Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/8990
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Knowledge for whose society? Knowledge production, higher education, and federal policy in Canada
Authors: Metcalfe, Amy Scott
Fenwick, Tara
Contact Email: tara.fenwick@stir.ac.uk
Keywords: Canadian higher education
Innovation strategy
Knowledge economy
Research policy
Workforce development
Issue Date: Feb-2009
Publisher: Springer Verlag
Citation: Metcalfe AS & Fenwick T (2009) Knowledge for whose society? Knowledge production, higher education, and federal policy in Canada, Higher Education, 57 (2), pp. 209-225.
Abstract: With the dissemination of its Innovation Strategy in 2002, the Canadian government further solidified its commitment to a knowledge-based national competitiveness strategy. Through the unfolding of a multi-million dollar Workplace Skills Strategy (WSS) agency, and the launch of two research agencies, the Canada Foundation for Innovation (CFI) and the Canadian Council for Learning (CCL), the federal government of Canada has expressed a clear interest in shaping knowledge generation and has established conditions for particular forms of knowledge production. In this paper we analyze the knowledge discourse of these intermediary agencies, and consider implications for higher education, particularly in terms of research support and program development. Using methods of critical discourse analysis, we examined the Calls for Proposals and general program descriptions of the CFI, WSS, and CCL, and found that programmatic discourses are conflicting and ambiguous in terms of research foci, partnerships, and roles of individuals and institutions.
Type: Journal Article
URI: http://hdl.handle.net/1893/8990
DOI Link: http://dx.doi.org/10.1007/s10734-008-9142-4
Rights: The publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.
Affiliation: University of British Columbia
Education

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