POSTPONED UNTIL JANUARY. Open seminar: "Shifting Boundaries in the Knowledge Space"
Presenters: Professor Peter Maassen (UiO), Dr. Hilde Wågsås Afdal (Høgskolen i Østfold), and Dr. Jennifer Olson (UiO)
Professor Peter Maassen. Photo: Department of Education, UiO
In a globalized knowledge society, there are arguably new and more complex interactions between individuals, organizations, sectors, national entities and supranational actors. Moreover, in a knowledge society there is also a repositioning of entities as new information technologies transform “the process of information processing, act upon all domains of human activity and make it possible to establish endless connections between different domains as well as between elements and agents of such activities” (Castells, 2000, p. 65). This is clearly seen in the knowledge space (see figure 1), defined as consisting of the “sectors most directly involved in the production, diffusion, and application of knowledge” (Braun, 2008, p.228). The main institutions making up the knowledge space are higher education institutions. Traditionally, the higher education sector was organized according to academic (research-intensive) institutions namely universities, and professional/vocational education institutions. However, the move into the knowledge society is fostering conditions that collapse the divisions between the institutions that make up the knowledge space. As Braun argues, “the new conceptions developed in the knowledge society demand an opening of universities to the world of professions and enterprises, while professional education institutions are pushed more and more to develop a more sophisticated and creative knowledge” (p.229). The blurring of the boundaries between the various ‘cells’ of the knowledge space calls for more communication, if not coordination, in the governance process as these arrangements cut across traditional, vertically arranged policy-sector ‘silos.’ This panel will address the way in which traditional boundaries in the knowledge space are shifting at the institutional and faculty/department, as well as study program levels. The three papers presented are based on an ongoing research project in Norway.
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