The science-shop model was initiated in the Netherlands in the 1970s. During the 1980s, the model spread throughout Europe, but without much coordination. The crucial idea behind the science shops involves a working relationship between knowledge-producing institutions like universities and citizen groups that need answers to relevant questions. More recently, the European Commission has funded a number of projects for taking stock of the results of science shops. Twenty-one in-depth case studies by seven science shops across Europe enable us to draw some conclusions about the variety of experiences in terms of differences among disciplines, nations, and formats of the historical institutionalization. The functions of science shops in the mediation of normative concerns with analytical perspectives can further be specified.

The concept of â modes of knowledge productionâ was used by Gibbons et al. (1994)[1] to distinguish between transdisciplinary (â Mode 2â ) R&D and more traditional (â Mode 1â ) research. This paper explores whether the Internet provides a means to operationalize â Mode 2â knowledge production as containing a differently codified communication pattern which can be compared to co-word and citation patterns in scientometric databases (â Mode 1â ). Innovations on the drugs market, for example, can be indicated at the commercial end by using the trade names of the drugs (e.g., Evista), while the very same innovation can be retrieved in the patent and science citation databases using the generic names of the active substances involved (in this case, raloxifene). By using the generic names the new drugs can be traced back into their respective knowledge bases.

The Journal of Yeungnam Regional Development 35(2) (2006), 69-86 / English Abstract: Kingâ s (2004) â The scientific impact of nationsâ published in the Nature has provided the data for the comparison among nation-states in terms of their research performance with reference to their previous stages. This paper makes an attempt to do a new evaluation of the data from another perspective, which leads to completely different and hitherto overlooked conclusions. This paper found that there were newly emerging nations. While their national science systems grow endogenously, their publications and citation rates keep pace with the growth pattern. The center of gravity of the world system of science may be changing accordingly. Its axis is moving from North America first to Europe, but then increasingly to Asia. At the global level the rise of China and South Korea are perhaps the main effect because of the volumes.

Introduction to the Special Issue. Journal of Technology Transfer, 31 (1), 2006, 5-15. / In this introduction the editors showcase the papers by way of a structured project and seek to clarify the two key concepts cited in the title. We consider the history of the idea that knowledge is an economic factor, and discuss the question of whether regions provide the relevant system of reference for knowledge-based economic development. Current transformations in university-industry-government relations at various levels can be considered as a metamorphosis in industry organization. The concept of constructed advantage will be elaborated. The various papers arising from a conference on this subject hosted by Memorial University, Newfoundland, Canada are approached from this perspective.

Journal of the American Society for Information Science and Technology (forthcoming). / Forthcoming in the Journal of the American Society for Information Science and Technology. Abstract: The journal structure in the China Scientific and Technical Papers and Citations Database (CSTPCD) is analysed from three perspectives: the database level, the specialty level and the institutional level (i.e., university journals versus journals issued by the Chinese Academy of Sciences). The results are compared with those for (Chinese) journals included in the Science Citation Index. The frequency of journal-journal citation relations in the CSTPCD is an order of magnitude lower than in the SCI. Chinese journals, especially high-quality journals, prefer to cite international journals rather than domestic ones. However, Chinese journals do not get an equivalent reception from their international counterparts. The international visibility of Chinese journals is low, but varies among fields of science. Journals of the Chinese Academy of Sciences (CAS) have a better reception in the international scientific community than university journals.

Research Policy (forthcoming) / The interaction among the three sub-dynamics of economic exchange, technological innovation, and institutional control can be captured with a generalized Triple Helix model. We propose to use the information contained in the configuration among the three sub-dynamics as an indicator of the synergy in a configuration. This measure indicates the reduction of the uncertainty which prevails at the level of an innovation system. On the basis of data at the district level in Germany, the conclusions of a previous study about the Netherlands are tested: medium-tech manufacturing is the main driver of the knowledge-based configuration in a regional economy, while knowledge-intensive services tend to uncouple the economy from the regional configuration. At the level of regions (NUTS-2) Germanyâ s knowledge-based economy is no longer structured in terms of the previous East-West divide of the country, while this divide has prevailed at the level of the states (NUTS-1) that constitute the Federal Republic. However, the effects of high and medium-tech are not specific for the western or eastern parts of the country. The configuration of medium-tech manufacturing can be considered a better indicator of the knowledge-based economy than that of high-tech manufacturing.

Can change in citation patterns among journals be used as an indicator of structural change in the organization of the sciences? Aggregated journal-journal citations for 1999 are compared with similar data in the Journal Citation Reports 1998 of the Science Citation Index. In addition to indicating local change, probabilistic entropy measures enable us to analyze changes in distributions at different levels of aggregation. The results of various statistics are discussed and compared by elaborating the journal-journal mappings. The relevance of this indicator for science and technology policies is further specified.

This is the first European guide to science, technology, and innovation (STI) studies. It aims to facilitate public access to these relatively young specialties of academic and strategic research. STI studies study the development of scientific knowledge, the process of technology creation, and the way these interact to innovate the economy and society as a whole. Because of this, the way they formulate the important questions about future social and economic developments, and the answers they have provisionally given, are relevant to a large number of people. Yet, many people who might profit from the knowledge developed in STI studies are unaware of these valuable sources. This is the main reason this guide has been written. The results have also surprised the authors. This guide comprises more institutions than expected, and these are also more diverse than foreseen. Apparently, European society has become so complex that nobody has a clear overview. For example, academic institutions no longer have the monopoly on knowledge creation. The increasing specialization in science has moreover made it virtually impossible to know one's intellectual neighbours. On top of this, the guide ties together three different intellectual traditions: the sociology of science, the history of technology, and evolutionary economics. As a result, this guide brings together centres and institutions that never were on one podium before. In general terms, the guide should be useful to anyone interested in knowledge creation, technology development, or innovation. The guide is especially meant for: * students who wish to complement their education in one of the sciences, social sciences, or humanities with one or more courses in STI studies, * journalists, public relations experts, or communication specialists who are confronted in their daily practice with the complex issues arising out of socio-technical innovation, * teachers and lecturers in secondary and tertiary education who either wish to update their knowledge about science, technology, or innovation, or who wish to acquire new teaching skills in these areas, * managers and decision makers in the private sector who need to develop knowledge based strategies, or face the task of managing technology development or innovation processes, and therefore wish to update their capabilities, * policy makers in the public sector who are confronted by the complexities of policy development and risk management in European technological culture, and therefore wish to refresh their window on the world. The guide consists of three chapters: 1. The first chapter gives a general introduction to the topics in STI studies. This should give the reader a quick overview and a bit of the flavour of the field. The second part of this chapter is divided in different sections meant for the different target audiences: * students, * communicators, * teachers, * managers, * decision-makers. 2. The second chapter is the main body of the guide, and gives practical information about the institutions, arranged on a per country basis. The information is based on documentation provided by the institutions themselves. The first type of entries give the institutional address, phone numbers, and WWW and Email addresses; the second type of entries describe the general profile of the institution; and the third type of entries give detailed course information. 3. The third chapter gives a topical entry to the STI studies in this guide. To give the reader a feel of the different types of approach in the STI centres in Europe, the chapter provides a tentative overview of the most important topics, without pretending to be complete. In each topical section, one project is described in more detail. This should give the reader more in-depth information than would be possible by a listing of all projects relevant to the topic. Yet, it often means a rather arbitrary choice among many equally interesting projects. Therefore, each section is ended by a index of European STI centres which are actively engaged with the topic involved. Effectively, this third chapter is a topical index to practical information in the guide. Taken together, the three chapters should facilitate searching through this guide to European STI centres both an a per country basis, and per topical interest. If one is mostly interested in studying in a certain region, chapter 2 can be used as the main entry into the guide. If on the contrary a certain topic is the perspective regardless of where the STI centres are located, chapter 3 is the best starting point. As will be clear upon reading, the information about the different institutions is very diverse. This is not a coincidence, nor only a practical matter. To be sure, the fact that this guide is the first of its kind certainly contributes to a rather varying format of presentation. But more important is the nature of science, technology, and innovation studies. It is a quite heterogenous field of studies, coming from diverse academic and policy related traditions. The object of study is moreover itself heterogenous, due to the complex nature of present-day European society. We have chosen not to try to reduce this variety for the sake of a more coherent presentation. We think on the contrary that the variety in the way the institutions are represented may itself be an additional source of relevant and useful information. Practical information such as telephone numbers and course data tend to have a high turnover rate. This is the reason this guide has been published both in printed form and as a World Wide Web document. The WWW-version contains recently updated information. This is the first time a guide like this on STI studies has been published. Although we have done our utmost best to collect as much information as possible, we are certain that some institutions may have been missed. This is, unfortunately, inevitable in a first-time experiment. (Size of guide: 246 pages approx.).

How do technological innovations change the patterns of their cultural diffusion in socio-economic networks? Cellular automata enable us to show Arthur's (1988) model of a potential 'lock-in' of a new technology in terms of dominant colours on the screen. The 'lock-in' effects can be combined with local learning, network effects, and more complex dynamics. Recursive and interaction terms can thus be declared separately in the construction of a simple, but non-linear model of technological development and innovation. This enables us to specify conditions for a 'break-out' or a 'deadlock' between competing technologies. Using Axelrod's (1997) simulation model of 'cultural dissemination' as another network effect, it will be shown that the cultural assimilation of a new technology can co-evolve with the 'lock-in' of a dominant technology. This effect can be annihilated by the further development of the communication with an emerging dimension. Implications for technology and innovation policies will be specified.

Meaning can be communicated in addition to - and on top of - underlying processes of the information exchange. Meaning is provided to observations from the perspective of hindsight, while information processing follows the time axis. Simulations of anticipatory systems enable us to show how an observer can be generated within an information process, and how expectations can also be exchanged. Cellular automata will be used for the visualization. The exchange of observations among observers generates (a) uncertainty about the delineations in the observed system at each moment in time and (b) uncertainty about the dynamics of the interaction over time.