Making a New and Pliable Professor: American and Soviet Transformations in German Universities, 1945–1990

This article discusses the history of American and Soviet transformations in German universities during the period of the Cold War, 1945–1990. Both American and Soviet policies were resisted by the university community, particularly by the conservative German professoriate, in both parts of the divided Germany. The article shows how and why both American and Soviet policies of the reforms of German universities were eventually failed.     

Serving Science and the State: Mining Science in France, 1794–1810

The revolutionary period in France marked a turning point in the history of the profession of mining engineering and its relation to the State. This essay outlines the changing requirements of the revolutionary government, and describes the ways in which the State and its engineering professionals responded to the challenge of combining science and practice.

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The Philippine–American War and the American Debates about the Necessity and Legality of the “Water Cure,” 1901–1903

Abstract

This essay provides a critical genealogical study of the “water cure” controversies that took place during the Philippine–American War. The author extends the work of Foucault and Agamben to argue that a biopolitical review of this controversy illustrates how many of the legal and cultural arguments used to legitimate the water cure have resurfaced in contemporary debates about waterboarding and enhanced interrogations techniques. The essay also illustrates how anti-imperialists and other critics of Theodore Roosevelt's administration tried to use these water-cure debates as discursive vehicles for complaining about the systematic abuse of Filipinos during the Philippine “Insurrection.”     

‘Social Skills’: Following a Travelling Concept from American Academic Discourse to Contemporary Danish Welfare Institutions

The article traces the origin and development of the concept of social skills in first and foremost American academic discourse. As soon as the concept of social skills was coined, the concern for people lacking such skills started and has been on the increase ever since (now sharing public attention with related concepts such as self-control, emotional intelligence and empathy). After the analysis of the academic history of the concept follows an examination of the implementation of a range of assessment instruments and training programmes related to social skills (and lack hereof) in contemporary Danish welfare institutions (more specifically, day nurseries and schools, employment and penal services). The analysis forwarded in the article thus demonstrates how an intellectual idea may develop and travel - and on its journey connect to pre-existing cultural logics and societal concerns. The idea of social skills has through its development been made uncontroversial – everybody wants to be skilful. The concept does, however, convey an individualistic view on social life and imposes a reflexivity over own performance on the participants. Further, its normative character contributes to a problematization of those who are perceived to lack these skills.     

Boundary-Work in the Health Research Field: Biomedical and Clinician Scientists’ Perceptions of Social Science Research

Funding agencies in Canada are attempting to break down the organizational boundaries between disciplines to promote interdisciplinary research and foster the integration of the social sciences into the health research field. This paper explores the extent to which biomedical and clinician scientists’ perceptions of social science research operate as a cultural boundary to the inclusion of social scientists into this field. Results indicated that cultural boundaries may impede social scientists’ entry into the health research field through three modalities: (1) biomedical and clinician scientists’ unfavourable and ambivalent posture towards social science research; (2) their opposition to a resource increase for the social sciences; and (3) clinician scientists procedural assessment criteria for social science. The paper also discusses the merits and limitations of Tom Gieryn’s concept of boundary-work for studying social dynamics within the field of science.

Meanings and Policy Implications of “Transformative Research”: Frontiers, Hot Science, Evolution, and Investment Risk

In recent times there has been a surge in interest on policy instruments to stimulate scientific and engineering research that is of greater consequence, advancing our knowledge in leaps rather than steps and is therefore more “creative” or, in the language of recent reports, “transformative.” Associated with the language of “transformative research” there appears to be much enthusiasm and conviction that the future of research is tied to it. However, there is very little clarity as to what exactly it is and what criteria might be used to design policy instruments to make more of it happen. In this paper, we contribute to the construction of a framework within which some conceptual clarity might be gained. We develop four analogies, or metaphors, that are found in the discourse about “transformative research” and show what they imply for the meaning of the notion and, as a result, both the phenomena that might be associated with it and the levers that would be available to design policy instruments. The analogies serving as theoretical metaphors that we propose, and also document to be present either explicitly or implicitly in the discourse about “transformative research,” are the stock market highlighting risk; the process of evolution and its selection mechanisms; the process of popular culture and the power of “hot” events; and exploration of the frontier of the unknown. No single analogy covers all the relevant issues. Together they help identify a field of phenomena and the potential and challenges “transformative research” presents to policy.     

Science and Engineering Doctoral Student Socialization,Logics, and the National Economic Agenda: Alignment or Disconnect?

This study explores the institutional logics and socialization experiences of STEM doctoral students in the context of the current American economic narrative that is specific to science and technology. Data from qualitative interviews with 36 students at three research universities first reveals a disconnect between a well-established national science and technology policy narrative that is market-oriented and the training, experiences, and perspectives of science and engineering doctoral students. Findings also indicate science and engineering doctoral students mostly understand entrepreneurship and innovation in the contexts of funding research activities and creating social impact, which parallel rather than oppose dominant academic values and norms. Based on the findings, we contend that it is both possible and prudent for universities and graduate programs to pursue strategies that align science and engineering doctoral education with the current national economic agenda and support the personal, professional values and perspectives of students without coming in conflict with the scientific core of the academy.     

European Action Plans for Science–Society Relations: Changing Buzzwords,Changing the Agenda

Minerva - This project began with the changes in the names of the European Commission’s action plans for the relationship between science and society. Analysing the main relevant documents in...