This document discusses reconfiguring academic practice and the research ecology. It addresses knowledge orientations, governance models for universities, and knowledge production. It examines knowledge producers like philosophers, librarians, entrepreneurs and researchers. It also analyzes Greimas' actantial model and includes a select bibliography on related topics.

1. Re-configuring academic
practice and the
research ecology
Allan Parsons
University of Westminster
a.parsons@westminster.ac.uk
Presented at the ARLG conference, University of Sussex, 23 June 2014

2. What is your orientation
to:
knowledge
the world
other people?

3. Governance Models
Self-governing
Market-oriented
State-controlled
[“the university without condition”]

4. Knowledge Production
innovations
new technologies
knowledge assets
intellectual property

5. Knowledge Production
codified knowledge
embodied knowledge
collective goods
innovation

6. Five Virtues
technê
epistêmê
phronêsis
sophia
nous [metis]

7. Knowledge Producers
Philosophers
Encyclopaedists
Bibliographers
Librarians

8. Knowledge Producers
Entrepreneur
Technologist
Researcher
Scholar
Teacher
Curator
[Collector]

9. Greimas actantial model
Power
Desire
Control

10. Entrepreneur
TechnologistResearcher
Scholar
Teacher Curator
(Collector)
(Acquirer)
Desire:
Power:
Control:

11. Select Bibliography
Barrett, B. (2011). The Lisbon Treaty’s “Europe 2020” economic growth
strategy and the Bologna Process, European Union Miami Analysis
(EUMA), Special Series, 8 (12).
Cassin, B. and Büttgen, P. (2010). The performative without condition: a
university sans appel. Radical Philosophy, (162), pp.31–37.
Derrida, J. (2001). The Future of the profession or the university
without condition (thanks to the “humanities”, what could take place
tomorrow). In Jacques Derrida and the humanities: a critical reader.
Cambridge: Cambridge University Press, pp. 24–57.
Hebert, L. (2006). The Actantial model. Signo - Applied Semiotic
Theories [Website]. Available at:
http://www.signosemio.com/greimas/actantial-model.asp

12. Select Bibliography
Keeling, R. (2006). The Bologna Process and the Lisbon Research
Agenda: the European Commission’s expanding role in higher education
discourse. European Journal of Education, 41 (2), pp.203–223.
Machlup, F. (1982). Knowledge: its creation, distribution, and economic
significance. Volume II: The Branches of Learning. Princeton, NJ:
Princeton University Press.
Parry, R. (2007). Episteme and techne. The Stanford Encyclopedia of
Philosophy (Fall 2008 Edition), pp.1–17. Available at:
http://plato.stanford.edu/archives/fall2008/entries/episteme-techne/