Science, Government, and the Politics of Knowledge

COZZENS, SUSAN E.; Woodhouse, Edward J.

doi:10.4135/9781412990127.n23

Cited by 74 publications

(60 citation statements)

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“…First, the on-going dominance of expensive, large-scale and program-based funding bears the risk of fragile sustainability. If governmental action has always been important in creating and shaping research fields due to the necessary investments (Cozzens and Woodhouse, 1995), with the federal ministry being the primary institutional entrepreneur, in Germany this is a relatively new phenomenon and demonstrates the paramount and growing importance attached to education among those in government. Yet, actors also complain about the volatility of the research agenda, with months of relentless work followed by times of labor slack (A IX).…”

Section: Political Will and Resourcesmentioning

confidence: 99%

How to construct an organizational field: Empirical educational research in Germany, 1995–2015

Zapp

Powell

2016

European Educational Research Journal

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Over the past two decades, educational research in Germany has undergone unprecedented changes. Following large-scale assessments such as the Trends in International Mathematics and Science Study (TIMSS) and the Programme for International Student Assessment (PISA), and a political interest in evidence-based policy-making, quality assessment and internationalization, direct involvement of national decision-makers has led to the establishment of new organizations, programs, funding structures, professorships, and training programs. Thus, a markedly different educational research field has emerged in contrast to the traditional philosophy-rooted, hermeneutics-trained and humanities-based German pedagogy or educational science. Instead, the new paradigm refers to itself as empirical educational research (EER). Thus, we trace institutionalization processes of EER from 1995 through the foundation of the new Empirical Educational Research Association (GEBF), which rivals the long-standing German Educational Research Association (DGfE). Official documents shed light on policymakers' and funding agencies' motivations and rationales as they successfully engage in building new research infrastructure. Expert interviews conducted with (inter) national representatives illuminate perceptions of crucial actors involved in the organizational field's institutionalization. What are the causes and consequences of the emergent EER field in Germany? Extending the neoinstitutionalist organizational field literature, particularly about incipient stages of such fields, we show that a new division of labor transcends national and international as well as governmental and non-governmental borders.

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Section: Political Will and Resourcesmentioning

confidence: 99%

How to construct an organizational field: Empirical educational research in Germany, 1995–2015

Zapp

Powell

2016

European Educational Research Journal

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“…If governmental action has always been important in creating and shaping certain research fields due to the necessary investments (Cozzens and Woodhouse 1995), in Germany this is a relatively new phenomenon. It demonstrates the paramount importance currently conferred on education.…”

Section: Resultsmentioning

confidence: 99%

Moving towards Mode 2? Evidence-based policy-making and the changing conditions for educational research in Germany

Zapp

Powell

2017

Science and Public Policy

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The 'Mode 2' approach is among the most widely used to analyze changes in contemporary science and innovation systems. This approach suggests that application-driven, transdisciplinary, reflexive, and contextualized scientific knowledge will be produced by an increasingly heterogeneous set of organizations, with universities no longer as dominant. Analyzing the case of educational research (ER) in Germany, which has undergone profound institutional and paradigmatic change since 2000, allows us to ask whether the Mode 2 thesis holds. Considerable investments in 'empirical' research and the top-down setting of the research agenda have, we argue, fundamentally altered the research infrastructure of this increasingly diverse multidisciplinary field, challenging the traditional humanities-based P€ adagogik. Especially based on waves of large-scale assessments of school performance, the rapidly-growing 'empirical' ER field is characterized by quantitative and policy-relevant (applied) knowledge claims. Finally, we identify risks associated with rapid and policy-induced shifts in ER from Mode 1 to Mode 2.

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“…It reveals how policy studies are intertwined with politics. These are not just macro-linkages like the provision of public resources and institutional protection for research or the mobilisation of expertise in policy-making (Cozzens and Woodhouse 1995). Policy studies also involve public policy in their epistemic practices.…”

Section: Realising Governance Performative Sciencementioning

confidence: 99%

Performative policy studies: realizing “transition management”

Voß

2014

Innovation: The European Journal of Social Science Research

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The paper analyses the relations between policy studies and public policy. It traces how they are constitutively entangled. Conceptually, this builds on a notion of performativity that has been developed in science studies. The performativity of policy studies is explored in a case study of the innovation journey of 'transition management' as a model for governing sociotechnical change. The paper shows how practices of knowledge production and policy-making take shape in interaction with the model and how a specialised research field co-evolves with political alliances and policy programmes. They interact in the process of realising transition management, both by establishing the model as collective knowledge and by materially enacting it. In this interweaving with public policy policy studies contribute to creating the reality that they describe. The conclusions discuss 'realising' as a mode of governance.

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Science, Government, and the Politics of Knowledge

Cited by 74 publications

References 0 publications

How to construct an organizational field: Empirical educational research in Germany, 1995–2015

How to construct an organizational field: Empirical educational research in Germany, 1995–2015

Moving towards Mode 2? Evidence-based policy-making and the changing conditions for educational research in Germany

Performative policy studies: realizing “transition management”

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