Academia and Public PolicyTowards the co-generation of knowledge and learning processes

  1. Mari Jose Aranguren 1
  2. Miren Larrea 1
  3. James R. Wilson 1
  1. 1 Orkestra – Basque Institute of Competitiveness and University of Deusto
Revista:
Orkestra Working Paper Series in Territorial Competitiveness

ISSN: 1989-1288

Año de publicación: 2009

Número: 3

Tipo: Documento de Trabajo

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Otras publicaciones en: Orkestra Working Paper Series in Territorial Competitiveness

Resumen

Partiendo del actual debate vigente en torno al nuevo rol de la Universidad en la sociedad, este artículo contribuye al análisis de la interacción entre la academia y la sociedad en dos aspectos importantes. En primer lugar, el artículo aborda el análisis de un campo escasamente investigado, el de la relación entre la academia y las políticas públicas. Se argumenta que las relaciones entre la academia y las políticas corren similares riesgos que la relación entre la academia y el mercado; tal y como ocurre con los mercados imperfectos el contexto de las políticas tiende a caracterizarse por concentraciones de poder. Por lo tanto, problemas similares a los que se dan en el debate sobre la comercialización de la actividad universitaria, son también relevantes en este contexto. En segundo lugar, el artículo explora el tema del rol de la academia en su relación con las políticas públicas a través de un ejercicio de autoreflexión sobre el análisis de un caso emergente en la Comunidad Autónoma del País Vasco. El objetivo consiste en reflexionar sobre la línea (mucha veces controvertida) que diferencia la investigación académica orientada a las políticas y la consultoría de las políticas públicas. El análisis destaca algunos de los beneficios que la integración de los principios de la investigación-acción en los proyectos de investigación puede generar y sugiere la relevancia de los procesos de co-generación de conocimiento y aprendizaje entre los académicos y los responsables de diseño de las políticas públicas. Esto tiene implicaciones sobre el horizonte temporal de las relaciones (más a largo plazo que a corto) y sobre las necesidades de formación de estudiantes de doctorado (en metodologías de investigación apropiados para estos procesos).

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