Abstract
Emerging science and technologies are often characterised by complexity, uncertainty and controversy. Regulation and governance of such scientific and technological developments needs to build on knowledge and evidence that reflect this complicated situation. This insight is sometimes formulated as a call for integrated assessment of emerging science and technologies, and such a call is analysed in this article. The article addresses two overall questions. The first is: to what extent are emerging science and technologies currently assessed in an integrated way. The second is: if there appears to be a need for further integration, what should such integration consist in? In the article we briefly outline the pedigree of the term ‘integrated assessment’ and present a number of interpretations of the concept that are useful for informing current analyses and discussions of integration in assessment. Based on four case studies of assessment of emerging science and technologies, studies of assessment traditions, literature analysis and dialogues with assessment professionals, currently under-developed integration dimensions are identified. It is suggested how these dimensions can be addressed in a practical approach to assessment where representatives of different assessment communities and stakeholders are involved. We call this approach the Trans Domain Technology Evaluation Process (TranSTEP).
| Original language | English |
|---|---|
| Article number | 9 |
| Journal | Life Sciences, Society and Policy |
| Volume | 12 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - 2016 |
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Keywords
- Assessment
- Dialogue
- Emerging science and technologies
- Integration
- Transparency
- TranSTEP
Cite this
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Integrated assessment of emerging science and technologies as creating learning processes among assessment communities. / Forsberg, Ellen Marie; Ribeiro, Barbara; Heyen, Nils B.; Nielsen, Rasmus Øjvind; Thorstensen, Erik; de Bakker, Erik; Klüver, Lars; Reiss, Thomas; Beekman, Volkert; Millar, Kate.
In: Life Sciences, Society and Policy, Vol. 12, No. 1, 9, 2016.Research output: Contribution to journal › Article › Academic › peer-review
TY - JOUR
T1 - Integrated assessment of emerging science and technologies as creating learning processes among assessment communities
AU - Forsberg, Ellen Marie
AU - Ribeiro, Barbara
AU - Heyen, Nils B.
AU - Nielsen, Rasmus Øjvind
AU - Thorstensen, Erik
AU - de Bakker, Erik
AU - Klüver, Lars
AU - Reiss, Thomas
AU - Beekman, Volkert
AU - Millar, Kate
PY - 2016
Y1 - 2016
N2 - Emerging science and technologies are often characterised by complexity, uncertainty and controversy. Regulation and governance of such scientific and technological developments needs to build on knowledge and evidence that reflect this complicated situation. This insight is sometimes formulated as a call for integrated assessment of emerging science and technologies, and such a call is analysed in this article. The article addresses two overall questions. The first is: to what extent are emerging science and technologies currently assessed in an integrated way. The second is: if there appears to be a need for further integration, what should such integration consist in? In the article we briefly outline the pedigree of the term ‘integrated assessment’ and present a number of interpretations of the concept that are useful for informing current analyses and discussions of integration in assessment. Based on four case studies of assessment of emerging science and technologies, studies of assessment traditions, literature analysis and dialogues with assessment professionals, currently under-developed integration dimensions are identified. It is suggested how these dimensions can be addressed in a practical approach to assessment where representatives of different assessment communities and stakeholders are involved. We call this approach the Trans Domain Technology Evaluation Process (TranSTEP).
AB - Emerging science and technologies are often characterised by complexity, uncertainty and controversy. Regulation and governance of such scientific and technological developments needs to build on knowledge and evidence that reflect this complicated situation. This insight is sometimes formulated as a call for integrated assessment of emerging science and technologies, and such a call is analysed in this article. The article addresses two overall questions. The first is: to what extent are emerging science and technologies currently assessed in an integrated way. The second is: if there appears to be a need for further integration, what should such integration consist in? In the article we briefly outline the pedigree of the term ‘integrated assessment’ and present a number of interpretations of the concept that are useful for informing current analyses and discussions of integration in assessment. Based on four case studies of assessment of emerging science and technologies, studies of assessment traditions, literature analysis and dialogues with assessment professionals, currently under-developed integration dimensions are identified. It is suggested how these dimensions can be addressed in a practical approach to assessment where representatives of different assessment communities and stakeholders are involved. We call this approach the Trans Domain Technology Evaluation Process (TranSTEP).
KW - Assessment
KW - Dialogue
KW - Emerging science and technologies
KW - Integration
KW - Transparency
KW - TranSTEP
U2 - 10.1186/s40504-016-0042-6
DO - 10.1186/s40504-016-0042-6
M3 - Article
VL - 12
JO - Life Sciences, Society and Policy
JF - Life Sciences, Society and Policy
SN - 2195-7819
IS - 1
M1 - 9
ER -