Evaluating the distributional consequences of science and technology policies and programs

Science policies for reducing societal inequities

“…This essay's basic spirit should be hard to quarrel with: make social justice a primary consideration in deliberations about science and technology policies pertaining to research, innovation, human resources, and regulatory matters (Cozzens et al, 2002). Even elite voices of the science-policy apparatus at least tacitly endorse such a stance.…”

“…Building on the work of a very few others who have conducted scholarship on the subject (Cozzens et al, 2002;Cozzens et al, 2005;Cozzens, 2005Cozzens, , 2006Bozeman and Sarewitz, 2005; also see other papers in this issue), we attempt to think through some of the ways that the priorities, pace, and organization of science have significant consequences for who gets what, when, and how. We begin by reviewing the main reasons for believing that scientific research could be helping to maintain, or even to exacerbate, social inequities.…”

Outputorientierte Evaluierung öffentlich geförderter FTI‐Programme – Möglichkeiten und Grenzen

“…Es gibt zwar eine Vielzahl an impactIndikatoren von FTI-Programmen, wie zum Beispiel "economic growth", "productivity", "profits", "job creation", "market share" und "spin-offs", jedoch nur eine geringe Anzahl von Indikatoren, die FTI-Fördermaßnahmen direkt mit ökonomischen "payoffs" verknüpfen. Cozzens (2002) drückt dies folgendermaßen aus: "What the research evaluation community lacks (…) is a logic connecting concrete S&T policies and programs to the available data on outcomes" (Cozzens 2002: 105).…”

“…Das "Linking" zwischen "input und output" ist fundamental, das betont auch Cozzens (2002): "We need to link back more to fundamental social problems and issues, rather than focusing narrowly on immediate payoffs from a particular program or activity" (Cozzens, 2002: 75 Laudel/Gläser (2011) schlussfolgern daher "Indicators which work at the aggregate level, lose their power if applied to individuals, in order to learn something about an individual case, we need to study in depth" (Laudel/Gläser, 2011: 9). Die AutorInnen empfehlen das Augenmerk auf prozessorientierte Indikatoren zu legen, z.B.…”

Lei de inovação e pesquisa acadêmica: o caso PEA.

“…É preciso considerar os resultados e efeitos distribuídos na sociedade, (COZZENS, 2002;COZZENS, BOBB, BORTAGARAY, 2002). Na mesma linha de Cozzens, desenvolve-se o trabalho de Kuhlmann e seus colaboradores.…”