Cette thèse porte sur le rapport université/entreprise au Mexique après 1990. Il s’agit d’une étude de cas sur l’Université Nationale Autonome du Mexique (UNAM), la plus grande université mexicaine et la plus importante institution productrice de connaissances scientifiques au pays. À partir de 1988, l’introduction au Mexique d’une économie du marché a été le point de départ des nombreux changements politiques et économiques qui ont modifié les conditions d’exploitation des organisations et des institutions au pays. Ainsi, depuis 1990, le nouveau contexte politique et économique du Mexique a modifié les politiques gouvernementales vers les institutions publiques y compris celles de la santé et de l’éducation. Pour ce qui est des universités publiques mexicaines, ces politiques ont réduit leur financement et leur ont demandé une participation plus active à l’économie nationale, par la production de connaissances pouvant se traduire en innovation dans le secteur de la production. Ces nouvelles conditions économiques et politiques constituent des contingences auxquelles les universitaires font face de diverses façons, y compris l’établissement des relations avec les entreprises, comme le prescrivent les politiques du gouvernement fédéral élaborées sur la base des recommandations de l’OCDE. En vue de contribuer à la connaissance des relations université/entreprise développées au Mexique, nous avons réalisé notre étude de cas fondée sur une approche méthodologique qualitative à caractère exploratoire qui a recueilli des données provenant de sources documentaires et perceptuelles. Nous avons encadré notre recherche du point de vue de l’organisation par la théorie de la contingence, et pour l’analyse de la production de la connaissance sur la base des modèles de la Triple hélice et du Mode 2. Différents documents de sources diverses, y compris l’Internet, ont été consultés pour l’encadrement des rapports université/entreprise au Mexique et à l’UNAM. Les sources perceptuelles ont été 51 entrevues semi-structurées auprès de professeurs et de chercheurs à temps plein ayant établi des rapports avec des entreprises (dans les domaines de la biomédecine, la biotechnologie, la chimie et l’ingénierie) et de personnes ayant un rôle de gestion dans les rapports des entreprises avec l’institution. Les données recueillies ont montré que la politique de l’UNAM sur les rapports université/entreprise a été aussi flottante que la structure organisationnelle soutenant sa création et formalisation. Toutes sortes d’entreprises, publiques ou privées collaborent avec les chercheurs de l’UNAM, mais ce sont les entreprises parastatales et gouvernementales qui prédominent. À cause du manque d’infrastructure scientifique et technologique de la plupart des entreprises au Mexique, les principales demandes adressées à l’UNAM sont pour des services techniques ou professionnels qui aident les entreprises à résoudre des problèmes ponctuels. Le type de production de connaissance à l’UNAM continue d’être celui du Mode 1 ou traditionnel. Néanmoins, particulièrement dans le domaine de la biotechnologie, nous avons identifié certains cas de collaboration plus étroite qui pointaient vers l’innovation non linéaire proposée par le Mode 2 et la Triple hélice. Parmi les principaux avantages découlant des rapports avec les entreprises les interviewés ont cité l’obtention de ressources additionnelles pour la recherche, y compris de l’équipement et des fonds pour les bourses d’étudiants, mais souvent ils ont observé que l’un des plus gros avantages était la connaissance qu’ils obtenaient des contacts avec les firmes et le sens du réel qu’ils pouvaient intégrer dans la formation des étudiants. Les programmes gouvernementaux du CONACYT pour la science, la technologie et l’innovation ne semblent pas réussir à renforcer les rapports entre les institutions génératrices de la connaissance et le secteur de la production du Mexique. / Since 1988, the introduction of a market economy in Mexico have changed the government policy towards public universities in the country, reducing their budget and asking them to participate more actively in the national economy, by producing knowledge that could translate into innovation in the production sector. The budgetary constraints imposed on Mexican public universities affect their functions of teaching and worsen the conditions for research. The economic and political context after 1990 has created the eventuality in which academics must implement different mechanisms, including the establishment of relations with commercial enterprises as guided by the policies of the federal government, which were developed on the basis of recommendations by the OECD. In order to contribute to the theme of university/enterprise relations developing in Mexico, we conducted a case study on the National Autonomous University of Mexico (UNAM), the largest university and which is the most advanced institution in the development of scientific knowledge in Mexico. Using a methodological approach of qualitative exploration, our case study collected data from documentary and perceptual sources to describe the characteristics of the university/enterprise relationships at the institution. From an organizational point of view, we established the framework of our research on the theory of contingency, and for the analysis of knowledge production we have taken the basis of models of the triple helix and Mode 2. The documents on various important aspects on the framework of the university/enterprise rapport in Mexico and in UNAM have been consulted and 51 semi-structured interviews conducted with persons having institutional experience of work with companies. The target population of the research was composed of two groups: 1) full-time professors (faculty and researchers) working in the fields of biomedicine, biotechnology, chemistry, and engineering, and 2) persons having a management role in the relations between firms and the institution. The institutional policy of UNAM on the university/enterprise relationship and the structure supporting their creation and formalization has varied according to the changing criteria of successive university administrations. There are all kinds of enterprises, both public and private, collaborating with researchers at UNAM, however governmental and quasi-governmental enterprises are predominant. Related to the lack of scientific and technological infrastructure of most enterprises in Mexico, the major requests addressed to UNAM are for technical or professional services to help firms to solve specific problems. Nevertheless, particularly in the field of biotechnology, we identified some cases of closer collaboration pointing to non-linear innovation, as proposed by the Mode 2 and the Triple helix. The interviewed perceived more advantages than disadvantages from these relationships. Among the main benefits the researchers cited the acquisition of additional resources for research, including funds for student scholarships and some equipment, but several of them have remarked the importance of the knowledge coming from this contacts and the sense of reality they can convey in the training of students. On the basis of the answers collected, the government programs drawn up for science, technology and innovation did not seem to succeed in strengthening the relations between the knowledge generating institutions and the productivity sector of Mexico.

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The notion of Mode 2, as a shift from Mode 1 science-as-we-know-it, depicts science as practically relevant, socially distributed and democratic. Debates remain over the empirical substantiation of Mode 2. In particular, our understanding has been impeded by the mutually exclusive framing of Mode 1/Mode 2. Looking at how academic science is justified to diverse institutional interests – a situation associated with Mode 2 – it is asked, “What happens to Mode 1 where Mode 2 is in demand?” This study comprises two sequential phases. It combines interviews with 18 university spinout founders as micro-level Mode 2 exemplars, and macro-level policy narratives from 72 expert witnesses examined by select committees. An interpretive scheme (Greenwood and Hinings, 1988) is applied to capture the internal means-ends structure of each mode, where the end is to satisfy demand constituents, both in academia (Mode 1) and beyond (Mode 2). Results indicate Mode 1’s enduring influence even where non-academic demands are concerned, thus refuting that means and ends necessarily operate together as a stable mode. The causal ambiguity inherent in scientific advances necessitates (i) Mode 1 peer review as the only quality control regime systematically applicable ex ante, and (ii) Mode 1 means of knowledge production as essential for the health and diversity of the science base. Modifications to performance criteria are proposed to create a synergy between modes and justify public investment, especially in the absence of immediate outcomes. The study presents a framework of Mode1/Mode 2 coexistence that eases the problem with the either/or perception and renders Mode 2 more amenable to empirical research. It is crucial to note, though, that this is contingent on given vested interests. In this study, Mode 1’s fate is seen through academic scientists whose imperative is unique from those of other constituents, thereby potentially entailing further struggles and negotiation.

The notion of Mode 2, as a shift from Mode 1 science-as-we-know-it, depicts science as practically relevant, socially distributed and democratic. Debates remain over the empirical substantiation of Mode 2. In particular, our understanding has been impeded by the mutually exclusive framing of Mode 1/Mode 2. Looking at how academic science is justified to diverse institutional interests – a situation associated with Mode 2 – it is asked, “What happens to Mode 1 where Mode 2 is in demand?” This study comprises two sequential phases. It combines interviews with 18 university spinout founders as micro-level Mode 2 exemplars, and macro-level policy narratives from 72 expert witnesses examined by select committees. An interpretive scheme (Greenwood and Hinings, 1988) is applied to capture the internal means-ends structure of each mode, where the end is to satisfy demand constituents, both in academia (Mode 1) and beyond (Mode 2). Results indicate Mode 1’s enduring influence even where non-academic demands are concerned, thus refuting that means and ends necessarily operate together as a stable mode. The causal ambiguity inherent in scientific advances necessitates (i) Mode 1 peer review as the only quality control regime systematically applicable ex ante, and (ii) Mode 1 means of knowledge production as essential for the health and diversity of the science base. Modifications to performance criteria are proposed to create a synergy between modes and justify public investment, especially in the absence of immediate outcomes. The study presents a framework of Mode1/Mode 2 coexistence that eases the problem with the either/or perception and renders Mode 2 more amenable to empirical research. It is crucial to note, though, that this is contingent on given vested interests. In this study, Mode 1’s fate is seen through academic scientists whose imperative is unique from those of other constituents, thereby potentially entailing further struggles and negotiation.

Canadian science policy has increasingly linked the value of academic knowledge to its contribution to economic competitiveness. A market vision of scientific quality is embedded in new funding criteria which encourage academic scientists to collaborate with industry, generate intellectual property, and found companies. While the “Mode 2” thesis advanced by Gibbons and Nowotny asserts that quality criteria in science are changing to incorporate economic relevance, there is little empirical evidence to either refute or substantiate this claim. Using Bourdieu’s theory of practice, this study explores the responses of basic health scientists to market-oriented funding criteria. The goal of the study was to understand how scientists, occupying different positions of power in the scientific field, defined “good science” and pursued scientific prestige. Twenty semi-structured interviews were carried out with 11 scientists trained before and 9 trained after the rise of market-oriented science policy. Data derived from Curriculum Vitae and Background Information Forms were used to estimate the type and volume of capital each participant held. Scientific capital, as reflected in peer-reviewed publications and grants, was perceived as the dominant form of recognition of scientific quality. However, “entrepreneurial capital”, as reflected in patents, licenses, industry funding and company spin-offs, functioned as a new form of power in accessing resources. Study participants adopted different positions in a symbolic struggle over competing visions of “good science” and used different strategies to acquire scientific prestige. Some pursued a traditional strategy of accumulation of scientific capital, while others sought to accumulate and convert entrepreneurial capital into scientific capital. Findings suggest that there is no longer a single symbolic order in the scientific field, but that the field is stratified according to a scientific and market logic. Hence, support is provided for both continuity with “Mode 1” and change towards “Mode 2” evaluation of academic quality.

Canadian science policy has increasingly linked the value of academic knowledge to its contribution to economic competitiveness. A market vision of scientific quality is embedded in new funding criteria which encourage academic scientists to collaborate with industry, generate intellectual property, and found companies. While the “Mode 2” thesis advanced by Gibbons and Nowotny asserts that quality criteria in science are changing to incorporate economic relevance, there is little empirical evidence to either refute or substantiate this claim. Using Bourdieu’s theory of practice, this study explores the responses of basic health scientists to market-oriented funding criteria. The goal of the study was to understand how scientists, occupying different positions of power in the scientific field, defined “good science” and pursued scientific prestige. Twenty semi-structured interviews were carried out with 11 scientists trained before and 9 trained after the rise of market-oriented science policy. Data derived from Curriculum Vitae and Background Information Forms were used to estimate the type and volume of capital each participant held. Scientific capital, as reflected in peer-reviewed publications and grants, was perceived as the dominant form of recognition of scientific quality. However, “entrepreneurial capital”, as reflected in patents, licenses, industry funding and company spin-offs, functioned as a new form of power in accessing resources. Study participants adopted different positions in a symbolic struggle over competing visions of “good science” and used different strategies to acquire scientific prestige. Some pursued a traditional strategy of accumulation of scientific capital, while others sought to accumulate and convert entrepreneurial capital into scientific capital. Findings suggest that there is no longer a single symbolic order in the scientific field, but that the field is stratified according to a scientific and market logic. Hence, support is provided for both continuity with “Mode 1” and change towards “Mode 2” evaluation of academic quality.

The objective for my research has been to put forward and discuss some aspects of knowledge production in relation to the epistemological positions of feminist technoscience, which lay emphasis on the contextual and the social embeddedness of both research and technology. My main inquiry has been how the relation between the subject and the surrounding context can be perceived epistemologically and how this in turn can be connected to and found relevant to the supposed new mode of knowledge production termed Mode 2. The licentiate thesis is built on three essays which together form my main arguments around the epistemological questions of if and how it is possible to gain and attain knowledge, and how its value might be ascertained. In the three essays I have attempted to illustrate some aspects of and possible hindrances to understanding and knowledge, while addressing what a feminist technoscience epistemology could signify for knowledge production. My intention in these three essays has also been to emphasize the ideological foundation of epistemological understandings, its implications both on what is viewed and valued as knowledge, and on what purpose knowledge production and research should have for and in society. In relation to these discussions I have tried to underline how feminist technoscience, as a research field, should be open to ongoing discussions about its own methodological, epistemological and ideological stances and its effects on research and society.

e-Learning, defined as the use of information and communications technology (ICT) for supporting the educational process, has motivated Tanzania to apply ICT in its education systems. Tanzanian secondary schools which are geographically and socially isolated face a number of problems, including a way to get learning materials. The impact of these problems is poor performance in National Examinations. This poor performance however is most noted in science and mathematics. The problem in get- ting learning materials can be reduced by employing ICT. This research developed an interactive e-learning management system (e-LMS) to be used by Tanzanian secondary schools. Tanzania Secondary Schools e-Learning (TanSSe-L) system is the name adopted for an interactive e-LMS developed. The re- search is aimed at supporting teaching and learning functions by allowing for the creation and storage of learning materials, making them available, easily accessed and sharable by students from different secondary schools in Tanzania. It is a context- driven research work of knowledge production in a specific context for application. Initially, the research work focused on two selected pilot schools; Kibaha Secondary School and Wali-ul-Asr Girls’ Seminary in Kibaha town, Pwani region. Features of the TanSSe-L system represent the standard form of any secondary school registered by the Ministry of Education and Vocational Training. The development of the TanSSe-L system made use of software engineering discipline. The research used Unified Modelling Language (UML) and integrated Object-Orient- ed System Analysis and Design (OOSA&D) and Model Driven Architecture (MDA) to address the System Development Life Cycle (SLDC) in a systemic way. UML design class diagram (DCD) is a Platform Independent Model (PIM) that was transformed into a Platform Specific Model (PSM) in MDA for implementation. Implementation made use of open source LMS to help generate a timely solution to TanSSe-L system development. In this specific context, focus group discussion as inspired by action re- search methodology was used. The research evolved into a triple helix process in close cooperation with other stakeholders. Finally, it is considered that replication and mirroring will make learning materials highly available to end-users.

The effective use of Information and Communications Technology (ICT) in devel-oping countries like Tanzania is crucial in order to overcome the challenges that are faced countrywide in many sectors, and to reduce the digital divide and improve the economy. ICT is becoming more and more integrated in societies worldwide, its effects are clearly seen in people’s lives as well as on countries’ economy as it opens doors for new opportunities and change the attitude of people towards learning. Secondary schools in Tanzania are facing many problems which hamper students’ learning. This in turn affects their performance in the National examinations hence reducing the growth of a learned society. This research specifically addresses the prob- lem of lack of learning and teaching materials by using ICT tools for the development and delivery of e-Learning content. The research focused on two secondary schools, namely, the Wali-Ul-Asr Seminary and Kibaha Secondary School as pilot schools in Kibaha district Pwani region. The research used courseware engineering methodology which integrated instructional design and software engineering. The research was also inspired by the concepts of participatory action research, Mode 2 knowledge production and triple helix, which incorporated stakeholders’ participation throughout the research. The main stakeholders are researchers, students, teachers, head teachers, and Ministry of Education and Vocational Training officials. This is an applied type of research addressing a practical problem in society. The out- come is a pilot package of e-Learning material comprised of sample chapters of Mathematics form III at the pilot site. Blended mode of delivery has been considered using Compact Disc/Digital Versatile Disc Read Only Memory, the Tanzania Secondary Schools e-Learning (TanSS-L) System, a customized Moodle platform and by using face to face learning.

Submitted by William Justo Figueiro (williamjf) on 2015-08-20T18:30:14Z No. of bitstreams: 1 20e.pdf: 4354704 bytes, checksum: 26eee55e1a24f4c160792bddee0f9dcf (MD5) / Made available in DSpace on 2015-08-20T18:30:14Z (GMT). No. of bitstreams: 1 20e.pdf: 4354704 bytes, checksum: 26eee55e1a24f4c160792bddee0f9dcf (MD5) Previous issue date: 2013 / Nenhuma / A pesquisa em processos de negócios vem se desenvolvendo em torno de uma produção do conhecimento disciplinar, tradicional, conhecida como Modo 1 de produção do conhecimento. Os problemas estudados com esta abordagem são resolvidos em um contexto em que o conhecimento acadêmico prevalece, não havendo maiores preocupações com relação a aplicabilidade prática do conhecimento gerado. Sendo assim, este trabalho tem como objetivo dar o primeiro passo no sentido da produção do conhecimento Modo 2, propondo um framework para a produção deste tipo de conhecimento no desenvolvimento da pesquisa em processos de negócios. Para isso, foi realizada uma pesquisa bibliográfica qualitativa e quantitativa para definir e conceituar classes de problemas, transdisciplinares através da avaliação dos últimos 5 anos (2007 – 2012) de publicações da Business Process Management Journal. Com a construção deste framework, as classes de problemas foram lançadas e apresentadas para mostrar o caminho para uma futura agenda de pesquisa em processos de negócios. / The research on business processes has been developed around a production of disciplinary knowledge, traditionally known as Mode 1 of knowledge production. The studied problems are solved with this approach in a context in which academic knowledge prevails, with no major concerns about the practical applicability of the knowledge generated. Thus, this dissertation aims to take the first step towards Mode 2 knowledge production, proposing a framework for the production of this type of knowledge in the development of research in business processes. For this, was conducted a qualitative and quantitative literature search for conceptualize and define classes of problems through multidisciplinary evaluation of the last 5 years (2007-2012) in publications of Business Process Management Journals. The objectives of this study were achieved with the construction of this framework, where classes of problems have been launched and presented to show the way for a future research agenda in business processes.