Growing into what? The (un-)disciplined socialisation of early stage researchers in transdisciplinary research

Higher Education

Volumn 65, Issue 4, 2013, Pages 511-524

  Felt, Ulrike ^a   Igelsböck, Judith ^a   Schikowitz, Andrea ^a   Völker, Thomas ^a  

^a Universitätsstraße 7 NIG   (Austria)

Author keywords

Doctoral education; Epistemic living spaces; Knowledge regime; Research governance; Research socialisation; Transdisciplinarity

Indexed keywords

EID: 84875393201     PISSN: 00181560     EISSN: None     Source Type: Journal    
DOI: 10.1007/s10734-012-9560-1     Document Type: Article

References (30)

1. Barry, J., Berg, E., & Chandler, J. (2006). Academic shape shifting: Gender, management and identities in Sweden and England. Organization, 13(2), 275.
2. Bergmann, M., Brohmann, B., Hoffmann, E., Loibl, M. C., Rehaag, R., Schramm, E., & Voss, J. P. (2005). Qualitätskriterien transdisziplinärer Forschung. Ein Leitfaden für die formative Evaluation von Forschungsprojekten. Frankfurt am Main: ISOE-Studientexte, Nr. 13.
3. Bleiklie, I., & Byrkjeflot, H. (2002). Changing knowledge regimes: Universities in a new research environment. Higher Education, 44(3-4), 519-532.
4. Clarke, A. E. (2005). Situational analysis. Grounded theory after the postmodern turn. Thousand Oaks: Sage.
5. Darnhofer, I., & Loibl, M. C. (2007). Experiences from transdisciplinary workshops: Co-learning about the effects of global change on farming and rural areas. Waegeningen: In XXIInd ESRS Congress.
6. Daston, L. (1995). The moral economy of science. Osiris, 10, 3-24.
7. Duberley, J., Cohen, L., & Mallon, M. (2006). Constructing scientific careers: Change, continuity and context. Organization Studies, 27(8), 1131.
8. Felt, U. (Ed.). (2009). Knowing and living in academic research. Convergence and heterogeneity in research cultures in the European context. Prague: Institute of Sociology of the Academy of Sciences of the Czech Republic.
9. Felt, U., & Stöckelová, T. (2009). Modes of ordering and boundaries that matter in academic knowledge production. In U. Felt (Ed.), Knowing and living in academic research. Convergence and heterogeneity in research cultures in the European context. Prague: Institute of Sociology of the Academy of Sciences of the Czech Republic.
10. Felt, U., Fochler, M., & Müller, R. (2012). Biography and/or career? Young researchers' perspectives on knowing and living in contemporary research. Submitted to Social Studies of Science.
11. Friedland, R., & Alford, R. R. (1991). Bringing society back in: Symbols, practices, and institutional contradictions. In W. W. Powell & P. J. DiMaggio (Eds.), The New Institutionalism in organizational analysis. Chicago: University of Chicago Press.
12. Funtowics, S. O., & Ravetz, J. (1993). Science for the post-normal age. Futures, 25(7), 739-757.
13. Galison, P., & Stump, D. (Eds.). (1996). The disunity of science: Boundaries, contexts, and power. Stanford: Stanford University Press.
14. Gardner, S. K. (2007). 'I heard it through the grapevine': Doctoral student socialization in chemistry and history. Higher Education, 54(5), 723-740.
15. Garforth, L., & Cervincová, A. (2009). Times and trajectories in academic knowledge production. In U. Felt (Ed.), Knowing and living in academic research. Convergence and heterogeneity in research cultures in the European context. Prague: Institute of Sociology of the Academy of Sciences of the Czech Republic.
16. Gibbons, M., Limoges, C., Nowotny, H., Schwartzman, S., Scott, P., & Trow, M. (1994). New production of knowledge: Dynamics of science and research in contemporary societies. London, Thousand Oaks, New Delhi: Sage.
17. Gieryn, T. F. (1999). Cultural boundaries of science. Credibility on the line. Chicago and London: The University of Chicago Press.
18. Hackett, E., & Rhoten, D. (2009). The Snowbird Charrette: Integrative interdisciplinary collaboration in environmental research design. Minerva, 47(4), 407-440.
19. Harding, S. (1991). Whose science? Whose knowledge?. Milton Keynes: Open University Press.
20. Henkel, M. (2005). Academic identity and autonomy in a changing policy environment. Higher Education, 49(1), 155-176.
21. Jasanoff, S. (Ed.). (2004). States of knowledge. The co-production of science and social order. London, New York: Routledge.
22. Knorr Cetina, K. (1999). Epistemic cultures. How the sciences make knowledge. Cambridge, Massachusetts/London, England: Harvard University Press.
23. Latour, B., & Woolgar, S. (1986). Laboratory life. The construction of scientific facts. Princeton: Princeton University Press.
24. Nowotny, H. (2007). The potential of transdisciplinarity. http://helga-nowotny. eu/downloads/helga_nowotny_b59. pdf. Accessed 31 Jan 2011.
25. Pickering, A. (Ed.). (1992). Science as practice and culture. Chicago, London: University of Chicago Press.
26. Pohl, C., & Hirsch Hadorn, G. (2008). Core terms in transdisciplinary research. In G. Hirsch Hadorn et al. (Eds.), Handbook of transdisciplinary research. Dordrecht: Springer.
27. Rafols, I., Leydesdorff, L., O'Hare, A., Nightingale, P., & Stirling, A. (2012). How journal rankings can suppress interdisciplinary research: A comparison between innovation studies and business & management. Research Policy, 41(7), 1262-1282.
28. Strauss, A. L., & Corbin, J. M. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks: Sage.
29. Swan, J., Bresnen, M., Robertson, M., Newell, S., & Dopson, S. (2010). When policy meets practice: Colliding logics and the challenges of 'Mode 2' initiatives in the translation of academic knowledge. Organization Studies, 31(9-10), 1311-1340.
30. Weidman, J. C., Twale, D. J., & Stein, E. L. (2001). Socialization of graduate and professional students in higher education: A perilous passage?. San Francisco: In ASHE-ERIC Higher Education Report.