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Understanding Academic Drift: On the Institutional Dynamics of Higher Technical and Professional Education

机译：理解学术漂移：关于高等职业教育的制度动力

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摘要

'Academic drift' is a term sometimes used to describe the process whereby knowledge which is intended to be useful gradually loses close ties to practice while becoming more tightly integrated with one or other body of scientific knowledge. Drift in this sense has been a common phenomenon in agriculture, engineering, medicine and management sciences in several countries in the 19th and 20th centuries. Understanding drift is obviously important, both to practitioners concerned that higher education should be relevant to practice, but also to historians who seek to make sense of long-term trends in knowledge-production. It is surprising, therefore, that although the existence of drift has been widely documented, remarkably little attention has been given so far to explaining it. In this paper I argue that drift is not an invariant universal tendency but a historically specific one which arises under particular circumstances. I outline a model of institutional dynamics which seeks to explain why drift has occurred at some institutions but not others. In the second section I explore the implications of the model for educationists and policy-makers concerned with the reform of higher education in these areas.
机译：“学术漂移”是一个有时用来描述过程的术语，旨在使有用的知识逐渐失去与实践的联系，同时与一个或其他科学知识体系更加紧密地结合在一起。从这个意义上讲，漂移已成为19世纪和20世纪几个国家农业，工程，医学和管理科学领域的普遍现象。理解漂移显然很重要，这不仅对于关注高等教育应该与实践相关的实践者，而且对于那些试图弄清知识生产的长期趋势的历史学家都非常重要。因此，令人惊讶的是，尽管已广泛记录了漂移的存在，但迄今为止，很少有人对漂移进行解释。在本文中，我认为漂移不是不变的普遍趋势，而是在特定情况下出现的历史特定趋势。我概述了一种制度动力学模型，该模型试图解释为什么某些机构出现了漂移，而其他机构却没有。在第二部分中，我探讨了该模型对关注这些领域高等教育改革的教育家和决策者的意义。

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