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dc.contributor.authorLeydesdorff, Loet
dc.contributor.authorWard, Janelle
dc.date.accessioned2006-10-25T00:00:01Z
dc.date.available2010-06-18T23:23:24Z
dc.date.issued2005en_US
dc.date.submitted2006-10-25en_US
dc.identifier.citationScience shops: A kaleidoscope of science-society collaborations in Europe. Public Understanding of Science , 14 (2005), 353-372 2005,en_US
dc.identifier.urihttp://hdl.handle.net/10150/105305
dc.description.abstractThe 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 formats of the historical institutionalization. The functions of science shops in the mediation of normative concerns with analytical perspectives can further be specified.
dc.format.mimetypehtmen_US
dc.language.isoenen_US
dc.subjectScience Technology Studiesen_US
dc.subject.otherScience shopen_US
dc.subject.otherEmpowermenten_US
dc.subject.otherDemocratizationen_US
dc.subject.otherUniversityen_US
dc.subject.otherNGOen_US
dc.subject.otherKnowledgeen_US
dc.subject.otherAccessen_US
dc.titleScience shops: A kaleidoscope of science-society collaborations in Europe. Public Understanding of Science , 14 (2005), 353-372en_US
dc.typePreprinten_US
refterms.dateFOA2018-07-11T08:26:46Z
html.description.abstractThe 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 formats of the historical institutionalization. The functions of science shops in the mediation of normative concerns with analytical perspectives can further be specified.


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