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Falkenberg, Ruth I. – Minerva: A Review of Science, Learning and Policy, 2021
In the current research landscape, there are increasing demands for research to be innovative and cutting-edge. At the same time, concerns are voiced that as a consequence of neoliberal regimes of research governance, innovative research becomes impeded. In this paper, I suggest that to gain a better understanding of these dynamics, it is…
Descriptors: Educational Innovation, Epistemology, Teaching Methods, Scientific Research
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Brodin, Eva M.; Avery, Helen – Minerva: A Review of Science, Learning and Policy, 2020
The aim of this study is to investigate how patterns of collaboration and scholarly independence are related to early stage researchers' development in two multidisciplinary learning environments at a Swedish university. Based on interviews with leaders, supervisors, doctoral students, and post docs, results show how early stage researchers'…
Descriptors: Interdisciplinary Approach, Foreign Countries, Doctoral Students, Researchers
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Bezuidenhout, Louise; Ratti, Emanuele; Warne, Nathaniel; Beeler, Dori – Minerva: A Review of Science, Learning and Policy, 2019
Scientific epistemology is a topic that has sparked centuries of philosophical discourse. In particular, understanding the role that scientists play in the creation and perpetuation of scientific knowledge is a subject that continues to be hotly debated. A relative new-comer to scientific epistemology is the field of virtue epistemology, which…
Descriptors: Scientific Research, Epistemology, Scientists, Personality Traits
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Hessels, Laurens K.; Franssen, Thomas; Scholten, Wout; de Rijcke, Sarah – Minerva: A Review of Science, Learning and Policy, 2019
This paper aims to explore disciplinary variation in valuation practices by comparing the way research groups accumulate credibility across four epistemic cultures. Our analysis is based on case studies of four high-performing research groups representing very different epistemic cultures in humanities, social sciences, geosciences and…
Descriptors: Educational Research, Educational Researchers, Credibility, Epistemology