Resumé

Scientific research is usually presented as the driver that provides progress and meaning to the academic ecosystem. Higher education on the other hand, is typically imagined as something that naturally follows scientific research. In the academic ecosystem, education often retains a more marginalized position than scientific research and in many of the predominant accounts of the academic ecosystem it is even neglected. As a result, higher education and teaching tends to be treated as duty work that retracts resources away from research. In response to such accounts the present article proposes an alternative perspective in which higher education can assume a proactive role that affects institutions’ research. The article presents a case that demonstrates how social scientists at the Technical University of Denmark, in response to new demands for autonomous economy within Danish universities, invented the controversial, yet successful, ‘Design and Innovation’ engineering program. Design and Innovation’s controversial curricular composition brought together: creativity, social awareness, and product innovation and heralded the salvation for the declining status of engineering in Danish higher education. The article contributes to contemporary discussions on transformations within the university system by illustrating educational development as a transformative practice whereby the value and purpose of scientific disciplines get rearticulated in conversation with contemporary understandings of social needs.

OriginalsprogEngelsk
TidsskriftEducational Philosophy and Theory
Sider (fra-til)803-814
Antal sider12
ISSN0013-1857
DOI
StatusUdgivet - 2019

Fingerprint

education
innovation
engineering
university system
scientific discipline
social scientist
Denmark
creativity
conversation
driver
Education
economy
university
Innovation
Ecosystem
Teaching
resources
Values
Scientific Discipline
Economy

Emneord

    Citer dette

    @article{2699850c830740749723405fc0a970d8,
    title = "Transforming Academia: The Role of Education",
    abstract = "Scientific research is usually presented as the driver that provides progress and meaning to the academic ecosystem. Higher education on the other hand, is typically imagined as something that naturally follows scientific research. In the academic ecosystem, education often retains a more marginalized position than scientific research and in many of the predominant accounts of the academic ecosystem it is even neglected. As a result, higher education and teaching tends to be treated as duty work that retracts resources away from research. In response to such accounts the present article proposes an alternative perspective in which higher education can assume a proactive role that affects institutions’ research. The article presents a case that demonstrates how social scientists at the Technical University of Denmark, in response to new demands for autonomous economy within Danish universities, invented the controversial, yet successful, ‘Design and Innovation’ engineering program. Design and Innovation’s controversial curricular composition brought together: creativity, social awareness, and product innovation and heralded the salvation for the declining status of engineering in Danish higher education. The article contributes to contemporary discussions on transformations within the university system by illustrating educational development as a transformative practice whereby the value and purpose of scientific disciplines get rearticulated in conversation with contemporary understandings of social needs.",
    keywords = "higher education, engineering education, reform, innovation, sociotechnical imaginaries, co-production",
    author = "Joakim Juhl and Anders Buch",
    year = "2019",
    doi = "10.1080/00131857.2018.1508996",
    language = "English",
    pages = "803--814",
    journal = "Educational Philosophy and Theory",
    issn = "0013-1857",
    publisher = "Routledge",

    }

    Transforming Academia : The Role of Education. / Juhl, Joakim; Buch, Anders.

    I: Educational Philosophy and Theory, 2019, s. 803-814 .

    Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

    TY - JOUR

    T1 - Transforming Academia

    T2 - The Role of Education

    AU - Juhl, Joakim

    AU - Buch, Anders

    PY - 2019

    Y1 - 2019

    N2 - Scientific research is usually presented as the driver that provides progress and meaning to the academic ecosystem. Higher education on the other hand, is typically imagined as something that naturally follows scientific research. In the academic ecosystem, education often retains a more marginalized position than scientific research and in many of the predominant accounts of the academic ecosystem it is even neglected. As a result, higher education and teaching tends to be treated as duty work that retracts resources away from research. In response to such accounts the present article proposes an alternative perspective in which higher education can assume a proactive role that affects institutions’ research. The article presents a case that demonstrates how social scientists at the Technical University of Denmark, in response to new demands for autonomous economy within Danish universities, invented the controversial, yet successful, ‘Design and Innovation’ engineering program. Design and Innovation’s controversial curricular composition brought together: creativity, social awareness, and product innovation and heralded the salvation for the declining status of engineering in Danish higher education. The article contributes to contemporary discussions on transformations within the university system by illustrating educational development as a transformative practice whereby the value and purpose of scientific disciplines get rearticulated in conversation with contemporary understandings of social needs.

    AB - Scientific research is usually presented as the driver that provides progress and meaning to the academic ecosystem. Higher education on the other hand, is typically imagined as something that naturally follows scientific research. In the academic ecosystem, education often retains a more marginalized position than scientific research and in many of the predominant accounts of the academic ecosystem it is even neglected. As a result, higher education and teaching tends to be treated as duty work that retracts resources away from research. In response to such accounts the present article proposes an alternative perspective in which higher education can assume a proactive role that affects institutions’ research. The article presents a case that demonstrates how social scientists at the Technical University of Denmark, in response to new demands for autonomous economy within Danish universities, invented the controversial, yet successful, ‘Design and Innovation’ engineering program. Design and Innovation’s controversial curricular composition brought together: creativity, social awareness, and product innovation and heralded the salvation for the declining status of engineering in Danish higher education. The article contributes to contemporary discussions on transformations within the university system by illustrating educational development as a transformative practice whereby the value and purpose of scientific disciplines get rearticulated in conversation with contemporary understandings of social needs.

    KW - higher education

    KW - engineering education

    KW - reform

    KW - innovation

    KW - sociotechnical imaginaries

    KW - co-production

    UR - http://www.scopus.com/inward/record.url?scp=85053304396&partnerID=8YFLogxK

    U2 - 10.1080/00131857.2018.1508996

    DO - 10.1080/00131857.2018.1508996

    M3 - Journal article

    SP - 803

    EP - 814

    JO - Educational Philosophy and Theory

    JF - Educational Philosophy and Theory

    SN - 0013-1857

    ER -