Under pandemien har befolkningen fått følge diskusjonene mellom forskere i media. Det har ikke minsket tilliten, ifølge TIK-forskerne Magnus Gulbrandsen, Silje Tellmann og Trust Saidi.
TIK ønsker STS-forskere velkommen til den 6. nordiske STS-konferansen! Årets tema er Disruption and Repair in and beyond STS. Påmelding for åpne paneler er nå åpen.
- En virkelig overgang til havvind og andre grønne næringer, kommer ikke før markedsbetingelsene i olje og gass svekkes, sier professor Taran Thune i intervju med Apollon om den norske leverandørindustrien og politiske satsninger i omstilling fra olje til havvind.
Hva sier vårt møte med Freya og medieoppmerksomheten det skapte om vårt forhold til ville og tamme dyr?
Gro Stueland Skorpen is a PhD candidate at the Centre for Technology, Innovation and Culture (TIK). This seminar marks her midway evaluation.
Hanne C. Tresselt is a PhD candidate at the Centre for Technology, Innovation and Culture (TIK). This seminar marks her midway evaluation.
Prior research identifies relatedness as a key driver of new specializations in the domain of green technologies. The present paper extends the evolutionary economic geography framework by focussing on digital literacy, write Santoalha, Consoli and Castellacci.
The interplay between science and society takes place through a wide range of intertwined relationships and mutual influences that shape each other and facilitate continuous knowledge flows. Stylised consequentialist perspectives on valuable knowledge moving from public science to society in linear and recursive pathways, whilst informative, cannot fully capture the broad spectrum of value creation possibilities, write OSIRIS researcher Richard Woolley and colleagues.
Learning and accountability are customarily defined as ‘the dual purpose’ of development aid evaluation, yet this notion is contested. Based on an overview of the existing literature, Hilde Reinertsen, Kristian Bjørkdahl and Desmind McNeill identify four ideal type positions in this debate: (1) accountability and learning are complementary objectives, (2) there is a reconcilable tension, (3) there are problematic trade-offs and (4) the two are irreconcilable.
