Philosophy of Science, Technology and Society

mSc

FaCuLTY oF BeHaviouraL SCieNCeS

PHILOSOPHY OF SCIENCE, TECHNOLOGY AND SOCIETY PROGRAMME GuidE 2013/2014

Programme guide 2013-2014 Master Philosophy of Science, Technology and Society www.utwente.nl/psts

1

Contents Preface ............................................................................................................................. 5 Reading guide ................................................................................................................. 7 Part A: Philosophy of Science, Technology and Society at the University of Twente .............................................................................................................................. 9 1. PSTS: A philosophical approach to science, technology and society ................ 11 1.1 Philosophy ............................................................................................................ 11 1.2 Science, Technology and Innovation Studies ....................................................... 13 2. The PSTS programme 2013-2014 ............................................................................ 14 2.1 Characteristics of the PSTS programme .............................................................. 14 2.2 Structure of the PSTS-programme ....................................................................... 17 2.3 3TU Ethics and Technology track and PhD Programme ...................................... 32 2.4 Coherence of the programme ............................................................................... 39 2.5 Development of academic skills and knowledge .................................................. 40 2.6 Connection of the programme to the professional field ........................................ 42 2.7 Career perspectives .............................................................................................. 42 2.8 Correspondence of the final PSTS-qualifications to international qualifications ... 47 2.9 Coverage of the final qualifications ....................................................................... 47 3. Part-time programme of the Master’s PSTS ........................................................... 48 Part B: Joining the programme ................................................................................... 51 4. Admission requirements and application .............................................................. 53 4.1 Formal admission requirements ............................................................................ 53 4.2 Explanation of Concepts and Criteria ................................................................... 53 5. Costs .......................................................................................................................... 55 5.1 Tuition Fees .......................................................................................................... 55 5.2 Cost of living ......................................................................................................... 55 5.3 Scholarships and Grants ....................................................................................... 55 Part C: Starting the Master’s PSTS ............................................................................. 57 6. Organization of the education ................................................................................. 59 6.1 Student Charter ..................................................................................................... 59 6.2 Introduction programme PSTS ............................................................................. 59 6.3 Communication and information ........................................................................... 59 6.4 Student card .......................................................................................................... 60 6.5 Annual rosters ....................................................................................................... 61 6.6 Overview lecture hours ......................................................................................... 62 6.7 Attending courses ................................................................................................. 62 6.8 Finding your way at the University of Twente ....................................................... 63 6.9 Teaching facilities ................................................................................................. 63 6.10 Purchasing study material ................................................................................... 65 6.11 Purchasing a laptop ............................................................................................ 65 6.12 Examinations (including final papers) ................................................................. 66 6.13 Student activities ................................................................................................. 69 6.14 Sports and cultural facilities on campus .............................................................. 70 6.15 ICT service .......................................................................................................... 70 6.16 Children’s day-care centre ‘De Vlinder’ ............................................................... 71

2

7. Study methods and examination ............................................................................. 72 7.1 Study methods ...................................................................................................... 72 7.2 Examination .......................................................................................................... 73 8. Study guidance and counseling .............................................................................. 75 8.1 Study guidance ..................................................................................................... 75 8.2 TCP Language Centre .......................................................................................... 77 8.3 Additional UT student support ............................................................................... 77 9. Quality Assurance study programme PSTS ........................................................... 79 9.1 Internal quality assurance ..................................................................................... 79 9.2 Consultative committees ....................................................................................... 81 9.3 External quality instruments .................................................................................. 81 Part D: Description of the courses .............................................................................. 83 10. The first year ........................................................................................................... 85 11. The second year ...................................................................................................... 98 11.1 Profile 1: Technology and the Human Being ...................................................... 98 11.2 Profile 2: Technology and Values ..................................................................... 102 11.3 Profile 3: Dynamics of Science, Technology and Society ................................. 106 11.4 Generic courses in second year programme .................................................... 110 Part E: General information ....................................................................................... 115 12. PSTS within the university ................................................................................... 117 12.1 Entities relevant for PSTS programme ............................................................. 117 12.2 Department of Philosophy ................................................................................. 121 12.3 Department Science, Technology and Policy Studies ...................................... 122 12.4 Recruitment and Public Relations ..................................................................... 124 13. Special regulations for students ......................................................................... 125 13.1 Transitional regulations ..................................................................................... 125 13.2 Individual regulations ........................................................................................ 125 13.3 Graduating abroad ............................................................................................ 126 13.4 Copyright ........................................................................................................... 126 13.5 Student activism regulation ............................................................................... 127 13.6 Support with entrepreneurship .......................................................................... 128 Part F: PSTS appendices ........................................................................................... 129 1. Dublin descriptors on Master’s level ..................................................................... 131 2. Final qualifications of the PSTS Master’s programme .......................................... 132 3. Relationship between the Dublin descriptors and the final qualifications ............. 133 4. Coverage of the attainment targets for each Master’s course .............................. 134 5. Contact information PSTS-staff ............................................................................ 136 Final thesis project guide

3

4

Preface Technology has come to play an ever more central and influential role in society. The Master’s programme Philosophy of Science, Technology and Society (PSTS) teaches students to critically analyze and assess this role. PSTS is a philosophical programme characterized by an ‘empirical’ orientation. Rather than only studying the philosophical tradition, or aiming to understand technology in general, research begins with the analysis of specific technologies and technological practices and discourses.

PSTS has both an interpretive and a normative aim.

Its interpretive aim is to understand the way in which technological artefacts and practices give shape to, and are themselves shaped by, our society and culture. Its normative aim is to provide evaluations and assessments of technologies and their correlated social and cultural impacts. Both philosophical and multidisciplinary methods are used for realizing these aims.

This makes the PSTS programme not only academically challenging but also highly socially relevant.

PSTS is a small-scale programme, accommodating students from a wide variety of backgrounds and nationalities. The programme is taught by lecturers from two outstanding research groups: the department of philosophy of the Faculty of Behavioural Sciences, and the department of Science, Technology, and Policy Studies of the School of Management and Governance. The programme has very strong connections to on-going research in these two departments, which offers students a splendid environment for their intellectual development.

The University of Twente is an ideal location for this programme as it is a technology university that believes in the importance of not only the development of new technologies, but also high-quality reflection on the social and cultural impact of technology. Complex relations exist between science, technology and society, which are both fascinating and highly relevant to study. The University of Twente has always been a place where the technological sciences, the social sciences, and the humanities come together. PSTS therefore has a prominent place in this orientation of our university, which is also expressed by the “High Tech, Human Touch” motto of the university.

This programme guide illustrates the ambitious and energetic spirit that drives the programme and its lecturers. It shows what students can expect from the programme – and it makes clear what we expect from students who embark on this multidisciplinary adventure. We hope to inspire you with this guide and look forward to welcoming you to our programme.

Prof. dr. Ciano Aydin Programme director PSTS

5

6

Reading guide Part A: PSTS at the University of Twente Part A provides general information on the PSTS programme. Among other things, it includes information on the two disciplines that contribute to PSTS (“Philosophy” and “Science, Technology and Innovation Studies”), the programme’s profile, the structure of the curriculum, a brief description of the course contents and potential career choices after completing the PSTS programme. A number of programme alumni also share some information about their careers, painting a more complete picture of the programme’s practical value. The PSTS programme is run as both a full-time and a part-time course of study. The structure of the part-time programme is given at the end of Part A. Part B: Joining the programme Part B deals with admission requirements. It also includes a summary of tuition fees.

Part C: Starting the Master’s PSTS Part C deals with practical aspects of the programme: the way the teaching is organized, methods of study, examination, student supervision and counselling. It also discusses the programme's quality assurance.

Part D: Description of the courses In part D you find detailed course information about the PSTS programme 2013-2014.

Part E: General Information In part E you find general information about PSTS within the university context. The research programmes of the department of Philosophy and STəәPS are explained. Also information is provided on special regulations for students.

Part F: PSTS appendices Part F includes the PSTS final qualifications and shows how they correspond with internationally accepted standards for Master’s level education.

7

8

Part A: Philosophy of Science, Technology and Society at the University of Twente

9

10

1. PSTS: A philosophical approach to science, technology and society How are information and communication technologies affecting our privacy? Can we anticipate the future implications of nanotechnology for society? Are there ethical limits to genetic modifications of animals and human beings? How do new technologies change our behaviour and our perceptions of the world? These are just some of the questions explored in the Master of Science programme Philosophy of Science, Technology and Society (PSTS).

The PSTS programme has as its domain the philosophy of technology, which is a field that is concerned with the philosophical study of technology and its implications for and interactions with society. In the PSTS programme, the philosophy of technology is understood broadly as a field that includes, next to philosophical approaches, empirical and multidisciplinary approaches from the field of science, technology and innovation studies (STS).

PSTS is a two-year English-language Master’s programme with a strong international orientation. The aim of PSTS is to enable students to perform philosophical and multidisciplinary analyses of applied science and technology and their place in society. Two disciplines contribute to realizing this aim: Philosophy and the multidisciplinary field of Science, Technology and Innovation Studies (STS).

1.1 Philosophy Philosophy as it is practiced at the Department of Philosophy (faculty of Behavioural Sciences) at the University of Twente is philosophy of technology. Philosophy of technology aims to understand and assess the pervasive role of technology in society. Every major activity in our lives, such as work, play, learning, communication, and travel, depends on technology. All major institutions of society, such as government, healthcare, defense, education, religion, and law, are increasingly fixated around technology, and changes in them are to a large extent driven by technology. Modern technology has had many benefits for humanity, enhancing welfare and individual freedom, but has also brought harms, ranging from environmental problems to issues of rationalization and alienation.

In light of these developments, the philosophy of technology has both an interpretive and a normative aim. Its interpretive aim is to understand the way in which technological artifacts and practices give shape to, and are themselves shaped by, core aspects of modern culture and society. Its normative aim is to provide evaluations and assessments of technologies and their correlated social and cultural impacts.

Philosophy of technology at the University of Twente can be characterized by its ‘empirical’ orientation. Rather than only studying the philosophical tradition, or aiming to understand technology in general, research starts from analyzing specific technologies and technological practices and discourses. And rather than using pre-given philosophical theories to analyze technology, the ambition is to understand how technologies encourage us to expand existing philosophical concepts and frameworks. On the one hand, this orientation utilizes ideas and theories from the philosophical tradition, and on the other, it aims to contribute to mainstream discussions of philosophy. It does so by studying how technology alters the concepts and realities traditionally studied by philosophy (how, for instance, medical technologies and human enhancement technologies change our notion of the subject and of the body) and by studying how technology uncovers and provides new perspectives on old philosophical issues

11

(how, for example, a study of virtual reality may help shed light on general issues in ontology).

Another characteristic feature of philosophy of technology at the University of Twente is its focus on the social impacts and cultural meanings of technology. Moreover, it seeks close collaboration with the engineering sciences and with design practices. Research frequently involves case analysis and discourse analysis, and develops and tests philosophical notions and theories in close interaction with the empirical cases. As part of its empirically informed approach, the programme focuses on three technologies: ICT, biomedical technology, and nanotechnology. These technologies have a significant societal impact and promise revolutionary changes in the future, and all three are central to the research orientation of the University of Twente.

Research strands in the Department of Philosophy 1. Philosophical Anthropology and Human-Technology Relations This research line focuses on understanding the interactions between individual human beings and technological artifacts and practices. Specific domains of investigation are behavior-influencing technologies and their ethical aspects; human enhancement technologies in relation to issues of post humanism; and the relations between religion and technology.

2. The Good Life in a Technological Culture This research line aims to evaluate technology and its societal consequences from the normative ideal of the good life. The good life is often held to be the highest good, something to which all other normative ideals are subordinate. It is therefore appropriate to investigate how and to what extent technology contributes towards the realization of this ideal.

3. Ethical and Political Philosophy of Emerging Technologies This research line studies ethical and political issues in new and emerging technologies. It focuses on technology that is still in the making, and asks how ethical and political reflection can help to bring about better results. It considers how actors involved in the development of new technology can engage in better practices, and how the public and political debate on new technologies can be improved.

4. Philosophy of Science for a Technological Society This research line focuses on engineering science. It aims to develop an alternative philosophy of science that does justice to the central role of scientific practice and to the special status of the engineering sciences. This research line studies the nature of engineering science and scientific practice. It thematizes what are good practices in engineering research, and studies epistemological responsibility in scientific expertise.

For more information about the department of Philosophy, see chapter 12.2.

12

1.2 Science, Technology and Innovation Studies

The dynamics and governance of science, technology and innovation is central to the research being carried out at the Department of Science, Technology and Policy Studies (STePS). STePS’ remit is research into STS as a social process. In this approach interest areas such as techno-scientific developments, future studies and policy, are investigated through various disciplines, including history, sociology and policy science.

Three dimensions of the field of Science, Technology and Innovation Studies play a particular role in the PSTS Master’s programme: Science and Innovation Policies; Technology Dynamics and Assessment; and History of Science, Technology and Society.

1. Science and Innovation Policies Science and innovation are both a key resource and a cause for concern for industry and policy making in modern society. The production and use of scientific knowledge and its relevance for technological order and other innovations have increasingly become objects of policy making. Understanding the changing governance of science (in a broad sense) and the conceptualization of the research and innovation system are key issues for contemporary science, technology and innovation studies.

Research on ‘Science and Innovation Policies’ analyzes transformation processes of the research and innovation system, the role of governance and policy making in this transformation and the processes by which scientific knowledge contributes to policy making and innovation.

2. Technology Dynamics and Assessment This research line aims to increase understanding of the dynamics of processes of technological development and the ways in which socio-technological change can be assessed. Understanding the dynamics of technological change is an intellectual challenge, but in modern society it is also of great relevance to societal actors and audiences, ranging from scientists and technologists to government agencies, business firms, non-profit organizations, and the general public. Therefore, the development of concepts and tools to assess and contribute to the development of technologies is an important part of the group’s research agenda.

3. History of Science, Technology and Society This research line is directed toward broadening and deepening insight into the longterm development of science, technology and society from the perspective of social, cultural, intellectual and institutional history. As such it provides an important background and context for the contemporary and future-oriented research carried out within the department and the faculty.

For more information about the department of Science, Technology and Policy Studies, see 12.3.

13

2. The PSTS programme 2013-2014 2.1 Characteristics of the PSTS programme Unique in its focus on the philosophy of technology PSTS is worldwide the only two-year English Master’s programme in philosophy of technology. Among all programmes focusing on the role of technology and society, PSTS is the only programme with a philosophical profile.

Strong international orientation PSTS has a strong international orientation. All courses are taught in English and several of our lecturers are from abroad. The programme attracts students from all over the world.

Students have the opportunity to spend the second year of the programme, or part of it, at a university outside Twente (for example in Stockholm, Aalborg, Lisbon, Manchester, Madrid, Paris, or Atlanta). This gives students the opportunity to improve their verbal and practical skills and learn more about other cultures and societies. International experience fosters personal and professional development and therefore stands out as an attractive element on any curriculum vitae. Students who would like to take advantage of this opportunity to expand their international outlook can discuss their options with the PSTS programme study counselor. A stay abroad is enriching but it can also cost extra study time. Count on six to twelve months to prepare properly.

PhD programme in Ethics and Technology With its Graduate School the UT offers a growing number of integrated Master’s-PhD programmes for talented research students aspiring to a career in scientific research. The programmes are concentrated around the core research subjects of the research institutes of the University of Twente and are led by world-class research professors. Students who are admitted to the Graduate School specialize during the Master’s phase in their preferred area of research and can, during this time, already focus on the subject of their PhD dissertation.

This way they can transfer faster into a PhD specialization. PSTS students who are considering a career in research may wish to consider the Ethics and Technology 3TU programme (for more information about the PhD programme Ethics and Technology, see chapter 2.3).

Close link between teaching and research The PSTS programme is – especially in the second year – strongly related to the research programmes and the expertise of the staff of the Department of Philosophy and the Department of Science, Technology and Policy Studies (STePS). Both research groups are internationally very active and visible, and hold a leading position in the Philosophy of Technology, respectively Science, Technology and Innovation Studies. Many forms of research cooperation exist between both groups, most of them running on external funding.

The students work in close collaboration with the members of these groups, and therefore have the benefit of being initiated into the professional field by researchers at the forefront of ongoing research.

Outstanding education and research performed by the Departments of Philosophy and STePS All staff members have proven capabilities in both teaching and research. The research conducted by the departments has received excellent assessments from QANU (Quality Assurance Netherlands Universities). Staff members maintain broad networks, not only at the

14

various research centres of the University of Twente (CTIT MESA+, MIRA), but also through alliances and research centres elsewhere (3TU, WTMC, SPT, SPSP, INSEIT, IA-CAP, 3TEP.).

The PSTS programme supports the development of academic skills There is a strong focus on initiation into the academic profession. Students learn how to conduct research supervised in small groups. They develop academic skills like reading, analyzing, writing, argumentation. Chapter 2.5 contains more particulars about the development of academic skills in the programme. The added value of the programme becomes highly apparent when one considers the graduate’s career potential. For more information about the career perspectives, see chapter 2.7.

High degree of academic freedom The Master’s programme has been designed in such a way that the student can take responsibility for his or her own course of study and academic progress. Within the programme students are given sufficient freedom to make intrinsic choices, e.g. choosing a specialization, spending time abroad, choosing a theme and place of graduation.

Excellent student guidance Excellent student guidance is available to help students make the right choices during their programme. First-year students will be assigned both a student and a lecturer mentor. In addition, the study counsellor of the PSTS programme is always available to assist. Chapter 8 contains more particulars about student supervision and counselling.

Smooth connection to the student’s specific background.

Consideration is given to students from professional bachelor programs (HBO) who may require additional academic skills training, as well as those candidates who would like to follow the PSTS-programme while continuing with the existing employment. For more information about the admission requirements and application, see chapter 4.

Small-scale instruction with attention to the individual Besides traditional lectures and active supervision by a lecturer, instruction is also offered in small groups, tutorials and ‘labs.’ Small-scale and contact-intensive instruction in small groups is of paramount importance for development of professional and academic skills.

Students carry out assignments in small groups, learn how to work in specific teams and learn to how to fulfil their specific role in a common project.

Guest lectures by well-known researchers In recent years various (internationally) famous researchers have honoured the programme with a visit, in many cases delivering a lecture or a lunchtime seminar. In addition, students are obliged to attend a series of research colloquia concerning philosophy of technology.

These colloquia often involve international guest speakers and so can help acquaint students with the academic community and culture.

Encouraging students to take an active role in university life The PSTS programme offers many extra-curricular activities that give students an opportunity to become even more actively engaged in university life. Students can become part of Ideefiks, the PSTS study association. They can also opt for programme-specific activities such as becoming a teaching assistant or a student member of one of the programme

15

committees. There are even more opportunities at the university level. Read more about extra-curricular activities in chapter 13.5.

An open and informal atmosphere between lecturers and students The atmosphere within the programme is pleasant and informal between lecturers and students. The lecturer’s office doors are (almost) always open, so it is easy just to walk in and ask questions. Â

16

2.2 Structure of the PSTS-programme PSTS New Style

As a response to the recommendations of the NVAO visitation of April 2011, as well as an attempt to improve the PSTS programme in general, the PSTS programme has been revised.

The revision of the first year has been implemented in 2012-2013 and was aimed at a wider intake of students: besides bachelors in engineering sciences also students with a bachelor in philosophy and social sciences are now accommodated. The revision of the second year is implemented in 2013-2014 and is aimed at an integration of two disciplinary graduation tracks. Students have the opportunity to choose a specialization profile (out of three profiles), which does not represent a discipline but rather an important field or research line in the domain of philosophy of technology.

The academic year is divided into two terms. Each term consists of two ‘blocks’ of seven college weeks and an eighth week when there are few lectures. Then there are two weeks for examinations at the end of a block. The full Master’s degree programme consists of 120 EC (European Credits, 1 EC corresponds to 28 hours of study load).

First year The first year is a common programme for all students. Students are introduced to relevant Philosophical theories and methods, Philosophy of Technology and the multidisciplinary field of Science, Technology and Innovation Studies. In addition, student with different backgrounds (in Science, Engineering, Social Sciences and Philosophy) are initiated in the typical PSTS approach by investigating various domains in Social Sciences and Engineering at the University of Twente research institutes. They also have the opportunity to become acquainted with a more detailed investigation of topics related to PSTS and are prepared for the research oriented courses in the second year Second year In the second year students specialize in a specific profile that is composed by three compulsory courses and two electives. There are three profiles: Technology and the Human Being, Technology and Values and Dynamics of Science Technology and Society. The first term of the second year acquaints students with sufficient knowledge and insight in the profile that has been chosen. In addition, students acquire extra research skills and prepare a graduation thesis proposal. In the second term students conduct their own research under regular supervision.

Internship possibilities A brief internship can be included in the second year (the Ethics and Technology Graduate School variant has a different structure). The internship may be oriented towards a career inside or outside of academia. It takes place in the third quarter of the second year. Preferably the internship is related to the envisaged Master’s Thesis project. When the Master’s Thesis project is completely integrated in the internship it is considered to be an external graduation project. For a description of the internship, see chapter 11.3.

17

‘Doing Philosophy in Stockholm’

By Richard Heersmink, graduated in 2009

‘Going abroad has always appealed to me. So when I was told that during the second PSTS year, there is an opportunity to study in a foreign country, I didn’t hesitate for a moment. At the time, there were two options. You could either go to Lancaster University in Lancaster, UK. Or you could go to the Royal Institute of Technology in Stockholm, Sweden. I chose to go to Stockholm, because the courses and the city seemed interesting. The idea was that you can do courses and even write your Master’s thesis at one of those two universities. I chose to only do courses, mainly for financial reasons.

The Royal Institute of Technology, in Swedish referred to as Kungliga Tekniska Högskolan (KTH), is a technical university which offers Bachelor’s and Master’s programmes in several fields of the technical sciences; for example, biotechnology, mathematics, computer science, nanotechnology and physics. The university does not offer a degree in philosophy. This means that the courses that are being taught are not meant for philosophy students, but for engineering students.

Fortunately, I had the luxury to do tutorial courses, which meant that I had one-to-one tutorial sessions with a professor. I did two tutorial courses, one on Philosophy of Risk and one on Neuroethics. For each course I had one session a week. By the way, courses in Sweden are usually bigger than courses in the Netherlands. So rather than 5 ECTS, courses in Sweden are 7.5 ECTS. The initial idea was that I would spend two months in Stockholm, but I ended spending three instead, because, well, I just enjoyed it very much! I lived in an apartment building for international students, in which at least 30 nationalities were represented. I can still remember the discussions I had on artificial intelligence with computer science students from Iran, Australia, Spain and Japan.

Furthermore, my room was on the 11th floor, so the view of Stockholm’s cityscape was quite impressive. As a city Stockholm is also quite interesting. Strolling down its streets never bores, and the city has much to offer in terms of culture, architecture, museums and so forth.’

2.2.1 The first year The PSTS programme can accommodate students with a bachelor in a) Philosophy, b) Natural Sciences and Engineering and c) Social Sciences. Since PSTS aims to teach students how to apply multidisciplinary views and methods to technological artifacts and structures, these different backgrounds are in principle advantageous. Students do not only learn from the teachers but also from one another. At the same time, possible shortcomings arising from these divergent backgrounds, which could prevent finishing PSTS successfully, are tackled. Both students with a technical background and students with a philosophical or social sciences background have to make a transition. Students with a technical background are already acquainted with scientific and technological approaches and disciplines. They have to make a transition from practicing science and technology to philosophical and multidisciplinary reflection on science and technology. This implies that in the education of these students, skills necessary for adequate reflection (reading, writing, analysing, argumentation) will be given extra attention. Students with a background in philosophy or social sciences are already trained in reflection and methodology. In order to apply their reflective skills and methodology to technological artefacts and systems, they will acquire a basic understanding of how scientists and engineers approach and frame problems and challenges. In short, the student’s knowledge and skills will be gradually ‘homologized’ in such a way that they, on the one hand, can acquire basic insight into the mind-set of

18

scientists and engineers and, on the other hand can reflect on the social impact of science and technology. The first year of PSTS has been designed in such a way that this goal can be realized.

The programme of study is discussed briefly below. Detailed course information can be found in chapter 10 of this programme guide and in the online teaching catalogue; see: https://osiris.utwente.nl/student/OnderwijsCatalogus.do Term 1 Block 1 Philosophy of Technology (201200063) 5 EC Science and Technology Studies (201200064) 5 EC Philosophical Theories and Methods (201200059) 5 EC

Term 1

Block 2 TechnoLab (201200058) 10 EC (in block 2 and 3) Ethics and Technology I (191612540) 5 EC Philosophy and History of Science and Technology (201200061) 5 EC

In the first semester of the first year students from different backgrounds are introduced to the typical PSTS approach. All students take the courses Philosophy of Technology, Science and Technology Studies, Philosophical Theories and Methods, and Ethics and Technology I. Parallel to these courses all students take part in TechnoLab (10EC) in the second and third block.

In the course ‘Philosophy of Technology’, students are introduced to the philosophy of technology, both historically and thematically. Important themes like technological determinism, the nature of technological knowledge, the normative dimensions of technology, internalism versus externalism will be discussed. A number of these themes will be further elaborated in courses in the second term of the first year, like social and political philosophy, epistemology, ethics and technology and philosophical anthropology.

The course ‘Science and Technology Studies’ aims to introduce students to the interdisciplinary field of Science, Technology and Innovation Studies. Moreover, students will get some hands-on experience with using STS theories and concepts in doing empirical research on recent developments in science, technology and society.

In the course ‘Philosophical Theories and Methods’ students will be introduced to various approaches and methods within philosophy. It discusses philosophers and philosophical methods that are relevant and significant throughout the PSTS programme, including analytical, hermeneutical and applied empirical methods. A short introduction to formal logic is also part of the course.

The course ‘Ethics and Technology I’ introduces students to the major ethical theories and some key thinkers in moral philosophy. The course also includes a short introduction to the role of ethics in engineering practices and in public deliberations on (new) technologies.

There will be training in the skills of moral analysis and judgment throughout the course.

19

‘Philosophy and History of Science and Technology’ is a course that departs from traditional philosophy of science but focuses on the engineering sciences. The historical development of philosophy of science, as well as several central themes will be covered (e.g. induction, falsificationism, truth, realism, instrumentalism, pragmatism, demarcation problem). The difference between the natural and social sciences as well as the relation between science and technology are discussed. Aspects of the history of science that contribute to a more indepth understanding of how scientific knowledge is produced will be studied.

In the TechnoLab project (which runs through block 2 and 3) students become acquainted with the technological approaches and frameworks used in the (UT) Engineering Sciences and Social Sciences disciplines and institutes. They become aware of how these research practices may relate to social and political contexts and settings. In addition to a basic understanding of these practices and their context, students will learn to communicate with researchers through their participation in projects and other endeavours. In addition, they will be supported in raising appropriate questions and interpreting given answers. Moreover, students are encouraged to apply their own expertise and learn from each other. Based on their experiences, PSTS topics will be explored and students will be encouraged to apply their findings in parallel PSTS courses. Conversely, what is learned from the courses can be applied in the TechnoLab project. The TechnoLab project offers students the opportunity to become acquainted with scientific and technological approaches and idioms and to learn to reflect on them. Lectures designed to accommodate varying needs of students with different backgrounds will ensure that all students have the opportunity to fully participate in both the practically oriented and theoretical aspects of the programme.

20

Term 2 Block 3 TechnoLab (201200058) 10 EC (in block 2 and 3) Philosophical Anthropology and Technology (191612550) 5 EC Society, Politics and Technology (191612560) 5 EC

Term 2

Block 4 Social Order and Technology (191622510) 5 EC Ethics and Technology II (191612580) 5 EC PhiloLab (201200062) 5 EC

The second semester deals with the more detailed investigation of topics related to PSTS and prepares students for the research-oriented courses in the second year.

The course ‘Philosophical Anthropology and Technology’ acquaints students with the state of the art in philosophical-anthropological approaches in philosophy of technology. The central question is: how does technology influence and constitute human nature and human existence? Human enhancement, constructivism, technical mediation, and technical extension are important themes that will be discussed.

In the course ‘Society, Politics and Technology’ students are introduced to five main discussions within social and political philosophy: democracy, social justice, freedom, equality and community. Students will learn to relate these discussions to the political philosophy of technology, both in its classical and contemporary forms.

In the fourth block of the first year students will take three courses at the interface between Science, Technology and Society and Philosophy of Technology. The first one is ‘Social Order and Technology’. This course focuses on technology as one of its constituting elements and explores the relations between technology and social order. Students are introduced to the range of interpretive visions regarding this relationship, which includes variations on the themes of ‘technological determinism’, ‘social shaping’, ‘mediation’, ‘co-production’ and ‘hybridity’. Both the philosophical presuppositions and commitments behind these various interpretive frameworks are examined and the consequences of adopting them both for interpreting the past and advising for the future are considered.

In the course ‘Ethics and Technology II’ moral reflection on specific technologies is central. In what direction should a particular technology be steered? What are the key concepts and theories moral philosophy has to offer for such a deliberation on that technology?

Furthermore, the course will link philosophical reflection with aspects of Science,Technology and Innovation studies, such as Technology Assessment (TA). The course is taught by different instructors, who are all experts in their field. They have backgrounds in philosophy and STS. Students will get acquainted with: emerging technologies and public debate, computer ethics, biomedical ethics, environmental ethics, engineering ethics, ethics of risk, neuro-ethics and robot ethics.

The course ‘PhiloLab’ contributes to each student’s orientation towards an individual specialization. The objective is to enable students to make a transition from the foundational first year to the research oriented second year. Instead of observing scientists and engineers,

21

students observe the work of staff members in the research groups and institutes that participate in PSTS. Groups of students will study papers that have been written by staff members and that are representative of the type of research undertaken in their research groups and institutes. Students will work together and help each other. Students with a philosophy background can help students with a technical and social sciences background strengthening their reflective skills (e.g. reading, writing, argumentation). The academic workshop itself consists of more formal days, during which staff members present papers and students discuss the papers. Students finish the course by writing an academic essay on a topic related to one of the papers. The workshops coincide with the ‘Harvest days’ of the Philosophy and STePS departments. Special attention is paid to academic skills, which are explicitly discussed in a separate class.

Technology: Terror or Triumph?

‘Starting the Master’s Philosophy of Science, Technology and Society you will get acquainted with philosophy, ethics and scientific research in general, but the kick-off for thinking about technology itself is given – at least as far as I am concerned – in the course Philosophy of Technology. Within this course the book “What Things Do” written by Peter-Paul Verbeek is used as a guideline for Reflecting upon and understanding the role technology plays in the world.

As professor of the course Verbeek himself leads you through the difficulties of treating technology as a threat to humanity, like the so-called classical philosophers of technology Jaspers and Heidegger were apt to do. Verbeek also offers an alternative view and makes a plea for ‘the things themselves’. You are invited to criticize the views of the various philosophers discussed, but it is also appreciated if you like their views: that’s what makes the discussion in class even more interesting! The touchstone of what you have learned is to write an essay about a specific technological achievement or artifact, in which you elaborate on the different views according to different philosophers towards this technology. My essay was about the invention of electric light: how did this change the world and the way we live? I realized that it is possible – although not easy – to reflect in a structured way on such an ordinary technology.

What struck me is the positive comprehension of technological artifacts throughout the course and actually throughout the entire Master’s programme. In the past I have had a rather gloomy picture of the world as an alienating techno-culture. Fortunately I did not enter such a ‘complaining’ environment here. That is not to say technology is idolized: IPoT is the beginning of a journey that leads to a philosophy of things, a quest for the proper place of technology in our lives. PSTS is not a war against techno-terror or conversely a celebration of techno-triumph.

PSTS on the whole provides a place for fruitful philosophical reflection, discussion and great opportunities to acquire good argumentation skills. It is nice to notice all fellow students are interested in the same topic: What to think of technology? And it is even nicer to recognize yourself being part of it!’

By Arnoud Rop, Student M-PSTS

22

2.2.2 The second year At the end of the first year students have chosen an individual profile. There are three profiles to choose from: ‘Technology and the Human Being,’ ‘Technology and Values,’ ‘Dynamics of Science Technology and Society.’ A profile consists of three compulsory and two elective courses. MasterLab 1 is followed parallel to the selected profile. It starts in the first quarter with a limited number of meetings. In the second quarter there are more contact hours. In the second term students choose a thesis supervisor and work on their final thesis. In MasterLab 2 they receive additional feedback and aid from coordinators and other students on their work in progress. If students wish to orient towards a professional career, they can opt for a brief Internship and may write a shorter final thesis. In this section an overview of the general structure of the second year is provided.

2.2.2.1 Profile 1: Technology and the human being Profile

Profile 1 Technology and the Human Being

Term 1 Block 1A Block 1B Philosophical Philosophy of Anthropology and Mind and Body Human-Technology and Technology Relations 5 EC 5 EC Shaping Technology and Use 5 EC Elective taken from another profile 5 EC

Elective taken from another profile 5 EC

MasterLab 1 5 EC

Term 2 Block 2A Block 2B Academic Profile Master’s Thesis 30 EC MasterLab 2 (EC’s: part of the Master’s thesis – with all students) Or Professional profile Internship 10 EC Master’s Thesis 20 EC MasterLab 2 (EC’s: part of the Master’s thesis – with all students)

What is a human being? What is (personal) identity? Which cultural and/or natural features constitute human nature? How is the human being different from (other) animals? These questions revolve around how to understand and conceptualize the human condition and have been investigated within different frameworks, such as classical ontology (Aristotle), economy (Marx), phenomenology (Scheler, Heidegger), existentialism (Kierkegaard, Sartre), and psychoanalysis (Freud). In the twentieth century authors like Plessner, Gehlen, and Foucault have, implicitly or explicitly, argued that technology plays an important role in the constitution of human nature and identity. According to them humans have always shaped and extended themselves by virtue of technical tools and artifacts. In our modern era technology (microscopes, MRI scans) has become an inherent part of scientific investigation and diagnosis, which also has bearings on our view of human nature.

This profile focuses on how technology influences and constitutes human nature and human existence. In this context we will also study how in the interaction between the human actor and technological artifacts traditional boundaries between design and use are blurred. The rapid development of mind and body enhancing technologies and their influence on human faculties such as rationality, self-consciousness, agency, and autonomy is another important

23

topic of inquiry in this cluster. In addition, we will also reflect on the moral impact of these technologies on our life.

A brief description of the different courses and other elements of this profile is provided below. More detailed course information can be found in chapter 11.1 of this programme guide and in the online teaching catalogue at: https://osiris.utwente.nl/student/OnderwijsCatalogus.do First term First term The course ‘Philosophical Anthropology and Human-Technology Relations’ acquaints students with the state of the art in philosophical-anthropological approaches in philosophy of technology. The course focuses on the relations between human beings and technologies, ranging from behavior-steering technology to human enhancement technology, and on ways to assess and improve the quality of these relations. The course develops three lines.

Students will be introduced to the basic discussions in these three lines. After that, they choose one of the three lines to get acquainted with state of the art literature and to write a paper. The lines are: (1) Material Morality. By mediating human experiences and practices, technologies have come to play an important role in our moral actions and decisions. (2) Technology and the Limits of Humanity. Technological developments have started to interfere explicitly with human nature. Biotechnologies, brain implants, and enhancement technologies make it possible to reshape humanity in various ways. (3) Art, Technology, and Culture.

Technologies help to organize the sensory repertoire of human beings: they disclose new ways of experiencing reality. The ways in which artists experiment with such mediations, therefore, form a highly interesting point of application for the philosophy of contemporary art.

Also, this line includes the cultural dimension of human-technology relations and the mediation aspects involved in technology transfer between cultures.

The course ‘Shaping Technology and Use’ investigates how human actors, through interactions with technological artifacts not only mould their daily life but also (re)shape the technology itself. Users have transcended their status of “passive consumers”. Current phenomena like Web 2.0, Open Source, and Wikipedia are all examples of active, producing users. This active agency in shaping technology in daily activities blurs traditional boundaries between design and use. In the course students will get acquainted with four interrelated scientific fields that all contribute to understanding the changing design-use relations. These are: (1) STS, with special focus on Actor Network Theory: the sociology of translation in networks is elaborated and the phenomenon of ‘attachment’ is analyzed. (2) Media Studies: the domestication theory enables a shift to the agency of users in the appropriation of technological artifacts. (3) Innovation Studies: conceptualizing the dynamics of user/user community innovation. (4) Sociology: Giddens’ structuration theory is integrated with STS insights into a conceptual framing of a ‘Duality of Technology.’

This course ‘Philosophy of Mind, Body and Technology’ acquaints students with current approaches to the relations between mind, body, and technology. (A) The theme of technology and the body will take Merleau-Ponty’s philosophy of the body as a starting point.

From there, it will move to Canguilhem’s theory of Organism versus Machine, Don Ihde’s theory of ‘Bodies in Technology’, and Vivian Sobchak’s work on techno-bodies. Central questions are: how can the relations between bodies and technology be conceptualized?

What role can the body play in future philosophy of technology? (B) Philosophy of mind studies the nature of the mind, mental events, mental functions, mental properties,

24

consciousness and their relationship to the physical body, particularly the brain. Questions that will be raised: What do we mean by mind? How do we attribute mentality? How are mental and physical properties related? What is consciousness? An overview of these themes will be offered as a general framework. To address the theme of mind and technology, the course will focus on Andy Clark’s theory of embodied embedded cognition, which links technology to the philosophy of mind. In that context also internalist and externalist approaches to mind, as well as the notion of introspection, will be discussed. (C) Finally, the course will bring these lines together by addressing issues of identity and technology, focusing on brain technologies and prosthetic technologies in relation to people’s self-understanding and sense of personal identity and freedom.

Second term In the second term students work on their Master’s thesis. They have to choose a graduation subject that falls within their selected profile but are, at the same time, invited to adopt it in their own way and, if fruitful, use insights acquired from courses that are part of other profiles.

The Master’s thesis is embedded as much as possible in the research lines of the departments of Philosophy and STePs. The profile coordinator will assist students in formulating a thesis proposal in MasterLab 1 and finding a Master’s thesis supervisor. In addition, the coordinators and other students will aid students by providing feedback on their work in progress in MasterLab 2. Students may opt for a brief internship in order to explore labour market options. It is expected that the internship is related to the envisaged final thesis that in turn may be limited to 20 EC, thus compensating the 10EC of the internship. The exam will include an oral defense of the thesis (see the Final Thesis Project Guide for detailed information about graduation).

25

2.2.2.2 Profile 2: Technology and values Profile

Profile 2 Technology and Values

Term 1 Block 1A Block 1B Technology and Assessment of the Quality of Life Emerging 5 EC Technologies 5 EC Technology, Globalization and the Environment 5 EC

Elective taken from another profile 5 EC

Elective taken from another profile 5 EC MasterLab 1 5 EC

Term 2 Block 2A Block 2B Academic Profile Master’s Thesis 30 EC MasterLab 2 (EC’s: part of the Master’s thesis – with all students) Or Professional profile Internship 10 EC Master’s Thesis 20 EC MasterLab 2 (EC’s: part of the Master’s thesis – with all students)

This profile focuses on normative, evaluative and critical issues in relation to technology and society. Its central questions are how technology can be developed and used in an ethical way, what good technology is, and how both society and engineering should be organized in order to have technology that is ethically and politically acceptable. The normative focus of the cluster is reflected in its emphasis on public and private values, in relation to individuals and society, and evaluates or prescribes directions for the development of technology according to these values. Values that are studied include freedom, justice, democracy, autonomy, privacy, human dignity, the intrinsic value of humans and nature, responsibility and well-being. Technologies that are studied include information technology and robotics, biomedical technology, nanotechnology, environmental technology, and others. Topics include ethical development of technology, ethical use of technology, the ethics and politics of regulating technology, ethics of emerging technologies, technology and the good life, technology and the quality of society, technology and the environment, technology and globalization and others. The cluster focuses on studies in ethics and social and political philosophy and combines these with studies from other disciplines, including science and technology studies (technology assessment, sociology of users, scenario studies, governance studies), social sciences, engineering and medicine.

A brief description of the different courses and other elements of this profile is provided below. More detailed course information can be found in chapter 11.2 of this programme guide and in the online teaching catalogue at: https://osiris.utwente.nl/student/OnderwijsCatalogus.do First term First term The course ‘Technology and the Quality of Life’ introduces the philosophy and ethics of technology in terms of the good life (also known as quality of life or well-being). The question of what a good life consists of has always been one of the major questions of philosophy. It is also a prominent question in the philosophy of technology, as many evaluations of technology ultimately centre around the question of whether particular technologies make our lives better.

This course examines philosophical theories of the good life and philosophical theories of technology in relation to the good life. The aims of the course are both to introduce current

26

theories of the good life and to gain some training in applying these theories in the analysis of particular technologies and technological practices.

The course ‘Technology, Globalization and the Environment’ invites students to reflect on problems regarding the relation between technologies and globalization. Particular attention will be paid to electronic information and communication technologies and to specific topics related to geography, society, politics, energy, animals, and especially environment. We will focus on questions such as: Does globalization lead to what McLuhan called a “global village”? Do new ICTs “shrink” the world, and in what sense? Do they imply the “death of geography”, or does place and space still matter? If so, how? What kind of “global society”, “global community” or “global culture” is created, if any? Is the network society a “society”?

How do the new technologies influence how we think about cultural difference? Do new media lead us to reconsider the duties we have to strangers? Should animals be part of the global moral community? Is technological and economic globalization necessarily followed by moral and social globalization? How do new technologies shape global finance? Do new electronic military technologies change international politics and warfare in the 21st century?

What is the role of technology in coping with global climate change? Are new energy technologies such as smart grids helping to build a more sustainable world? How can ICTs be developed in a way that aids sustainability? How do they shape the way we frame environmental problems? What are conceptual and empirical relations between nature, technology, and environment? The students will be encouraged to engage with these questions by using philosophical methods (conceptual analysis, argumentation) and by using and producing interdisciplinary research.

The course ‘Assessment of Emerging Technologies’ focuses on the complexities of anticipating, normatively assessing and shaping technologies in development. In ethics of technology, governance theories as well as technology assessment, it is now commonplace to state that the course of technology development should be anticipated and that its desirability should be assessed early on. If technology development progresses, it tends to become too entrenched to change its direction. This means, however, that early anticipation and assessment have to take place at a stage when uncertainties abound. Such uncertainties affect both the ‘doing’ (innovation processes) and the assessing of technologies in development. Both assessment and action build on expectations, rather than robust knowledge. Understanding patterns of expectation-building, for instance social dynamics of expectations, but also patterns of assessment, such as patterns of moral argumentation, are useful to understand de-facto assessment as well as to design appropriate methods for dedicated ethical assessment. The course invites students to critically reflect on the possibilities and difficulties of anticipating and evaluating the desirability of emerging technologies, and to study and develop methods for early anticipation and evaluation that take the surrounding uncertainties into account.

Second term In the second term students work on their Master’s thesis. They have to choose a graduation subject that falls within their selected profile but are, at the same time, invited to adopt it in their own way and, if fruitful, use insights acquired from courses that are part of other profiles.

The Master’s thesis is embedded as much as possible in the research lines of the departments of Philosophy and STePs. The profile coordinator will assist students in formulating a thesis proposal in MasterLab 1 and finding a Master’s thesis supervisor. In addition, the coordinators and other students will aid students by providing feedback on their

27

work in progress in MasterLab 2. Students may opt for a brief internship in order to explore labour market options. It is expected that the internship is related to the envisaged final thesis that in turn may be limited to 20 EC, thus compensating the 10EC of the internship. The exam will include an oral defense of the thesis (see the Final Thesis Project Guide for detailed information about graduation).

Example of Final Master’s Thesis

Computer Mediated Communication and Friendship Maurice Liebregt has conducted his final Master’s Thesis in Computer Mediated Communication and Friendship.

The past decade has seen a rapid growth in popularity of applications aimed at developing and maintaining social relationships online (for example Hyves, FaceBook, Second Life, etc).

The increasing use of computer mediation communication (CMC) for the development and maintenance of social relationships has sparked many important (and often philosophically interesting) questions among a broad audience on the possibility, nature and value of relationships online. It is however not uncommon that rather hasty conclusions are drawn in relation to such questions.

During the research for his Master’s thesis Maurice Liebregt has investigated how we can come to better informed evaluations of CMC relationships, focusing particularly on friendship relationships. This process has involved: the study of what CMC is and the different roles it typically plays in friendship relationships, an inquiry into the history of thinking about friendship and its value and the critical evaluation of current evaluations of the role of CMC in friendship and the theories these are based on.

This research has resulted in an extensive critique of current research into the role of CMC in friendship. Several key weaknesses have been identified, most notably: the lack of clear/well-developed definitions of friendship, lack of convincing ways of evaluating the value of different friendships, questionable generalizations over CMC platforms, types of relationships and user groups and one-sided and/or deterministic views of CMC. To help address these weaknesses a framework for thinking about friendship and its value have developed as well as an overview of different popular types of CMC and their affordances. In addition a structured approach to new research into the role of CMC in friendship has been developed that involves the application of insights from the above mentioned sources and provides ways to avoid the pitfalls present in current research.

By Maurice Liebregt, graduated in 2009 In our archives, we have many hardcopies of final theses of former students. For more information, you can contact the study association W.T.S. Ideefiks www.ideefiks.utwente.nl/.

28

2.2.2.3 Profile 3: Dynamics of Science, Technology and Society Profile

Profile 3 Dynamics of Science, Technology and Society

Term 1 Block 1A Block 1B Philosophy of Spatial and Science and Temporal Technology Dynamics of Relations Science, 5 EC Technology and Society 5 EC Dynamics and Governance of Socio-Technical Change 5 EC

Elective taken from another profile 5 EC

Elective taken from another profile 5 EC

Term 2 Block 2A Block 2B Academic Profile Master’s Thesis 30 EC MasterLab 2 (EC’s: part of the Master’s thesis – with all students) Or Professional profile Internship 10 EC Master’s Thesis 20 EC MasterLab 2 (EC’s: part of the Master’s thesis – with all students)

MasterLab 1 5 EC This profile explores the dynamics of science, technology and society by focusing on their practices, interactions, institutional and material arrangements, and their dynamic coevolution. Key questions which will be addressed are: How is knowledge production shaped by its concrete practices and by the material and conceptual resources (instruments, models, laboratory settings) of its time, in a particular place or discipline? How do science and society mutually shape each other? Which patterns follow socio-technical change? What are possibilities and limitations of governing socio-technical change? How can these insights be mobilized for concrete innovation processes, such as supporting a more sustainable energy system?

In the courses we move from a detailed view of processes of knowledge production on the laboratory floor, to a broader perspective, which addresses how socio-technical systems are embedded in particular ways of usage, production and regulation and how socio-technical change may come about. Finally, we expand historically and geographically, in order to better conceive of how practices, arrangements and dynamics of science, technology and society are situated in time and space. The cluster is self-consciously interdisciplinary, drawing on the perspectives and tools of philosophy, sociology, history and geography.

A brief description of the different courses and other elements of this profile is provided below. More detailed course information can be found in chapter 11.3 of this programme guide and in the online teaching catalogue at: https://osiris.utwente.nl/student/OnderwijsCatalogus.do First term First term The course ‘Philosophy of Science and Technology Relations’ aims at a better understanding of the internal dynamics of scientific research in the context of technological applications, with a focus on epistemological issues. The approach of this course is a Capita Selecta in the socalled Philosophy of Science in Practice. The philosophy of science in practice (PSP) is a

29

relatively new branch on the tree of the philosophy of science. Some salient aspects of its general approach are: 1. PSP is concerned with not only the acquisition and validation of knowledge, but also its use. Its concern is not only about how pre-existing knowledge gets applied to practical ends, but also about how knowledge itself is fundamentally shaped by its intended use. PSP aims to build meaningful bridges between the philosophy of science and the newer fields of philosophy of technology and philosophy of medicine; and provide fresh perspectives for the latter fields.

2. It emphasizes how human artifacts, such as conceptual models and laboratory instruments, mediate between theories and the world. It seeks to elucidate the role that these artifacts play in the shaping of scientific practice.

3. Its view of scientific practice must not be distorted by lopsided attention to certain areas of science. The traditional focus on fundamental physics is supplemented by attention to other fields such as economics and other social/human sciences, the engineering sciences, and the medical sciences.

4. In its methodology, it is crucial to have a productive interaction between philosophical reasoning and a study of actual scientific practices, past and present. This provides a strong rationale for history-and-philosophy of science as an integrated discipline, and also for inviting the participation of practicing scientists, engineers and policymakers.

The attractiveness of this new and prolific field is its openness to new philosophical ideas and approaches. Moreover, philosophy of science in practice aims at results that are not only relevant for the philosophical discipline itself, but also for a better understanding these practices from the perspectives of scientists, engineers, policy-makers and many others.

In the course ‘Dynamics and Governance of Socio-Technical Change’ we focus on the coevolutionary dynamics of technology and society based on an understanding of technology as embedded in specific organizational, institutional and social arrangements, such as particular ways of using, producing, innovating and regulating a technology. We will reflect on the implications of such a mutual dependence of technological and societal structures – for the regular ‘working’ of socio-technical systems, for innovation and socio-technical change and for possibilities and limitations of governing socio-technical change. ‘Governance’ implies that we are not primarily interested in government and policy action, but that heterogeneous societal actors, such as firms, public organizations, citizens and social movements have a role in modulating change as well. In this course, we will read and discuss literature on the dynamics and patterns of socio-technical change, focusing in particular on approaches drawing on insights from STS and evolutionary theories (e.g. socio-technical systems and regimes, multi-level dynamics). Furthermore, we will discuss possibilities and limitations for governing these processes and learn about concrete governance approaches and their application that have been developed on the basis of these insights, such as Transition Management, Strategic Niche Management or Constructive Technology Assessment.

In the course ‘Spatial and Temporal Dynamics of Science, Technology and Society’ the dynamics of science and technology are situated in time and space. Their movement through these dimensions informs both their practical character and development, whether at the local and short-term level of a laboratory or the extensive and long-term level of global travel and exchange. This course takes the spatio-temporal geography of science, technology and society seriously: not just as providing a context in which science and technology take place, but as both a constituting element of their dynamics and an evolving consequence thereof.

Topics covered will include:

30

•

• • •

the ways in which geography and development over time are generally treated in philosophical, sociological and historical studies of science and technology - and the analytical consequences thereof; the role of a laboratory's internal geography (its architecture and furnishings) and 'external' setting in the production of knowledge; the long-term development of science as a mutually constitutive element of global history, with a special focus on imperialism and globalization; the history and future of innovation in global context, with a critical examination of '(post-) industrial revolutions.'

Second term In the second term students work on their Master’s thesis. They have to choose a graduation subject that falls within their selected profile but are, at the same time, invited to adopt it in their own way and, if fruitful, use insights acquired from courses that are part of other profiles.

The Master’s thesis is embedded as much as possible in the research lines of the departments of Philosophy and STePs. The profile coordinator will assist students in formulating a thesis proposal in MasterLab 1 and finding a Master’s thesis supervisor. In addition, the coordinators and other students will aid students by providing feedback on their work in progress in MasterLab 2. Students may opt for a brief internship in order to explore labour market options. It is expected that the internship is related to the envisaged final thesis that in turn may be limited to 20 EC, thus compensating the 10EC of the internship. The exam will include an oral defense of the thesis (see the Final Thesis Project Guide for detailed information about graduation).

31

Example of Final Master’s Thesis

Policy in sociotechnical innovation

Victor Wanningen has conducted his final Master’s Thesis in policy in sociotechnical innovation. Victor specialized in science and technology innovation policy by taking the PRIME pathway within STS, working with dr. ir. Ellen van Oost and Prof. dr. Stefan Kuhlmann.

In my research, I focused on understanding the innovation policy dynamics concerning an emerging technology. Specifically, I performed a case study concerning the emerging application of the Radio Frequency Identification (RFID) technology on consumer products in the European retail sector. In essence, RFID is an emerging Information and Communication Technology (ICT) that enables the wireless identification, tracking, and tracing of entities, such as objects, animals, and even humans. As RFID is applied on consumer products, it could facilitate ubiquitous consumer surveillance. RFID carries the potential for covertly tracking consumers by means of tracking their purchases outside and inside the retail store. The key issue associated with RFID therefore is the unprecedented risk to violating consumers’ privacy. In order to get the empirical data to inform his research Victor visited the RFID pilot projects that are undertaken by the METRO Group, the biggest retailer in Germany.

Since 2003, the METRO Group has been pioneering the application of RFID in real life conditions on individual groceries in a supermarket and on garments in a department store.

In addition, I interviewed actors from organizations that have influence on the policy processes and policy outcomes in the so-called policy making arenas for consumer privacy regulations of RFID. Finally, I attended a public policy conference and a business conference on RFID to get in depth insights into the latest policy developments and latest state of the technology. In my thesis, I was able to conceptualize the emerging regulations for warranting consumer privacy for the emerging application of RFID in the European retail sector. I conceptualized them in terms of an emerging governance regime that consists of connected multilevel and multistakeholder connected policy making arenas in which there are different policy processes yielding policy outcomes for collective action. I introduced the concept of a policy niche to conceptualize this emerging regulatory capability for warranting consumer privacy for the emerging application of RFID in the European retail sector.

Overall, the endeavor of conducting multidisciplinary research in an international context prompted me to pursue a career in this research area. Currently I’m a PhD student at the School of Public Policy in Atlanta (USA), specializing in the area of ICT policy. For a copy of my thesis and more information about my work visit www.victorwanningen.com’.

By Victor Wanningen, graduated in 2009 In our archives, we have many hardcopies of final theses of former students. For more information, you can contact the study association W.T.S. Ideefiks www.ideefiks.utwente.nl/.

32

2.3 3TU Ethics and Technology track and PhD Programme The 3TU.Centre for Ethics and Technology (3TU.Ethics) offers a specialization track Ethics and Technology within the PSTS master programme, and a PhD programme in Ethics and Technology. The aim of both the master track and the PhD programme are to study ethical issues in the development, use and regulation of technology, in close collaboration with the engineering sciences, as well as the social sciences. The master track and PhD programme are predicated on an increasing need for responsible innovation in society, and a growing demand for graduates in ethics of technology.

Some of the central research questions in both the Master track and the PhD programme are: How can we see to it that newly emerging and converging technologies and infrastructures express our considered moral judgments and widely endorsed public values? How can we assess our technology in the light of public moral values like sustainability, user autonomy, safety, privacy, accountability, democracy and quality of life? What role should public actors play in decision making about technological risks in design? And how are our norms and values affected by technological developments? Research themes include the requirements for responsible innovation, the possibility of value-sensitive design, ethical parallel research (ethical investigations in close collaboration with programmes of technological development), ethical technology assessment, the ethics of technological risks, the anthropology and ethics of human-technology relations, and many others. Technologies covered include information and communication technology, biomedical technology, nanotechnology, industrial design, environmental technology, architecture and urban planning, neuro- and cognitive technology, military technology, and others.

3TU.Ethics was founded in 2007 by the board of the federation of the three technical universities in the Netherlands (Delft, Eindhoven, and Twente) to study ethical issues in the development, use and regulation of technology. The Centre currently has fifty senior and junior researchers as members, which makes 3TU.Ethics worldwide the major research centre addressing societally relevant and philosophically challenging issues at the interface between ethics and technology. Most of the members of 3TU.Ethics are members of the three philosophy departments at TU Delft, TU Eindhoven and University of Twente. For more information on the Centre, see http://www.ethicsandtechnology.eu.

2.3.1 3TU Ethics and Technology track At the end of their first year, students in the PSTS programme can opt for a special Ethics and Technology track offered by 3TU.Ethics. This is a one-year track consisting of 30 EC in advanced courses in ethics and technology and a 30 EC master thesis in ethics of technology. Students taking the Ethics and Technology track graduate as regular PSTS students, but with the distinction of having taken the 3TU.Ethics-approved Ethics and Technology track. The track is also preparatory for a PhD programme in Ethics and Technology, and PSTS students who have completed the track have an increased chance of being accepted into the PhD programme. Many of the courses in the track will be taken together with PhD students in the 3TU.Ethics programme.

Curriculum The course curriculum in the first semester of the track consists of graduate courses offered

by University of Twente, TU Eindhoven and TU Delft. The courses at TU Delft and TU Eindhoven are usually compressed into one week, after which an individual assignment is

33

made. Students are responsible for arranging their own transportation to TU Delft and TU Eindhoven. The courses at the University of Twente usually consist of four weekly blocks of four hours, followed by an assignment. Preferably, at least one course is taken from each university.

The second semester is devoted to writing a master’s thesis, which will be supervised by ethicists from the Centre (University of Twente, TU Delft and/or TU Eindhoven). st

Block 1A Technology and the Quality of Life (UT) 5 EC

1 term

Technology, Globalization and the Environment (UT) 5 EC

3TU Ethics and Technology Track Block 1B

Block 2A

Assessment of Emerging Technologies (UT) 5 EC

Three Elective Courses 3 x 5 EC Choose from: Philosophical Anthropology and Human-Technology Relations (UT)

Philosophy of Risk (TU Eindhoven)

Design for Values (TU Delft)

Law and Morality (TU Delft)

2

nd

term

Block 2B

Master’s Thesis in Ethics of Technology 30 EC Supervisors are members of 3TU.Ethics from UT, TU Delft or TU Eindhoven If you have been accepted into the 2+3 PhD programme in Ethics of Technology, you write a combined Master’s thesis and PhD thesis proposal of 30 EC. The master’s thesis is either a stand-alone study on which the PhD thesis builds or a chapter of the future dissertation.

You are also allowed to substitute the course Environmental Ethics (TU Eindhoven) for the course Technology, Globalization and the Environment (UT) Admission Students can choose for the Ethics and Technology track at the end of the first year of PSTS, when a choice is made for a profile in the second year. The Ethics and Technology track has the following admission requirements: • At the start of the track, students have completed at least 55 EC from the first year of PSTS, including the courses Ethics and Technology I and II and Society, Politics and Technology.

• Students have an average grade of at least 7.8 for their first-year PSTS courses.

• Students have an average grade of at least 7.8 for the courses Ethics and Technology I and II and Society, Politics and Technology.

Students can apply for admission by sending an email to the track coordinator, Prof. dr. Philip Brey (with CC to the study coordinator, Jan Nelissen), by which they express their desire to be admitted to the track. This email should include an official Study Progress Review from PSTS that contains a listing of completed courses and grades received.

34

2.3.2 3TU Ethics and Technology PhD Programme

The PhD Programme in Ethics and Technology offers specialized training in the area of ethics and technology, leading to a PhD degree. The programme is offered by 3TU.Ethics, in collaboration with the Uehiro Centre for Practical Ethics of Oxford University, the Centre for Applied Philosophy and Practical Ethics in Australia, and the Philosophy Unit at the Royal Institute of Technology, Stockholm, Sweden. PhD students in the programme have the opportunity to spend part of their PhD studies at one of these three institutions.

Curriculum Most students will enter a four-year version of the PhD programme (four-year PhD students).

Those who have completed the ethics track in the PSTS master programme can sometimes opt for a three-year programme (“2+3 PhD students”, as they take 2 years of PSTS and 3 years of PhD studies).

Three-year programme (2+3 PhD students). This programme consists of two years of Master’s studies in PSTS, including the Ethics and Technology track, and three years of PhD studies. Preparation for the PhD phase takes place in the Ethics and Technology track, in which students do all preparatory course work and write a combined Master’s thesis and PhD thesis proposal. The subsequent PhD phase of three years contains no further course requirements from the Ethics and Technology programme, unless there are additional requirements imposed by any local graduate school in which the programme is embedded, and is spent writing a dissertation in ethics of technology.

Four-year programme (four-year PhD students). The first year of the four-year programme is somewhat similar to the year in which 2+3 students take the Ethics and Technology track.

Students take 25 EC of courses in the first year and work on a thesis proposal that should be completed by the end of the first year. In many cases, they will also be expected to have completed a chapter or partial chapter of the PhD thesis. The courses they can choose from are roughly the same as those in the Ethics and Technology track. However, they are free to choose any combination of courses. In addition, one of the courses can be swapped, upon approval, with a course from the curriculum of the Dutch Research School in Philosophy. The three remaining years of the PhD contain no further course requirements, and are spent working on the dissertation in ethics of technology. Students who have completed the Ethics and Technology track or who have completed other courses in ethics and technology at the graduate level can ask for an exemption by which some or all course requirements in the four-year programme are waived.

Options for PhD positions Prospective PhD students, both for the three-year and the four-year programme, can apply for two kinds of PhD positions: unbound positions and project-funded positions.

Unbound PhD positions are PhD positions in which students have freedom in their choice of thesis topic, promotor (degree-granting full professor) and supervisor. They can either be funded or unfunded. PhD students receive their funding through grants (acquired by themselves or awarded by the programme), employment (either within our outside the programme), loans, and/or own financial means. Candidates are selected on their general promise for the PhD programme.

35

Project-funded PhD positions are PhD positions that are part of a specific funded research project with a predefined topic, and sometimes also with pre-defined research questions, methods and approaches. PhD students on such positions receive a salary for their work on the project and are awarded a PhD upon successful completion of their thesis. They are selected on the basis of their specialized knowledge and skill in relation to the project. They do not have the freedom to choose their own thesis topic, promotor or supervisor.

‘Unbound PhD students’ enroll in the programme in either September (preferred) or February (fall and spring admission). ‘Project–funded PhD students’ start in September or February if possible, but sometimes the funding agency will not permit these starting dates and an earlier or later date will have to be chosen.

Application for PhD positions For funded positions, job advertisement will be distributed. This can happen at any point during the year. Advertisements can be found, amongst others, on the vacancy page of the University of Twente (http://www.utwente.nl/vacatures/en/) and the vacancy page of 3TU.Ethics at http://ethicsandtechnology.eu/category/vacancies/. We will also try to attend PSTS students to vacancies through regular email.

For self-funded positions (i.e., students bring their own funds, from a grant or personal funding), students can apply year-round. They can apply by downloading the application form for self-funded students that can be found at http://ethicsandtechnology.eu/education/applying_for_a_phd_position/ and email this form, along with (i) a covering letter, (ii) academic CV, including grades you have received for courses taken as part of your BA/MA, (iii) a short research proposal of about 500 words (which does not commit you to actually pursuing this proposal in your PhD), and (iv) a writing sample to the coordinator of the 3TU.Centre for Ethics and Technology (coordinator.3tu.ethics@gmail.com). The coordinator is also available if you have any questions about (applying to) the PhD programme. The management team of 3TU.Ethics will decide on admission based on the qualifications of the candidate as suggested by the application.

Please be advised that funded PhD positions in the Ethics and Technology programme are very competitive. In any given year, 3TU.Ethics has an average of only three to four funded positions available. Most of these will be advertised world-wide, and sometimes attract more than one hundred applicants. Out of the funded PhD positions, most are project-funded; unbound funded PhD positions are quite rare. Most unbound PhD positions are self-funded, either through an individual grant that the PhD students brings along or through personal funds. Information on how to obtain funding to do a PhD can also be found on www.nuffic.nl.

PSTS students can increase their chances of securing a funded PhD position in Ethics and Technology in the following ways: (1) by enrolling in the Ethics and Technology track; (2) by having outstanding grades, especially for the master’s thesis; (3) by inquiring regularly with faculty in the track about funded PhD positions that may become available in the near future (and, if so encouraged by a faculty member, by writing a master’s thesis that would serve as a good preparation for an upcoming PhD position); (4) by pursuing the possibility of collaborating on a grant proposal with one of the professors of the Ethics and Technology track, which if funded would include PhD funding for the student. Students can also choose to

36

apply for any individual grants that they may qualify for (e.g. grants from their country of origin). Needless to say, none of these actions can guarantee a funded position.

2.3.3 Course Descriptions 3TU Ethics and Technology track / PhD Programme Philosophy of Risk Course leader: Prof. dr. Martin Peterson, TU Eindhoven Technological progress offers many opportunities, many of which have dramatically improved the conditions of living for billions of people on Earth. However, sometimes technological progress also comes with unwanted risks and negative side-effects. The international debate of nuclear power and storage of nuclear waste is a paradigmatic illustration. In this course we will consider the concept of risk from a philosophical perspective: What is a risk? Are risks objective or subjective? To what extent, if any, are risks socially constructed? Can all risks be meaningfully represented in a risk-benefit analysis? What ethical theories can and cannot give a plausible account of the moral importance of risky events? How should we interpret the precautionary principle, and should we accept any version of this principle?

Environmental Ethics Course leader: Dr. Andreas Spahn, TU Eindhoven It is generally taken for granted that sustainable development is a good thing, i.e. that technological systems and products should as far as possible not infringe on the capabilities and actual resources available to future generations. In this course we try to analyse this and related issues in environmental ethics. For example, what kind of moral value is sustainability? Is it a final (intrinsic) value or is merely an instrumental value? Can environmental values be measured in a cost-benefit analysis? Can non-sentient organisms have moral rights?

Design for Values Course leader: Prof. dr. Ibo van der Poel, Delft University of Technology This course discusses the main philosophical issues in relation to design for values. Topics that will be covered include the value-ladenness of technology, the approach of value sensitive design (VSD), the conceptualization and operationalization of values in design and value conflict in design. Students get to know some of the main positions in relation to philosophical issues in design for values, and the main arguments in the relevant debates.

Although the focus is on the philosophical and ethical issues raised by engineering design, we will also touch upon some more fundamental philosophical issues and some methodological issues raised by design for values.

Law and Morality Course leader: Dr. David Koepsell, Delft University of Technology We will work through issues pertaining to the intersection of law and ethics or morality, specifically centering our research on the Twentieth Century’s leading legal philosopher, John Rawls. His ‘A Theory of Justice’ provides the framework for our investigation of the relations of legal norms with morality, and delves into the broad history of the field from Aquinas through Austin, Hart, Rawls himself, and Dworkin. Primary text will include’ A Theory of Justice’ and selections from Dworkin, Hart, and Austin.

37

nd

See section 2.2.2 (the regular 2 year PSTS programme) for descriptions of these courses: • Technology and the Quality of Life • Technology, Globalization and the Environment • Assessment of Emerging Technologies • Philosophical Anthropology and Human-Technology Relations

38

2.4 Coherence of the programme The PSTS programme has a well-elaborated four-term structure, in which each term builds upon the knowledge and skills obtained in the previous one.

Term 1: Introduction to the relevant sub-disciplines In the first term students’ philosophical skills and knowledge are developed to an advanced bachelor level. In all courses, basic skills such as reading, writing, presenting and discussing are intensively trained. Courses include written examinations and small papers in which students have to reproduce some basic knowledge. TechnoLab links the first term to the second term and invites students to actively develop certain theoretical and practical skills.

These skills are essential for effectively working on a project and understanding how (social) scientists and engineers approach questions and problems related to technology.

Term 2: Reflection on technology The main objective of the second term is to deepen students’ skills and knowledge acquired in the first term. A shift is made towards the philosophical analysis of technology in society.

Students will therefore write more substantial papers in which the literature is critically examined in a comparative way and in which they formulate their own argumentations.

Students will give regular presentations and practice their oral discussion skills in the weekly seminars. The PhiloLab Workshop will prepare students in their choice for an individual profile.

Term 3: Specialization The third term initiates students into the departmental research expertise and interests.

Students acquire knowledge of the latest developments in themes related to the chosen profile. The courses take the form of small seminars in which students work closely together with senior research staff. The courses aim to develop research skills at a level that enables students to ultimately conduct their own independent research for their final thesis. They also cover the phrasing of research questions, exploration and selection of literature, and assembling data. Students in all profiles come together in a MasterLab 1 where they acquire insights in the relations between the different themes within a profile and learn to combine and employ various perspectives on technology. In addition, students develop additional research skills and write a research proposal for their thesis. The research proposal is written under supervision of the profile coordinators and is discussed with other MasterLab students.

Term 4: Final thesis In the final thesis students produce a proof of competence to plan and carry out a research project in the field of PSTS. Experiencing the practice of philosophical research, students develop research competences at a junior academic level. They are individually supervised by a teacher that is part of the profile that they have chosen. The second examiner can be part of their own profile or another profile. During the meetings in MasterLab 2 students discuss, under supervision of the profile coordinators, their progress with other students working on their final theses and review each other’s results.

39

2.5 Development of academic skills and knowledge One of the objectives of the PSTS programme is to enable students to independently conduct academic research. The programme for academic skills distinguishes four important academic skills: reading skills, writing skills, presentation and debating skills, and research skills.

Reading skills (interpretation, textual analysis): • Reading/analyzing philosophy texts: Philosophy of Technology, Philosophy and History of Science and Technology, Ethics and Technology 1 and 2 (and other courses) • Reading/analyzing history texts: Philosophy and History of Science, Technology and Society • Reading/analyzing social science texts: STS, TechnoLab • Reading/analyzing basic natural science and engineering texts: TechnoLab • Recognizing arguments in texts: Philosophical Theories and Methods Writing skills (composition): • Writing paragraphs: Philosophy of Technology, Philosophical Theories and Methods • Constructing arguments: Philosophical Theories and Methods • Writing summaries: Philosophy and History of Science and Technology, Philosophy of Technology, Ethics and Technology 1 • Overall composition skills (form of an academic paper): Philosophy of Technology, Ethics and Technology 1, Philosophy and History of Science and Technology • Writing interpretations and short “compare and contrast” pieces: TechnoLab, Philosophy of Technology, Ethics and Technology 1, Philosophy and History of Science and Technology • Writing short critiques: TechnoLab, Philosophy of Technology, Philosophy and History of Science and Technology • Writing simple academic papers (interpret, analyze, compare, contrast, critique, propose, argue): TechnoLab (in journalistic style), Philosophical Anthropology and Technology, Society, Politics and Technology, Ethics and Technology 2 nd • Writing survey papers: 2 year courses • Writing research papers (deeper interpretations, deeper critiques, original positions): nd PhiloLab (to a certain extent), 2 year courses • Writing different types of texts for different types of audiences (academic, professional, popular): TechnoLab, Society, Politics and Technology, Ethics and Technology 2 Presentation and debate skills: • Presenting an analysis or position: TechnoLab (in journalistic style), Philosophy of Technology, Philosophy and History of Science and Technology, STS, Ethics and Technology 1. Philosophical Anthropology and Technology • Presenting and rebutting arguments in philosophical debate: Philosophical Theories and Methods, PhiloLab, Philosophical Anthropology and Technology, Ethics and nd Technology 2, 2 year courses nd • Critiquing an academic paper: PhiloLab (to a certain extent), 2 year courses nd • Presenting a research paper: 2 year courses and thesis defense (recommended: trial defense)

40

•

Doing presentations for different audiences (academic, professional, popular): TechnoLab, Ethics and Technology 2, graduation thesis

Research skills: • Library skills (finding primary and secondary sources): TechnoLab, Philosophy of nd Technology, Philosophy and History of Science and Technology, PhiloLab, 2 year courses • Empirical research skills (collecting and analyzing empirical data): in general: nd TechnoLab, 2 year courses; in history research: Philosophy and History of Science and Technology; in social science research: STS; in philosophy: Philosophical Theories and Methods, Ethics and Technology 2, PhiloLab • Philosophical research skills (analytical methods, phenomenological methods, hermeneutical methods, discourse-analytical methods): Philosophical Theories and nd Methods, STS, PhiloLab, Ethics and Technology 2, 2 year courses Apart from the training of academic skills, the programme extensively supports students in developing the ability to conduct independent academic research. The structure of the second year is entirely directed at this goal. Instead of classical lecturing, students and teachers work together in research seminars and develop a Master-pupil relationship when writing a Master’s thesis.

Academic development of students is also fostered by the active academic climate at both departments and the many activities students organize. The international conferences organized in Twente by the Philosophy Department are a good example. Here is a list of previous conferences: • CEPE2005 (Computer Ethics and Philosophical Enquiry) • ECAP 2007 (European Conference on Computing and Philosophy) • SPSP2007 (Society for the Philosophy of Science in Practice) • SPT2009 (Society for Philosophy and Technology) (for more information see www.utwente.nl/ceptes); • The Philosopher’s Rally 2009 (organized by Ideefiks, the student body of PSTS, with ample support of the department and programme management), • Colloquia organized by CEPTES and STePS, which often have international guests.

41

2.6 Connection of the programme to the professional field The final qualifications of the programme meet the requirements and conditions of the professional field.

• Several members of the teaching staff have connections to professional bodies in their research fields, for instance in the fields of information technology, biomedical technology, and design. They also participate in contract research for organizations such as the Rathenau Institute, the Stichting Toekomstbeeld der Techniek, and the Ministry of the Environment.

• In order to ensure fruitful connections to the professional field, the programme has a Working Field Committee, which advices on the programme and its curriculum from the perspective of its connections to the professional field.

• Guest lectures from the professional field give an orientation in the professional field.

• If students pursue a career in the professional field or wish to orient themselves in that direction, they can in their second year apply for an internship. It is also possible to do an external federation assignment.

2.7 Career perspectives Graduates from the PSTS programme are professionals with a broad perspective on science and technology. Outside the academic field there is demand for people with this type of profile from both the corporate field and government. Our graduates usually have no trouble finding a job and even earn somewhat more than the average scientist or engineer. Students can be employed in a broad variety of professions: as academic researcher, R&D-researcher, consultant, policy maker or designer. Of course, the study advisor will be available to assist students in planning their career after PSTS. The programme has appointed a ‘working field committee’, with representatives from possible employers, and including some alumni, for our students. This committee will regularly give feedback on the curriculum to ensure adequate connections to the working field.

Examples of PSTS graduates’ jobs

Ruth Mampuys, researcher at COGEM Having completed her Bachelor’s course in Medical Biochemistry, Ruth Mampuys enthusiastically embarked on the PSTS Master’s. ‘Although working in the lab is really interesting, I didn’t want to specialize at a technical micro level. On the contrary, I wanted to broaden my scope and work on the interface between man and technology.’ PSTS was ‘a bullseye’. Ruth now has a varied job at the Netherlands Commission on Genetic Modification (COGEM).

What does COGEM do?

‘If you want to work in the Netherlands with genetically modified organisms (GMOs), it’s compulsory that you apply for a licence from the Ministry of Housing, Spatial Planning and the Environment (VROM). As gene technology is a socially controversial technique, complex regulations are in place to safeguard both man and the environment. The COGEM, an independent expert commission, advises the Ministry of VROM on possible risks of

42

production and operations with GMOs for man and the environment. We examine the possibly detrimental or uncontrollable consequences and how these can be curtailed. Our sphere of activity basically embraces all areas of biotechnology. From agriculture such as GM plants, medicinal applications such as vaccines and gene therapy to laboratories in which research is carried out and commercial introduction. Furthermore, COGEM informs the ministers concerned of the ethical and societal implications of genetic modification.’

What are the possible risks if GMOs get into the environment?

‘Imagine that tests are being done with a genetically modified virus in a laboratory, then spreading to the environment is out of the question. This is called restricted use. We consider which measures the applicant is taking or should take in order to prevent the GMO from escaping the lab and ending up in the environment. There are also GMOs that are introduced directly into the environment, such as with field trials with GM crops such as maize or rape. A crop might for example have weed characteristics which means it is not only able to grow extremely quickly but that it can also cause irreparable damage to the ecosystem. In order to prevent such things happening, we also study the characteristics of modified genes.’

What is your role within the COGEM? ‘The licence application finds its way to COGEM via the GMO Bureau, the executive body of the Ministry of VROM. Then I examine the often bulky file: what does the applicant have in mind? How is he going to go about it and what details have been included to substantiate the safety of this procedure? On the basis of this information and discussions with our experts, we advise the Ministry of VROM that takes this into consideration when assessing whether a licence will be issued or not. In practice our advice is nearly always followed.’

Do you like your job?

‘Yes, it’s really nice and varied. Besides requests for technical advice and writing advisory reports, I am also involved in the sub-committee for ethical and societal aspects. This subcommittee informs government on new developments in the field of gen technology and the societal aspects thereof. At the minister’s request we are currently engaged, for example, in an observation of sustainable aspects of GM crops. Such topics are fascinating, because they involve technology and its consequences for society. I am right at the heart of this scientific field but can look at it from here with a broader perspective.’

How did the programme prepare you for your job?

‘Particularly with reading and writing critically and with questions like ‘So what is science?’ and ‘What is truth?’. I have learned not to accept something just like that, even if it has been investigated. When you offer technical advice, that’s important. At my interview for this job it was certainly in my favour that, besides technical know-how, I was also able to look at issues from an ethical and societal perspective.’

What are you the most proud of?

‘I sometimes attend a parliamentary debate or a general meeting on biotechnology. It’s nice when you hear one of COGEM’s reports being quoted.’

Do you have any tips for prospective students of PSTS? ‘It is important that you find out for yourself what it is you want to use the course for. You learn to have a broader outlook on your own technical field. Think about what you want to do with this and exploit it: do an internship, find out how you can combine them, use the existing networks. In a nutshell: explore and find out where your possibilities lie.’

Ruth Mampuys is graduated in 2006.

43

Steven Dorrestijn, PhD During his study in Mechanical Engineering, Steven Dorrestijn decided to switch to WWTS (the Dutch predecessor of PSTS). ‘Technology is intertwined with human behaviour and that’s an area that really fascinates me!’ After graduating, he studied philosophy in Paris for one year with the support of a grant by the French Government. Steven has carried out a PhD research at the Philosophy department of the University of Twente.

How did you end up in France?

‘In the months following graduation, I decided I wanted to spend a period studying or working abroad. France really appealed to me. I developed a strong interest in French philosophers during my degree programme and was keen to learn the language. Through contacts provided by the University of Twente, I applied for a grant partly sponsored by the business community. I then had to present my project to a panel of six – in French! They didn’t really know what to make of my particular choice of study but I got the grant anyway, much to my surprise. In less than a month, I left everything behind in the Netherlands and moved to France.’

What was the subject of your thesis?

‘My research was about the ethics of technology, and especially the case of RFID technology (contactless chips as used for example in the Dutch OV-chipkaart e-paying system). For this I studied and extended the theories of the French philosopher Michel Foucault and applied them to the RFID case. I described how RFID developed over the years, mapped the relevant ethical and social problems and tried to contribute with some original insights using my framework based on Michel Foucault's philosophy’ And once back in the Netherlands?

‘Again, I had to figure out what I wanted to do. Then an assignment came up at the University of Twente about ‘product impact on user behaviour’. The subject really appealed to me, as did the applied component of the project – working together with industry.’

What is the subject of your PhD research?

‘I’m collaborating with industrial designers on the research project Design for Usability, aiming to improve the integration of ease-of-use into design methods. It is my job to examine how products steer the user’s behaviour and can change users’ needs. This involves gathering theories on the effect of technology on behaviour, translating these theories into practical applications to be used in the design process, and studying the ethical consequences of the targeted application of behaviour-influencing technology. The Dutch Ministry of Economic Affairs Innovation-Oriented Research Programme is funding my research, which is quite extraordinary given that it’s in the field of philosophy.'

What do you find most interesting about your research?

My research is not only theoretical but also practical. My goal is to translate my philosophy theory into a practical tool that will enable designers to assess product impact during a design session. The tool should help designers trace the effect of the product on the behaviour of its users and enable them to modify the product design accordingly. I'm also busy with other projects at the moment. Rather accidentally, I’ve become an expert on the work of Michel Foucault. This led to a job as guest editor of a special edition of the Wijsgerig Perspectief magazine on Foucault, something I really enjoyed doing!

Steven Dorrestijn is graduated in 2004 and finished his PhD in 2012

44

Hanneke Bodewes,

Innovation and scientific policy consultant Hanneke Bodewes studied Industrial Engineering and Management with the idea of combining it with WWTS (the Dutch predecessor of PSTS). ‘Basically it all revolves around technology and organizations where technological innovation occurs. The programme offered me a sound basis for understanding the role technology plays in society and that there are always more sides to a story.’

What did you think about the PSTS programme?

‘I thought it was really good and broadly set up, which meant I could develop a sound basis.

It was also quite a tough and demanding course. Studying philosophy demands you think just that bit more seriously and systematically, so it really appealed to my analytical faculties.

What I also enjoyed about the programme was the fact that it was small-scale. Philosophy does not draw masses of students, which means that teaching is in small groups. That was really motivating, because it meant the classes were full of dynamics, interaction and discussion. It also meant having to prepare well for class, because if you didn’t, it would be noticed.’

What internship did you do?

‘I did my work experience at InnovationNetwork, which is allied to the Ministry of Agriculture, Nature and Food Quality. They examine how innovations can be materialized in the Agricultural sector and rural areas. I designed a system that tracks large-scale innovation to see if it is actually adopted. This was quite complicated owing to the involvement of various organizations, each with their own role: companies, researchers, governments, etc.. Not only that but change in the agrarian sector can take from 15 to 20 years.’

Did you start working straight after graduation?

‘After graduating I worked for nearly a year on two projects at the University of Twente. I worked on a research project for the ‘Asthma Fonds ‘whereby I assessed the research policy. How does the ‘Asthma Fonds’ spend its research budget? Does it allocate it to new or existing research? And I also organized a workshop Technology and Management for international and PhD students in collaboration with a company that develops artificial turf mats. That double job was really great!’

And after that?

‘I could have gone on to do a PhD, but that was not where my ambition lay. I also wanted to look beyond Twente. So I went to the States for a few months and when I returned to the Netherlands, I soon found a job as adviser at Technopolis, a small consultancy firm for innovation and science policy. It is an international company with branches in eight countries. In other words we work not only on a national but also on a European level. This means I also have the opportunity to travel and see a lot.’

Name an example of a project you have worked on?

‘For the European Commission we monitored European developments in the area of innovation policy. So what are the initiatives, what subsidies are granted and what are new themes in innovation policy? For two years we organized workshops every three months all over Europe on a variety of subjects.’

What do you like most about this job?

‘It is a varied job in a dynamic work environment with new challenges all the time. Besides this I have really nice colleagues, which is also very important! When you’ve been working for a few years, you develop a certain speciality. I, for example, have done many assessments of organizations and subsidy programmes and I have become quite an expert on the subject of innovation promotion contracts. You learn a lot of new things in a short space of time because you are constantly working on new projects. I am involved in projects from the beginning to the end, from writing the tender, to the execution, to the presentation

45

of the final report to the client.’

How do you exploit, or make the most of the programme in your work?

‘I always look for the question behind the question. For example, if the client wants to evaluate something now, I think why now? I don’t just settle for what I am told. Of course I also use my know-how on how to successfully set up a research, study or project. You have to have a clear idea beforehand and spend your time efficiently. That I feel is an important added value. The programme has offered a sound basis of understanding which role technology and innovation play in society and that there are always more sides to the story.’

What do you want to do in the future?

‘One drawback of consultancy is that you’re often only working on projects for a short time which means you can’t always go as deeply into a subject as you would like. That is one reason why after four years I started looking for a new job. I will soon be starting at SenterNovem, in a department that is responsible for the execution of a number of largescale innovation programmes. I will be investigating the degree to which these programmes are attentive toward sustainability. I learnt a lot about that at Technopolis of course. So instead of advising policy makers, I will now be engaged in innovation policy myself.’

Hanneke Bodewes is graduated in 2004.

Sertagew Kenaw Fantaw

Teacher and researcher ‘PSTS has been, in some fundamental ways, a turning point in my academic career. The two year programme was extremely rich not only in course offerings, but also in the vibrant intellectual atmosphere in which students are encouraged to partake and so start to feel in charge of what they do as emerging scholars. It is, in reality, a rite of passage to the world of cutting edge scholarship.’

Let me cite one example. Term papers are no ordinary papers”. Students would be expected to produce something original. I always remember one Master’s student from another programme being genuinely concerned when they sat with a few PSTS students in the café of the Cubicus building, and asking: “What happened? You all look dead tired”. We replied that was because we were dead tired!

After graduating in 2006, I resumed teaching at Addis Ababa University, Ethiopia, for about two and a half years. Added to my previous teaching and research career at Addis Ababa University, my training in PSTS has certainly enabled me to teach two core courses at the Department of Philosophy, Addis Ababa University – both at the undergraduate and graduate levels. I taught Philosophy of Science for senior students of the undergraduate programme and Philosophy of Science and Technology for graduate students. Moreover, I have been actively participating in publishing articles dealing with issues of philosophy of technology in peer reviewed scientific journals, including Springer’s Minds and Machines. I am actively engaged in writing papers for journals and have a plan to publish a monograph in the near future, either as an independent work or as a PhD dissertation.

Since November 2009, I have lived in Kyoto, Japan, facilitated by a prestigious research fellowship I got from the Japan Society for the Promotion of Science. The project I am undertaking now “The Cultural Translation of Mobile Phones in Ethiopia” was initially developed when I was in Twente, with the support of my teachers Prof. Dr. Philip Brey and Prof. Dr. ir. Peter-Paul Verbeek.’

By Sertagew Kenaw Fantaw, graduated in 2006.

46

Interested in the professional world of our alumni?

Read the Carrièreboek!

A distinguishing feature of the courses at the University of Twente, and particularly those of the Faculty of Behavioural Sciences, is the applied character of these courses. Research is important but so, too, is the way it is translated into practice. To inspire both future and present students we have compiled a new Carrièreboek with stories of former students. This book comprises 29 interviews with UT alumni from the fields of communications, educational science, social scientific research, philosophy and university preparatory education. If you wish to receive a copy of this book, please fill in the form on the website www.gw.utwente.nl/carriere. N.B. The Carrièreboek is only available in Dutch!

2.8 Correspondence of the final PSTS-qualifications to international qualifications The Dublin Descriptors (see appendix 1 in part F of this brochure) are internationally accepted final attainment levels that university Master’s students must meet when they complete their programme. The final qualifications of the PSTS programme correspond to the Dublin descriptors for a Master’s degree programme. In appendix 3 the relationship between the final qualifications and the specific Dublin descriptors is shown.

2.9 Coverage of the final qualifications All attainment targets are addressed and covered by the courses in the programme curriculum (see Part F, chapter 3). The tables show how the objectives of the courses shift from the development of basic to more advanced knowledge and skills when you proceed from one semester to the other.

47

3. Part-time programme of the Master’s PSTS The PSTS programme is available in both full-time and part-time variants. The part-time variant usually covers 4 years. In the part-time structure the first year of the regular full-time programme is divided into part A and part B each being equivalent to 30 EC (European Credits, 1 EC corresponds with 28 hours of study).

Part time students take the same courses and participate in the same classes as the full time students. They are allowed to complete courses that have been taken within the next quarter.

Part time students make arrangements with the lecturer regarding feedback sessions in the second quarter. In general the second submission date for final papers will be used to complete a course.

Part-time, year A

Term 1 Term 2 Block 1 Block 2 Block 3 Block 4 Philosophy of TechnoLab Social Order Technology 10 EC and Technology 5 EC 5 EC Science and Completing Philosophical Completing Technology Philosophy of Anthropology & Philosophical Studies Technology Technology Anthropology & 5EC 5 EC Technology

Part-time, year B

Structure of the part time programme

Term 1 Block 1 Block 2 Philosophical Phil. And Theories and History of Methods Science and 5 EC Technology 5 EC Ethics and Technology I 5EC

Term 2 Block 3 Block 4 Society, Politics PhiloLab and Technology 5 EC 5 EC Completing Ethics and Technology I

Total EC 30 EC

Total EC 30 EC

Ethics and Technology II 5 EC

After the common programme of 60 EC, students enter their specialization phase, which is divided into a part C and a part D each part being equivalent to 30 EC. In Part C students have chosen a profile (see section 2.2.2 for description of the profiles and courses). Part time students are urged to attend all lectures/seminars and are advised to spread the writing over the whole year. If it is possible, lecturers are willing to arrange additional contact hours throughout the year to support part-time students in their extended study. Part time students take the lead in making proper arrangements. In Part D students carry out their final project.

48

Part-time year d

Part-time year c

Profile 1: Technology and the Human Being, part time Term 1 1A 1B Philosophical Philosophy of Anthropology Mind and Body and Humanand Technology Technology 5 EC Relations 5 EC Shaping Technology and Use 5 EC Two Electives, each 5EC MasterLab 1

Term 2 2A 2B Completing all courses

Master’s Thesis PSTS 30 EC

Total 30 EC

30 EC

MasterLab 2

Part-time year d

Part-time year c

Profile 2: Technology and Values, part time Term 1 1A 1B Technology and Assessment of the Quality of Emerging Life Technologies 5 EC 5 EC Technology, Globalization and the Environment 5 EC Two Electives, each 5EC MasterLab 1

Term 2 2A 2B Completing all courses

Master’s Thesis PSTS 30 EC

49

Total 30 EC

30 EC

Part-time year d

Part-time year c

Profile 3: Dynamics of Science, Technology and Society, part time Term 1 1A 1B Philosophy of Spatial and Science and Temporal Technology Dynamics of Relations Sience, 5 EC Technology and Society 5 EC Shaping Dynamics and Governance of Socio-Technical Change 5 EC Two Electives, each 5EC MasterLab 1

Term 2 2A 2B Completing all courses

Master’s Thesis PSTS 30 EC

50

Total 30 EC

30 EC

Part B: Joining the programme

51

52

4. Admission requirements and application 4.1 Formal admission requirements 1. Bachelor’s degree or equivalent in: • (Applied) Natural Science, Engineering Science, • Social Science, • Philosophy, • Any other discipline, with an emphasis on (social) science or technology and a focus on the application of technology in a particular professional area or on technical interventions in social systems.

2. Sufficient mastery of the English language.

3. Sufficient entry-level academic skills, including skills in reading, writing, textual analysis, and library skills.

All students have to enclose with their admission form a letter describing their motivation for choosing the PSTS and a CV in which they demonstrate their affinity with (reflection on) science and technology.

4.2 Explanation of Concepts and Criteria Bachelors • Applicants with a bachelor’s degree from the Dutch Technical Universities in Delft, Eindhoven and Enschede automatically qualify for admission.

• Examples of appropriate bachelor degrees in engineering and science: Computer Science, Biomedical Science, Environmental Science, Life Sciences, Molecular Science, Industrial Engineering, Design Engineering, Biology, Chemistry, Physics.

• Examples of appropriate social sciences: Media Studies, Psychology, Public Administration, European studies, Communication Science, Educational Science, Business Administration, Sociology, Economy, Geography.

• Note that admission is not restricted to these examples.

HBO • Appropriate bachelors from Dutch Professional Universities (HBO): engineering disciplines with an ir. certificate such as Mechanical Engineering, Chemical Technology and Industrial Design.

• Applicants from a professional Dutch university (HBO) need a cumulative grade point average (CGPA) of at least 7.0 in the last two years of their HBO studies.

International Students • International applicants need Good grades (CGPA – cumulative grade point average) at the Bachelor’s level.

• In weighing grades, the admission committee will take into consideration the quality of the institution where the applicant took his/her Bachelor’s programme.

53

English • An IELTS minimum score of 6.5 on the IELTS or an internet-based TOEFL (iBT) minimum score of 90 is required; each item (reading, writing, speaking, listening) has to be sufficient.

• For Dutch applicants VWO-English with a 6 or HAVO-English, with at least an 8 is considered equivalent.

• Students from UK, Ireland, USA, Australia, New Zealand and Canada are exempted from testing.

Academic Skills • Include skills in reading, writing, textual analysis and library skills.

• These skills are tested in the admission procedure by means of a writing assignment for applicants from Dutch professional universities (HBO) and international students The following applies to all new PSTS students • Applicants for the PSTS programme should contact Jan Nelissen when they wish to enroll in the PSTS programme: j.m.j.nelissen@utwente.nl; telephone: +31 53 489 3588.

• All documents in the process of application are submitted electronically using the online Application Form. See: www.utwente.nl/master/international/admission/onlineapplicationform • If students apply after 1 July intending to start the programme on 1 September, PSTS cannot be held responsible for any delays in processing the application.

54

5. Costs 5.1 Tuition Fees

Dutch universities have two rates for tuition fees:

Students with EU/EEA nationalities and others who qualify for Dutch government study grants pay subsidized tuition fees, which are annually fixed by the state. For the 2013/2014 academic year these are € 1,835 per year for full time, and € 1,342 for part time.

Please Note: to be considered for this statutory tuition fee level you must meet three criteria that concern: Enrolment, Nationality requirement and Residency requirement.

All other students that want to enroll in the PSTS MSc pay tuition fees of € 10,333 per year.

Information about tuition fees for the Academic year 2013/2014 can be found here: www.utwente.nl/so/studentservices/en/money_matters/tuition_fee/

5.2 Cost of living

As a guide, a single student will need approximately € 700 to € 900 per month for (campus) accommodation, study materials, and general living expenses.

5.3 Scholarships and Grants

The University of Twente has several scholarships for students completing UT postgraduate programmes. These scholarships vary from government grants to funding by organizations or private people. In addition, faculties and the University of Twente Scholarship Foundation offer a limited number of scholarships for excellent students. All scholarships require that all UT application procedures are fully completed before applying. Applications for admission should be submitted at least two months before the start of the scholarship. Applying for a scholarship is possible as soon as you have received a letter confirming admission. Please note that some scholarships are for students of specific nationalities or specific educational programmes. More information can be found at: www.utwente.nl/internationalstudents.

55

56

Part C: Starting the Master’s PSTS

57

58

6. Organization of the education 6.1 Student Charter Just like all higher education institutes, the University of Twente has its own Student Charter.

This has its statutory basis in Art. 7.59 of the Higher Education and Research Act (WHW).

The charter is law-making, which means that you can invoke the Student Charter in case of problems or conflicts. The Charter is kept up to date and is available online via the UT’s website: www.utwente.nl/so/studentenbegeleiding/en/regulations/charter/index.html A printed version of the Charter can be obtained from the Student Counseling Desk (Bastille, Red Desk, level two).

The programme-specific part of the Student Charter which includes the Education and Examination Regulation comprises a general section applicable to all GW Master’s programmes and a section with appendices drafted for each individual programme. You can find both on the PSTS pages: www.utwente.nl/psts/education/.

6.2 Introduction programme PSTS

An introduction programme is offered in the two weeks at the end of August. The objective of this introduction programme is to get settled and to prepare for student life. During this introductory period foreign students can arrange visa, housing, registration, insurances, a bank account, etc.. Students will also become familiar with some local habits like getting around by bike and bus, they will learn about the educational regulations and facilities of the university, get introduced to cultural clubs and student bodies and last, but not least, become acquainted with fellow students. The settling in period will allow you to form friendships and sort out practical issues before the teaching begins in early September.

6.3 Communication and information One of the first things you will notice when you decide to study at the University of Twente is the multitude of means of communication the university, the faculty and your programme use to communicate with you, be it directly or indirectly. It starts as soon as you pre-enrol at the University of Twente. As an early registrant, you will be given your own e-mail address, user name and password that allow you to surf the net via the university, as well as 400 MB disk space on a central network computer, where you can save your documents and homepage, if you have one. The Internet is by far the most important means of communication for both programme and faculty.

UT-start UT-start is the student portal of the UT. Via the portal www.utstart.nl students can log in easily to all of the University of Twente’s systems. Via this same portal you can set up your own start page, with for example the weather radar, the latest news and all kinds of search functions.

E-mail E-mail is used for rapid communication between the programme or an individual lecturer and an individual student or small group of students. Only if absolutely necessary is e-mail used to communicate with large groups of students, for instance if a lecture is suddenly cancelled or an examination postponed. In that case, the Educational Service Centre will not be able to reach all students in time via the usual means of communication, i.e. the educational announcement. All e-mail sent by the OSC should be read immediately.

59

UT students generally have <studentname>@student.utwente.nl as their e-mail address, where <studentname> represents a student’s initials and last name, e.g. h.j.pieters@student.utwente.nl (exceptions can be made for students with the same initials and last name), or S<student number>@student.utwente.nl, e.g.

S0012345@student.utwente.nl. You can find a list of e-mail addresses of UT students and staff on the UT’s web pages. Go to http://www.utwente.nl/, click on phone book in the menu in the bottom left-hand corner. In the search box, fill in the last name of the member of staff or student you are looking for.

Student portal http://my.utwente.nl is the portal for students from which students can easily log in to all the University of Twente’s systems.

Blackboard: the digital learning environment of the UT Blackboard is the digital learning environment of the University of Twente and can be found at http://blackboard.utwente.nl. It is a simple programme with which students and lecturers can communicate with one another. After logging into Blackboard, you can enrol for all the courses that you will be attending in the coming block. Also via Blackboard you will be able to see - per course - information on e.g. the contents, the exam subject matter and the roster.

Lecturers also use Blackboard as a means of communication during a subject, just as you can communicate via a forum with students who are also attending the course. Enrolment for work groups also takes place in the course environment.

Osiris: the student information system In Osiris students can consult a wealth of information: the list of addresses, your grades, the teaching catalogue with information on e.g. courses and minors, and information regarding your tutor or study advisor. You need to register via Osiris for courses and exams.

Programme website The website of the Faculty of Behavioural Sciences is: www.utwente.nl/gw. The intranet for staff and students is: www.utwente.nl/gw/intra. Also each programme has its own website.

The website of the PSTS programme is: www.utwente.nl/psts

6.4 Student card The UT student card serves as both a valid ID (within the university campus) and proof of enrolment. After your enrolment has been completed and you have had your passport photo taken (for first-time UT entrants), you will receive your student card by regular post. You must present this card upon request when you are using university facilities (e.g. taking classes or exams, visiting the library, etc). The distribution of the card depends on enrolment form processing, receipt of payment and availability of a digital photograph (must be taken at the Central Student Administration).

60

Student card Library card Union card Student Union Activity Card (also called: Xtra-Card)

Uses of the student card The card serves as valid proof of enrolment for one academic year.

The card comes complete with a barcode, enabling its use as a borrower’s card.

Upon enrolment, every student automatically becomes a member of the Student Union.

If you indicated that you want to use the campus facilities (sports and culture). More information: http://www.studentunion.utwente.nl.

What to do in case of…

Theft/loss If your student card has been lost or stolen, you can request a new one for a fee of € 5,-.

Please contact the Blue Desk at the CSA for this.

Transfer to another degree course / termination of enrolment Your enrolment data are printed on your student card. If you transfer to another degree course during the academic year, you will receive a new student card. Your student card also serves as proof of enrolment. If you terminate enrolment before the end of the year, you must hand in your student card. If you wish to continue to use campus facilities (sports and culture), you may request a separate Student Union Activity Card for the remainder of the year.

Still no student card?

If your enrolment is still waiting to be processed, no student card will be issued. Next to your registration you also have to make sure that the CSA has your digital passport photo. You can have your picture taken at the Blue Desk (Central Student Administration) in the Vrijhof (Student Services, Vrijhof 239 B) every day between 9.00 and 17.00 hrs. NOTE: You receive your student card together with a proof of your registration. Please make sure that your current postal address has been submitted to the CSA. You can check and/or amend your address in Osiris.

6.5 Annual rosters

The Faculty of Behavioural Sciences operates a term system, whereby each academic year is divided into two terms. Each term consists of two blocks. A block is divided into seven weeks of lectures, a subsequent week of study in which as few lectures as possible are planned, and two exam weeks. For the rosters or timetable see PSTS’s teaching page at: www.utwente.nl/psts. Printed rosters are also available at the Bureaus of Educational Affairs (i.e. the so-called BOZ offices).

61

6.6 Overview lecture hours

th

A typical lecture day has 9 periods. The 5 period, from 12.45 - 13.30 hrs, is the lunch break (when no lectures are scheduled). st

1 period: nd 2 period: rd 3 period: th 4 period: th 5 hour = lunch break: th 6 period: th 7 period: th 8 period: th 9 period:

08:45 - 09:30 hrs 09:45 - 10:30 hrs 10:45 - 11:30 hrs 11:45 - 12:30 hrs 12:45 - 13:30 hrs 13:45 - 14:30 hrs 14:45 - 15:30 hrs 15:45 - 16:30 hrs 16:45 - 17:30 hrs

The roster and the programme guide indicate how each subject is taught. (N.B. Officially speaking, we call a subject a ‘unit of study’. This term is also used in the Higher Education and Research Act (the so-called WHW).

6.7 Attending courses Enrolment for the courses via Blackboard You must enroll for each unit of study via Blackboard (http://blackboard.utwente.nl). You need an account to access the courses. The university’s Department for Information Technology (ICTS) will give you a username and password. The password will be the same as the one you originally received for accessing the UT network. You were informed about this in a letter.

If you have not received a username and password for Blackboard, or if you have forgotten your password, go to the FAQ on the Blackboard Start page: blackboard.utwente.nl. If you are still having difficulties, contact the ICT Service Centre Helpdesk (ICT-S)(phone: 053 4895577) with your student card or contact the Blackboard coordinator of the Faculty of Behavioural Sciences: Huub Engbers (h.t.engbers@utwente.nl; telephone: 053 4894122; room: Cubicus C101). Please consult the FAQ on the Blackboard Start page (blackboard.utwente.nl/) before contacting either the ICT-S or Huub Engbers.

N.B. When you enrol via Blackboard for a course or a unit of study, you will receive the following message: • Participation in the unit of study may require specific prior knowledge; • In case the student does not possess the obligatory prior knowledge, he/she must withdraw from the unit of study before the final registration date; • If a student questions whether he/she is eligible to take part in the unit of study concerned, he/she should contact the study advisor; • Unauthorized participation in a unit of study will be penalized (art. 4.2); • In the event of illicit participation in an exam component, any work handed in will not be graded (art. 4.2); • In order to prevent unauthorized sitting for interim examinations, faculty staff will check whether a student has registered for participation through Osiris during the interim examination; • In order to prevent unauthorized sitting for interim examinations, faculty staff will check the identity of the students by their student identification cards during the interim examination.

62

In case you are unable to attend a seminar, practical or examination, you must report as soon as possible (at the latest on het same day of your absence!) to the relevant teacher and send a copy to your study counsellor and the Bureau of Educational Affairs (BOZ).

Retrieving subject-related information Via Osiris you can find all kinds of information on the subjects: contents, lecturer(s), literature, etc. Go to www.utwente.nl/so/osiris for more information, including an explanation of the system.

6.8 Finding your way at the University of Twente

Study locations Instruction at Behavioural Sciences is offered in various rooms on campus. These rooms are indicated by the abbreviation of the name of the building, followed by a room number, e.g.

SP1, RA5 or ZI-U3.

Name Carré Cubicus Chalet HalB, in Carré Hogekamp Horst Nanolab Ravelijn Spiegel Sportcentrum Vrijhof Waaier Zilverling

Abbreviati on CR CU CLT HB HO HR/ZH/HT/ OH NA RA SP SP VR WA ZI

6.9 Teaching facilities The University of Twente has the following facilities:

Classrooms The PSTS programme uses university lecture rooms that are distributed by the central Facility Service Centre. All classrooms are equipped with internet connections, and a LCD projector.

Most classrooms are also equipped with a desktop computer. The average classrooms used for the Master’s PSTS house 25 students, and are furnished with tables and chairs that are easily rearranged (carré, traditional class arrangement or separate islands). The student association room Ideefiks (Cubicus Building B115) has a separate area that is reserved for graduating students; this area can be isolated from the other part of the room by closing a movable wall.

Computer and network facilities In the UT’s instruction buildings there are several computer rooms. In Cubicus there are two.

Cubicus is open on weekdays from 08.00 – 18.00 hrs. For access outside of these hours, you 63

must ask for special permission (application forms available from the porter). This will allow you to enter the building with a chip card in the evening and at the weekend.

The computers in the Cubicus building are located in two rooms: B205C: PC-Room 1 (also called: study hall or, in Dutch studielandschap) B205D: PC-Room 2 (a PC room equipped for computer-based group teaching.

For those approaching graduation who do not have a workstation at their disposal in the department where they are graduating, extra study spaces have been created that can only be reserved by them. There are also a number of observation rooms available for research. If they are not being used for scheduled instruction, the computers in the study are are available for private study/independent learning. Students may also use the computers in B205, a room generally not used for classes/tutorials. The computers have all been equipped with instruction-related software. For those students with permission, these computers are also available at the weekend and in the evening.

Students can work on their notebook computer throughout the building, using the dense network of notebook power sockets and wired Internet. In addition to this, wireless Internet is available across the entire campus.

Support media facilities The media facilities are managed and supported by three media specialists who are also active as practical instructors. The instruction in the study area is technically supported by the system managers of the faculty’s ICT Help Desk.

Library The University of Twente in general and the Department of Philosophy in particular have worked hard during the last couple of years to improve the library facilities. Not only the central building, the workspaces and the meeting rooms within the library have been substantially improved, also the collection (hard copies and digital copies, books and journals) was thoroughly revised and updated. For several years in a row, the university has reserved extra money for extending the collection. Staff and student assistants have been employed to work on a new acquisition policy that fits the research programme of the department. Further, a start has been made to expand the book collection. Full texts of all relevant journals for the programme can be accessed easily via the digital services of the library by both staff and students. Using their student account, students have access to search engines for scientific literature. At the library more than 220,000 books, 10,000 electronic journals, at least 4,000 ebooks and approximately 250 printed journals are available. The final theses of all students are digitally available in the library, in a separate repository. If a certain source is not available at the library of the University of Twente, students can order literature from other libraries using IBL (Inter-Library Lending network). The library is open Monday to Friday from 8.30 to 22.00 hours, Saturday from 11.30 to 16.30 hours and Sundays (during exam periods) from 11.30 to 16.30 hours. Students can work inside the library at 370 quiet study places for individuals and groups, and at 70 PC work areas. The faculty has an information specialist (Dr. Marjolein Drent) connected to the library who can assist students and staff, who supports the development of the faculty’s collection and who teaches library skills in the course of the programmes. More information about the library facilities can be obtained via www.utwente.nl/ub.

64

Next to the central library, the department of philosophy and the STəәPS department have their own book collection, and many staff members have an extensive literature collection themselves. The small scale of the programme allows students in the specialization or graduation phase to use also these sources (of course always in consultation with the staff).

Further, the student body Ideefiks runs a small library.

Cafetarias A number of UT buildings house cafetarias where you can buy coffee, tea, soup, rolls, etc.

There you will also find vending machines selling sweets, beverages and lunches. You pay at the cash desk or the vending machines with your chip card, which you can upgrade at the upgrade machines (e.g. in the Cubicus lobby). There is a larger cafeteria In the Waaier that serves low-priced hot meals in the afternoon and evening.

6.10 Purchasing study material

You will need books and/or lecture notes/readers/syllabuses for almost every course. For these please go to student association Ideefiks and/or the Union Shop.

Buying books You can order your textbooks via the bookstore, but it is easier and cheaper to place your order with your student association Ideefiks as you will often get a discount and you can simply pick up your books from the student association before the start of the course or during the introduction days. Henceforth you will receive an e-mail from the student association informing you of the deadline for ordering books online. Occasionally, you can also buy second-hand books via www.studieboekentwente.nl – make sure that it is the right edition! You can also resell your books via this site. Also the books that lecturers have designated as ‘compulsory literature’ can be found and looked at in a specially reserved part of the Central Library.

Buying lecture notes, readers and syllabuses The lecture notes, readers and syllabuses are sold from the beginning of each term in the Union Shop. Via the website you can check if they are in stock: www.studentunion.utwente.nl/unionshop. In the Union Shop you can also buy UT gifts and clothing, and there is a copy service. Besides copying, the self-service section also has provisions for binding reports, cutting flyers, etc. The Union Shop is located on the ground floor of the Bastille and is open every weekday from 10.00 - 17.00 hrs.

6.11 Purchasing a laptop

During your studies, a computer is essential. You can buy a laptop/notebook via the UT’s Notebook Service Centre (NSC). This centre has special offers, financial terms and support for students. More information on the offers and the NSC can be found at: www.ncs.utwente.nl.

Of course you can also work on the PCs in the computer rooms in the Cubicus building.

However, owning or buying your own PC or laptop does have a number of advantages over working on the UT’s PCs: • The computers at the UT are often occupied (particularly in peak periods, during lunch breaks and at the end of a term). Hence it is not always possible to use a computer when you want or need to, which can be stressful if you are working to a deadline.

65

•

You can work from home, during the evenings and weekends.

The Faculty of Behavioural Sciences offers all of its students the Microsoft Office package free of charge.

6.12 Examinations (including final papers)

Exam roster At the start of the academic year, all students will receive a hard copy of the exam roster for that year, indicating dates and times for exam sittings and for submitting final papers. Each programme presents its examination schedule on its website. Changes in examination dates are announced via the Blackboard sites of the courses in question and via educational announcements. The OSC will not publish a new hard copy of the roster.

Compulsory registration for exams and final papers (Osiris) If you want to sit an examination (or part of an examination) or submit a final paper, you need to register via Osiris. You can see in Osiris for which assessments you have registered. As the roster does not mention where the exam will take place, you can consult Osiris from 4 days prior to the exam for the exact location. Please note that if you have enrolled for a course this does NOT automatically mean that you have registered for assessment. All submitted work will be assessed and graded.

All regulations concerning registration, cancellation and force majeure (i.e. circumstances beyond one’s control) go via the Bureau of Educational Affairs (BOZ) and not via the lecturer responsible for that specific exam.

Note You can register 40 - 14 days before the examination date. Withdrawal is possible up to one day before examination. Should something go wrong, inform your Bureau of Educational Affairs as soon as possible, either by e-mail or by telephone. Before the examination, consult the educational announcements or the examination schedule available on Osiris for any changes.

General rules If you wish to sit an exam, register in good time via the appropriate systems.

De-register in time if you are unable to sit the exam after all.

You only sit exams for which you are sufficiently prepared.

With exams, assignments, projects, theses and any other kind of testing, you do not borrow or adopt work or ideas of others or even yourself in earlier work, without mentioning the source. This is considered as fraud.

In case of violation of this code of conduct, the examination board will impose sanctions.

Lecturers will forward the marks to the Bureau of Educational Affairs within 20 (week)days.

Your result is registered in OSIRIS within two weekdays

66

Rules during the actual examination Start exam Arriving late Aids Presence of examination monitor Going to the toilet

A written examination has a maximum duration of four hours and begins promptly at the scheduled time.

Late arrival means that one cannot participate in the exam. Make sure that you are on time.

Desks may only hold materials that are absolutely necessary for you to complete the examination. So you are not allowed to use your notebook.

An examination monitor – usually a course lecturer – will be present during the examination. You must be able to show your student card upon request. All pages of the work handed in must bear your name, initials and student number in legible handwriting.

If you need to go to the toilet, you must ask for permission from the monitor. Only one person may go at a time. During the examination, you may not contact anyone directly or indirectly, either inside or outside the examination room.

Rules after the examination Period for marking examinations

Requesting to see examination papers Inspection of your examination

Period of storage of examinations

Except in instances of force majeure, examination results are announced within fifteen (15) working days after the examination. If the results are not known within one week before you are to resit an examination, you may request the board of examiners to arrange the possibility to resit an examination at a later point in time. If you have been graded more than once for the same part of an examination, the highest grade applies.

In principle your examination paper remains in the possession of your lecturer.

For a period of twenty (20) working days, starting on the day on which the results are announced, you may, upon request, inspect your own graded work. If the examiner decides that the nature of the work allows it, you will be entitled to make copies (costs of copy at your own expense).

The examiner sees to it that written examinations are kept for at least two years after the examination date.

Oral examinations An examiner may decide to hold oral examinations at a time to be determined by the examiner or examiners in consultation with you. Normally this will be arranged within one month following completion of the course (holiday months not included). An oral examination will not exceed two hours. The examiner is allowed to examine more than one student simultaneously, provided none of the involved students raises objections. An oral examination is a public event unless the board of examiners or the examiner has decided otherwise, or the student raises objections against publicity.

67

Overview of grades Via Osiris you can get an overview of e.g. all your grades in a specific academic year. If you passed a subject and detect that the mark has not been processed in Osiris, please contact BOZ. Re-sit examinations Every year it is possible to sit for an examination or submit final papers once during the examination period of that subject, with one re-sit or second submission date during the examination period of the following block. For examination components in the last block of the academic year, the programme offers you one resit opportunity in August. Note that a re-sit to improve your mark in general forfeits Cum Laude graduation. Â Period of validity of examination results The validity of examination results varies: the examination results of units of study of the Masterâ&#x20AC;&#x2122;s programmes are valid for five (5) years. With examination components that are graded separately and for which individual marks are given, these marks have are valid until the end of the following academic year, counting from the moment the examination component started. These periods of validity also apply to assignments or papers. Â

68

6.13 Student activities

Possible activities within PSTS: • Board or committee member of student association Ideefiks • Student assistant: students assist lecturers with the preparation and/or execution of a subject. For example, student assistants carry out the groundwork and/or are the persons to whom students can turn if they have questions about the subject matter during a tutorial. It is also possible to be a student assistant in one of the departments of Philosophy of Technology or Science, Technology and Policy Studies (STePs) • Student member of Programme Committees of PSTS.

Study association Ideefiks

Ideefiks is the study association of PSTS. It brings together technical students interested in philosophy and philosophy students interested in technology. Ideefiks members have a broad interest ranging from current (technological) affairs to the history of philosophy and science.

Ideefiks is a pleasantly organized, friendly place where everyone is welcome to engage in discussions over a cup of coffee or tea.

Ideefiks does a number of things for its members. It organizes field trips, lectures and colloquia, sells textbooks at a discount and arranges social activities like drinks, parties.

Every year Ideefiks organizes a weekend on a camping farm. It also organizes an introduction day in August to welcome new PSTS students. Dogmatix is the student magazine of Ideefiks: usually it is published quarterly. Ideefiks also plays a role in course evaluations.

For more information, please feel free to drop by the Ideefiks office, which is staffed from Monday to Friday from 12.30 p.m. to 1.45 p.m.

Email: board@ideefiks.utwente.nl Website: www.ideefiks.utwente.nl Telephone: + 31 (0)53 489 3284, Room: Cubicus B115

69

My job(s) as a student assistant within the Philosophy Department

By Lise Bitsch, graduated in 2008

‘First an introduction. I came from the university of Aalborg, Denmark to the University of Twente in 2006 to study PSTS. Behind me I had a bachelor in Medical Biotechnology – in front of me a new life and a new country. Although I have many good things to say about my experiences as a student at PSTS, this is not the topic of this piece. Instead I will share my experience as a student assistant, as which I had several jobs during my study. I started out working as a general helping hand for CEPTES, the research centre of the philosophy department, and then was hired as a teaching assistant for two bachelor courses. In my opinion these assistantshis jobs gave me a unique opportunity to learn how a university department works, to challenge myself to solve novel assignments, which in some instances I had no idea about how to start at first.. Among the most challenging jobs was assisting in the organization of workshops and conferences. For example when the department arranged GliTA (The Good Life In Technogical Age) – I sat in on project meetings, was responsible for communication with conference participants and arranged food and rooms. I also worked extensively with updating the webpage of the philosophy department, and sought out funding opportunities for the researchers at the department. As a teaching assistant I developed cases for bachelor classes, and helped with grading of exams. When I finished PSTS in 2008, my work as a student assistant became immediately valuable, as I was able to work as a research assistant for CEPTES in the time it took me to find a job. A student assistantship job does ads enormously to your personal and professional skills. Let's face it – once you finish your study, you (and your future employer), want you to be good at more than writing essays!’

6.14 Sports and cultural facilities on campus

Of course you can also become a member of one of the UT’s cultural or sports clubs with or without being active in a committee and/or board. You can choose from 20 cultural and 38 sports associations. Student Services provides the facilities and the instructors/teachers and investigates the possibility of new areas and facilities. Student Services moreover supports students with the organization of events and sports games.

Vrijhof Cultural Centre Anything to do with performances, cultural courses, exhibitions, art library and cultural student associations can be found in the Vrijhof. For more information, see: www.cultuur.utwente.nl.

Sports Centre Anything to do with sports at the UT, information on the 38 different sports associations, facilities, courses, training and sports events can be found in the sports centre on the Boulevard.

6.15 ICT service

Every student and staff member with a problem and/or question concerning ICT can go to the Horst. The ICT Service Desk is open on weekdays from 08.30 – 17.00 hrs and can be reached on phone number 5577. The Service Desk can be found in Horstring W122.

70

6.16 Children’s day-care centre ‘De Vlinder’

Children’s day-care centre ‘De Vlinder’ (in English: the butterfly) can be found on the UT campus and takes children in the 0 - 4 age group. What makes the building special is its shape: like a butterfly (hence its name). The main hall forms the body of a butterfly, with 8 group rooms branching off in the wings. Each group is named after a butterfly. Of course De Vlinder is a centre for all children, not just for those who live on campus or whose parents work at the UT. For more information: www.catalpa.nl/vestigingen/1482,181,0,0,0 .

71

7. Study methods and examination 7.1 Study methods The courses encompass various teaching methods: lectures, tutorials, ‘labs’ and individual or group discussions with a lecturer, along with self-study. The teaching methods are aligned to the learning goals of the relevant semester.

Main focus in term 1 Study methods Basic philosophical and • Interactive lectures multidisciplinary reflection on • Teacher guided study of texts issues relevant to PSTS. • Supervised discussion • Specialized workshops in academic reading and writing in philosophy (emphasis on English) Acquiring basic skills in • Interactive lectures academic writing, reading, • Group discussions presenting and discussing.

• Paper presentations • Participation in academic colloquia Main focus in term 2 Application of analytical • Interactive lectures perspectives to issues regarding • Group discussions science, technology and society.

• Peer feedback • Paper presentations • Participation in academic colloquia Expanding skills in writing, • Seminars reading, presenting. Acquiring • Group discussions with teacher basic analytical skills and • Peer feedback participation in academic • Participation in scientific seminars that are practices. closely related to the research conducted at the departments • Participation in academic colloquia Main focus in term 3 Initiation to PSTS research fields • Research seminars (two to six students work Acquiring research skills closely together with senior research staff) relevant for those research • Group discussions with teacher fields.

• Peer feedback • Participation in scientific seminars that are closely related to the research conducted at the departments • Participation in academic colloquia Main focus in term 4 Acquiring skills to conduct • Expert supervision independent research in PSTS • Participation in meetings of the research groups field • Participation in academic colloquia • Final Thesis seminar

72

7.2 Examination Year one In the first term, the focus of the examination is on testing knowledge and basic academic skills (like summarizing the position of an author and applying it). In the second term, where students develop a more critical distance toward the theories they learn, they are invited more explicitly to compare and criticize the views of authors. The focus in examination is on paper, oral presentation and academic writing assignments.

Year two The third term primarily assesses to what extent students have adequate knowledge of the state of the art in the field, and adequate academic skills to contribute to current discussions.

The typical assessment mode here is a research paper. The assessment of the fourth term (i.e. the graduation project), obviously, focuses on the ability to do independent academic research.

•

Assessment final thesis The work is evaluated on academic standards like comprehension of relevant theories, sound problem formulation, command of research methods, argument design, discussion and presentation skills, as well as enterprise, perseverance, self management and learning abilities. At least two faculty members involved in closely related research supervise the project. Students have frequent meetings with the first supervisor to discuss progression. The second reader (examiner) is kept informed and plays only an important role at the beginning and at the end of the project. At the beginning of the project, both the supervisor and the second reader have to approve the research question and set-up of the proposed graduation thesis. At the end of the project both the supervisor and the second reader have to give ‘green light’ and enable student to apply for graduation. When the final thesis is finished, an oral examination and a graduation colloquium are organized in which students present and defend their thesis. See for more detailed information about graduation: the Final Thesis Project Guide PSTS.

Most assessments are on an individual basis All principal assessment modes are individual. A limited number of courses include a group assignment as part of the assessment. Principal assessment modes are written examinations, oral examinations, essays and research papers. An examiner may use several additional assessment tools to keep track of a student’s progress in accordance with the course’s objectives. These tools may have a different weight in different course assessments.

They include oral presentations, keeping a journal, reviewing other students’ work, and other smaller assignments. More information about the assessment structure is provided by the examiner in the Blackboard course environment.

Feedback on assessments Students receive feedback on the assessments they make in multiple ways. In class sessions, feedback about assignments is typically given collectively. Corrections of the written examinations are available for inspection on request. Students receive individually written feedback on the papers they have submitted. Moreover, they are invited to receive individual oral feedback on papers they have written, in line with the didactical concept of initiation in the academic profession. In the course of the second year, the process of receiving feedback develops into an apprenticeship model. Students participate in research seminars, discussing

73

state-of-the art literature in the relevant field, and presenting both a draft and a final version of a research paper; they individually write one or two â&#x20AC;&#x2DC;specialization topicâ&#x20AC;&#x2122; papers in closely related to the graduation project; and they conduct their individual research project. During the course or the graduation project, students receive regular feedback on draft versions of chapters. At the graduation examination, students receive feedback on their thesis in the oral examination that comes with it. Moreover, the graduation committee completes a form with written feedback on the thesis and the graduation process.

For a specific overview of the various types of assessments per course, see part D of this brochure.

74

8. Study guidance and counseling 8.1 Study guidance Excellent student guidance is one of the hallmarks of the PSTS programme. At the faculty of Behavioural Science, student guidance is the responsibility of a tutor, student services staff member (BOZ-PSTS), the study counselor, the programme coordinator and the specialization coordinator. With the UT also offering additional student supervision and counselling, you can, if necessary, go to the Bureau of Student Psychologists (BSP) and the student deans.

8.1.1 Study guidance during the first year

Prior to the start of the programme in the introduction period, you are welcomed and introduced to the university, the city, the faculty and the environment of the Master’s programme including educational facilities and regulations and obligations. In the first week of the new academic year, all new students participate in a PSTS workshop, where the lay-out of the entire programme is explained, including the relation with the research programmes that back up the programme.

Tutor For every new generation of students, the programme appoints lecturers as tutors. Each tutor has about six students in his or her tutorial, and invites these students to discuss their experiences in the programme, and their study progress during each block. The meetings take place around the third or fourth week of every block, when the results of the previous block are available.

The tutor helps students to reflect on their study strategy. The tutor reports his or her observations about student progress to the programme coordinator – if needed in an anonymous way. At the end of the first year, students receive a written advice from the student counselor about continuation of the programme. The advice is based on a forecast of the total study time until graduation and the quality of the results obtained. In instances when students are seriously delayed in their programme, they are invited by the student counselor to discuss the situation and given advice on adequate study planning. They may also be offered professional assistance if necessary.

Colloquia During the first year, students are expected to visit the research colloquia of both departments; students are obliged to attend at least eight colloquia. The rationale behind this obligation is to assure that students get acquainted with the research activities of both departments. Students are expected to attend graduation colloquia where graduating students present their Master’s thesis – which is another direct source of information about the specialization options in the second year. All students receive email notifications for all of these colloquia.

75

8.1.2 Study guidance during the second year

In the second year, there are no fixed dates for tutor meetings. Students participate in MasterLab 1 and 2, which consist of seminar meetings supervised by profile coordinators.

When reaching the phase of the final thesis project, students will be assigned a final thesis supervisor, who also fulfills the role of tutor.

However, ‘first year’ tutors remain available upon request until students start with their final thesis project. This is due to possible delay of first year courses and possible difficulties in the transition from first to second year.

8.1.3 Study guidance staff Programme coordinator Jan Nelissen As programme coordinator, Jan Nelissen supports the programme director of PSTS in policy matters and is responsible for the organizational, procedural and intrinsic coordination and harmonization of the PSTS programme. If students have questions related to the programme or certain subjects of the programme, the programme coordinator is the first person to see.

Jan Nelissen, J.M.J.Nelissen@utwente.nl, Telephone: 053 489 3588, Room: Cubicus C104.

Study counselor

Yvonne Luyten – de Thouars As study counsellor, Yvonne Luyten – de Thouars offers advice on studyrelated issues and practical matters. Students can consult her about individual problems related to the programme, studying in general, complaints, study choice, planning, delay, graduation support, legal status, exemption, and course and examination regulations. If necessary, she can refer students to other support bodies in or outside the university.

Yvonne Luyten – de Thouars, Y.C.H.Dethouars@utwente.nl, Telephone: 053 489 1117, Room: Cubicus C110.

Student Service Staff member

Claudia van Dijken Twice a year the Bureau of Educational Affairs will send students an overview of results achieved so far. Claudia van Dijken is the student services staff member of the PSTS programme. She is responsible for information provision to students and all administrative tasks related to the programme. The PSTS student services office is open on working days from 10 a.m. to 2 p.m. Limited opening hours may apply during periods when there are no lectures.

Claudia van Dijken, BOZ-PSTS@utwente.nl, Tel: +31 (0)53489 2964, Room: Cubicus C101.

76

‘First year’ tutors

Jonny Søraker Kornelia Konrad The tutors help students with particular study methods that are relevant in the programme.

They are senior lecturers in the programme. They will invite students in their first year twice for a group meeting and are available for individual meetings on request.

• •

Jonny Søraker, j.h.soraker@utwente.nl, Telephone: 053 489 5603, Room: Cubicus C319 Kornelia Konrad, k.e.konrad@utwente.nl, Telephone: 053 489 3906, Room: Ravelijn 4333

Profile coordinators 2nd Year

Peter-Paul Verbeek: coordinator of the profile ‘Technology and the Human Being’ Philip Brey: coordinator of the profile ‘Technology and Values’ Kornelia Konrad: coordinator of the profile ‘Dynamics of Science, Technology and Society’ The profile coordinators will help students to specialize within a particular profile and find an appropriate final thesis supervisor. They will also monitor the progress of student’s final thesis project.

• • •

Prof. dr. Peter-Paul Verbeek: P.P.C.C.Verbeek@utwente.nl, Telephone: +31 53 489 4460, Room: Cubicus C311 Prof dr. Philip Brey: p.a.e.brey@utwente.nl, Telephone: +31 (0)53 489 4426, Room: Cubicus C318 Dr. Kornelia Konrad: K.E.Konrad@utwente.nl, Telephone: +31 (0)53 489 3906, Room: Ravelijn 4333.

8.2 TCP Language Centre The TCP Language Centre offers professional language support in English, Dutch and Spanish to everyone at the University of Twente: students, PhDs, academic staff and support staff. Improving your English language skills will help you perform better in your work or study. All PSTS students who are non-native English speakers are advised to use the support of the TCP language centre for improving their English proficiency. www.utwente.nl/so/tcp/.

8.3 Additional UT student support

At the UT the various services organized for students have been combined to form the Student and Educational Service Centre (the so-called OSC). The OSC is located at the Student Services Desk and provides the following key services:

Student Information Desk The Student Information Desk (formerly the ‘Blue Desk’) provides all kinds of services.

Students can go there to have their digital passport photograph taken for a student card, to enrol, to register or to cancel enrolment. They can find the Student Services Desk in the Vrijhof, room 239 B (opposite the University Library). See also: www.utwente.nl/studentenbalie.

Red Desk (student counselling) The Student Counselling Desk (the ‘Red Desk’) is in charge of individual and collective care for and supervision of UT students at the co-ordinating level, supplementary to the faculties’ 77

obligations vis-à-vis their own students. The Red Desk provides services such as a student psychologist, various training courses, (‘self-management’, graduating, job interviews) and the student counsellor. Students may contact the student counsellor for questions on financial support, changing your studies, personal problems, admission exams, etc. The Red Desk can be found on level two (first floor) of the Bastille building on the DiSC square. Office hours: Tuesday 12.30 – 14.00 hrs; Thursday12.30 – 14.00 hrs and 14.00 – 15.30 hrs. For further information, go to: www.utwente.nl/studentenbalie/en.

Student psychologist Students can contact the student psychologist if they need to talk about personal problems, such as an issue with parents, friends or fellow students. They do not require a referral to see a student psychologist; they can make the appointment themselve. The Student Psychologists Office aims to arrange a first visit within one week of a student requesting their help.

Student dean Students can contact the student dean with any questions on student grants and loans, financial assistance by the UT, changing their choice of programme, problems concerning the transition from HBO (higher professional education) to university, personal problems, appeal procedures, foreign students, handicap and study, and enrolment examinations (colloquium doctum/university entrance exams). Meetings can be arranged through the secretariat.

Students can request such a meeting on their own initiative.

Study and Career On the webpages www.utwente.nl/so/studyandcareer/ students can find further additional services, e.g. effective studying, coping stress, coping handicaps, thesis project, the labour market. Unfortunately most of the pages are in Dutch. Please contact Study and Career if information in English is needed.

78

9. Quality Assurance study programme PSTS

The Faculty of Behavioural Sciences sets great store by the quality of its education. Students are generally appreciative of the education provided by the faculty, yet critical of certain specific aspects. The programmes are responsive to this and do their utmost to improve quality.

Quality education requires the firm commitment of lecturers and students as well as proper communication. The quality assurance system is based on the course evaluations and feedback meetings with students that are held annually, and on academic progress monitoring. The QA cycle consists of the following internal QA instruments.

9.1 Internal quality assurance Course evaluations and student feedback meetings This is the primary tool in the monitoring and evaluation of the educational process. Each course is evaluated via the Educational Service Centre according to a protocol that is established every year. The core of this evaluation is a questionnaire in which students give their opinion on items concerning learning objectives, didactics, content, materials, feedback, mode of assessment, study load and time, strong and weak aspects and give a mark for general valuation. The results are published on a website in Blackboard, that is accessible to students and staff only. The norm is an average score of at least 3.5 on a five-point scale. A lower score is an object of investigation and requires effort to effect improvement.

Student feedback meetings are organized by the student association (Ideefiks) at the end of each block, coordinated by the educational commissioner of the association. These meetings have an informal status but add a more detailed qualitative aspect to the course evaluations.

The lecturer writes a comment on the formal student evaluation results and gives his or her own observations and suggestions for improvement. Results of the evaluations and the feedback meetings, including a response of the lecturer, are discussed in the programme committee. Also during the classes, feedback meetings are organized by the students and lecturers themselves. The educational commissioner of Ideefiks initiates this practice. In this way, the teacher can adjust lessons during the course.

The implementation of suggested improvements is checked in a planning meeting shortly before the block in which the course will be taught again. The chain of evaluation and improvement then starts a new cycle: the planned and implemented curriculum is checked, and actions for improvement are carried out, so that the new evaluation cycle can start.

Course evaluation

‘Ideefiks as a study association for PSTS students helps to create a balance that, equally cares for core content per se and constructive criticism of any one given world view, respecting both the terrain of teachers and students. The feedback sessions with students as an education commissioner give me a chance to understand how a diverse group perceives the same content and instructional method from different perspectives. Through debate we, as a group, overcome these differences and provide the teacher with a set of thought-out recommendations that hopefully polish the course to increase its brilliance. At the same time being a programme committee member gives me an opportunity to appreciate why certain things or policies have been adapted, bringing in a complete picture of PSTS. As committee member you are being involved in the programs future and get a

79

glimpse of the academic world. In the end I am developing myself as a philosopher of technology, who recognizes the fact that PSTS concerns society.’

By Stefan Weijers, student PSTS

Student Satisfaction Survey The Faculty of Behavioural Science conducts a yearly Student Satisfaction Survey in June/July. Just like the evaluation procedure, this survey addresses a higher level of aggregation. It is primarily aimed at aspects of the educational process that transcend the individual course level, and at the quality of the various services that support the educational process. Results are reported to the Programme Committee, where measures for improvement are discussed as well, and to the regular meetings of all programme directors with the dean, which primarily has a monitoring function.

Tutorial and exit interviews The prime function of the tutorial is to support students. Yet, it is also a valuable source of information about the programme, and about obstacles students encounter. Therefore, the programme management asks tutors to report any observations that can be used to improve the programme. Students who drop out and those who graduated are asked to reflect on the programme, especially on its weak aspects and possible improvements. The information is collected by the programme coordinator, who reports to the programme director.

Yearly evaluations At the end of every year, there is an annual evaluation meeting with the programme director and coordinator. The first year programme is in that context evaluated at a higher level of aggregation. Students are asked about their most important impressions of the strong and weak points. Also the structure of the curriculum is discussed.

Assessment The examination board supervises the quality of the final theses of the programme. This supervision is retrospective and does not affect the individual students’ assessments and grading. The examination board assesses the quality of the theses and the grading on an annual basis. The results are reported to the programme management. The examination board assesses the quality of examinations in courses continuously. The focus is on the relation between teaching and assessment objectives.

Evaluation on demand On request, the Educational Centre can monitor specific aspects of the programme. For example, in 2007, an analysis was made of the results of students from Dutch professional universities (hbo) and from research universities, in order to compare results of students from professional and research universities. It was concluded that there is no significant differentiation.

Guaranteeing the quality of the lecturers The UT follows the rule that both novice and newly appointed lecturers must pass the Basic Qualification in Education within two years. For more experienced lecturers a Task-oriented Qualification in Education is currently being developed, which on the basis of their experience and expertise will enable lecturers to develop further. Furthermore, the programme management always discusses the results of the course evaluations with the lecturer(s)

80

concerned so that they are aware of which parts of the instruction the students feel could be improved.

9.2 Consultative committees Examination Board The Examination Board is responsible for safeguarding the quality of examination and assessment, and for the validity of the degree. Members of the board are appointed by the dean of the faculty.

Programme Committee The Programme Committee advises the programme director about all aspects of the educational programme, ranging from the curriculum to organizational aspects, and from course evaluations to policy for alumni. The committee chooses its own members, in the case of PSTS three lecturers and an equal number of students, who are formally appointed by the dean of the faculty.

Work field Committee The work field committee advises the programme director on all educational matters, especially from the perspective of relevance for the job market. The committee reviews the entire curriculum, including its objectives, didactical architecture, and outcomes.

Student Feedback Meeting (StuFM) There are feedback meetings every first week of a new block in which the previous block is discussed. On the basis of the feedback of the students a report is written for the PSTS Programme Committee. The PSTS Programme Committee takes the report into consideration when discussing ways of improving the quality of the programme and identifying possible problems. StuFM is lead by the acting educational commissioner.

9.3 External quality instruments Educational review With its accreditation the NVAO (the Dutch-Flemish Accreditation Organization) gives official approval to a programme that has demonstrated that it has met all specified quality requirements. In connection to this, the NVAO reviews each programme in the Netherlands and Flanders once every five years. Both in the Netherlands and in Flanders, an accreditation is a condition for the government’s funding/financing of a Bachelor’s or Master’s degree programme and for the entitlement to award recognized/validated diplomas. In the Netherlands it is also a prerequisite for issuing student grants and loans. The Master’s degree programme PSTS was accredited in 2011.

81

82

Part D: Description of the courses

83

84

10. The first year Block 1A Philosophy of Technology (201200063) 5 EC

Term 1

Science and Technology Studies (201200064) 5 EC Philosophical Theories and Methods (201200059) 5 EC

Block 1B Block 2A TechnoLab (201200058) 10 EC

Philosophy and History of Science and Technology (201200061) 5 EC Ethics and Technology I (191612540) 5 EC

Term 2

Philosophical Anthropology and Technology (191612550) 5 EC Society, Politics and Technology (191612560) 5 EC

Block 2B Technology and Social Order (191622510) 5 EC Ethics and Technology II (191612580) 5 EC PhiloLab (201200062) 5 EC

Course name Participating programme Credits

Philosophy of Technology PSTS

Prior knowledge for Teaching staff

All other PSTS courses Prof. dr. Ir. P.P.C.C. Verbeek (coordinator, teacher and first assessor), Dr. P. Vermaas (teacher and co-assessor), Verbeek, P.P. (2005). What Things Do - Philosophical Reflections on Technology, Agency, and Design. University Park, PA: Penn State University Press.

Vermaas, P., P. Kroes, I. van de Poel, M. Franssen and W. Houkes (2011) A Philosophy of Technology: From Technical Artefacts to Sociotechnical Systems, vol. 6 of Synthesis Lectures on Engineers, Technology and Society (Morgan & Claypool).

Further study materials include scientific articles and PPT slides.

In this course, students get an introduction into the philosophy of technology, both historically and thematically. Attention will be paid to the emergence of the philosophy of technology as an independent field of philosophical inquiry and the (social) problems that are central in this field. The main philosophers, developments and currents in the philosophy of technology will be dealt with. Apart from such a historical introduction, important themes in the philosophy of technology, like technological determinism, the nature of technological knowledge, the normative dimensions of technology, internalism versus externalism will be discussed. A number of these themes will be further elaborated in courses in the second term of the first year, like social and political philosophy, epistemology, ethics and technology and philosophical anthropology. The core theories are phenomenology and postphenomenology, mediation theory and analytic philosophy.

During 8 lectures of 4 hours the theories are discussed. Beside these lectures there are 6 Academic Skills workshops of 4 hours.

The course is divided in a continental part, organized by the Department of Philosophy, University of Twente, and an analytic part organized by the Department of Philosophy, Delft University of Technology.

Study material

Subjects, theories and models

Teaching methods

5.0

Language

English

85

Course code Phase/ Study period Obligatory/ elective

201200063 M1,1A Obligatory

Examination and assessment Learning objectives

The assessment is based on a written examination and a paper assignment (both 50% of the mark). The written examination has open questions and takes 3,5 hours.

This course connects to the final qualifications K1, K2, K4, K5, S1, S2, S3, of the programme, according to the following eleven learning objectives: At the end of the course the student has knowledge of or insight in: 1. classical philosophy of technology.

2. contemporary continental approaches within the philosophy of technology.

3. analytic approaches within the philosophy of technology 4. the intentional-structural distinction in analytic philosophy.

5. preliminary characterizations of designing.

At the end of the course the student is able to: 6. characterize the various approaches in the philosophy of technology, as well as its major divisions (ethics, social philosophy, philosophy of culture, epistemological approaches).

7. describe major topics, theories, developments and approaches in philosophy of technology.

8. analyze a technological development in terms of the basic frameworks in philosophy of technology.

9. discuss the merits and shortcomings of philosophical theories and ideas introduced in the course and to compare and contrast different positions with each other.

10. read and interpret original philosophical texts and to summarize or otherwise communicate the ideas expressed in these texts.

At the end of the course the student 11. has basic competence in writing a philosophical paper.

Course name

Science and Technology Studies

Participating programme

PSTS

Credits

5.0

Prior knowledge for Teaching staff Study material

All other PSTS courses Prof.dr. N.E.J. Oudshoorn (coordinator, teacher and first assessor), Sismundo. S. (2009). An Introduction to Science and Technology Studies. Malden and Oxford: Blackwell Publishing. (Selection) Further study materials include a syllabus, case material for the SCOT and ANT analysis and PPT slides of the lectures.

This course aims to introduce students to the interdisciplinary field of science and technology studies. Students will be introduced to the main theoretical approaches in the field, including the Strong Program; the Social Construction of Technology, Actor Network Theory; and Evolutionary Approaches. Moreover, students will get some hands-on experience with using STS theories and concepts in doing empirical research on recent developments in science, technology and society.

During 10 lectures of 2 hours the theories are discussed. Students are actively involved in each class (through student presentations and assignments) and are stimulated to discuss relevant theories critically.

The assessment is based on 2 individual interim assignments

Subjects, theories and models

Teaching methods

Examination and

Language

English

86

Course code Phase/ Study period Obligatory/ elective

201200064 M1, 1A Obligatory

assessment Learning objectives

(together 60% of the mark), and a final group assignment (40% of the mark).

This course connects to the final qualifications K1, K3, K4, S1, S2, S4, S5 and S6 of the programme, according to the following eight learning objectives: At the end of the course the student has knowledge of or insight in: 1. the main theoretical approaches and concepts developed in the Social Studies of Technology and Society.

At the end of the course the student is able to: 2. understand specific developments and problems in science and technology from the different theoretical perspectives presented in the course in order to compare and contrast these different approaches and to discuss their advantages and disadvantages.

3. interpret and use theoretical approaches and concepts to understand the dynamics of scientific and technological development.

4. review theoretical and empirical texts.

5. present theoretical articles and own research to an informed public (of fellow students and teachers) 6. conduct a critical discussion.At the end of the course the student has experience in: 7. close reading of social scientific literature.

8. setting up, conducting and reporting the outcomes of a limited social science research, including interviews to collect relevant empirical data.

Course name Participating programme Credits Prior knowledge for Teaching staff Study material Subjects, theories and models

Teaching methods Examination and assessment Learning objectives

Philosophical Theories and Methods PSTS 5.0

Language

English

Course code

201200059

Phase/ Study period Obligatory/ elective

M1, 1A Obligatory

All other PSTS courses Dr. J.H. Søraker, Prof. dr. P.A.E. Brey Will be made available on blackboard.

This course introduces students to various methods and approaches within philosophy. The course emphasizes philosophers and methods of doing philosophy that have an important role throughout the master program PSTS, including analytical methods, hermeneutical methods and applied empirical methods. The course will also give a short introduction to formal logic.

Lectures and seminars Written exam + Assignments This course connects to the final qualifications K1, K2, K4, K5, S1, S2 of the programme, according to the following two learning objectives: At the end of the course the student has knowledge of or insight in: 1. central methods and approaches within philosophy.

At the end of the course the student is able to: 2. understand, explain and compare philosophical theories and methods

87

Course name Participating programme Credits Requirements for entrance Teaching staff Study material Subjects, theories and models

Teaching method

Course code 201200058 Phase/ Study M1, 1B-2A period 10.0 Language English Obligatory/ elective Obligatory 1. Philosophical Theories and Methods 2. Philosophy of Technology 3. Science and Technology Studies Prof. dr. ir. M. Boon A hand-out that specifies the details of this course.

Materials are available on blackboard.

In the TechnoLab project students get acquainted with technological developments in (UT) Engineering Sciences and Social Sciences disciplines, and research institutes. Students get to understand scientific research practices (i.e. engineering sciences and social sciences) that work towards these technological developments, as well as their social and political contexts and settings. Different approaches will be taken in developing this understanding, such as studying brochures, websites and scientific articles, but also interviews with researchers will be conducted in order to get insight in the content and approaches of their scientific work. Based on the understanding of a technological development that has been gained in the first part of this course, PSTS topics are explored in the second part. This way students are encouraged to apply PSTS topics of PSTS courses in the Technolab project (Philosophy of Technology; Science and Technology Studies; Ethics and Technology I; and History and Philosophy of Science and Technology).

Lectures and seminars (4h per week). The lectures aim at providing topics and materials relevant for the project and for achieving the learning objectives. The seminars will be editorial board meetings in which the progress of the magazine will be discussed. Written and oral feedback on intermediate versions of the magazine will be provided by the teacher and by students of other groups.

TechnoLab PSTS

Starting point is an investigative journalism setting consisting of a heterogeneous team. Students are divided into groups of 3 or 4 students with different backgrounds. Each group chooses a technology that is currently being developed, and the development of which they aim to investigate and write about. Hence, the project of each group is to produce a â&#x20AC;&#x2DC;High tech â&#x20AC;&#x201C; Human touchâ&#x20AC;&#x2122; magazine that addresses a technological development of their own choice. This magazine will address the technology and its societal context. It will also explain some of the engineering science research that is being done towards its development. Additionally, it will inform the reader about some of the social science research that investigates related societal issues. Finally, the magazine will present the reader with some interesting outlooks, analyses or philosophical questions regarding the topics that have been described and explained, which makes use of the content and approaches of the four PSTS courses (Philosophy of Technology; Science and Technology Studies; Ethics and Technology I; Philosophy and History of Science and Technology).

This project involves at least the following activities: I. The technology Students explore relevant technical and scientific research in the Netherlands (via websites of NWO, KNAW, research institutes at UT, etc.). This phase is initiated by 1 or 2 informative classes/seminars that will deal with how scientific research is organized (including its history). Students derive from this explorative phase a topic that they 88

wish to study further.

Students make a plan and a preliminary planning for producing the magazine. This plan and planning must be adapted and worked out in further details during the project.

II. The engineering sciences Students study in more depth existing research programs and the kind of engineering science research that is performed in the context of their technology. Their focus will be on the researcher(s) they aim to interview at a later stage.

Students prepare and perform the interview(s). As a preparation they formulate questions that aim to better understand the investigated topics and their practical implications. Also, they anticipate the kinds of answers they need for writing the magazine. This activity is supported by the course “Philosophy and History of Science and Technology” (in K2). These classes will explain how scientific research in application contexts is performed: how a problem is translated into a scientific question: how research is done; and how the findings are applied. Also, attention will be given to learning how to read scientific articles in the engineering sciences. The learning objective of this activity is learning to understand the character of engineering science research, but also learning to deal with information that one only partially understands.

Students write about the technology and about the part played by the engineering science research project. Their audience is students and scientific researchers in all disciplines at the UT. They aim at pieces that are explanatory, coherent and well-written for this audience.

III. The social sciences Students determine societal aspect related to this technological development.

Students study in more depth existing research programs and the kind of social science research that is performed in the context of the kinds of societal problems they find relevant for their technology.

Their focus will be on the researcher(s) in the social sciences they aim to interview at a later stage.

Students prepare the interview. They formulate questions that aim to better understand the investigated topics and their practical implications. Also, they anticipate the kinds of answers they need for writing the magazine. This activity is supported by the course “Philosophy and History of Science and Technology” (in K2). The learning objective of this activity is learning to understand the character of engineering science research, but also learning to deal with information that one only partially understands.

Students write about the social science research project. Again, they aim at pieces that are explanatory, coherent and well-written for the intended audience.

IV. PSTS topics Students aim to find one or more PSTS themes relevant for the themes they have addressed in their magazine. These themes may be philosophical aspects or STS aspects of the technology; philosophical and/or historical aspects of the engineering and social sciences; philosophical aspects of ‘high-tech-human-touch; philosophical or ethical aspect of the societal issues, etc. Next, students apply theories and approaches from the four PSTS courses in further analysing these issues. Again, students aim at pieces that are explanatory, coherent and well-written for the intended audience.

The final magazine must be a balanced, coherent whole. All students

89

Examination and assessment

Learning objectives

of a group are held responsible for the magazine as a whole.

The final version of the magazine will be assessed on: 1. Introduction to the magazine and explanation of the technology.

2. Explanation of the engineering science topic 3. Explanation of the social science topic 4. Explanation of the PSTS topic 5. General quality of the magazine (which includes structure, clarity and attractiveness of the magazine).

Mark = (1. + 2. + 3. + 4. + 5.)/5 Students will be asked to distribute this mark amongst them in a way that is doing justice to the contribution of each member. This personal grade is 70% of the final mark.

Oral exam in which the progression with respect to the specific learning objectives is assessed. This personal grade is 30% of the final mark.

This course connects to the final qualifications K1, K3, K4, S1, S2, S3, S4, S8 The TechnoLab project is a first introduction to the kind of integrated projects of a graduated PSTS person in a professional role. The skills and insights that are acquired in the TechnoLab project can be compared to learning how to work as a journalist who wants to inform a high-educated audience about a new technological development.

The journalist aims to give several perspectives (technological, engineering sciences, social sciences and PSTS), thus setting-out a typical ‘High tech – Human touch’ approach, which will be a typical skill of a graduated PSTS person. A journalist has to collect information, formulate relevant questions, understand and interpret what she sees and hears, reflect on those findings, and communicates them to the public in intelligible language and as a coherent whole. In so doing, she needs to have relevant frameworks and perspectives that will enable her to do so. Attaining these frameworks and perspectives is part of Technolab and PSTS as a whole.

Objectives TechnoLab Project 1. Students are introduced to examples of current technological developments, and their applications in a social context (which involve issues that are dealt with in the PSTS program).

2. Students develop a (more) realistic view of scientific research in both the engineering sciences and the social sciences that takes place in the context of technological developments.

3. Students learn how to get to know and understand an unfamiliar domain, by learning to adequately read, formulate questions and process answers.

4. Students learn to apply the acquired frameworks, perspectives and research questions in PSTS to the themes investigated in the TechnoLab project.

5. Students learn how to write about these topics in an understandable language.

The TechnoLab learning objectives (which will be assessed in the oral exam) are made more specific in the handout of this course.

Course name Participating programme Credits Prior knowledge for Teaching staff

Course code 191612540 Phase/ Study M1, 1B period 5.0 Language English Obligatory/ elective Obligatory 191612560 Society Politics and technology, 191612580 Ethics and technology 2, 201200062 PhiloLab Dr. J.H. Søraker (coordinator, teacher and first assessor).

Ethics and Technology I PSTS

90

Study material Subjects, theories and models

Teaching methods Examination and assessment

Learning objectives

Will be made available on blackboard.

This course aims to introduce students to the major ethical theories and some key thinkers in moral philosophy, as well as the fundamentals of critical reasoning and ethical argumentation. The main ethical theories are virtue ethics, deontological ethics, and utilitarianism, but we will also consider other approaches. The course also includes a short introduction to select application domains, such as engineering and bio-medical ethics.

During 8 lectures of 4 hours the theories are explained and discussed.

The assessment is based on two assignments: one report where the students demonstrate knowledge of literature (counting 30%), and one short essay where students demonstrate ability to analyse en ethical problem related to a concrete technology (counting 70%).

Additionally, a presentation in front of class is required to pass the course.

This course connects to the final qualifications K1, K2, K5, S1, S2, S3, S4 of the programme, according to the following six learning objectives: At the end of the course the student has knowledge of and gained insight in: 1. The most important ethical theories and principles 2. Fundamental guidelines for critical reasoning and ethical argumentation At the end of the course the student is able to 3. Identify ethical problems 4. analyse and critique ethical concepts, theories, and arguments 5. analyse, define, and evaluate ethical problems, both by way of applying ethical theory and independent reasoning 6. analyse how ethics and technology mutually influence each other and to reflect on the role of engineers in this interaction.

Course name Participating programme Credits Teaching staff Study material

Subjects, theories and models

Philosophy and History of Science and Technology PSTS

Course code

201200061

Phase/ Study M1, 1B period 5.0 Language English Obligatory/ Obligatory elective Prof. dr. ir. M. Boon (coordinator, teacher and first assessor), dr. F.J. Dijksterhuis.

Giere R. et. al. (2006). Understanding scientific reasoning. (fifth edition). Wadsworth Cengage Learning.

Ladyman, J. (2002). Understanding philosophy of science. London: Routledge Further study materials include scientific articles and PPT slides which will be provided through BlackBoard Chunglin Kwa (2011). Styles of Knowing. A new history of science from ancient times to the present, Pittsburgh: University of Pittsburgh Press, 2011. 978-0822961512 Thomas Misa (2011). Leonardo to the Internet. Technology and Culture from the Renaissance to the Present, Baltimore: Johns Hopkins University Press, 2011. 978-1421401539 Further study materials include electronic articles and powerpoint slides, which will be made available through Blackboard.

Scientific theories are generally regarded to be the backbone of scientific and technological practices. They consist of mathematical

91

formulas, laws of nature and scientific models, among other things.

But where do these formulas, laws, and models come from, and how do we know where to apply them? This course approaches these questions from combined historical and philosophical perspectives, focusing on the reflections on science in practice. On the one hand we follow the historical development of science to see how practitioners have thought about the ways to acquire knowledge and see where our modern ways of knowing originate. On the other hand we delve into the philosophy of science as it articulates fundamental epistemic issues in the modern sciences.

In aiming at an understanding of the engineering sciences from a philosophy of science perspective (rather than from the social or ethical perspective), this course takes traditional themes in the philosophy of science as its starting point. Central themes will be discussed, such as “What is science?” “What is a scientific explanation?” "What is a scientific methodology" “What are laws of nature?” "Are scientific theories true?" “What is a scientific model?”. In this manner, traditional topics such as the logic of scientific reasoning, the induction problem, the demarcation problem and falsificationism, scientific explanation, truth, scientific revolutions, realism and antirealism, will be addressed. This elementary background in the traditional philosophy of science will be applied for exploring the epistemic relation between science and technology. Why and how do formulas, laws and models give us knowledge anyway? Is it really possible to simply apply basic scientific knowledge for attaining knowledge about concrete (technological) systems? Dealing with these latter questions deviates from traditional introductory courses in the philosophy of science, as it puts much more emphasis on the making of scientific results and the ways in which scientists construct scientific knowledge. At this point, the philosophical perspective and the historical perspective meet and will contribute to each other.

Teaching methods Examination and assessment

Learning objectives

Aspects of the history of science that contribute to a more in-depth understanding of how scientific knowledge is produced will be studied.

The relation between science, engineering sciences and technology will be discussed from this perspective.

Both in the philosophy and the history classes, the differences between various scientific domains will be discussed, as well as the difference between physical and social sciences, and the relation between science and technology. Importantly, the philosophy and history will provide us with different kinds of perspectives and methods.

The philosophy and History classes will run in parallel. Each part consists of 8 lectures.

The philosophy part involves several assignments.

The assessment of the philosophy part is based on a written final examination.

The assessment of the history part is based on an assignment The final mark will be the average of these two. Each part should be at least 5.5.

This course connects to the final qualifications K1, K2, K5, S1-4. of the program, according to the following learning objectives: Knowledge of philosophical topics: • scientific reasoning and the engineering sciences.

• the philosophy of science (main philosophers of science, demarcation problem, scientific progress, modes of argumentation in science, scientific explanations, the logic structure of scientific theories, the role of mathematical formalisms, definition theory, instrumentalism, realism, 92

• Course name Participating programme Credits Prior knowledge for Teaching staff Study material Subjects, theories and models

Teaching methods Examination and assessment Learning objectives

relativism). history of ideas in scientific research.

Philosophical Anthropology and Technology PSTS

Course code

191612550

Phase/ Study M1, 2A period 5.0 Language English Obligatory/ elective Obligatory Philosophical Anthropology and Human-Technology Relations (191612660) Prof. dr. C. Aydin (coordinator, teacher and first assessor) Scientific articles available on blackboard and PPT slides Philosophical anthropology is the discipline that critically reflects upon questions concerning human nature and the human condition. It addresses questions such as: What is a human being? What is (personal) identity? Which cultural and/or natural features constitute human nature? How is the human being different from (other) animals? These questions have been investigated within different frameworks, such as classical ontology and epistemology (Aristotle, Descartes), German Idealism (Kant, Hegel), economy (Marx), existentialism (Nietzsche, Sartre), and phenomenology (Husserl, Heidegger). In the twentieth century authors like Heidegger, Anders and Ellul have warned us for the negative and destructive influence of technology on our life. Authors like Plessner and Gehlen have, implicitly or explicitly, argued that technology plays an important role in the constitution of human nature and identity. According to them humans have always shaped and extended themselves by virtue of technical tools and artifacts. In our modern era technology has become not only an inherent part of scientific investigation and diagnosis but also a constitutive dimension of our culture. This has far reaching bearings on our human condition. Today most scholars in philosophy of technology have embraced the so-called “empirical turn” and focus not on “technology” but on different (emerging) technologies and their impact on society. We will, therefore, not only focus on classical approaches to technology but also on specific technologies and technological developments in an anthropological context.

In this course we will investigate how technology has influenced and constituted human nature and human existence. We will discuss 1) foundational perspectives in the history of philosophical anthropology; 2) classical views of philosophical anthropology and technology; 3) contemporary perspectives on philosophical anthropology and technology. In the last part of the course the focus will be especially on constructivism, technical mediation, and technical extension.

Within these frameworks human nature and its faculties (rationality, self-consciousness, agency, autonomy) are not considered as an ahistorical given but as the result of a concrete history in which technology plays an important role. New technologies have an impact on values like freedom, privacy, and friendship, which determine to a great extent how humans are shaped into particular ‘subjects.’

The sessions will consist of both lectures and discussions. Besides texts, also movies and documentaries will be part of the course material.

The sessions will consist of both lectures and seminars.

The assessment is based on a take-home exam and an essay.

This course connects to the final qualifications K1, K2, K5, S1-4 of the program, according to the following eight learning objectives:

93

At the end of the course the student has knowledge of and insight in: 1. the history of philosophical anthropology 2. classical views of philosophical anthropology and technology 3. contemporary theories and discussions regarding the influence of technology on human nature, such as the human enhancement debate, constructivism, technical mediation and technical extension At the end of the course the student is able to: 4. analyze and reproduce major topics, theories, developments and approaches in philosophical anthropology and their relevance for technology.

5. discuss the merits and shortcomings of theories and ideas related to philosophical anthropology and technology and to compare and contrast different positions with each other.

6. discuss his views with fellow students, write interpretative essays and present his views orally in class 7. show satisfactory competence in writing a philosophical paper.

Course name Participating programme Credits Requirements for entrance Teaching staff Study material Subjects, theories and models

Teaching methods

Examination and assessment Learning objectives

Course code Phase/ Study period 5.0 Language English Obligatory/ elective Recommended: Ethics and Technology 1 (191612540) Society, Politics and Technology PSTS

191612560 M1, 2A Obligatory

Dr. M.J.K. Coeckelbergh (coordinator, teacher and first assessor).

Swift, A. (2001/2006). Political Philosophy; a beginnersâ&#x20AC;&#x2122; guide for students and politicians. Cambridge: Polity press. Further study materials include scientific articles and PPT slides.

Technology is a major force in social and political reality. This course introduces the students to five main discussions within social and political philosophy: on democracy, social justice, freedom, equality and community. Students will learn to relate these discussions to the political philosophy of technology, both in its classical en contemporary forms.

During 8 lectures of 4 hours the theories are discussed. Students practice in presentation and argumentation concerning the implications of technology for democracy, social justice, freedom, equality and community. Attendance is obligatory.

The assessment is based on group participation (has to be sufficient), oral presentation (has to be sufficient) and a paper assignment (100% of the mark).

This course connects especially to final qualification K1, K2 and K5 since by offering this course on philosophy of technology and politics it deepens the knowledge of philosophy of technology and its relation to social sciences (K1) and provides essential knowledge about the subfield social and political philosophy of technology (K2).By making a direct link to political philosophy, the course also contributes to K5, since the students get the opportunity to get a good understanding of how philosophy of technology relates to political philosophy.

At the end of the course the student has knowledge of or insight in: 1. political philosophy in general.

2. the political philosophy of technology in particular.

This course connects to final qualification S1-4 of the programme At the end of the course the student is able to: 3. apply concepts and theories of political philosophy (both in its 94

4.

5.

6.

7.

8.

general and in its applied-to-technology form) to problems related to the role of technology in society and culture. participate in a collective deliberation identify and analyze particular problems in this domain analyze the literature in this domain analyze arguments in particular debates in this domain formulate and argue one's his/her own position with regard to a particular issue

Course name Participating programme Credits

Technology and Social Order PSTS

Teaching staff Study material Subjects, theories and models

Prof. dr. L. Roberts Study materials include academic articles and PPT slides.

The relationship between technology and technological development, on one hand, and society, on the other, has been variously theorized and examined by a number of significant philosophers, sociologists and historians. In this course students are introduced to the range of interpretive visions regarding their relation, which includes variations on the themes of ‘technological determinism’, ‘social shaping’, ‘mediation’, ‘co-production’, ethical engineering and ‘hybridity’. Both the philosophical presuppositions and commitments behind these various interpretive frameworks are also examined and the consequences of adopting them both for interpreting the past and advising for the future are considered.

During 8 interactive lectures of 4 hours the theory is discussed.

The assessment is based on three short essay assignments (the first two count for 20% and the third for 30% of the final mark). The other 20% of the mark is based on in-class presentations, participation and preparation of the 'weekly protocol'. (Protocol: Students take turn serving as class scribe each week, taking notes on what is discussed. In consultation with the instructor, they then transform their notes into an analytical presentation of the issues discussed in class, enriched - if relevant - with annotated bibliographical references.)

This course connects to the final qualifications K1, K3, S1, S2, S3, S4 of the programme, according to the following five learning objectives:

Teaching methods Examination and assessment

Learning objectives

5.0

Language

English

Course code Phase/ Study period Obligatory/ elective

191622510 M1, 2B Obligatory

At the end of the course the student has knowledge of or insight in: 1. the relations between technology and society, drawn from an interdisciplinary approach that brings history, philosophy and sociology in conversation with each other.

At the end of the course the student is able to: 2. analyze discussions about technology and understand the methodological perspective from which they are written.

3. understand the analytical consequences of adopting a particular approach to the study of technology and its relation to social order.

4. discuss his views with fellow students, write interpretative essays and present his views orally in class.

5. offer an informative report of course proceedings, write wellorganized analytical essays and discern the analytical perspective that informs what he reads.

95

Course name Participating programme Credits Requirements for entrance Teaching staff Study material Subjects, theories and models

Teaching methods Examination and assessment Learning objectives

Course code 191612580 Phase/ Study M1, 2B period 5.0 Language English Obligatory/ Obligatory elective Ethics and technology 1 (191612540) Twente Graduate School students and other external students will need to attend an additional introductory lecture.

Dr. J.H. Søraker (coordinator, teacher and first assessor), Selected guest speakers Articles and book chapters will be posted on blackboard.

In a modern society technology is everywhere, touching everything we do. Such a pervasive force calls for moral reflection. In what direction should technology be steered? What are the key concepts and theories moral philosophy has to offer for such a moral deliberation on technology? These are questions that will be discussed in this course. The course consists of a series of guest lecturers who will present and discuss within their area of expertise, thereby showing the many ways in which ethics can be applied to technology – from a range of different approaches. The topics are decided for each quartile but typically include issues like sustainable development, robot ethics, intellectual property, bio-medical technology, transhumanism, virtual worlds, risk assessment and digital divides.

Each week, guest lecturers present and discuss their own research.

Students select one class for which they act as “experts of the week” The assessment is based on group participation (has to be sufficient), individual oral presentation (has to be sufficient) and an individual final paper (100% of the mark).

This course connects to the final qualifications K1, K2, K5, S1-S6 of the programme, according to the following four learning objectives: Ethics and Technology II PSTS

At the end of the course the student has knowledge of or insight in: 1. central discussions and topics in technology ethics; capita selecta At the end of the course the student is able to: 2. apply ethical concepts and theories (both in its general and in its applied-to-technology form) to problems related to the role of technology in society and culture.

3. discuss and critique contemporary research in ethics & technology At the end of the course the student: 4. has acquired skills in writing and verbal communication.

5. has acquired skills in reasoning and arguing, analysis for reasoning and arguments, critical analysis and evaluation of texts.

Course name Participating programme Credits Requirements for entrance Teaching staff

Course code 201200062 Phase/ Study M1, 2B period 5.0 Language English Obligatory/ Obligatory elective Technolab 20120058, Philosopical Theories and Methods (201200059), Introduction to Philosophy of Technology (191612510), Introduction in STS (191622500), Ethics and Technology 1 (191612540) Dr. Ir. E.C.J. van Oost (coordinator, teacher and first assessor), Dr. P. Vermaas and various other staff members (teachers and coassessors).

PhiloLab PSTS

96

Study material

Subjects, theories and models

Teaching methods Examination and assessment Learning objectives

The literature will vary every year. Students will have to read 4 scientific papers of staff members. For the refereeing students need to read an additional selection of papers. For their own paper students have to read more new specialised literature as provided by the staff-tutor.

This course is built around an academic workshop in philosophy of science, technology and society. It is supervised by staff members of the research groups and institutes that participate in the Master programme. Each supervisor brings in a paper written by him or her that is representative for the type of research done in his or her institute/ research group. Students study the papers and then divide in groups. Each group studies one of the papers in more detail.

Supervision can be done in part by electronic means. The academic workshop itself consists of a more formal day, during which the supervisors of the participating institutes present papers and students discuss the papers. The course is closed with a 'graduate conference' day, during which the students present and discuss their results. Students finish the course by writing a short academic essay on a topic related to one of the papers. The objectives are to introduce students to the research specializations of the participating research groups, and to develop their writing and presenting skills.

The students will receive a special training in oral presentations.

See above description of the workshop and excursion and assignment Assignment and presentation, attendance of at least four colloquia in departments Philosophy and Steps.

This course contributes to the final knowledge qualifications K1, K2 and K3 and skills qualifications S1 and S2 (the emphasized skills in year 1) and a start on S4 and S8.

These qualifications are linked to the following three learning objectives: At the end of the course the student has knowledge of or insight in: 1. the research specializations of the participating research groups.

At the end of the course the student is able to 2. to formulate a perspective from which scientific work is discussed by using gained knowledge from prior PSTS courses.

At the end of the course the student: 3. will have developed his writing, presenting and communicating skills.

 Â

97

11. The second year 11.1 Profile 1: Technology and the Human Being Profile

Profile 1 Technology and the Human Being

Term 1 Block 1A Block 1B Philosophical Philosophy of Anthropology and Mind and Body Human-Technology and Technology Relations 5 EC 5 EC Shaping Technology and Use 5 EC

Elective taken from another profile 5 EC

Elective taken from another profile 5 EC MasterLab 1 5 EC

Course name Participating programme Credits Requirements for Entrance Teaching staff Study material Subjects, theories and models

Philosophical Anthropology and Human-Technology Relations PSTS 5.0

Language

English

At least 40 EC from M1.

Term 2 Block 2A Block 2B Academic Profile Master’s Thesis 30 EC MasterLab 2 (EC’s: part of the Master’s thesis – with all students) Or Professional profile Internship 10 EC Master’s Thesis 20 EC MasterLab 2 (EC’s: part of the Master’s thesis – with all students)

Course code

191612660

Phase

M2, 1A

Obligatory/ elective

Obligatory

Prof. dr. P.P. Verbeek (teacher and first assessor) Study materials include scientific articles and PPT slides.

This course acquaints students with the state of the art in philosophical-anthropological approaches in philosophy of technology. The course focuses on the relations between human beings and technologies, ranging from behavior-steering technology to human enhancement technology, and on ways to assess and improve the quality of these relations. The course develops three lines. Students will be introduced to the basic discussions in these three lines. After that, they choose one of the three lines to get acquainted with state of the art literature and to write a paper. The lines are: (1) Material Morality. By mediating human experiences and practices, technologies have come to play an important role in our moral actions and decisions. (2) Technology and the Limits of Humanity. Technological developments have started to interfere explicitly with human nature. Biotechnologies, brain implants, and enhancement technologies make it possible to reshape humanity in various ways. (3) Art, Technology, and Culture. Technologies help to organize the sensory repertoire of human beings: they disclose new ways of experiencing reality. The ways in which artists experiment with such mediations, therefore, form a highly interesting point of application for the philosophy of contemporary art. Also, this line includes the cultural dimension of human-technology relations and the mediation aspects involved in technology transfer between cultures.

98

Teaching methods

Assessment

Learning objectives

There will be 6 lectures of 4 hours. First, there will be 3 meetings on the three lines of the course. After this, there will be an individual start meeting for writing a paper, a progress meeting in which students present a draft paper, and a plenary final meeting in which students present the final result of their work.

The assessment is based on an individual paper assignment (100% of the mark), the quality of participation in meetings, the presentations and the brief summaries to be written about the study material.

This course connects to the final qualifications K1-2, K5-6, S1-4, S6-8 of the programme, according to the following eight learning objectives: At the end of the course the student has knowledge of or insight in: 1. the state of the art in philosophical-anthropological approaches in philosophy of technology.

2. the ethics and anthropology of human enhancement.

3. the relations between moral agency and technological artifacts.

4. the relations between art and technology.

At the end of the course the student is able to: 1. write a research paper on a philosophical-anthropological discussion in the philosophy of technology.

2. analyze and assess the philosophical-anthropological implications of a technological development.

3. present a research paper on a philosophical-anthropological discussion in the philosophy of technology.

4. find his/her way in philosophical-anthropological literature.

Course name Participating programme Credits

Shaping Technology and Use PSTS

Requirements for Entrance Teaching staff Study material Subjects, theories and models

At least 40 EC from M1.

5.0

Language

English

Course code Phase

191622630 M2, 1A

Obligatory/ elective

Obligatory

Dr. E.C.J. van Oost (teacher and first assessor) Study materials include scientific articles.

The central question of this course is: how do human actors through interactions with technological artefacts not only mould their daily life but also (re)shape the technology itself. Users have transcended their status of “passive consumers”. Current phenomena like Web 2.0, Open Source, Wikepedia, etc. are all examples of active, producing users. This active agency in shaping technology in daily activities blurs traditional boundaries between design and use. In the course students will get acquainted with four interrelated scientific fields that all contribute to understanding the changing design-use relations.

These are: (1) STS, with special focus on Actor Network Theory: Sociology of translation in networks is elaborated. The script analysis allows for granting the agency of the artefacts themselves.

Attachment is a second phenomenon that is analyzed in terms of ANT. (2) Media Studies: In the domestication theory the focus of analysis shifts to the agency of users in the appropriation of technological artefacts. (3) Innovation Studies conceptualizes the dynamics of user/user community innovation. (4) Sociology: Giddens’ structuration theory is integrated with STS insights into a conceptual framing of “Duality of Technology”.

A substantial part of this course encompasses the design and execution of a small empirical research project. The students will 99

Teaching methods Assessment

Learning objectives

learn all steps involved in a research design (research question – theoretical framework – choice of method and data – operationalisation of theoretical concepts – gathering data interpreting data in theoretical terms – conclusion). The core theories are Actor-Network Theory, Sociology of Translation, Domestication Theory, Structuration Theory and User-innovators perspective. The recent developments that integrate STS with media and innovation studies are studied and discussed in class. The small research project also uses recent research.

During 7 seminars of 2 hours the theory will be discussed. Active participation of students is required. Students have to read texts I advance and prepare discussions on the content.

The assessment is based on two home assignments (together 25% of the mark) and one final assignment (75% of the mark). In the first home assignment students have to apply theoretical concepts to their own empirical experiences. In the second one students must compare and discuss theoretical concepts. The final assignment has the aim to acquaint students with theory informed empirical research.

Active participation in class is obligatory This course connects to the final qualifications K1, K3-K6, S1-S4, S68 of the programme, according to the following three learning objectives: At the end of the course the student has knowledge of or insight in: 1. theoretical STS-perspectives on processes of co-shaping of design and use of technological artefacts.

2. Qualitative methods of empirical research.

At the end of the course the student is able to: 3. combine theoretical perspectives with empirical data (from a first experience of conducting empirical research).

4. To write a coherent academic paper based on theoretically informed empirical research

Course name Participating programme Credits Requirements for Entrance Teaching staff Study material Subjects, theories and models

Philosophy of Mind, Body and Technology PSTS 5.0

Language

English

At least 40 EC from M1.

Course code Phase

M2, 1B

Obligatory/ elective

Obligatory

Prof. dr. C. Aydin (teacher and first assessor) Scientific articles posted on blackboard This course acquaints students with current theories and approaches to the relations between mind, body, and technology. (A) The theme of technology and the body will take Merleau-Ponty’s philosophy of the body as a starting point. From there, it will move to Canguilhem’s theory of Organism versus Machine, Don Ihde’s theory of ‘Bodies in Technology’, and Vivian Sobchak’s work on techno-bodies. Central questions are: how can the relations between bodies and technology be conceptualized? What role can the body play in future philosophy of technology? (B) Philosophy of mind studies the nature of the mind, mental events, mental functions, mental properties, consciousness and their relationship to the physical body, particularly the brain.

Questions are raises such as: What do we mean by mind? How do we attribute mentality? How are mental and physical properties related? What is consciousness? A brief overview of these themes will be offered as a general framework. To address the theme of mind and technology, the course will focus on Andy Clark’s theory of 100

Teaching methods

Assessment

Learning objectives

embodied embedded cognition, which links technology and the philosophy of mind. In that context also internalist and externalist approaches to mind, as well as the notion of introspection, will be discussed. After studying the central elements of Clark’s ‘Natural Born Cyborgs’, the focus will be on its relevance for philosophy of technology, and its reception by philosophers of technology (e.g.

Selinger). (C) Finally, the course will bring these lines together by addressing issues of identity and technology, focusing on brain technologies and prosthetic technologies in relation to people’s selfunderstanding, sense of personal identity and freedom.

The course has a seminar setting. There will be 7 sessions of 4 hours. In these sessions, students will discuss texts they have studied before the meetings. After an introductory meeting, there will be 4 meetings about technology, mind, and body, followed by a meeting where students present paper outlines and a meeting where they present and peer review draft papers.

The assessment is based on an individual paper assignment (100% of the mark), the quality of participation in meetings, the presentations and the brief summaries to be written about the study material.

This course connects to the final qualifications K1-2, K5-6, S1-4, S6-8 according to the following five learning objectives: At the end of the course the student has knowledge of or insight in: 1. philosophical approaches to technology and the body 2. philosophical approaches to technology and the human mind 3. the relations between technology and identity 4. contemporary analyses of the relations between mind, body, and technology At the end of the course the student is able to: 5. write a research paper on a philosophical problem regarding the relations between mind, body, and technology

101

11.2 Profile 2: Technology and Values Profile

Profile 2 Technology and Values

Term 1 Block 1A Block 1B Technology and the Assessment of Quality of Life Emerging 5 EC Technologies 5 EC Technology, Globalization and the Environment 5 EC

Elective taken from another profile 5 EC

Elective taken from another profile 5 EC MasterLab 1 5 EC

Course name Participating programme Credits Requirements for Entrance Teaching staff Study material Subjects, theories and models

Teaching methods Assessment Learning objectives

Technology and the Quality of Life PSTS 5.0

Language

English

At least 40 EC from M1.

Term 2 Block 2A Block 2B Academic Profile Master’s Thesis 30 EC MasterLab 2 (EC’s: part of the Master’s thesis – with all students) Or Professional profile Internship 10 EC Master’s Thesis 20 EC MasterLab 2 (EC’s: part of the Master’s thesis – with all students)

Course code

191612670

Phase

M2, 1A

Obligatory/ elective

Obligatory

Dr. J.H Søraker; prof.dr. P.A.E. Brey (teachers and first assessors) Scientific articles posted on blackboard This course introduces the philosophy and ethics of technology in terms of the good life (also known as quality of life or well-being). The question of what a good life consists of has always been one of the major questions of philosophy. It is also a prominent question in the philosophy of technology, as many evaluations of technology ultimately centre around the question whether particular technologies make our lives better. This course examines philosophical theories of the good life, philosophical theories of technology in relation to the good life. The course also addresses empirical research on subjective well-being, and its applicability to technology assessment.

The first part of the course focuses on philosophical theories of the good life, including hedonism, desire-satisfactionism, and objectivist theories of the good life, as well as corresponding research in the social sciences. The second part then relates these to technology, and discusses particular technologies, such as information technology, sustainable technology and medical technology in relation to the quality of life. The aims of the course are both to introduce current theories of the good life and to gain training in applying these theories in the analysis of particular technologies and technological practices.

4 interactive lectures of 4 hours, then individual supervision.

The assessment is based on participation in class (30% of the final mark) and an individual paper assignment (70% of the mark).

This course connects to the final qualifications K1-2, K5-6, S1-4, S6-8 of the programme, according to the following seven learning objectives:

102

At the end of the course the student has knowledge of or insight in: 1. philosophical theories of the good life.

2. philosophical theories of technology in relation to the good life.

3. philosophical studies of particular technologies in relation to the good life.

4. philosophical theories of the place of conceptions of the good life in politics.

5. Empirical research on subjective well-being At the end of the course the student is able to: 1. apply philosophical theories of the good life in the analysis of technologies and technological practices.

2. evaluate the strengths and weaknesses of existing theories of the good life and technology.

3. understand and apply empirical research on subjective wellbeing 4. utilize philosophical theories of technology and the good life to develop a theoretical position of one's own.

Course name Participating programme Credits Requirements for Entrance Teaching staff Study material Subjects, theories and models

Teaching methods Assessment

Technology, Globalization and the Environment PSTS 5.0

Language

English

At least 40 EC from M1.

Course code Phase

M2, 1A

Obligatory/ elective

Obligatory

Dr. M. Coeckelbergh (teacher and first assessor) Study materials include scientific articles and PPT slides. All will be made available via Blackboard.

This course invites students to reflect on problems regarding the relation between technologies and globalization. Particular attention will be paid to electronic information and communication technologies and to specific topics related to geography, society, politics, energy, animals, and especially environment. We will focus on questions such as: Does globalization lead to what McLuhan called a “global village”?

Do new ICTs “shrink” the world, and in what sense? Do they imply the “death of geography”, or does place and space still matter? If so, how? What kind of “global society”, “global community” or “global culture” is created, if any? Is the network society a “society”? How do the new technologies influence how we think about cultural difference? Do new media lead us to reconsider the duties we have to strangers? Should animals be part of the global moral community?

Is technological and economic globalization necessarily followed by moral and social globalization? How do new technologies shape global finance? Do new electronic military technologies change international politics and warfare in the 21st century? What is the role of technology in coping with global climate change? Are new energy technologies such as smart grids helping to build a more sustainable world? How can ICTs be developed in a way that aids sustainability?

How do they shape the way we frame environmental problems? What are conceptual and empirical relations between nature, technology, and environment? The students will be encouraged to engage with these questions by using philosophical methods (conceptual analysis, argumentation) and by using and producing interdisciplinary research.

Lectures, seminars The assessment is based on presentations and group participation (has to be sufficient) an individual paper assignment : an essay (graded).

103

Learning objectives

This course connects to the final qualifications K1, K2, K6 and S1-5 and S8 of the programme, according to the following learning objectives: At the end of the course the student has knowledge of or insight in 1. problems concerning the relation between technologies and globalization 2. specific topics in this domain such as technology and environmental problems At the end of the course the student is able toâ&#x20AC;Ś 1. analyze the problems concerning the relation between technology and globalization 2. identify and analyze particular problems in this domain 3. analyze the literature in this domain 4. analyze arguments in particular debates in this domain 5. formulate and argue one's his/her own position with regard to a particular issue 6. perform original research in this field, or make at least a serious effort to do so 7. communicate research to colleagues

Course name Participating programme Credits Requirements for Entrance Teaching staff Study material Subjects, theories and models

Teaching methods Assessment

Assessment of Emerging Technologies PSTS 5.0

Language

English

At least 40 EC from M1.

Course code Phase

M2, 1B

Obligatory/ elective

Obligatory

Dr. M. Boenink, Dr. K. Konrad (teachers and first assessors) Study materials include scientific articles and PPT slides. All will be made available via Blackboard.

This course focuses on the complexities of anticipating, normatively assessing and shaping technologies in development. In ethics of technology, governance theories as well as technology assessment, it is now commonplace to state that the course of technology development should be anticipated and that its desirability should be assessed early on. If technology development progresses, it tends to become too entrenched to change its direction. This means, however, that early anticipation and assessment have to take place at a stage when uncertainties abound. Such uncertainties affect both the â&#x20AC;&#x2DC;doingâ&#x20AC;&#x2122; (innovation processes) and the assessing of technologies in development. Both assessment and action build on expectations, rather than robust knowledge. Understanding patterns of expectationbuilding, for instance social dynamics of expectations, but also patterns of assessment, such as patterns of moral argumentation, are useful to understand de-facto assessment as well as to design appropriate methods for dedicated ethical assessment.

The course invites students to critically reflect on the possibilities and difficulties of anticipating and evaluating the desirability of emerging technologies, and to study and develop methods for early anticipation and evaluation that take the surrounding uncertainties into account.

The precise setup of the course varies each year, since it is adjusted to ongoing research by several staff members.

Lectures, seminars Attendance is obligatory.

The assessment is based on group participation (has to be sufficient), assignments (30 % of the final grade) and an individual paper assignment (70% of the final grade).

104

Learning objectives

This course connects to the final qualifications K4-6 and S4-9 of the programme, according to the following nine learning objectives: At the end of the course the student has knowledge of or insight in 1. the uncertainties in processes of technology development, as well as assessment of those processes and their products 2. the state of the art in theory and practice of anticipating and (ethically) assessing emerging technologies, as well as their philosophical underpinning3. philosophical and empirical research strategies to improve the quality of both theoretical approaches and practices of anticipating and assessing emerging technologies At the end of the course the student is able to 3. analyze the social dynamics of expectations and the patterns of moral argumentation concerning emerging technologies 4. to diagnose the uncertainties in actual innovation processes 5. critically compare and evaluate different methods to anticipate and ethically assess emerging technologies 6. formulate and argue one's own position with regard to the anticipation and assessment of technologies in development 7. to articulate and defend one's own position with regard to methods for anticipating and assessing technologies in development 8. communicate research and solutions to colleagues as well as professionals from other subject areas.

9. to generate learning processes from the interaction.

105

11.3 Profile 3: Dynamics of Science, Technology and Society Profile

Term 1 Block 1A Block 1B Philosophy of Spatial and Science and Temporal Technology Dynamics of Relations Science, 5 EC Technology and Society 5 EC Dynamics and Elective taken Governance of from another Socio-Technical profile Change 5 EC 5 EC

Profile 3 Dynamics of Science, Technology and Society

Elective taken from another profile 5 EC

Term 2 Block 2A Block 2B Academic Profile Master’s Thesis 30 EC MasterLab 2 (EC’s: part of the Master’s thesis – with all students) Or Professional profile Internship 10 EC Master’s Thesis 20 EC MasterLab 2 (EC’s: part of the Master’s thesis – with all students)

MasterLab 1 5 EC

Course name Participating programme Credits Requirements for Entrance Teaching staff Study material

Subjects, theories and models

Philosophy of Science and Technology Relations PSTS 5.0 Language English At least 40 EC from M1.

Course code Phase/ Study period Obligatory/ elective

M2, 1A Obligatory

Prof. dr. ir. Mieke Boon (teacher and first assessor) Academic articles (provided on Blackboard) and presentations in the current field of philosophy of science in practice. Additionally, students are expected to gather relevant literature themselves (in particular for the final essay).

To understand the dynamics of science, technology and society, we need to know what scientific practices are like. This course aims at a better understanding of the internal dynamics of scientific research in the context of technological applications, with a focus on epistemological issues. The approach of this course is a Capita Selecta in the so-called Philosophy of Science in Practice. The philosophy of science in practice (PSP) is a relatively new branch on the tree of the philosophy of science.

Some salient aspects of its general approach are: • PSP is concerned with not only the acquisition and validation of knowledge, but also its use. Its concern is not only about how pre-existing knowledge gets applied to practical ends, but also about how knowledge itself is fundamentally shaped by its intended use. PSP aims to build meaningful bridges between the philosophy of science and the newer fields of philosophy of technology and philosophy of medicine; and provide fresh perspectives for the latter fields.

• It emphasizes how human artifacts, such as conceptual models and laboratory instruments, mediate between theories and the world. It seeks to elucidate the role that these artifacts play in the shaping of scientific practice.

106

â&#x20AC;˘

â&#x20AC;˘

Teaching methods

Examination and assessment Learning objectives

Its view of scientific practice must not be distorted by lopsided attention to certain areas of science. The traditional focus on fundamental physics is supplemented by attention to other fields such as economics and other social/human sciences, the engineering sciences, and the medical sciences.

In its methodology, it is crucial to have a productive interaction between philosophical reasoning and a study of actual scientific practices, past and present. This provides a strong rationale for history-and-philosophy of science as an integrated discipline, and also for inviting the participation of practicing scientists, engineers and policymakers.

The attractiveness of this new and prolific field is its openness to new philosophical ideas and approaches. Moreover, philosophy of science in practice aims at results that are not only relevant for the philosophical discipline itself, but also for a better understanding these practices from the perspectives of scientists, engineers, policymakers and many others.

During 7 seminars of 4 hours, the articles are discussed. Students prepare by making assignments, reading each otherâ&#x20AC;&#x2122;s assignments and making well-informed comments. The assignments are a stepby-step-development of the final essay.

The assessment is based on active involvement in the sessions and collective discussions (has to be sufficient), interim assignments (have to be sufficient) and a final essay (100% of the mark).

This course connects to the final qualifications K1-6. S4-9 of the programme, according to the following learning objectives: Content: 1. A broad overview in the new field called Philosophy of Science in Practice, both regarding its philosophical topics and methodologies.

2. Philosophical and practical understanding of the epistemological relationship(s) between scientific research and technological development.

Skills: At the end of this course, the student is able to: 1. Read texts of both traditional and contemporary authors in the philosophy of science.

2. Analyze the structure and arguments of a philosophical text.

3. Reconstruct the presuppositions made in a philosophical text.

4. Formulate problems of scientific practices, and to translate them in a philosophical research project.

Course name Participating programme Credits Requirements for Entrance Teaching staff Study material Subjects, theories and models

Dynamics and Governance of Socio-Technical Change PSTS 5.0 Language English At least 40 EC from M1.

Course code Phase/ Study period Obligatory/ elective

M2, 1A Obligatory

Dr. K.E. Konrad (teacher and first assessor) Academic articles (provided on Blackboard) and presentations.

Additionally, students are expected to search for relevant literature themselves (in particular for the final essay).

Understanding the patterns and dynamics of socio-technical change is crucial for diagnosis of ongoing developments as well as for

107

Teaching methods Examination and assessment Learning objectives

Course name Participating programme Credits Requirements for Entrance Teaching staff Study material Subjects, theories and models

governance and innovation. In this course we focus on the coevolutionary dynamics of technology and society based on an understanding of technology as embedded in specific organizational, institutional and social arrangements, such as particular ways of using, producing, innovating and regulating a technology.

We will reflect on the implications of such a mutual dependence of technological and societal structures – for the regular ‘working’ of socio-technical systems, for innovation and socio-technical change and for possibilities and limitations of governing socio-technical change. ‘Governance’ implies that we are not primarily interested in government and policy action, but that heterogeneous societal actors, such as firms, public organisations, citizens and social movements have a role in modulating change as well.

In this course, we will read and discuss literature on the dynamics and patterns of socio-technical change, focusing in particular on approaches drawing on insights from STS and evolutionary theories (e.g. socio-technical systems and regimes, multi-level dynamics).

Furthermore, we will discuss possibilities and limitations for governing these processes and learn about concrete governance approaches and their application that have been developed on the basis of these insights, such as Transition Management, Strategic Niche Management or Constructive Technology Assessment.

During 8 seminars of 2 hours, concepts and empirical cases are discussed. Discussions are prepared by the students via reading, assignments and partly presentations.

The assessment is based on delivery of assignments (graded at least as sufficient) and an individual paper assignment (graded with half grades; quality of assignments may lead to rounding up or down of grades.)

This course connects to the final qualifications K1, K3, K4, K6, S1S5, S7 of the programme, according to the following learning objectives: At the end of the course the student: 1. knows concepts and theories from science, technology and innovation studies addressing socio-technical relations and dynamics 2. knows concepts of governance, in particular governance of technology 3. knows concrete governance approaches developed on the basis of these concepts and empirical examples 4. is able to reflect on the merits and shortcomings of concepts / approaches.

5. is able to apply concepts to concrete cases.

6. is able to develop an analytical / research question and treat it in a structured way drawing on appropriate sources in the form of a small essay.

Spatial and Temporal Dynamics of Science, Technology and Society PSTS 5.0 Language English At least 40 EC from M1.

Course code Phase/ Study period Obligatory/ elective

M2, 1B Obligatory

Prof. dr. L.L. Roberts (teacher and first assessor) Study materials (available on blackboard) include primary source material, scientific articles and PPT slides.

The dynamics of science and technology are situated in time and space. Their movement through these dimensions informs both their 108

Teaching methods

Examination and assessment Learning objectives

practical character and development, whether at the local and shortterm level of a laboratory or the extensive and long-term level of global travel and exchange. This course takes the spatio-temporal geography of science, technology and society seriously: not just as providing a context in which science and technology take place, but as both a constituting element of their dynamics and an evolving consequence thereof. Topics covered will include: • the ways in which geography and development over time are generally treated in philosophical, sociological and historical studies of science and technology - and the analytical consequences thereof; • the role of a laboratory's internal geography (its architecture and furnishings) and 'external' setting in the production of knowledge; • the long-term development of science as a mutually constitutive element of global history, with a special focus on imperialism and globalization • the history and future of innovation in global context, with a critical examination of '(post-) industrial revolutions' During 7 seminars of 4 hours, students and instructor work together to interpret and discuss weekly reading assignments in relation to weekly themes. Students prepare by reading course material, making notes in keeping with guiding questions provided by instructor.

Individual students are assigned the task of serving as recording secretary for each session. Notes are then revised in consultation with instructor to form analytical record of the session (the weekly 'protocol'), which is distributed the following week. Students write three interpretive essays based on reading material and in-class discussions.

The assessment is based on active involvement in the sessions and collective discussions (has to be sufficient), written protocol, three written essays.

This course connects to the final qualifications K1, 3,4,6, S1-S4,6,7,9 of the programme, according to the following seven learning objectives: At the end of the course the student has knowledge of or insight in: 1. how authors frame their analyses of science and technology in spatial and temporal terms and the impact that this has on their analyses; 2. science and technology dynamics from a long-term perspective that isn't bounded by a Euro-centric perspective; 3. the mutually-constitutive roles played by science and technology in global history.

At the end of the course the student is able to: 1. analyze academic texts - whether philosophical, sociological or historical in nature - and determine its thesis, as well as the presuppositions on which it builds.

2. transform lecture and discussion notes into an analytical presentation.

3. interpretatively relate various texts in keeping with an overriding theme.

4. write an analytically coherent essay, built around an explicitly stated thesis.

109

11.4 Generic courses in the second year Course name Participating programme Credits Requirements for Entrance Teaching staff Study material Subjects, theories and models

Teaching methods

Examination and assessment Learning objectives

MasterLab 1 PSTS 5.0 Language English At least 40 EC from M1.

Course code Phase/ Study period Obligatory/ elective

201300085 M2, 1A & 1B Obligatory

prof. dr. P.P.C.C. Verbeek, prof. dr. P.A.E. Brey, dr. K.E. Konrad (profile coordinators) Academic articles and cases (provided on Blackboard), student presentations and participating in research group activities.

The main goal of the course is to guide and coach students in their research activities, first by assisting them in writing a research proposal (Masterlab 1), and later by providing an infrastructure for (peer) coaching and training in connection to their graduation projects (Masterlab 2). The course starts with seminars/workshops dedicated at particular topics related to research skills and supporting the search for a topic. It continues with seminars where draft proposals are presented and discussed.

Seminar setting: the emphasis in the first semester is on the second quarter. In the first quarter, general themes regarding doing research will be discussed; the second quarter systematically works toward writing a thesis proposal.

The assessment is based on active involvement in the sessions and collective discussions (has to be sufficient), a case study and a thesis proposal (presentation and paper).

This course connects to the final qualifications K4, K5, K6, S4-S9 of the programme, according to the following learning objectives: At the end of the course the student is able to conduct own project within a profile of PSTS, which has to result in a thesis proposal.

At the end of the course the student has knowledge of or insight in the relation between topics within his/her profile

Course name Participating programme Credits

Teaching staff Study material Subjects, theories and models

Teaching methods Examination and assessment

Course code Phase/ Study period Obligatory/ elective

MasterLab 2 PSTS

M2, 1A & 2B Obligatory

part of Language English the Masterâ&#x20AC;&#x2122;s thesis prof. dr. P.P.C.C. Verbeek, prof. dr. P.A.E. Brey, dr. K.E. Konrad (profile coordinators) Concepts of theses and presentations of fellow students; participating in research group activities.

The main goal of the course is to guide and coach students in their research activities, first by assisting them in writing a research proposal (Masterlab 1), and later by providing an infrastructure for (peer) coaching and training in connection to their graduation projects (Masterlab 2). The course starts with seminars/workshops dedicated at particular topics related to research skills and supporting the search for a topic. It continues with seminars where draft proposals are presented and discussed. The MasterLab 2 Masterâ&#x20AC;&#x2122;s theses meetings take place one afternoon every two weeks. seminar setting The assessment is based on active involvement in the sessions and collective discussions (has to be sufficient).

110

Learning objectives

This course connects to the final qualifications K4, K5, K6, S4-S10 of the programme, according to the following learning objectives: At the end of the course the student has knowledge of or insight in: 1. a broader framework in which he/she can localize his/her thesis At the end of the course the student is able to: 1. communicate his/her research steps and results to colleagues 2. reflect on the appropriateness of chosen research steps, possible alternatives, and change course, if necessary 3. provide appropriate feedback to colleagues link his/her thesis work to application areas within or outside academia

Course name Participating programme Credits Requirements for entrance

Prior knowledge for Teaching staff Study material Subjects, theories and models Teaching methods

Examination and assessment Learning objectives

Course name Participating programme Credits

Course code 201300090 Phase/ Study M2, 2B period 10.0 Language English Obligatory/ Elective elective At least 40 EC completed from M1; Registration at the Student Mobility System (see https://webapps.utwente.nl/srs/nl/srsservlet ) Courses in block 2.1 are attended and at least proceeding. Students programme in the specialization is approved and registered in Osiris.

Internship PSTS PSTS

Final Thesis Project (20 EC) PSTS staff (monitoring and (co-)assessment); prof. dr. P.P.C.C. Verbeek, prof. dr. P.A.E. Brey, dr. K.E. Konrad (profile coordinators) Depending on type of internship Students who opt for a professional career, may choose for a brief internship. The Brief Internship is meant to get acquainted with a future professional field.

The internship lasts about two months within, for example, a knowledge institute or a company in a relevant field. The PSTS programme has contact with several candidate organizations; the student may also contact other organizations him/herself. During the internship the student has to work on an assignment at the level of a starting academic. This assignment is preferably related to the intended subject of the Master’s thesis. The internship is preferably done four days a week at a Dutch organization.

The internship is supervised by an internal (university) supervisor (envisaged thesis supervisor) and an external supervisor, who together assess and grade the students’ achievement.

The internal (university) supervisor will be involved at least at four moments of the internship: (1) when formulating the assignment; (2) after the first week of the internship, to check if everything is running smoothly; (3) after the first half of the internship, to see if adaptations should be made to the original plan; (4) after the internship, to discuss and grade the internship report.

Report and interview This course connects to all final qualifications of the program K1-6, S1-10.

Master’s thesis PSTS (short) PSTS 20.0

Language

English

111

Course code Phase/ Study period Obligatory/ elective

201300089 M, 2 A Obligatory

Requirements for entrance Teaching staff Study material Subjects, theories and models Teaching methods

Examination and assessment Learning objectives

All other courses in the programme are completed; done in combination with internship PSTS staff (supervision and assessment); prof. dr. P.P.C.C. Verbeek, prof. dr. P.A.E. Brey, dr. K.E. Konrad (profile coordinators) Study materials depend on the topic of the project.

Students write a Master’s thesis of 30-50 pages, supervised by a staffmember. In addition to this daily supervision a graduation committee is installed that meets at least two times with the student. The exam will include an oral defense of the thesis.

Students work on their individual project and receive individual supervision. In addition, they are obliged to participate in the Master’s thesis seminars in which they can exchange experiences with and present results to fellow students.

The assessment is based on the thesis, oral exam and/or a public colloquium.

This course connects to all final qualifications of the program K1-6, S1-10, according to the following five learning objectives: At the end of the course the student has knowledge of or insight in 1. specialist knowledge in one sector of technological specialisation within the domain of ‘philosophy of technology’ At the end of the course the student is able to 1. conduct scientific research in the domain of ‘philosophy of technology’ wherein philosophical methods are used and whereby the further development of knowledge and skills in a technical field or one of the physical sciences is demonstrated.

2. formulate and argue one's own position in the domain of philosophy of technology 3. communicate research and solutions to colleagues as well as professionals from other subject areas.

At the end of the course the student has 1. reflective capacity pertaining to one's own work, selecting or altering course, and the ability to translate learning trajectories into the development of more general knowledge and methods.

Course name Participating programme Credits Requirements for entrance Teaching staff Study material Subjects, theories and models Teaching methods

Examination and assessment

Course code Phase/ Study period 30.0 Language English Obligatory/ elective All other courses in the programme are completed.

Master’s thesis PSTS (regular) PSTS (STS)

201300088 M, 2 A Obligatory

PSTS staff (supervision and assessment); prof. dr. P.P.C.C. Verbeek, prof. dr. P.A.E. Brey, dr. K.E. Konrad (profile coordinators) Study materials depend on the topic of the project.

Students write a Master’s thesis of 40-60 pages, supervised by one of the staff-members. In addition to this daily supervision a graduation committee is installed that meets at least two times with the student.

The exam will include an oral defense of the thesis.

Students work on their individual project and receive individual supervision. In addition, they are obliged to participate in the Master’s thesis seminars in which they can exchange experiences with and present results to fellow students.

The assessment is based on the thesis, oral exam and/or a public colloquium.

112

Learning objectives

This course connects to all final qualifications of the program K1-6, S1-10, according to the following five learning objectives: At the end of the course the student has knowledge of or insight in 1. specialist knowledge in one sector of technological specialisation within the domain of ‘philosophy of technology’ At the end of the course the student is able to 1. conduct scientific research in the domain of ‘philosophy of technology’ wherein philosophical methods are used and whereby the further development of knowledge and skills in a technical field or one of the physical sciences is demonstrated.

2. formulate and argue one's own position in the domain of philosophy of technology 3. communicate research and solutions to colleagues as well as professionals from other subject areas.

At the end of the course the student has 1. reflective capacity pertaining to one's own work, selecting or altering course, and the ability to translate learning trajectories into the development of more general knowledge and methods.

113

114

Part E: General information

115

116

12. PSTS within the university 12.1 Entities relevant for PSTS programme In the diagram below, all entities that are relevant for the degree programme are presented with their principal connections. Â

Â

Â

117

PSTS programme The PSTS programme is housed in the Faculty of Behavioural Science, Department of Philosophy. The PSTS programme is taught and administered by staff of the Department of Philosophy (WIJSB) of the Faculty of Behavioural Sciences and the Department of Science, Technology and Policy Studies (STePS) of the School of Management and Governance. The PSTS programme is administered by a programme director (prof. dr. C. Aydin).

Admission Committee The Admission Committee decides about admission of new students who do not automatically qualify. Members of the committee are appointed by the programme director.

Programme Committee The Programme Committee advises the programme director about all aspects of the educational programme, ranging from the curriculum to organizational aspects, and from course evaluations to policy for alumni. The committee chooses its own members, who are formally appointed by the dean of the faculty.

Examination Board The Examination Board is responsible for safeguarding the quality of examination and assessment, and for the validity of the degree. Members of the board are appointed by the dean of the faculty.

Tutors The programme has a set of tutors (all members of the two departments) who meet regularly with their students to discuss their results.

Student association Ideefiks The programme has a student association called Ideefiks and organizes a.o. social activities, additional evaluations of the programme, book sales.

Workfield committee The workfield committee advices the programme director about the connections between the curriculum and the future workfield of students. Members of the workfield committee are appointed by the dean.

Alumni association VWI The alumni association (VWI vereniging van wijsgerig ingenieurs) organizes activities for alumni, and is a valuable source of information for the programme director. VWI is a low profile association: a few times a year a digital newsletter is published, once a year there is an activity for all members. Members of alumni association VWI use linkedIn actively to exchange information, ideas and opportunities. All PSTS students will automatically become members after they graduate. More information can be found at: www.utwente.nl/vwi.

University of Twente The University of Twente offers degree-programmes in fields ranging from the behavioural and management sciences to engineering and natural sciences. Research spearheads include nanotechnology, biomedical technology, information technology, governance studies, and learning and cognition. Characteristic for the UT is its â&#x20AC;&#x2DC;high tech, human touchâ&#x20AC;&#x2122; profile,

118

Integrating engineering and social sciences. It offers teaching and research at the highest level and brings innovations to the market place by over 700 spin-off companies.

Faculties University of Twente • Behavioural Sciences • Management and Governance • Engineering Technology • Electrical Engineering, Mathematics and Computer Science • Science and Technology • International Institute for Geo-Information Science and Earth Observation (ITC) Faculty of Behavioural Sciences: education and research In addition to PSTS, the Faculty of Behavioural Sciences offers the following Master’s degree programmes: • The one-year programme Communication Studies (partly offered in Dutch) • The one-year programme Educational Science and Technology (offered in English) • The one-year programme Psychology (offered in Dutch).

In addition to these programmes, the Faculty’s Centre for Expertise Development in Secondary Education (abbreviated to ELAN in Dutch) offers the following teacher training programmes at Master’s degree level: • the one-year Master’s degree programme ‘Leraar Voortgezet Hoger Onderwijs Maatschappijleer’ (a top-up course to first-level teacher of Social Studies) • the two-year Master’s degree programme ‘Science Education and Communication’ (university teacher training programmes Mathematics, Physics, Chemistry and Informatics, and Science Communication) Research departments faculty of Behavioural Sciences The faculty Behavioural Sciences counts twelve research departments. One of them is the department of Philosophy (WIJSB). The department Science, Technology and Policy Studies is part of the Faculty of Management and Governance.

Educational Service Centre The PSTS programme is supported by the Educational Service Centre of the Faculty of Behavioural Sciences, which provides a programme coordinator, quality assurance, student counseling and internationalization, as well as an alumni officer.

Communications Office The faculty has a Communications Office for internal and external communication for both education and research.

Office of Educational Affairs The Office of Educational Affairs (in Dutch: Bureau Onderwijszaken) of the Faculty of Behavioural Sciences has, among other things the job to register all study data of every student of the faculty. The Educational affaires office also subscribe lists for courses, information through Blackboard and the adjustments in schedules.

119

Educational landscape The instruction in the educational landscape is technically supported by the system managers of the faculty’s ICT Help Desk.

Services The International Office of the Faculty of Behavioural Science handles enrolment of international students (ms. M. Davids). The University of Twente supports all educational programmes with services for students such as an international office, (free) student psychologists, student housing, library services, notebook services, and network services.

Typical for staff there is a department for teachers training. Though the faculty has a few rooms for lecturing in the building, most classrooms are provided by the universities’ Facility Services.

Research institutes All research is embedded in the Twente University research institutes, like the Centre for Telematics and Information Technology, the MIRA Institute, the MESA+ Institute for Nanotechnology and the Institute for Governance Studies.

3TU Centre for ethics and Technology The 3TU.Centre for Ethics and Technology (3TU.Ethics) brings together the expertise of the philosophy departments of the three technical universities in the Netherlands (Delft, Eindhoven, Twente) in the field of ethics of science, technology and engineering. 3TU.Ethics builds upon the excellent international reputation of the three participating universities in this field. The joint venture allows for close collaboration in research as well as teaching, outreach and contract research in both the private and public sector.

More specifically the mission of 3TU.Ethics is: • To stimulate and undertake interdisciplinary and applied research in the field of ethics and technology To stimulate and undertake fundamental research in ethics relevant for the field of • ethics and technology; To stimulate and undertake activities in the field of teaching in ethics and technology; • To act as an intermediary between the philosophy departments involved in • 3TU.Ethics on the one hand and public debates and the media on the other.

120

12.2 Department of Philosophy The Department of Philosophy is part of the faculty Behavioural Sciences. Prof. dr. Peter-Paul Verbeek is Chair of the Department of WIJSB. The programme institutes a focus on three technologies: ICT, biomedical technology and nanotechnology. These are technologies with much societal impact and revolutionary promises for the future, and all three are central to the research orientation of the University of Twente. The department’s research is embedded in three multidisciplinary university-wide research institutes, the Centre for Telematics and Information Technology (CTIT), the Institute for Biomedical Technology and Technical Medicine (MIRA), and the MESA+ Institute for Nanotechnology. The aim of the research programme is to perform a philosophical analysis of technology and its role in contemporary society. Ultimately, this philosophical analysis is to contribute to a better role of technology in society, for instance by stimulation better research and design practices, better policies, and better public debates about technology.

The research is intended to have an impact not just in scholarly circles, but just as much in professional and popular circles. The department of philosophy has a long tradition of participation in public debate and of close interaction and collaborations with groups and organizations in society. In the departments popular publications and activities, aim to inform public debate and help elevate the level of discussion on topics that range from genetic engineering to informational privacy to sustainable production and consumption.

Research lines of the Department of Philosophy Philosophical Anthropology and Human-Technology Relations The main research question for this line is: how can the various relations between human beings and technologies be analyzed from a philosophical point of view, and how can the quality of these relations be assessed?

The focus will be on four technology domains: • industrial design, focusing on the relation between users and products and on assessments of the impact of products on user practices and experiences and the implications for design methodology • information and communication technology, focusing on the mediating role of old and new media and their social and cultural impacts • human enhancement technology, focusing on the ethical and anthropological implications of new technologies that improve humans beyond normal functioning • art, religion and technology, in which the technological mediation of art and religion ‘production’ and utilization is investigated.

The Good Life in a Technological Culture This research line investigates the relation between technology and the good life. It aims to understand how technology contributes to or detracts from the good life, and how technology can and should be designed so as to account for ideals of the good life. The importance of this research line lies in the fact that the quality of life has become a major issue in modern societies, and technology is seen to both benefit and harm quality of life. Yet, no research line aims to focus squarely on this topic. Technologies that will be investigated include, first and foremost, information and communication technologies and robotics. Other technologies will be considered as well, including biomedical technologies, nanotechnologies, sustainable technologies and industrial design.

121

Ethics and Political Philosophy of Emerging Technologies This research line contributes to the normative aim of the programme, by studying ethical and political issues in new and emerging technologies. This line picks up on an issue that is largely left out in the previous two lines. These lines tend to assume that particular technological artifacts or practices already exist, and then go on ask what their significance is to humans. The Emerging Technologies research line instead looks at the processes that take place before technologies exist, or at least before they are used by humans and have an impact on them. This line focuses on technology that is still in the making, and asks how ethical and political reflection on them can help bring about better results. It considers how actors involved in the development of new technology can engage in better practices, and how the public and political debate on new technologies can be improved.

Philosophy of Science for a Technological Society This research line focuses on engineering science. It aims to develop an alternative philosophy of science that does justice to the central role of scientific practice and to the special status of the engineering sciences. This research line contributes to the interpretive aim of the programme, by studying the nature of engineering science and scientific practice, and to the normative aim, by thematizing what are good practices in engineering research and by studying epistemological responsibility in scientific expertise. This research line is potentially important for the other three lines because the philosophy of technology often focuses on engineering design to the neglect of engineering science, the more fundamental research processes that often precede engineering design. This neglect is unfortunate, since many important decisions with social and ethical consequences for subsequent technology development are already made during this stage.

For more information about the department of Philosophy, see www.utwente.nl/gw/wijsb.

12.3 Department of Science, Technology and Policy Studies Stefan Kuhlmann is Chair of the Department of Science, Technology and Policy Studies, which is part of the School of Management and Governance. Currently, the staff of the STəәPS group covers the disciplines of sociology, history, political science, policy studies, and science and technology studies, with expertise in substantive areas of science, technology and innovation.

STəәPS research fits extremely well with the general profile of the University of Twente, in which technology is firmly situated in its societal context. STəәPS works closely with the technoscientific institutes of the University of Twente. Parts of the research fall within the remit of the Institute of Nanotechnology MESA+ and the Centre for Telematics and Information Technology (CTIT). Collaboration with MESA+ involves Technology Assessment research on the societal and ethical issues around the development of nanotechnology.

Collaboration with CTIT is focused on the role of users in the development and implementation of new ICTs.

Research lines of STəәPS STəәPS research is both fundamental and applied, and is organized around three themes which are tightly interlinked and of which the visitation committee spoke highly: (1) Science and Innovation Policies; (2) Technology Dynamics and Assessment; and (3) History of Science, Technology and Society.

122

Science and Innovation Policies The first theme, Science and Innovation Policies, directed by Prof. Stefan Kuhlmann and Prof.

Rob Hoppe, examines the interplay between policy processes and science and innovation systems. While the role of scientific knowledge in policy processes is examined on the one hand, the question of how science and innovation systems change under the influence of political and normative policy processes is examined, on the other. The research is nationally and internationally recognized for the conceptual tools that have been developed for policy and for the group’s readiness to research normative issues. In particular, the use of Constructive Technology Assessment - a method developed by the STəәPS group -in policymaking has created space for normative discussion which has worldwide resonance.

Participation in various national and international advisory committees also reflects the quality and impact of the research, the committee found.

Technology Dynamics and Assessment The second theme, Technology Dynamics and Assessment, is directed by Prof. Nelly Oudshoorn and earlier also by Prof. Arie Rip. This theme is oriented towards gaining insight into the dynamics of processes of technology development; the role of users has received special attention in previous years. The central question concerns how socio-technical changes can be assessed and how these insights can be fed back into research practice and policy – this is the CTA approach. According to the visitation committee, the STəәPS group has developed ‘one of the few international centres for high-quality research into the societal aspects of nanotechnology’. Research on the user-technology relationship carried out at STəәPS has also set the tone worldwide. The widely-read volume ‘How users matter’, coedited

by Prof. Nelly Oudshoorn, has guided academic discussions on the ‘social shaping of technology’.

History of Science, Technology and Society The third research theme, History of Science, Technology and Society, is directed by Prof.

Lissa Roberts. The group has worked collaboratively with leading historians in the field of scientific and technical history. They have developed novel historical insights into the role of technology in the formation of the ‘European’ identity and how knowledge development and material innovations came together to give form to modern society, amongst others. The societal relevance of the historical research is excellent; the committee referred to the wellreceived large-scale research project on engineering in the Netherlands, led by Prof. Johan Schot (now Technical University Eindhoven), as an example. There was also praise for the reading pack on the history of science and technology for secondary school students, currently being prepared by Dr. Fokko Jan Dijksterhuis.

For more information about the department of STəәPS see: www.mb.utwente.nl/steps.

123

12.4 Recruitment and Public Relations The Concern Marketing and Communication has a section within the Faculty of Behavioural Sciences that is responsible for recruitment and public relations. The communication staff organizes open days, experience days with current students, fairs and information sessions at schools. The communication staff also takes care of all the public relations materials (brochures, leaflets). In addition the communication staff takes care of the internal organizational communication and science communication (informing about the research that is being conducted at the faculty of Behavioural Sciences).

We need you to help us recruit new students! After all, who could possibly be better at explaining how much fun it is to study here than you? There are loads of activities where you can really help out. For example: assisting with information days for the programme or accompanying prospective students who come to look around for a day. Many prospective students want to visit the campus and sit in on a lecture to get a better idea of what the programme is all about and see the campus first-hand. You can also get involved in PR activities for the programme by visiting Bachelorâ&#x20AC;&#x2122;s students or by representing the programme at education fairs. In short: you can use this opportunity to develop yourself even further, and you will receive a substantial reimbursement for your trouble. Interested?

Call, mail or drop by!

Communication Department Marjolein Lindeman Tel: 1017, Cubicus Building, room: C109

124

13. Special regulations for students There are several special university-wide regulations governing transfers to another programme, top sports and provisions for study delays that could occur for a number of reasons. A summary description of these regulations is given below. For more detailed information, please consult the Student Charter on line at: www.utwente.nl/en/education/study_facilities/charter/index.html. This UT Student Charter contains a wealth of information about studentsâ&#x20AC;&#x2122; rights and obligations as well as other, more general information.

13.1 Transitional regulations

If courses are drastically changed or cancelled, you will be informed of the consequences in writing at the beginning of the academic year. In case a course is drastically changed it can be completed according the original edition during the first following year. The student needs to contact the teacher about his wish to do so.

13.2 Individual regulations Graduation support regulation UT students with certain special personal circumstances are eligible for the graduation support regulation. Students may invoke this regulation if, during the period in which they receive a combination of public and private financial assistance (granted by the IBG during the course, consisting of a basis grant plus a possible additional grant and loan) have suffered a delay in their study due to accepted special circumstances. For example, if you are a board member of Ideefiks or a member of the Board of Studies, you should check whether you may invoke this regulation. The combination of public and private financial assistance concerns the period for which part of the grant can be converted into a gift, in other words, the period during which the student is entitled to the basic grant. To apply for graduation support, contact the Student Counselling Desk in the Bastille or check: www.utwente.nl/studentenbalie/beurzen_subsidies/afstudeersteunregeling (in Dutch).

Top athletes Studying at university level and performing at a top level in sports often causes problems.

Neither of the two activities can be postponed â&#x20AC;&#x201C; studies as well as sports require the person in question to show results in the short term. The UT understands this, which is why it has drafted a policy and regulation for top athletes. For more information, see: www.utwente.nl/studentenbalie/beurzen_subsidies/topsport Studying with a handicap People with a handicap who want to study face many problems. The UT makes every effort to facilitate studying for students with a disability. GW has a special dispensation regulation for students with a physical or sensory handicap and dyslectic students. They are offered the opportunity to sit examinations individually adapted to their particular needs wherever possible. It is the study counselorâ&#x20AC;&#x2122;s responsibility to bring students subject to this regulation to the attention of the Educational Affairs Office and the involved GW lecturers. The students in question report to the Educational Affairs Office, timely and identical to the regular registration procedure, requesting if they can sit a customized examination. More information can be obtained from: www.utwente.nl/studentenbalie/rode_balie/handicap (in Dutch!). You also may go to www.handicap-studie.nl (in Dutch!).

125

13.3 Graduating abroad

Several programmes within GW maintain contacts with foreign universities, institutes and companies. These contacts often imply that (within the framework and conditions of such a contact) students may complete there parts of their studies abroad. Remember that preparations may take about a year, and you will have to inform your study counsellor or graduation co-ordinator of your intended ‘departure’ sufficiently in advance. The extended period of preparations is necessary as it often proves quite difficult to create the right conditions to guarantee a good result. Having an approved research proposal and operational plan before you travel abroad is highly recommended. In that case, you will also be able to inquire at a Faculty’s department whether it has contacts that are relevant to your chosen research.

You can also establish your own contacts with foreign institutes or companies, but always consult the graduation co-ordinator and/or your programme’s graduation supervisor about this. For more information about graduating abroad, contact the Faculty’s International Student Services desk: Ms. Monique Davids, E-mail: m.davids@utwente.nl, Telephone: +31 (0)53 489 8028, Office: Cubicus C107 Exchange programmes (particularly Socrates) Under the EU student exchange programme Socrates, GW has concluded several contracts with other participating European universities. The primary objective of the Socrates programme is to promote cooperation in education between participating countries. It offers an excellent opportunity to study at a foreign university for a few months. All students that meet the programme standards are entitled to apply for participation in the Socrates exchange programme. Participating universities agree on the number of students eligible for exchange. For the time being, that number is limited, as the Socrates scheme is based on the concept of 'tuition waivers’ and, secondly, on limited grants. The University of Twente is trying to have these rules changed in order to enable more students to study abroad in the future.

The grants awarded to students have been tabulated by the European Credits and are based on distance and length of stay. PSTS students have a maximum length of stay of three or twelve months in Stockholm or other. For information on the universities with which GW has concluded a Socrates agreement, visit the UT Socrates programme website: http://intoffice.utwente.nl/letsgoabroad.

University agreements The University of Twente also has contracts with universities and faculties in Europe and beyond. Under the terms of these agreements, students can complete part of their studies, e.g. a minor, a traineeship or a graduation assignment, abroad without having to pay tuition there. GW, too, has a number of agreements with faculties. The terms and obligations differ for each programme, and students who want to apply must first contact their study counsellor or supervisory lecturer of their programme. For more information on these university agreements, contact Ms. Monique Davids, E-mail: m.davids@utwente.nl, Telephone: +31 (0)53 489 8028, Office: Cubicus C107.

13.4 Copyright

In general a student holds the copyright on any realized product within the framework of a study programme. This implies that a student decides whether to make reproductions or release the product publically. However, as long as a student has been registered officially in

126

a faculty’s study programme, the faculty is entitled to use the product internally without any compensation to the student as long as the use fits the faculty’s goals. Using the student’s product for educational purposes is seen as internal use. The same applies when a former student is no longer registered as a student; however, it is understood that a former student will be notified in writing before the product is used.

The following exceptions apply: • If realization of the product took place in the framework of a formal tenure at the faculty of the student, then the faculty holds the copyright.

• If the realization of the product took place in the context of a graduation project or internship and classified information is involved, then the institute or company where the student did his/her project or internship holds the copyright. Therefore, the institute or company decides whether to make reproductions or release the product publically.

• If the realization of the product took place in the framework of a group project or group assignment, then the faculty holds the copyright.

• If the realization of the product took place in a context where the student has been substantially guided and instructed, then the student does not automatically hold the copyright. This exception requires explanation, and if unimpeded, it means that the faculty, in line with the general rules, is entitled to use the product. In this regard the following may apply: o An assignment and its report has been completed with strict directives from faculty staff. The student has been informed beforehand that the staff member intends to publish the report and mention the student as a co-author.

This situation may apply in the framework of a bachelor’s degree programme where the student plays a junior role. In that case the staff member mentions the student in the acknowledgements. o In a collaborative setting, both student and staff member agree that, depending on the quality, the product will be published. In that case the nature and volume of the authors’ contribution to the publication will determine which author will be mentioned first. o If it is clear that the student holds responsibility of the product and that the staff member played the role of expert reviewer giving critical feedback, then the student holds the copyright. The rules mentioned above illustrate that it is necessary that in the context of copyright, aims and conditions need to be explicitly described before realization of the product.

13.5 Student activism regulation UT students with certain special personal circumstances are eligible for the graduation support regulation. Students may invoke this regulation if, during the period in which they receive a combination of public and private financial assistance (granted by the IBG during the course, consisting of a basic grant plus a possible additional grant and loan) have suffered a delay in their study due to accepted special circumstances The combination of public and private financial assistance concerns the period for which part of the grant can be converted into a gift, in other words, the period during which the student is entitled to the basic grant. To apply for graduation support, contact the Student Counselling Desk in the Bastille or check: http://www.utwente.nl/test/en_info/education/study_facilities/ravis/index.html.

127

13.6 Support with entrepreneurship

Each year the University of Twente makes a limited number of TOPs (Temporary Entrepreneurs Positions) available for beginning entrepreneurs with innovative ideas to help them bridge the first, usually most difficult year of an enterprise. The TOP regulation is open to UT graduates and doctoral candidates graduates from other universities (including colleges of higher education and universities of applied sciences) and enterprising individuals who wish to develop a product with the help of the UT. For more information, check: www.utwente.nl/top.

128

Part F: PSTS appendices

129

130

1. Dublin descriptors on Master’s level

Aspect

Dublin descriptor

Knowledge and understanding

Have demonstrated knowledge and understanding that is founded upon and extends and/or enhances that typically associated with Bachelor’s level, and that provides a basis or opportunity for originality in developing and/or applying ideas, often within a research context.

Applying knowledge and understanding

Can apply their knowledge and understanding and problem solving abilities in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their field of study; have the ability to integrate knowledge and handle complexity.

Making judgments

Can formulate judgments with incomplete or limited information, that rather include reflection on social and ethical responsibilities linked to the application of their knowledge and judgments.

Communication

Can communicate their conclusions, and the knowledge and rationale underpinning these, to specialist and non-specialist audiences clearly and unambiguously.

Learning skills

Have the learning skills to allow them to continue to study in manner that may be largely self-directed or autonomous.

131

2. Final qualifications of the PSTS Masterâ&#x20AC;&#x2122;s programme

 Preamble The PSTS programme has as its domain the philosophy of technology, which is a field that is concerned with the philosophical study of technology and its implications for and interactions with society. In the PSTS programme, the philosophy of technology is understood broadly as a field that includes, next to philosophical approaches, empirical and multidisciplinary approaches from the field of science, technology and innovation studies (STS).

Knowledge

K1. Extensive knowledge of the philosophy of technology, including its philosophical and STS approaches, and the ability to relate these approaches to each other.

K2. Good knowledge of the various philosophical subfields, including ethics of technology, social and political philosophy of technology, philosophical anthropology of technology, epistemology and metaphysics of technology, and philosophy and history of (engineering) science and technology.

K3. Good knowledge of approaches and themes in STS. K4. Good knowledge of empirical research methods in STS and philosophical research methods.

K5. A basic understanding of the relation between the philosophy of technology, including its various subfields, methods and history, to general philosophy, including its various subfields, methods and history.

K6. Specialist knowledge of a sub-domain or specialized topic within the philosophy of technology (broadly defined).

Skills S1. Writing and verbal communication skills.

S2. Skills in reasoning and arguing and in the analysis of arguments.

S3. Skills in locating, reading and analyzing scientific texts from various disciplines in philosophy and STS, as well as professional and popular texts, that reflect on technology, engineering sciences, technological developments, and the relationship between technology and society.

S4. Skills in the identification and analysis of problems related to the role of technology and science in society, and the ability to formulate a position with regard to these problems from a philosophical and/or STS perspective.

S5. The ability to perform original scientific research in the field of philosophy of technology, using philosophical and/or STS methods. This includes the ability to arrive at a wellconsidered problem formulation, the selection and development of appropriate theories and (empirical) methodologies, and the proper execution of a research plan.

S6. Skills in the comparison of differing scientific approaches or paradigms in a sub-domain or specialized topic, the application of these approaches, and the ability to critically analyze them.

S7. The ability to generate philosophical and/or STS research results that are relevant for scientific, technological, and/or social practices.

S8. The capacity to communicate research results and solutions to colleagues, as well as professionals from other subject areas, and the ability to generate learning processes from that interaction.

S9. Reflective capacity pertaining to one's own work, selecting or altering course, and the ability to translate learning trajectories into the development of more general knowledge and methods.

S10.Capable to endeavor a career inside or outside of academia wherein philosophical and STS knowledge and skills are required.

132

3. Relationship between the Dublin descriptors and the final qualifications

Aspect

Dublin-descriptor

Final qualifications

Knowledge and understanding

Have demonstrated knowledge and understanding that is founded upon and extends and/or enhances that typically associated with Bachelor’s level, and that provides a basis or opportunity for originality in developing and/or applying ideas, often within a research context.

K1-6,

Applying knowledge and understanding

Can apply their knowledge and understanding and problem solving abilities in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their field of study; have the ability to integrate knowledge and handle complexity.

S4-6

Making judgements

Can formulate judgements with incomplete or limited information, that rather include reflection on social and ethical responsibilities linked to the application of their knowledge and judgements.

S4, S6, S9

Communication

Can communicate their conclusions, and the knowledge and rationale underpinning these, to specialist and non-specialist audiences clearly and unambiguously.

S1, S2,

Have the learning skills to allow them to continue to study in manner that may be largely self-directed or autonomous.

S9, S10

Learning skills

133

S3-6

S7, S8

4. Coverage of the attainment targets for each Masterâ&#x20AC;&#x2122;s course Although almost in all courses certain aspects of all knowledge and skills might be taught and assessed, it is possible to identify which knowledge and skills are taught and assessed explicitly by instruction and feedback per block.

Emphasized knowledge and skills in each block of the PSTS programme K1 K2 K3 K4 K5 K6 S1 S2 S3 S4 S5 S6 S7 S8 Term 1, x x x x x Block 1A Term 1, x x x x x x x Block 1B Term 2, x x x x x x x x Block 2A Term 2, x x x x x x x x x x Block 2B Term 3 x x x x x x x x Term 4 x x x x x x x x

S9

S10

x x

x

In order to make clear how the final qualifications are met, an overview is provided of the relation between the final qualifications of the programme and the aims of the individual courses.

Emphasized skills in individual courses in relation to final qualifications and aims K K K K K K S S S S S S S S S 1 2 3 4 5 6 1 2 3 4 5 6 7 8 9 Term 1, x x x x x Block 1A Philosophy of Technology Science and Technology Studies Philosophic al Theories and Methods Term 1, Block 1B TechnoLab Philosophy and History of Science and Technology Ethics and Technology I Term 2, Block 2A TechnoLab Philosophic al Anthropolog y and Technology Society, Politics and

x

x

x

x x

x

x

x

x

x

x x

x

x x

x

x

x

x

x x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x x

x x

x x

x x

x

x

x

x

x

x

x

x

x

x

x x

x x

x x

x x

x

x

x

x

x

x x

x

x

x

x

x

x

134

x x

x

x

x

x

S1 0

Technology Term 2, Block 2B Technology and Social Order Ethics and Technology II PhiloLab

Term 3 Philosophic al Anthropolog y and HumanTechnology Relations Shaping Technology and Use Philosophy of Mind and Body and Technology Technology and the Quality of Life Technology, Globalizatio n and the Environment Assessment of Emerging Technologie s Philosophy of Science and Technology Relations Dynamics and Governance of SocioTechnical Change Spatial and Temporal Dynamics of Science, Technology and Society MasterLab 1 Term 4 MasterLab 2 Masterâ&#x20AC;&#x2122;s Thesis Internship

x

x

x

x

x

x

x

x

x K 1

x K 2

x

x

x

x x K 3

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x S 1

x S 2

S 3 x

x S 4 x x

S 5 x

x S 6 x x

S 7 x x

S 8 x x

x

x

K 4 x

K 5 x x

K 6 x x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

S 9 x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x x x x

x x x x

x

x

x

x x x x

x

x

x

x

x

x

x

x

x

x

x

x x x x

x

x

x

x

135

S1 0

x

x

x

x

x x x x

x x x x

x x x x

x x x x

x x x x

x x x

x

x

x

x

x

x

5. Where to find PSTS-teachers Dept. of Philosophy Prof.dr. Ciano Aydin Dr. Marianne Boenink Prof. dr.ir. Mieke Boon Prof.dr. Philip Brey Dr. Mark Coeckelbergh Dr. Johnny Søraker, MA Prof.dr.ir. Peter-Paul Verbeek

room C314-CUB C316-CUB C312-CUB C318-CUB C317-CUB C319-CUB C311-CUB

tel.

3391 3309 2659 4426 3285 5603 4460

mail address o.aydin@utwente.nl m.boenink@utwente.nl m.boon@utwente.nl p.a.e.brey@utwente.nl m.j.k.coeckelbergh@utwente.nl j.h.soraker@utwente.nl p.p.c.c.verbeek@utwente.nl

Dept. STePS Prof.dr. N.E.J. Oudshoorn Prof.dr. L.L. Roberts Dr. A.A. Albert de la Bruhèze Dr.ir. E.C.J. van Oost Dr. K.E. Konrad Dr.ir. F.J. Dijksterhuis

room 4420-RAV 4416-RAV 4315-RAV 4311-RAV 4333-RAV 4313-RAV

tel.

3344 4674 3341 4315 3906 3318

mail address n.e.j.oudshoorn@utwente.nl l.l.roberts@utwente.nl a.a.albertdelabruheze@utwente.nl e.c.j.vanoost@utwente.nl k.e.konrad@utwente.nl f.j.dijksterhuis@utwente.nl

136

Publishing details Edited by: Educational Service Centre, Faculty of Behavioural Sciences, University of Twente Circulation: 150

As the data in this programme guide had to be supplied at a very early stage, it is based on information then available and takes into account what is expected for the coming academic year. The programme guide has been compiled with utmost care, but the authors are not responsible for any omissions or inaccuracies. The formal rules as stipulated in the Education and Examination Regulation shall prevail. The reader can thus not derive any rights from the contents of this programme guide.

137

Final Thesis Project Guide PSTS 2013-2014

Â

Contents Introduction ............................................................................................................................................. 4 5 1 Aim of the final thesis project ............................................................................................................ 5 6 1.1 Objectives of the MSc programme PSTS .................................................................................. 5 6 1.2 Final qualifications of the MSc programme PSTS ..................................................................... 5 6 2 Fundamentals of the final thesis ....................................................................................................... 7 8 2.1 Milestones along the road to graduation ................................................................................... 8 9 2.2 Before the final thesis project .................................................................................................... 8 9 2.3 Preparing the final project........................................................................................................ 10 9 2.4 Literature study ........................................................................................................................ 12 11 2.5 Writing a thesis proposal ......................................................................................................... 12 13 2.6 Writing a thesis ........................................................................................................................ 13 14 2.7 The oral examination and the graduation colloquium .............................................................. 15 16 3 Supervision ..................................................................................................................................... 16 17 3.1 The graduation committee ....................................................................................................... 16 17 3.2 Mutual obligations between the supervisor and the student ................................................... 17 16 3.3 What should you discuss with your supervisor? ...................................................................... 18 17 3.4 MasterLab 2............................................................................................................................. 18 17 3.5 Conflict resolution .................................................................................................................... 18 17 4 Examination of the final thesis project ............................................................................................ 19 18 5 What to do after graduation? .......................................................................................................... 21 20 Appendix A: Subscription for Profile PSTS (Milestone 1) ..................................................................... 22 21 Appendix B: Graduation Study Plan (Milestone 2) ................................................................................ 23 22 Appendix C: Registration for Graduation Request (Milestone 3) .......................................................... 25 24 Appendix D: Final Thesis Assessment form ......................................................................................... 26 25

Â

3

Â

Introduction This guide intends to identify the steps that students need to complete before graduating. Formal requirements and procedures are mentioned alongside practical tips. In addition, this document aims to guide students through each phase of the final project process and answer the most frequently asked questions.

In case of conflict, no rights can be derived from this guide. For such matters, you need to turn to the Student Charter and in particular the PSTS Appendixes (see http://www.utwente.nl/psts/education/).

On behalf of the PSTS staff, we wish you success with your final thesis project. If you have any further questions, please do not hesitate to contact your profile coordinator.

Peter-Paul Verbeek, Philip Brey, Kornelia Konrad (profile coordinators), Ciano Aydin (programme director)

Specialization profiles Profile 1: Technology and the Human Being Coordinator: Peter-Paul Verbeek, Cubicus C 311, phone 489 4460, email p.p.c.c.vebeek@utwente.nl Profile 2: Technology and Values Coordinator: Philip Brey, Cubicus C 318, Phone 4894426, email p.a.e.brey@utwente.nl Profile 3: Dynamics of Science, Technology and Society Coordinator: Kornelia Konrad, Ravelijn 4433, phone 489 3906, email k.e.konrad@utwente.nl PhD track Ethics & Technology Coordinator: Philip Brey, Cubicus C 318, Phone 4894426, email p.a.e.brey@utwente.nl

You can also download the Final Thesis Project Guide: http://www.utwente.nl/psts/education/

Â

45

1 Aim of the final thesis project In the last half year of the programme the final thesis project is scheduled. Students are expected to write a final thesis applying – and reflecting upon – philosophical, historical and sociological ideas that they have acquired during their programme. In this section we list the objectives and final qualifications of the programme, which are central to completion of the final thesis.

1.1

Objectives of the MSc programme PSTS

1.2

Final qualifications of the MSc programme PSTS

The aim of the programme is to equip students with knowledge and skills in the domain of philosophy of technology, which includes with the multidisciplinary subject area of science and technology studies (STS). Graduates who successfully finish the programme are able to conduct philosophical or philosophically informed multidisciplinary analyses pertaining to the areas of technology, technical sciences and applied physical sciences, technological developments, and the relationship between technology and society. They possess sufficient knowledge and skills to participate in professional practices, for example as scientific researchers, R&D researchers, consultants, policymakers, educators, or designers. They are also able to independently carry out philosophical and/or multidisciplinary STS research and could be considered for a PhD. position.

Preamble The PSTS programme has as its domain the philosophy of technology, which is a field that is concerned with the philosophical study of technology and its implications for and interactions with society. In the PSTS programme, the philosophy of technology is understood broadly as a field that includes, next to philosophical approaches, empirical and multidisciplinary approaches from the field of science, technology and innovation studies (STS).

Knowledge K1. Extensive knowledge of the philosophy of technology, including its philosophical and STS approaches, and the ability to relate these approaches to each other.

K2. Good knowledge of the various philosophical subfields, including ethics of technology, social and political philosophy of technology, philosophical anthropology of technology, epistemology and metaphysics of technology, and philosophy and history of (engineering) science and technology.

K3. Good knowledge of approaches and themes in STS. K4. Good knowledge of empirical research methods in STS and philosophical research methods.

K5. A basic understanding of the relation between the philosophy of technology, including its various subfields, methods and history, to general philosophy, including its various subfields, methods and history.

K6. Specialist knowledge of a sub-domain or specialized topic within the philosophy of technology (broadly defined).

Skills S1. Writing and verbal communication skills.

S2. Skills in reasoning and arguing and in the analysis of arguments.

S3. Skills in locating, reading and analyzing scientific texts from various disciplines in philosophy and STS, as well as professional and popular texts, that reflect on technology, engineering sciences, technological developments, and the relationship between technology and society.

S4. Skills in the identification and analysis of problems related to the role of technology and science in society, and the ability to formulate a position with regard to these problems from a philosophical and/or STS perspective.

S5. The ability to perform original scientific research in the field of philosophy of technology, using philosophical and/or STS methods. This includes the ability to arrive at a well-considered

56

 problem formulation, the selection and development of appropriate theories and (empirical) methodologies, and the proper execution of a research plan.

S6. Skills in the comparison of differing scientific approaches or paradigms in a sub-domain or specialized topic, the application of these approaches, and the ability to critically analyze them.

S7. The ability to generate philosophical and/or STS research results that are relevant for scientific, technological, and/or social practices.

S8. The capacity to communicate research results and solutions to colleagues, as well as professionals from other subject areas, and the ability to generate learning processes from that interaction.

S9. Reflective capacity pertaining to one's own work, selecting or altering course, and the ability to translate learning trajectories into the development of more general knowledge and methods.

S10. Capable to endeavor a career inside or outside of academia wherein philosophical and STS knowledge and skills are required.

Â

67

2

Fundamentals of the final thesis

Test or exercise?

The final thesis project is the programme’s final learning experience, as well as the programme’s final exam. It is a learning experience in which students develop themselves to the level of young academic researchers in the field of PSTS. This happens in the academic tradition of apprenticeship. Students work as young professionals, independently and courageously, exploiting all that they have learned, but not completely self-reliant or solo. They can rely on their coordinators and supervisor, who will guide them and supervise them. Their final product will be evaluated and graded by a graduation committee that is chaired by their supervisor. In this guide students can find detailed information about the final thesis project and the process of completing it.

Education or research?

The educational value of the thesis project is considered more important than the research itself.

There is, however, no contradiction here and no choice to be made. Students demonstrate that they have attained the status of young professional academics in the process of their thesis project. Their work is graded on academic values such as comprehension of relevant theories, a sound problem setting, disciplined thinking and analyzing, sound conclusions, good writing, initiative, perseverance, communication, presentation, and learning ability (see for details the assessment form in appendix D).

Timeframe The final thesis should be completed in due period, i.e. the time needed to gain 20 (short final theis) or 30 EC (regular final thesis). Both the student and the supervisor are responsible for ensuring that the thesis project progresses as planned, taking into account the quality of the research. Finishing (almost) all other courses before starting with the final thesis is pivotal for finishing the final thesis in due time.

Internal or external?

Usually students complete their research within the department, but in some cases it is possible to do this externally (e.g. at a research facility or company). In such cases, students will need to discuss the possibilities with their profile coordinator. A necessary condition is that the external host is qualified for academic supervision and accepts co-supervision by a staff member from PSTS. Especially if students plan to go abroad, it is wise to start the preparation early, which is at least six month in advance.

Internship possibilities It might be possible to do a brief internship (not in the PhD track Ethics and Technology). The internship’s objective is to facilitate an orientation on the professional field. The internship takes place in the third quarter of the second year. Preferably it is related to the envisaged Master’s Thesis project.

When the internship is completely integrated in the Master’s Thesis project it is considered as an external graduation project.

78

2.1

Milestones along the road to graduation

The process of final project completion is outlined in the following table, which identifies the different phases and formal procedures. The student’s progression is marked by three milestone forms, which need to be handed in at the Educational Service Centre of PSTS, located in Cubicus C101. Students can find these forms in the appendixes A, B and C, and on the website www.utwente.nl\psts. In this chapter the different phases will be discussed and some tips and tricks will be given that could help to realize them.

Period First Year

Semester 2.1 General structure: • 3 profile courses • 2 electives • MasterLab 1

Semester 2.2 General structure: • MasterLab 2 • Regular meetings with supervisor • Green light meeting • Graduation

2.2

Activity • Explore specialization nd tracks in the 2 year • Explore thesis subjects • Meet potential supervisors • Literature research and analysis • Write thesis proposal • Plan the final thesis process • Literature research and analysis and/or empirical work and analysis.

• Work on thesis: writing and rewriting

Result • Choose a profile

• • •

• • •

Approved thesis proposal Supervisor Graduation Committee

Approved thesis Oral examination Public defence of final thesis

Milestone • Deadline for choice profile: July 1 • Hand in Milestone 1 (App A) • Hand in Milestone 2 (App B) • Deadline Final Project Contract and Study Plan: February 1

• •

Hand in Milestone 3 (App C): Deadline graduation request: at least 3 weeks before envisaged graduation

Before the final thesis project

Choosing a profile Starting the final project is only possible if students have completed all their first year courses and (almost) all their second year courses. The topic of the final project should fit the selected profile. The curriculum in the second year prepares students for their final thesis by enabling them to specialize within a particular profile.

Study abroad Every year, several students do part of their programme at a university in another country. Depending on the profile they choose, students might be able to study in Stockholm, Paris, Atlanta or one of the other associated universities. It is possible to do part of the programme at one of these universities and also to complete the final project there. However, going abroad requires a lot of planning. Besides personal arrangements such as visa, housing and finances, it is also important that there is someone available that is willing and capable to supervise students at the university of their choice. If you would like to go abroad, you should talk to the appropriate profile coordinator in the fourth quarter of the first year (that is before the summer holidays!). Note that students need approval of the examination board to incorporate courses that are not standard in their programme. The examination board will appoint a lecturer who will monitor the stay abroad and document the obtained results.

89

After the examination board has granted permission and the courses abroad have been completed, students should ensure to supply the University of Twente with official transcripts, records or results notifications that state: the course code and title of the course(s), the study load in ECTS credits; grades or marks preferably according to ECTS and the signature of the local examiner or institution stamp, and finally a copy of graded work. The material should be given to the appointed lecturer in order to obtain an official result notification for registration at Educational Affairs Attending Colloquia PSTS students have to attend colloquia at the departments of Philosophy and/or STePS, as well as PSTS graduation colloquia as part of their academic training. This is compulsory throughout the whole programme. Students have to attend at least four colloquia in the first year and four in the second year. Attendance is monitored and registered. Students have to sign the attendance form at the colloquium. The colloquia are part of the assessment of PhiloLab and the graduation project. Students need to make sure that they can prove attendance. They can obtain documentation at the PSTS EAO.

2.3

Preparing the final project

Students have to make sure that they have completed all their courses of the first and second year in order to start their final project. In exceptional situations students could be allowed to start their final project before they have finished all their courses. This is dependent on planning and progression conditions and can only be allowed by the profile coordinator in consultation with the final project supervisor.

The profile coordinator has insight in the range of possible graduation topics within a profile and can suggest possible supervisors who could aid the students in finding an appropriate topic. It is also important to use the context of the courses in the profile and MasterLab 1 to explore options, subjects and methods.

Choice of subject and supervisor In this phase students are expected to be active and take initiative. Although in MasterLab 1 students will be aided in exploring possible graduation fields, they can, for example, arrange an additional meeting with a profile coordinator to discuss their interests and possible supervisors. It is also possible that a lecturer is working on research that fits their interests and might be able to suggest relevant themes.

How to find a thesis topic?

• Students built on the courses that they have been taken in combination with their particular interests and find a suitable topic.

• Lecturers do their research within the framework of the research programme of their departments. A student can ask them to help them find a (specific) assignment that is part of those research activities.

• Students can try to relate their final project close to their own professional background and setting (if applicable). This option needs to be discussed with the profile coordinator and supervisor; • Students inquire about possibilities of doing their final assignment within a relevant (research) institute.

The meetings with the supervisors should also be used to discuss a realistic timeframe. For both the student and the supervisor it is important to know what they can expect from each other. If the student, for example, wants to go on a holiday for a month or has a job for two days a week, this should be taken into account in the time frame.

9 10

Students need to choose a supervisor, but sometimes s/he might not be able to supervise them. It is possible that the supervisor feels that s/he does not have enough knowledge about that specific subject to guide you. Perhaps the time schedules are so different that it is difficult to plan meetings. It is also possible that the lecturer is already supervising several students and simply does not have the time to supervise yet another student. The supervisor can, therefore, choose to refuse a project.

After one or more discussions with a profile coordinator and lecturers, students should be able to pick a final project topic and a suitable lecturer can then become a supervisor. If any doubts remain, students can schedule a new meeting with the profile coordinator or a lecturer. After students have chosen a supervisor, they will need to inform the other possible supervisors they have approached about their decision.

Subsequently students will need to establish a final project programme and time frame. This includes literature study, writing a thesis proposal, further research and actual writing of the thesis. The formalization of the final project process is done by filling in the appropriate form (Milestone 2, appendix B) and submitting it to the profile coordinator, at the end of the second quarter in the context of MasterLab 1. The profile coordinator will make sure that the Educational Affairs Office receives it in order to be archived in the student’s file.

Second reader/examiner Together with their supervisor, students can discuss the choice for a second reader. The second reader is assigned before students start their final thesis project. Formally they need to identify both supervisor and second reader, and provide a short description of the thesis in their project contract, in Milestone 2. The exam committee formally appoints the second reader. The second reader has a different status than the supervisor. The supervisor is responsible for the ‘daily supervision’ and comments on every aspect of the thesis. The second reader is in collaboration with the supervisor involved in the thesis project in three moments: 1) s/he has to approve the research question of the thesis; 2) s/he has to evaluate if the thesis is good enough for green light; 3) s/he has to grade the final thesis. The second reader is not a supervisor but a neutral and independent examiner.

Tips for choosing an assignment and supervisor 1. Keep in touch with your potential supervisors.

When you have talked with one or more lecturers about a possible assignment, it is important to keep in touch and to make clear which teacher you want as a supervisor. If you experience delay and want to start later, you need to inform your supervisor about the new timeframe of the project.

2. Choose an assignment that you would like to work on for a longer period.

Every day for half a year, you have to work on your final project. To maintain motivation it will help if you have chosen a subject that really interests you.

3. Choose a supervisor that you can get along with.

First and foremost it is important that your supervisor can and wants to supervise your envisaged project. The topic should therefore fit his/her expertise. In addition, it is important to choose a supervisor who you can relate to. Since styles of supervision may differ, you could ask lecturers about their personal styles of supervision.

4. Choose a supervisor who has time for you and relates to your subject.

It is sensible to discuss your supervisor’s availability and the preferred frequency of contact. A supervisor should be able to spend 50 hours (see chapter 4) on a final project. It is reasonable to expect that he/she is able to do so in practise. Freedom of choice in subject is also important, but

10 11

you have to realize that sometimes it might be difficult to find a suitable supervisor for your particular interests. In such cases you need to discuss your options with your profile coordinator.

2.4

Literature study

A literature study starts with searching for and selecting appropriate literature. The supervisor is well informed about the literature in the students’ field of research but has not always read everything about their specific research topic. Because they need to situate their topic in a historical context, it is often good to first read about the general field of research before focusing on the very specific literature. The supervisor can help by pointing out particular books or scientific articles. Naturally, students should also search for literature themselves. There are several places where they can do this: •

•

• •

The library: the University Library. Website: http://www.utwente.nl/ub/. It is possible that the University Library does not hold a book. In that case Picarta can indicate if the book is available in another Dutch university library. The book can then be ordered using an IBL account and will be sent to Enschede. In consultation with the supervisor students can request this book via the faculty in order to avoid associated costs. The library also offers e-journals that contain relevant articles.

The internet: Note that, for example, Wikipedia articles may not be adequate references. However, they can serve as an entry to other sources. Google Scholar (http://scholar.google.nl/) is a useful programme to find scientific articles and books.

The bookshop: sometimes it might be best to purchase a book that students plan to use intensively. The advantage is that they can add remarks and make notes in the book.

Fellow students: fellow students might have good tips. Sometimes they might have books about the inquired subject that can be borrowed.

Once students have found the first few useful books or articles, it often becomes easier to advance their search using the bibliography and references. Together with their supervisor they can make a selection of the literature that they need to read. When selecting, students need to pay close attention to the background of the writer, the context of the book (why is it written?) and the references that the writer draws on.

It is always preferred to read a book in the language in which it was written. Translations may come with subtle (or less subtle) changes of meaning. If students are not able to read a book in its original language, they need to consult their supervisor about which translation they should read. Also the internet could provide reviews of translations.

When students have made a selection of the literature, it is wise to make a schedule. Setting deadlines can help to maintain some speed and prevent becoming ‘stuck’ in a book. Because reading 40 hours a week is almost impossible to achieve, it is important to find a good balance between searching, reading, writing and discussing.

It is really important to read systematically: only read what you need to read and don’t read (very thoroughly) what is not or less relevant. Students should also prevent reading without really processing the information. They need to ask themselves what they want to accomplish before they start studying a book and make notes! There are multiple ways to do this: • •

Keep a logbook with notes; Underline fragments in the text and add remarks on the sides of the pages in order to quickly find important fragments;

11 12

•

Make excerpts of articles and books.

Every student has his/her own preferences. Discover what way is best for you and discuss it with your supervisor at an early stage.

Tips for the literature study 1. Do not just read, also write.

When you only collect more and more literature and do not write down what this information has to do with your problem, chances are that you will find it difficult to tackle your problem. It is often easier to structure thoughts in the process of writing. Furthermore, while writing, you can formulate new questions that can help you to grasp the problem and think up new questions for further research.

2. Talk to others.

Especially in this phase, it is important to talk to others. Similar to writing, talking to others can help to structure your thoughts and find out which presuppositions might have been wrong. It may generate new ideas. MasterLab 2 will also offer you a platform to discuss their ideas.

3. Make excerpts and notes of the literature.

Since you will read a lot of articles and books, it is helpful to make excerpts and notes, including why you think that this specific article or book is useful for you. Make notes of strong and weak points in a text and problems you have with the text. Also make clear what parts you can or cannot use. Questions that you have about a text can often be used as a starting point of a discussion with your supervisor.

2.5

Writing a thesis proposal

Once students have proceeded some way with their literature study they should have enough basic knowledge to formulate a final project proposal. Based on this proposal and their progress in the remainder of the curriculum, their supervisor will decide whether they can start with their the final project. The final project proposal is written in the context of MasterLab 1, where students have the opportunity to present and discuss ideas and drafts for their thesis topic. The matured draft is discussed with the supervisor and, if necessary, improved by the student. Once students have completed this phase, they arrive at Milestone 2 (see appendix B).

Structure of the final project proposal Good proposals have often the following structure: 1. Introduction 2. Problem statement: a clearly formulated research problem with related key questions, that could be completed in due time 3. Outline research: Theoretical approaches and methods 4. Philosophical justification: an account of the philosophical questions and methods in the treatment of the problem 5. Scientific/technological justification: an account of the scientific or technological domain that is involved in the problem 6. Outline thesis in the form of a preliminary table of contents 7. Bibliography 8. Time schedule 9. Composition graduation committee

12 13

Four important criteria for a good final project proposal are: • It should have a clearly visible scientific or technological component (it is not a purely philosophical thesis).

• The research question and the approach should be clear • The relevance of the research should be clear • The research question should be sufficiently specific for a project to be finished in five months.

Tips for writing a thesis proposal 1. Start on time!

A good final project proposal usually has several versions that precede it. Beginning early helps you to formulate your thoughts at an early stage. After you have handed in your draft, it will be easier for the supervisor to help you further.

2. Be as concrete and clear as possible.

In your final project proposal you present the research you want to conduct and the research question that you would like to answer. When you can explain this in a concrete and clear manner, it becomes much easier for your supervisor to judge whether the proposed research question is feasible. Furthermore, if you write in a concrete and clear manner, it becomes easier to discover presuppositions and tackle possible problems.

4. Do not be afraid to make choices.

Doing research requires making choices, especially in the process of formulating your research question. In the research question you will describe what exactly you would like to investigate. To obtain a point of focus you will need to draw boundaries between what you will and what you will not investigate. There are often multiple ways of approaching a subject. It is usually not a choice between what is right or wrong. You need to able to defend your choices. Making choices at an early stage prevents you from reading too much general literature and allows you to focus on more specific books and articles.

3. Discuss your research question with others.

If you can explain your research question to an outsider, the chances increase that you are on the right track. It often indicates that your question is relevant and important enough for investigation.

If an outsider doesn’t know what you are talking about, this of course does not have to suggest that your question isn’t any good!

2.6

Writing a final thesis

The final thesis has to be written in twenty weeks. In the beginning this may seem like more than enough time; however, it rarely is. Students should bear in mind that a final thesis project will require a lot of iterations before the desired results are achieved. Before he final version of the thesis is completed, there probably will have been several versions of it. Students need to start writing on time and realise that they really will need the 20 weeks to finish it. A good and realistic scheme with soft and hard deadlines is pivotal for achieving the desired results. In this way students structure their activities and force themselves to make choices. A good study plan helps to make the graduation process more concrete.

Tips for writing the thesis 1. Before starting writing, make an outline of the chapters and paragraphs that should be included in your thesis.

Your final project proposal contains a final project outline. Determine continuously if your outline is still adequate. Your thesis needs to have a clear structure. A house is also not built without an

13 14

architect’s detailed drawing. Such a framework should contain the topics of the different chapters, sections and paragraphs in a logical order. Be at the same time flexible and make necessary adjustments: an outline helps you to structure your thesis but should not hinder your research process.

2. Kill your darlings.

Sometimes you will have to chuck out entire pages of your thesis and start writing all over again.

Often this may prove to be more fruitful than trying to tweak a text over and over again.

3. Do not forget the relation between what you are writing and your research question.

At the beginning things are not always clear. However, after a few months, you should have a clear idea about the direction you want to pursue. You will always keep adjusting little things in your thesis, but keep asking yourself: what am I working towards and am I doing that right now?

4. Read large amounts of text on paper.

Although it is not good for the environment and it costs you money, text on paper sometimes reads easier than on screen and, more importantly, helps to spot mistakes and spelling errors that you often do not see on a screen.

5. Use a good system of annotations.

Do not write your notes on loose papers but use a notebook (paper or digital). Furthermore, keep a register of topics and literature references. It is impossible to remember everything that you have read in detail. When you need that specific quote that seemed to fit so well in your text, you will be thankful for having documented it. Pograms such as Endnote are valuable tools for documenting references. Making excerpts also helps a lot when you need to find something that you have read somewhere. If you do this electronically (preferably with the original page numbers of the book added), you can easily search for words and phrases. This can be very handy for finding relevant quotes!

6. The books that you have bought and read during your study will not suffice for your thesis.

The electronic journals of the University Library are a fantastic source of knowledge. Use them.

The same goes for Google Scholar, the Social Sciences Citation Index, the Philosopher’s Index, Routledge and Wikipedia.* Tip: if you cannot access an article, try to google the title. Many authors post their articles on their websites.

7. Take into account the style of your references and the lay out of your whole thesis.

Standardizing this early in the process may prevent lots of burdensome work later on. Although different styles of references are used in the fields of PSTS, APA is very common. For the lay out of the thesis, there are no official requirements. Use an adequate font (not to big or small, readable) and a line spacing of at least 1.5. Browsing other theses for their lay out may be helpful to discover what you would prefer.

8. Be disciplined.

If there are other things that require your attention (a job, the last couple of courses that you need to complete, other courses that you are taking, the divorce of your parents, etc.), try to estimate how much time you have to spend on these matters. Most supervisors will accept that you sometimes cannot work full time on your thesis, as long as it is clear what they can expect. If you have a job that takes up 15 hours, make sure that you can work the other 25 hours on your final thesis project. Consider the final project as a full-time job with the responsibilities that come with it.

14 15

Most students work best in a regular rhythm, for example from 9 to 5. Your final project is very demanding and make sure that you spend enough time on it.

9. Make sure that the following information is on the cover page of your thesis: − Title thesis − Qualification (Master thesis) − Institution (University of Twente) − Date − Supervisor and second reader − Name student − Programme (MSc PSTS)

2.7

Oral examination and the graduation colloquium

Students complete the process of graduation with an oral examination and a graduation colloquium.

During the oral examination the graduation committee will ask questions about or related to the thesis (about the premises, the student’s understanding of the literature, the way the student has formulated and answered the research question, etc.). Students need to remember that they have worked on their final project for half a year, and that they are considered to be (to a certain degree) experts on their topic. Often questions will, however, not address what students have already answered in their thesis.

“Why did you include this?” and “Have you considered that?” are typical questions that students can expect. Be assured, that an exam is not an inquisition. It is, however, an exam and an important part of the process where ideas and decisions are evaluated. The exam will last approximately 45 minutes and is not public.

The public presentation (the graduation colloquium) should last approximately 30 minutes, after which there is about 15-20 minutes left for the audience to ask questions. The graduation committee might also take part in the discussions or ask questions. It is important that the student’s presentation meets the usual demands. If students use visual aids, they should make sure that they are clear and readable. It is smart to rehearse the presentation several times aloud (even if you think that you are an experienced speaker), so that you can talk fluently for 30 minutes. Students should not forget to introduce the graduation committee before they start their presentation (if the first supervisor has not already done so).

During your presentation you will present the topic of your final project to a broader audience. Make sure that your presentation is clearly structured and contains the most important elements and results.

Often you will not have time to discuss (not very important) details. Furthermore, if you want to make sure that the audience is able to fully grasp what you have been working on, it is advisable to keep your presentation simple and to the point.

After the presentation and the questions of the audience, the committee will leave for a few minutes to evaluate how it went. After they have come to a conclusion, students will receive their grade and appropriate certificates. Although the grade is to a great extent determined by the quality of the thesis, the oral examination is part of the examination and can play a significant role: if members of the committee do not agree with some of the choices that a student have made in their thesis, students might be able to properly defend it orally. The entire graduation committee is responsible for the grade. Besides the quality of the thesis, factors such as working attitude and style of writing can also be considered. In chapter 6 the examination of the final project is discussed in more detail.

Finally, don’t forget to arrange a nice drink afterwards!

15 16

3 Supervision The supervisor and second reader form the graduation committee. It is also possible to have a second supervisor. The graduation committee will meet at least three times during the final project: at the start, in the middle and at the end (green light and graduation). This chapter focuses on the interaction between supervisor and student because the contact with the supervisor has the greatest influence on the content of the thesis and the process of completing the project.

3.1

The graduation committee

In the final thesis project, the role of the supervisor is embedded in a graduation committee. The graduation committee consists of at least the first two members, but can be extended: 1.

2.

3.

4.

the supervisor in the role of chair ; a lecturer as the second reader, in the role of second examiner a second and/or external supervisor an external subject expert.

The supervisor and second reader are PSTS lecturers. In case of an external final thesis project, a PSTS lecturer is added as a member of the graduation committee. The external subject expert often advices on a specific part of the research (often related to a specific technology or technological practice).

The student is coached by the supervisor on a daily basis. The supervisor and student meet frequently according to the agreement. They discuss the progression on the basis of text that is submitted earlier.

The second reader is kept informed about the progress of the final project. The same procedure holds for the external supervisor and the external subject expert.

Before graduation the examination board verifies whether the student meets all requirements, including all the courses that are finished. The final assessment of the student is delegated to the graduation committee.

3.2

Mutual obligations between supervisor and student

The supervisor and the student have duties and responsibilities towards each other. A supervisor: − will judge whether the research can be done within the timeframe and whether the quality of the thesis is sufficient; − will give directions; − will supervise the literature study; − will give constructive commentary on chapters and sections; − will ensure that suitable progress is maintained; − will stimulate and motivate; − will evaluate results.

Although the supervisor needs to invest a lot of time in the final project, remember that he/she only has 50 hours available for the entire process.

Your supervisor can expect that you: − will honour agreements/promises; − will show initiative and do your best; − will ensure that suitable progress is maintained

16 17

3.3

What should you discuss with your supervisor?

In the beginning Important agreements should be set at the beginning of the final project. This reduces the chance for both parties that unpleasant surprises and misunderstandings will occur at a later stage. One of the first things students need to discuss with their supervisor is the frequency of the meetings. If a student works 40 hours a week, it would be advisable to meet once every two weeks.

Be clear on what the supervisor can expect from you. Are you able to spend 40 hours a week on researching or are there other activities that require your attention? Discuss how and when you can contact each other. For example, if you or your supervisor go on a holiday for a couple of weeks or attends a conference abroad, you should make sure whether, and how, you can contact each other if that is necessary. Can you simply drop into the supervisor’s office if you have a question or do you need to make an appointment? Can you contact him/her at home or not?

Further down the road During the process of the final project you will have to make many appointments with your supervisor.

Usually, before a meeting there will be a deadline for you to send in the necessary material for the supervisor to read. If you have been unable to meet the deadline, you should contact the supervisor who can then decide whether the meeting will continue or will be rescheduled. Before the end of the meeting you should make an appointment for the following meeting and set deadlines.

To put it very briefly: despite individual preferences and style, it is advised to have regular meetings, to plan pre-agreed deadlines for submitting paperwork, to keep record of supervisors comments, to have in-between assessment of the proceedings, and to plan ahead continuously. Be aware of delays, especially if you experience difficulties. Put any concerns immediately on the agenda for the next meeting, and try to work out a solution. Do not forget meetings, ignore comments, or hide difficulties.

Remain focused on your final project.

3.4

MasterLab 2

3.5

Conflict resolution

During the final thesis project, students attend MasterLab 2, which is led by the profile coordinators.

Students can enrol in the seminar when their thesis project proposal is finished by subscribing to the Blackboard site. In MasterLab 2 students report on their progress and share advice on practical matters. Moreover, during each seminar, students present and discuss drafts of their work.

It might occur that a student has the feeling that s/he is not getting the kind of supervision that s/he expected or that things simply turned out to be different.

First, discuss possible problems with your supervisor, including problems related to the supervisor.

Sometimes expressing problems is already part of the solution. Problems need to be discussed with your supervisor first before you involve other parties. If you have doubts about what steps you need to take in a specific case you could discuss your problem with the study advisor.

If there is a disagreement within the graduation committee about the quality of a student’s work, the examination board can ask a third reader to give an independent verdict.

17 18

4 Examination of final thesis project The graduation phase really begins when the graduation committee accepts the final draft of the thesis and allows the student to request graduation (Milestone 3). The criterion is that the draft (almost) fulfils all requirements. The green light meeting in which the graduation committee comes to this decision takes place at least three weeks before the planned graduation date. The graduation committee shows confidence in the capability of the student to deliver a thesis that matches the requirements according to the final evaluation of the committee.

Now a lot of actions have to be taken and the student should take initiative: 1. The student fills in the form Milestone 3, Request for graduation, appendix C and delivers a printed final draft version of the thesis, a summary (see below) and a report card that is printed from OSIRIS to inform the graduation committee about the study progress.

2. All subjects must be passed.

The summary must not exceed 800 words (1 A-4) and recapitulates a) The research problem b) The research method c) The major results d) Discussion e) The major conclusions 3. The second reader assesses the final draft.

4. The supervisor signs the form Milestone 3, Request for Graduation that he/she received from the student 5. In case the student wants to include extracurricular courses on the report card (courses that exceed the 120 EC of the standard programme) this has to be requested at the Examination Board, and communicated to the Educational Affairs Office.

6. The student sends the signed form to the Educational Affairs Office at least three weeks before the examination takes place.

7. The examination board approves the examination request by verifying the requirements.

8. This Educational Affairs Office sets the examination date and time, prepares the certificate and report card, arranges the rooms (for the oral examination and graduate colloquium), and prepares the convocation on the Student Portal.

9. The student distributes the printed thesis (including appendixes), one for every member of the graduation committee at least one week before graduation. The Educational Affairs Office receives an electronic version by email or on CD as a Word and PDF file.

The graduation project is examined on the following points: • scientific quality of the work (thesis); • creativity, level of own input, level of independency, working speed; • quality of writing (thesis); • quality of oral explanation of research (oral examination and colloquium).

The scientific quality Has the research been performed in a proper manner?

The scientific quality will be judged upon: − formulation of research problem; − collection and application of literature; − how the research is positioned in the scientific debate; − the philosophical/STS approach that is used to answer the main question.

18 19

The level of own input and the level of independency Although the product of the research is more important than the path towards it, it is taken into account if students: − come up with their own ideas of how to approach a problem; − ask critical questions; − can handle and process criticisms; − ask for help when required; − stay in touch and prioritize progress.

The thesis The thesis is the most important part of the graduation project and will be evaluated on the basis of the following crietria: − structure of the thesis (structure of chapters, appendixes, footnotes, logical order of text); − readability and accessibility; − the way the thesis fits its goal and the audience for which it is written (level of difficulty, accuracy, completeness, density of information); − discussion of results; conclusions and suggestions for further research; − references.

Oral exam During the oral exam students will be evaluated on the basis of the following criteria: - being able to give a brief summary of the thesis - adequately responding to critical questions and remarks on the set up of the research project - adequately responding to critical questions and remarks on the observations and conclusion of the thesis - being able to relate their research to knowledge and insights gained during the PSTS program as a whole - being engaged with the examiners in discussion on the validity of their observations and/or conclusions for other domains than the one they have focused on Graduation Colloquium Important aspects of the colloquium are: − the outline of the presentation and the clarity of the structure during the entire presentation; − the use of media; whether it is proper and functional; − presentation skills; interaction with the audience, the quality of speech (audibility, tempo, intonation), ability to hold the attention of the audience; − properly dealing with questions.

The graduation committee uses a standard assessment form listing all assessment aspects, and the relevance and weight of these aspects in each case is determined by the committee (see appendix D).

19 20

Â

5 What to do after graduation?

Please return the questionnaire We need your feedback on the programme, now from you as an alumni, looking back on your recent experiences in this programme. Please fill out the questionnaire and return it to Educational affaires.

Sign out and refund of tuition fees Sign out by sending a written request to Student Services (they have standard forms for this procedure), starting the first month after the one in which you have done your final examination. Hand in your request within one month after graduation.

If you graduate before the end of the academic year, you can request a refund of tuition fees. The months July and August are not included so you can get a refund divided over 10 months. Refund of tuition fees will be executed after the Student Services desk has received an official date of graduation from the faculty.

If you have any doubts about the procedure you can contact the Student Services desk for further information (Vrijhof, telephone: 2124).

If you are a Dutch student and make use of an OV, make sure that you hand it in on time (within five working days after your right to the study finance or loan has ended).

Â

20 21

Appendix A: Choosing a PSTS Profile (Milestone 1) Family name: ___________________________________________________ Given name(s): __________________________________________________ Student number: __________________________________________________ I choose: □ Profile 1: Technology and the Human Being (Coordinator: P.P. Verbeek) □ Profile 2: Technology and Values (Coordinator: P. Brey) □ Profile 3: Dynamics of Science, Technology and Society (Coordinator: K. Konrad) □ PhD track Ethics & Technology (E&T) (Coordinator P. Brey) (To register for the E&T track you should have successfully passed the application procedure; the deadline for applications is at the end of April!!)

The chosen elective courses are: Course code

Course name

EC’s

Please make an appointment with the coordinator of your profile at the beginning of the second year, to discuss your graduation program.

If you plan to include an internship or a stay abroad in your profile, please contact your profile coordinator.

Student:

Signature:

Date: st

Submit Before the 1 of July to: PSTS Educational Affairs Office (EAO) – Cubicus C101 Faculty of Behavioural Sciences Master of Science Programme Philosophy of Science, Technology and Society Educational Service Centre/Educational Affairs Office PSTS (EAO) Cubicus C 101

21 22

Appendix B: Graduation Study Plan (Milestone 2) Name student:________________________________________________________________ Studentnumber:_______________________________________________________________ Chosen Profile :

□ Profile 1 : Technology and the Human Being □ Profile 2 : Technology and Values □ Profile 3 : Dynamics of Science, Technology and Society □ PhD track Ethics and Technology Courses to be completed: Code

ECTS credits

Course

Total Number of attended colloquia Title Final Project: Short description (“what, why, where”):

External assignment (if applicable): Name company/institution: Address: External supervisor (and phone number): Graduation Committee: Chair and Supervisor: 2

nd

reader:

External supervisor: External subject expert:

22 23

(planned) date of completion

Period: Start: (month - year) Expected duration : (in months) If applicable, please mention the period when you will be abroad for final project work: Chair:

Signature:

Date:

Second reader:

Signature:

Date:

External supervisor:

Signature:

Date:

External subject expert:

Signature:

Date:

Student’s signature:

Date:

□

All courses have to be completed and passed and the required number of attended colloquia must be registered before you can start your final project. Print a Study Progress Review stating your progression in PSTS.

□

Attach thesis proposal and a Study Progress Review and submit to the profile coordinator for approval.

□

After signing the contract the student has to submit the original copy of this contract to the EAO PSTS including the approved thesis proposal.

Faculty of Behavioural Sciences Master of Science Programme Philosophy of Science, Technology and Society Educational Service Centre/Educational Affairs Office PSTS (EAO) Cubicus C 101

23 24

Appendix C: Graduation Request (Milestone 3) Name student: _______________________________________________________ Student number: _____________________________ Address after Graduation:

__________________________________________________(street) ______________________________________________(postal code) __________________________________________________(country)

Phone number:

____________________________________________________

Title of the graduation colloquium: _________________________________________________________________________________ Examination date: ________________________________ Time:_____________________ Colloquium date: ________________________________ Time:_____________________ (preferred) Number of guests: __________________ My Thesis is: To be published in the Library

□

Confidential

□

Graduation Committee declares that the final project is ready to request for graduation.

Signature Chair and Supervisor: Signature 2nd reader: Signature External member (if applicable): After verification that the student meets the requirements for graduation according his or hers approved programme except for the final thesis, and that he or she is enrolled in the programme, the examination board authorizes the graduation committee as mentioned above to issue the diploma to the student.

Date: Chair Examination Board MSc PSTS

□ □ □

Student signature:

Attach a recent study progress review proving that all requirements but the thesis are passed.

Submit signed copy of this form to the EAO PSTS, at least 3 weeks before graduation date, and distribute copies to all persons mentioned above.

The final (approved) thesis and summary must be submitted - in print on paper- at least one week before the graduation date to all relevant people (members of the graduation Committee 3x) and the coordinator of the profile and by email to EAO PSTS ( 1x doc, 1x pdf)

Faculty of Behavioural Sciences Master of Science Programme Philosophy of Science, Technology and Society Educational Service Centre/Educational Affairs Office PSTS (EAO) Cubicus C 101.

24 25

Appendix D: Final Thesis Assessment form PSTS Educational Service Centre, Cubicus C 101

Graduation Project Assessment Form Student name:……………………………………………………………………………………………..

Student number: ………………Bachelor’s-/Master’s student (cross out one that does not apply) Study programme: ……………………………………………………………………………………....

Final report – Title:………………………………………………………………………………………..

1. Project execution st nd Evaluation by 1 & 2 assessor

Poor

Sufficient

Amply Sufficient

Good

Very good

❑

❑

❑

❑

❑

❑

❑

❑

❑

❑

❑

❑

❑

❑

❑

❑

❑

❑

❑

❑

❑

❑

❑

❑

❑

❑

❑

❑

❑

❑

❑

❑

❑

❑

❑

❑

❑

❑

❑

❑

Poor

Sufficient

Amply Sufficient

Good

Very good

2a. Logical and consistent structure

❑

❑

❑

❑

❑

2b. Writing skills / readability

❑

❑

❑

❑

❑

2c. Presented according to agreed standards (APA)

❑

❑

❑

❑

❑

Poor

Sufficient

Amply Sufficient

Good

Very good

3a. Independence

❑

❑

❑

❑

❑

3b. Management of the work

❑

❑

❑

❑

❑

3c. Creativity

❑

❑

❑

❑

❑

3d. Social and co-operative skills

❑

❑

❑

❑

❑

3e. Effort

❑

❑

❑

❑

❑

Poor

Sufficient

Amply Sufficient

Good

Very good

4a. Content

❑

❑

❑

❑

❑

4b. Structure & clarity

❑

❑

❑

❑

❑

4c. Answering questions

❑

❑

❑

❑

❑

1a. Definition of problem 1b. Definition and consistent application of (core) concepts 1c. Use of available relevant literature and theories 1d. Selection, construction and justification of research methods and instruments 1e. Quality of the design/development/evaluation of a product, tool or prototype 1f. Choice and execution of analysis methods 1g. Research technical aspects (reliability, validity, sample, non-response) 1h. Conclusions, discussions and reflection 2. Report st nd Evaluation by 1 & 2 assessor

3. Student’s performance st nd Evaluation by 1 & 2 assessor

4. Presentation st nd Evaluation by 1 & 2 assessor

Comments: (please use additional pages if required) Name and signature of the Supervisor and Second reader: ………………………………………………………………………………………… Date: …………………… ………………………………………………………………………………………… Date: ……………………

25 26

26 27

T +31 (0)53 489 2964 I www.utwente.nl/psts

vErSION NUmbEr 0813

STUDENT SErvICES