Differences between physical and social sciences in university graduate departments

Lodahl, Janice Beyer; Gordon, Gerald

doi:10.1007/bf00991529

Cited by 53 publications

(21 citation statements)

References 12 publications

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“…In their experiment-control study on vaccine safety, Van der Linden et al (2015) found that highlighting medical consensus on vaccine safety increases perceived scientific agreement, which promotes favorable public attitudes toward vaccination and reduces perceived risk and belief in the (long discredited) autism-vaccine link. In their quantitative study comparing the structure of knowledge in four scientific fields, Lodahl and Gordon (1973) found that high-paradigm fields, which are high in consensus on certain theories and findings, attract more funding. According to Lodahl and Gordon (1973), the reason for this might be that the consensus on certain theories and findings that characterizes high-paradigm fields clarifies directions for further lines of inquiry.…”

Section: Introductionmentioning

confidence: 99%

“…In their quantitative study comparing the structure of knowledge in four scientific fields, Lodahl and Gordon (1973) found that high-paradigm fields, which are high in consensus on certain theories and findings, attract more funding. According to Lodahl and Gordon (1973), the reason for this might be that the consensus on certain theories and findings that characterizes high-paradigm fields clarifies directions for further lines of inquiry. Both policymakers and the public, therefore, can be more certain of obtaining results, which leads to more funding being allocated to high-paradigm fields (Lodahl and Gordon, 1973).…”

Section: Introductionmentioning

confidence: 99%

“…According to Lodahl and Gordon (1973), the reason for this might be that the consensus on certain theories and findings that characterizes high-paradigm fields clarifies directions for further lines of inquiry. Both policymakers and the public, therefore, can be more certain of obtaining results, which leads to more funding being allocated to high-paradigm fields (Lodahl and Gordon, 1973). Highlighting scientific consensus to the general public and policymakers, therefore, is important for public acceptance as well as for receiving financial support.…”

Section: Introductionmentioning

confidence: 99%

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Sweeping the Floor or Putting a Man on the Moon: How to Define and Measure Meaningful Work

Both-Nwabuwe¹,

Dijkstra²,

Beersma³

2017

Front. Psychol.

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Meaningful work is integral to well-being and a flourishing life. The construct of “meaningful work” is, however, consistently affected by conceptual ambiguity. Although there is substantial support for arguments to maintain the status of conceptual ambiguity, we make a case for the benefits of having consensus on a definition and scale of meaningful work in the context of paid work. The objective of this article, therefore, was twofold. Firstly, we wanted to develop a more integrative definition of meaningful work. Secondly, we wanted to establish a corresponding operationalization. We reviewed the literature on the existing definitions of meaningful work and the scales designed to measure it. We found 14 definitions of meaningful work. Based on these definitions, we identified four categories of definitions, which led us to propose an integrative and comprehensive definition of meaningful work. We identified two validated scales that were partly aligned with the proposed definition. Based on our review, we conclude that scholars in this field should coalesce rather than diverge their efforts to conceptualize and measure meaningful work.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Sweeping the Floor or Putting a Man on the Moon: How to Define and Measure Meaningful Work

Both-Nwabuwe¹,

Dijkstra²,

Beersma³

2017

Front. Psychol.

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“…He contrasted them with more divergent communities, which are less stable and do not share a similar paradigmatic outlook. Lodahl and Gordon (1973) also emphasized the role of paradigms in promoting varying levels of consensus among the disciplines. The degree of consensus affects what faculty members teach, research, and prioritize in terms of disciplinary importance.…”

Section: Classifying the Disciplinesmentioning

confidence: 98%

2009

ASHE Higher Education Report

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Executive Summary Foreword Overview Defining Interdisciplinarity The Disciplines, Interdisciplinarity, and the University Interdisciplinarity, Learning, and Cognition Interdisciplinarity and the Practice of Research Faculty and Institutional Structure: The Conflict of Interdisciplinarity Best Practices Related to Interdisciplinary Education Implications for Practice and the Future of Interdisciplinarity Defining Interdisciplinarity Conceptualizing the Disciplines Conceptualizing Interdisciplinary Knowledge Conclusion The Disciplines, Interdisciplinarity, and the University The Historical Influence of the Disciplines on Teaching and Learning Interdisciplinary Initiatives in Twentieth‐Century American Higher Education Conclusion Interdisciplinarity, Learning, and Cognition The Disciplinary Basis of College Student Learning Defining Interdisciplinary Curricula in Higher Education Conclusion Interdisciplinarity and the Practice of Research Challenges to the Practice of Interdisciplinary Research Facilitating Interdisciplinary Research in Higher Education Conclusion Faculty and Institutional Structure: The Conflict of Interdisciplinarity Interdisciplinarity, Faculty, and Change in Higher Education Achieving Institutional Goals and Interdisciplinary Faculty Engagement Fostering Faculty Connections Across Institutional Boundaries Modifying Activity Systems to Encourage Interdisciplinarity Conclusion Best Practices Related to Interdisciplinary Education Dedicated Organizational and Physical Space Student‐Centered Pedagogy Focus on Problem‐ or Theme‐Based Learning Curriculum Shaped Through a Variety of Interdisciplinary Learning Experiences Culminating Capstone Project or Student Portfolio Focus on Collaborative Learning Rather Than Mastery of a Particular Content Use of Independent Study, Internships, and Experiential Learning Goal of Preparing Students for a Complex, Modern Interdisciplinary Future Conclusion References Name Index Subject Index About the Author

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“…Examining the effects of departmental quality and disciplinary paradigm development on the distribution of influence in universities, Lodahl and Gordon (1973) found that departments with higher rankings in the Cartter report (1966) exhibited collegial structures, while those with lower rankings displayed bureaucratic characteristics, a relationship which held even when university and department size were controlled. However, departments in "extremely large" universities reported less central administrative influence than those in smaller universities.…”

Section: University and Departmental Structurementioning

confidence: 97%

The structure of knowledge and departmental social organization

Adkison

1979

High Educ

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This case study of three university departments was designed to generate substantive theory about decision-making in academic departments. Using Homans' social systems theory as a framework, the theory postulates that the degree of par~/digm development of a discipline affects the extent of interaction in the external and internal systems of its associated departments. The rate of interaction affects the crystallization of norm structures and consequently processes of influence and decision-making.

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Differences between physical and social sciences in university graduate departments

Cited by 53 publications

References 12 publications

Sweeping the Floor or Putting a Man on the Moon: How to Define and Measure Meaningful Work

Sweeping the Floor or Putting a Man on the Moon: How to Define and Measure Meaningful Work

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The structure of knowledge and departmental social organization

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