The Development of Conceptions of Research Education

1. The Development of Conceptions of Research Education Hans Siggaard Jensen Professor/Philosophy of Science Aarhus University/Copenhagen Campus EDAMBA-EIASM Doctoral Consortium 2013

2. Some tendencies in the research system • From research for truth to innovation • From national to international • From disciplinary to inter/trans-disciplinary • From line to projects and temporary alliances • From individual to team • From ”holy” to secularized • From monopolyonknowledge to non-monopoly • From hierarchy to networks • From authoriy to ”contextualization” EDAMBA-EIASM Doctoral Consortium 2013

3. … • From nearly purely public to privatization • From non-commercial/non-profit to commercialization • From clear roles and division of labour to • Triple Helix phenomena • From clear scientific and cognitive values and virtues (like CUDOS) to unclear values and virtues EDAMBA-EIASM Doctoral Consortium 2013

4. … • From the “traditional” publishing system and news from the research front to conditions in a media-dominated society • From the Max Weber view of the value-free researcher to the engaged creative and innovative researcher – from disinterestedness and skepticism to emotions and feelings of flow EDAMBA-EIASM Doctoral Consortium 2013

5. Research funding • From second tier research councils to competitive sources of funding and strategic importance • From national systems of research (and innovation) to international/global systems • From life as marginal to life under new public management • From outside the market to inside – neo-liberalism EDAMBA-EIASM Doctoral Consortium 2013

6. Learning theory and doctoral education • The difference between learning a subject and learning to do research • The difference between the role of teacher of a subject and supervisor • Individual and social learning in relation to the research system EDAMBA-EIASM Doctoral Consortium 2013

7. A little history • Before Humboldt • The Humboldt system and research training • Universities • Academies • The State • The School system • Research and research training • The function of research EDAMBA-EIASM Doctoral Consortium 2013

8. … • The Althoff system • Universities • Universities of applied science • Research institutions • Business • Research training and research management • Disciplinarity – method and object • Vannevar Bush and basic and applied science EDAMBA-EIASM Doctoral Consortium 2013

9. Some present challenges MODE 1 - problems arise and are solved within well-established disciplines, - such disciplines have clear paradigms to work within, - a linear relation is aimed at between theoretical development and practical problem solving, between basic and applied research, - there is attempted a homogenous relation between theoretical experience, qualification and practical experience, which means that there should be the possibility of a one-to-one relation between a discipline and a profession, EDAMBA-EIASM Doctoral Consortium 2013

10. -the concept of quality is internal and oriented to­wards the discipline and functions via "peers". - technology is understood as applied science - technology concerns the relation between man and nature - risk is understood as quantified uncertainty - risk can be managed through "insurance" EDAMBA-EIASM Doctoral Consortium 2013

11. Attached conceptions of doctoral education • Kuhnianview – socialization and Paradigms • Anti-reflection • Theory and empiricalwork • Popperianview – criticism and falsification • Internalview of research • Theory and empiricalwork EDAMBA-EIASM Doctoral Consortium 2013

12. Disciplinaryorganization • Research organization: • Individualswithsubordinategroups • Top-down and Bottom-up • Training as 2nd OrderManagement/Self-management • Professionalismbasedonknowledge and narrowcompetence • Partialprojectification EDAMBA-EIASM Doctoral Consortium 2013

13. MODE 2 - problems arise and are formulated in the context of application, - the production of knowledge does not take place primarily within the framework of a discipline, but is trans-disciplinary, - communication and application of knowledge takes place in the context of production, - the relation between theory, experience and qualification is heterogenous, EDAMBA-EIASM Doctoral Consortium 2013

14.  - value creation is related not only to the application of knowledge but also to the production of knowledge, and that production takes the form of organizational learning • knowledge production is related to the transformation of tacit to explicit knowledge - learning and knowledge production are seen as two processes closely related, connected to having and developing meaningful experience EDAMBA-EIASM Doctoral Consortium 2013

15. Attached conceptions of doctoral education • Inter- or trans-disciplinarity • External and internal problem oriented • PartnershipsCompetence in formulating problems and finding appropriate methods • Multi-methodological competence • Reflective practitioner • Team- and project work capability • Research schools – Concentrating Minds EDAMBA-EIASM Doctoral Consortium 2013

16. Problem-basedorganizationor ”ontologicalorganization” • 3rd order management – facilitating a social organizationwithcollectivereflection and interactiveself-management • Organizationalflexibility and division of labour • Professionalism • Partnerships EDAMBA-EIASM Doctoral Consortium 2013