大科学,大麻烦?理解大型科学项目和网络内部及其周围的冲突

IF 3.2 2区 哲学 Q1 EDUCATION & EDUCATIONAL RESEARCH Minerva Pub Date : 2023-05-30 DOI:10.1007/s11024-023-09497-w
Anna-Lena Rüland
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引用次数: 1

摘要

许多大科学项目与网络存在冲突。大量学科研究了科学合作和大科学中的冲突原因,有助于更细致地理解冲突产生的原因。然而,到目前为止,还没有理论模型可以解释大科学中冲突产生和爆发之间的联系机制。借鉴关于科学合作和大科学的跨学科文献,以及关于战略行动领域(SAFs)的学术研究,我通过提出一个模型来解决这个盲点,该模型概述了在大科学项目和网络中引发和加剧冲突的机制。五个相互关联的机制- -威胁或机会的归属、资源的调动、建立联盟、边界失效和创新行动- -是它的核心。在三个典型而又最不同的大科学案例——国际实验热核反应堆(ITER)、人类大脑计划(HBP)和30米望远镜(TMT)——中出现的冲突事件中追踪这些机制,这项研究也为该模型的概念提供了证明。
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Big Science, Big Trouble? Understanding Conflict in and Around Big Science Projects and Networks
Abstract Many Big Science projects and networks experience conflict. A plethora of disciplines have examined conflict causes in science collaboration and Big Science, contributing to a more nuanced understanding of why conflicts emerge. Yet, so far, there is no theoretical model that explains which mechanisms connect conflict cause and outbreak in Big Science. Drawing on interdisciplinary literature on science collaboration and Big Science as well as on scholarship on strategic action fields (SAFs), I address this blind spot by proposing a model that outlines which mechanisms induce and fuel conflict in Big Science projects and networks. Five interlinked mechanisms – attribution of threat or opportunity, mobilization of resources, coalition-building, boundary deactivation and innovative action – are central to it. Tracing these mechanisms in conflictual episodes which emerged in three typical, yet most-different, Big Science cases – the International Experimental Thermonuclear Reactor (ITER), the Human Brain Project (HBP) and the Thirty Meter Telescope (TMT) – this study also provides a proof of concept for the model.
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来源期刊
Minerva
Minerva Multiple-
CiteScore
5.20
自引率
4.30%
发文量
26
期刊介绍: Minerva is devoted to the study of ideas, traditions, cultures and institutions in science, higher education and research. It is concerned no less with history than with present practice, and with the local as well as the global. It speaks to the scholar, the teacher, the policy-maker and the administrator. It features articles, essay reviews and ''special'' issues on themes of topical importance. It represents no single school of thought, but welcomes diversity, within the rules of rational discourse. Its contributions are peer-reviewed. Its audience is world-wide.
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