Diskursive positioneringer i professionshøjskolernes vidensproduktion
DOI:
https://doi.org/10.7146/djes.v3i1.143659Keywords:
Professionshøjskoler, Forskning, Viden, Diskurser, Situational analysisAbstract
With the establishment of the University Colleges of Applied Sciences, new demands were formulated regarding their knowledge production. The University Colleges of Applied Sciences were expected to produce practice-oriented and application-oriented research and development themselves. Knowledge was intended to circulate in a circuit between three areas: research, education, and practice. However, evaluations and studies have shown that the concepts of research and development are not unequivocally defined: They are articulated differently in a range of knowledge discourses. There is thus ambiguity about the nature of the research efforts of the University Colleges of Applied Sciences. Based on four research and development projects, the article identifies different discursive positions taken by researchers at the University Colleges of Applied Sciences. The projects are initiated in interaction between a professional need, an internal scientific/academic interest, and an educational need, and knowledge is produced based on different rationales.
References
Brooker, P. (1999). A Concise Glossary of Cultural Theory, New York: Oxford University Press.
Buch, A., Ramsay, L. M., Løje, H. (2022) Discursive Enactments of Knowledge Production in Engineering Education, Engineering Studies, 14:3, 195-215, DOI: 10.1080/19378629.2022.2141639
Clark, E. (1994). The Research-Teaching-Study Nexus in Modern Systems of Higher Ed-ucation, Higher Education Policy, 7(1), 11-17. https://doi.org/10.1057/hep.1994.2.
Clarke, A. E., Friese, C., Washburn, R. S. (2018). Situational Analysis - Grounded The-ory After the Interpretive Turn, SECOND EDITION, London: Sage
Dewey, J. (1938). Logic: The Theory of Inquiry. New York: H. Holt.
Duch, H., Larsen, V., & Lund, B. (2021). FoU i lektorkvalificering og dets betydning for undervisning. Skandinavisk tidsskrift for yrker og profesjoner i utvikling, 6(1). https://doi.org/10.7577/sjvd.3909
EVA. Danmarks Evalueringsinstitut. (2013). Videnarbejde i praksis - Afsluttende rapport fra projektet om professionshøjskolers og er-hvervsakademiers videngrundlag og videnom-sætning. Hentet 06-12-22 på https://www.eva.dk/videregaaende-uddannelse/videnarbejde-praksis-afsluttende-rapport
EVA. Danmarks Evalueringsinstitut (2017). Forskning og udvikling på professionshøjskolerne som vej til uddannelseskvalitet. Hentet 06-12-22 på: https://www.eva.dk/sites/eva/files/2017-08/Forskning%20og%20udvikling%20pa%20professionshojskolerne%20som%20vej%20til%20uddannelseskvalitet..pdf
EVA. Danmarks Evalueringsinstitut (2019). Vidensomsætning fra forsknings- og udviklingsaktiviteter - En caseundersøgelse. Hentet 06-12-22 på https://www.eva.dk/videregaaende-uddannelse/vidensomsaetning-forsknings-udviklingsaktiviteter
Foucault, M. (1980). Power/Knowledge: Selected Interviews and Other Writings 1972-1977. New York: Pantheon.
Frascati Manual (2015) Guidelines for Collecting and Reporting Data on Research and Experi-mental Development. Hentet 19-12-22 på https://www.oecd.org/publications/frascati-manual-2015-9789264239012-en.htm
Freeman, M. 2014. The Hermeneutical Aesthet-ics of Thick Description. Qualitative In-quiry 2014, Vol. 20(6) 827–833. https://doi.org/10.1177/1077800414530267
Freeman, R. & Sturdy, S. (2014). Knowledge in Policy. Embodied, Inscribed, Enacted, Bristol: Bristol University Press.
Jensen, J.-O., & Lund, J. H. (2019). Vidensflow: Hvordan kan forbindelserne mellem forskning og uddannelse i professions-højskoler begribes?. Tidsskrift for Professi-onsstudier, 15(28), 82–95. https://doi.org/10.7146/tfp.v15i28.113103
Kyvik, S. (2007). Academic drift – a reinterpre-tation. In Enders, J. & van Vught, F.A. (Eds.) Towards a cartography of higher edu-cation policy change: A Festscrift in honour of Guy Neav, 333-338. Enschede: Center for Higher Education Policy Studies.
Laredo, P. (2007). Revisiting the Third Mission of Universities: Towards a Renewed Cat-egorization of University Activities?, Higher Education Policy, 20, 441-456. https://doi.org/10.1057/palgrave.hep.8300169
Larsen, V. & Buch, A. (2024). Vidensforståelser i professionshøjskolesektoren – en diskursanalyse, Forskning og Forandring, 7(1).
Larsen, V., Duch, H. S., & Lund, B. (2022). Un-derviseres didaktiske transformation af forsknings- og udviklingsarbejde til un-dervisning. Dansk Universitetspædagogisk Tidsskrift, 17(32), 73–89. https://doi.org/10.7146/dut.v17i32.125587
Lepori, B. & Kyvik, S. (2010) The Research Mis-sion of Universities of Applied Science and the Future Configuration of Higher Education Systems in Europe, Higher Ed-ucation Policy, 23, 295-316. doi:10.1057/hep.2010.11
Mead, G.H. (1934). Mind, Self and Society. Chi-cago: Chicago University Press.
Tight, M. (2015). Theory development and ap-plication in higher education research: the case of academic drift, Jorunal of Edu-cation Administration and History, 47(1), 84-99. DOI: 10.1080/00220620.2015.974143
Tight, M. (2016). Examining the Re-search/Teaching Nexus, European Journal of Higher Education, 6(4), 293-311. DOI: 10.1080/21568235.2016.1224674.
UFM. Uddannelses- og forskningsministeriet (2022). Strategisk Rammekontrakt 2022-2025. VIA University College indgår en strategisk rammekontrakt med Uddan-nelses- og forskningsministeren. Uddan-nelses- of Forskningsministeriet. Hentet 13-02-24 på https://ufm.dk/uddannelse/institutioner-og-drift/strategiske-rammekontrakter-og-tilsyn/strategiske-rammekontrakter/via-university-colleges-strategiske-rammekontrakt-2022-2025.pdf
UFM. Uddannelses- og Forskningsministeriet (2019): Forsknings- og udviklingsaktiviteter på professionshøjskoler og erhvervsakademier Rammer, finansiering og forsknings- og vi-denproduktion, Uddannelses- og For-skningsministeriet
UFM. Uddannelses- og forskningsministeriet (2012), Notat. Rammesætning af FFL-13 pul-je til forskningstilknytning samt udviklings- og evidensbasering (Frascati-manualen). Hentet 06-12-22 på https://www.zealand.dk/wp-content/uploads/2018/12/Notat-om-Frascatimanual.pdf
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Verner Larsen, Anders Buch
This work is licensed under a Creative Commons Attribution 4.0 International License.
https://creativecommons.org/licenses/by/4.0/
