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| title | chunk | source | category | tags | date_saved | instance |
|---|---|---|---|---|---|---|
| Knowledge production modes | 2/2 | https://en.wikipedia.org/wiki/Knowledge_production_modes | reference | science, encyclopedia | 2026-05-05T07:11:38.027257+00:00 | kb-cron |
The so-called Mode 2 is not new; it is the original format of science (or art) before its academic institutionalization in the 19th century. Another question to be answered is why Mode 1 has arisen after Mode 2: the original organizational and institutional basis of science, consisting of networks and invisible colleges. Where have these ideas, of the scientist as the isolated individual and of science separated from the interests of society, come from? Mode 2 represents the material base of science, how it actually operates. Mode 1 is a construct, built upon that base in order to justify autonomy for science, especially in an earlier era when it was still a fragile institution and needed all the help it could get (references omitted). Thus, Mode 1 is essentially a theoretical construct, not a description of actual scientific research, as the boundaries between different disciplines and "basic" and "applied research" have always been blurred. In the same article, Etzkowitz and Leydesdorff use the notion of the triple helix of the nation state (government), academia (university) and industry to explain innovation, the development of new technology and knowledge transfer. Etzkowitz and Leydesdorff argue, "The Triple Helix overlay provides a model at the level of social structure for the explanation of Mode 2 as an historically emerging structure for the production of scientific knowledge, and its relation to Mode 1." Steve Fuller similarly criticized the "modists" view of the history of science because they wrongly give the impression that Mode 1 dates back to seventeenth-century Scientific Revolution whereas Mode 2 is traced to the end of either World War II or the Cold War, whereas in fact the two modes were institutionalized only within a generation of each other (the third and the fourth quarters of the nineteenth century, respectively). Fuller claims that the Kaiser Wilhelm Institutes in Germany, jointly funded by the state, the industry and the universities, predated today's "triple helix" institutions by an entire century. Regarding the conceptual strength of Mode 2, it has been argued that the coherence of its five features is questionable, as there might be a lot of multi-disciplinary, application oriented research that does not show organizational diversity or novel types of quality control. Moreover, Mode 2 lends itself to a normative reading, and authors have criticized the way Gibbons and his co-authors seem to blend descriptive and normative elements. According to Godin, the Mode 2 approach is more a political ideology than a descriptive theory. Similarly, Shinn complains: "Instead of theory or data, the New Production of Knowledge—both book and concept—seems tinged with political commitment".
== Applications to academic research == One of the fields which has implemented mode-based knowledge production research most enthusiastically is that of management and organization studies. MacLean, MacIntosh and Grant offer a review of Mode 2 management research, while MacIntosh, Bonnet, and Eikeland review the ways in which Mode 2-influenced management research has an impact on the lives of those working in organizations; Mode 2's implications have also been considered in terms of business processes The role of the different knowledge production modes has been considered in diverse fields, for example evidence-based policy making, fisheries, entrepreneurship and innovation, medical research, science diplomacy, sustainability science, and working life research.
== Notes ==
== References == Henry Etzkowitz & Loet Leydesdorff, (2000) The dynamics of innovation: from National Systems and Mode 2 to a Triple Helix of university–industry–government relations, * Research Policy, vol 29, pp 109–123. Fuller, Steve, The Governance of Science. (2000). Open University Press. Buckingham. ISBN 0-335-20234-9. Gibbons, Michael; Camille Limoges; Helga Nowotny; Simon Schwartzman; Peter Scott; Martin Trow (1994). The new production of knowledge: the dynamics of science and research in contemporary societies. London: Sage. ISBN 978-0-8039-7794-5. Benoit Godin, (1998) Writing performative history: the new new Atlantis?, Social Studies of Science, vol 28, pp 465–483 Laurens Hessels and Harro van Lente, (2008) Re-thinking new knowledge production: a literature review and a research agenda, Research Policy, vol 37, pp 740–760 Nowotny, Helga; Peter Scott; Michael Gibbons (2001). Rethinking science: knowledge in an age of uncertainty. Cambridge: Polity. ISBN 978-0-7456-2607-9. Arie Rip, (2002) Science for the 21st century. In: Tindemans, P., Verrijn-Stuart, A., Visser, R. (Eds.), The Future of Science and the Humanities, Amsterdam University Press, Amsterdam, pp 99–148 Terry Shinn, (2002) The Triple Helix and new production of knowledge: prepackaged thinking on science and technology, Social Studies of Science, Vol 32, pp. 599–614 Ziman, John (2000). Real Science. What it is, and what it means. Cambridge: Cambridge University Press. ISBN 978-0-521-89310-7.
== Further reading == Limoges, Camille (1996). L'université à la croisée des chemins: une mission à affirmer, une gestion à réformer. Quebec: Actes du colloque ACFAS.CSE.CST, Gouvernement du Québec Ministère de l'Éducation.