The purpose of this study is to assess the extent to which affiliation with a university research center affects how university scientists allocate their work time across their many academic tasks and responsibilities, including research, teaching, student advising, grants and contracts work, and service and committee duties. The key proposition is that institutional variation across university research centers can affect greatly how center affiliated university scientists allocate their work time insofar as some center level characteristics are more conducive than are others to role strain, which is the structural circumstance (Merton 1957) wherein an individual is beholden to center and departments norms and expectations that are divergent. The concept of role strain befits analysis of the impact of center affiliation on university scientists time allocations insofar as it provides a structural framework with which to characterize the time constraints that center scientists face as a result of being dually obligated to a center and an academic department. Moreover, study at the organizational level of analysis emphasizes competition and even conflict between university research centers and academic departments over the scarce resource of faculty time (Geiger 1990, Stahler and Tash 1994, Mallon 2004). This study uses data from a national survey of university scientists as well as data from interviews with university scientists who affiliate with National Science Foundation Engineering Research Centers or Science and Technology Centers. Survey results demonstrate that a centers size, multidisciplinarity, organization within the university, programmatic ties, and external relations increase the time allocated to research, grants and contracts work, and service and committee duties. These findings constitute objective evidence of center induced role strain (Pandey and Kumar 1997, Rizzo et al. 1970) insofar as they identify components of center scientists work environments suggestive of center and department norms and expectations being divergent and even conflicting. Interview results demonstrate similarly that when a center has no ties to an academic department and when its research focus is applied or commercially relevant, workload increases. These findings constitute subjective evidence of center induced role strain (Pandey and Kumar 1997, Kahn et al. 1964) insofar as it is the center scientists themselves observing these divergent norms and expectations. Implications for policy and theory are discussed.

The building of agro-biotechnology capabilities in small countries: The cases of Costa Rica, New Zealand and Uruguay. Isabel Bortagaray 411 pages Directed by Dr. Susan E. Cozzens This dissertation has studied the role of institutional environments on the building of agro-biotechnological capabilities in small countries, through a comparative case study design. The key question was whether the institutional environments in Costa Rica, New Zealand and Uruguay have evolved in a way that have fostered or hindered the transition towards modern biotechnology at the level of firms and sector. Biotechnology provided a particularly interesting area of study because of the dramatic changes it has undergone since the 1970s and consequently, it facilitated to study the transition from second generation to third generation biotechnology. Innovation studies have trend to focus on pharmaceutical biotechnology. This research however, attempted to understand the dynamics behind biotechnology applied to agriculture, in countries with agricultural-based economies. In this context three small countries were selected: Costa Rica, New Zealand and Uruguay, based on some commonalities in terms of size (population), their reliance on agriculture, and some historical features that inter-connect them. The choice of biotechnology applied to agriculture enabled to study the extent to which the institutional environments have changed and processed change vis a vis fundamental technological development. The institutional environment was defined as composed by institutions (rules of the game), the web of organizations (players of the game), and policies. Technological capabilities were defined as composed by skills, processes and resources. Primary data was collected based on in-depth interviews to research organizations, hybrid research-related organizations, firms, and policy-making agencies in each country. These findings suggest that institutional thickness (number and variety of organizations and institutions), cohesiveness (shared sense of strategic purpose), and coherence between institutions and policies with regard to their goals and means are crucial for strengthening more complex, cumulative, encompassing (different biotechnologies with multiple focuses), and expanding biotechnologies.

The changes in the behaviour of the innovating firm that would not have been the case in the absence of the public support, behavioural additionality, is investigated in this thesis. The theoretical foundations of the concept along with the existing evaluation attempts worldwide are analysed. The need for evaluation in Turkey is established. The design of the T&Uuml / BiTAK-TEYDEB programme in question along with the related policy context is described to form a basis for the evaluation of the behavioural additionality. It is revealed that the need for an evaluation of behavioural additionality for the legitimacy of the programme from the data analysis. Finally, given such inputs, the thesis develops a methodological proposal for a framework to evaluate the behavioural additionality of the public support to private R&amp / D in Turkey.

The aim of this thesis is to analyze the adaptation of Turkey to EU research and innovation policies in the light of developments in within their own dynamics, and within the framework of obligations of the accession period. A comparative analysis of Turkish and EU policies is made by pointing out the weaknesses of Turkey, which are supported by related indicators specifying the gap between EU in research and innovation capabilities. In accordance with the findings of the comparison of Turkey and EU, this study attempts to develop recommendations for the reassessment of existing policy tools, and to propose new policy instruments within organizational and institutional infrastructure, implementation and further integration with EU in research and innovation. The evaluations highlight that Turkey is experiencing problems in structuring and implementing its policy instruments, rather than developing policy formulations.

Purpose of this study was to investigate environmental literacy of 6th grade students at a private school. In detail of study it is also investigated that how mothers&amp / #8217 / educational background on environmental literacy dimensions (knowledge, attitude, use and concern) and besides, relationship between environmental background characteristics and environmental literacy dimensions. The study was carried out during the fall semester of the 2007-2008 academic year. The sample of study was chosen from an accessible population and consisted of 681 sixth grades students from a private school in Ankara. Environmental Literacy Questionnaire (ELQ) is used to collect data. The relationship among environmental literacy dimensions i.e., knowledge, attitude, use and concern was investigated by Means of zero order correlation. Effect of mothers&amp / #8217 / educational level on the environmental literacy of the students is analyzed by Multivariate Analysis of Variance (MANOVA). Finally, canonical correlation is used in order to analyze relationship among environmental background of students, that is self-assessment about their interest in environmental problems (perception of interest), their views on the importance of environmental problems (perception of importance), their self evaluation of their environmental knowledge (perception of knowledge), their involvement in outdoor activities (activities), their perception of their parents&amp / #8217 / interest in environmental problems (parents&amp / #8217 / interest) and their perception of their parents&amp / #8217 / involvement in environmental activities (parents&amp / #8217 / involvement) / and environmental literacy dimensions. Results showed that majority of students (64%) received with mean of 8.2 questions out of 11 questions. Results also revealed that they have positive attitude, aware of importance between human and environment. Moreover, students have concerns about environmental problems. Results of means of zero order correlations indicated that between knowledge - use and attitude &amp / #8211 / concern are correlated positively, significantly but small. Moreover attitude-use and use &amp / #8211 / concern are correlated strong and medium in that order. Effect of mothers&amp / #8217 / educational level on EL, which is analyzed by Multivariate Analysis of Variance (MANOVA), indicated that dimensions of EL do not differentiate significantly by education level of mothers. By canonical correlation, it is found that parents&amp / #8217 / involvement in environmental activities positively related to environmental attitude, use and concern which stand for increase in parents&amp / #8217 / environmental involvement, increase in attitude, use and concern.

The interest on environmental education increases with the increasing environmental problems of today&rsquo / s worlds. This thesis has been conducted as a country wide study to investigate levels, components and predictors of environmental literacy of primary school science and technology teachers, since teachers are the fundamental actors of environmental education. The study is comprised of environmental literacy level determination as well as the investigation of the relationships between the components of environmental literacy and the factors (environmental interest, importance of environmental problems, self assessment on environmental knowledge, outdoor activity choices, age, income, gender, experience, importance perception of environmental education, education level, residential difference, environmental knowledge source, and having an environmental related course) affecting environmental literacy. The sample of the study was selected from 34 provinces of 12 subregions of Turkey. A total of 1182 science and technology teachers answered the Environment Literacy Questionnaire including four components (knowledge, attitude, use, and concern) of environmental literacy. Besides descriptive analysis, zero order correlation, MANOVA, and Canonical correlation analyses were conducted to obtain the results. Descriptive analysis revealed that 77 % of the science and technology teachers have adequate level of environmental knowledge, have positive attitudes, high degrees of responsibility and concern toward environment. Further analyses indicated that all environmental literacy components correlated with each others with different correlation strengths. Moreover environmental interest, importance of environmental problems, self assessment on environmental knowledge, outdoor activity choices, age, income, gender, experience, importance perception of environmental education are found to have significant effects on environmental literacy of the participants but no significant effect was observed for education level, residential difference, environmental knowledge source, and having an environmental related course on environmental literacy.

The embryo of higher education starts from medieval era. Along with the Renaissance, and Enlightenment, the domain knowledge in higher education comprises theology, philosophy and science. It is the most distinguish character in contemporary capitalism States that science and technology gradually becomes the leading productivity engine. The core competence of science and technology exists in the research and development (R&D) capability. Once the higher education involves in the development of science and technology, the State naturally regards it as one of key production elements. This essay is based on the theory of production relationship, studying the interaction between economy (infrastructure) and ideology (politics and education), and taking the evolution of higher education in Post-war Taiwan as an example. Here we called higher education in Taiwan in the period of 1954 to 1980 as Dominant State Apparatus. During this period the State practiced nationalism through elite politics and technocratic. In 50s and 60s, the State emphasized the political stability, so the ideology was one of the standards for selecting freshmen into higher education. In 60s to 80s, leaded by Council for Economic Planning and Development, the State adjusted the rate of higher education attainment and adjusted the proportion of different colleges/ departments in higher education according to the rational economic value. A report of manpower development by Council for Economic Planning and Development is encouraging a steady rise in the area of science, medicine, agriculture, and engineering, so called natural science in higher education. And the neglect of social science, Liberal Arts is resulted. From 80s, the higher education in Taiwan remains instrumentality, which is called Latent State Apparatus here. The higher education follows the State¡¦s strategic industry and technology policy accordingly. The State enforces higher education to develop some particular research areas by giving subsidiary. In this knowledge-based economy era, knowledge commercialized and education industrialized is going to be main trends. It is predictable that higher education would allocate its major resources in research areas, which can yield most economic value. At that moment, Higher Education would become not only the State Apparatus, but also Market Apparatus.

<p>The understanding of environmental change and how it is influenced by innovation processes and advances in science and technology is multifaceted given the inherent uncertainty of the pace and direction of technology change, but also given the limits to anticipate future environmental effects of new technology.</p><p>The doctoral thesis is organised in two parts. The covering essay constitutes the first part and is aimed at introducing the scope of the research; outlining theoretical perspectives and central concepts and positioning the research to other research studies. Reprints of the six papers included in the thesis comprise the second part of the thesis.</p><p>The first aim of this doctoral thesis is to contribute to an increased understanding of the conditions for environmental policy and planning through innovation, science policy and technological change. Particular attention is paid to the institutional frameworks for policy processes, public-private interactive policy and strategic planning with futures studies. The second aim is to explore and analyse approaches applied for assessing the output, impact and structure of science in the area of strategic environmental research. This includes an examination of research assessment criteria and an analysis of knowledge networks in strategic environmental research, characterised by socio-economic expectations of generating innovations that benefit the environment through the industrial application of science. Four types of environmental planning are studied using a combined qualitative and quantitative research approach. These are corporate environmental planning, public environmental planning, strategic long-term planning, and strategic science planning targeting advances in science and technology to attain environmental objectives.</p><p>The findings of the study show that institutional frameworks of science and technology policy affecting environmental planning are found in organisational forms, such as science parks, but also in institutions understood as values and norms of the science system. With an increased focus on assessment of research as well as future technology, the findings of the study also contributes by examining approaches applied for assessing the output, structure and impact of research, using bibliometrics and social network analysis in the area of strategic environmental research.</p>

Thesis (Ph. D.)--Institute of Paper Chemistry, 1981. / Includes bibliographical references (p. 63-65).

Thesis (Ph. D.)--Institute of Paper Science and Technology, 1990. / Bibliography: leaves 125-128.