Critically Analyse Some of the Implications for Management of the Perceived Shift from Mode 1 Knowledge Production to Mode 2.
OWT 224: Question nine - Critically analyse some of the implications for management of the perceived shift from mode 1 knowledge production to mode 2.
Knowledge may well be defined as “facts, information, and skills acquired through experience or education” (Oxford English Dictionary 2006). Gibbons et al. (1994) introduced the concept of mode 1 and mode 2 knowledge production, the aim of introducing the two modes, “essentially heuristic in that they clarify the similarities and differences between the attributes of each and help us understand and explain trends that can be observed in all modern societies” (Gibbons et al. 1994, p.1). Mode 1 could be described as the dominant, traditional mode of knowledge production; it is knowledge generated within a specific disciplinary, cognitive, and primarily academic context, whilst mode 2 embodies, “knowledge generated outside academic institutions in broader, transdisciplinary social and economic contexts” (Baber 1995). Undoubtedly mode 2 has ever more increasing prominence; he claims “while mode 2 may not be replacing mode 1, mode 2 is different from mode 1 in nearly every respect” (Gibbons et al. 1994, Vii). Mode 2 knowledge is carried out in a context of application, in contrast to mode 1 where problems are set and solved in a context governed by academic interests of a particular community. Mode 2 is trans-disciplinary, whereas mode 1 is disciplinary, Mode 2 is characterised by heterogeneity, mode 1 by homogeneity. Organisationally mode 2 is heterarchical and transients opposed to the more traditional; mode 1 which is hierarchical and tends to preserve its form. Each mode employs a different type of quality control; mode 2 could be said to be more socially accountable and reflexive (Gibbons et al. 1994). “Mode 2 is a response to the needs of both science and society. It is irreversible. The problem is how to understand and manage it.” (Gibbons et al. 1994, p.11). In this paper I shall discuss several
Knowledge may well be defined as “facts, information, and skills acquired through experience or education” (Oxford English Dictionary 2006). Gibbons et al. (1994) introduced the concept of mode 1 and mode 2 knowledge production, the aim of introducing the two modes, “essentially heuristic in that they clarify the similarities and differences between the attributes of each and help us understand and explain trends that can be observed in all modern societies” (Gibbons et al. 1994, p.1). Mode 1 could be described as the dominant, traditional mode of knowledge production; it is knowledge generated within a specific disciplinary, cognitive, and primarily academic context, whilst mode 2 embodies, “knowledge generated outside academic institutions in broader, transdisciplinary social and economic contexts” (Baber 1995). Undoubtedly mode 2 has ever more increasing prominence; he claims “while mode 2 may not be replacing mode 1, mode 2 is different from mode 1 in nearly every respect” (Gibbons et al. 1994, Vii). Mode 2 knowledge is carried out in a context of application, in contrast to mode 1 where problems are set and solved in a context governed by academic interests of a particular community. Mode 2 is trans-disciplinary, whereas mode 1 is disciplinary, Mode 2 is characterised by heterogeneity, mode 1 by homogeneity. Organisationally mode 2 is heterarchical and transients opposed to the more traditional; mode 1 which is hierarchical and tends to preserve its form. Each mode employs a different type of quality control; mode 2 could be said to be more socially accountable and reflexive (Gibbons et al. 1994). “Mode 2 is a response to the needs of both science and society. It is irreversible. The problem is how to understand and manage it.” (Gibbons et al. 1994, p.11). In this paper I shall discuss several
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