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To Be or Not to Be Responsible? Academic Research and Social Responsibility
https://doi.org/10.15027/52119
https://doi.org/10.15027/5211964794f8c-8a8b-46af-a1f5-41b017f3b40b
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
HigherEducationForum_19_131.pdf (474.3 KB)
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| Item type | デフォルトアイテムタイプ_（フル）(1) | |||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2023-03-18 | |||||||||||
| タイトル | ||||||||||||
| タイトル | To Be or Not to Be Responsible? Academic Research and Social Responsibility | |||||||||||
| 言語 | en | |||||||||||
| 作成者 |
Avramovic, Aleksandar
× Avramovic, Aleksandar
× Pinheiro, Rómulo
× Asante, Michael
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| アクセス権 | ||||||||||||
| アクセス権 | open access | |||||||||||
| アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||||||||
| 主題 | ||||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | higher education | |||||||||||
| 主題 | ||||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | Norway | |||||||||||
| 主題 | ||||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | excellence | |||||||||||
| 主題 | ||||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | relevance | |||||||||||
| 主題 | ||||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | research valorisation | |||||||||||
| 主題 | ||||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | social impact of research | |||||||||||
| 内容記述 | ||||||||||||
| 内容記述 | Publicly funded universities have been under increasing pressure to provide evidence regarding the economic value of their core activities, not least when it comes to the social benefits accrued from the research mission. This study offers a glimpse of Nordic perspectives on the social impact of research from the positions of policymakers, university leadership, and academics. From a macro perspective, the paper investigates to what extent Norwegian policy actors rely on the excellence/relevance discourse in their plans for the future development of higher education. At the meso level, the study explores how academic leaders make sense of internal and external pressures (drivers and strategic agendas) to produce and transfer knowledge that addresses social problems. Perry and May’s (2006) typology of the relevance–excellence interplay is used as a framework for interpreting the findings. The findings reveal a complex mix of logics underpinning hegemonic discourses, strategic actions, and postures. Excellence and relevance were found to be deeply embedded in the activities of sub-units, academic groups, and individual academics. | |||||||||||
| 言語 | en | |||||||||||
| 出版者 | ||||||||||||
| 出版者 | Research Institute for Higher Education, Hiroshima University | |||||||||||
| 言語 | ||||||||||||
| 言語 | eng | |||||||||||
| 資源タイプ | ||||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||||
| 資源タイプ | departmental bulletin paper | |||||||||||
| 出版タイプ | ||||||||||||
| 出版タイプ | VoR | |||||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||||
| ID登録 | ||||||||||||
| ID登録 | 10.15027/52119 | |||||||||||
| ID登録タイプ | JaLC | |||||||||||
| 関連情報 | ||||||||||||
| 識別子タイプ | ISBN | |||||||||||
| 関連識別子 | 978-4-86637-037-8 | |||||||||||
| 収録物識別子 | ||||||||||||
| 収録物識別子タイプ | ISSN | |||||||||||
| 収録物識別子 | 2432-9614 | |||||||||||
| 収録物識別子 | ||||||||||||
| 収録物識別子タイプ | NCID | |||||||||||
| 収録物識別子 | AA1187795X | |||||||||||
| 開始ページ | ||||||||||||
| 開始ページ | 131 | |||||||||||
| 書誌情報 |
Higher Education Forum Higher Education Forum 巻 19, p. 131-153, 発行日 2022-03 |
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| 旧ID | 52119 | |||||||||||
