| Abstract: | Knowledge has been an organizing logic and one of the major functions of universities since their establishment. Contemporary developments in society and economy seem to bestow even more ‘currency’ to knowledge than ever before. Knowledge production chiefly dictates international university rankings, national science policy making, funding and quality assuring regimes worldwide. The quantity and quality of knowledge production and dissemination seems to justify the social significance and relevance of higher education to national development. The mode of knowledge production is but as varied as it is prolific. Conceptually driven studies could broadly be classified into four non-exclusive and non-exhaustive major strands: Disciplinary cultures, professional cultures, Mode 2, and epistemic cultures. While higher education researchers continue ‘experimenting’ with Mode 2 perspectives and epistemic cultures, the emergence of Mode 3 knowledge production is proclaimed. Analytical frameworks (mentioned in the literature as theories) which claim to align within Mode 3 thinking are developed. Our understanding of how and to what extent Mode 3 theories are distinct from each other, and from Mode 2 and epistemic cultures with regard to particular knowledge production parameters is however unclear. Work that features the possible commonalities and differences among Mode 3 theories, and Mode 2 and epistemic cultures is needed, as it can leave implications regarding the social relevance and significance of higher education to socio-economic development. To partly address this knowledge gap and then to better inform future research, this configurative review aims to map out the conceptual contours of Mode 3 theories in comparison with Mode 2 and epistemic cultures using particular parameters. It examines whether there is cultural convergence, divergence, or emergence within Mode 3 theories, and among Mode 3, Mode 2 and epistemic cultures. In this study, culture as in cultural convergence, divergence, and emergence draws on definitions from epistemic cultures and disciplinary cultures to refer to the socio-cultural, technological, material, methodological, and epistemological features or dimensions of knowledge production. It includes academic norms, traditions, expectations, and other conditions that affect knowledge production. |
