Resumé

The social purpose of universities and academic work has been subject to multiple interpretations (Bush 1945; Gibbons et al., 1994; Nowotny, Scott, & Gibbons, 2001), most of which focus on the production of knowledge and, more recently, on its commodification (Etzkowitz & Leydesdorff, 2000). By presenting a means for sustained governmental funding, the introduction of mass higher education is typically associated with the massive expansion of scientific research. Despite their intrinsic ties, higher education and scientific research are also often seen as ‘uneasy bedfellows’ because they compete for the same institutional resources (Nowotny et al., 2001). In this view, education presents a risk of hampering universities’ widely perceived core obligation to generate and commercialise research. While the strong focus on knowledge production emphasises the role of research activity, it also contributes to a marginalised conception of the role of education as being just a derivative reproductive mechanism determined by research activities. In this chapter, we wish to add nuance to the ways in which we understand the dynamics of the academic ecosystem and its (de)stabilising institutional mechanisms within the university. In line with the scope of expanding the widely perceived meaning and value of academic practice, we preliminarily define the ‘academic ecosystem’ in the broadest possible way, including both research and educational practices, in order to avoid prejudiced conceptions that risk unwarranted demarcation and delimitation. Instead, by outlining the development of the Design & Innovation program (D&I) as an example, we wish to illustrate how education poses the potential to affect academic institutions’ direction of research, and thereby come to play a significant role in determining the developments within academic ecosystems. In conclusion we draw attention to research approaches that potentially can investigate the academic ecosystem further.
OriginalsprogEngelsk
TitelThe Create University : Contemporary Responses to the Changing Role of the University
RedaktørerBirthe Lund, Sonja Arndt
Antal sider16
Vol/bind7
Udgivelses stedLeiden/Boston
ForlagBrill
Publikationsdato2018
Sider103-119
Kapitel7
ISBN (Trykt) 978-90-04-38412-5, 978-90-04-38413-2
ISBN (Elektronisk)978-90-04-38414-9
DOI
StatusUdgivet - 2018
NavnCreative Education Book Series
Nummer7
Vol/bindThe creative university

Citer dette

Juhl, J., & Buch, A. (2018). The Role of Education in Academic Ecosystems. I B. Lund, & S. Arndt (red.), The Create University: Contemporary Responses to the Changing Role of the University (Bind 7, s. 103-119). Leiden/Boston: Brill. Creative Education Book Series, Nr. 7, Bind. The creative university https://doi.org//10.1163/9789004384149_007
Juhl, Joakim ; Buch, Anders. / The Role of Education in Academic Ecosystems. The Create University: Contemporary Responses to the Changing Role of the University. red. / Birthe Lund ; Sonja Arndt. Bind 7 Leiden/Boston : Brill, 2018. s. 103-119 (Creative Education Book Series; Nr. 7, Bind The creative university).
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Juhl, J & Buch, A 2018, The Role of Education in Academic Ecosystems. i B Lund & S Arndt (red), The Create University: Contemporary Responses to the Changing Role of the University. bind 7, Brill, Leiden/Boston, Creative Education Book Series, nr. 7, bind The creative university, s. 103-119. https://doi.org//10.1163/9789004384149_007

The Role of Education in Academic Ecosystems. / Juhl, Joakim; Buch, Anders.

The Create University: Contemporary Responses to the Changing Role of the University. red. / Birthe Lund; Sonja Arndt. Bind 7 Leiden/Boston : Brill, 2018. s. 103-119.

Publikation: Bidrag til bog/antologi/rapport/konference proceedingBidrag til bog/antologiForskningpeer review

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T1 - The Role of Education in Academic Ecosystems

AU - Juhl, Joakim

AU - Buch, Anders

PY - 2018

Y1 - 2018

N2 - The social purpose of universities and academic work has been subject to multiple interpretations (Bush 1945; Gibbons et al., 1994; Nowotny, Scott, & Gibbons, 2001), most of which focus on the production of knowledge and, more recently, on its commodification (Etzkowitz & Leydesdorff, 2000). By presenting a means for sustained governmental funding, the introduction of mass higher education is typically associated with the massive expansion of scientific research. Despite their intrinsic ties, higher education and scientific research are also often seen as ‘uneasy bedfellows’ because they compete for the same institutional resources (Nowotny et al., 2001). In this view, education presents a risk of hampering universities’ widely perceived core obligation to generate and commercialise research. While the strong focus on knowledge production emphasises the role of research activity, it also contributes to a marginalised conception of the role of education as being just a derivative reproductive mechanism determined by research activities. In this chapter, we wish to add nuance to the ways in which we understand the dynamics of the academic ecosystem and its (de)stabilising institutional mechanisms within the university. In line with the scope of expanding the widely perceived meaning and value of academic practice, we preliminarily define the ‘academic ecosystem’ in the broadest possible way, including both research and educational practices, in order to avoid prejudiced conceptions that risk unwarranted demarcation and delimitation. Instead, by outlining the development of the Design & Innovation program (D&I) as an example, we wish to illustrate how education poses the potential to affect academic institutions’ direction of research, and thereby come to play a significant role in determining the developments within academic ecosystems. In conclusion we draw attention to research approaches that potentially can investigate the academic ecosystem further.

AB - The social purpose of universities and academic work has been subject to multiple interpretations (Bush 1945; Gibbons et al., 1994; Nowotny, Scott, & Gibbons, 2001), most of which focus on the production of knowledge and, more recently, on its commodification (Etzkowitz & Leydesdorff, 2000). By presenting a means for sustained governmental funding, the introduction of mass higher education is typically associated with the massive expansion of scientific research. Despite their intrinsic ties, higher education and scientific research are also often seen as ‘uneasy bedfellows’ because they compete for the same institutional resources (Nowotny et al., 2001). In this view, education presents a risk of hampering universities’ widely perceived core obligation to generate and commercialise research. While the strong focus on knowledge production emphasises the role of research activity, it also contributes to a marginalised conception of the role of education as being just a derivative reproductive mechanism determined by research activities. In this chapter, we wish to add nuance to the ways in which we understand the dynamics of the academic ecosystem and its (de)stabilising institutional mechanisms within the university. In line with the scope of expanding the widely perceived meaning and value of academic practice, we preliminarily define the ‘academic ecosystem’ in the broadest possible way, including both research and educational practices, in order to avoid prejudiced conceptions that risk unwarranted demarcation and delimitation. Instead, by outlining the development of the Design & Innovation program (D&I) as an example, we wish to illustrate how education poses the potential to affect academic institutions’ direction of research, and thereby come to play a significant role in determining the developments within academic ecosystems. In conclusion we draw attention to research approaches that potentially can investigate the academic ecosystem further.

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Juhl J, Buch A. The Role of Education in Academic Ecosystems. I Lund B, Arndt S, red., The Create University: Contemporary Responses to the Changing Role of the University. Bind 7. Leiden/Boston: Brill. 2018. s. 103-119. (Creative Education Book Series; Nr. 7, Bind The creative university). https://doi.org//10.1163/9789004384149_007