Mots-clés
economía basada en el conocimiento y cambio social
producción de conocimiento e investigación
transformación de la universidad de investigación
desarrollo sustentable
Comment citer
Résumé
Con el final de la guerra fría, la política económica neoliberal y los cambios sociales influenciados por el mercado a nivel mundial, las universidades de investigación han perdido la exclusividad de ser los únicos lugares de producción de conocimiento. Centros de investigación en el sector económico y otros grupos de la sociedad cada vez se involucran más en esta tarea para cumplir con los requisitos de la "nueva economía" y los objetivos de desarrollo de la sociedad. Más que nunca, los sectores de conocimiento emergentes van creando alianzas entre los gobiernos, la industria y la investigación en la universidad para producir conocimiento que genere competitividad, creación de riqueza y desarrollo científico-tecnológico. Estas alianzas, a su vez, han transformado las universidades y su relación con la sociedad. En este contexto, este artículo analiza las tendencias y retos de la universidad de investigación y las opciones que tiene para contribuir y cumplir con sus responsabilidades en la sociedad. Se presentan algunos asuntos y propuestas para abrir la discusión sobre el rol y el futuro de la creación de conocimiento académico, el cambio social y el desarrollo de las sociedades del conocimiento emergentes.
Cómo citar:
Aponte-Hernández, E. (2015). Knowledge Production, Social Change and the Future of Research Universities: Trends and challenges. Cuaderno de Investigación en la Educación, 30, 91-124. Recuperado a partir de https://revistas.upr.edu/index.php/educacion/article/view/13247
Références
Abramowitz, M., & David, P A. (1996). Technological change and the rise of intangible investments: The US economy growth path in the knowledge based economy. Paris: OECD.
Altbach, P. G. (2011). Leadership for world-class universities: Challenges for developing countries. New York: Routledge.
Altbach, P., & Salmi, J. (Eds.). (2011). The road to academic excellence: The making of world-class research universities. Washington: The World Bank.
Aponte, E. (2002). Hacia la universidad de autogestión del conocimiento. Cuaderno de Investigación en la Educación, 8. Recuperado de http://cie.uprrp.edu/cuaderno/ediciones/18/pdfcuaderno18/
c18art3.pdf
Aponte, E. (2012). La educación superior del futuro en la encrucijada: Entre lo público y privado ante los retos de la comercialización. In J. R. De la Fuente & A. Didriksson (Eds.), Universidad, responsabilidad social y bien público. México: Editorial Universidad de Guadalajara.
Aponte, E. (Ed.). (2015). La responsabilidad social de las universidades: Implicaciones para la América Latina y el Caribe. Caracas, Venezuela: IESALC UNESCO.
Aponte-Hernández, E. (2014). La Universidad en la masificación de la educación superior: Identidad, misión y funciones alteradas. Kalathos: Revista Transdisciplinaria Metro-Inter, 7(2). Retrieved from http://kalathos.metro.inter.edu/kalathos_mag/publications/La-Universidad-en-la-masificacion.pdf
Aponte-Hernández, E., & Molina-Iturrondo, A. (2008). Research and knowledge creation in the Caribbean for endogenous development and building autonomous knowledge societies: The University of Puerto Rico and beyond. In H. Vessuri & U. Teichler (Eds.), Universities as centers of research and knowledge creation: An endangered species? (pp. 81-89). Rotherdam: Sense Publishers.
Atkinson, R. D., & Ezell, S. J. (2012). Innovation economics: The race for global advantage. New Haven: Yale University Press.
Barnett, R. (2005) Reshaping the university: New relationships between research, scholarship and teaching.UK: Open University Press.
Barnett, R., & Griffin, A. (Eds.). (1997). The end of knowledge in higher education. London: Cassell.
Bauman, Z. (2002). Society under siege. Oxford: Polity Press.
Beck, U. (1992). Risk society: Towards a new modernity. London: Sage.
Bell, D. (1974). The coming of postindustrial society. London: Heinemann Publishers.
Berquist, W., & Parlak, K. (2007). Engaging the six cultures of academe: Revised and expanded edition of the Four Cultures of Academe. San Francisco, CA: Jossey-Bass Publishers.
Bourdieu, P. (1988). Homo Academicus. Cambridge, UK: Polity Press.
Castells, M. (1994). The information age: economy, society and culture. Oxford, Blackwell.
Clark, B. R. (1998). Creating entrepreneurial universities: Organizational pathways of transformation. Oxford: Published for the IAU Press by Pergamon Press.
Crawford, E. T., Shinn, T., & Sörlin, S. (1993). Denationalizing science: The contexts of international scientific practice. Dordrecht, Netherlands: Kluwer Academic Publishers.
David, P., & Foray, D. (2007). Economic fundamentals of knowledge societies (SIEPR Discussion Paper No. 01-14). Retrieved from http://www.stanford.edu/group/siepr/cgi-bin/siepr/?q=system/files/shared/pubs/papers/pdf/01-14.pdf
Deem, R., Hillyard, S., & Reed, M. (2007). Knowledge, higher education and the new managerialism. UK: Oxford University Press.
Delanty, G. (2001). Challenging knowledge: The university in the knowledge society. Buckingham: Society for Research into Higher Education & Open University Press.
Didriksson, A. (2009). La universidad en la sociedad del conocimiento. México: UNESCO.
Drucker, P. (1993). The post-capitalist society. New York: Harper Publishers.
Etzkowitz, H., & Leydesdorff, L. A. (1997). Universities and the global knowledge economy: A triple helix of university-industry-government relations. London: Pinter.
Foray, D. (2004). Economics of knowledge. Cambridge, MA: MIT Press.
Gibbons, M. (1998). Higher education relevance in the 21st century. Washington, D.C: The World Bank. Retrieved from http://www-wds.worldbank.org/servlet/WDSContentServer/WDSP/IB/2000/07/19/000094946_9912220532351/Rendered/PDF/multi_page.pdf
Gibbons, M., Limoges, C., Nowotny, H., Schwartzman, S., Scott, P., & Trow, M. (1994). The new production of knowledge: The dynamics of science and research in contemporary societies. London: SAGE Publications.
Habermas, J. (1989). The idea of the university-learning processes. En J. Habermas & S. W. Nicholsen, The new conservatism: Cultural criticism and the historians‘ debate. (S. W. Nicholson, Trans.), (pp. 100-127). Cambridge, MA: MIT Press.
Hall, S., Held, D., Hubert, D., & Thompson, K. (Eds.). (1995). Modernity: An introduction to modern societies. Oxford: Blackwell Publishers.
Hessels, L. K., & van Lente, H. (2007). Re-thinking new knowledge production: A literature review and a research agenda. Research Policy, 37(4), 740-760.
International Bank for Reconstruction and Development (IBRD). (2002). Constructing knowledge societies: New challenges for tertiary education. Washington, D.C.: World Bank Publications. Retrieved from http://siteresources.worldbank.org/INTAFRREGTOPTEIA/Resources/Constructing_Knowledge_Societies.pdf
International Bank for Reconstruction and Development (IBRD). (2007). Building knowledge economies: Advanced strategies for development. Washington, D.C.: World Bank Publications. Retrieved from http://siteresources.worldbank.org/KFDLP/Resources/461197-
Jarvis, P. (2001). The age of learning: Education and the knowledge society. London: Kogan Page.
Latour, B. (1998). From the World of Science to the World of Research? Science, 280(5361), 208-209. Retrieved from http://www.sciencemag.org/content/280/5361/208.full
Leindestein-Walshok, M. (1995). Knowledge without boundaries: What America‘s research universities can do for the economy, the workplace, and the community. San Francisco: Jossey-Bass.
Lundvall, B. A., & Bjorn, J. (1994). The learning economy. Journal of Industry Studies, 1(2), 23-42.
Machlup, F. (1962). The production and distribution of knowledge in the United States. Princeton, N.J.: Princeton University Press.
Malecki, J. E. (1997). Technology and economic development: The dynamics of local, regional and national competitiveness. Toronto: Longman.
Meister, J. (1998). Corporate universities: Lessons in building a world-class workforce. New York: McGraw-Hill.
Neave, G. (2002). Research and research-training systems: Towards a typology (UNESCO Forum Occasional Paper Series Paper no.1). Retrieved from http://portal.unesco.org/education/es/file_download.php/0378d533b2a6a7672d37b0c06a3658ddGuy+Neave.doc
Neave, G. R. (Ed.). (2000). The universities‘ responsibilities to society: International perspectives. New York: Pergamon.
Newman, J. H. (Ed.). (1996). The idea of a university. New Haven: Yale University Press.
Nowotny, H., Scott, P., & Gibbons, M. (2001). Re-thinking science: Knowledge and the public in an age of uncertainty. Cambridge, UK: Polity.
O‘Connor, J. (2009). The fiscal crisis of the state. New Brunswick, NJ: Transaction Publishers.
Organisation for Economic Co-Operation and Development (OECD). (1996). The Knowledge-Based Economy. Retrieved from http://www.oecd.org/science/sci-tech/1913021.pdf
Palfreyman, D., & Tapper, T. (2009). Structuring mass higher education: Interpreting the process of change. In D. Palfreyman & T. Tapper (Eds.), Structuring mass higher education: The role of elite institutions (pp. 1-10). New York: Routledge.
Peters, M. A. (2013). Education, science and knowledge capitalism: Creativity and the promise of openness. New York: Peter Lang Publishing.
Phillips, P. W. B. (2012). Governing innovation in a knowledge society. In J. Dzisah & H. Eztkowitz (Eds.), The age of knowledge: The dynamics of universities, knowledge and society (pp. 167-191). Chicago: Haymarket Books.
Pikety, T. (2014). Capital in the twenty first century. Cambridge: The Pelkman Press of Harvard University Press.
Polanyi, K. (2001). The great transformation: The political and economic origins of our time. Boston, MA: Beacon Press.
Power, M. (1999). The audit society: rituals of verification. Oxford University Press.
Scott, P. (1995). The globalization of higher education. Brigham,UK: Open University Press.
Siggrard, J. (2004). Mode I and Mode II of knowledge production. Denmark Learning Laboratory. The Danish University of Education (Working Paper). Retrieved from http://edu.au.dk/fileadmin/www.dpu.dk/forskning/forskningsprogrammer/epoke/workingpapers/WP_14.pdf
Stehr, N. (1994). Knowledge society. London. UK: Sage.
Stiglitz, J. (1999). Knowledge as a global public good. In J. Kaul & J. Stern (Eds.), Global public goods: International cooperation in the 21st century (pp. 308-325). New York: Oxford University Press.
Stiglitz, J. E. & Greenwald, B. (2014). Creating a learning society: A new approach to growth, development and social progress: Basic concepts. New York: Columbia University Press.
Tierney, W. G., & Hentschke, G. C. (2007). New players, different game: Understanding the rise of for-profit colleges and universities. Baltimore: Johns Hopkins University Press.
UNESCO. (1998). World Conference on Higher Education in the Twenty-first Century. Paris: UNESCO. Retrieved from http://www.unesco.org/new/en/education/themes/strengthening-education-systems/higher-education/reform-and-innovation/1998-world-conference/
UNESCO. (2005). Towards knowledge societies. Paris: United Nations Educational, Scientific and Cultural Organization. Retrieved from http://unesdoc.unesco.org/images/0014/001418/141843e.pdf
UNESCO. (2009). World Conference on Higher Education. Paris: UNESCO. http://www.unesco.org/new/en/education/themes/strengthening-education-systems/higher-education/reform-and-innovation/world-conference-on-higher-education/
United Nations, Department of Economic and Social Affairs (UN). (2005). Understanding knowledge societies: In twenty questions and answers with the Index of Knowledge Societies. New York: United Nations. Retrieved from http://unpan1.un.org/intradoc/groups/public/documents/UN/UNPAN020643.pdf
Wallerstein, I. (1991). Can there be a 'world culture‘? In Geopolitics and geoculture: Essays on the changing world-system (pp. 184-199). Cambridge: University Press.
Webster, F. (1995). Theories of the information society. London: Routledge.
Weingart, P. (1997). From finalization to Mode II: old wine in new bottles? Social Science Information, 36(4), 591-613.
West, C. M. (2007). The American research university from World War II to Worldwide WEB: The private sector and the emerging MetaUniversity. California: University of California Press.
Ziman, J. (1996). Reliable knowledge: An exploration of the grounds for believe in science. New York: Cambridge University Press.
Ziman, J. (2001). Real science: What it is, what it means. Cambridge: University Press.
El contenido que aparece en la Revista de Educación de Puerto Rico se distribuye gratuitamente y está disponible bajo las prácticas de acceso abierto, de acuerdo con la licencia de Creative Commons, Atribución-NoComercial 4.0 Internacional (CC BY-NC 4.0). Mediante estos principios, la revista y sus autores permiten a los lectores acceder, reproducir y compartir los textos completos de los artículos. Los usuarios deben dar crédito a los autores de forma razonable sin sugerir que tienen el apoyo de ellos. Bajo ninguna circunstancia, los lectores pueden hacer uso de los contenidos con propósitos comerciales. Los autores conservan los derechos de autor sobre sus trabajos.