Social and Epistemic Control in Collaborative Research — Reconfiguring the Interplay of Politics and Methodology

Herberg, Jeremias; Vilsmaier, Ulli

doi:10.1080/02691728.2019.1706115

Cited by 9 publications

(6 citation statements)

References 24 publications

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“…Collaboration has been analysed as shaped by a multitude of forms and power relations (e.g. Hackett and Rhoten, 2011;Niewöhner, 2016), raising questions about the enactment and redistribution of capacities for control (Herberg and Vilsmaier, 2020). Within heterogeneous relations among collaborators, researchers take partially conflicting roles (Balmer et al, 2015).…”

Section: Locating Methodographic Analysis and Writingmentioning

confidence: 99%

Data, Methods and Writing

Lippert

Mewes

2021

S&TS

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Methods have been recognised in STS as mattering for a long time. STS ethnographies establish a boundary object with which STS scholars weave a pattern: From such ethnographic accounts we learn that knowledge is produced locally. Ethnography has over the recent decades been highlighted as a key method in STS. And that STS ethnography is specifically shaped by being often configured to consider its forms of collaboration or intervention in the field. This special issue focuses on how methods matter, specifically on how STS ethnographic collaboration and its data are translated into ethnographic writing, or performative of other reality effects. Exploring STS’s own methods-in-action brings to attention the messy landscape of method practice. Our objective in this exploration is to develop a genre of writing about method that fosters response-ability and enables the audience of research output to position themselves between the research materials and practices that were invested into the study. This special issue hopes to contribute to STS engagement with its methods by way of methodography. Methodography serves as a genre of analytic writing, that articulates specificity and scrutinises the situated practices of producing STS knowledge.

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Section: Locating Methodographic Analysis and Writingmentioning

confidence: 99%

Data, Methods and Writing

Lippert

Mewes

2021

S&TS

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“…The main differences consist of the valuation of knowledge production and the power over the design and implementation processes (Fritz & Meinherz, 2020;Vilsmaier et al, 2017). Despite transdisciplinary researchers seeking to overcome the techno-scientific domination in knowledge co-production, social and epistemic control often remains with the scientists (Herberg & Vilsmaier, 2020).…”

Section: Related Literature and Rationalementioning

confidence: 99%

Models of transdisciplinary knowledge production at universities: a Romanian case study

Baptista

Vilsmaier

2021

Higher Education Research & Development

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The main objective of this study is to better understand the challenges of transdisciplinary knowledge production processes and its institutionalisation at universities. Transdisciplinary research is considered a collaborative and integrative praxis grounded in different ways of knowing, acting and being. However, transdisciplinary research practices differ significantly in the relations between institutions and actors. These differences have an impact on how transdisciplinarity is institutionalised. There is a need to incorporate them into a larger framework of ongoing transformations of scientific timescales and spaces at universities. We present the results of a case study developed at Babes-Bolyai University (Romania). We discuss it against the background of three models of transdisciplinary knowledge production and two approaches of transdisciplinary problemsolving research. We apply a qualitative methodology of micro level analysis that explores research practices and their embeddedness in the institutional environment. We analyse conditions that enable transdisciplinary knowledge production and show how transdisciplinary institutionalisation can be better understood using the proposed framework applied to the case study. It could be shown that taking into consideration the differences in the models of transdisciplinary knowledge production proved to be useful to gain a deeper understanding of processes of institutionalising transdisciplinarity at universities.

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“…Allerdings greifen jüngere Arbeiten zunehmend die Verkürzung und Abschattung wesentlicher epistemologischer, methodologischer und ethisch-politischer Fragestellungen auf. Arbeiten zu Machtverhältnissen sowie zum Zusammenhang sozialer und epistemischer Kontrolle in transdisziplinären Forschungsprozessen tragen zur Auf hellung dieser blinden Flecken bei , Fritz und Meinherz 2020, Herberg und Vilsmaier 2020, Rosendahl et al 2015. Das gilt auch für konzeptuelle und analytische Ansätze, wie für Forschung zu Methoden (Lawrence 2015, zu Qualitätskriterien, Wirkung und Evaluation sowie zum normativen Gehalt transdisziplinärer Forschung (Popa et al 2015, Rosendahl et al 2015.…”

Section: Debatte Und Kritikunclassified

Handbuch Transdisziplinäre Didaktik

2021

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Das Spezifikum der Hochschulbildung besteht in ihrer Verschränkung mit der Wissenschaft: Universitäre Lerngegenstände und Vermittlungsformen orientieren sich an der Forschung und am aktuellen Stand fachlicher Diskussion. Doch Wissenschaft befindet sich unter Bedingungen der Digitalisierung, Medialisierung und disziplinären Umstrukturierung in einem grundlegenden Transformationsprozess. Mit der »New Production of Knowledge« nach Gibbons et al. (1994) gehen auch neue Formen der Hochschulbildung einher. Dafür stehen in der Hochschullehre Konzepte wie Community-based Learning, erfahrungsbasierte Didaktik und Reflection-in-Action, aber auch Hybridisierung oder Virtualisierung von Bildung. Lernen findet vermehrt auch außerhalb der institutionellen Grenzen der Hochschule statt -etwa in Reallaboren, FabLabs oder anderen informellen bzw. virtuellen und hybriden Lernräumen. Diese vielfältigen Ausprägungen des Hochschullernens im »Modus 2« sowie die Rahmung und Begleitung dieses Lernens auf Seite der Hochschullehre umschreibt das Konzept einer transdisziplinären Didaktik. Die Reihe lädt zum Austausch über aktuelle Einflussfaktoren, Diagnosen und Ausgestaltungen universitärer Bildung im 21. Jahrhundert ein. Sie wird herausgegeben von Tobias Schmohl.Tobias Schmohl ist Hochschulbildungswissenschaftler. Seine Forschung befasst sich mit der Analyse und Gestaltung inter-und transdisziplinärer Lehr-und Lernsettings. Seine Arbeit ist im Schnittfeld von Wissenschafts-, Hochschul-und Bildungsforschung einzuordnen.

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Social and Epistemic Control in Collaborative Research — Reconfiguring the Interplay of Politics and Methodology

Cited by 9 publications

References 24 publications

Data, Methods and Writing

Data, Methods and Writing

Models of transdisciplinary knowledge production at universities: a Romanian case study

Handbuch Transdisziplinäre Didaktik

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