Eco-driven chemical research in the boundary between academia and industry : PhD students' views on science and society

DSpace Repository

Eco-driven chemical research in the boundary between academia and industry : PhD students' views on science and society

Show full item record

Files for download

Find Full text There are no files associated with this item.

Facebook

Simple item record

Publication Article, peer reviewed scientific
Title Eco-driven chemical research in the boundary between academia and industry : PhD students' views on science and society
Author(s) Sjöström, Jesper
Date 2013
English abstract
This paper examines and discusses the views on science and society held among PhD students working in two different industrially and environmentally driven research programmes in the broad area of green chemistry. It is based on thirteen in-depth interviews. The analysis shows three main ways of handling the situation as “post-academic” PhD student: (1) the student sees the PhD work mainly as a job and does not reflect about his/her research or the research funding, (2) the student is satisfied with the post-academic situation, accepts the established innovation policy discourse and is sceptical to traditional academic research, and (3) the student sees collaborative research programmes as a way to get funding, which can be used for secretly done basic research. Most PhD students either emphasise usefulness—in line with the dominating research policy discourse—or they adopt the positivistic view of science as objective and independent of the surrounding society. However, there are only a few signs of “double problematisation”, that is a critical view where both disciplinary-oriented and industry-dependent research are problematised.
DOI http://dx.doi.org/10.1007/s11191-012-9490-4 (link to publisher's fulltext)
Publisher Springer
Host/Issue Science & Education;10
Volume 22
ISSN 1573-1901
Pages 2427-2441
Language eng (iso)
Subject(s) Commercialized science
Post-academic science
University-industry interfaces
Education for Sustainable Development (ESD)
Green Chemistry
Doctoral students
Identity development
Critical thinking
Critical scientific literacy
Bildung
Humanities/Social Sciences
Research Subject Categories::TECHNOLOGY
Handle http://hdl.handle.net/2043/14994 (link to this page)

This item appears in the following Collection(s)

Show full item record

Search


Browse

My Account

Statistics