Interdisciplinarity: Reconﬁ gurations of the social and natural sciences

Barry, Andrew; Born, Georgina

doi:10.4324/9780203584279-7

Cited by 18 publications

(1 citation statement)

References 65 publications

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“…Some researchers have suggested that the solution could be to shift toward a Mode-2 knowledge-production regime centered on application/problem-solving and interdisciplinary collaborations (Nowotny et al 2002). Recent shifts in research policy and science discourses within Europe have shown that this process is already taking place (Kuhlmann & Rip 2018), but that there is still a gap between policy intentions and measures on the one hand and academic career trajectories and hegemonic standards of excellence within global science on the other hand, with the latter still being increasingly set within the confines of the traditional disciplines (Barry & Born 2013).…”

Section: Discussionmentioning

confidence: 99%

Complexity, Resilience, and Human Resource Management: Illustration from Nordic Higher Education

Kekäle,

Pinheiro

2024

NJWLS

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We explore increasing complexity, resilience (how a system adapts and responds to increasing complexity and radical change), and potential human resource management (HRM) responses to change in higher education at a Nordic institution. HRM is seen as a shared function. As an empirical illustration, we interviewed nine leading academics in dominant and leading administrative positions in one Nordic university. Responses to a major change (CoARA) were discussed. We analyze the possible HRM responses in the context of major but fuzzy changes: How do leading academics forming the HRM policy perceive expectations of role change and how do the respon- dents demonstrate resilience when interpreting the early signs of a major change? The overall initial reactions to the change (CoARA) were hesitant. We propose the concept of emergent resilience and a model to describe its dynamics. Potential implications for HRM in the face of complexity and change are discussed.

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Section: Discussionmentioning

confidence: 99%

Complexity, Resilience, and Human Resource Management: Illustration from Nordic Higher Education

Kekäle,

Pinheiro

2024

NJWLS

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Presidential Address: The academic discipline of education. Reciprocal relationships between practical knowledge and academic knowledge

Wyse

2020

British Educational Res J

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This article explores the nature of education as a vital part of human knowledge. The argument that is presented addresses the critique of education as having epistemological weaknesses as an academic discipline. The argument is framed by scholarship that has categorised the discipline of education as derived from three main traditions of knowledge. In order to explore the coherence of education as a discipline, contrasts are made with other disciplines such as mathematics and sciences. The article also reviews scholarship in relation to the concept of education research that is close-to-practice, and the relevance of this to understanding education as an academic discipline. The article concludes by suggesting a new model that shows the relationships between practical knowledge and academic knowledge that are an intrinsic part of education. A more confident portrayal of education as an academic discipline is also advocated. longer than education. Another alleged weakness, but one I argue is actually a defining feature of education, is the place of practice in relation to theory and research. Reference is made to a new research project that investigated the concept of close-to-practice research. Overall, it is argued that although education as an academic discipline in universities has a relatively short history, the longer history of educational thinking more generally is an important part of understanding education. As a result, simple notions that education is an immature and weak discipline need qualification.The article is organised into five parts:• Education in history-a brief outline that highlights some key developments starting with the earliest humans.• Framing the development of education in universities through three clusters of knowledge traditions: 1. Academic knowledge traditions; 2. Practical knowledge traditions; 3. Integrated knowledge traditions.• Comparing education with other disciplines: mathematics and science, including evidence from the UK's Research Excellence Framework reports.• The place of educational practice in relation to education research-the Close-to-Practice Research Project.In the last few years, the genome revolution-turbocharged by ancient DNA-has revealed that human populations are related to each other in ways that no one expected. The story that is emerging differs from the one we learned as children, or from popular culture. It is full of surprises: massive mixtures of differentiated populations; sweeping population replacements and expansions; and population divisions in prehistoric times that did not fall along the same lines as population differences that exist today. It is a story about how our interconnected human family was formed, in myriad ways never imagined. (Reich, 2018, p. 22) The academic discipline of education 7

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A transdisciplinary account of water research

et al. 2016

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Water research is introduced from the combined perspectives of natural and social science and cases of citizen and stakeholder coproduction of knowledge. Using the overarching notion of transdisciplinarity, we examine how interdisciplinary and participatory water research has taken place and could be developed further. It becomes apparent that water knowledge is produced widely within society, across certified disciplinary experts and noncertified expert stakeholders and citizens. However, understanding and management interventions may remain partial, or even conflicting, as much research across and between traditional disciplines has failed to integrate disciplinary paradigms due to philosophical, methodological, and communication barriers. We argue for more agonistic relationships that challenge both certified and noncertified knowledge productively. These should include examination of how water research itself embeds and is embedded in social context and performs political work. While case studies of the cultural and political economy of water knowledge exist, we need more empirical evidence on how exactly culture, politics, and economics have shaped this knowledge and how and at what junctures this could have turned out differently. We may thus channel the coproductionist critique productively to bring perspectives, alternative knowledges, and implications into water politics where they were not previously considered; in an attempt to counter potential lock‐in to particular water policies and technologies that may be inequitable, unsustainable, or unacceptable. While engaging explicitly with politics, transdisciplinary water research should remain attentive to closing down moments in the research process, such as framings, path‐dependencies, vested interests, researchers’ positionalities, power, and scale. WIREs Water 2016, 3:369–389. doi: 10.1002/wat2.1132For further resources related to this article, please visit the WIREs website.

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Interdisciplinarity: Reconﬁ gurations of the social and natural sciences

Cited by 18 publications

References 65 publications

Complexity, Resilience, and Human Resource Management: Illustration from Nordic Higher Education

Complexity, Resilience, and Human Resource Management: Illustration from Nordic Higher Education

Presidential Address: The academic discipline of education. Reciprocal relationships between practical knowledge and academic knowledge

A transdisciplinary account of water research

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