Conceptions and Expectations of Research Collaboration in the European Social Sciences: Research Policies, Institutional Contexts and the Autonomy of the Scientific Field

Autor/inn/en	Lebeau, Yann; Papatsiba, Vassiliki
Titel	Conceptions and Expectations of Research Collaboration in the European Social Sciences: Research Policies, Institutional Contexts and the Autonomy of the Scientific Field
Quelle	In: European Educational Research Journal, 15 (2016) 4, S.377-394 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.1177/1474904116642777
Schlagwörter	Foreign Countries; Expectation; Social Sciences; Research Administration; Institutional Characteristics; Educational Policy; Educational Practices; International Cooperation; International Educational Exchange; Governance; Interprofessional Relationship; Researchers; Funding Formulas; Group Dynamics; Organizational Climate; Organizational Culture; Organizational Communication; France; Germany; Netherlands; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Expectancy; Erwartung; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Forschungsadministration; Politics of education; Bildungspolitik; Bildungspraxis; Internationale Kooperation; Internationale Zusammenarbeit; Internationaler Austausch; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Researcher; Forscher; Funding; Gruppendynamik; Organisationsklima; Unternehmenskultur; Frankreich; Deutschland; Niederlande; Großbritannien
Abstract	This paper investigates the interactions between policy drivers and academic practice in international research collaboration. It draws on the case of the Open Research Area (ORA), a funding scheme in the social sciences across four national research agencies, seeking to boost collaboration by supporting "integrated" projects. The paper discusses the scheme's governance and its place within the European policy space before turning to awarded researchers' perceptions of its originality and impact on their project's emergence and development. Drawing on Bourdieu's field theory, we analyse the scheme's capacity to challenge researchers' habitual collaborative practice as well as the hierarchical foundations of the social science field. We relate the discourses of researchers, located in France, Germany, The Netherlands and the United Kingdom, to such structural dimensions of the academic profession as, disciplinary cultures, institutional environments and national performance management of research careers. The paper argues that the ORA introduced novel mechanisms of power sharing and answerability in social sciences research capable of unsettling the autonomy of the scientific field. This analysis offers a new perspective on the often unquestioned superiority of the model of international collaboration induced by schemes such as the ORA. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01