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A Fractured Profession : Commercialism and Conflict in Academic Science /
"The commercialization of research is one of the most significant contemporary features of US higher education, yet we know surprisingly little about how scientists perceive and experience commercial rewards. Commercialism and Conflict in Academic Science is the first book to systematically exa...
| Autor principal: | |
|---|---|
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Baltimore, Maryland :
Johns Hopkins University Press,
2017.
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| Colección: | Book collections on Project MUSE.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 008 | 171019s2017 mdu o 00 0 eng d | ||
| 020 | |a 9781421423548 | ||
| 020 | |z 9781421423531 | ||
| 035 | |a (OCoLC)1006727642 | ||
| 040 | |a MdBmJHUP |c MdBmJHUP | ||
| 100 | 1 | |a Johnson, David R., |d 1977- |e author. | |
| 245 | 1 | 0 | |a A Fractured Profession : |b Commercialism and Conflict in Academic Science / |c David R. Johnson. |
| 264 | 1 | |a Baltimore, Maryland : |b Johns Hopkins University Press, |c 2017. | |
| 264 | 3 | |a Baltimore, Md. : |b Project MUSE, |c 2017 | |
| 264 | 4 | |c ©2017. | |
| 300 | |a 1 online resource (192 pages). | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 505 | 0 | |a Introduction : professional ideologies in higher education -- Normative tension in commercial contexts -- The reconstruction of meaning and status in science -- Embracing and avoiding commercial trajectories -- Identity work in the commercialized academy -- Conclusion : commercialism and conflict in academic science. | |
| 520 | |a "The commercialization of research is one of the most significant contemporary features of US higher education, yet we know surprisingly little about how scientists perceive and experience commercial rewards. Commercialism and Conflict in Academic Science is the first book to systematically examine the implications of commercialization for both universities and faculty members. Drawing on richly detailed interviews with sixty-one scientists at four universities across the United States, sociologist David R. Johnson explores how an ideology of commercialism produces intraprofessional conflict in academia"-- |c Provided by publisher | ||
| 520 | |a "The commercialization of research is one of the most significant contemporary features of US higher education, yet we know surprisingly little about how scientists perceive and experience commercial rewards. A Fractured Profession is the first book to systematically examine the implications of commercialization for both universities and faculty members from the perspective of academic scientists. Drawing on richly detailed interviews with sixty-one scientists at four universities across the United States, sociologist David R. Johnson explores how an ideology of commercialism produces intraprofessional conflict in academia. The words of scientists themselves reveal competing constructions of status, conflicting norms, and divergent career paths and professional identities. Commercialist scientists embrace a professional ideology that emphasizes the creation of technologies that control societal uncertainties and advancing knowledge toward particular--and financial--ends. Traditionalist scientists, on the other hand, often find themselves embattled and threatened by university and federal emphasis on commercialization. They are less concerned about issues such as conflicts of interest and corruption than they are about unequal rewards, unequal conditions of work, and conflicts of commitment to university roles and basic science. Arguing that the division between commercialists and traditionalists represents a new form of inequality in the academic profession, this book offers an incisive look into the changing conditions of work in an era of academic capitalism. Focusing on how the profit motive is reshaping higher education and redefining what faculty are supposed to do, this book will appeal to scientists and academics, higher education scholars, university administrators and policy makers, and students considering a career in science"-- |c Provided by publisher | ||
| 588 | |a Description based on print version record. | ||
| 650 | 7 | |a Konflikt |2 gnd | |
| 650 | 7 | |a Kommerzialisierung |2 gnd | |
| 650 | 7 | |a Wissenschaft |2 gnd | |
| 650 | 7 | |a Universities and colleges |x Faculty. |2 fast |0 (OCoLC)fst01161748 | |
| 650 | 7 | |a Science |x Study and teaching (Higher) |x Economic aspects. |2 fast |0 (OCoLC)fst01108459 | |
| 650 | 7 | |a Research |x Economic aspects. |2 fast |0 (OCoLC)fst01095186 | |
| 650 | 7 | |a SCIENCE |x Study & Teaching. |2 bisacsh | |
| 650 | 7 | |a MEDICAL |x Public Health. |2 bisacsh | |
| 650 | 7 | |a SCIENCE |x General. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Higher. |2 bisacsh | |
| 650 | 7 | |a 02.15 science policy, cultural policy. |0 (NL-LeOCL)077592506 |2 bcl | |
| 650 | 6 | |a Universites |z États-Unis |x Corps enseignant. | |
| 650 | 6 | |a Recherche universitaire |x Aspect economique |z États-Unis. | |
| 650 | 6 | |a Recherche |x Aspect economique |z États-Unis. | |
| 650 | 6 | |a Sciences |x Étude et enseignement (Superieur) |x Aspect economique |z États-Unis. | |
| 650 | 0 | |a College teachers |x Professional relationships |z United States. | |
| 650 | 0 | |a Universities and colleges |z United States |x Faculty. | |
| 650 | 0 | |a Universities and colleges |x Research |x Economic aspects |z United States. | |
| 650 | 0 | |a Research |x Economic aspects |z United States. | |
| 650 | 0 | |a Science |x Study and teaching (Higher) |x Economic aspects |z United States. | |
| 651 | 7 | |a United States. |2 fast |0 (OCoLC)fst01204155 | |
| 655 | 7 | |a Electronic books. |2 local | |
| 710 | 2 | |a Project Muse. |e distributor | |
| 830 | 0 | |a Book collections on Project MUSE. | |
| 856 | 4 | 0 | |z Texto completo |u https://projectmuse.uam.elogim.com/book/56357/ |
| 945 | |a Project MUSE - Custom Collection | ||
| 945 | |a Project MUSE - 2017 Complete | ||
| 945 | |a Project MUSE - 2017 Higher Education | ||