Martin Trow’s research while affiliated with Barcelona Media and other places

... Decades of research in sustainability scholarship suggest that facilitating long-term sustainability transformations requires deliberate collaborations between researchers and practitioners integrating diverse forms of knowledge, insights, and approaches for addressing complex environmental challenges (Lang et al. 2012, Page et al. 2016, Schneider et al. 2019. Consequently, there has been an increased focus on interdisciplinary and transdisciplinary research in sustainability sciences (Klein 2004, Spangenberg 2011 and the corresponding emergence of conceptual tools such as post-normal science (Funtowicz and Ravetz 1993), mode 2 knowledge production (Gibbons et al. 1994, Nowotny et al. 2003, and knowledge co-production (Cash et al. 2003, Wyborn et al. 2019, Norström et al. 2020, all of which signal the need for broadening the idea of experts beyond academia. These developments have led to the reshaping of the researcher's role in society (Pohl et al. 2010, Wittmayer and Schäpke 2014, Bednarek et al. 2018) and a push toward reevaluating relationships between universities and their surrounding communities (Trencher et al. 2014, König 2015, Leal Filho et al. 2022 to conduct more socially embedded and solutions-oriented research (Kemmis 2009, Miller et al. 2014, Balvanera et al. 2017). ...

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Enabling barrio innovation: a grassroots approach for centering community initiatives in just sustainability transformations

... Since SSH research is concerned primarily with studying the human condition, how individuals relate and behave and how societies are organized, research in the context of application and reflexivity are inherent characteristics of these disciplines (Gibbons et al., 1994). Although there might appear to be strong links between SSH research and societal needs, this does not imply direct engagement of researchers with the potential beneficiaries of their research activities: conducting research on social phenomena and interacting with the potential users of that research are different activities. ...

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Knowledge transfer activities in social sciences and humanities: Explaining the interactions of research groups with non-academic agents

... internacionales tiene en las universidades brasileñas; analizar el modelo de internacionalización ejercido por la Universidad de São Paulo y las consecuencias de esa política en la realidad académica. El aporte teórico se basa en Ortiz (2007), Santos (2001) y Mignolo (2000), para referenciar los conceptos de mundialización y globalización; Mignolo (2000) y Pennycook (2007) quienes esbozan un panorama histórico del proceso de globalización en América y su relación con el conocimiento académico; Slaughter y Leslie (2001), quienes analizan el concepto de capitalismo académico; Gibbons et al. (1997), que analiza la conversión de las universidades en industrias del conocimiento que generan miles de millones de dólares; Altabach (2001) y Miúra (2006), que analizan la internacionalización de las universidades; Morosini (2011), Didriksson (1997), Lima y Maranhão (2009) y Vuilletet (2005, quienes discuten los modelos y conceptos de internacionalización existentes. Las metodologías utilizadas fueron: investigación bibliográfica sobre el tema, investigación descriptiva y exploratoria en la que analizamos la internacionalización de la Universidad de São Paulo. ...

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O ensino superior e a internacionalização na Universidade de São Paulo

... En lo que respecta a la vida académica, la globalización ha tenido efectos que pueden sintetizarse en: a) nuevas formas de vinculación laboral entre los docentes e investigadores y las casas de estudios (Sisto, 2005(Sisto, y 2007; b) presiones para aumentar la productividad del trabajo académico, principalmente medido en términos de publicaciones en revistas extranjeras, subsidios externos a la investigación y patentes (Galcerán, 2007); c) internacionalización del aprendizaje, con un aumento sostenido de la movilidad estudiantil que, en algunos casos, favorece la diversidad en el aula (Pérez, 2003); d) internacionalización de la investigación, con presiones internas y externas para formar equipos de trabajo multinacionales (Becher y Trowler, 2001); e) masificación de la educación superior que no ha sido acompañada por un incremento de los fondos públicos, lo que ha generado déficit de infraestructura y de personal (García, 2007), y f) control externo de la actividad académica mediante la evaluación de pares (Fernández, 2007) y el mercado (Baert y Shipman, 2005). Para los países en desarrollo, la cuestión se agrava debido a la escasa participación del sector privado en la investigación, más allá de pequeños emprendimientos orientados sobre todo a la docencia (Barsky et al., 2004) Para la mayor parte de los académicos en países en desarrollo, el actual contexto en el que se cruzan tendencias globales del capitalismo con las exigencias propias de la vida académica es complejo. ...

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Pre-capitalist relationships in scientific practices in Argentina

... Nowadays, nation states, multinational organizations, universities, and business enterprises are emphasizing and promoting the notion that the principal means of economic progress and social development are through the adequate capturing of knowledge as a form of capital and investment. Even though there is much diversification in the number and type of knowledge producing organizations, universities as a centre of excellence can promote economic prosperity (Gibbons et al., 1994). Nevertheless, any knowledge produced requires patents by which knowledge-based development is measured and monitored as a form of capital (Powell & Snellman, 2004). ...

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Knowledge-based Development and Its Relation to Economic Prosperity in Developing Countries

... Since finally Etzkowitz & Leydesdorff (2000) expended the understanding of the university within an innovation system, at the same time they explained the important role of universities in the regional context. The authors did it by describing the path shift from "mode 1", which was the traditional concept of knowledge generation by means of a hierarchically, disciplinary and homogeneous approach (Gibbons, 1994), moving to the path of "mode 2", which in addition to a knowledge generation, is also knowledge production and even distribution. This new understanding of the role of a university could also be called in a broader sense the "commercial" role of a university. ...

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Alumni Networks—An Untapped Potential to Gain and Retain Highly-Skilled Workers?