Reference : Higher Education and the Exponential Rise of Science: Competition and Collaboration
Parts of books : Contribution to collective works
Social & behavioral sciences, psychology : Sociology & social sciences
Educational Sciences; Computational Sciences
http://hdl.handle.net/10993/36143
Higher Education and the Exponential Rise of Science: Competition and Collaboration
English
Powell, Justin J W mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
2018
Emerging Trends in the Social and Behavioral Sciences
Scott, Robert
Buchmann, Marlis
John Wiley & Sons
1-17
Yes
978-1-118-90077-2
New York
[en] higher education ; science ; research ; competition ; collaboration ; networks ; university ; discipline ; bibliometry ; sociology
[en] How we collaborate and compete to find solutions to the problems and challenges of our age vastly impacts our individual and group success and well-being. Interdependent, the institutions of education and science have dramatically expanded. Today, scientists in nearly all countries contribute to our shared stores of knowledge, with research universities the driving force behind unexpected pure exponential growth in scientific production. Competition—regional, national, organizational, and individual—has become more potent—with performance measures, comparative indicators, and formal evaluations continuously generated and used in decision-making. Simultaneously, collaboration across institutional, disciplinary, organizational, and cultural boundaries expands the possibilities of discovery and produces the most influential science. Competition and collaboration at the nexus of higher education and science demand enhanced attention as they shape the future of scientific innovation and production, with its understudied yet increasingly incontrovertible effects on individuals and societies.
Education, Culture, Cognition & Society (ECCS) > Institute of Education & Society (InES)
University of Luxembourg - UL ; Qatar National Research Fund
Researchers ; Professionals ; Students ; General public
http://hdl.handle.net/10993/36143
https://onlinelibrary.wiley.com/doi/book/10.1002/9781118900772

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