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See detailBenefits, Motivations, and Challenges of International Collaborative Research: A Sociology of Science Case Study
Dusdal, Jennifer UL; Powell, Justin J W UL

in Science and Public Policy (2021), 48(2), 235-245

Contemporary science is marked by expanding, diverse forms of teamwork. Collaboration across organizational and cultural boundaries extends the possibilities of discovery. International collaborative ... [more ▼]

Contemporary science is marked by expanding, diverse forms of teamwork. Collaboration across organizational and cultural boundaries extends the possibilities of discovery. International collaborative research projects can provide findings beyond what one team could achieve alone. Motivated to grow their scientific network and maintain existing relationships, researchers increasingly collaborate, despite often unrecognized costs, since such projects are challenging to manage and carry out. Rarely studied in-depth and longitudinally, researcher perspectives are crucial to better understand the dynamics of durable collaboration networks. Thus, this retrospective, longitudinal case study of a sociology of science project applies the novel method of autoethnography to examine teamwork benefits, motivations, and challenges. Key challenges found include spatial distance and differences of culture, language, and career stage. This study, spanning North America, Europe, the Middle East, and East Asia, focused on collaborators’ characteristics and evolving perceptions of team dynamics over a decade. [less ▲]

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See detailMoving towards Mode 2? Evidence-based Policy-Making and the Changing Conditions for Educational Research in Germany
Zapp, Mike UL; Powell, Justin J W UL

in Science and Public Policy (2017), 44(5), 645-655

The ‘Mode 2’ conceptual approach has become among the most widely applied to discuss changes in contemporary science and innovation systems. Operationalized, this approach suggests that contextualized ... [more ▼]

The ‘Mode 2’ conceptual approach has become among the most widely applied to discuss changes in contemporary science and innovation systems. Operationalized, this approach suggests that contextualized, transdisciplinary, application-driven, reflexive, and high-quality scientific knowledge will be produced by an increasingly heterogeneous set of organizations, with universities no longer as dominant in knowledge production. Analyzing the case of educational research in Germany, which has undergone profound institutional and paradigmatic change since the turn of the century, allows us to ask to what extent the Mode 2 thesis holds. Considerable investments in ‘empirical’ educational research and the top-down setting of the research agenda have, we argue, fundamentally altered the research infrastructure of this increasingly diverse multidisciplinary field, challenging traditional humanities-based Pädagogik. Facilitated especially by waves of large-scale assessments of pupils’ school performance, the rapidly-growing ‘empirical’ educational research field is characterized by quantitative and policy-relevant (applied) knowledge claims. Finally, we identify risks associated with rapid and policy-induced shifts in educational research from Mode 1 to Mode 2. [less ▲]

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