Toward a Comparative Framework for Learning From Experiences With Interactive Technology Assessment

Abstract

To learn from experiences with interactive technology assessment (ITA), a framework for comparative analysis and evaluation is needed. Such a framework is developed in this article, taking into account both institutional and epistemological considerations. It is argued that a stakeholder-focused TA—the most participatory form of TA from an institutional point of view—can hardly contribute to behavioral change of public decision makers and corporate managers. Instead, institu tional and epistemological considerations are best reconciled in inter pretive forms of ITA, but only if the analysts consistently apply a constructivist methodology. In order to facilitate the elaboration of interpretive ITA, a set of institutional and methodological criteria to compare and assess practical approaches to ITA is developed.