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From Effects of Governance to Causes of Epistemic Change.

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Title: From Effects of Governance to Causes of Epistemic Change.
Authors: Gläser, Jochen1,2 Jochen.Glaeser@tu-berlin.de
Source: Minerva: A Review of Science, Learning & Policy. Sep2024, Vol. 62 Issue 3, p309-337. 29p.
Subject Terms: *Qualitative research, Epistemics, Empirical research, Science & state, Research evaluation
Abstract: In this paper I argue that the attempts by science studies to identify epistemic effects of new governance instruments have largely failed. I suggest two main reasons for this failure. The first reason is that neither quantitative nor qualitative studies of effects of governance instruments meet the respective methodological standards for establishing causality. While much of this could be repaired, the second reason is more severe: given the complex causal web between governance and knowledge production and the multi-level nature of causation, a strategy that starts from a particular governance instrument and tries to identify its effects cannot work. I propose to reverse this strategy by starting from the observation of epistemic change and applying a strategy of "causal reconstruction" (Mayntz), which identifies the causes of this epistemic change and among them the contribution by governance. This approach has the advantage of starting from well-identified change. Challenges posed by the new approach include the empirical identification of epistemic change and the need to integrate sociological methods in science policy studies. [ABSTRACT FROM AUTHOR]
Copyright of Minerva: A Review of Science, Learning & Policy is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: From Effects of Governance to Causes of Epistemic Change.
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  Data: <searchLink fieldCode="AR" term="%22Gläser%2C+Jochen%22">Gläser, Jochen</searchLink><relatesTo>1,2</relatesTo><i> Jochen.Glaeser@tu-berlin.de</i>
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  Data: *<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br /><searchLink fieldCode="DE" term="%22Epistemics%22">Epistemics</searchLink><br /><searchLink fieldCode="DE" term="%22Empirical+research%22">Empirical research</searchLink><br /><searchLink fieldCode="DE" term="%22Science+%26+state%22">Science & state</searchLink><br /><searchLink fieldCode="DE" term="%22Research+evaluation%22">Research evaluation</searchLink>
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  Data: In this paper I argue that the attempts by science studies to identify epistemic effects of new governance instruments have largely failed. I suggest two main reasons for this failure. The first reason is that neither quantitative nor qualitative studies of effects of governance instruments meet the respective methodological standards for establishing causality. While much of this could be repaired, the second reason is more severe: given the complex causal web between governance and knowledge production and the multi-level nature of causation, a strategy that starts from a particular governance instrument and tries to identify its effects cannot work. I propose to reverse this strategy by starting from the observation of epistemic change and applying a strategy of "causal reconstruction" (Mayntz), which identifies the causes of this epistemic change and among them the contribution by governance. This approach has the advantage of starting from well-identified change. Challenges posed by the new approach include the empirical identification of epistemic change and the need to integrate sociological methods in science policy studies. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Minerva: A Review of Science, Learning & Policy is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s11024-024-09526-2
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      – SubjectFull: Epistemics
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