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008			121228s2013 ne | s |||| 0|eng d
020			_a9789400752498 _9978-94-007-5249-8
024	7		_a10.1007/978-94-007-5249-8 _2doi
050		4	_aLB2300-2799.3
072		7	_aJNM _2bicssc
072		7	_aEDU015000 _2bisacsh
082	0	4	_a378 _223
245	1	0	_aTransformations in Research, Higher Education and the Academic Market _h[electronic resource] : _bThe Breakdown of Scientific Thought / _cedited by Sharon Rider, Ylva Hasselberg, Alexandra Waluszewski.
264		1	_aDordrecht : _bSpringer Netherlands : _bImprint: Springer, _c2013.
300			_aVI, 222 p. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
490	1		_aHigher Education Dynamics, _x1571-0378 ; _v39
505	0		_aContributors -- 1. Introduction -- Part one: POLITICS AND POLICY -- 2. Power – knowledge – morals: Society in the age of hybrid research -- 3. Innovation and control: Performative research policy in Sweden -- 4. The scientific mission and the freedom of research -- Part two: ECONOMIC MODELS -- 5. Contemporary research and innovation policy: A double disservice? -- 6. The foundations of knowledge according to The knowledge foundation -- 7. Science policy in a socially embedded economy -- Part three: RESEARCH AND SCHOLARSHIP -- 8. Down the slippery-slope: The perils of the academic research industry -- 9. In defence of discretion -- 10. Publish and perish: A note on a collapsing academic authorship -- Part four: HIGHER EDUCATION -- 11. Methodomania -- 12. Higher heteronomy: Thinking through modern university education -- 13. The academic contract: From “simply a metaphor” to technology -- 14. Conclusion – On the verge of breakdown -- References -- Index.
520			_aThis volume tackles head-on the controversy regarding the tensions between the principles underlying Academe on the one hand, and the free market on the other. Its outspoken thesis posits that seemingly irresistible institutional pressures are betraying a core principle of the Enlightenment: that the free pursuit of knowledge is of the highest value in its own right. As ‘market principles’ are forced on universities, inducing a neoteric culture of ‘managerialism’, many worry that the very characteristics that made European higher education in particular such a success are being eroded and replaced by ideological opportunism and economic expediency.   Richly interdisciplinary, the anthology explores a wealth of issues such as the phenomenon of bibliometrics (linking an institution’s success to the volume and visibility of publications produced). Many argue that the use of such indicators to measure scientific value is inimical to the time-consuming complexities of genuine truth-seeking. A number of the greatest discoveries and innovations in the history of science, such as Newton’s laws of mechanics or the Mendelian laws of inheritance, might never have seen the light of day if today’s system of determining and defining the form and content of science had dominated. With analytical perspectives from political science, economics, philosophy and media studies, the collection interrogates, for example, the doctrine of graduate employability that exerts such a powerful influence on course type and structure, especially on technical and professional training. In contrast, the liberal arts must choose between adaptation to the dictates of employability strategies or wither away as enrollments dwindle and resources evaporate. Research projects and aims have also become an area of controversy, with many governments now assessing the value of proposals in terms of assumed commercial benefits. The contributors argue that these changes, as well as ‘reforms’ in the managerial and administrative structures in tertiary education, constitute a radical break with the previous ontology of science and scholarship: a change in its very character, and not merely its form. It shows that the ‘scientific thinking’ students, researchers, and scholars are encouraged to adopt is undergoing a rapid shift in conceptual content, with significant consequences not only for science, but also for the society of which it is a part.
650		0	_aEducation.
650		0	_aEducational policy.
650		0	_aducation and state.
650		0	_aEducational sociology.
650		0	_aHigher education.
650		0	_aEconomic policy.
650		0	_aEducation and sociology.
650		0	_aSociology, Educational.
650	1	4	_aEducation.
650	2	4	_aHigher Education.
650	2	4	_aEducational Policy and Politics.
650	2	4	_aSociology of Education.
650	2	4	_aR & D/Technology Policy.
650	2	4	_aEconomic Policy.
700	1		_aRider, Sharon. _eeditor.
700	1		_aHasselberg, Ylva. _eeditor.
700	1		_aWaluszewski, Alexandra. _eeditor.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
776	0	8	_iPrinted edition: _z9789400752481
830		0	_aHigher Education Dynamics, _x1571-0378 ; _v39
856	4	0	_uhttp://dx.doi.org/10.1007/978-94-007-5249-8
912			_aZDB-2-SHU
942			_2Dewey Decimal Classification _ceBooks
999			_c48541 _d48541