Abstract
The production of knowledge goes through a dominant moment that according to the typology of Gibbons, Limoges, Nowotny, Schwartzman, Scott and Trow (1997) and other authors is inserted in the production 2 called Emergent mode where a transdisciplinary, heterogeneous and heterarchical structure is predominant. The production of knowledge is carried out in context of application, configured by a diverse set of intellectual and social demands. The importance of knowledge and the impact that science-oriented policies have had on the forms of knowledge production by the scholars of the tertiary education is now recognized. These policies have somehow influenced the academy by moving from a personal activity to a community-based profession, fostering a trend towards collective work, with objectives linked to specific social and economic demands whose cost can only be absorbed by the State or those competitors of the industrial world; it moves between small science (made by individuals or small groups) to a great science characterized by groups of researchers participating in programs and wider networks, fully institutionalized, highly professionalized and clearly specialized. Thus, this communication aims to show the existing relationship between the policies that the Mexican State has been promoting to public universities about the production of knowledge that university scholars develop as part of their substantive functions. It is evident how these policies are being interpreted and operationalized through mechanisms that favor (or not) the production of knowledge and how the results of this production impact both inside the university study houses as well as the social and productive sectors. In particular, a comparative analysis is carried out among five public university institutions that make up the northeast of Mexico.
Highlights
How to cite: Sanchez Rodriguez, L.I., Llado Larraga, D.M., & Dominguez Saldivar, A. (2018)
The perspective of incentive policies and programs is located in the context of: a) an "Audit State", which operates monitoring mechanisms remotely focused on the evaluation of results, leaving the processes to be handled by the university institutions, b) the promotion of new forms of financing supported by a clearer connection of the university with the economy and society, to face and dose the economic resources and the rising costs of higher education and science, c) the administrative modernization of university institutions that are increasingly oriented by clear criteria of efficiency, leaving aside the conducting political model used in the past; and d) the operation of extraordinary remuneration programs based on the evaluation of the performance of scholars based on productivity indicators
The incentive policies have had an incidental effect on the production capacity of Mexican university scholars
Summary
The production of knowledge was not the mission of the universities in their origin. The appearance of universities dates back to the 12th century of the Middle Ages and their main and only mission was about teaching. Humboldt (1993, as cited in Hohendorf, 1999) for whom science constituted the fundamental principle of the university It was in the American universities where the dominant model of this type of institutions was created worldwide. In Latin America and in Mexico, the universities were structured during the Colony according to the Spanish model, influenced by the Napoleonic model of a professionalizing university and gradually incorporated the new tendencies until becoming an institution that organically linked the generation, dissemination and application of the knowledge. Comes the knowledge that privileges interactivity over unilateralism and an exchange between those who possess scientific knowledge and those sectors of society that possess and demand other types of knowledge In this context, the research groups constitute, mainly, the real units in which knowledge is produced, they are the result of the increase of the associability between the scholars and their research objects. Working in groups and networks proves to be more productive and effective than when working in isolation or with poor cooperation
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