The EPSRC’s Policy of Responsible Innovation from a Trading Zones Perspective     

Joseph Murphy  Sarah Parry  John Walls 《Minerva》2016,54(2):151-174

Responsible innovation (RI) is gathering momentum as an academic and policy debate linking science and society. Advocates of RI in research policy argue that scientific research should be opened up at an early stage so that many actors and issues can steer innovation trajectories. If this is done, they suggest, new technologies will be more responsible in different ways, better aligned with what society wants, and mistakes of the past will be avoided. This paper analyses the dynamics of RI in policy and practice and makes recommendations for future development. More specifically, we draw on the theory of ‘trading zones’ developed by Peter Galison and use it to analyse two related processes: (i) the development and inclusion of RI in research policy at the UK’s Engineering and Physical Sciences Research Council (EPSRC); (ii) the implementation of RI in relation to the Stratospheric Particle Injection for Climate Engineering (SPICE) project. Our analysis reveals an RI trading zone comprised of three quasi-autonomous traditions of the research domain – applied science, social science and research policy. It also shows how language and expertise are linking and coordinating these traditions in ways shaped by local conditions and the wider context of research. Building on such insights, we argue that a sensible goal for RI policy and practice at this stage is better local coordination of those involved and we suggest ways how this might be achieved.  相似文献   

Patterns of Participation in Higher Education in England: A Statistical Summary and Commentary     

Gareth Parry 《Higher Education Quarterly》1997,51(1):6-28

The purpose of this paper is to identify features of participation in higher education which are distinctive to the situation in England and which have exercised an important influence on the shift to mass forms of higher education in that country. Statistical comparisons are made with Scotland, Wales and Northern Ireland which indicate considerable variations in the levels, patterns and profiles of participation in each territory. At the same time, some limitations and cautions are voiced about the use of official statistics for this purpose, especially where data collection has been the responsibility of separate departments and different agencies.  相似文献   

Licensed Partnership: State,Region and Institution in the Regulation of Access Education in England 1987–1992     

Gareth Parry  Keith Percy 《Higher Education》1995,29(1):1-18

The paper discusses the evolution and impact of a policy initiative intended to recognise and regulate a new entry route into British higher education: namely, that associated with access courses aimed primarily at adults and provided mainly by colleges of further education. The framework of quality assurance created to achieve this goal is examined from two vantage points. The first comes from within the central body established by the national government to develop and implement the scheme across England, Wales and Northern Ireland. The second is that of one of the agencies in England licensed to recognise access courses at a regional and local level. As an early expression of a shift in government policy in the direction of a mass system of higher education, the framework represented on the one hand an exercise in legitimation and, on the other, an element in a larger process of change in post-secondary education. However, the ability of the initiative to shape priorities on the ground, or to embrace other transformations in and around access education, was always limited.  相似文献   

小公共图书馆也能大有作为     

Parry Norm  吴李国 《图书馆杂志》2006,25(3):68-69,67

小公共图书馆能够象那些大图书馆一样开展服务，而不用牺牲城镇的热情和魅力。通过采用在私有小企业内成功运营的借用策略、制定明确的目标和开发通用的低成本技术，小公共图书馆也能够象更大的图书馆一样提供客户所需要的服务。只要对如下三个策略性问题作出积极的响应，无需更大的建筑、预算和藏书，任何小公共图书馆都可以提升客户服务水平、更好地利用可用资源和拓展新的服务领域。  相似文献   

Disciplinary discourse in doctoral theses     

Sharon Parry 《Higher Education》1998,36(3):273-299

This paper discusses stylistic conventions within broad disciplinary groupings in the language of doctoral theses. It argues that the language conventions in doctoral thesis texts reflect spohisticated learning of key disciplinary norms governing the conception, production and reporting of knowledge in particular fields. The paper shows that many conventions are subtle; they may not be readily identifiable to experienced scholars, yet doctoral students are expected to learn and master them, suggesting that discipline-specific writing norms and conventions are learned largely by tacit means during doctoral study. The paper reviews the nature of linguistic forms in doctoral theses and identifies the underlying epistemological and cultural influences which shape the writing. Doctoral theses from a range of disciplines are examined closely. Attention particularly is directed to the overall structure of argument and the techniques for coherence; the conventions for citing, acknowledging and making judgements about previous research; and the nature of the technical language of the field.  相似文献