Knowledge Utility: From Social Relevance to Knowledge Mobilization

Autor/in	Naidorf, Judith
Titel	Knowledge Utility: From Social Relevance to Knowledge Mobilization
Quelle	In: Education Policy Analysis Archives, 22 (2014) 89, (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068 2341
Schlagwörter	Higher Education; Research Utilization; Public Policy; Public Colleges; Comparative Analysis; Relevance (Education); Technology Transfer; Foreign Countries; Qualitative Research; Academic Freedom; Social Sciences; Humanities; Grants; Institutional Autonomy; Argentina; Canada + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Forschungsumsetzung; Öffentliche Ordnung; Relevance; Relevanz; Technologietransfer; Ausland; Qualitative Forschung; Akademische Freiheit; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Geisteswissenschaften; Humanwissenschaften; Grant; Finanzielle Beihilfe; Institutionelle Autonomie; Argentinien; Kanada
Abstract	In recent years, a more sophisticated vocabulary has emerged in the field of higher education. Categories such as" socially relevant research"; "knowledge mobilization"; "research impact"; "innovation"; and "university priorities" have appeared. At first glance, these words may appear neutral, simple and free from conflicts of interest. However, I argue that each of them requires deeper analysis, especially in relation to current scientific and university public policies, as their use has consequences and/or impacts both at the institutional level (higher education institutions) and actor-level (scholars, project managers, etc.). Therefore, by shedding light on the fact that "social relevance" of university is a commonly addressed category in documents regulating university activities, I postulate that such categories indicate a reductionist notion of "relevance" that is used haphazardly as a substitute for the ideas of meaning, mission, and the aims of a university. In order to pinpoint and discuss these new terms and categories that are used as measures of academic knowledge, the paper focuses on public university systems in Argentina and Canada. From a comparative perspective, I aim at grasping a better understanding of the changes in knowledge mobilization. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01