The embodied dimension of creativity in academic knowledge work

2011 ◽  
Vol 4 (3/4) ◽  
pp. 251
Author(s):  
Sara Winterstorm ◽  
Anna Essén
2017 ◽  
Vol 6 (2) ◽  
pp. 320
Author(s):  
Kurt Dauer Keller ◽  
Hanne Dauer Keller

The regulation of labour market attachment and working conditions now appears to be a thoroughly cultural and political issue, which is just as much a subjection to compulsory flexibility in association with the deregulation of collectively attained rights. Precarious working life is an age-old form of exploitation, expanding in our days to the academic fields of communication work and knowledge work. Sum and Jessop offer an approach to the theoretical understanding of this current epoch. However, their leaning on Foucault together with information science and systems science set a decisive limit to any phenomenological perspective of cultural and political experience – and thus hamper their project of outlining a cultural political economy. Still, Sum and Jessop’s important contribution to the notion of a cultural political economy must be recognized, not least when it comes to grasping the precariatisation of academic knowledge work and communication work.


2017 ◽  
Vol 9 (2) ◽  
pp. 129-144 ◽  
Author(s):  
Cassie Earl

This autoethnagraphic article argues that in the study of political education, especially learning through social movement activities, the knowledge produced by the research will be of greater social use if researchers position themselves as ‘cognitive activists’. This is because, the article argues, the researcher needs to work in solidarity with social movements for socially just change in order to reconnect academic knowledge work to the wider struggles for social change. The article thinks through the implications and ideas around this framing of research work and positionality. It then goes on to examine in detail one of the techniques for taking this position – that of the mutually useful conversation frame of the research interview – exploring why this thinking came about and how this framing of the interview is politically necessary for the cognitive activism proposed.


2019 ◽  
Vol 23 (4) ◽  
pp. 597-618 ◽  
Author(s):  
Tomislav Hernaus ◽  
Matej Cerne ◽  
Catherine Connelly ◽  
Nina Poloski Vokic ◽  
Miha Škerlavaj

PurposeAcademic knowledge work often presumes collaboration among interdependent individuals. However, this work also involves competitive pressures to perform and even outperform others. While knowledge hiding has not yet been extensively examined in the academic environment, this study aims to deepen the understanding of the personal (individual-level) and situational (job-related) factors that affect evasive knowledge hiding (EKH) within academia.Design/methodology/approachA field study was conducted on a nation-wide sample of 210 scholars from both public and private business schools in a European Union member state. A series of paired samplet-tests were followed by hierarchical regression analyses to test moderation using the PROCESS macro.FindingsThe results suggest that scholars hide more tacit than explicit knowledge. The findings also indicate a consistent pattern of positive and significant relationships between trait competitiveness and EKH. Furthermore, task interdependence and social support buffer the detrimental relationship between personal competitiveness and evasive hiding of explicit knowledge, but not tacit knowledge.Originality/valueThe research provides insights into several important antecedents of EKH that have not been previously examined. It contributes to research on knowledge transfer in academia by focusing on situations where colleagues respond to explicit requests by hiding knowledge. The moderating role of collaborative job design offers practical solutions on how to improve knowledge transfer between mistrusted and competitive scholars. The collaboration–competition framework is extended by introducing personal competitiveness and relational job design, and suggesting how to manage the cross-level tension of differing collaborative and competitive motivations within academia.


Author(s):  
Regina Bendix ◽  
Kilian Bizer

Both a vision for future scholarship and a slogan for university restructuring, interdisciplinarity promises to break through barriers to address today's complex challenges. Yet even high-stakes projects often falter, undone by contradictory incentives, bureaucratic frameworks, communication breakdowns, and the strong feelings raised by urgent social debates. Jumping into collaborative research without preparation or ongoing attention, researchers often fall back on disciplinary habits and raise disciplinary defenses. Above all, there is never enough time. Born of six years' experience in the Göttingen Interdisciplinary Working Group on Cultural Property, this book examines social research as social process, identifying characteristic challenges of funded interdisciplinary projects: the clash of positivist, interpretivist, and normative approaches, the hierarchies and personalities among researchers, and the interaction of academic knowledge work with the common sense of social problems. While calling for reforms in research policy and administration, the book's immediate goal is to help researchers make the most of existing conditions. Drawing on economistic models of exchange and anthropological accounts of play and ritual, six chapters trace the life cycle of an interdisciplinary project--a temporary community of practice partially removed from everyday academic life--from its initial formulation to closure and aftermath. A seventh chapter provides recommendations for funders, administrators, principal investigators, and junior researchers. Reflexive attention to the research process can shepherd interaction across disciplines and capture insights as they emerge.


TABULARASA ◽  
2014 ◽  
Vol 11 (2) ◽  
Author(s):  
Lasyuli Simbolon

This article examines the phasal realizations characteristic of the classroom discourse. The data are collected by means of audio-visual recordings and transcriptions, and they are analyzed by employing a complementary method of analysis of Young’s model. The primary instrument of this study is the researcher herself, whereas the secondary instruments are (1) classification schemes of the semiotic aspect in focus, (2) data sheets that contain 4 classroom discourse-in-texts, and (3) notes on each classroom discourse-in-text. The findings reveal that the CD-in-text as a whole is typically realized and characterized by the following: (1) Substantiation (SU) as the most prominent macro-function and the Conclusion (CO) as the least prominent, (2) the Interchange (IC) as the most prominent micro-function and the Apology (AP) as the least prominent. Based on the main findings, there is strong evidence to suggest that the ‘semiotic behavior’ of the CD-in-text as a whole is motivated by the goal-oriented need, and the goal to achieve has tended to be more academic-oriented than social-oriented. In this, the teachers as the primary speakers of the classroom interactions have tended to focus on the transformation of intellectual values (academic knowledge/skills) with the least social values involved therein. The most prominently occurring SU macro-function and IC micro-function are clear indicators of this endeavor. The scope and the objectives of this study have been delimited to investigate CD phenomena at the levels of phase and sub-phase.


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