technology assessment

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Boavida, N.  2011.  How composite indicators of innovation can influence technology policy decision? , Monte de Caparica: IET Abstract

This working paper is based on the development of the Thesis Plan presented for the Units Project II and Project III at the 1st Winter School of PhD programme on Technology Assessment at FCT/UNL. It focuses the methodology analysis and includes empirical information elements, in order to understand how composite indicators of innovation can influence technology policy decisions. In order to test the hypotheses raised in the Thesis Plan, two separate phases were designed. On the first part, the work tests hypotheses 1 and partially 2, identifying the quality, depth and limitations of three famous complex indicator-based systems, namely the Science, Technology and Industry Scoreboard, the European Innovation Scoreboard 2008 and Innovation Union Scoreboard 2010. On the second phase, the remaining hypotheses are tested adding media databases analysis, which will provide complementary information to a set of interviews to policy makers, in order to understand the role of the composite indicators on technology decisions.

Moniz, A.  2010.  Designing a Technology Assessment post-graduation programme: experiences, limits and needs, 2010. , Monte de Caparica: IET Abstract

The post-graduation in the field of Technology Assessment (TA) is recent and that are several and different ways to be organised. Most experiences are related with the Masters diplom level (2nd cycle of graduation in high education). Just one in PhD level is explicit in the field of TA, and some other PhD courses include also TA topics in their programme structure. In this chapter we will analyse the problems related with the design of a post-graduation (MA, MSc or PhD) programme in the field of TA using as reference some international experiences. Hereby, the main conclusion seems to address labour market needs in the specialised knowledge of TA, of technology management or technology innovation. In this sense TA should be included as “minor” into post-graduation courses which may range from engineering disciplines to social sciences. As a graduation programme it can fill an expertise gap between technicians,engineers, scientists and the strategic decision makers or policy makers.