Why New Hybrid Organizations are Formed: Historical Perspectives on Epistemic and Academic Drift

Kaiserfeld, Thomas

doi:10.1007/s11024-013-9226-x

Cited by 24 publications

(21 citation statements)

References 45 publications

(32 reference statements)

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“…The opportunities presented by new hybrid organisations are not new, according to Kaiserfeld (2013). He traces the formation and reformation of hybrid academic organisations at times of changing historical moments in the uses of science back to the eighteenth century.…”

Section: Movement Between Fieldsmentioning

confidence: 99%

Thinking with Bourdieu: thinking after Bourdieu. Using ‘field’ to consider in/equalities in the changing field of English higher education

Bathmaker

2015

Cambridge Journal of Education

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This paper uses Bourdieu's concept of 'field' as a tool to examine higher education participation in England in the context of diversified and differentiated provision. Admissions practices for courses in two institutions offering tertiary and higher education demonstrate how the official rules of the game shape the experience of students moving into and through HE on vocational and alternative routes. These examples suggest that rules created for the 'selective' part of the HE field can have perverse effects on other parts of the field, creating barriers rather than bridges for students seeking to participate in HE via alternative routes. The paper concludes by considering the strengths and limitations of using Bourdieu's tools for understanding diversification in HE. Does using Bourdieu lead to the inevitable conclusion that diversity is a form of diversion, directing a proportion of the population through an easily accessible, but ultimately less rewarding path, or can Bourdieu's tools suggest possibilities for transformation and change?

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Section: Movement Between Fieldsmentioning

confidence: 99%

Thinking with Bourdieu: thinking after Bourdieu. Using ‘field’ to consider in/equalities in the changing field of English higher education

Bathmaker

2015

Cambridge Journal of Education

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“…These new funding priorities have an impact on researchers' ZAPP ET AL. | 203 rationales and priorities, entailing lasting epistemic drift (Elzinga, 1997;Kaiserfeld, 2013). Finally, we discuss the specific translation work leading to the distinctive shape of Norwegian educational research and re-contextualise the case of Norway within wider international trends.…”

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confidence: 99%

(Re)shaping educational research through ‘programmification’: Institutional expansion, change, and translation in Norway

Zapp

Helgetun

Powell

2018

Euro J of Education

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Educational research in Norway has experienced unprecedented structural expansion and cognitive shifts over the last two decades because of greater state investments and the strategic use of extensive and multi-year thematic programmes to fund research projects.Using a neo-institutionalist framework, we examine institutionalisation dynamics in cultural-cognitive, normative and regulative dimensions by means of interviews, research programme calls, policy documents and funding data. In the cultural-cognitive dimension, we find references to the knowledge society, the perceived importance of evidence in policymaking and ideas of quality, excellence and relevance. In the normative dimension, we find the introduction of new professional and methodological standards, reflecting broader global patterns of academic and epistemic drift. In the regulative dimension, the strengthened role of both government and the Research Council of Norway is manifest in substantial growth in both funding and large-scale, long-term planning, including thematic choices-evidence of 'programmification'. The importance of external models has grown in an era of internationalisation, yet translation occurs at every level of the governance of educational research. This results in a specific Norwegian research model, guided by a mode of governance of programmes that maintains social values that are traditionally strong in Nordic societies.

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“…Further de-integration of teaching and research occurred through the establishment of universities of applied sciences (Fachhochschulen), devoted more to teaching in technical fields (not PhD granting) than research. Academically drifting, the Fachhochschulen have gradually increased their participation in research, mostly in collaboration with industry on applied problems (Teichler 2005;Kaiserfeld 2013).…”

Section: Synopsis Of the Development Of The University And Research Imentioning

confidence: 99%

University vs. Research Institute? The Dual Pillars of German Science Production, 1950–2010

Dusdal

Powell

Baker

et al. 2020

Minerva

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The world's third largest producer of scientific research, Germany, is the origin of the research university and the independent, extra-university research institute. Its dual-pillar research policy differentiates these organizational forms functionally: universities specialize in advanced research-based teaching; institutes specialize intensely on research. Over the past decades this policy affected each sector differently: while universities suffered a lingering "legitimation crisis," institutes enjoyed deepening "favored sponsorship"-financial and reputational advantages. Universities led the nation's reestablishment of scientific prominence among the highly competitive European and global science systems after WWII. But sectoral analysis of contributions to science, technology, engineering, mathematics, and medical and health journal publications finds that Germany's small to medium-sized independent research institutes have made significant, growing contributions, particularly in publishing in higher impact journals proportionally more than their size. Simultaneously-despite dual-pillar policy implications-the university sector continues to be absolutely and relatively successful; not eclipsed by the institutes. Universities have consistently produced two-thirds of the nation's publications in the highest quality journals since at least 1980 and have increased publications at a logarithmic rate; higher than the international mean. Indeed, they

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Why New Hybrid Organizations are Formed: Historical Perspectives on Epistemic and Academic Drift

Cited by 24 publications

References 45 publications

Thinking with Bourdieu: thinking after Bourdieu. Using ‘field’ to consider in/equalities in the changing field of English higher education

Thinking with Bourdieu: thinking after Bourdieu. Using ‘field’ to consider in/equalities in the changing field of English higher education

(Re)shaping educational research through ‘programmification’: Institutional expansion, change, and translation in Norway

University vs. Research Institute? The Dual Pillars of German Science Production, 1950–2010

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