Reference : Moving towards Mode 2? Evidence-based Policy-Making and the Changing Conditions for E...
Scientific journals : Article
Social & behavioral sciences, psychology : Sociology & social sciences
Social & behavioral sciences, psychology : Education & instruction
Educational Sciences
http://hdl.handle.net/10993/28931
Moving towards Mode 2? Evidence-based Policy-Making and the Changing Conditions for Educational Research in Germany
English
Zapp, Mike mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Powell, Justin J W mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
2017
Science and Public Policy
Oxford Journals
44
5
645–655
Yes (verified by ORBilu)
International
1471-5430
[en] educational research ; knowledge production ; evidence-based policy-making ; Mode 1 ; Mode 2 ; Germany
[en] 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.
Education, Culture, Cognition & Society (ECCS) > Institute of Education & Society (InES)
University of Luxembourg
R-AGR-0221 > EDRESGOV > 01/09/2014 - 31/08/2017 > POWELL Justin J W
Researchers ; Professionals ; Students ; General public
http://hdl.handle.net/10993/28931
10.1093/scipol/scw091
http://spp.oxfordjournals.org/

File(s) associated to this reference

Fulltext file(s):

FileCommentaryVersionSizeAccess
Open access
ZappPowell2017_EducResearchMode1-2_DE_SPP.pdfPublisher postprint223.5 kBView/Open

Bookmark and Share SFX Query

All documents in ORBilu are protected by a user license.