knowledge as economy, research tied to market logics
post war 1945, production outsourced overseas, shift from industry to intellectual capital
higher education as tool for economic growth, innovation and funding
specialised siloed knowledge, disciplines, mode 1 - no longer suited to the media/service/knowledge economy, applied interdisciplinary mode 2 knowledge, information society, symbolic and digital goods
prestige based on abstraction, neutrality, expertise in ‘universal truths’ - distant and detached
mode 2 as instrumental knowledge, emerging in the 80s
shifting to engage in practise, no longer knowledge for its own sake, social outcome, knowledge ‘in context of application’ (Nowotny et al., 2001), knowledge with measurable outcomes
legal and economic structures to support the shift - eg copyright
wider demand for newer university-style education as information production more central to economy
creative economy, digital transformations
always a varied global modes of production coexisting - agricultural/industrial or information/theoretical/creative
interdisciplinary and policy-driven work
rise of consultancy and performative metrics
mode 3 in response - plural, participatory
reflecting on the process
recognising the complexity of knowing
research as collaborative co-production, not to/around people but with them
digital humanities, context and power, design justice
legitimacy now not prestige-based or economic but tied to inclusion, ethics of care, accountability, etc