This book makes significant advances in analysing the relationship between technology and society. It highlights both the policy implications of this relationship and new possibilities for intervention by government, policymakers, managers and the public. Shaping Technology, Guiding Policy examines and utilises a variety of recently emerging concepts which highlight the scope for local discretion and choice in the way that technologies are designed and used as well as the broader structures and systems that may serve to restrict choice. By applying these concepts to an analysis of case studies of various social and technical settings, the book explores their utility for understanding the ways in which contemporary technologies are developed and applied and how they are made to influence society. Academics and researchers from a wide variety of perspectives will find this new book fascinating reading, including scholars from science and technology studies, technology policy and the management of technology. Technology policymakers and practitioners would also find the book of interest.

Unlike almost most other studies of neoliberal universities and academic capitalism this book ethnographically explores and interprets those transformations and their contradictions empirically in the everyday practices of students, faculty members, and administrators at two public universities: NTNU in Norway and UCLA in California. Differently situated in global political economies, both are ambitious, prosperous campuses. The book refl exively examines their disturbing disputes about quality, competition, and innovation. It argues that some academic, bureaucratic, and corporate university governance practices are both unsustainable and undermining what some university students and faculty already do well: circulate interdisciplinary knowledge and its making globally across the diasporic domains of academia, society, industry, and government while addressing the world's immediate challenges: power, inequities, and sustainability. It shows the important, strategic work of domesticating, co- morphing, and meshworking at the faultlines of emerging knowledge. This book is for students, faculty, society members, and policy makers who want to engage more effectively with contemporary universities that increasingly serve as busy crossroads for sharing ideas and how to make them. It will be of interest to workers and scholars in the interdisciplinary fi elds of higher education studies, critical university studies, and critical public infrastructure studies, plus science, technology, and society studies. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.