Tag: knowledge society

Call for participants: Workshop on Transnational Knowledge Relations and Researcher Mobility in the Gulf region

UAE_Dubai_Gulf_Research_Center_GRCInterested in researcher mobility, transnational knowledge cooperation and the Gulf region, or know someone who is?

GRCC (Gulf Research Center Cambridge)  is holding a funded workshop on “Transnational Knowledge Relations and Researcher Mobility for Building Knowledge-Based Societies and Economies in the Gulf”.

The workshop will take place 24-27 August 2015 at Cambridge University. The workshop is led by Dr. Jean Marc Rickli (King’s College London), Dr. Rasmus G. Bertelsen (University of Tromso) and Dr. Neema Noori (University of West Georgia).

This organisers highkight that the workshop will explore the intellectual relations and researcher mobility between the Gulf and the outside world with a specific focus on Gulf universities and other relevant actors such as think tanks, professional organizations, government organizations, and business communities.  They are also interested in knowledge networks that connect the Gulf to non-Western organizations, both public and private, in Asia and beyond.

This includes questions such as: 

Guest blogger: The knowledge based economy as a discursive context

Carrie Hunter  (University of British Columbia)

Dr. Carrie Hunter
(University of British Columbia)

This guest entry is written by Dr. Carrie Hunter who works at the University of British Columbia. Carrie earned her Master of Education in adult and workplace learning at Queen’s University in Kingston Ontario, Canada and her PhD in Higher Education from the University of British Columbia where she focused on lifelong learning in the context of the knowledge economy. She currently works as a research coordinator for the Centre for Health Education Scholarship at UBC’s Faculty of Medicine.  

The post draws on a recent article “Shifting themes in OECD country reviews of higher education”, published in Higher Education, Vol 66. Issue 6

OECD, Political Economy and Domestic Higher Education Policy

Domestic policy is increasingly developed in international contexts and influenced by international organizations such as the Organization for Economic Cooperation and Development (OECD). Through various forms of soft governance (Mahon & McBride, 2008a) including its prolific publications, expert groups, policy recommendation papers, and its research muscle, the OECD has the potential to both reflect and affect how we understand higher education and its relationship with the economy and how we construct domestic higher education policy.

In the 1960s and 1970s, OECD discourse was associated with an understanding of higher education as an investment: one that nations and individuals make for social and economic benefits. There was a decidedly Keynesian flavour to its policy reports, endorsing active government intervention in social and economic policy through increased government investment in, and stimulating the demand for, higher education.

HEIK seminar: Knowing and Living in Academia with Prof. Ulrike Felt

We are pleased to share yet another session from the HEIK academic seminar series in the field of higher education, with both invited international speakers and members of the research group HEIK (Higher Education: Institutional dynamics and Knowledge cultures) at the University of Oslo.

This lecture was recorded in May 2013 and features Professor Ulrike Felt from University of Vienna and the seminar is titled “Knowing and Living in Academia – conceptualising and examining new epistemic living spaces“.

Abstract for the session:

Over the last two decades numerous scholars have pointed to quite fundamental re-orderings taking place on the macro level of contemporary universities and research systems at large. These changes were captured by catchwords such as “Mode 1 vs Mode 2 knowledge production” (Gibbons et al., 1994), the “triple helix” (Etzkowitz and Leydesdorff, 2000) or “academic capitalism” (Slaughter and Leslie, 1997), mostly to diagnose the increasing inter-twinement of science with other societal actors and their rationales. While there has been a quite lively debate on whether or not these diagnoses are adequately supported by empirical evidence, whether they are descriptive or prescriptive, and whether they become self-fulfilling prophecies through their continuous re-performance, less reflection has been devoted to trace the effects of these claimed changes on students’ and researchers’ ways of knowing and living in their respective knowledge fields. Given the diversity and complexity related to living and knowing in research and universities, a rather differentiated analytical framing is needed to explore this issue further.