COURSE SYLLABUS
IGA-520
Political Economy of Innovation for Sustainability
L-130
Spring 2014
Faculty: Calestous Juma / Faculty Assistant: Katherine GordonOffice: L-356 / FA Office: L-349A
Telephone: 617-496-8127 / FA Telephone: 617-495-7961
Email: / FA Email:
Office Hours: Mon 2-4 & Tues, 10-12 (by appointment only) / Teaching Fellow/Course Assistant:
Lectures: 8:40-10:00AM Mon & Wed, L382 / TF/CA Contact Info
Review Sessions: N/A / TF/CA Email:
Course Description
Overview
This course examines the socio-economic sources of resistance to the application of new technologies in addressing sustainability challenges. An understanding of what technology is and how it evolves forms the introduction to the course. It explores the relationships between contemporary innovation and ecological disruptions.
While new technologies are seen by some as important drivers of economic productivity and sustainability, others point to the potential risks that such technologies pose to human health and the environment. This course aims to go beyond many of the health and environmental claims and examine the underlying socio-economic sources of technological controversies.
However, the same techniques have the potential to contribute to ecological management. The course examines the political economy implications of new technological applications for sustainable development, drawing from specific case studies. It covers the following themes: (1) theoretical and historical aspects of technology and sustainability; (2) resistance to green technologies; and (3) the role of innovation policy in fostering the sustainability challenge.
The core text for the class is The Nature of Technology: What it is and How it Evolves by W. Brian Arthur. The Nature of Technology is the most authoritative outline of the nature, origin and evolution of technologies currently available. Class discussions will draw from Professor Juma’s draft book, Innovation and Its Enemies: Resistance to New Technologies. Training in the natural sciences or engineering are not a requirement.
Scope
While the focus of the course is technology and sustainable development, lessons from other fields are used either for comparison or as sources of heuristics. The course draws examples from historical case studies, which are used to illuminate contemporary debates on the role of innovation in the sustainability transition.
Expectations
The aim of the course is to equip students with skills for analyzing the political and economic sources of technology controversies and identifying policy options for addressing them. This focus of the course is public controversies surrounding cases where technological change is both a source of ecological damage as well as a solution.
For example, ozone depleting substances were a product of technological development. But so was the development of safer substitutes. A critical aspect of policy analysis is therefore outlining the interactions between technology, environment and economy in ways that maximize the benefits of emerging technologies while minimizing their negative impacts.
The course uses an interdisciplinary approach in the design and implementation of science, technology and innovation policy to support the sustainability transition. In addition to building analytical competence, students learn how to integrate knowledge from a diversity of sources and use it to identify policy options for action.
The course emphasizes the use of public policy as a platform for problem-solving. It is designed to accommodate students from all fields interested in the role of technological innovation in development. The course is conducted through lectures and discussion sessions as well as occasional guest speakers. Background in the natural sciences or engineering is not a requirement.
Grading
Class participation (25%) is evaluated on the basis of: (a) familiarity with the readings; (b) quality of contributions; (c) critical and creative approaches to the issue; and (d) respect for the views of others.
Extended outline (25%) of about 1,250 words based on the literature covered in class and identification of case material to be covered in the final paper.
Draft paper (25%) of about 2,500 covering the main contents of the paper (abstract, table of contents, introduction, analysis, conclusions and references).
Final policy analysis paper (25%) of about 5,000 words covering all the contents of the paper (abstract, table of contents, introduction, analysis, conclusions and references).
Work process, feedback and milestones
Organization of work
The course runs as a continuous project starting with early topic identification culminating in a final policy analysis paper. Class presentations, discussions and additional contacts from experts in the field are used as continuous input into the paper. Every student has the opportunity to get feedback at least at three stages in the course of the semester. This is done during topic identification, outline preparation, and draft paper. There is no additional feedback provided after the final paper has been submitted. Students are expected to adhere to the deadlines set for the four outputs: topic identification; extended outline; draft paper; and final paper.
Pedagogy
The pedagogic approach adopted in course builds on four key elements: foundation-building; problem-solving; interactive learning; and expression. To achieve this, students are expected to read the material provided based on a set of questions that define specific problems.
Classroom activities: For most of the classes, the first five minutes of each class are devoted to group discussions involving sharing the knowledge from the readings and agreeing on a set of questions and comments to be presented to class for discussion. The bulk of the remaining time is used for discussion. The last ten minutes of class are allocated to a summary of the key lessons learned.
Professional contacts: The course does not involve exams but students are expected to spend part of their time reaching out to experts and practitioners in their field of interest. This is part of the learning experience but also serves as a way to develop professional contacts that might be relevant for career development or further study. Where appropriate, the class hosts guest speakers as part of the professional networking process.
Feedback: The learning approach used in the course involves continuous feedback on direction and contents of the policy analysis papers. Every student has the opportunity to get scheduled feedback at a minimum after the topic identification, extended outline, and first draft.
Topic identification
Early identification of topics or issues that students would like to write the policy analysis papers on is essential for the effective use of the material provided for the course, identification of additional information, and establishment of professional contacts. In this regard, students are expected to identify the ideas they would like to work on early in the course.
Class participation and presentations
Class participation is a key part of the seminar and students are expected to demonstrate knowledge of the readings. Students are required to lead discussions and to participate actively in class. In addition, students may present a summary of their work to class for discussion and input.
Extended outline
Each student or groups of no more than three students produce an outline indicating a topic for the policy analysis paper, research methods and relevant literature. The extended outline should provide a complete structure of the expected paper as well as indicative sources to be used.
Draft paper
Each student or groups of no more than three students present their 2,500-word draft papers for comments. The draft papers include an abstract, table of contents, introduction, analysis, conclusions and references.
The draft papers are divided into four broad sections: (1) description of the ecological challenge that technology could help solve; (2) theoretical foundations of the role of technological innovation in environmental management; (3) case study of a technological solution to a climate change challenge; and (4) identification of policy options for action.
Final policy analysis papers
The final output from the class is a 5,000-word policy analysis paper that identifies policy options for action regarding a particular aspect of the sustainability or innovation challenge. The final paper is a cumulative product from the entire course. It is developed in stages that include: (1) topic identification; (2) outline of the paper; (3) draft; and (4) final paper. No sample papers from previous classes are made available. However, many of the recommended readings provide guidance on the structure of policy analysis papers.
Resources
In addition to the required readings, students have opportunities to contact development professionals associated with the Science, Technology and Globalization Project http://www.belfercenter.org/global/. They are supported to build professional connections with experts in their areas of interests as needed.
Syllabus Overview
UNIT 1: ORIGINS AND EVOLUTION OF TECHNOLOGY
Week One
Class #1 – Mon., Jan 27: Introduction
Class #2 – Wed., Jan 29: What is technology?
Week Two
Class #3 – Mon., Feb 3: Origins of technologies
Class #4 – Wed., Feb 5: Co-evolution of technology and economy
Week Three
Class #5 – Mon., Feb 10: Disruptive Manufacturing Technologies: The Case of 3D Printing
Class #6 – Wed., Feb 12: Lessons from History I: Coffee and Tractors [Topic memo due]
Week Four
Mon., Feb 17: PRESIDENTS’ DAY, NO CLASS
Class #7 – Wed., Feb 19: Lessons from History II: Margarine and Recorded Music
Week Five
Class #8 – Mon., Feb 24: Lessons from History III: Electricity and refrigeration
Class #9 – Wed., Feb 26: Technology and institutions
Week Six
Class #10 – Mon., March 3: Technological lock-in
UNIT 2: RESISTANCE TO GREEN TECHNOLOGIES
Class #11 – Wed., March 5: International diffusion of agricultural biotechnology
Week Seven
Class #12 – Mon., March 10: Pest-resistant transgenic crops
Class #13 – Wed., March 12: Transgenic fish [Extended outline due]
MARCH 15–MARCH 23: SPRING BREAK
Week Eight
Class #14 – Mon., March 24: Wind energy
Class #15 – Wed., March 26: Transgenic trees
Week Nine
Class #16 – Mon., March 31: Smart grid
Class #17 – Wed., April 2: Biofuels
Week Ten
Class #18 – Mon., April 7: Disruption
UNIT 3: POLICY AND INSTITUTIONAL IMPLICATIONS
Class #19 - Wed., April 9: Precautionary principle
Week Eleven
Class #20 – Mon., April 14: No class—writing break [First draft due]
Class #21 – Wed., April 16: Biosafety, public controversy and the media
Week Twelve
Class #22- Mon., April 21: From market niches to techno-economic paradigms
Class #23- Wed., April 23: Science and technology advice
Week Thirteen
Class #24- Mon., April 28: Science and technology diplomacy
Class #25-Wed., April 30: Wrap-up
Final papers due: Friday, May 9
*Note: all drafts due by 5PM on their respective deadlines.*
Class Meetings, Readings and Assignments:
UNIT 1: ORIGINS AND EVOLUTION OF TECHNOLOGY
The aim of this unit is to provide conceptual foundations for understanding the nature and evolution of technology. It involves a systematic exploration of definitions, origins, character and evolution of technology. It uses historical cases studies to illustrate the relationships between technology, economy and social institutions.
Week One
Class #1 – Mon., Jan 27: Introduction
The introductory session covers the overview of the course, expectations and introduction of the course participants.
Read:
Hobsbawm, E. 1952, “The Machine Breakers,” Past & Present, Vol. 1, No. 1, pp. 57-70.
Mokyr, J. 1992. “Technological Inertia in Economic History,” Journal of Economic History, Vol. 52, No. 2, pp. 325-338.
Class #2 – Wed., Jan 29: What is technology?
The term “technology” has a wide range of meaning. The aim of this session is to explore the meaning of technology as: (a) a means to meet human needs; (b) array of practices and components; and collection of devices and engineering practices available to a culture.
Read:
Arthur, W.A. 2009. The Nature of Technology: What it is and How it Evolves, Free Press, New York, Chapter 2 “Combination and Structure,” pp. 27-43.
Arthur, W.A. 2009. The Nature of Technology: What it is and How it Evolves, Free Press, New York, Chapter 3 “Phenomena,” pp. 45-67.
Questions:
How are technologies structured?
How do natural phenomena shape the character of technology?
How does technology relate to science?
Week Two
Class #3 – Mon., Feb 3: Origins of technologies
This session examines the origins and evolution of new technologies. It examines the mechanisms that lead to the generation of novel technologies and how they are entrenched in social and economic structure.
Read:
Arthur, W.A. 2009. The Nature of Technology: What it is and How it Evolves, Free Press, New York, Chapter 6 “The Origins of Technologies,” pp. 107-130.
Arthur, W.A. 2009. The Nature of Technology: What it is and How it Evolves, Free Press, New York, Chapter 7 “Structural Deepening,” pp. 131-143.
Questions:
What constitutes novelty in technology?
What are the core elements of an invention?
How do cumulative inventions shape the direction of the evolution of technology?
Class #4– Wed., Feb 5: Co-evolution of technology and economy
Technology co-evolves with the economy in the same way that species co-evolve with ecosystems. This session explores the dynamics of this co-evolution and includes discussions of the implications of innovation for the future of the human race.
Read:
Arthur, W.A. 2009. The Nature of Technology: What it is and How it Evolves, Free Press, New York, Chapter 10 “The Economies Evolving as its Technologies Evolve,” pp. 191-202.
Arthur, W.A. 2009. The Nature of Technology: What it is and How it Evolves, Free Press, New York, Chapter 11 “Where Do We Stand with This Creation of Ours?” pp. 203-216.
Questions:
What is the role that technology plays in economic evolution?
How does technological innovation shape the economic regeneration?
How does technology affect human prospects in the age of ecological awareness?
Week Three
Class #5 – Mon., Feb 10: Guest Speaker:
Disruptive Technologies: Case Studies of Healthcare and Manufacturing
Professor Neo-Kok Beng, National University of Singapore
Class #6– Wed., Feb 12: Lessons from history: Coffee and tractors [Topic memo due]
Fostering the sustainability transition will require the introduction of new technologies, many of which are likely to disruptive and therefore face opposition. Drawing from the historical cases of coffee and farm mechanization, this session examines the key factors that contributed to the emergence of disruptive technologies. It analyzes the patterns of resistance to new technologies by incumbent sectors and concludes with a discussion of the relevance of the lessons to sustainability.
Read: