The subject analyses science as a social institution and deals with the dismantling of the mythology of science built up during modernity. In the context of globalised world and information societies, the course explores the new meanings acquired by the relationship between science and technology, as well as the social significance these two concepts. Overall, it addresses the processes of social innovation related to science and technology and the importance of knowledge management in advanced societies.

The main goal of the subject is to students to know the theoretical and methodological foundations of the sociological studies of science, technology and innovation. This way, it aims for students to understand the social dimensions of change processes in organisations, with special attention to knowledge management. In short, it seeks for students to acquire practical skills in handling and analysing information and data in the fields of both Science and Technology Studies and knowledge management.



MAIN COMPETENCES



After this course is expected that the student will be able to:

G001 - plan and carry out sociological research applying the most appropriate techniques according to the established objectives.

G002 - write and present a sociological research report.

G003 - identify and define the basic components of the most relevant social problems



BASIC COMPETENCES:



CB1 - That the student demonstrates to have and understand the knowledge in this area of study. Which includes some aspects that involve knowing about the cutting-edge theories in the field of Science and Technology Studies.

CB2 - That the student knows how to apply the acquired knowledge to his/her work or vocation in a professional manner. That is, that he/she possess the competences that are usually demonstrated through the elaboration and defence of arguments and the resolution of problems of this area of study.

CB3 - That the student has the ability to gather and interpret relevant data of this field in order to make judgements that include grounded thoughts and reflections on relevant social, scientific or ethical issues.

CB4 - That the student is able to communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.

CB5 - That the student has developed the necessary learning skills to carry out further studies with a high degree of autonomy.



TRANSVERSAL COMPETENCES



C4CC01 - The student will be able to design, prepare and defend for assessment a research project that demonstrates the skills and knowledge acquired throughout the degree course.

C4CC09 - The student will develop skills and abilities for teamwork.

G008 - The student will be able to analyse synthetically information concerning to social problems and needs, with special attention to gender, class and ethnic inequalities and bias.

G009 - The student will develop a critical attitude towards data and social practices.

G010 - The student will deploy intellectual and ethical rigour based on sociological arguments and analysis to be applied in his/her professional future.



SPECIFIC COMPETENCES:

C4CC02 – To analyse and acknowledge the role of innovation in the socio-economic and cultural change of society.



Specifically, from a macro-sociological perspective, the aim is for students to be able to address the processes of social innovation in the different dimensions of the social structure (Economy, Science and Technology, Education). Thus, they will be able to understand and explain the role of scientific, technological, economic and social innovation as elements of social change.



On the other hand, from a more micro-sociological perspective, the aim is for students to be able to analyse the relationship between science, technology and people's everyday experience. This way, the aim is for students to be able to interpret and explain a world mediated by technologies that ultimately give shape the contemporary the experience.



LEARNING OUTCOMES

1. To acquire and to put into practice a basic set of concepts and methodologies of the science and technology studies and knowledge management (cross-linked with competences 1-2-9 of the module).

2. To analyse and use the main concepts and methodologies of the national/regional innovation systems perspective (cross-linked with competences 1-2-9 of the module).

3. To analyse and put into practice conceptual and methodological instruments for the social study of the processes of design and implementation of new organisational systems related to knowledge management (cross-linked with competences 1-2-9 of the module).

4. To know how to present the main concepts and methodologies of Science and Technology Studies

5. To know how to use the main concepts and methodologies from the perspective of national/regional innovation systems.

MAIN TOPICS



1. Sociologies of knowledge, science and technology.

2. The production of scientific knowledge. Relations between science, technology and society.

3. Contemporary approaches to the production of knowledge.

4. Science and technology policies.

5. Technology, knowledge management and innovation systems.

6. Contemporary controversies around technological innovations.

In this subject, the autonomous work of students, teamwork and the capacity for collective analysis will be especially encouraged. More specifically, through different teaching methods (lectures, seminars, classroom practice and workshops), the following activities will be carried out:

-Master sessions aimed to introduce the students into the theoretical foundations of the aforementioned main topics of the teaching programme.

-Sessions focused on carrying out practical tasks both individually and in groups: analyses of texts, readings, press news, audio-visuals and seminars including classroom presentations.

-Specific workshops on contemporary issues, controversies and social processes revolving around technology and science. For example: automation and digitisation of processes, artificial intelligence, biotechnology, etc.

• Continuous Assessment System
• Final Assessment System
• Tools and qualification percentages:
  • Written test to be taken (%): 50
  • Realization of Practical Work (exercises, cases or problems) (%): 50

Assessment in this subject will be CONTINUOUS and will include: a) a written exam to be taken based on a.1) carrying out and oral presentation (in class) of an in-depth individual case-based research, which represents the 30% of the final grade. And a.2) a dissertation about the theoretical and practical content of different subjects worked in class. The grade obtained in this dissertation will account for 20% of the student's final grade. b) The performance and presentation in class of different individual and group tasks throughout the academic year. The grades for these assignment and the continuous assessment of work done by the student in class will represent 50% of the final grade.



To apply this mode of assessment, 80% minimum attendance at class is required.



Following the existing rules student can also RENOUNCE TO THE CONTINUOUS EVALUATION by writing to Professor in a period of time not less than a month before the teaching time is ended (regulations for evaluation, art. 12.2).



FINAL EVALUATION

Regulations for the evaluation of students in degrees of UPV/EHU (BOPV nº50-13/03/2017) say: Anyway, students will have the right for been evaluated by de final examination system, independently of having take part or not in the continuous evaluation. For this students must present by written text to professor of the subject the renounce to continuous evaluation, and they will have a 9 weeks period to do this, from the beginning of the four month term. (art. 8.3)

The final assessment under the ordinary call will be done in a written theoretical-practical exam to make up 100% of the grade. This exam will include both theoretical questions and practical activities, and will the knowledge acquired and the skills developed by the student will be jointly assessed.



If it is necessary to adapt the assessment to a distance and online environment, students who have applied for the final assessment must:

A) Carry out an integrated practical program of tasks that would cover the competences / learning outcomes of the subject and that will be delivered on the date of the ordinary call set by the academic calendar of the Faculty.

B) To carry out a theoretical-practical written test in synchronous mode, but online, using the platforms and software that the University of Basque Country makes available to distance learning.

For students who have followed the combined assessment modality, the grades obtained in the different tasks and assignments will be retained, provided these have exceeded the established minimum. For students who have not participated in the continuous assessment system under the ordinary call, the final assessment in an extraordinary call will be done through a written theoretical-practical exam to make up 100% of the grade. This exam will include both theoretical questions and practical activities, and will the knowledge acquired and the skills developed by the student will be jointly assessed.



If it is necessary to adapt the assessment to a distance and online environment, the students in extraordinary call must:

A) Carry out an integrated practical program of tasks that would cover the competences / learning outcomes of the subject and that will be delivered on the date of the ordinary call set by the academic calendar of the Faculty.

B) To carry out a theoretical-practical written test in synchronous mode, but online, using the platforms and software that the University of Basque Country makes available to distance learning.

A selection of compulsory texts and materials will be provided. These materials will be used for the theoretical study of the subject, as well as for carrying out practical tasks. Through the eGela platform, the student will be provided with the detailed programming of the subject, as well as the necessary supplementary materials.

Basic bibliography

Braidotti, Rosi (2019): Posthuman knowledge (Vol. 2): Polity Press Cambridge.

Carballo, R. (2006) Innovación y gestión del conocimiento. Madrid: Díaz de Santos

Frost, S. (2016): Biocultural Creatures. Toward a New Theory of the Human: Duke University Press.

Gibbons, M. (1994) The new production of knowledge: the dynamics of science and research in contemporary societies. London: Sage

González García, M.; López Cerezo, J.A. y Luján López, J.L. (1996): Ciencia, tecnología y sociedad: una introducción al estudio social de la ciencia y la tecnología. Madrid: Tecnos

Haraway, D. (1995): Ciencia, cyborgs y mujeres. España: Ediciones Cátedra.

Latour, B. (1995): La vida en el laboratorio. La construcción de los hechos científicos. Madrid: Alianza.

Tsing, H. ; Swanson, E. Gan, y Bubandt, N. (Eds.). (2017). Arts of living on a damaged planet. Minneapolis: University of Minnesota Press.

Ziman, John (1987): An introduction to science studies. Cambridge University Press.

Ziman, John (2008): Teaching and learning about science and society. Cambridge University Press

In-depth bibliography

Barnes, D., Edge, D. (1992) Science in Context: Readings in the Sociology of Science. Open Uni. Press
Edquist, C. (1997) Systems of Innovation: Technologies, Institutions, and Organizations, London, Pinter
González de la Fe, T. y López Peláez, A. (Eds.) (2011), Innovación, conocimiento científico y cambio social. Ensayos de sociología ibérica de la ciencia y la tecnología, Madrid: Centro de Investigaciones Sociológicas
González García, M.; López Cerezo, J.A. y Luján López, J.L. (1996) Ciencia, tecnología y sociedad: una introducción al estudio social de la ciencia y la tecnología. Madrid: Tecnos
Latour, B. (1987) Science in action: How to follow scientists and engineers throughout society. Cambridge, Mass.: Harvard Univ. Press (hay edición en castellano)
Latour, B. (2001) La esperanza de Pandora. Ensayos sobre la realidad de los estudios de la ciencia, Gedisa, Barcelona
Latour, B. (2008): Reensamblar lo social. Una introducción a la teoría del actor-red. Buenos Aires: Manantial.
Little, S., Quintas, P., Ray, T. (2002): Managing knowledge: an essential reader. London: Open University Press
Lundvall, B. (1992): National Systems of Innovation: Towards a Theory of Innovation and Interactive Learning, London, Pinter
MacKenzie, Donald; Wajcman Judy (editors) (1998) The Social Shaping of Technology: Second Edition. Open University Press: Buckingham, UK.
McKelvey, M.D., Edquist, C. (2000): Systems of innovation: Growth, competitiveness and employment. Cheltenham, UK: Edward Elgar
Rivero, S. (2002) Claves y pautas para comprender e implantar la gestión del conocimiento. Las Arenas (Bizkaia): Socintec
Sanz-Menéndez, L. and Cruz-Castro, L. (2005) “Explaining the science and tecnology policy of regional governments”, Regional Studies 7, pp. 939-954
Sanz, Luis (1997): Estado, Ciencia y tecnología en España (1939-1997). Madrid: Alianza Editorial

Journals

ArtefaCToS. Revista de estudios sobre la ciencia y la tecnología
Athenea Digital. Revista de Pensamiento e Investigación Social
European Planning Studies
Organization Studies (UK)
Regional Studies (UK)
Research Policy (UK)
Revista Iberoamericana de Ciencia, Tecnología y Sociedad
Social Studies of Science (UK)
Techniques & Culture (FR)
Technovation (UK)
Tecnoscienza (IT)
Teknokultura
Theory, Culture and Society (UK)

Web addresses

European Association for the Study of Science and Technology
European Commission
Society for Social Studies of Science
The Conversation
The Italian Society of Science and Technology Studies