Dette working paper er udgivet som del af REMAP-projektet:
REsearch MAnagement Processes under rapid changeYderligere oplysninger om REMAP kan findes på projektets web-site: www.remap.dk.
Department of Management, Politics and Philosophy
AbstractThis paper argues the need for a new approach to the management of academic researchers and their research work. It is held that the requirement for a new management paradigm at the universities is accentuated by all the significant challenges in the knowledge production system (described as mode 2, triple helix, post-academic science etc.). The paper not only argues the need for a new management approach but also attempts to sketch an outline of an approach to microlevel management of academic researchers. This approach seeks to strike a balance between autonomy for the academics and organisational steering.
Dette working paper er udgivet som del af REMAP-projektet:
REsearch MAnagement Processes under rapid changeYderligere oplysninger om REMAP kan findes på projektets web-site: www.remap.dk.
Department of Management, Politics and Philosophy
AbstractThis paper argues the need for a new approach to the management of academic researchers and their research work. It is held that the requirement for a new management paradigm at the universities is accentuated by all the significant challenges in the knowledge production system (described as mode 2, triple helix, post-academic science etc.). The paper not only argues the need for a new management approach but also attempts to sketch an outline of an approach to microlevel management of academic researchers. This approach seeks to strike a balance between autonomy for the academics and organisational steering.
Philosophy of technology/philosophy of science has recently become part of the curriculum of engineering degree programmes in Denmark. However, to what extent do teachers of engineering see it as meaningful for students to work with relatively abstract philosophical concepts such as epistemology, ontology and ethics as part of engineering degree programmes? And what, if any, are the complexities and difficulties in implementing philosophical questioning into engineering curricula? Do teachers tend to see philosophy of science as a kind of 'Trojan horse' -an unwelcome idea that will defocus engineering degree courses and steal time from more important subjects? Or do they see it as a necessary and welcome addition to engineering curricula that will result in more qualified and free-thinking engineering graduates? Subsequently these issues are discussed in the light of findings in an empirical case study carried out by the authors at their Institute.
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