Introduction: Science and public policy - relations in flux

The Journal of Technology Transfer, 2008

Developing the "Science of Science Policy" will require data collection and analysis related to the processes of innovation and technological change, and the effects of government policy on those processes. There has been much work on these topics in the last three decades, but there remain difficult problems of finding proxies for subtle concepts, endogeneity, distinguishing private and social returns, untangling cumulative effects, measuring the impact of government programs in a true "but for" sense, and sorting out national and global effects. I offer observations on how to think about these issues.

Foresight, 2016

Purpose How to derive policy implications from five future scenarios of transformed research and innovation (R&I) systems? This paper analyzes methodological and content issues of five future scenarios of transformed R&I systems. The aim of this paper is to provide an outlook on strategic policies capable of facilitating or moderating these transformative changes in R&I practices is discussed in light of overarching intentions to foster “responsible” ambitions (in Europe and beyond, discussed as responsible research and innovation, RRI). Design/methodology/approach The paper elaborates a four-step methodology to assess the scenario’s policy implications: first, by articulating the scenario implications for six core dimensions of R&I systems; second, an RRI assessment framework is developed to assess in each scenario opportunities and limitations for transforming R&I systems towards responsibility goals; the third involves a cross-scenario analysis of similarities and differences bet...

Choice Reviews Online, 2011

Federally funded basic and applied scientific research has had an enormous impact on innovation, economic growth, and social well-being-but some has not. Determining which federally funded research projects yield results and which do not would seem to be a subject ofhigh national interest, particularly since the government invests more than $140 billion annually in basic and applied research. Yet science policy debates are typically dominated not by a thoughtful, evidence-based analysis of the likeiy merits of different investments but by advocates for particular scientific fields or missions, Policy decisions are strongly influenced by past practice or data trends that may be out of date or have limited relevance to the current situation, In the absence of a deeper understanding of the changing framework in which innovation occurs, policymakers do not have the capacity to predict how best to make and manage investments to exploit the most promising and important opportunities. This lack ofanalytical capacity in science policy sits in sharp contrast to other policy fields, such as workforce, healih, and education. Debate ,in these fields is informed by the rich availability of data, high-quality analysis

1999

The usual divisions of science and technology into pure researc~applied research, development, demonstration, and production creates impediments for moving knowledge into socially usefhl products and services. This failing has been previously discussed without concrete suggestions of how to improve the situation. In the proposed framework the divisive and artificial distinctions of "basic" and "applied" are softened, and the complementary and somewhat overlapping roles of universities, corporations, and federal labs are clarified to enable robust partnerships. As a collegial group of scientists and technologists ilom industry, university, and government agencies and their national laboratories, we have worked together to clari& this framework. We offer the results in hopes of improving the results from investments in science and technology and thereby helping strengthen the social contract between the public and private investors and the scientiststechnologists.

2004

2013

Science & Technology Studies, 2005

Human beings are in the midst of constructing a new world through science and technology. This is taking place at an accelerating speed in both developed and developing countries. (Indeed, science and technology are essential to what we commonly think of as 'development' and its underlying ideal of human flourishing or well-being.) The kind of world that emerges will be determined not simply by the expanding knowledge of science or the increasing powers of technology. It will depend more significantly on decisions or policies made by governments, NGOS, corporations, universities, and individuals. These decisions in turn hinge on our visions, implicit or explicit, about good and bad, right and wrong, justice and injustice-and by our abilities to enact ideals in the face of limited knowledge and temptations to ease or arrogance. This course introduces students to key themes and topics in science and technology policy and to some of the most important decisions facing human civilization. It aspires to cultivate in students the virtues of reflective thinking, cogent argument, and informed judgment so that they may go on to wisely shape future policies with and for science and technology. Emphasis will be placed on exploration-of relevant ideas, events, texts, and opinions-more so than an obligation to learn or to leave knowing 'the basics' of science policy.