High-temperature superconductivity research: an indicator of national science-and-technologypolicy responsiveness

High-temperature superconductivity has been used as a probe for evaluating science and technology policy-making in various countries. Differences in response time and behavior have been detected among the three main actors: The US, Japan, and EEC. While the US had by far the highest response rate, national research laboratories and the universities with extensive government grants responded significantly slower than did corporate research laboratories and universities with less government support. The study suggests that dependency on large governement contracts dampen the ability to make quick decisions and change policy direction mid-stream. In Europe, the response process has been slow and indicates a need to re-evaluate science policy to increase responsiveness to major events.     

Bureaucratic innovation in urban government: A policy model

The paper reports the results of a study examining the diffusion of innovations across four different units of local government. Using partial correlation coefficients to test a hypothesized model, the variables were successful in explaining the adoption of process innovations but showed limited success in explaining product adoptions. Socioeconomic variables were not found to be significant direct determinants of innovation. Demands for innovations, organizational characteristics, and the organizational environment were much more important predictors of the use of innovations by local governments.     

High technology transfer and computer education: Lessons drawn from the case of a developing country

Argentina is a developing country which at present is faced with the advent of high technology and the computer age. In Argentina, like for that matter elsewhere, technology is outrunning our capability to understand it and to take full advantage of its potential. This report describes the conditions prevailing in Argentina to assess the potential impact of high technology in education. Recommendations to implement a program of technology transfer in a typical developing country are drawn. In addition, some of the shortcomings of computer education in Argentina as well as in the United States are indicated.