Policy-making in information technology: a decisional analysis of the Alvey Programme

In June 1988 the five-year, £350 million Alvey programme for advanced information technology is scheduled to terminate. This study is a critical appraisal of the decision-making associated with all aspects of the formulation, approval, implementation and operation of the Alvey policy programme. The study analyses why a government that preaches public sector disengagement from the market has channelled funds into one of the fastest growing sectors of British industry, why a government committed to competition endorsed a programme based on collaboration between firms, and why a government opposed to picking 'winners' implemented a programme aimed at a few selected technologies. It describes the intricate advisory mechanisms which support decision-making by powerful but technologically ill-informed government departments and the British core executive. The study questions the wisdom of the government insisting that industry should frame industry policy - for when a sector dominated by defence contractors did so, the result was an increased dependence on government. When the government engaged in a meso-corporatist policy-making arrangement with Industry, it did so from a position of weakness. Industry had the technical expertise, operational control of major projects, and a dominant role within the Alvey directorate. The result was a pattern of self-interested and short-sighted policy-making biased towards the interests of large firms In the defence and telecommunications fields. By divorcing itself from the mainstream of information technology developments and concentrating on selected narrow niches, the British information technology industry has set itself a difficult task for survival in the years ahead

A report on the commercial and educational applications of expert systems

Expert, or intelligent knowledge-based, systems have emerged as the main practical application of Artificial Intelligence research. This thesis reports on their history, development and increasing commercial application. An analysis of the tasks and domains of 785 systems is reported which indicated a level of task specificity. The technology is suggestive of significant educational relevance as it is closely linked with concepts of expertise, intelligence, knowledge and learning. These basic educational concepts are discussed. The thesis reports on a survey of the use of the NCC Expert System Starter Pack in Further and Higher Education. The relationship between other computer-based learning systems and expert systems are discussed and it is argued that the development of intelligent tutoring systems is a more complex operation than the educational application of expert systems. A wide spectrum of potential educational applications is indicated. It is suggested that placing pupils in the position of knowledge engineers provides an exciting curriculum application. It is further argued that the use of expert systems in a commercial training role promises to be a major future development. Other educational applications are considered and the wider social implications associated with the use of expert systems are summarised