The Impact of Changing Funding and Authority Relationships on Scientific Innovations     

Richard Whitley  Jochen Gläser  Grit Laudel 《Minerva》2018,56(1):109-134

The past three decades have witnessed a sharp reduction in the rate of growth of public research funding, and sometimes an actual decline in its level. In many countries, this decline has been accompanied by substantial changes in the ways that such funding has been allocated and monitored. In addition, the institutions governing how research is directed and conducted underwent significant reforms. In this paper we examine how these changes have affected scientists’ research goals and practices by comparing the development of three scientific innovations (one each in physics, biology, and educational research) in four European countries, namely Germany, the Netherlands, Switzerland, and Sweden. We find that the increased number of actors exercising authority over research goals does not necessarily lead to a greater diversity of interests funding research. A narrowing of goals and frameworks is especially probable when the increasing importance of external project funding is combined with reductions in state financing of universities and public research institutes. Finally, the growing standardisation of project cycle times and resource packages across funding agencies and scientific communities make it more difficult for researchers to pursue projects that deviate from these norms, especially, if they challenge mainstream beliefs and assessment criteria.  相似文献   

Beyond breakthrough research: Epistemic properties of research and their consequences for research funding     

Grit Laudel  Jochen Gläser 《Research Policy》2014

The aim of this paper is to initiate a discussion about links between epistemic properties and institutional conditions for research by providing an exploratory analysis of such links featured by projects funded by the European Research Council (ERC). Our analysis identifies epistemic properties of research processes and links them to necessary and favourable conditions for research, and through these to institutional conditions provided by grants. Our findings enable the conclusion that there is research that is important for the progress of a field but is difficult to fund with common project grants. The predominance and standardisation of grant funding, which can be observed about many European countries, appears to reduce the chances of unconventional projects across all disciplines. Funding programmes of the ‘ERC-type’ (featuring large and flexible budgets, long time horizons, and risk-tolerant selection processes) constitute an institutional innovation because they enable such research. However, while the ERC funding and other new funding schemes for exceptional research attempt to cover these requirements, they are unlikely to suffice.  相似文献   

Sozialisation im Sport     

Klaus Cachay  Horst-Werner Ehni  Dietrich Kurz  Jürgen Lange  Günther Schmidt  Jochen Sprenger  Norbert Wolf 《Sportwissenschaft》1973,3(4):387-413

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Frayn’s “Heisenberg”: Fact or fiction?     

Jochen H. Heisenberg 《Resonance》2004,9(8):90-98

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Shaping the national system of inter-industry knowledge exchange : Vertical integration, licensing and repeated knowledge transfer in the German plastics industry     

Jochen Streb 《Research Policy》2003,32(6):1125-1140

We will claim in this paper that it was in particular the above-average propensity to share innovative information with customers and competitors which caused the exceptional international competitiveness of the West German plastics industry including chemical firms, plastics fabricators and machine makers. The system of knowledge exchange of this national cluster was shaped in two main steps. In the first half of the 20th century, cartellization and mergers were first tolerated and then even supported by the German government. It was in this period when German chemical firms formed the vertically integrated I.G. Farben concern which provided an optimal organisational framework to explore the new technological path of plastics. After the breaking up of I.G. Farben the firms of the West German chemical firms had to find new ways to maintain inter-industry technological co-operation in the second half of the 20th century. It turned out that they became aware of both contractual and non-contractual solutions of bundling standard good and information which were often placed somewhere between “market” and “hierarchy”. It seems to be no accident that all these different institutions did primarily encourage knowledge exchange between firms in geographical and cultural proximity. That is why the knowledge exchanging network of the plastics industry described in this paper has been in particular concentrated on German firms. Even so the question is still open whether this localisation is just a curiosity limited to a special industry cluster or part of a broader German system of knowledge exchange.  相似文献   

Manufacturing education: the commercial development of educational products for schools     

Jutta Wiesemann  Jochen Lange 《British Journal of Sociology of Education》2019,40(1):114-127

By designing products that ultimately structure meaning in lessons, the industry that produces teaching materials for schools shapes teaching practice and everyday learning situations in schools across geographical borders. The design and development of such learning resources is a professional practice that has hitherto received very little academic attention. This lacuna is addressed in our paper, which presents an analysis of this aspect of educational practice based upon insights gained from ethnographic research. Light is shed upon specific ways of addressing and guiding pupils, teaching staff, and customers, which result from processes of negotiation between representatives of different professions including scientists, teachers, publishers and distributors. These processes ultimately provide classrooms with products that have been shaped by ideas about schooling. It becomes clear that the development of such materials is shaped by multiple perspectives on school education. As an exemplary case study, we describe in detail the process by which such materials make well-known, everyday phenomena abstract or ‘alien’ so that they can then be recontextualised and presented anew – as phenomena to be understood with the aid of school-taught knowledge.  相似文献   

Developing conceptual understanding in ray optics via learning with multiple representations     

Rosa Hettmannsperger  Andreas Mueller  Jochen Scheid  Wolfgang Schnotz 《Zeitschrift für Erziehungswissenschaft》2016,19(1):235-255

A particular difficulty in physics learning is the fact that pupils’ “intuitive” concepts are often resistant to instruction. This article reports empirical results from two related studies within an interdisciplinary project of physics education and educational psychology in ray optics. Two different kinds of treatment groups (TG A and TG B), both targeted at widespread pupils’ intuitive concepts (N?=?511), were compared with the results of a control group (CG C) learning with conventional tasks (N?=?218) provided by a related study II. Pupils in TG A) of study I worked on cognitively activating tasks related to widespread intuitive concepts in ray optics explicitly requiring them to deal with multiple representations. Pupils in the TG B) of study I worked on the same intuitive concepts, but without the cognitively activating representational component. TG A) and B) were compared with each other and with CG C) learning with conventional tasks. The results indicated that tasks addressing widespread intuitive pupils’ concepts improved conceptual understanding significantly more than conventional tasks. There was evidence of a significant intermediate effect showing medium-term stability.  相似文献   

Do honors students have more potential for excellence in their professional lives?     

Karin Scager  Sanne F. Akkerman  Fried Keesen  M. Tim Mainhard  Albert Pilot  Theo Wubbels 《Higher Education》2012,64(1):19-39

Universities in many countries increasingly value talent, and do so by developing special honors programs for their top students. The selection process for these programs often relies on the students’ prior achievements in school. Research has shown, however, that school grades do not sufficiently predict academic success. According to Renzulli’s (1986) three-ring model, student characteristics relating to intelligence, motivation and creativity are the most important predictors of excellent achievements in professional life. In this paper, we will investigate whether honors students differ from non-honors students in terms of these characteristics. By means of a questionnaire, more than 1,100 honors and non-honors students at Utrecht University were asked to assess themselves on six characteristics: intelligence, creative thinking, openness to experience, the desire to learn, persistence, and the drive to excel. The results showed that the honors students differed significantly from the non-honors students in terms of the combined variables as well as for the separate variables, with the exception of ‘persistence’. The strongest distinguishing factors between honors and non-honors students appeared to be the desire to learn, the drive to excel and creativity, whilst there was little difference in terms of intelligence and persistence. However, the profiles of these differences varied according to the study program. While Law and Humanities honors students differed from their non-honors peers in terms of their drive to excel, Physics honors students were primarily more eager to learn than their non-honors peers, while the LA&S honors students scored higher on creative thinking than non-honors students.  相似文献   

Technological innovation systems and the multi-level perspective: Towards an integrated framework   总被引：5，自引：0，他引：5  

Jochen Markard  Bernhard Truffer 《Research Policy》2008,37(4):596-615

Technological innovation systems and the multi-level framework are closely related concepts for the study of far-reaching technological change. They draw on common theoretical roots and analyze similar empirical phenomena. However, they have developed rather independent research strands over the past few years. The paper reviews the state of the art of both concepts and explores commonalities as well as differences. Against this background, we outline first elements of a path towards an integrated framework that combines the strengths of the two approaches and allows providing a better understanding of radical innovation processes and socio-technical transformations.  相似文献   

Von der Wissensvermittlung zur pädagogischen Kommunikation     

Jochen?KadeEmail author  Wolfgang?Seitter 《Zeitschrift für Erziehungswissenschaft》2003,6(4):603-618

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