Governing Knowledge: The Formalization Dilemma in the Governance of the Public Sciences

Autor/in	Woelert, Peter
Titel	Governing Knowledge: The Formalization Dilemma in the Governance of the Public Sciences
Quelle	In: Minerva: A Review of Science, Learning and Policy, 53 (2015) 1, S.1-19 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-4695
DOI	10.1007/s11024-015-9266-5
Schlagwörter	Governance; Research Projects; Research Administration; Interviews; Educational Practices; Science Education; Knowledge Management; Science and Society; Performance Factors; Epistemology; Higher Education; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Forschungsvorhaben; Forschungsadministration; Interviewing; Interviewtechnik; Bildungspraxis; Naturwissenschaftliche Bildung; Wissensmanagement; Leistungsindikator; Erkenntnistheorie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Australien
Abstract	This paper offers a conceptually novel contribution to the understanding of the distinctive governance challenges arising from the increasing reliance on formalized knowledge in the governance of research activities. It uses the current Australian research governance system as an example--a system which exhibits a comparatively strong degree of formalization as to its knowledge mechanisms. Combining theoretical reflections on the political-administrative and epistemic dimensions of processes of formalization with analyses of interview data gathered at Australian universities, it is suggested that such a strong reliance on formalized knowledge has rather ambivalent governance ramifications. On the one hand, it allows for a seemingly rational and efficient form of the control and coordination of research activities. Yet on the other hand, it also increases the risk that knowledge is used in governance contexts in superficial, unconsidered and ultimately unreasonable ways. It is further suggested that there are a range of indications that precisely such use elicits and reinforces a range of dysfunctional behaviors on part of relevant individual and organizational actors in the public science system. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01