Innovation has become a very popular concept over the twentieth century. However, few have stopped to study the origins of the category and to critically examine the studies produced on innovation. This paper conducts such an analysis on one type of innovation, namely technological innovation. The study of technological innovation is over one hundred years old. From the early 1900s onward, anthropologists, sociologists, historians, and economists began theorizing about technological innovation, each from his own respective disciplinary framework. However, in the (...) last forty years an economic and “dominant” understanding of technological innovation has developed: technological innovation defined as commercialized invention. This paper documents the origins of this representation and the tradition of research to which it gave rise: “innovation studies.” More specifically, it analyzes what distinguishes this tradition from that concerned with technological change as the use of inventions in industrial production, and looks at why such a tradition originated in Europe. (shrink)

The current challenges of implementing responsible innovation can in part be traced back to the assumptions behind the ways of thinking that ground the different pre-existing theories and approaches that are shared under the RI-umbrella. Achieving the ideals of RI, therefore not only requires a shift on an operational and systemic level but also at the paradigm-level. In order to develop a deeper understanding of this paradigm shift, this paper analyses the paradigm-level assumptions that are being brought forward by the (...) different conceptualizations of RI. To this purpose it deploys a pragmatic stance on paradigms that allows discerning ontological and axiological elements shared by the RI community and an accompanying critical hermeneutic research approach that enables the profiling of paradigmatic beliefs and assumptions of accounts of RI. The research surfaces the distance of four salient RI accounts from the currently dominant techno-economic innovation paradigm RI seeks to shift. With this, our contribution helps to raise the self-awareness of the RI community about their presuppositions and the paradigm level barriers and enablers to reaching the RI ideal. This insight is needed for a successful transition to responsible research and innovation practices. (shrink)

R&D collaborations between industry, government, civil society, and research ) have recently gained attention from R&D theorists and practitioners. In aiming to come to grips with their complexity, past models have generally taken a stakeholder-analytical approach based on stakeholder types. Yet stakeholder types are difficult to operationalise. We therefore argue that a processual model is more suited for studying the interaction in QHCs because it eschews matters of titles and identities. We develop such a model in which the QHC is (...) represented as a process of generating four types of value: research value, market value, political value, and societal value. We then apply this processual model in analysing real-life cases of friction in QHCs. Friction is seen, not as an interpersonal clash, but as a discrepancy between two or more value-creation processes that compete for limited resources. (shrink)

The innovation systems approach has swiftly spread out worldwide in the last three decades and stood as an important framework for policy-making in the fields of science, technology, and innovation. At the same time, there have been serious and untreated concerns in the literature about the theoretical soundness of this approach. Our discussion in this paper is based on the belief that a detailed analysis on epistemological foundations of the approach could shed a judgmental light on the aforementioned concerns. To (...) provide that analysis, we reconstructed and studied the nature and evolution of innovation systems approach as a case of conceptual revolution against the more established traditions in economics of innovation. Our analyses show that the rise of the systemic view of innovation include radical changes in conceptual structures pertaining to orthodox view of innovation. These developments also go so far as to include significant shifts in epistemological foundations of the old paradigm. These later shifts provide us with an epistemological base from which we can shelter the innovation systems approach from the hard criticisms rooted in a quasi-positivist point of view. That epistemological base also shows the path for the future development of the approach towards more robustness and precision. (shrink)

Science and technology are key to economic and social development, yet the capacity for scientific innovation remains globally unequally distributed. Although a priority for development cooperation, building or developing research capacity is often reduced in practice to promoting knowledge transfers, for example through North–South partnerships. Research capacity building/development tends to focus on developing scientists’ technical competencies through training, without parallel investments to develop and sustain the socioeconomic and political structures that facilitate knowledge creation. This, the paper argues, significantly contributes to (...) the scientific divide between developed and developing countries more than any skills shortage. Using Charles Taylor’s concept of irreducibly social goods, the paper extends Sen’s Capabilities Approach beyond its traditional focus on individual entitlements to present a view of scientific knowledge as a social good and the capability to produce it as a social capability. Expanding this capability requires going beyond current fragmented approaches to research capacity building to holistically strengthen the different social, political and economic structures that make up a nation’s innovation system. This has implications for the interpretation of human rights instruments beyond their current focus on access to knowledge and for focusing science policy and global research partnerships to design approaches to capacity building/development beyond individual training/skills building. (shrink)

This inclusive cross-cultural study rethinks the nexus between engineering education and context. In so doing the book offers a reflection on contextual boundaries with an overall boundary crossing ambition and juxtaposes important cases of critical participation within engineering education with sophisticated scholarly reflection on both opportunities and discontents. -/- Whether and in what way engineering education is or ought to be contextualized or de-contextualized is an object of heated debate among engineering educators. The uniqueness of this study is that this (...) debate is given comprehensive coverage – presenting both instrumentally inclined as well as radical positions on transforming engineering education. -/- In contextualizing engineering education, this book offers diverse commentary from a range of disciplinary, meta- and interdisciplinary perspectives on how cultural, professional, institutional and educational systems contexts shape histories, structural dynamics, ideologies and challenges as well as new pathways in engineering education. Topics addressed include examining engineering education in countries ranging from India to America, to racial and gender equity in engineering education and incorporating social awareness into the area. -/- Using context as “bridge” this book confronts engineering education head on. Contending engineering ideologies and corresponding views on context are juxtaposed with contending discourses of reform. The uniqueness of the book is that it brings together scholars from the humanities, the social sciences and engineering from Europe – both East and West – with the United States, China, Brazil, India and Australia. (shrink)