批判性第三化与第三空间合作:大学专业人员与新型知识生产

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH London Review of Education Pub Date : 2024-07-10 DOI:10.14324/lre.22.1.24
Natalia Veles
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引用次数: 0

摘要

在这篇文章中,作者首先借鉴了他们在一所拥有新加坡校区的澳大利亚大学中开展的定性、多重案例研究的部分结果,探讨了大学专业人员知识隐形化的顽疾。通过分析一个大学项目的精选案例,作者运用批判性第三空间(critical thirding)这一概念,展示了大学第三空间合作如何创造出新的、模式3的机构知识,并导致研究商业化实践的变革。然后,作者将从这一选定的澳大利亚大学案例研究中得出的研究结果与三年后作为一个独立研究项目使用国际文献样本进行的系统文献综述中得出的见解进行了比较。该综述提供的证据表明,自 2000 年代以来,世界各地高等教育机构中的大学工作者,无论是专业人员还是学术人员,都参与了复杂的身份认同工作,在角色的去无形化和共同创造新知识方面表现出更大的能动性,从而为大学的发展做出了贡献。作者的结论是,将批判性第三性的分析能力应用于新知识生产的社会空间,就有可能支持和促进所有大学参与者为实现机构目标做出平等贡献。
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Critical thirding and third space collaboration: university professional staff and new type of knowledge production
In this article, the author first addresses the persisting knowledge invisibility of university professional staff by drawing on selected findings from their qualitative, multiple case study research conducted in an Australian university with a campus in Singapore. Analysing a selected case of a university project, the author applies critical thirding as a concept to demonstrate how university third space collaboration resulted in creating new, Mode 3 institutional knowledge and led to a transformative change of research commercialisation practices. The author then compares research findings from this selected Australian university case study to the insights from a systematic literature review which was conducted three years later as a separate research project using an international literature sample. The review provided evidence that since the 2000s university workers, professional and academic alike, in tertiary education institutions around the world, have been engaged in complex identity work, demonstrating increased agency towards de-invisibilisation of their roles and co-creating new knowledge, thereby contributing to university advancement. The author concludes that by applying the analytical power of critical thirding to social spaces of new knowledge production, it is possible to support and promote equal contributions of all university actors to achieving institutional goals.
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来源期刊
London Review of Education
London Review of Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.90
自引率
6.70%
发文量
39
审稿时长
48 weeks
期刊介绍: London Review of Education (LRE), an international peer-reviewed journal, aims to promote and disseminate high-quality analyses of important issues in contemporary education. As well as matters of public goals and policies, these issues include those of pedagogy, curriculum, organisation, resources, and institutional effectiveness. LRE wishes to report on these issues at all levels and in all types of education, and in national and transnational contexts. LRE wishes to show linkages between research and educational policy and practice, and to show how educational policy and practice are connected to other areas of social and economic policy.
期刊最新文献
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