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  1. Universities as Anarchic Knowledge Institutions.Säde Hormio & Samuli Reijula - 2023 - Social Epistemology (2):119-134.
    Universities are knowledge institutions. Compared to several other knowledge institutions (e.g. schools, government research organisations, think tanks), research universities have unusual, anarchic organisational features. We argue that such anarchic features are not a weakness. Rather, they reflect the special standing of research universities among knowledge institutions. We contend that the distributed, self-organising mode of knowledge production maintains a diversity of approaches, topics and solutions needed in frontier research, which involves generating relevant knowledge under uncertainty. Organisational disunity and inconsistencies should sometimes (...)
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  • The Role of Advocacy in Civil Society.J. P. Zompetti - 2006 - Argumentation 20 (2):167-183.
    The concept of civil society has once again emerged as a viable mechanism for developing and sustaining deliberative democracy. However, an essential component of many strategies to sustain civil society appears lacking, especially when we see the growing cynicism and apathy among citizens. What is missing is a strategy for training or encouraging citizens to participate more fully in civil society. The skills of advocacy can, at least in part, help renew civic activism. Thus, the role of advocacy will be (...)
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  • The Shift in Academic Quality Control.Søren Barlebo Rasmussen & Sven Hemlin - 2006 - Science, Technology, and Human Values 31 (2):173-198.
    Quality control is an important and integrated part of the scientific system. However, developments in science and society are changing quality control into quality monitoring. New, virtual, and fluid organizational forms are emerging. Common boundaries are seen as being broken down as, for example, in the “triple helix” and the “mode 2” concepts. The stakeholders in science are showing an interest in being more involved in science. They want their evaluation criteria to be used, and they want evaluations to be (...)
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  • The commodification of knowledge about knowledge: Knowledge management and the reification of epistemology.Tomas Hellström & Sujatha Raman - 2001 - Social Epistemology 15 (3):139-154.
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  • Marketing higher education: The promotion of relevance and the relevance of promotion.Anthony Lowrie & Hugh Willmott - 2006 - Social Epistemology 20 (3 & 4):221 – 240.
    This paper examines the marketization of higher education. It takes the curriculum development for a degree sponsored by industry as a focus for exploring the involvement of industry and, more specifically, prospective employers, in shaping higher education provision. Empirical material gathered from a three and a half-year ethnographic study is used to illustrate how mundane promotional work associated with sponsored curricula operates to reconstitute higher education. It is shown how, in the process of introducing sponsored curricula into the university, a (...)
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  • Experimental Design: Ethics, Integrity and the Scientific Method.Jonathan Lewis - 2020 - In Ron Iphofen (ed.), Handbook of Research Ethics and Scientific Integrity. Cham, Switzerland: pp. 459-474.
    Experimental design is one aspect of a scientific method. A well-designed, properly conducted experiment aims to control variables in order to isolate and manipulate causal effects and thereby maximize internal validity, support causal inferences, and guarantee reliable results. Traditionally employed in the natural sciences, experimental design has become an important part of research in the social and behavioral sciences. Experimental methods are also endorsed as the most reliable guides to policy effectiveness. Through a discussion of some of the central concepts (...)
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  • Marketing higher education: The relevance of promotion and the promotion of relevance.A. Lowrie & H. Willmott - 2006 - Social Epistemology 20 (3):221-240.
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