Changing knowledge regimes. Universities in a new research environment.

Autor/inn/en	Bleiklie, Ivar; Byrkjeflot, Haldor
Titel	Changing knowledge regimes. Universities in a new research environment. Gefälligkeitsübersetzung: Wandel der Wissensregime. Hochschulen in einem neuen Forschungsumfeld.
Quelle	In: Higher education, 44 (2002) 3/4, S. 519-532Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben 20
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0018-1560; 1573-174X
DOI	10.1023/A:1019898407492
Schlagwörter	Wissen; Vergleichende Erziehungswissenschaft; Vergleichende Bildungsforschung; Wissensgesellschaft; Gesellschaft; Begriff; Informationsgesellschaft; Bildungsmanagement; Bildungspolitik; Wissenstransfer; Staat; Globalisierung; Wettbewerb; Hochschulbildung; Hochschuleffizienz; Hochschulforschung; Vergleichende Hochschulforschung; Hochschulpolitik; Hochschule; Internationaler Vergleich; Bewertung; Theorie; Wissensproduktion; Europäische Union; Wissensmanagement
Abstract	This paper takes an apparent knowledge paradox as its point of departure. "Knowledge" has acquired a more all encompassing meaning today, yet this has not strengthened the support for and confidence in higher education institutions. On the contrary, it is often claimed that they have outlived their usefulness. In trying to understand the development behind this paradox, we deal with three issues. We discuss first the widening concept of knowledge and the claim that there is emerging a new mode of knowledge production. Secondly the widening concept of knowledge is put into a social and political context, where massification and its social implications are discussed. Thirdly we develop a theoretical framework based on the concept of knowledge regimes. In this part we discuss how the concept of knowledge regimes and the related concepts of knowledge interests and knowledge alliances may be helpful in understanding the complexities and ambiguity of higher education development. Finally we discuss some implications regarding knowledge's role in social development. We question the assumption that there is a necessary relationship between a widening concept of knowledge and a given form of knowledge development. (HRK/text adopted).
Erfasst von	Institut für Hochschulforschung (HoF) an der Martin-Luther-Universität Halle-Wittenberg; Hochschulrektorenkonferenz, Bonn
Update	2004_(CD)