innovation) play a crucial role in transmitting scientic knowledge to society. ese
units, organised within the network of the Spanish Foundation for Science and Technology (FECYT), hold a strategic position
that allows them to disseminate knowledge generated in universities, research centres, and other scientic institutions to the
public. Being part of this network, the UCC+i have access to resources and collaborations that enable them to act as eective
intermediaries between scientic institutions and society at large. eir work focuses on promoting scientic, technological,
and innovative culture through various activities, including scientic communication, outreach, and training.
e relevance of the UCC+i is determined by their initial goal, which is to enhance and increase the scientic education of
citizens while promoting culture and knowledge (FECYT, 2022). A sign of the impact that these units have nowadays is the
inuence they have on the media, reaching the entire society. An example is a study that demonstrates increased media
visibility for scientic publications disseminated through UCC+i (Alonso-Flores et al., 2020). Other research (Alonso-Flores and
Moreno, 2018) emphasises how scientists have improved their impact on society when engaging in scientic communication
and when building and maintaining their reputation (Herman and Nicholas, 2019).
In a similar vein, the importance of scientic communication for society, as analysed with biomedical students, is a cornerstone
of the research by Diviu and Cortinas (2021). In this study, future scientists become aware of the signicance of science
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communication, but they acknowledge uncertainty about dedicating much time to it once they become researchers. is
uncertainty is attributed to the fact that most of their teachers have not explained the benets of communication. Conversely,
there are authors (Elías, 2008) who assert that some researchers use the media to give themselves importance that they lack
scientically.
Currently, the units continue to be the primary communication channel, from researchers at universities and research
centres to the media, showcasing advances in science to the general public. e working methods of those in charge of these
departments have certainly evolved since their creation. Nowadays, they focus their eorts on social networks, as this is where
the public turns to stay updated, although they also maintain their websites. is eort to increase the visibility of science
is driven by the fact that, as pointed out by López-Pérez and Olvera Lobo (2019), Spanish scientic excellence still does not
consider the internet as a useful channel for disseminating its advances to the public, as evidenced by the diculty in accessing
their websites and social media. In contrast, a recent study (Alonso-Flores et al., 2019) by Spanish researchers that focuses on
the former social network Twitter claimed that the majority of researchers (74.6%) believe that social media like Twitter are
a valuable tool to enhance scientic communication. However, despite this, less than half (41.4%) have an active prole on
social media.
e importance of these units has been evident during the recent health crisis caused by the COVID-19 pandemic. In general,
crises represent a state of exception that pushes the journalistic profession to its limits (Salvador-Mata, Cortiñas-Rovira, 2023),
leading to a substantial increase in the number of news stories, which poses the risk of informational dysfunction. During the
pandemic, text or audiovisual messages spreading disinformation were predominantly disseminated through false sources,
using the verb in the present tense instead of the conditional, which is distinctive of scientic communication (Moreno-
Castro, 2022). Particularly, a study by Jemielniak and Krempovych (2021) on the media discourse surrounding the AstraZeneca
COVID-19 vaccine on the social network Twitter found that the most retweeted tweets contained negative information and, in
many cases, originated from media outlets known for spreading fake news.
In this context, the public university, as one of the institutions where Research, Development, and Innovation (RDI) activities
are developed, is recognised as a public service that produces scientic knowledge (Simancas-González and García-López,
2019) and served as a trusted source for society during the crisis (Mut-Camacho, 2020). In addition, since March 2020, RDI
professionals have taken on an active role as an informative source, working beyond their regular duties, explaining through
their researchers any possible doubts of society, and responding to media demands (Sanz-Hernando and Parejo-Cuéllar,
2021). Not only that, many of them launched innovative initiatives, products, and narratives through the Internet.
1.2. Origin and evolution in the last decade
e creation of the Research, Development, and Innovation (RDI) Network began with the publication of the call for grants
for conducting activities related to the dissemination and popularisation of scientic and technological knowledge in 2007.
is year was declared the Year of Science, during which the establishment and promotion of units in research centres and
universities were encouraged (FECYT, 2015). In the rst year of the network’s foundation, a call for proposals with over 1.7
million euros was issued, leading to the launch of fty-three units distributed throughout the Spanish geography.
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e launch of this network aimed at establishing oces or units for the promotion of scientic culture in research centres that
lacked such services. Simultaneously, it aimed to train and guide those units that were already engaged in similar activities
(FECYT, 2021). ese initial units marked the beginning of a structure that has continued to grow since then, promoting the
science of the organisations on which they are based. However, the network has indeed experienced uctuations over time,
depending on the calls for proposals.
FECYT published a document (FECYT, 2015) that outlines the evolution of the initial years of the units from 2007 to 2014. e
document points out the high number of applications to join the network, reaching up to 76 in the year 2010. However, not all
could receive funding. In the case of the year 2010, only twenty-ve units were granted subsidies, with an average of 18,000
euros each.
2007 marked the rst step towards the creation of the ambitious Network of Units for Scientic Culture, Innovation, and
Technology (UCC+i). at year, universities and research centres gradually established these units within their institutions.
Until 2019, forty-four new units were created, with signicant increases in 2018 (adding seven new units) and in 2019 (adding
four more). is was organised within the mentioned network and under the coordination of FECYT, with years of signicant
additions such as 2012 with ten new units, 2018 with eight, and 2019 with an additional ten. In 2023, there are one hundred and
twenty-three registered UCC+i, a gure that inspires optimism about the continuous growth of this network for the promotion
of knowledge.
1.3. Professional distinction of the UCC+i
e Units for Scientic Culture, Innovation, and Technology (UCC+i) represent structures with a unique and non-replicable
initiative not found in other countries. In some places, this is because the universities have sucient funds to ensure stable sta
dedicated to these tasks, while in others, it may be because they have not yet considered it or have not found the appropriate
strategy. e UCC+i are unique as they are ocially recognised as institutionalised entities at the state level to full a social
function (González-Pedraz et al., 2018). ey are located in universities, research centres, and other entities dedicated to
research with individual interests.
ese units, born in the Year of Science at the initiative of the Barcelona City Council, had numerous precedents aimed at
helping research centres open their doors to the public (López-Pérez and Olvera-Lobo, 2017). e activities and programmes
implemented in the city of Barcelona during the anniversary had a signicant impact on the public due to the multitude of
activities that took place. Additionally, many organisations and entities dedicated to science began to promote it through a
program entirely created for this purpose (Revuelta, 2007). All this mechanism enabled the creation of Local Units of Scientic
Culture (UCC) throughout Spain, as they were initially identied, which at that time already foresaw that they would have
plenty of work ahead to develop.
In many universities and centres, the UCC+i represents a structure that provides visibility and the opportunity to engage with
the general population or specic groups. Among these groups are science journalists (Moreno, 2022), who in recent years have
gained popularity in the media by making scientic content understandable to the public, promoting interest, and fostering
the cultural advancement of society. A recent example can be found in the COVID-19 health crisis, which has reconnected the
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less interested public to this type of news and those more distant from scientic knowledge (Casero-Ripollés, 2020). Young
people, individuals with less education, and sporadic consumers of information are the groups that consumed the most news
about the coronavirus during the pandemic. In contrast, Spanish universities have not played a prominent role in the social
management of knowledge during the health crisis on YouTube (Simancas and Blanco, 2022). ey had a reactive response to
the crisis, as they have been adapting content to the needs and evolution of the health situation.
Furthermore, the lack of connection between university UCC+i and society is also determined by the fact that these entities
present a too institutional and corporate facet on platforms like YouTube (Buitrago and Torres-Ortiz, 2022). is causes the
audience to not identify with the individuals providing information, leading to a sense of detachment.
1.4. Goals
e main objective of the study is to analyse the evolution of the professional structure of the UCC+i and delve into its
adaptation to the digital context. In particular, the research is developed based on the following specic goals:
O1. Organise the current map of UCC+i (Research and Development + Innovation) in Spain.
O2. Identify their main professional functions and level of specialisation.
O3. Determine their institutional location to identify who manages them.
O4. Examine their human resources management to analyse the number of workers, the evolution since their creation, and
future prospects in terms of sta.
O5. Analyse the professional recognition that UCC+i professionals have and nd out the reason behind it.
e recent launch of these units in Spain has caused a lack of studies of them to be published yet. Nevertheless, the growing
interest in science communication is promoting research on these units. One of the latest published studies (Alonso-Flores
et al., 2020) analyses the contribution of institutional communication to the impact and visibility of research in the UCC+i
of Carlos III University of Madrid. It identies that UCC+i in universities plays a prominent role in promoting scientic work
produced within the institution. On the same subject, another recent study on these units (González-Pedraz et al., 2018)
emphasises in its conclusions that UCC+i enhances the visibility of science and knowledge developed in Spanish research
centres through the media. is is because they bring these topics into public debate and contribute to improving the scientic
culture of society.
Likewise, Parejo-Cuéllar et al. (2016) state that UCC+i contributes to the university environment by enhancing the
communication of results through communicative resources such as press releases. However, multimedia tools for science
communication remain a pending issue for many universities. In a later study, these same authors (Parejo-Cuéllar et al., 2017)
assert that these units have dierent functions other than press oces, so they execute complementary actions and often
collaborate with them due to the nature for which they were conceived.
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2. Current map of the UCC+i: modalities and professional network in 2023
e current map of UCC+i is shaped by research centres and universities, both public and private. e UCC+i Network was
established in 2007 to promote these units in research centres and universities (FECYT, 2015). In the rst year of the network’s
foundation, a call for proposals with over 1.7 million euros was published, resulting in the creation of fty-three units spread
across the entire Spanish geography.
e launch of this network aimed to create oces or units for the dissemination of scientic culture in research centres that
did not have such a service. At the same time, it sought to train and guide those units that were already engaged in similar
activities (FECYT, 2021). ese initial units marked the beginning of a structure that has continued to grow since then to
promote the science of the organisations they are part of, although it is true that it has experienced highs and lows depending
on the calls for proposals.
e year 2007 represented the rst step towards the creation of the ambitious UCC+i Network, and gradually, universities and
research centres began establishing these units within their institutions. Until 2019, forty-four new units were created, with
notable years like 2018 adding seven units and 2019 introducing four more. All was organised within the mentioned network
and under the coordination of FECYT, with years of signicant additions, such as 2012 with ten new units, 2018 with eight,
and 2019 with another ten. Presently, in 2023, there are one hundred and twenty-three registered UCC+i, a gure that inspires
optimism regarding the ongoing growth of this network for knowledge promotion.
e categories of UCC+i were established through the publication of the ‘White Paper on Units of Scientic Culture and
Innovation UCC+i’, which was published in 2012 and updated in 2021 by FECYT. is manual sets out the basic criteria for
dening a UCC+i, although other units unocially use this designation. FECYT classied the units (Table 1) based on the
traits that best dened them, thus establishing the minimum requirements that a UCC+i had to meet to be considered as such
(FECYT, 2021).
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Table 1. Typology of UCC+i
Typology of UCC+i
Lines of action of the UCC+i
Communication of results.
Promote innovative content from the results produced in research centres.
Dissemination.
Disseminate content that contributes to increasing the scientic and technological
culture of citizens.
Training.
Advise and train researchers, promoters, and communicators of science and technology.
Research.
Study the social perception of science, the level of scientic culture, or the interest of
citizens in science and technology.
Nature of the centre or entity to which
they belong
Public.
Established in public (state funded) universities and public research organisations and
centres.
Private non-prot.
Established in private universities, private research centres, technology centres, science
and technology parks, foundations, and business associations, among others.
Geographic area of its lines of action
Area.
e area can be local, regional, national, or international.
Target audience
Groups.
Prioritises the scientic community, the media and communication agencies, young
people, children, and teachers.
Sources of funding
Resources.
Own funds, public or private sponsorships.
Source: elaborated by the author from the UCC+i White Paper (FECYT, 2021)
After this classication, FECYT published, up to the present date, a document that compiles the work produced by the units
during the period 2007–2014. In this study (FECYT 2015), forty-eight UCC+i out of the seventy existing in the network in 2014
participated. From 2015 onwards, and with this new publication, FECYT focuses the work of the UCC+i on specialisation in
dierent dened elds (Table 2).
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Table 2. UCC+i modalities
UCC+i modalities
Fields in which they focus
their activity (*)
e communication of the results of scientic research developed by the entities to
which they belong.
Promotion of science or bringing science closer to society, especially to those who
are farthest away from it.
Advice and training in communication and dissemination of science to researchers.
Research on the social perception of science following the Responsible Research
and Innovation (RRI) model developed by the European Union.
Source: elaborated by the author from the UCC+i White Paper (FECYT, 2021)
(*) FECYT includes as a mandatory requirement that the UCC+i belonging to the network must develop at least two of the
mentioned modalities, with one of them necessarily being one of the rst two.
In 2023, FECYT had a total of one hundred and twenty-three UCC+i registered. Out of these, seventy-three were in research
centres and fty in universities. Following the display of the dierent modalities, a rst table (Table 3) has been prepared
presenting the UCC+i from research centres and a second table (Table 4) with the UCC+i from universities, all registered in
2023 in the FECYT network.
Table 3. UCC+i network of research centres in 2023
Centres and organisations with UCC+i
Agencia Estatal Consejo Superior de Investigaciones
Cientícas (CSIC)
Fundación para el Desarrollo de la Enfermería (Fuden)
CSIC - Delegación Galicia
Fundación para el Fomento de la Investigación Sanitaria y Biomédica
de la Comunitat Valenciana (FISABIO)
CSIC - Delegación Valencia Fundación Parque Cientíco y Tecnológico de Castilla-La Mancha
Asociación Colaboración Cochrane Iberoamericana
Fundación Parque Cientíco y Tecnológico de Extremadura
(FUNDECYT - PCTEX)
Associació Catalana de Comunicació CientícaFundación Pública Andaluza Progreso y Salud
AZTI - TecnaliaFundación Séneca
Campus de Excelencia Internacional en Agroalimentación
(ceiA3)
Geociencias Barcelona
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Centre de Visió per Computador (CVC)Hospital Universitario 12 de octubre
Centro de Astrobiología (CSIC-INTA)
ibs.GRANADA - Fundación para la Investigación Biosanitaria de
Andalucía Oriental Alejandro Otero (FIBAO)
Centro de Investigación Biomédica en Red, CIBERIDIBAPS
Centro de Investigación en Agrigenómica (CRAG)Institut Català de Paleontologia Miquel Crusafont
Centro de Investigación Príncipe Felipe (CIPF)Institut de Ciència de Materials de Barcelona (ICMAB, CSIC)
Centro de Investigaciones Energéticas, Medioambientales
y Tecnológicas (CIEMAT)
Institut de Recerca de l’Hospital de la Santa Creu i Sant Pau (IIB Sant
Pau)
Centro Nacional de Aceleradores (CNA)
Institut d’Investigació Biomèdica de Lleida Fundació Dr Pifarré
(IRBLleida)
Centro Nacional de Biotecnología (CNB)Instituto Andaluz del Patrimonio Histórico (IAPH)
Centro Nacional de Investigación sobre la Evolución
Humana, CENIEH
Instituto de Astrofísica de Andalucía
Consejo Superior de Investigaciones Cientícas (CSIC).
Delegación Aragón
Instituto de Astrofísica de Canarias
Consejo Superior de Investigaciones Cientícas (CSIC).
Delegación Illes Balears
Instituto de Biología Evolutiva (IBE, CSIC-UPF)
Consorcio Centro de Láseres Pulsados (CLPU)Instituto de Biomedicina de Sevilla (IBIS)
Consorcio para el Diseño, la Construcción, el
Equipamiento y la Explotación de la Plataforma Oceánica
de Canarias
Instituto de Ciencias Matemáticas (ICMAT)
Consorcio para la Construcción, Equipamiento y
Explotación del Laboratorio de Luz Sincrotrón (CELLS)
Instituto de Investigación Biomédica de Bellvitge (IDIBELL)
Consorcio Parque de Investigación Biomédica de
Barcelona (PRBB)
Instituto de Investigación Biomédica de Salamanca (IBSAL)
Euskampus FundazioaInstituto de Investigación Sanitaria Biodonostia (IIS Biodonostia)
Fundació Institut de Bioengineyeria de Catalunya (IBEC)Instituto de Investigación Sanitaria Galicia Sur (IISGS)
Fundació per a la Universitat Oberta de CatalunyaInstituto de Investigación Sanitaria La Fe
Fundació Privada Centre de Regulació GenòmicaInstituto de Investigaciones Marinas (IIM-CSIC)
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Fundació Privada Institut de Recerca de la Sida IrsiCaixaInstituto de la Grasa (IG-CSIC)
Fundación 3CINInstituto de Salud Carlos III
Fundación Canaria General de la Universidad de La
Laguna
Instituto Español de Oceanografía (IEO)
Fundación Canaria Parque Cientíco Tecnológico de la
Universidad de Las Palmas de Gran Canaria
Instituto Geológico y Minero de España (IGME)
Fundación de Investigación del Cáncer de la Universidad
de Salamanca
Instituto IMDEA Software
Fundación Descubre
Instituto Maimónides de Investigación Biomédica de Córdoba
(IMIBIC)
Fundación GaikerInstituto Nacional de Técnica Aeroespacial (INTA)
Fundación INCLIVAISQCH - INMA (antes Instituto de Ciencias Materiales de Aragón)
Fundación Institut de Recerca Biomédica (IRB Barcelona)Parc Cientic de Barcelona
Fundación Instituto de Investigación Marqués de
Valdecilla (IDIVAL)
Real Sociedad Española de Física
Fundación Instituto de Salut Global de Barcelona
Source: elaborated by the author from data contributed by the FECYT
Table 4. UCC+i network of universities in 2023
Universities with UCC+i
UDIMA
Universidad de Navarra
Universidad Autónoma de Barcelona
Universidad de Oviedo
Universidad Autónoma de Madrid Universidad de Salamanca
Universidad Carlos IIIUniversidad de Sevilla
Universidad Católica de Valencia San Vicente Mártir (UCV)Universidad de Valladolid
Universidad Católica San Antonio de Murcia Universidad de Zaragoza
Universidad Complutense Universidad del País Vasco
Universidad de Alcalá Universidad Francisco de Vitoria
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Universidad de Alicante Universidad Internacional de La Rioja
Universidad de Almería Universidad Miguel Hernández
Universidad de Barcelona
UNED
Universidad de Burgos Universidad Politécnica de Cartagena
Universidad de CádizUniversidad Politécnica de Madrid
Universidad de CantabriaUniversidad Ponticia de Comillas
Universidad de Castilla - La Mancha Universidad Pública de Navarra
Universidad de CórdobaUniversidad Rey Juan Carlos
Universidad de Extremadura Universidade de Vigo
Universidad de Granada Universitat de les Illes Balears
Universidad de Huelva Universitat de València
Universidad de JaénUniversitat de Vic
Universidad de la CoruñaUniversitat Internacional de Catalunya
Universidad de La RiojaUniversitat Jaume I de Castellón
Universidad de León Universitat Politècnica de València
Universidad de Málaga Universitat Pompeu Fabra
Universidad de Murcia Universitat Rovira i Virgili
Source: elaborated by the author from data contributed by the FECYT
3. Methodology
In line with the stated objectives, this study has employed a quantitative methodology. A survey was developed for professionals
in UCC+i to analyse their work comprehensively. With this technique, study variables are measured objectively and with a high
degree of precision (Lafuente and Marín, 2008). Particularly, data on certain variables is collected and analysed to support
and strengthen the in-depth identication of the reality of science communication generated through UCC+i in Spanish
universities and research centres. erefore, the survey is used as a sampling method among the specic population targeted
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in this research. Data collection is conducted through a questionnaire distributed to a sample of the population, emphasising
the participant’s anonymity.
For the survey, all UCC+i that were part of the FECYT Network, under the Ministry of Science and Innovation of the Government
of Spain, were used as the sample. e universe of the sample includes the 96 UCC+i that were registered on the network in
2019. Under the umbrella of the Foundation, this network encourages the exchange of experiences and the search for synergies
among entities, improving the quality of the products and services of the UCC+i and encouraging the optimisation of resources.
e online surveys were directed to the individuals in charge of the UCC+i, with the collaboration of FECYT as the coordinating
entity of the network. Specically, the questionnaire was sent via email to the person in charge of the unit at the Department
of Scientic Culture and Innovation of FECYT, César López García, with the aim that he would distribute it to all UCC+i in the
network, as he has a database with all the units. is survey was created using the Google Drive form. It was conducted through
multiple invitations to all UCC+i managers to gather the maximum number of responses.
e questionnaire prepared for the units was sent to 96 UCC+i in December 2019, and by January 2020, fty-eight completed
questionnaires had been collected. is represents 60.4% of the total UCC+i population in Spain during that period.
4. Results
e analysis of the conducted survey provides a deeper understanding of the perceptions of UCC+i professionals regarding the
structure and teams that create these units. In particular, below are the results obtained regarding four specic questions: the
type of functions and level of specialisation of the units (4.1); the department or area where it is located at the institutional level
(4.2); the number of workers and any increase or decrease in recent years (4.3); and nally, the level of importance attributed
by the centre or university where it is situated (4.4).
4.1. Main functions: communication of results and dissemination
According to FECYT, the units must be specialised in certain actions that have been previously established by the Foundation.
Among the four options oered by FECYT, two stand out: communication of the results of scientic research with the fty-two
UCC+I performing it (89.7%) and science outreach with the forty-eight UCC+I (82.8%). It seems that for UCC+I, it is a priority
to communicate the scientic investigations conducted in their research centres and universities. To a lesser extent, but still
relatively important, other specialities in which UCC+I can work include advice and training in communication, with twenty-
eight UCC+I dedicated to it (48.3%), and research on the social perception of science, with seven UCC+I dedicated to it (12.1%)
(Figure 1). For a few units, training to eectively communicate the results of researchers from the centres and universities
holds signicant weight, as does, to a lesser extent, how society perceives science.
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Figure 1. Specialisation of the UCC+i
The
questionnaire
prepared
for
the
units
was
sent
to
96
UCC+i
in
December
2019,
and
by
January
2020,
fifty-eight
completed
questionnaires
had
been
collected.
This
represents
60.4%
of
the
total
UCC+i
population
in
Spain
during
that
period.
4.
Results
The
analysis
of
the
conducted
survey
provides
a
deeper
understanding
of
the
perceptions
of
UCC+i
professionals
regarding
the
structure
and
teams
that
create
these
units.
In
particular,
below
are
the
results
obtained
regarding
four
specific
questions:
the
type
of
functions
and
level
of
specialisation
of
the
units
(4.1);
the
department
or
area
where
it
is
located
at
the
institutional
level
(4.2);
the
number
of
workers
and
any
increase
or
decrease
in
recent
years
(4.3);
and
finally,
the
level
of
importance
attributed
by
the
centre
or
university
where
it
is
situated
(4.4).
4.1
Main
functions:
communication
of
results
and
dissemination
According
to
FECYT,
the
units
must
be
specialised
in
certain
actions
that
have
been
previously
established
by
the
Foundation.
Among
the
four
options
offered
by
FECYT,
two
stand
out:
communication
of
the
results
of
scientific
research
with
the
fifty-two
UCC+I
performing
it
(89.7%)
and
science
outreach
with
the
forty-eight
UCC+I
(82.8%).
It
seems
that
for
UCC+I,
it
is
a
priority
to
communicate
the
scientific
investigations
conducted
in
their
research
centres
and
universities.
To
a
lesser
extent,
but
still
relatively
important,
other
specialities
in
which
UCC+I
can
work
include
advice
and
training
in
communication,
with
twenty-eight
UCC+I
dedicated
to
it
(48.3%),
and
research
on
the
social
perception
of
science,
with
seven
UCC+I
dedicated
to
it
(12.1%)
(Figure
1).
For
a
few
units,
training
to
effectively
communicate
the
results
of
researchers
from
the
centres
and
universities
holds
significant
weight,
as
does,
to
a
lesser
extent,
how
society
perceives
science.
Figure
1.
Specialisation
of
the
UCC+i
Source:
elaborated
by
the
author
What
does
your
unit
specialise
in?
(%)
Research
on
the
social
perception
of
science
ϭϮ͕ϭ
Advice
and
training
in
communication
ϰϴ͕ϯ
Science
outreach
ϴϮ͕ϴ
Communication
of
the
results
of
scientific
research
ϴϵ͕ϳ
Ϭ
ϭϬ
ϮϬ
ϯϬ
ϰϬ
ϱϬ
ϲϬ
ϳϬ
ϴϬ
ϵϬ
ϭϬϬ
Source: elaborated by the author
4.2. Institutional position between communication and research
e general trend is to group the units under the research area or the communication department. According to the collected
responses shown in the graph (Figure 2), there is a total of twenty-three UCC+I (39.7%) under the Communication department,
followed by those under the Research area, either through the Vice Chancellorship or the Oces of Research Results Transfer
(OTRI), totalling seventeen UCC+I (29.3%). It is also noteworthy that there are some units that depend on both the Vice
Chancellorship of Research and the Communication Unit (3.4%).
However, not all units are grouped into these two departments. As observed in the rest of the responses, the dierent
areas to which they belong are more segmented. In this regard, they are in the Management area (1.7%), the department
of Experimental and Health Sciences (1.7%), as a separate unit (1.7%), University Extension (3.4%), innovation and transfer
(1.7%), or even newly created and not yet belonging to a specic area (1.7%), technological dissemination (1.7%), various
associated research centres (1.7%), interuniversity foundation (1.7%), institutional development (1.7%), CSIC delegation in
the Comunidad Valenciana (1.7%), public interest society (1.7%), non-prot scientic societies (1.7%), and correspond to its
own promotion unit (1.7%).
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| 135
Figure 2. Location of the UCC+i in the institution
4.2
Institutional
position
between
communication
and
research
The
general
trend
is
to
group
the
units
under
the
research
area
or
the
communication
department.
According
to
the
collected
responses
shown
in
the
graph
(Figure
2),
there
is
a
total
of
twenty-three
UCC+I
(39.7%)
under
the
Communication
department,
followed
by
those
under
the
Research
area,
either
through
the
Vice
Chancellorship
or
the
Offices
of
Research
Results
Transfer
(OTRI),
totalling
seventeen
UCC+I
(29.3%).
It
is
also
noteworthy
that
there
are
some
units
that
depend
on
both
the
Vice
Chancellorship
of
Research
and
the
Communication
Unit
(3.4%).
However,
not
all
units
are
grouped
into
these
two
departments.
As
observed
in
the
rest
of
the
responses,
the
different
areas
to
which
they
belong
are
more
segmented.
In
this
regard,
they
are
in
the
Management
area
(1.7%),
the
department
of
Experimental
and
Health
Sciences
(1.7%),
as
a
separate
unit
(1.7%),
University
Extension
(3.4%),
innovation
and
transfer
(1.7%),
or
even
newly
created
and
not
yet
belonging
to
a
specific
area
(1.7%),
technological
dissemination
(1.7%),
various
associated
research
centres
(1.7%),
interuniversity
foundation
(1.7%),
institutional
development
(1.7%),
CSIC
delegation
in
the
Comunidad
Valenciana
(1.7%),
public
interest
society
(1.7%),
non-
profit
scientific
societies
(1.7%),
and
correspond
to
its
own
promotion
unit
(1.7%).
Figure
2.
Location
of
the
UCC+i
in
the
institution
Source:
elaborated
by
the
author
1,7
1,7
1,7
1,7
1,7
1,7
1,7
1,7
1,7
1,7
1,7
1,7
1,7
1,7
3,4
3,4
29,3
39,7
0,10,20,30,40,50,
Corresponds to its own dissemination unit
It is its own unit, independent of others
It was just created and does not yet belong to an area
Non-profit scientific societies
Public interest company
CSIC Delegation in the Comunidad Valenciana
Vice-Rectorate of Research and Communication Unit
Institutional Development
Interuniversity Foundation
Innovation and Transfer
We have several associated research centres
Technological Diffusion
Management Area
Department of Experimental and Health Sciences
Vice-rector for Communication and Research
College extension
Research (Vice-Rectorate, OTRI)
Communication
In which unit or department is your UCC+i located? (%)
Source: elaborated by the author
4.3. Human resources: limited but stable teams
44.8% of professionals (Figure 3) are working in a UCC+I with three or more colleagues, compared to 31% who stated they work
in pairs and 24.1% who declared to be the sole worker in the unit. is suggests that almost half of them work in teams, even
though the number of people may not be very high for conducting the numerous actions they have to undertake.
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Figure 3. Number of workers in the UCC+i
4.3
Human
resources:
limited
but
stable
teams
44.8%
of
professionals
(Figure
3)
are
working
in
a
UCC+I
with
three
or
more
colleagues,
compared
to
31%
who
stated
they
work
in
pairs
and
24.1%
who
declared
to
be
the
sole
worker
in
the
unit.
This
suggests
that
almost
half
of
them
work
in
teams,
even
though
the
number
of
people
may
not
be
very
high
for
conducting
the
numerous
actions
they
have
to
undertake.
Figure
3.
Number
of
workers
in
the
UCC+i
Source:
elaborated
by
the
author
4.3.1
Evolution
of
the
number
of
workers
65.5%
of
those
surveyed
had
an
increase
in
the
number
of
workers
in
their
UCC+I
after
joining
the
FECYT
Network,
while
34.5%
stated
that
the
figure
had
not
increased
(Figure
4).
In
this
regard,
there
is
a
positive
trend
regarding
the
number
of
staff
hired
in
the
units,
indicating
that
it
is
considered
somewhat
significant
within
their
research
centres
and
universities.
24,1
31
44,8
How many people work for the UCC+i at your
center/university? (%)
One Two Three or more
Source: elaborated by the author
4.3.1. Evolution of the number of workers
65.5% of those surveyed had an increase in the number of workers in their UCC+I after joining the FECYT Network, while
34.5% stated that the gure had not increased (Figure 4). In this regard, there is a positive trend regarding the number of sta
hired in the units, indicating that it is considered somewhat signicant within their research centres and universities.
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| 137
Figure 4. Variation in the number of workers in the UCC+i
Regarding
the
number
of
people
working
at
the
opening
of
the
unit
and
the
current
staff,
the
results
varied
significantly,
but
in
all
cases,
there
is
an
increase
in
the
number
of
workers,
with
some
having
more
substantial
growth
than
others.
It
is
also
noteworthy
that
many
lack
a
stable
contract
or
exclusive
dedication
to
the
unit.
There
were
professionals
who
reported
that
initially
there
were
four,
and
now
there
are
six;
another
mentioned
that
there
were
two,
and
then
increased
to
six;
five
workers
said
they
started
with
one
and
now
are
three;
another
stated
they
had
one
worker
initially
and
now
have
two;
another
mentioned
that
currently
they
have
three
members,
but
none
with
a
stable
contract
and
exclusive
dedication;
another
shared
that
they
went
from
having
one
worker
to
four,
with
all
being
public
workers
except
the
unit's
manager,
who
has
been
a
temporary
employee
for
ten
years;
another
indicated
they
were
two
at
the
beginning
and
now
are
five;
another
responded
that
currently
there
are
twelve
people
in
the
UCC+I;
another
mentioned
they
were
two
at
the
beginning
and
now
are
five;
another
said
that
initially
there
were
zero,
and
now
there
are
two;
another
communicated
they
were
one
and
now
are
four;
another
affirmed
they
started
with
one
and
still
have
one;
and
another
explained
that
initially
they
were
two
and
now
are
three.
4.3.2
Limited
prospects
for
staff
expansion
34,5
65,5
Since your centre or university is part of the
FECYT Network, has increased the number of
workers? (%)
Yes No
Source: elaborated by the author
Regarding the number of people working at the opening of the unit and the current sta, the results varied signicantly, but
in all cases, there is an increase in the number of workers, with some having more substantial growth than others. It is also
noteworthy that many lack a stable contract or exclusive dedication to the unit.
ere were professionals who reported that initially there were four, and now there are six; another mentioned that there were
two, and then increased to six; ve workers said they started with one and now are three; another stated they had one worker
initially and now have two; another mentioned that currently they have three members, but none with a stable contract and
exclusive dedication; another shared that they went from having one worker to four, with all being public workers except the
unit’s manager, who has been a temporary employee for ten years; another indicated they were two at the beginning and now
are ve; another responded that currently there are twelve people in the UCC+I; another mentioned they were two at the
beginning and now are ve; another said that initially there were zero, and now there are two; another communicated they
were one and now are four; another armed they started with one and still have one; and another explained that initially they
were two and now are three.
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4.3.2. Limited prospects for staff expansion
e uncertainty regarding the promotion of new job positions for UCC+I is one of the identied trends. 82.8% of respondents
(Figure 5) do not know if the number of workers will grow, while 17.2% state that it will.
Figure 5. Forecast increase in the number of workers in the UCC+i
The
uncertainty
regarding
the
promotion
of
new
job
positions
for
UCC+I
is
one
of
the
identified
trends.
82.8%
of
respondents
(Figure
5)
do
not
know
if
the
number
of
workers
will
grow,
while
17.2%
state
that
it
will.
Figure
5.
Forecast
increase
in
the
number
of
workers
in
the
UCC+i
Source:
elaborated
by
the
author
Concerning
the
future
increase
in
staff
for
UCC+I,
46.2%
replied
that
they
believe
there
are
plans
to
increase
the
number
of
employees
in
the
unit
soon
because
the
tasks
they
do
have
greater
importance.
In
contrast,
15.4%
believe
that
the
increase
in
the
number
of
professionals
would
happen
due
to
the
increase
in
economic
resources,
while
38.5%
attribute
it
to
other
unspecified
factors
(Figure
6).
It
is
noteworthy
that
almost
half
of
the
workers
in
the
units
who
stated
that
there
would
be
more
staff
attribute
the
growth
to
the
importance
given
by
their
centre
or
university,
meaning
a
crucial
recognition
for
these
professionals.
Figure
6.
Reason
for
the
increase
in
the
number
of
workers
in
the
UCC+i
17,2
82,8
Do you know if there are plans to expand the
number of people in the UCC+i soon? (%)
YesNo
Source: elaborated by the author
Concerning the future increase in sta for UCC+I, 46.2% replied that they believe there are plans to increase the number of
employees in the unit soon because the tasks they do have greater importance. In contrast, 15.4% believe that the increase
in the number of professionals would happen due to the increase in economic resources, while 38.5% attribute it to other
unspecied factors (Figure 6). It is noteworthy that almost half of the workers in the units who stated that there would be
more sta attribute the growth to the importance given by their centre or university, meaning a crucial recognition for these
professionals.
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Susana Barberá-Forcadell and Pablo López-Rabadán
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| 139
Figure 6. Reason for the increase in the number of workers in the UCC+i
Source:
elaborated
by
the
author
4.4
Limited
institutional
recognition
While
nine
individuals
(15.5%)
of
the
total
respondents
consider
that
their
UCC+I
is
given
'little'
importance,
twenty-four
people
(41.4%)
feel
that
it
is
given
'some'
importance.
Additionally,
twenty-one
professionals
(36.2%)
believe
the
importance
is
'quite
a
bit',
and
only
four
individuals
(6.9%)
state
that
it
is
given
'a
lot'
of
importance
(Figure
7).
These
data
are
significant
as
they
reflect
the
opinion
of
these
professionals
about
their
workplace
in
relation
to
the
centre
or
university
where
they
develop
their
activities.
The
low
percentage
considering
it
as
'a
lot'
important
is
notable.
However,
it
is
significant
the
number
of
individuals
categorising
it
as
'quite
a
bit'
or
'some'.
Conversely,
few
within
the
collected
sample
indicate
that
it
is
given
'of
little
importance’
.
Figure
7.
Perception
of
the
importance
of
UCC+i
38,5
15,4
46,2
0,12,525,37,550,
Others
More economic resources
Higher importance is given to the work of the unit
If you answered yes to the previous question, what is the
reason? (%)
Source: elaborated by the author
4.4. Limited institutional recognition
While nine individuals (15.5%) of the total respondents consider that their UCC+I is given ‘little’ importance, twenty-four
people (41.4%) feel that it is given ‘some’ importance. Additionally, twenty-one professionals (36.2%) believe the importance is
‘quite a bit’, and only four individuals (6.9%) state that it is given ‘a lot’ of importance (Figure 7). ese data are signicant as they
reect the opinion of these professionals about their workplace in relation to the centre or university where they develop their
activities. e low percentage considering it as ‘a lot’ important is notable. However, it is signicant the number of individuals
categorising it as ‘quite a bit’ or ‘some’. Conversely, few within the collected sample indicate that it is given ‘of little importance’.
140 |
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ISSN: 1696-019X / e-ISSN: 2386-3978
doxa.comunicación
Figure 7. Perception of the importance of UCC+i
Source:
elaborated
by
the
author
0
15,5
41,4
36,2
6,9
0,
12,5
25,
37,5
50,
12345
How do you rate the importance given to your UCC+i? 1
-
does
not know or does not answer, 2
-
of little importance, 3
-
some, 4
-
quite a bit, and 5
-
a lot (%)
Source: elaborated by the author
4.4.1. Main reasons: between visibility and lack of resources
Regarding the level of importance given to their UCC+I, twenty-three of the respondents (41.1%) believe that their centre or
university values the unit because “the work of the UCC+I has high visibility”, while three individuals (5.4%) said they believe
importance is given because “they provide human and material resources to the UCC+I” (Figure 8).
On the less positive side, there are eighteen individuals (32.1%) who responded that “resources are not assigned to the UCC+I”,
and two individuals (3.6%) answered that they are not important because “it has low visibility”.
In the “others” section, the answers were these: “the new team has not realised the importance of scientic outreach”, “the
results of the activities are positive”, “a university president who understands the importance of outreach needs to come”, “it
is becoming more visible, but there is still a way to go”, “because they have promoted and supported the creation of the unit
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Susana Barberá-Forcadell and Pablo López-Rabadán
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| 141
in the institution”, “it is too new to assess, but currently, it does not have much visibility”, “little knowledge about UCC+I and
little time in operation”, “limited knowledge of UCC+I and little time in operation”, “it is valued but then not provided with
resources”.
Figure 8. Reason for the importance of UCC+i
4.4.1
Main
reasons:
between
visibility
and
lack
of
resources
Regarding
the
level
of
importance
given
to
their
UCC+I,
twenty-three
of
the
respondents
(41.1%)
believe
that
their
centre
or
university
values
the
unit
because
"the
work
of
the
UCC+I
has
high
visibility",
while
three
individuals
(5.4%)
said
they
believe
importance
is
given
because
"they
provide
human
and
material
resources
to
the
UCC+I"
(Figure
8).
On
the
less
positive
side,
there
are
eighteen
individuals
(32.1%)
who
responded
that
"resources
are
not
assigned
to
the
UCC+I",
and
two
individuals
(3.6%)
answered
that
they
are
not
important
because
"it
has
low
visibility".
In
the
"others"
section,
the
answers
were
these:
"the
new
team
has
not
realised
the
importance
of
scientific
outreach",
"the
results
of
the
activities
are
positive",
"a
university
president
who
understands
the
importance
of
outreach
needs
to
come",
"it
is
becoming
more
visible,
but
there
is
still
a
way
to
go",
"because
they
have
promoted
and
supported
the
creation
of
the
unit
in
the
institution",
"it
is
too
new
to
assess,
but
currently,
it
does
not
have
much
visibility",
"little
knowledge
about
UCC+I
and
little
time
in
operation",
"limited
knowledge
of
UCC+I
and
little
time
in
operation",
"it
is
valued
but
then
not
provided
with
resources".
Figure
8.
Reason
for
the
importance
of
UCC+i
Source:
elaborated
by
the
author
1,8
1,8
1,8
1,8
1,8
1,8
1,8
1,8
1,8
1,8
32,1
3,6
5,4
41,1
0,12,525,37,550,
It is valued but then not provided with resources
Limited knowledge of UCC+I and little time in operation
Little knowledge about UCC+I and little time in operation
It is too new to assess, but currently, it does not have much visibility
Because they have promoted and supported the creation of the unit in the institution
The first two values in the table
It is becoming more visible, but there is still a way to go
A university president who understands the importance of outreach needs to come
The results of the activities are positive
The new team has not realised the importance of scientific outreach
Resources are not assigned to the UCC+I
It has low visibility
They provide human and material resources to the UCC+I
The work of the UCC+I has high visibility
According
to
your
previous
answer,
why
do
you
think
they
rate
your
UCC+i
with
that
importance?
(%)
Source: elaborated by the author
5. Conclusions
e present study has enabled us to outline a prole of the structure and teams that constitute the Units of Scientic Culture
and Innovation (UCC+i) in Spanish research centres and universities. Regarding specialisation, the results show that these
units focus primarily on the ‘Communication of the Results of Scientic Research’ and ‘Science Outreach.’ ese two areas
stand out among the four options proposed by FECYT to be part of the UCC+i Network, although it is mandatory for each unit
to choose at least one of these two specialties. If it were not compulsory, these might not be the specialties with the highest
demand.
In contrast, the areas where the units focus less on their activities are ‘Advising and training in communication’, despite
being one of the primary demands from professionals in the units to enhance researchers’ communication. Additionally,
there is less emphasis on those units dedicated to ‘Research on the social perception of science’, which addresses the level of
scientic culture, society’s involvement in science, and the formulation of scientic policies. is result is noteworthy given
the prominence of this topic in the European Union through numerous research studies, as well as the numerous studies
conducted by FECYT on these indicators.
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Concerning their location, UCC+i units are mainly under the supervision of communication departments and research areas.
However, not all are located in these areas due to their relatively recent emergence, being placed in some cases in dierent
departments, services, or societies due to the lack of a common regulation across universities and research centres. In this
sense, there is a need to group these units in a single area within institutions so that they can all operate under the same
parameters.
Moreover, concerning human resources, it is noteworthy that professionals in UCC+i units usually work partnered, although
there is still a signicant number of units with only one hired person. Usually, they conduct their work as a team, although the
number of professionals is small. is highlights the fact that the limited number of professionals working in the units may not
be able to develop the countless tasks they have to accomplish on a daily basis. Despite the shortage of human resources, there
has been an increase in personnel in the units since their inception.
e rise in personnel reects recognition from the institutions. However, there is no evidence that this upward trend will
continue in the coming years, according to these professionals. ose who assert that they will indeed have more human
resources attribute this primarily to the importance placed on their unit.
On the contrary, the lack of recognition from the research centre or university is caused by factors such as the low visibility
given to it within the institution or the absence of a governing team that advocates for scientic outreach, among other reasons.
In light of all that has been discussed, one could conclude that the evolution of UCC+i as a driving force for science
communication has been positive. e high professional visibility stands out as its main strength, leading to a promotion
of scientic communication that was not as comprehensive in the past. However, there is still much work to be done by
institutions to enable professionals working in these units to better develop their work. ey demand an increase in human
and material resources, a consistently dened location in all Spanish institutions, and professional recognition within their
respective institutions.
6. Acknowledgments
is article has been translated into English by Adrián Bellido Redón whom we thank for his work.
is research is part of the within the framework of the development of the UJI-2023-14 project nanced by the Universitat
Jaume I (Plan de Fomento de la Investigación 2023).
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| 143
7. Specic contributions from each author
Name and Surname
Conception and design of workSusana Barberá-Forcadell and Pablo López-Rabadán
Methodology
Susana Barberá-Forcadell and Pablo López-Rabadán
Data collection and analysisSusana Barberá-Forcadell
Discussion and conclusionsSusana Barberá-Forcadell and Pablo López-Rabadán
Drafting, formatting, version review and approvalSusana Barberá-Forcadell and Pablo López-Rabadán
8. Conict of interest
e authors declare that there is no conict of interest contained in this article.
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