Epistemic corruption and the research impact agenda

Jennifer Alison Chubb

doi:10.1177%2F14778785211029516

Epistemic corruption and the research impact agenda

Jennifer Alison Chubb

Computer Science

Research output: Contribution to journal › Article › peer-review

Abstract

Contemporary epistemologists of education have raised concerns about the distorting effects of some of the processes and structures of contemporary academia on the epistemic practice and character of academic researchers. Such concerns have been articulated using the concept of epistemic corruption. In this article, we lend credibility to these theoretically motivated concerns using the example of the research impact agenda during the period 2012–2014. Interview data from UK and Australian academics confirm that the impact agenda system, at its inception, facilitated the development and exercise of epistemic vices. As well as vindicating theoretically motivated claims about epistemic corruption, inclusion of empirical methods and material can help us put the concept to work in ongoing critical scrutiny of evolving forms of the research impact agenda.

Original language	English
Journal	Theory and Research in Social Education
Volume	19
Issue number	2
DOIs	https://doi.org/10.1177%2F14778785211029516
Publication status	Published - 17 Jul 2021

Bibliographical note

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10.1177%2F14778785211029516Licence: CC BY

14778785211029516
© The Author(s) 2021
Final published version, 147 KBLicence: CC BY

Cite this

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