Making knowledge work Jón Torfi Jónasson jtj@hi.is hi.is/~jtj/

1. NOVA University networkNOVA Seminar on New Strategy The Knowledge Triangle: education, research and innovation Selfoss Iceland, May 6th 2010 Making knowledge work Jón Torfi Jónasson jtj@hi.ishttp://www.hi.is/~jtj/ School of Education, University of Iceland

2. A perennial problem The problematic relationship between research and practice How does research, − information, understanding, theory translate into sensible, preferably profitable, actions? or how does information, understanding or a theory about any topic you care to mention translate into operational responses by the interested parties? Jón Torfi Jónasson - NOVA - May 2010

3. A personal introduction • Research on universities, innovation and industry and its application • A researcher on these issues involved in educational administration and governance • What does a typical scientific article convey and to whom? Jón Torfi Jónasson - NOVA - May 2010

4. An introduction • The general task of making research applicable, useful • The terminology: basic research, applied research • E.g. the distinction between mode 1, mode 2 • When is something useful? Relevant, fruitful, illuminating, inspiring, cumulative? • When is the criterion directly related to the financial bottom line? JónTorfiJónasson - NOVA - May 2010

5. The problem • The theoretical problem • Declarative, propositional knowledge does not imply procedural knowledge; “knowing that” does not translate effortlessly into “knowing how”; in fact the gap is much greater than is often assumed • The practical problem • The problem is no less social or cultural than psychological or technical; in fact the point of departure may have to be the problem itself • When you have produced your results, who is going to harness them? To what purpose? JónTorfiJónasson - NOVA - May 2010

6. Science Two perspectives: Science is sublime Science is useful A common justification for much of scientific research: Creating understanding and coherent theories will eventually provide ample opportunities for their use at various levels, ranging from theoretical enquires to practical use. JónTorfiJónasson - NOVA - May 2010

7. The garage analogy? (Or, of course the library)Material immaculately arranged waiting to be used Jón Torfi Jónasson - NOVA - May 2010

8. The (institutional) problem • The institutional or the cultural problem The institutional framework of a research institution, e.g. a university: the importance of its culture) • Division of labour, related to interests (the role of a scientist) • The incentive mechanisms, the ranking mechanisms • Take multidisciplinary research as an example • Rhetorical consensus • Take relationship with the field as another example JónTorfiJónasson - NOVA - May 2010

9. The problem, another take Might present the problem as Ensuring that the available knowledge is being used, harnessed or Bridging the gap between declarative and procedural knowledge (even though the former may be about procedures) or perhaps as Ensuring that those who are solving problems have access (from several perspectives) to the relevant knowledge or are operating in a fruitful institutional or cultural environment JónTorfiJónasson - NOVA - May 2010

10. The way to go? The story so far Go where? Towards solving problems. Incentive mechanisms Structural solutions JónTorfiJónasson - NOVA - May 2010

11. The way to go? The story so far Incentive mechanisms • Funding applied research • Setting priorities (governments) • Making the distinction between Mode 1 and Mode 2 research, differentiated funding (Gibbons, Novotny, Scott) • Enhancing the status of applied research • (Labaree: US universities applied on the outside, theoretical or liberal on the inside) JónTorfiJónasson - NOVA - May 2010

12. The way to go? The story so far Structural solutions, at the institutional level • The entrepreneurial university (Burton Clark, 1998) Structural solutions, at the meta-institutional level • Research parks, http://www.aurp.net/about/whatis.cfm • Clusters, Potter, J., & Miranda, G. (Eds.). (2009). Clusters, innovation and entrepreneurship: OECD Organisation for Economic Co-operation and Development. (See e.g. chapter 9.) Structural solutions, at the governmental level • The triple helix environment • university-industry-government , e.g. theÖresund, Medicon Valley • European Cluster Policy Group (ECPG) http://www.proinno-europe.eu/page/home JónTorfiJónasson - NOVA - May 2010

13. The EC initiative on clusters JónTorfiJónasson - NOVA - May 2010

14. The way to go? The case for a public space Lester and Piore (2004): Innovation, the missing dimension The case for a public space for incubation of new ideas: the importance of interpretation in addition to analysis JónTorfiJónasson - NOVA - May 2010

15. The way to go? The story so far Two examples of research of the dynamics of innovation Engeström’s activity theoretical environment Contradictions, the crossing of boundary Powell+ on the notion and importance of propinquity Networks, Propinquity and Innovation in Knowledge-Intensive Industries, with Kjersten Whittington and Jason Owen-Smith, Administrative Science Quarterly, March 2009, pp. 90-122 JónTorfiJónasson - NOVA - May 2010

16. The way to go? The future? • Understanding the basics of institutional dynamics • The role of the academic researchers • The role of the entrepreneurial researcher • Understanding of networks JónTorfiJónasson - NOVA - May 2010

17. The way to go? The future? Understanding and appreciating the climate, the network, the community of practice; we should appreciate the importance of the • institutional culture • incentive mechanisms • contradictions, tensions which may spur innovation, change • culture of cooperation • relationship between “knowing that” and “knowing how” • culture of enabling the harnessing of knowledge • interpretative dimension JónTorfiJónasson - NOVA - May 2010

18. The way to go? The future? You want your network to thrive; you should perhaps concentrate on the cultural aspect, ― perhaps in particular on the creation of a culture of making knowledge operative, of making knowledge work. JónTorfiJónasson - NOVA - May 2010

19. Thank you Kærar þakkir Jón Torfi Jónasson - NOVA - May 2010