COURSE SYLLABUS
IGA-520
Political Economy of Innovation for Sustainability
L-130
Spring 2014
Faculty: Calestous Juma
Office: L-356
Telephone: 617-496-8127
Email: Calestous_Juma@harvard.edu
Office Hours: Mon 2-4 & Tues, 10-12 (by
appointment only)
Lectures: 8:40-10:00AM Mon & Wed, L382
Review Sessions: N/A
Faculty Assistant: Katherine Gordon
FA Office: L-349A
FA Telephone: 617-495-7961
FA Email: katherine_gordon@hks.harvard.edu
Teaching Fellow/Course Assistant:
TF/CA Contact Info
TF/CA Email:
Course Description
Overview
This course examines the socio-economic sources of resistance to the application of new
technologies in addressing sustainability challenges. An understanding of what technology is and
how it evolves forms the introduction to the course. It explores the relationships between
contemporary innovation and ecological disruptions.
While new technologies are seen by some as important drivers of economic productivity and
sustainability, others point to the potential risks that such technologies pose to human health and
the environment. This course aims to go beyond many of the health and environmental claims
and examine the underlying socio-economic sources of technological controversies.
However, the same techniques have the potential to contribute to ecological management. The
course examines the political economy implications of new technological applications for
sustainable development, drawing from specific case studies. It covers the following themes: (1)
theoretical and historical aspects of technology and sustainability; (2) resistance to green
technologies; and (3) the role of innovation policy in fostering the sustainability challenge.
The core text for the class is The Nature of Technology: What it is and How it Evolves by W.
Brian Arthur. The Nature of Technology is the most authoritative outline of the nature, origin and
evolution of technologies currently available. Class discussions will draw from Professor Juma’s
draft book, Innovation and Its Enemies: Resistance to New Technologies. Training in the
natural sciences or engineering are not a requirement.
Scope
While the focus of the course is technology and sustainable development, lessons from other
fields are used either for comparison or as sources of heuristics. The course draws examples from
historical case studies, which are used to illuminate contemporary debates on the role of
innovation in the sustainability transition.
Expectations
The aim of the course is to equip students with skills for analyzing the political and economic
sources of technology controversies and identifying policy options for addressing them. This
focus of the course is public controversies surrounding cases where technological change is both
a source of ecological damage as well as a solution.
For example, ozone depleting substances were a product of technological development. But so
was the development of safer substitutes. A critical aspect of policy analysis is therefore
outlining the interactions between technology, environment and economy in ways that maximize
the benefits of emerging technologies while minimizing their negative impacts.
The course uses an interdisciplinary approach in the design and implementation of science,
technology and innovation policy to support the sustainability transition. In addition to building
analytical competence, students learn how to integrate knowledge from a diversity of sources and
use it to identify policy options for action.
The course emphasizes the use of public policy as a platform for problem-solving. It is designed
to accommodate students from all fields interested in the role of technological innovation in
development. The course is conducted through lectures and discussion sessions as well as
occasional guest speakers. Background in the natural sciences or engineering is not a
requirement.
Grading
Class participation (25%) is evaluated on the basis of: (a) familiarity with the readings; (b)
quality of contributions; (c) critical and creative approaches to the issue; and (d) respect for the
views of others.
Extended outline (25%) of about 1,250 words based on the literature covered in class and
identification of case material to be covered in the final paper.
Draft paper (25%) of about 2,500 covering the main contents of the paper (abstract, table of
contents, introduction, analysis, conclusions and references).
Final policy analysis paper (25%) of about 5,000 words covering all the contents of the paper
(abstract, table of contents, introduction, analysis, conclusions and references).
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Work process, feedback and milestones
Organization of work
The course runs as a continuous project starting with early topic identification culminating in a
final policy analysis paper. Class presentations, discussions and additional contacts from experts
in the field are used as continuous input into the paper. Every student has the opportunity to get
feedback at least at three stages in the course of the semester. This is done during topic
identification, outline preparation, and draft paper. There is no additional feedback provided after
the final paper has been submitted. Students are expected to adhere to the deadlines set for the
four outputs: topic identification; extended outline; draft paper; and final paper.
Pedagogy
The pedagogic approach adopted in course builds on four key elements: foundation-building;
problem-solving; interactive learning; and expression. To achieve this, students are expected to
read the material provided based on a set of questions that define specific problems.
Classroom activities: For most of the classes, the first five minutes of each class are devoted to
group discussions involving sharing the knowledge from the readings and agreeing on a set of
questions and comments to be presented to class for discussion. The bulk of the remaining time
is used for discussion. The last ten minutes of class are allocated to a summary of the key lessons
learned.
Professional contacts: The course does not involve exams but students are expected to spend
part of their time reaching out to experts and practitioners in their field of interest. This is part of
the learning experience but also serves as a way to develop professional contacts that might be
relevant for career development or further study. Where appropriate, the class hosts guest
speakers as part of the professional networking process.
Feedback: The learning approach used in the course involves continuous feedback on direction
and contents of the policy analysis papers. Every student has the opportunity to get scheduled
feedback at a minimum after the topic identification, extended outline, and first draft.
Topic identification
Early identification of topics or issues that students would like to write the policy analysis papers
on is essential for the effective use of the material provided for the course, identification of
additional information, and establishment of professional contacts. In this regard, students are
expected to identify the ideas they would like to work on early in the course.
Class participation and presentations
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Class participation is a key part of the seminar and students are expected to demonstrate
knowledge of the readings. Students are required to lead discussions and to participate actively in
class. In addition, students may present a summary of their work to class for discussion and
input.
Extended outline
Each student or groups of no more than three students produce an outline indicating a topic for
the policy analysis paper, research methods and relevant literature. The extended outline should
provide a complete structure of the expected paper as well as indicative sources to be used.
Draft paper
Each student or groups of no more than three students present their 2,500-word draft papers for
comments. The draft papers include an abstract, table of contents, introduction, analysis,
conclusions and references.
The draft papers are divided into four broad sections: (1) description of the ecological challenge
that technology could help solve; (2) theoretical foundations of the role of technological
innovation in environmental management; (3) case study of a technological solution to a climate
change challenge; and (4) identification of policy options for action.
Final policy analysis papers
The final output from the class is a 5,000-word policy analysis paper that identifies policy
options for action regarding a particular aspect of the sustainability or innovation challenge. The
final paper is a cumulative product from the entire course. It is developed in stages that include:
(1) topic identification; (2) outline of the paper; (3) draft; and (4) final paper. No sample papers
from previous classes are made available. However, many of the recommended readings provide
guidance on the structure of policy analysis papers.
Resources
In addition to the required readings, students have opportunities to contact development
professionals associated with the Science, Technology and Globalization Project
http://www.belfercenter.org/global/. They are supported to build professional connections with
experts in their areas of interests as needed.
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Syllabus Overview
UNIT 1: ORIGINS AND EVOLUTION OF TECHNOLOGY
Week One
Class #1 – Mon., Jan 27: Introduction
Class #2 – Wed., Jan 29: What is technology?
Week Two
Class #3 – Mon., Feb 3: Origins of technologies
Class #4 – Wed., Feb 5: Co-evolution of technology and economy
Week Three
Class #5 – Mon., Feb 10: Disruptive Manufacturing Technologies: The Case of 3D Printing
Class #6 – Wed., Feb 12: Lessons from History I: Coffee and Tractors [Topic memo due]
Week Four
Mon., Feb 17: PRESIDENTS’ DAY, NO CLASS
Class #7 – Wed., Feb 19: Lessons from History II: Margarine and Recorded Music
Week Five
Class #8 – Mon., Feb 24: Lessons from History III: Electricity and refrigeration
Class #9 – Wed., Feb 26: Technology and institutions
Week Six
Class #10 – Mon., March 3: Technological lock-in
UNIT 2: RESISTANCE TO GREEN TECHNOLOGIES
Class #11 – Wed., March 5: International diffusion of agricultural biotechnology
Week Seven
Class #12 – Mon., March 10: Pest-resistant transgenic crops
Class #13 – Wed., March 12: Transgenic fish [Extended outline due]
MARCH 15–MARCH 23: SPRING BREAK
Week Eight
Class #14 – Mon., March 24: Wind energy
Class #15 – Wed., March 26: Transgenic trees
Week Nine
Class #16 – Mon., March 31: Smart grid
Class #17 – Wed., April 2: Biofuels
Week Ten
Class #18 – Mon., April 7: Disruption
UNIT 3: POLICY AND INSTITUTIONAL IMPLICATIONS
Class #19 - Wed., April 9: Precautionary principle
Week Eleven
Class #20 – Mon., April 14: No class—writing break [First draft due]
Class #21 – Wed., April 16: Biosafety, public controversy and the media
Week Twelve
Class #22- Mon., April 21: From market niches to techno-economic paradigms
Class #23- Wed., April 23: Science and technology advice
Week Thirteen
Class #24- Mon., April 28: Science and technology diplomacy
Class #25-Wed., April 30: Wrap-up
Final papers due: Friday, May 9
*Note: all drafts due by 5PM on their respective deadlines.*
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Class Meetings, Readings and Assignments:
UNIT 1: ORIGINS AND EVOLUTION OF TECHNOLOGY
The aim of this unit is to provide conceptual foundations for understanding the nature and
evolution of technology. It involves a systematic exploration of definitions, origins, character
and evolution of technology. It uses historical cases studies to illustrate the relationships between
technology, economy and social institutions.
Week One
Class #1 – Mon., Jan 27: Introduction
The introductory session covers the overview of the course, expectations and introduction
of the course participants.
Read:
Hobsbawm, E. 1952, “The Machine Breakers,” Past & Present, Vol. 1, No. 1, pp. 57-70.
Mokyr, J. 1992. “Technological Inertia in Economic History,” Journal of Economic
History, Vol. 52, No. 2, pp. 325-338.
Class #2 – Wed., Jan 29: What is technology?
The term “technology” has a wide range of meaning. The aim of this session is to explore
the meaning of technology as: (a) a means to meet human needs; (b) array of practices
and components; and collection of devices and engineering practices available to a
culture.
Read:
Arthur, W.A. 2009. The Nature of Technology: What it is and How it Evolves, Free Press,
New York, Chapter 2 “Combination and Structure,” pp. 27-43.
Arthur, W.A. 2009. The Nature of Technology: What it is and How it Evolves, Free Press,
New York, Chapter 3 “Phenomena,” pp. 45-67.
Questions:
How are technologies structured?
How do natural phenomena shape the character of technology?
How does technology relate to science?
Week Two
Class #3 – Mon., Feb 3: Origins of technologies
This session examines the origins and evolution of new technologies. It examines the
mechanisms that lead to the generation of novel technologies and how they are
entrenched in social and economic structure.
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Read:
Arthur, W.A. 2009. The Nature of Technology: What it is and How it Evolves, Free Press,
New York, Chapter 6 “The Origins of Technologies,” pp. 107-130.
Arthur, W.A. 2009. The Nature of Technology: What it is and How it Evolves, Free Press,
New York, Chapter 7 “Structural Deepening,” pp. 131-143.
Questions:
What constitutes novelty in technology?
What are the core elements of an invention?
How do cumulative inventions shape the direction of the evolution of technology?
Class #4– Wed., Feb 5: Co-evolution of technology and economy
Technology co-evolves with the economy in the same way that species co-evolve with
ecosystems. This session explores the dynamics of this co-evolution and includes
discussions of the implications of innovation for the future of the human race.
Read:
Arthur, W.A. 2009. The Nature of Technology: What it is and How it Evolves, Free Press,
New York, Chapter 10 “The Economies Evolving as its Technologies Evolve,” pp. 191202.
Arthur, W.A. 2009. The Nature of Technology: What it is and How it Evolves, Free Press,
New York, Chapter 11 “Where Do We Stand with This Creation of Ours?” pp. 203-216.
Questions:
What is the role that technology plays in economic evolution?
How does technological innovation shape the economic regeneration?
How does technology affect human prospects in the age of ecological awareness?
Week Three
Class #5 – Mon., Feb 10: Guest Speaker:
Disruptive Technologies: Case Studies of Healthcare and Manufacturing
Professor Neo-Kok Beng, National University of Singapore
Class #6– Wed., Feb 12: Lessons from history: Coffee and tractors [Topic memo due]
Fostering the sustainability transition will require the introduction of new technologies,
many of which are likely to disruptive and therefore face opposition. Drawing from the
historical cases of coffee and farm mechanization, this session examines the key factors
that contributed to the emergence of disruptive technologies. It analyzes the patterns of
resistance to new technologies by incumbent sectors and concludes with a discussion of
the relevance of the lessons to sustainability.
Read:
Juma, C. Forthcoming. Innovation and its Enemies: Resistance to New Technology,
Chapters 2 and 4.
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Questions:
What factors create conditions for the emergence and adoption of disruptive
technologies?
What tactics are used by incumbent industries to oppose or slow down the adoption of
new technologies?
What lessons from the cases of coffee and tractors can be applied to innovation for
sustainability?
Week Four
Mon., Feb 17: Presidents’ Day holiday
Class #7 - Wed., Feb 19: Lessons from history II: Margarine and recorded music
The power of technological incumbency and the associated political forces play an
important role in shaping the pace and direction of diffusion of alternative products. This
session shows how the dairy and music industries used laws and unions to curtail the
spread of new technologies.
Read:
Juma, C. Forthcoming. Innovation and its Enemies: Resistance to New Technology,
Chapters 3 and 7.
Questions:
What methods were used by incumbent industries to discriminate against new products?
What methods were used by the emerging industries to expand their markets?
What sustainability-related examples show the same forces against new products?
Week Six
Class #8 – Mon., Feb. 24: Lessons from history III: Electricity and refrigeration
Moments of intense technological competition as associated with efforts to create images
that link the product with threats and extreme risks. This session examines how risk
perceptions are leveraged as a force in opposing new technologies.
Juma, C. Forthcoming. Innovation and its Enemies: Resistance to New Technology,
Chapters 5 and 6.
Questions:
What strategies were to slow down the adoption of AC current and refrigeration?
What facts influenced the success of AC current and refrigeration?
What contemporary examples from the field of sustainability illustrate the same
dynamics as those recorded in the two cases??
Class #9 – Wed., Feb 26: Technology and institutions
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Technological innovation is associated with adjustments in existing institutional
organization arrangements. This session analyzes these co-evolutionary dynamics and
lays the groundwork for understanding their policy implications.
Read:
Nelson, R. and Nelson, K. 2002. “Technology, Institutions, and Innovation Systems,”
Research Policy, Vol. 31, No. 2, pp. 265–272.
Kemp, R. and Van Lente, H. 2011. “The Dual Challenge of Sustainability Transitions,”
Environmental Innovation and Societal Transitions, Vol. 1, No.1, pp. 121-124.
Questions:
What are institutions and how do they differ from organizations?
How do institutions hinder or facilitate technological innovation?
What examples from daily life illustrate the links between technology and institutions?
Week Five
Class #10 – Mon., March 3: Class presentations
UNIT 2: RESISTANCE TO GREEN TECHNOLOGIES
Building on the foundations laid in the first unit, this unit analyzes examples of contemporary
efforts to use technology to solve sustainability challenges. It reviews economic and political
forces that stand in the way of integrating new technologies into incumbent industries.
Class #11 – Wed., March 5: International diffusion of agricultural biotechnology
Advances in molecular biology and related fields have helped to create new products that are
widely used in agriculture. This session reviews the state of the knowledge in the adoption of
transgenic crops in agriculture.
Read:
Vanloqueren, G. and P. Baret, P. 2008. “Analysis: Why are Ecological, Low-Input,
Multi-Resistant Wheat Cultivars Slow to Develop Commercially? A Belgian Agricultural
‘Lock-In’ Case Study,” Ecological Economics, Vol. 66, No. 2-3, pp. 436-446.
James, C. 2013. Global Status of Commercialized Biotech/GM Crops:
2013. International Service for the Acquisition of Agri-biotech Applications, Ithaca, NY,
USA (Executive Summary).
Kuntz, M. 2012. “Destruction of Public and Governmental Experiments of GMO in
Europe,” GM Crops and Food, Vol. 3, No. 4, pp. 1-17.
Questions:
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What factors explain the relatively slow adoption rate of agricultural technologies?
What factors have influenced the pace of the adoption of transgenic crops?
What role does vandalism play in the adoption of transgenic crops?
Week Seven
Class #12 – Mon., March 10: Pest-resistant crops
The adoption of pest-resistant transgenic crops has been associated with a reduction in the use of
harmful pesticides. Despite these ecological and human health benefits, there has been growing
criticism of the crops. This session examines trends in the adoption of pest-resistant crops as well
as the associated controversies. It outlines the key benefits as well as concerns.
Read:
Kouser, S, and Qaim, M. 2011. “Impact of Bt Cotton on Pesticide Poisoning in
Smallholder Agriculture: A Panel Data Analysis,” Ecological Economics, Vol. 70, No.
11, pp. 2105-2113.
Jonas Kathage, J. and Qaim, M. 2012. “Economic Impacts and Impact Dynamics of Bt
(Bacillus thuringiensis) Cotton in India,” Proceedings of the National Academy of
Sciences, Vol. 109, No. 29, pp. 11652-11656.
Questions:
What factors have contributed to the rapid adoption of pest-resistant transgenic crops?
What are the socio-economic and health concerns and benefits of pest-resistant crops?
What strategies can be adopted to address the concerns?
Class #13 – Wed., March 12: Transgenic fish [Extended outline due]
The growing demand for fish and the decline of fisheries stocks due to overfishing has emerged
as one of the most urgent themes in marine conservation. Fish engineered for fast growth and
disease resistance provide a possible option for addressing environmental challenges associated
with fisheries. This session examines the environmental benefits and risks as well as regulatory
issues associated with transgenic fish.
Read:
Le Curieux-Belfonda, O. 2009. “Factors to Consider Before Production and
Commercialization of Aquatic Genetically Modified Organisms: The Case of Transgenic
Salmon,” Environmental Science and Policy, Vol. 12, No. 2, pp. 170-189.
Van Eenennaam, A. and Muir, W. 2011. “Transgenic Salmon: A final Leap to the
Grocery Shelf?” Nature Biotechnology, Vol. 29, No. 8, pp. 706–710.
Questions:
What is the current global status of fisheries?
How can transgenic fish help to reduce pressure on natural fish stocks?
What are the socio-economic sources of concern over transgenic fish?
SPRING BREAK: March 15-23
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Week Eight
Class #14 – Mon., March 24: Energy Policy in MA
Guest Speaker: Mark Sylvia
Wind energy has demonstrated one of the fastest growth rates among renewable energy sources.
This has been heralded as a major success in the sustainability transition. This growth, however,
has been associated with major public opposition around the world. This session examines the
economic and political sources of such resistance.
Read:
Pidgeon, N. and Demski, C. 2012. “From Nuclear Power to Renewable: Energy System
Transformation and Public Attitudes,” Bulletin of the Atomic Scientists, Vol. 68, No. 4,
pp. 41-51.
Phadke, R. 2011. “Resisting and Reconciling Big Wind: Middle Landscape Politics in the
New American West,” Antipode, Vol. 43, No. 3, pp. 754-776.
Questions:
What is the global status of wind energy adoption worldwide?
What is the potential role of wind energy is the sustainability transition?
What are the sources of opposition to wind energy and how they be addressed?
Class #15– Wed., March 26: Transgenic trees
Biotechnology offers a wide range of techniques for forest management, ranging from pest
control to environmental management in the timber industry. However, the application of these
techniques faces challenges that are similar to those encountered in the GM food sector. This
session examines the benefits and risks associated with forest biotechnology and identify policy
options for action.
Read:
Groover, A. 2007. “Will Genomics Guide a Greener Forest Biotech?” Trends in Plant
Science, Vol. 12, No. 6, pp. 234-238.
Strauss, S.H. et al. 2009. “Strangled at Birth? Forest Biotech and the Convention on
Biological Diversity,” Nature Biotechnology, Vol. 27, No. 6, pp. 519-527.
Questions:
What is the global status of forest resources?
What is potential role of transgenic trees in sustainable forestry?
What are main sources of concern over transgenic trees?
Week Nine
Class #16 – Mon., March 31: International Whaling Commission Court Decision
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Class #17 – Wed., April 2: Biofuels [NO CLASS]
The production of biofuels to replace fossil energy has emerged as one of the most elaborate
efforts to make the transition toward biological processes. The aim of this session is to examine
the sources of controversies in the biofuels sector and outline options for addressing them.
Read:
Hall, J. et al. 2009. “Brazilian Biofuels and Social Exclusion: Established and
Concentrated Ethanol versus Emerging and Dispersed Biodiesel,” Journal of Cleaner
Production, Vol. 17, Supp. 1, pp. S77-S85.
Philip Boucher, P. 2012. “The Role of Controversy, Regulation and Engineering in UK
Biofuel Development,” Energy Policy, Vol. 42, pp. 148-154.
Questions:
What is the potential role of biofuels in address sustainability challenges?
What are the key advances in biofuels that can address sustainability challenges?
What are the main sources of concern over biofuels?
Week Ten
Class #18– Mon., April 7: Disruption
Guest Speaker: Karl Ulrich, Vice Dean of Innovation, The Wharton School
UNIT 3: POLICY AND INSTITUTIONAL IMPLICATIONS
This unit examines the regulatory principles that govern the integration of new technologies in
socio-economic systems. It focuses on the policy implications of such principles and outlines
strategies for addressing the associated political challenges. Emphasis is placed on the
importance of science and technology policy analysis.
Class #19 – Wed., April 9: “Precautionary Principle” and innovation
Guest Speaker: Rebecca Connolly
Concern over the unintended consequences of new technologies has resulted in the development
of new concepts that demand that prior evidence of safety be provided before new products are
commercialized. This session examines the history and evolution of the “precautionary
principle” and of the balance of evidence on the safety of transgenic crops.
Read:
Turvey, C. and Mojduszka, E. 2005. “The Precautionary Principle and the Law of
Unintended Consequences,” Food Policy, Vol. 30, No. 2, pp. 145-161.
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Snell, C. et al. 2012. “Assessment of the Health Impact of GM Plant Diets in Long-term
and Multigenerational Animal Feeding Trials: A Literature Review,” Food and Chemical
Toxicology, Vol 50, Nos. 3-4, pp. 34-48.
Brookes, G. and Barfoot, P. 2010. “Global Impact of Biotech Crops: Environmental
Effects, 1996-2008,”AgBioForum, Vol. 13, No. 1, pp. 76-94.
Questions:
What are the elements and origins of the precautionary principle?
What is the balance of evidence on the safety of transgenic crops?
What are the implications of the precautionary principle for innovation and
sustainability?
Week Eleven
Class #20 – Mon., April 14: No Class--Writing break [First draft due]
Class #21 – Wed., April 16: Biosafety, public controversy and the media
Guest Speaker: Keith Kloor
Transgenic crops have been in commercial use for 18 years. A wide range of studies have been
undertaken to assess their environmental and health impacts. However, public controversies
continue to rage over transgenic products. This session examines the nature of the controversies,
with specific reference to the role of the media.
Read:
Nicolia, A. 2013. “An Overview of the Last 10 Years of Genetically Engineered Crop
Safety Research,” Critical Reviews in Biotechnology.
Kloor, K. 2014. “The GMO-Suicide Myth,” Issues In Science and Technology 30(2).
Questions:
What is the balance of evidence on biosafety research over the last decade?
What role do the media play in controversies surrounding transgenic crops?
How can the media play a constructive role in shaping public perceptions on the risks of
new technologies?
Week Twelve
Class #22 – Mon., April 21: From niche markets to techno-economic paradigms shifts
Guest Speaker: Kathy Araujo
Deploying existing technologies and developing new ones is essential for addressing the
sustainability challenge. The main policy task is moving niche markets to the creation of large-
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scale techno-economic paradigms. This session review policy approaches that can help foster
such transitions.
Read:
Nill, J. and Kemp, R. 2009. “Evolutionary Approaches for Sustainable Innovation
Policies: From Niche to Paradigm?” Research Policy, Vol. 38, No. 4, pp. 668-680.
Yarime, M. 2009. “Public Coordination for Escaping from Technological Lock-in: Its
Possibilities and Limits in Replacing Diesel Vehicles with Compressed Natural Gas
Vehicles in Tokyo,” Journal of Cleaner Production, Vol. 17, No. 14, pp. 1281-1288.
Questions:
What role does advancement in technology play in the transition to a low-carbon
economy?
What are the key limits the transition from niche markets to techno-economic paradigms?
What are the main institutional obstacles to such shifts and how can they be overcome?
Class #23 – Wed., April 23: Science and technology advice
Science and technology advice is an essential input into the process of public debate over
biotechnology. This session reviews the principles, procedures and institutional arrangement
used to provide science and technology advice to leaders.
Read:
Cameron, N. and Caplan, A. 2009. “Our Synthetic Future,” Nature Biotechnology, Vol.
27, No. 12, pp. 1103-1105.
Feuer, M. and Maranto, C. 2010. “Science Advice as Procedural Rationality: Reflections
on the National Research Council, Minerva, Vol. 48, No. 3, pp. 257-275.
Questions:
What mechanisms do governments use to secure expert advice on sustainability?
What factors influence the success or failure of such mechanisms?
What is the role of the general public in the generation and provision of expert advice?
Week Thirteen
Class #24 - Mon., April 28: Science and technology diplomacy
International cooperation is critical to finding solutions to the sustainability challenge. But much
of the diplomatic work on sustainability is carried out with limited consideration of the role of
technology in development in general and in international relations in particular. This session
examines the extent to which emerging diplomatic coalitions such as Brazil, Russian, India,
China and South Africa can contribute to new forms of technology cooperation that can support
the sustainability transition.
Read:
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Papa, M. and Gleason, N. 2012. “Major Emerging Powers in Sustainable Development
Diplomacy: Assessing their Leadership Potential,” Global Environmental Change, Vol.
22, No. 4, October 2012, pp. 915-924.
Kera, D. Forthcoming. “Innovation Regimes Based on Collaborative and Global
Tinkering: Synthetic Biology and Nanotechnology in the Hackerspaces,” Technology in
Society.
Questions:
How does global competitiveness affect international technology cooperation?
How do international trade rules affect international technology cooperation?
What alternative approaches can be used to foster international technology cooperation?
Class #25 – Wed., April 30: Wrap-up
Final papers due: Friday, May 9
Additional Material
Innovation and sustainability transition
The sustainability challenge represents one of the most complex contemporary policy
issues. Much of the early concern over ecological degradation focused on ecological
impacts of technological change. This session provides conceptual foundations for
exploring the role of innovation in sustainability.
Read:
Jacobsson, S. and Bergek, A. 2011. “Innovation System Analyses and Sustainability
Transitions: Contributions and Suggestions for Research,” Environmental Innovation and
Societal Transitions, Vol. 1, No.1, pp. 41-57.
Smith, A. et al. 2010. “Innovation Studies and Sustainability Transitions: The Allure of
the Multi-Level Perspective and its Challenges,” Research Policy, Vol. 39, No.4, pp.
435-448.
Questions:
What are the essential attributes of the innovation systems analysis?
What makes the innovation systems approach relevant to understanding sustainability
transitions?
What are the limits of applying the innovation systems approach to sustainability?
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