Mind the gap

Values in socio-material environments

    Publikation: KonferencebidragPaperForskningpeer review

    Resumé

    In this paper we compare ways of materializing methodology of learning at two different universities. One of our sites of materialization is the basic studies program for social science and business studies students at a new problem-oriented university. The other site is the integrative methods course for communication studies students in a traditional university. Both business studies and communication draw on social science and have, to some extent an applied, focus. Knowing how to do something is thus an important, valued part of students’ education.
    We see education as a continuous inclusion into an academic practice, in this case expressed as academic discourse and situations that structures the educational regime. We situate our approach broadly in practice-based theorizing. In particular, Becker’s (1988) description of a social field of knowing and theories about the role of materiality in practice based studies on knowing (Law 1992, Gherardi 2006, 2010, Svabo 2009) are used as organizing concepts, where the relation between material organizing devices, students as learning subjects, and researchers as experienced practitioners in academia are discussed in order to answer how academic values are translated and transformed within academic education.
    We compare our two sites in terms of values that are propagated, as well as in the spatial and temporal materialities through which these values are enacted. We explore the construction of situations in education of methodology in both systems and prepare a description of how values emerge during the education and how it appears in the organizing process. Finally, we discuss the role of materialities in framing knowledge practices (Law 1987, 1992, Gherardi, 2006, Orlikowski 2007, 2009), illustrating how the material assemblages in evidence are both reflective and constitutive of educational values.
    OriginalsprogEngelsk
    Publikationsdato2010
    Antal sider18
    StatusUdgivet - 2010
    BegivenhedEASST 010 - Practicing Science and Technolopgy, Performing the Social. Engineering Practice: Performing a Profession, Constructing Society - Trento, Italien
    Varighed: 2 sep. 20104 sep. 2010

    Konference

    KonferenceEASST 010 - Practicing Science and Technolopgy, Performing the Social. Engineering Practice: Performing a Profession, Constructing Society
    LandItalien
    ByTrento
    Periode02/09/201004/09/2010

    Emneord

    • space, time and numbers in tertial education organizing

    Citer dette

    Olsen, P. B. (2010). Mind the gap: Values in socio-material environments. Afhandling præsenteret på EASST 010 - Practicing Science and Technolopgy, Performing the Social. Engineering Practice: Performing a Profession, Constructing Society, Trento, Italien.
    Olsen, Poul Bitsch. / Mind the gap : Values in socio-material environments. Afhandling præsenteret på EASST 010 - Practicing Science and Technolopgy, Performing the Social. Engineering Practice: Performing a Profession, Constructing Society, Trento, Italien.18 s.
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    abstract = "In this paper we compare ways of materializing methodology of learning at two different universities. One of our sites of materialization is the basic studies program for social science and business studies students at a new problem-oriented university. The other site is the integrative methods course for communication studies students in a traditional university. Both business studies and communication draw on social science and have, to some extent an applied, focus. Knowing how to do something is thus an important, valued part of students’ education. We see education as a continuous inclusion into an academic practice, in this case expressed as academic discourse and situations that structures the educational regime. We situate our approach broadly in practice-based theorizing. In particular, Becker’s (1988) description of a social field of knowing and theories about the role of materiality in practice based studies on knowing (Law 1992, Gherardi 2006, 2010, Svabo 2009) are used as organizing concepts, where the relation between material organizing devices, students as learning subjects, and researchers as experienced practitioners in academia are discussed in order to answer how academic values are translated and transformed within academic education. We compare our two sites in terms of values that are propagated, as well as in the spatial and temporal materialities through which these values are enacted. We explore the construction of situations in education of methodology in both systems and prepare a description of how values emerge during the education and how it appears in the organizing process. Finally, we discuss the role of materialities in framing knowledge practices (Law 1987, 1992, Gherardi, 2006, Orlikowski 2007, 2009), illustrating how the material assemblages in evidence are both reflective and constitutive of educational values.",
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    Olsen, PB 2010, 'Mind the gap: Values in socio-material environments' Paper fremlagt ved EASST 010 - Practicing Science and Technolopgy, Performing the Social. Engineering Practice: Performing a Profession, Constructing Society, Trento, Italien, 02/09/2010 - 04/09/2010, .

    Mind the gap : Values in socio-material environments. / Olsen, Poul Bitsch.

    2010. Afhandling præsenteret på EASST 010 - Practicing Science and Technolopgy, Performing the Social. Engineering Practice: Performing a Profession, Constructing Society, Trento, Italien.

    Publikation: KonferencebidragPaperForskningpeer review

    TY - CONF

    T1 - Mind the gap

    T2 - Values in socio-material environments

    AU - Olsen, Poul Bitsch

    PY - 2010

    Y1 - 2010

    N2 - In this paper we compare ways of materializing methodology of learning at two different universities. One of our sites of materialization is the basic studies program for social science and business studies students at a new problem-oriented university. The other site is the integrative methods course for communication studies students in a traditional university. Both business studies and communication draw on social science and have, to some extent an applied, focus. Knowing how to do something is thus an important, valued part of students’ education. We see education as a continuous inclusion into an academic practice, in this case expressed as academic discourse and situations that structures the educational regime. We situate our approach broadly in practice-based theorizing. In particular, Becker’s (1988) description of a social field of knowing and theories about the role of materiality in practice based studies on knowing (Law 1992, Gherardi 2006, 2010, Svabo 2009) are used as organizing concepts, where the relation between material organizing devices, students as learning subjects, and researchers as experienced practitioners in academia are discussed in order to answer how academic values are translated and transformed within academic education. We compare our two sites in terms of values that are propagated, as well as in the spatial and temporal materialities through which these values are enacted. We explore the construction of situations in education of methodology in both systems and prepare a description of how values emerge during the education and how it appears in the organizing process. Finally, we discuss the role of materialities in framing knowledge practices (Law 1987, 1992, Gherardi, 2006, Orlikowski 2007, 2009), illustrating how the material assemblages in evidence are both reflective and constitutive of educational values.

    AB - In this paper we compare ways of materializing methodology of learning at two different universities. One of our sites of materialization is the basic studies program for social science and business studies students at a new problem-oriented university. The other site is the integrative methods course for communication studies students in a traditional university. Both business studies and communication draw on social science and have, to some extent an applied, focus. Knowing how to do something is thus an important, valued part of students’ education. We see education as a continuous inclusion into an academic practice, in this case expressed as academic discourse and situations that structures the educational regime. We situate our approach broadly in practice-based theorizing. In particular, Becker’s (1988) description of a social field of knowing and theories about the role of materiality in practice based studies on knowing (Law 1992, Gherardi 2006, 2010, Svabo 2009) are used as organizing concepts, where the relation between material organizing devices, students as learning subjects, and researchers as experienced practitioners in academia are discussed in order to answer how academic values are translated and transformed within academic education. We compare our two sites in terms of values that are propagated, as well as in the spatial and temporal materialities through which these values are enacted. We explore the construction of situations in education of methodology in both systems and prepare a description of how values emerge during the education and how it appears in the organizing process. Finally, we discuss the role of materialities in framing knowledge practices (Law 1987, 1992, Gherardi, 2006, Orlikowski 2007, 2009), illustrating how the material assemblages in evidence are both reflective and constitutive of educational values.

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    M3 - Paper

    ER -

    Olsen PB. Mind the gap: Values in socio-material environments. 2010. Afhandling præsenteret på EASST 010 - Practicing Science and Technolopgy, Performing the Social. Engineering Practice: Performing a Profession, Constructing Society, Trento, Italien.