Coordination in the Science System: Theoretical Framework and a Case Study of an Intermediary Organization.

IF 3.2 2区 哲学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Minerva Pub Date : 2013-01-01 DOI:10.1007/s11024-013-9230-1
Laurens K Hessels
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引用次数: 1

Abstract

Many science systems are witnessing the rise of intermediary organizations with a coordinating mission, but to date a systematic understanding of their function and effects is lacking. The aim of this paper is to contribute to the understanding of the coordinating efforts of intermediary organizations. Starting from the definition of coordination as the establishment or strengthening of a relationship among the activities in a system, with the aim to enhance their common effectiveness, I develop a heuristic framework that facilitates the systematic analysis of coordination in science. I illustrate and substantiate my framework with the empirical case study of a Dutch coordination task force in the area of chemical technologies. Thanks to the framework I could disentangle a number of functions that this task force fulfils concerning research programming, funding allocation and supporting interactions and collaborations. This approach enabled me to systematically analyse a very heterogeneous set of processes that each deserve to be called coordination. The analysis yields a clear overview of eight coordination processes that are each described in terms of activities, intervention, relationships, mechanisms and performance. I conclude my paper with suggestions for further research on coordination in the science system.

科学系统中的协调:理论框架与中介组织的个案研究。
许多科学系统正在见证具有协调使命的中介组织的兴起,但迄今为止对其功能和影响缺乏系统的了解。本文的目的是为了有助于理解中介组织的协调努力。我将协调定义为系统中活动之间的关系的建立或加强,目的是提高它们的共同有效性,从这一定义出发,我开发了一个启发式框架,有助于科学上对协调的系统分析。我用荷兰化学技术领域协调工作队的经验案例研究来说明和证实我的框架。多亏了这个框架,我可以理清这个工作组在研究规划、资金分配和支持互动与合作方面的许多职能。这种方法使我能够系统地分析一组非常异构的过程,每个过程都应该被称为协调。分析得出了八个协调过程的清晰概述,每个协调过程都从活动、干预、关系、机制和绩效方面进行了描述。最后,对科学系统中协调问题的进一步研究提出了建议。
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来源期刊
Minerva
Minerva Multiple-
CiteScore
5.20
自引率
4.30%
发文量
26
期刊介绍: Minerva is devoted to the study of ideas, traditions, cultures and institutions in science, higher education and research. It is concerned no less with history than with present practice, and with the local as well as the global. It speaks to the scholar, the teacher, the policy-maker and the administrator. It features articles, essay reviews and ''special'' issues on themes of topical importance. It represents no single school of thought, but welcomes diversity, within the rules of rational discourse. Its contributions are peer-reviewed. Its audience is world-wide.
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