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This paper analyses technology policy as a scholarly concern and political practice that needs to be taken beyond the present somewhat singular focus on innovation and deployment. We also need to include an interest in the making of infrastructure, the provision of regulations, and democratic engagement. Consequently, this paper introduces the concepts of socialisation and domestication to overcome the instrumental, economic framing of technology policy. These concepts highlight the importance of embedding and enacting new technology. The suggested conceptual framework is used in a brief synthetic analysis of four examples of technology policy and technological development in the Norwegian context: cars, wind power, hydrogen for transport, and carbon capture and storage (CCS). ; publishedVersion ; © 2013 The Author. Published by Nordic Journal of Science and Technology Studies. This is an open access article under the Creative Commons Attribution-ShareAlike 4.0 license.

Unlike almost most other studies of neoliberal universities and academic capitalism this book ethnographically explores and interprets those transformations and their contradictions empirically in the everyday practices of students, faculty members, and administrators at two public universities: NTNU in Norway and UCLA in California. Differently situated in global political economies, both are ambitious, prosperous campuses. The book refl exively examines their disturbing disputes about quality, competition, and innovation. It argues that some academic, bureaucratic, and corporate university governance practices are both unsustainable and undermining what some university students and faculty already do well: circulate interdisciplinary knowledge and its making globally across the diasporic domains of academia, society, industry, and government while addressing the world's immediate challenges: power, inequities, and sustainability. It shows the important, strategic work of domesticating, co- morphing, and meshworking at the faultlines of emerging knowledge. This book is for students, faculty, society members, and policy makers who want to engage more effectively with contemporary universities that increasingly serve as busy crossroads for sharing ideas and how to make them. It will be of interest to workers and scholars in the interdisciplinary fi elds of higher education studies, critical university studies, and critical public infrastructure studies, plus science, technology, and society studies.

AbstractPolicy documents suggest that quantitative information is important in the development of climate and energy policy. This is supported by quantitative studies research into the use of numbers in governance, which tends to assume that numbers have sufficient epistemic authority to be used by policymakers because they are believed to be trustworthy since they are produced through mechanical objectivity. This paper questions such assumptions, by analysing the extent of extra-calculative work when providing numeric information to policymakers. We term such efforts numeric work and analyse the extent and content of such work based on interviewed experts who are engaged with calculating climate and energy issues in the context of policymaking in Norway. Numeric work shares features with the actor–network theory concept of translation but differs due to the dialogic interaction between calculation actors and policymakers that includes efforts to improve the transparency of calculation, which counters a complete black-boxing of calculation results.

In the last few years, new multimedia products have been designed in order to attract female users. Some of these products even reflect some kind of feminist programme to make girls and young women more interested and better qualified to exploit new information and communication technologies. The article analyses two Norwegian examples of such initiatives, a CD-ROM called JenteROM and a webservice called HjemmeNett, based on interviews with the most prominent actors of the respective design constituencies. The analysis focuses on the ways gender is constructed in multimedia form and content, in order to explicate gender as a process of social learning. What is observed is a set of ongoing transformations of gender as well as computers, related to controversies about proper definitions of gender and femininity as well as about how new media content and form should be designed in order to cater to women's interests.

Unlike almost most other studies of neoliberal universities and academic capitalism this book ethnographically explores and interprets those transformations and their contradictions empirically in the everyday practices of students, faculty members, and administrators at two public universities: NTNU in Norway and UCLA in California.Differently situated in global political economies, both are ambitious, prosperous campuses. The book refl exively examines their disturbing disputes about quality, competition, and innovation. It argues that some academic, bureaucratic, and corporate university governance practices are both unsustainable and undermining what some university students and faculty already do well: circulate interdisciplinary knowledge and its making globally across the diasporic domains of academia, society, industry, and government while addressing the world's immediate challenges: power, inequities, and sustainability.It shows the important, strategic work of domesticating, co- morphing, and meshworking at the faultlines of emerging knowledge. This book is for students, faculty, society members, and policy makers who want to engage more effectively with contemporary universities that increasingly serve as busy crossroads for sharing ideas and how to make them. It will be of interest to workers and scholars in the interdisciplinary fi elds of higher education studies, critical university studies, and critical public infrastructure studies, plus science, technology, and society studies.