The University of Cambridge, Academic Expertise, and the British Empire, 1885–1962

Jöns, Heike

doi:10.1007/978-3-319-44654-7_10

Cited by 5 publications

(6 citation statements)

References 21 publications

(35 reference statements)

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“…From the perspective of science studies, the interesting question is why and how the silo mentality of economists was able to repel this critique from other disciplines for so many decades. 28 Boundary-work is "a combination of rhetorical and social organizational devices to exclude some people and their knowledge claims from science" (Gieryn, 1983, p. 786). fellowships, selective international research cooperation, old colonial relations, the quality of diplomatic relations, political goals, and shared denominations (Ellis, 2017;Heffernan, 1994;Heffernan & Jöns, 2013;Jöns, 2009Jöns, , 2017; see also chapters by Hotson and Meusburger & Probáld in this volume).…”

Section: Theoretical Concepts Contributing To the Understanding Of Homentioning

confidence: 99%

“…Intellectual renewal comes about not only through the appointment of new scientists but also through what is known as circular mobility (for details see Jöns, 2003Jöns, , 2007Jöns, , 2008Jöns, , 2009Jöns, , 2017, such as brief periods of study abroad, the invitation of visiting scholars, scientific cooperation with other institutions, and other ways of exchanging and testing new knowledge (e.g., participation in conferences). Mobility is equivalent to gathering experience in different knowledge environments, tackling new challenges, and familiarizing oneself with issues and methods one has not encountered at previous places of work.…”

Section: Capacities Characteristics and Behavior Of Persons Signifimentioning

confidence: 99%

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Knowledge Environments at Universities: Some Theoretical and Methodological Considerations

Marynen

2018

Geographies of the University

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Until the early 1980s most research on scientific creativity had focused on the personal attributes of scholars. Few authors found it necessary for their theoretical considerations to include the social, cultural, and scientific environment-the seat of socialization, learning, control, and encouragement by supervisors, research activities, and creative processes. Spatial differences in scientific practices and research cultures; spatial inequalities of career opportunities, financial resources, academic freedom, and other factors influencing the scientific achievements of scholars; and the attractiveness and reputation of universities received little attention. Science was assumed to be placeless. At best, it was admitted that talented individuals could not develop their creativity in repressive societies.In the 1980s and 1990s researchers studying creativity increasingly accepted that talent, wealth of ideas, motivation, endurance, and other personal traits are not the only factors influencing how well a person's scholarly pursuits and academic career develops. What people call creative is never the result of individual action alone. The talented student and the creative scientist do not work in a social, cultural, and economic vacuum. A stimulating knowledge environment and a talented individual must come together and interact before a creative process can occur

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Section: Theoretical Concepts Contributing To the Understanding Of Homentioning

confidence: 99%

Section: Capacities Characteristics and Behavior Of Persons Signifimentioning

confidence: 99%

Knowledge Environments at Universities: Some Theoretical and Methodological Considerations

Marynen

2018

Geographies of the University

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“…The paper draws on the rich literature on Geography, colonialism and exploration in late 19th‐century Africa (Driver, , ), on the production of the trustworthy (geographical) self (Bond, ; Heffernan, ; Jöns, ; Shapin, ; Withers, ) and especially on the production of white masculinity within this context (Myers, ; Reidy, ; Rose, ; Sundberg, ; Terrall, ). Further, it seeks to complement research interested in the material production and communication of geographical knowledge from a science studies perspective, which encompasses exploration of the role of instruments and technologies of recording (Ryan, ; Withers, ) and the transfer of knowledge from the field to printed text (Keighren et al., ), talks, and “geography's venues,” such as museums and geographical societies (Agnew & Livingstone, ; Barnett, ; Finnegan, ; Koivunen, ; MacDonald & Withers, ; Naylor, ; Ryan, ).…”

Section: Introductionmentioning

confidence: 99%

Making Mount Kilimanjaro German: Nation building and heroic masculinity in the colonial geographies of Hans Meyer

Michel

2018

Trans Inst British Geog

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In 1885, as Germany claimed dominion over what was to become German East Africa, Mount Kilimanjaro became the highest German mountain; in 1889, the German geographer Hans Meyer was the first European to reach its summit. The “conquest” of Kilimanjaro was more than just one man's heroic adventure; it was an event that brought together Geography, the building of the German nation and European imperialism. This paper seeks to explore Hans Meyer's production of geographical knowledge about Kilimanjaro and the way in which the geographical gaze of one man gave rise to an object at which others could gaze and about which they could read. Building on scholarship on exploration, field work in Colonial Geography, and the production of the geographical self, the paper follows Meyer to the field in colonial German East Africa, and back to academia, publishing houses and public talks in Germany. In so doing, the paper encounters not only the production of knowledge about Physical Geography, the messiness of fieldwork and a wide range of technologies of observation and recording, but also the production of the white, male and German geographer as a trustworthy witness.

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“…This asymmetry is largely the result of long-term historical path dependencies linked to shifts in economic growth that either preceded or coincided with changing academic mobilities and knowledge centers (Taylor, Hoyler, & Evans, 2008). Uneven global power relations were also reinforced through academic travels, collaborations, and appointment practices in the context of European imperialism (Ellis, 2017;Jöns, 2017;Pietsch, 2017). With these historical experiences in mind, Jöns (2015, pp.…”

Section: The International Universitymentioning

confidence: 99%

Geographies of the University: An Introduction

Heffernan

Suarsana

Marynen

2018

Geographies of the University

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This volume analyzes the history and character of the modern university from a variety of disciplinary perspectives, with particular emphasis on the constitutive significance of geography as a factor shaping the internal and external dynamics of universities and the national and international systems of higher education in which they have operated. In considering the geographies of the university, the essays in this volume deploy two interlinked conceptual approaches derived from Manuel Castells's (1996) formulations of the spatial logics that he claims constitute the essential characteristics of past and present societies: the space of places and the space of flows. The first approach adopts a placed-based perspective and focuses on the spatial organization of the settings, practices, and ideologies that constitute the key functions of contemporary universities at different geographical scales, including their research, teaching, and learning, as well as their administration, enterprise, and public engagement. The second, flow-based approach addresses the wider networks that constitute universities as seats of research, learning, and expertise. It encompasses, for example, their recruitment of students, academic staff, and other employees; their outgoing and incoming mobilities of people, resources, and knowledges; their conferment of degrees and awards; their formal and informal collaboration in research, teaching, management, enterprise, and public engagement; and their local, regional, national, and international impacts.Research on universities has a long tradition in several disciplines. Geographical research about universities came to prominence in the 1950s and 1960s as higher

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The University of Cambridge, Academic Expertise, and the British Empire, 1885–1962

Cited by 5 publications

References 21 publications

Knowledge Environments at Universities: Some Theoretical and Methodological Considerations

Knowledge Environments at Universities: Some Theoretical and Methodological Considerations

Making Mount Kilimanjaro German: Nation building and heroic masculinity in the colonial geographies of Hans Meyer

Geographies of the University: An Introduction

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