Epistemic Corruption and the Research Impact Agenda

Autor/inn/en	Kidd, Ian James; Chubb, Jennifer; Forstenzer, Joshua
Titel	Epistemic Corruption and the Research Impact Agenda
Quelle	In: Theory and Research in Education, 19 (2021) 2, S.148-167 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chubb, Jennifer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1477-8785
DOI	10.1177/14778785211029516
Schlagwörter	Educational Researchers; Higher Education; Deception; Epistemology; Foreign Countries; Ethics; United Kingdom; Australia + Suchen Sie Ihr Suchwort? Erziehungswissenschaftler; Erziehungswissenschaftlerin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Täuschung; Erkenntnistheorie; Ausland; Ethik; Großbritannien; Australien
Abstract	Contemporary epistemologists of education have raised concerns about the distorting effects of some of the processes and structures of contemporary academia on the epistemic practice and character of academic researchers. Such concerns have been articulated using the concept of epistemic corruption. In this article, we lend credibility to these theoretically motivated concerns using the example of the research impact agenda during the period 2012-2014. Interview data from UK and Australian academics confirm that the impact agenda system, at its inception, facilitated the development and exercise of epistemic vices. As well as vindicating theoretically motivated claims about epistemic corruption, inclusion of empirical methods and material can help us put the concept to work in ongoing critical scrutiny of evolving forms of the research impact agenda. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01