Journal Title
Title of Journal: High Educ
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Abbravation: Higher Education
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Publisher
Springer Netherlands
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Authors: Ulrike Felt Judith Igelsböck Andrea Schikowitz Thomas Völker
Publish Date: 2012/08/07
Volume: 65, Issue: 4, Pages: 511-524
Abstract
Over past decades we have witnessed considerable debate questioning the capacity of contemporary research to address the challenges posed by complex societal developments As a consequence the need for rethinking cultures and practices of knowledge production has moved high on the policy agenda In this context transdisciplinarity has become one of the keynotions standing for more openness towards and engagement with nonscientific actors all along the process of knowledge production While there is much debate little is known about the everyday research practices in such contexts This paper focuses on early stage researchers and how they manage to reconcile the demands of transdisciplinarity with other normative requirements in contemporary research Using the concept of ‘epistemic living spaces’ which addresses how researchers see their room for epistemic and social manoeuvre within research the paper explores the possibilities and limits of contemporary research structures to accommodate this alternative way of producing knowledge Introducing the concept of ‘transdisciplinary knowledge regime’ the article finally argues that this kind of knowledge production cannot be understood through solely focusing on the specific epistemological and normative prescriptions but demands close consideration of the complex entanglements between the epistemic the institutional the social and the ideological perspectives in contemporary research All this also raises new issues of responsibility towards early stage researchersThe authors would like to thank the editors and the anonymous referees for their valuable comments on the draft of this article as well as Elizabeth Rosenbaum for her help with final language issues Our gratitude also goes to those researchers who were so generous as to give us their time engage with our questions and share their experiences and concerns about their research work with us This research has been made possible by a grant from the Federal Ministry for Science and Research under the programme proVISION An earlier version of this paper was presented at the conference “Risky entanglements Contemporary research cultures imagined and practised” Vienna 9–11 June 2010
Keywords:
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Other Papers In This Journal:
- Inequality and doctoral education: exploring the “rules” of doctoral study through Bourdieu’s notion of field
- What’s Yours is Mine: An Investigation of Current Copyright Policies of Education Journals
- Mathematics turned inside out: the intensive faculty versus the extensive faculty
- The Canada Research Chairs Program: the good, the bad, and the ugly
- The biomedical doctorate in the contemporary university: education or training and why it matters
- Expansion of higher education and consequences for social inequality (the case of Russia)
- Cooling Out in the Community College: What is the Effect of Academic Advising on Students’ Chances of Success?
- A Tale of Two Groups: Differences Between Minority Students and Non-Minority Students in their Predispositions to and Engagement with Diverse Peers at a Predominantly White Institution
- Job search strategies of recent university graduates in Poland: plans and effectiveness
- The politics of the great brain race: public policy and international student recruitment in Australia, Canada, England and the USA
- The Teacher Exception Under the Work for Hire Doctrine: Safeguard of Academic Freedom or Vehicle for Academic Free Enterprise?
- Are You Satisfied? PhD Education and Faculty Taste for Prestige: Limits of the Prestige Value System
- Organisation response to institutional pressures in Higher Education: the important role of the disciplines
- The iconography of universities as institutional narratives
- Rigor, Impact and Prestige: A Proposed Framework for Evaluating Scholarly Publications
- The expansion of English-medium instruction in the Nordic countries: Can top-down university language policies encourage bottom-up disciplinary literacy goals?
- A comparative study of research capabilities of East Asian countries and implications for Vietnam
- Roles of women’s higher education institutions in international contexts
- Higher education and its communities: Interconnections, interdependencies and a research agenda
- AN INVESTIGATION OF CRITICAL MASS: The Role of Latino Representation in the Success of Urban Community College Students
- Market orientation in managing relationships with multiple constituencies of Croatian higher education
- Celebration of Excellence in Teaching: What is Your Philosophy?
- Preparing for the Silver Tsunami: The Demand for Higher Education Among Older Adults
- Student–Faculty Interaction in Research Universities: Differences by Student Gender, Race, Social Class, and First-Generation Status
- Enthusiasm and the College Compact
- What kind of faculty are motivated to perform research by the desire for promotion?
- How many universities are there in the United Kingdom? How many should there be?
- Challenges in Transdisciplinary, Integrated Projects: Reflections on the Case of Faculty Members’ Failure to Collaborate
- Faculty Power and Responsibility
- The Adult Student and Course Satisfaction: What Matters Most?
- The Heterogeneous Non-resident Student Body: Measuring the Effect of Out-Of-State Students’ Home-State Wealth on Tuition and Fee Price Variations
- High School Economic Composition and College Persistence
- Knowing your students in large diverse classes: a phenomenographic case study
- The Effect of Teaching General Education Courses on Deep Approaches to Learning: How Disciplinary Context Matters
- Linking the ‘know-that’ and ‘know-how’ knowledge through games: a quest to evolve the future for science and engineering education
- Understanding Change in the Academy
- Investigating the relationships between approaches to learning, learner identities and academic achievement in higher education
- Department Chair Advice on Teaching and Research at U.S. Research Universities
- Institutional imperatives versus emergent dynamics: a case study on continuous change in higher education
- Ranking and the multiplication of reputation: reflections from the frontier of globalizing higher education
- Quality Matters: Assessing the Impact of Attending More Selective Institutions on College Completion Rates of Minorities
- Emeritus Colleges: Enriching Academic Communities by Extending Academic Life
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