Organisation von Wissen. Zwischen Offenheit und Exklusivität
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Dieser Forschungsschwerpunkt beschäftigt sich mit Fragen zur Arbeitswelt, dem Bildungssystem und der Wissenschaft. Vor allem: Wie offen bzw. exklusiv werden Daten und Wissen hier verarbeitet und organisiert? Dabei wird auf Perspektiven aus der Informatik, Wirtschaftsinformatik, Soziologie und Innovationsforschung zurückgegriffen.
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- Item»Schöne neue Lieferkettenwelt«: Workers’ Voice und Arbeitsstandards in Zeiten algorithmischer Vorhersage(transcript Verlag, 2023) Klausner, Lukas Daniel; Heimstädt, Maximilian; Dobusch, Leonhard; Haipeter, Thomas; Helfen, Markus; Kirsch, Anja; Rosenbohm, Sophie
- ItemFrom Research Evaluation to Research Analytics. The digitization of academic performance measurement(2022) Krüger, Anne K.; Petersohn, SabrinaOne could think that bibliometric measurement of academic performance has always been digital since the computer-assisted invention of the Science Citation Index. Yet, since the 2000s, the digitization of bibliometric infrastructure has accelerated at a rapid pace. Citation databases are indexing an increasing variety of publication types. Altmetric data aggregators are producing data on the reception of research outcomes. Machine-readable persistent identifiers are created to unambiguously identify researchers, research organizations, and research objects; and evaluative software tools and current research information systems are constantly enlarging their functionalities to make use of these data and extract meaning from them. In this article, we analyse how these developments in evaluative bibliometrics have contributed to an extension of indicator-based research evaluation towards data-driven research analytics. Drawing on empirical material from blogs and websites as well as from research and policy papers, we discuss how interoperability, scalability, and flexibility as material specificities of digital infrastructures generate new ways of data production and their assessment, which affect the possibilities of how academic performance can be understood and (e)valuated.
- ItemNavigating Through Changes of a Digital World(Springer International Publishing, 2022) Hauk, Nathalie; Hauswirth, Manfred; Werthner, Hannes; Prem, Erich; Lee, Edward A.; Ghezzi, CarloIn this chapter, we address the question of how trust in technological development can be increased. The use of information technologies can potentially enable humanity, social justice, and the democratic process. At the same time, there are concerns that the deployment of certain technologies, e.g., AI technologies, can have unintended consequences or can even be used for malicious purposes. In this chapter, we discuss these conflicting positions.
- ItemSoziologie der Postnormalität(2023) Mundt, IngmarRezension von Stephan Lessenich (2022): Nicht mehr normal: Gesellschaft am Rande des Nervenzusammenbruchs, Berlin: Hanser Berlin. 160 S., ISBN 978-3-446-27383-2, EUR 23,00.
- ItemA Pragmatic Way to Open Management Research and Education: Playfulness, Ambiguity, and Deterritorialization(2022) de Vaujany, François-Xavier; Heimstädt, MaximilianThe open science movement has reached management research and education. Around the world, management scholars discuss, probe, and evaluate ways to make their work practices less ‘closed’ and more ‘open.’ However, how exactly such new work practices change management knowledge and teaching depends, to a large extent, on practitioners’ philosophical interpretation of ‘openness.’ Today, openness in management research and education is mainly interpreted as a feature of the input to or output from knowledge work. These interpretations conceive of research and education as relatively stable entities which can be opened at some clearly defined points. Our study aims to unsettle this conception and propose a new and more radical interpretation of openness. We propose to reconsider openness via the processual approach of American Pragmatism and thereby in a sense that dispenses with requiring the predisposition of research and education as stable entities. Via this interpretation of openness, management research and education can be transformed into a co-productive democratic movement which can bring about knowledge commons interwoven with true managerial and societal problems. To offer a first description of openness as a process that can transform management research and education, we analyze ethnographic material from two types of pragmatist experiments, which the first author facilitated between 2016 and 2021. We identify three key dimensions in the process of opening research and education: playfulness, ambiguity, and deterritorialization. Our study advances debates on the question of how management research can be more immediately helpful to management practitioners and students’ concerns.