The future of the Scandinavian model of a welfare state hinges upon the capacity of these nations to promote and to tap the resources of science and technology; this is a prerequisite for policy innovation in a low growth economy and for industrial innovation in an increasingly competitive international environment. In this paper the emergence and evolution of science policies in Scandinavia is outlined. Present dilemmas of these policies are traced. Throughout Scandinavia science policy has been more firmly placed on the political agenda in the 1970s. A growing number of demands, hopes and fears are focused upon it. In particular the development of the Swedish doctrine of sectoral science policy is examined. This doctrine tries to establish linkages between research and policy objectives. But it has increasingly given rise to counter‐productive effects and imbalances. This is gradually being recognised by policy‐makers. But the basic thrust of the paper is that these imbalances and dilemmas will persist and will be difficult to reconcile with the traditional conception of the Scandinavian welfare state.
The author traces three critical periods of transition in the history of the university. The first is the crisis and rebirth of the idea of the university at the turn of the eighteenth and nineteenth century, and second, the emergence of the modern university in the late nineteenth century. Since that time the research oriented university becomes dominant, as one of the core institutions of modernity. The third transition is the reappraisal of the idea of the university in the wake of the experiences of planning euphoria on the one hand and rapidly growing streams of demand from government, industry and the educational system at large. The author focuses on the last stage, its challenges, dillemmas and accompanying experience of malaise. He believes the current issues may be creatively faced moving the universities to the next phase of the continuous process of development.
This book presents three examples of futures research that illustrate the problems of applying knowledge during the course of a futures research project, the ways in which different methodologies interact, and various means of combining and adapting methodological tools and techniques.
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