This paper presents a method for classifying the varying degrees of interdependency between academic hospitals and universities in the context of the Leiden Ranking. A key question for ranking... Show moreThis paper presents a method for classifying the varying degrees of interdependency between academic hospitals and universities in the context of the Leiden Ranking. A key question for ranking universities is whether or not to allocate the publication output of affiliated hospitals to universities.Hospital nomenclatures vary worldwide to denote some form of collaboration with a university: academic hospitals, teaching hospitals, university hospitals, and academic medical centres do not correspond to universally standard definitions. Thus, rather than seeking a normative definition of academic hospitals, we are proposing a workflow that aligns the university-hospital relationship with one of three general models: full integration of the hospital and the medical faculty into a single organization; health science centres in which hospitals and medical faculty remain separate entities albeit within the same governance structure; and structures in which universities and hospitals are separate entities which collaborate with one another. This classification system provides a standard by which we can allocate publications which note affiliations with academic hospitals.Our three-step workflow effectively translates the three above-mentioned models into two types of instrumental relationships for the assignation of publications: “associate” and “component”. When a hospital and a medical faculty are fully integrated or when a hospital is part of a health science centre, the relationship is classified as component. When a hospital follows the model of collaboration and support, the relationship is classified as associate. The compilation of data following these standards allows for a more uniform comparison between worldwide educational and research systems. Show less
How we think about and act on the usefulness of scientific research has epistemological and political implications: what knowledge consists of, how it comes about and to what ends. In this... Show moreHow we think about and act on the usefulness of scientific research has epistemological and political implications: what knowledge consists of, how it comes about and to what ends. In this dissertation, I situate the usefulness of scientific research in concrete places for knowledge exchange. The exchange of knowledge within and between environments is shaped by many spatial factors: from architectural designs, physical proximity and material infrastructures to city planning, regional development and geopolitics. And not only knowledge travels: also spatial models for research organisation circulate. Focusing on ‘utility spots’ instead of prominent scientists, dominant disciplines or powerful organisations is proposed as a fruitful way to highlight the intersection of political, societal, economic, cultural and scientific developments. In this dissertation I propose and develop the utility spot concept as spatio-historical approach to the epistemology of useful scientific research. This allows me to relate different utility concepts to the histories of science, universities, science policy, and the geopolitics of the Atlantic world in the second half of the twentieth century. Future research into previous, current and future organisation of scientific research with societal value could focus on the politics of proximity (in multiple dimensions) at various utility spots. Show less
University of Colour in Amsterdam demonstrated against the neoliberal university and the perpetuation of coloniality in the curricula. Rhodes Must Fall in Cape Town specifically focused on the... Show moreUniversity of Colour in Amsterdam demonstrated against the neoliberal university and the perpetuation of coloniality in the curricula. Rhodes Must Fall in Cape Town specifically focused on the Fanonian concept of ‘putting the last first’. Both Rhodes Must Fall and the University of Colour centred historically marginalised voices as an aim of the decolonised university. The book argues that epistemic justice requires an unlearning and relearning of being/becoming that is the decolonised self; reimagining the relationship between pedagogy and community, theory and lived experience. It attempts to rethink theoretical frames such as Freudian psychoanalysis from a decolonial feminist perspective. This books seeks to share and encourage more dialogue towards achieving decolonised universities. Show less
