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The Development of Conceptions of Research Education. Hans Siggaard Jensen Professor/Philosophy of Science Aarhus University/Copenhagen Campus. Some tendencies in the research system. From research for truth to innovation From national to international

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the development of conceptions of research education

The Development of Conceptions of Research Education

Hans Siggaard Jensen

Professor/Philosophy of Science

Aarhus University/Copenhagen Campus

EDAMBA-EIASM Doctoral Consortium 2013

some tendencies in the research system
Some tendencies in the research system
  • From research for truth to innovation
  • From national to international
  • From disciplinary to inter/trans-disciplinary
  • From line to projects and temporary alliances
  • From individual to team
  • From ”holy” to secularized
  • From monopolyonknowledge to non-monopoly
  • From hierarchy to networks
  • From authoriy to ”contextualization”

EDAMBA-EIASM Doctoral Consortium 2013

slide3
  • From nearly purely public to privatization
  • From non-commercial/non-profit to commercialization
  • From clear roles and division of labour to
  • Triple Helix phenomena
  • From clear scientific and cognitive values and virtues (like CUDOS) to unclear values and virtues

EDAMBA-EIASM Doctoral Consortium 2013

slide4
  • From the “traditional” publishing system and news from the research front to conditions in a media-dominated society
  • From the Max Weber view of the value-free researcher to the engaged creative and innovative researcher – from disinterestedness and skepticism to emotions and feelings of flow

EDAMBA-EIASM Doctoral Consortium 2013

research funding
Research funding
  • From second tier research councils to competitive sources of funding and strategic importance
  • From national systems of research (and innovation) to international/global systems
  • From life as marginal to life under new public management
  • From outside the market to inside – neo-liberalism

EDAMBA-EIASM Doctoral Consortium 2013

learning theory and doctoral education
Learning theory and doctoral education
  • The difference between learning a subject and learning to do research
  • The difference between the role of teacher of a subject and supervisor
  • Individual and social learning in relation to the research system

EDAMBA-EIASM Doctoral Consortium 2013

a little history
A little history
  • Before Humboldt
  • The Humboldt system and research training
  • Universities
  • Academies
  • The State
  • The School system
  • Research and research training
  • The function of research

EDAMBA-EIASM Doctoral Consortium 2013

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  • The Althoff system
  • Universities
  • Universities of applied science
  • Research institutions
  • Business
  • Research training and research management
  • Disciplinarity – method and object
  • Vannevar Bush and basic and applied science

EDAMBA-EIASM Doctoral Consortium 2013

some present challenges
Some present challenges

MODE 1

- problems arise and are solved within well-established disciplines,

- such disciplines have clear paradigms to work within, - a linear relation is aimed at between theoretical development and practical problem solving, between basic and applied research,

- there is attempted a homogenous relation between theoretical experience, qualification and practical experience, which means that there should be the possibility of a one-to-one relation between a discipline and a profession,

EDAMBA-EIASM Doctoral Consortium 2013

slide10

-the concept of quality is internal and oriented to­wards the discipline and functions via "peers".

- technology is understood as applied science

- technology concerns the relation between man and nature

- risk is understood as quantified uncertainty

- risk can be managed through "insurance"

EDAMBA-EIASM Doctoral Consortium 2013

attached conceptions of doctoral education
Attached conceptions of doctoral education
  • Kuhnianview – socialization and Paradigms
  • Anti-reflection
  • Theory and empiricalwork
  • Popperianview – criticism and falsification
  • Internalview of research
  • Theory and empiricalwork

EDAMBA-EIASM Doctoral Consortium 2013

slide12

Disciplinaryorganization

  • Research organization:
  • Individualswithsubordinategroups
  • Top-down and Bottom-up
  • Training as 2nd OrderManagement/Self-management
  • Professionalismbasedonknowledge and narrowcompetence
  • Partialprojectification

EDAMBA-EIASM Doctoral Consortium 2013

slide13

MODE 2

- problems arise and are formulated in the context of application,

- the production of knowledge does not take place primarily within the framework of a discipline, but is trans-disciplinary,

- communication and application of knowledge takes place in the context of production,

- the relation between theory, experience and qualification is heterogenous,

EDAMBA-EIASM Doctoral Consortium 2013

slide14

 - value creation is related not only to the application of knowledge but also to the production of knowledge, and that production takes the form of organizational learning

  • knowledge production is related to the transformation of tacit to explicit knowledge

- learning and knowledge production are seen as two processes closely related, connected to having and developing meaningful experience

EDAMBA-EIASM Doctoral Consortium 2013

attached conceptions of doctoral education1
Attached conceptions of doctoral education
  • Inter- or trans-disciplinarity
  • External and internal problem oriented
  • PartnershipsCompetence in formulating problems and finding appropriate methods
  • Multi-methodological competence
  • Reflective practitioner
  • Team- and project work capability
  • Research schools – Concentrating Minds

EDAMBA-EIASM Doctoral Consortium 2013

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Problem-basedorganizationor ”ontologicalorganization”

  • 3rd order management – facilitating a social organizationwithcollectivereflection and interactiveself-management
  • Organizationalflexibility and division of labour
  • Professionalism
  • Partnerships

EDAMBA-EIASM Doctoral Consortium 2013