The relationship between technology and science: Some historical and philosophical reflections. Part I

This essay offers a detailed review of the literature on the relationship between technology and science. It is in two parts. Part I begins by describing science and technology, and the differences between them. It then discusses the commonly-held technology-as-applied-science (TAS) view; the origins of this view, the support for it, and the strong historical and philosophical challenges to it, beginning more than half a century ago, are explored. The development of the steam engine is then offered as a brief case study to illustrate that science-technology relations are more complex than implied by the TAS view. Part I concludes with a consideration of ontological arguments supporting the reverse view, namely that technology is often a necessary precursor to science.Part II, to be published in a following issue, explores some of the consequences of the TAS view. One consequence is that it has generated a story-line in which scientific ideas are emphasised and other factors necessary for technological innovation have been down-played. Another consequence is that, even in cases where technology does apply scientific knowledge, the process of application is often considered obvious; the difficulties of translating ideas into artefacts may not be appreciated. The essay argues for the telling of a more complex story of science-technology relations, one which recognises their historical independence in the past, and their mutual, two-way interaction in many modern fields of endeavour. It concludes with a consideration of some economic and educational implications.     

基于C-D函数的高新技术产业科技投入产出效率分析

研究采用Eviews 6.0计量经济学软件,根据中国高新技术产业1999年-2012年相关数据,采用滞后变量模型和回归分析的方法,对高新技术产业科技投入与产出之间关系进行了实证分析,并得出结论。从总体上看,科技投入在短期内极大地促进了高新技术产业的发展;从长期来看,科技投入的短促性非常明显,当滞后期为4年或4年以上时,科技投入这一生产要素已不具有显著性。     

Constructing and reconstructing school technology in England and Wales

The British government has claimed that no other western country has given such prominence to technology in the curriculum for all pupils of compulsory school age. The paper considers this innovation in the national curriculum of England and Wales from a number of perspectives. The first reviews the social processes by which design & technology assumed the form it took in the original Statutory Order of 1990 and by which it underwent reconstruction, leading to the revised Order of 1995. In so doing, it explores the development of a national policy for school technology, comparable to that enunciated for school science in 1985. A second perspective focuses on the increasingly important role of technology in the government's overall educational policy, especially in relation to the better preparation of pupils for the world of work and the securing of parity between academic and vocational courses. A third theme concerns the changing relationship between school science and school technology.David Layton was professor of science education in the University of Leeds from 1973 until retirement in 1989. He served on the British government's Working Group which provided the original recommendations for design & technology in the national curriculum and has written extensively on the value aspects of school technology and the relations of school science and school technology.     

Information technology as a determinant of organizational learning and technological distinctive competencies

This study aims to assess the role played by information technology (IT) in organizational learning (OL) considered as a process of knowledge creation and determined by the interaction of stocks and flows variables. We also examine how IT and OL influence both business performance and the development of the technological distinctive competencies (TDCs), as well as the latter's influence on leading the firm towards better outcomes. These relationships have been tested via an empirical analysis carried out with a sample of 140 industrial companies, applying a structural equation linear model according to the Partial Least Squares (PLS) methodology. Our findings allow us to confirm that IT acts as an enabler of the OL process and influences on the development of TDCs, which allow the achievement of a better business performance. Such competencies are also the result of OL, thus demonstrating the influences of them both on perceived organizational performance.     

Value judgment and social action in technology studies

The paper raises the question: what should educators now be doing to promote informed judgment and responsible action in advanced technological society? After providing a narrative of the development of the context for this question, the paper argues that educators should now be allocating less time and attention to general education and more to projects at specifically targeted learning sites such as environmental and community service programs.     

Researching cognition and technology: how we learn across the lifespan

This article addresses how we learn technology across the lifespan. After outlining findings of research into how children, adolescents, teens and adults learn technology, we address theoretical shifts from sociocultural to technocultural theories of cognition and reorientations from mediated to cyborgenic learning. The balance of the article describes effective methods for researching cognition and technology. In the process of outlining key findings from research, we emphasize the links among methods and theories employed, data produced and conclusions drawn. Our goal is to sketch a lifelong learning context for undertaking studies of cognition and technology, and to provide a methodological and theoretical analysis for researchers venturing into this dynamic and volatile field. In summary, we provide a far-ranging agenda for researching cognition and technology.

Defining technology and technological education: A crisis,or cause for celebration?

This paper originated from a two-year technological education teacher development project at the Faculty of Education, The University of Western Ontario. The authors searched for an understanding of technology and technological education through traditional scholarly means, i.e., a literature review, and through an action research venture that, it was thought, would reveal the parameters of ‘technology’. The paper, beyond helping to give the authors and the reader a better understanding of what it means to define an elusive concept, serves to give technology educators a conceptual starting point from which to build insight into the elements of their life's work. The function and form of the paper evolved from the project process. They [the function and form] were determined by the nature of and ambiguities associated with technology. The reader is invited, for example, to consider the historical, social, cultural, and philosophical dimensions of technology. Rather than draw parallels about technology from those diverse disciplines, a daunting task, the paper charts a terrain from which investigators who seek a definition of technology and a framework for the subsequent study of technology, might get their bearings. The paper includes approaches to defining technology, a literature review, a comparison of science and technology, and an epilogue. While a definition is offered as part of the epilogue, the larger purpose of the paper is to improve one's understanding of an ubiquitous phenomenon. The central question of the ongoing debate, in Ontario and elsewhere, about the role and direction of technological education, is inherent in the paper and in the mandate of the teacher development project. What is technology and where and in what form does it belong in the curriculum of the schools?     

Design and technology productions among middle school students: an Indian experience

The focus of this paper is students’ design productions as they engaged in designing and making a windmill model to lift a given weight. This work is part of a project on the development of design and technology (D&;T) education units and its trials among Indian middle school students (Grade 6, age 11–14 years) in different socio-cultural settings. Since D&;T is not a part of the Indian school curriculum, the students had no earlier experience of design. Our trials included an exploratory phase followed by groups of students producing technical drawings and a plan for the making action (procedural map) before engaging in making the windmill model. The paper presents findings from a qualitative analysis of urban and rural students’ pencil and paper productions, complemented by observations from video recordings of the collaborative engagement of these naïve designers. Students used graphical symbols, analogical, spatial and functional reasoning in their design activities. Choice of materials and tools, the nature of exploratory sketches, variety in design and attentions to issues of stability showed differences between the urban and rural groups. Some potential implications of D&;T units for classroom learning have also been discussed.     

Science,technology and engineering: Building lifelong bridges

In response to what is envisaged as a crisis in scientific and technological literacy, various organizations and governmental agencies have put forward recommendations for enriching students' science and technology experiences in formal and informal learning environments. This paper examines one such organization — the Professional Engineers Ontario — and their Innovators in the School initiative. Through this student outreach programme, engineers, scientists and technologists volunteer their time to visit elementary and secondary level students, encouraging them to pursue science, technology and engineering careers. In particular, this research identifies issues that the Innovators (interestingly, over half are women) consider to be important for promoting a positive image of science to young people. First, the paper considers what an image of science might potentially be. Second, it addresses the question of how Innovators and other educators (teachers, policy-makers, curriculum planning teams) might promote this positive image in the classroom and school.     

Integrating information technology and marketing: An examination of the drivers and outcomes of e-Marketing capability

This research examines the performance implications of integrating information technology with marketing capabilities and other firm-level resources. Specifically, this study introduces and empirically tests a model that conceptualizes e-Marketing as the integration of complementary technology, business and human resources that, when combined, positively influence firm performance. The results from a survey of 522 Belgian firms highlight the importance of how market and technology orientation leads to e-Marketing capability and that this capability is shown to positively influence firm performance by improving customer retention and satisfaction. The results suggest that researchers and practitioners should pay special attention to the complementary resources that are needed to successfully implement IT-enabled marketing initiatives and that an emphasis on the technology alone may not be sufficient.     

How to improve acquisition performance: The role of a dedicated M&A function,M&A learning process,and M&A capability

How to improve the performance of mergers & acquisitions (M&A) continues to be a confounding issue. We show that a dedicated M&A function is a new phenomenon that is positively related to a firm's M&A performance and M&A learning process. Moreover, we find that an M&A learning process (involving articulation, codification, sharing, and internalization) helps build up an M&A capability, which in turn is positively related to a firm's overall M&A performance. We use survey data from a sample drawn from the M&A activities of German firms to test our arguments. Ltd. Copyright © 2015 John Wiley & Sons, Ltd.     

Coordinating and competing in ecosystems: How organizational forms shape new technology investments

We consider firms in the context of their business ecosystems and explore how differences in the ways in which firms are organized with respect to complementary activities affect their decision to invest in new technologies. We argue that, in addition to creating differences in incentives and bureaucratic costs, firm‐complementor organizational form plays an important role in the firm's ability to coordinate accompanying changes in complementary activities so as to shape the benefits from investing early in the new technology. We test our predictions in the U.S. healthcare industry from 1995–2006. The study makes a strong case for viewing firms' competitive strategies in the context of their business ecosystems and for the existence of an important link between firms' coordination choices and their strategic investments. Copyright © 2012 John Wiley & Sons, Ltd.     

How and what to study about IoT: Research trends and future directions from the perspective of social science

The Internet of Things (IoT), as a new growth engine of the information and communications technology industry, has sparked global enthusiasm. However, academic deliberation has concentrated on technological aspects, discounting the multifaceted nature of IoT. Therefore, we reviewed non-technical papers to examine the current status of scholarly discourse and applied analytic hierarchy process models to assess the priorities for future IoT research. Although papers in science and engineering fields were excluded, analysis of 300 articles showed that a considerable number of papers were written by engineers, mainly concerning industrial content. Experts perceived that systematic methods and tangible subjects were the most necessary to motivate research in the social sciences sector. Multidisciplinary research was considered important regardless of the research disciplines, and user study was assigned a particularly large weight. According to the results, implications and suggestions for future IoT research are discussed.     

Enablers and inhibitors of the development of network capability in entrepreneurial firms: A study of the Irish micro-brewing network

Focusing on the Irish micro-brewing industry, this paper identifies and describes the factors that both enable and inhibit the entrepreneurial firm's development of its network capability. The empirical research entailed in-depth interviews with the entire network of micro-brewery entrepreneurs in the Republic of Ireland and Northern Ireland comprising nineteen firms. Using multiple levels of network analysis, findings illustrate the complexity of network capability development. The factors inhibiting the development of network capability were found to outweigh the ones enabling it. Past network experience, information sharing and participation in coordinated consumer events represent some of the factors found to enable network capability. Conversely, a desire for control over decision making, a lack of knowledge sharing or joint problem solving and the perception of value chain activity links and resources as unnecessary inhibits network capability. The main contribution of the paper is a framework of factors enabling and inhibiting network capability based on a multi-level network analysis.     

Building firm capabilities through learning: the role of the alliance learning process in alliance capability and firm‐level alliance success

In recent years, academics and managers have been very interested in understanding how firms develop alliance capability and have greater alliance success. In this paper, we show that an alliance learning process that involves articulation, codification, sharing, and internalization of alliance management know‐how is positively related to a firm's overall alliance success. Prior research has found that firms with a dedicated alliance function, which oversees and coordinates a firm's overall alliance activity, have greater alliance success. In this paper we suggest that such an alliance function is also positively related to a firm's alliance learning process, and that process partly mediates the relationship between the alliance function and alliance success observed in prior work. This implies that the alliance learning process acts as one of the main mechanisms through which the alliance function leads to greater alliance success. Our paper extends prior alliance research by taking a first step in opening up the ‘black box’ between the alliance function and a firm's alliance success. We use survey data from a large sample of U.S.‐based firms and their alliances to test our theoretical arguments. Although we only examine the alliance learning process and its relationship with firm‐level alliance success, we also make an important contribution to research on the knowledge‐based view of the firm and dynamic capabilities of firms in general by conceptualizing this learning process and its key aspects, and by empirically validating its impact on performance. Copyright © 2007 John Wiley & Sons, Ltd.     

“科技兴贸”:世纪的召唤

以知识经济的出现和全球经济一体化为前提 ,从科技兴贸的内涵分析入手 ,指出了科技兴贸是国际发展大趋势 ,更是河北向贸易强省跨越的唯一选择 ,分析了河北科技兴贸的现状、机遇和挑战 ,明确了新的发展思路 ,提出了针对性和可操作性较强的措施。     

Perspectives on pupil creativity in design and technology in the lower secondary curriculum in England

This paper is based on work carried out as part of a research study into the professional practices of secondary design and technology teachers in England. It focused on fostering creativity or teaching for creativity as defined by the Robinson Report (1999, All our futures: creativity, culture and education. London: Department for Education and Employment (DfEE)) for pupils aged 11–14 years. The overall research question that drove this study was “to what extent can teachers influence the creativity of pupils aged 11–14 years in design and technology lessons?” The paper provides the basis used to generate a unique theoretical three-feature model or framework that can be used to explore creativity within an educational context.The findings of three investigations in the study are presented in this paper. The first and second investigations looked at what could be learnt from the professional practices of art and design and design and technology teachers and the views of four ‘expert’ teachers known for their ability to develop the creative potential of their pupils. The data is discussed under emerging themes and it is used to inform specific criteria in the evolving theoretical three-feature model for creativity. The model is then used to analyse the data from the third classroom based investigation and the findings are discussed under the emerging themes to help identify the issues related to fostering creativity within the design and technology classroom.This paper discusses the implications of the research for classroom practice and suggests that, as creativity is a complex, multi-faceted concept and process, the theoretical three-feature model and related criteria evolved in the study provides a sound framework to explore creativity within an educational context. As a tool it helps identify examples of good practice and highlight areas that require further attention by teachers aiming to foster their pupils’ creativity. It is suggested that design and technology teachers have lessons to learn from the practices of their art and design colleagues and ‘expert’ design and technology teachers. It is concluded that there is a need for greater understanding by teachers of their implicit theories regarding teaching, learning and creativity. A wider use could be made of the breadth of strategies outlined by the ‘expert’ teachers. This would help address the weakness identified in the school based study and strengthen classroom practice when teaching for creativity.     

How information and communication technology drives (routine and non-routine) jobs: Structural path and decomposition analysis for China

A comprehensive exploration into the routine/non-routine job implications of information and communication technology (ICT) is crucial for tackling routine-replacing technological change challenges in the digital era. To this end, we propose an integrated input-output (IO) analytical framework to detangle the intertwined relations between ICT and non-ICT sectors, and further incorporate structural path analysis (SPA) and structural decomposition analysis (SDA) to examine the extent to which and how ICT sub-sectors drive the formations and changes of embodied routine/non-routine jobs in ICT. An empirical study using China's national IO tables from World Input-Output Database and the matched occupational employment data derived from 2000 and 2010 Population Census is conducted. We find that China's ICT growth over 2000–2010 has not led to a decline in jobs, which still holds true for both ICT manufacturing and ICT service, as well as for routine/non-routine jobs. We also find an increase in the embodied employment share of non-routine relative to routine jobs. The typical paths “source sector → (intermediate sector) → ICT final demand” generate many routine/non-routine jobs, which are primarily lied in the zero and first rounds. The decomposition results show that the declining sectoral routine/non-routine job coefficients drives the decline of both ICT embodied routine and non-routine jobs (especially the former), which is completely offset by the rising final demand of ICT. The proposed integrated IO analytical framework could also be applied to other indicators and extended to multi-country/region analysis.     

Design-without-make: challenging the conventional approach to teaching and learning in a design and technology classroom

The purpose of the study reported here was to investigate the use of a design-without-make unit as part of the design and technology curriculum with pupils aged 14. Three research questions drove the study: (a) What sort of designing do pupils do when they work collaboratively to design without having to make what they have designed? (b) What is the teachers’ attitude to design-without-make? (c) What is the pupils’ attitude to design-without-make? The study is a small pilot and data were collected using semi-structured interviews with a class teacher and two pupils and detailed scrutiny of five pupils’ design ideas developed during 6 lessons towards the end of an 18 lessons teaching sequence. Findings indicate that the teacher and pupils in this study responded favourably to design-without-make. The pupils’ designing was highly iterative, creative, involved making a wide range of design decisions and revealed understanding of technological concepts.     

Collaboration and technology linkages: a strategic supplier typology

This study uses frameworks from the strategic management and operations strategy literatures to explore the relationships among collaboration, technology, and innovation in small and medium‐sized manufacturers. Statistical analysis of the responses of 200 New Hampshire manufacturing companies in four SIC code industries (fabricated metals, industrial equipment, electrical and electronic equipment, and instruments) leads to the development of a strategic supplier typology which is useful in explaining the differences in the composition and performance of various types of suppliers. Copyright © 2000 John Wiley & Sons, Ltd.