Science shops: a kaleidoscope of science–society collaborations in Europe

The science-shop model was initiated in the Netherlands in the 1970s. During the 1980s, the model spread throughout Europe, but without much coordination. The crucial idea behind the science shops involves a working relationship between knowledge-producing institutions like universities and citizen groups that need answers to relevant questions. More recently, the European Commission has funded a number of projects for taking stock of the results of science shops. Twenty-one in-depth case studies by seven science shops across Europe enable us to draw some conclusions about the variety of experiences in terms of differences among disciplines, nations, and formatsof the historical institutionalization. The functions of science shops in the mediation of normative concerns with analytical perspectives can further be specified.

[1]  L. Leydesdorff,et al.  Regional Development in the Knowledge-Based Economy: The Construction of Advantage , 2009, 0911.3425.

[2]  Chrys Gunasekara,et al.  Reframing the Role of Universities in the Development of Regional Innovation Systems , 2006 .

[3]  Loet Leydesdorff,et al.  Science shops in Europe: the public as stakeholder , 2004 .

[4]  David Hall,et al.  Evaluation and social research : introducing small-scale practice , 2004 .

[5]  Robert Zemsky,et al.  In Pursuit of Prestige: Strategy and Competition in U.S. Higher Education (review) , 2003 .

[6]  J. Wachelder.  Democratizing Science: Various Routes and Visions of Dutch Science Shops , 2003 .

[7]  Henry Etzkowitz,et al.  Can ‘the public’ be considered as a fourth helix in university-industry-government relations? Report on the Fourth Triple Helix Conference, 2002 , 2003 .

[8]  Loet Leydesdorff,et al.  A Triple Helix of University—Industry—Government Relations , 1998, Scientometrics.

[9]  Carmen Teodosiu,et al.  Science shop contributions to environmental curriculum development , 2002 .

[10]  N. Farkas.  BREAD, CHEESE, AND EXPERTISE: DUTCH SCIENCE SHOPS AND DEMOCRATIC INSTITUTIONS , 2002 .

[11]  Adriana Budeanu.  INNOVATIVE ENVIRONMENTAL EDUCATION - THE CASE OF IIIEE, SWEDEN - , 2002 .

[12]  Henk Mulder,et al.  Success and failure in starting science shops , 2001 .

[13]  Susan M. Gates,et al.  In Pursuit of Prestige: Strategy and Competition in U.S. Higher Education , 2001 .

[14]  S. Lawrence.  Free online availability substantially increases a paper's impact , 2001, Nature.

[15]  Loet Leydesdorff,et al.  A sociological theory of communication: The self-organization of the knowledge-cased society. , 2001 .

[16]  M. Gibbons,et al.  Re-Thinking Science: Knowledge and the Public in an Age of Uncertainty , 2003 .

[17]  Robert D. Putnam,et al.  Bowling alone: the collapse and revival of American community , 2000, CSCW '00.

[18]  L. Leydesdorff,et al.  The dynamics of innovation: from National Systems and , 2000 .

[19]  H. Etzkowitz,et al.  The Future of the University and the University of the Future: Evolution of Ivory Tower to Entrepreneurial Paradigm , 2000 .

[20]  F. Fukuyama.  The Great Disruption: Human Nature and the Reconstitution of Social Order , 1999 .

[21]  Blanka Vavakova.  La science de la Nation ? : les paradoxes politiques de la logique économique , 1999 .

[22]  B. Clark.  Creating entrepreneurial universities : organizational pathways of transformation , 1998 .

[23]  M. Edelstein.  Citizen Science: A Study of People, Expertise and Sustainable Development , 1998 .

[24]  Jo Campling,et al.  Practical Social Research: Project Work in the Community , 1996 .

[25]  Jo Campling,et al.  Practical Social Research , 1996 .

[26]  S. Schwartzman,et al.  The New Production of Knowledge: The Dynamics of Science and Research in Contemporary Societies , 1994 .

[27]  Loet Leydesdorff.  Why the statement: `Plasma-membrane transport is rate-limiting for its metabolism in rat-liver parenchymal cells'1 cannot meet the public , 1993 .

[28]  N. Luhmann.  Das Recht der Gesellschaft , 1993 .

[29]  Ulrich Beck,et al.  From Industrial Society to the Risk Society: Questions of Survival, Social Structure and Ecological Enlightenment , 1992 .

[30]  Niklas Luhmann,et al.  Die Wissenschaft Der Gesellschaft , 1992 .

[31]  Loet Leydesdorff,et al.  Amsterdam Science Shop and its influence on university research: the effects of ten year of dealing with non-academic questions , 1987 .

[32]  L. Leydesdorff,et al.  Squeezed between Capital and Technology: On the Participation of Labour in the Knowledge Society , 1987 .

[33]  Loet Leydesdorff,et al.  The Social Direction of the Public Sciences , 1987 .

[34]  L. Leydesdorff,et al.  The Causes and Consequences of Collaborations between Scientists and Non-Scientific Groups , 1987 .

[35]  Loet Leydesdorff,et al.  What We Have Learned from the Amsterdam Science Shop , 1987 .

[36]  A. Giddens.  The Constitution of Society , 1985 .

[37]  L. Leydesdorff.  Trade Union Participation in University Research Policies. , 1984 .

[38]  N. Luhmann.  Soziale Systeme : Grundriß einer allgemeinen Theorie , 1984 .

[39]  R. Whitley.  The Intellectual and Social Organization of the Sciences (Second Edition: with new introductory chapter entitled 'Science Transformed? The Changing Nature of Knowledge Production at the End of the Twentieth Century') , 1984 .

[40]  Ernst Braun.  Industrial innovation and public policy , 1982 .

[41]  E. Shils.  The Constitution Of Society , 1982 .

[42]  Mike Cooley,et al.  Architect or bee , 1980 .

[43]  C. Brodsky.  The Discovery of Grounded Theory: Strategies for Qualitative Research , 1968 .

[44]  A. Strauss,et al.  The discovery of grounded theory: strategies for qualitative research aldine de gruyter , 1968 .