Beyond Knowledge Transfer: The Social Construction of Autonomous Academic Science in University-Industry Agricultural Biotechnology Research Collaborations

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Autor/in	Biscotti, Dina Louise
Titel	Beyond Knowledge Transfer: The Social Construction of Autonomous Academic Science in University-Industry Agricultural Biotechnology Research Collaborations
Quelle	(2010), (214 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of California, Davis
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1243-1551-5
Schlagwörter	Hochschulschrift; Dissertation; Expertise; Research Universities; Industry; Intellectual Property; Interests; Public Health; Biotechnology; Scientists; Research and Development; Science Education; Interviews; Evaluation; Partnerships in Education; Technology Education; Personal Autonomy; Institutional Autonomy; School Business Relationship + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Expert appraisal; Forschungseinrichtung; Industrie; Geistiges Eigentum; Bildungsinteresse; Gesundheitswesen; Biotechnologie; Scientist; Wissenschaftler; Forschung und Entwicklung; Naturwissenschaftliche Bildung; Interviewing; Interviewtechnik; Evaluierung; Hochschulpartnerschaft; Technisch-naturwissenschaftlicher Unterricht; Individuelle Autonomie; Institutionelle Autonomie
Abstract	Autonomy is a social product. Although some might view autonomy as the absence of social interference in individual action, it is in fact produced through social institutions. It enables social actors to act; it is the justification for the allocation of enormous public resources into institutions classified as "public" or "nonprofit;" it can lead to innovation; and, significantly, it is key to the public acceptance of new technologies. In this dissertation, I analyze the social construction of autonomy for academic science in U.S. university-industry agricultural biotechnology research collaborations. University-industry relationships (UIRs) are a site of concern about the influence of commercial interests on academic science. Agricultural biotechnology is a contentious technology that has prompted questions about the ecological and public health implications of genetically-modified plants and animals. It has also spurred awareness of the industrialization of agriculture and accelerating corporate control of the global food system. Through analysis of in-depth interviews with over 200 scientists and administrators from nine U.S. research universities and thirty agricultural biotechnology companies, I find that both the academy and industry have a vested interest in the social construction of the academy as an autonomous space from which claims to objective, disinterested scientific knowledge can be made. These claims influence government regulation, as well as grower and public acceptance of agricultural biotechnology products. I argue that the social production of autonomy for academic science can be observed in narratives and practices related to: (1) the framing of when, how and why academic scientists collaborate with industry, (2) the meanings ascribed to and the uses deemed appropriate for industry monies in academic research, and (3) the dissemination of research results into the public domain through publications and patents. These narratives and practices constitute relational work and professional and organizational identity work. By elucidating the ongoing relational and identity work of UIR participants in the social construction of autonomous academic science, I seek to make the interdependencies between the state, experts and private economic interests more visible, specifically in terms of their collective interest in the status and public credibility of academic science. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10