Relevant bibliographies by topics / Social construction of knowledge

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Social construction of knowledge'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Social construction of knowledge"

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Chambres, Patrick. "Social comparison and knowledge construction." Learning and Instruction 3, no. 1 (January 1993): 23–38. http://dx.doi.org/10.1016/s0959-4752(09)80003-0.

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Chang, Bo. "Patterns of Knowledge Construction." Adult Education Quarterly 68, no. 2 (January 12, 2018): 108–36. http://dx.doi.org/10.1177/0741713617751174.

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The purpose of this study was to identify knowledge construction patterns in a local learning community. Observation, documents, and semistructured interviews were employed to collect data. Twenty learners were interviewed. Data were analyzed inductively using the constant comparative method. Five major patterns—radiation, circulation, simulation, socialization, and contextualization—were generalized from an analysis of the data, and their applications in practice were discussed. These patterns concretize the ideas of social construction and emphasize the different aspects of learning in the process of constructing knowledge. The five patterns indicate how knowledge is socially constructed when learners interact with others and their surroundings. This article reveals the main factors that play significant roles in knowledge construction, such as social interactions, social relationships and social connections, knowledge relevance, and knowledge and its social entities.
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Sassower, Raphael. "Book Review: Knowledge and Social Construction." Philosophy of the Social Sciences 36, no. 4 (December 2006): 500–502. http://dx.doi.org/10.1177/0048393106293460.

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JORDANOVA, LUDMILLA. "The Social Construction of Medical Knowledge." Social History of Medicine 8, no. 3 (1995): 361–81. http://dx.doi.org/10.1093/shm/8.3.361.

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Brooks, Margaret. "Drawing: The Social Construction of Knowledge." Australasian Journal of Early Childhood 29, no. 2 (June 2004): 41–49. http://dx.doi.org/10.1177/183693910402900208.

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Dunn, William N. "The social construction of knowledge processes." Knowledge in Society 2, no. 2 (March 1989): 3–4. http://dx.doi.org/10.1007/bf02687217.

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Jin, Junkai. "Triple Social Nutrition Construction." Discourse 6, no. 1 (March 5, 2020): 83–95. http://dx.doi.org/10.32603/2412-8562-2020-6-1-83-95.

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Introduction. The purpose of the paper is analysis of the humanity perception of material objects that are used as food, from the point of view of sociology, and analysis of material relations of entry-level (people and material objects recognized as the food), in which the social construction and impact of social engineering to limit the actions of people in public life. The novelty of the author’s approach is to allocate reverse the effects of nutrition on human behavior as a factor of social process.Methodology and sources. In this paper, for the analysis of social practices of nutrition as a social process used to conceptual design of “social construction” from the point of view of the sociology of things the sociology of knowledge and sociology of nutrition. The analysis of the authors’ works that address issues of social construction (Durkheim, Latour, Berger, Luckmann, Schütz, etc.).Results and discussion. According to the study author proposes a classification, according to which the social construction of power is divided into three types (levels). Nominative type is elementary awareness of the substances. Measurement type is further systematization of knowledge about food and the actions relating thereto (the distinction between substances on the basis of edibility, the establishment of various foundations products or their social attributes, defining the main ways of making food). Institutional type is determining in what form to carry out actions with the products and everything associated with them (the emergence of order meals and nutrition, the overcoming of primitive naturalism in power).The hypothesis is expressed and investigated that each level of the design is conditioned by the social and structural environment interaction of the actors.Conclusion. It is stated that in the modern system of nominative power, and measuring the types of institutional design are in a state of complex interdependence, since over time a system of knowledge, constructed by the forerunners, turned into a “cash knowledge” with the result that subsequent generations gradually ceased to distinguish between the complexity of multilevel social constructions of reality.Formulated thesis is that the analysis of the social construction of reality should help to better understand the social nature of food, in particular, to answer the question: how do food products are social constructions, as they are created by our consciousness under the influence of the existing “cash” system of knowledge as constructed, their properties (their tastes), which, as it turns out, are not so much biological, but also socio-cultural properties.
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Yañez-Figueroa, José-Antonio, María-Soledad Ramírez-Montoya, and Francisco-José García-Peñalvo. "Social innovation laboratories for the social construction of knowledge." Texto Livre: Linguagem e Tecnologia 14, no. 3 (October 5, 2021): e33750. http://dx.doi.org/10.35699/1983-3652.2021.33750.

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Social innovation laboratories (SIL) are spaces for the construction of knowledge where UNESCO's Sustainable Development Goals can be met. The objective of the research was to identify the most relevant studies about the social construction of knowledge, within the framework of the SIL, related to environmental problems and to analyze them in order to propose solutions for sustainability. The method used to locate the articles published in open access, from 2010 to 2020, in Scopus, Web of Science and Google Academic, was the Systematic Literature Review. The findings show that the working groups are multidisciplinary and originate proposals from different areas of science. The products are built with an open approach. Universities are the spaces that most promote participation in the laboratories to generate sustainability actions applicable in real life and work is done to scale up the prototypes to local, national and international levels.
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Bellocchi, Alberto. "Science students' social bonds and knowledge construction." Journal of Research in Science Teaching 59, no. 5 (December 28, 2021): 746–78. http://dx.doi.org/10.1002/tea.21743.

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Lucas, Margarida, and Antonio Moreira. "Using social web tools for knowledge construction." International Journal of Technology Enhanced Learning 3, no. 2 (2011): 151. http://dx.doi.org/10.1504/ijtel.2011.039399.

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Dissertations / Theses on the topic "Social construction of knowledge"

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Kwong, Har Man. "The knowledge construction of social work." Thesis, Lancaster University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.656304.

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The ever-expanding boundary of knowledge for social work practice confronts social work practitioners with a great variety of theories and approaches which are incommensurable with each other and esoteric that renders the relationship between social work knowledge and practice problematic. To resolve this epistemological issue, proponents of the 'scientific designer-practitioner model' advocate production of scientifically proven intervention approaches for social workers' application to practice. However, the adherents of 'heuristic perspective on social work' pinpoint that the actual social work practice situations are too complex and indefinite to be. covered by codified knowledge; instead, they maintain that social workers should think like a researcher to produce and use their own practice theory/wisdom (knowledge construction) through generating and testing hypotheses in the course of intervention. Through the 'practice perspective on social work', I criticize them of misplacing emphasis on practitioners' cognitive process as to knowledge construction within intervention and suggest to investigate the infrastructure of knowledge co-construction by both social workers and service users within intervention conversation. Through the lens of conversation analysis, six transcribed interviews between social workers and their service users have been closely examined. The core epistemic activities (episactivities), some elementary conversational actions (episgears) of knowledge co-construction and some of the strategies (epistechniques) employed by social workers to handle hurdles (episbottlenecks) arising in the process of knowledge co-construction are identified. These findings imply a new set of basic conversational skills for social work which may contribute to the resolution of the epistemological issue of social work. I term them 'epistemically informed intervention'.
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Willig, Carla. "AIDS : a study of the social construction of knowledge." Thesis, University of Cambridge, 1991. https://www.repository.cam.ac.uk/handle/1810/273129.

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Ha, Seung Yon. "Social Construction of Epistemic Cognition about Social Knowledge during Small-Group Discussions." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1563370942277275.

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Crompton, Helen Patricia. "The social construction of orphan drugs : innovation through knowledge networks." Thesis, Manchester Metropolitan University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.412483.

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Innovation has been studied from the perspectives of social psychology, economics, business studies, sociology and science and technology studies. Collyer (1996) claims that factors in the social or technical environment are subsumed in psychology, by an emphasis on the personality structure or cognitive activity within the individual. In the area of business studies and economics the emphasis has been on the development and transfer of products to the market rather than on the creation of new products - largely ignoring inventions that have no, or limited, commercial application (like orphan drugs) Few studies have concentrated on the social, cultural or political process of innovation, the focus being on the adoption and diffusion processes. According to Collyer (1996) most studies, which theorise the social formation of ideas and knowledge, focus on the locus of scientific knowledge production, in the research laboratory (see Knorr- Cetina 1995 in Jasanoff et al 1995, Latour 1987). These studies ignore the political and ideological influences from external sources and other sites of knowledge production (ergo Mode 2 sites in industry and for example, medical practitioners seeking solutions to practical problems, or especially in this case the patients and their advocates). Mode 1 (knowledge production) is mainly to be found in basic research, mostly academic, producing scientific documentation. Mode 2 is mainly to be found in applied research, mostly industrial, producing patents through the development of applications or processes. There may be crossovers into strategic applied research by both modes but in general they are different types of knowledge production, or the mechanism by which research benefits economic growth. Nowotny et al (2001) suggest that society is changing and the line that previously separated science and society is continually being transgressed. New networks are forming and the public speaks back to science creating new public arenas ('agoras') where the constitution of science policy involves 'negotiation', 'mediation', 'consultation' and 'contestation' challenging science and technology to produce 'socially robust' knowledge. In the orphan drug 'market' we can see industry, researchers (public and private), charitable organisations (as advocates), regulators (politics) and venture capitalists brought together in a public forum. This theses makes a significant contribution to knowledge by using a social constructionist approach as the innovation process unfolds and by providing a further methodological conceptual framework for Mode 2 knowledge production. Whilst providing evidence for Nowotny et aI's agora it also provides a model of the relationship between scientific expertise and policy making extending the decisionist and technocratic model following Edwards's (1999) claim that there is no adequate model available to demonstrate the relationships between scientific expertise, public policy making and the public.
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Dew, Niall Charles. "The social construction of knowledge in healthcare students' electronic portfolios." Thesis, University of Huddersfield, 2017. http://eprints.hud.ac.uk/id/eprint/34143/.

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This thesis set out to describe how electronic portfolios support the social construction of knowledge by healthcare students. It will do this by drawing on the various forms and functions of the students’ electronic portfolios', their associated socially constructive processes and artefacts, and healthcare students’ views on how electronic portfolios are used on their courses. These factors are also considered alongside the impact of the sociohistorical and socio technical developments of electronic portfolios and healthcare course requirements. A broad grounded theory approach was used to generate substantive theory grounded in data gathered from a sample of UK and North American students (n=82). Data was gathered through an analysis of electronic portfolios (n=25), an online questionnaire (n=52), and in-depth interviews with students (n=16). The research found a limited number of socially constructive processes and artefacts that are used within healthcare courses. These processes and artefacts supported the social construction of knowledge within the students’ electronic portfolios. Even though healthcare students were not at ease with the limitations of their electronic portfolios they found that the pedagogical use of the electronic portfolio defined the range and extent of the learning they were required to demonstrate. A range of factors, internal and external to the electronic portfolio, determined the use of the electronic portfolios. This included the student’s confidence with using technology, the requirements of the professional bodies and the healthcare courses that incorporated them, and the skills of academics in using the electronic portfolios. The students found the electronic portfolios format allowed them to use a wider range of digital artefacts (i.e. images, video and audio) that were not available in paper portfolios. They also thought the integration of the Internet into their electronic portfolios meant that their portfolio was safe in a digital cloud based repository. The research found that despite the widespread use of Web 2.0 by most of the students in their personal lives, this was not incorporated into students’ electronic portfolios. This appears to be because of the lack of Web 2.0 functionality in the electronic portfolio software, and the lack of Web 2.0 knowledge in those implementing the electronic portfolios in the healthcare courses. This impact of limited processes and artefacts, and failure to use the potential of the Internet and Web 2.0 has a negative impact on the students’ abilities to socially construct their knowledge within electronic portfolios. Recommendations are made that future research identifies additional developments in software and hardware that can increase the socially constructive processes and artefacts that are incorporated into electronic portfolios. These developments must be done by consulting student users, software developers, educational technicians and academics. Finally, recommendations are made that the theory generated in the research is applied to larger samples across a wider range of healthcare student professions. The ongoing research will ensure that the theory continues to respond to ongoing hardware and software developments within the socio-historical and socio-technical student environment.
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Saito, Akiko. "Social construction of shared knowledge : Japanese and British conceptions of Zen." Thesis, University of Cambridge, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.294400.

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Ruan, Ximing. "Inter-organizational knowledge integration on construction projects : a social network approach." Thesis, Northumbria University, 2007. http://nrl.northumbria.ac.uk/1038/.

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This research compares knowledge integration in competitive and collaborative construction projects in the UK. It begins with the assumption that the most valuable commodity transferred along project supply chains is knowledge. It has been suggested that collaborative working methods (such as partnering) may represent a significant improvement in the way project knowledge can be captured and integrated. However, most academic work on knowledge management has concentrated on its integration within rather than between organizations: the topic is more difficult to address in multi-firm, project-based, and economically fragmented industries (such as construction). The present study focuses upon collaborative working as a vehicle for knowledge integration along the project supply chain. A review of the literature examines how recent approaches to construction organisation have sought to improve performance: these approaches all draw attention to such critical attributes as trust, commitment and relationships, all of which are difficult to measure. In this research, a social network analysis approach has been adopted to do this. This is the first time the technique has been put fully to this use in the context of construction projects. Software has been used to help visualize and compare knowledge networks in five projects (representing competitive and collaborative working) and this has provided data for comparison of different working patterns under different procurement systems. The working patterns and knowledge transactions in the two different procurement systems were shown to be different, and there were clear associations between the degree of collaborative working and the nature of social networks encountered. The technique has overcome previous difficulties in measuring certain attributes of collaborative working; has provided a way of benchmarking the differences in the way that competitive and collaborative working facilitate project knowledge integration; and represents a useful and novel way of analysing organizational behaviour in projects. It has explained why and how partnering and collaborative working can bring certain advantages.
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Knopes, Julia. "The Social Construction of Sufficient Knowledge at an American Medical School." Case Western Reserve University School of Graduate Studies / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=case1544043617644668.

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Spash, Clive L. "Policy analysis: Empiricism, social construction and realism." Österreichische Gesellschaft für Politikwissenschaft (ÖGPW), 2014. http://epub.wu.ac.at/5783/1/Spash_2014_OZP_Policy%2Danalysis.pdf.

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In a recent article Ulrich Brand has discussed how best to perform policy analysis. I reflect upon the paper as an interdisciplinary researcher experienced in public policy problems and their analysis with a particular interest in the relationship between social, economic and environmental problems. At the centre of the paper is the contrast between two existing methodologies prevalent in political science and related disciplines. One is the rationalist approach, which takes on the character of a natural science, that believes in a fully knowable objective reality which can be observed by an independent investigator. The other is a strong social constructivist position called interpretative policy analysis (IPA), where knowledge and meaning become so intertwined as to make independence of the observer from the observed impossible and all knowledge highly subjective. Brand then offers his model as a way forward, but one that he closely associates with the latter. My contention is that policy analysis, and any way forward, needs to provide more of a transformative combination of elements from both approaches. Indeed I believe this is actually what Brand is doing.
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Quatman, Catherine C. "The social construction of knowledge in the field of sport management a social network perspective /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1148572586.

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Books on the topic "Social construction of knowledge"

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The social construction of what? Cambridge, Mass: Harvard University Press, 1999.

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Representing reality: Discourse, rhetoric and social construction. London: Sage, 1996.

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Realities and relationships: Soundings in social construction. Cambridge, Mass: Harvard University Press, 1994.

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Katerinakis, Theodoros. The Social Construction of Knowledge in Mission-Critical Environments. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-91014-7.

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S, Barbour Rosaline, and Huby Guro, eds. Meddling with mythology: AIDS and the social construction of knowledge. London: Routledge, 1998.

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Writing biology: Texts in the social construction of scientific knowledge. Madison, Wis: University of Wisconsin Press, 1990.

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Making societies: The historical construction of our world. Thousand Oaks, Calif: Pine Oaks Press, 2001.

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Nock, David A. Star wars in Canadian sociology: Exploring the social construction of knowledge. Halifax, N.S: Fernwood Pub., 1993.

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Nock, David A. Star wars in Canadian sociology: Exploring the social construction of knowledge. Halifax, N.S: Fernwood Publishing, 1993.

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Berger, Peter L. The social construction of reality: A treatise in the sociology of knowledge. Harmondsworth: Penguin, 1991.

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Book chapters on the topic "Social construction of knowledge"

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Voss, Angi, and Thomas Kreifelts. "Social Construction of Knowledge." In Berichte des German Chapter of the ACM, 125–35. Wiesbaden: Vieweg+Teubner Verlag, 1998. http://dx.doi.org/10.1007/978-3-663-05852-6_9.

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Elsenbroich, Corinna, and Nigel Gilbert. "Social Construction of Knowledge." In Modelling Norms, 163–71. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7052-2_12.

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Childe, V. G. "Knowledge as a Social Construction." In Society and Knowledge, 54–68. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003252610-6.

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Mousley, Judith A. "Knowledge Construction: Individual or Social?" In Shifts in the Field of Mathematics Education, 151–70. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-179-4_11.

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Lucas, Margarida, and António Moreira. "Knowledge Construction with Social Web Tools." In Communications in Computer and Information Science, 278–84. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-13166-0_40.

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Shove, Elizabeth. "Contracting Knowledge: Commissioned Research and the Sociology of the Environment." In The Social Construction of Social Policy, 171–92. London: Palgrave Macmillan UK, 1996. http://dx.doi.org/10.1007/978-1-349-24545-1_10.

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Hjelm, Titus. "The Construction of Everyday Life: The Sociology of Knowledge." In Social Constructionisms, 17–36. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-41396-3_2.

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Huang, Jimmy C. M., and Shan L. Pan. "Managing Customer Knowledge: A Social Construction Perspective." In Knowledge Management in the SocioTechnical World, 93–104. London: Springer London, 2002. http://dx.doi.org/10.1007/978-1-4471-0187-1_9.

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Chomsky, Noam. "Mental Constructions and Social Reality." In Knowledge and Language, 29–58. Dordrecht: Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-011-1840-8_3.

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Rouse, Joseph. "Feminism and the Social Construction of Scientific Knowledge." In Feminism, Science, and the Philosophy of Science, 195–215. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-009-1742-2_10.

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Conference papers on the topic "Social construction of knowledge"

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Abeysinghe, N. S. D., S. Senaratne, and A. K. Andaraweera. "Managing knowledge through social networks within multinational real estate consultancy firms: a literature review." In 8th World Construction Symposium. University of Moratuwa, 2019. http://dx.doi.org/10.31705/wcs.2019.42.

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Lian, Hao, Zemin Qin, Tieke He, and Bin Luo. "Knowledge Graph Construction Based on Judicial Data with Social Media." In 2017 14th Web Information Systems and Applications Conference (WISA). IEEE, 2017. http://dx.doi.org/10.1109/wisa.2017.46.

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Fu, Zhenzhu, Yuanbang Li, and Juanjuan Fu. "Ontology-Based Domain Knowledge Construction for Location Based Social Network." In 2022 8th International Symposium on System Security, Safety, and Reliability (ISSSR). IEEE, 2022. http://dx.doi.org/10.1109/isssr56778.2022.00026.

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Bayhan, Hasan Gokberk, Sinem Mollaoglu, Hanzhe Zhang, and Kenneth A. Frank. "Project Team Collaborations during Time of Disruptions: Transaction Costs, Knowledge Flows, and Social Network Theory Perspective." In Construction Research Congress 2022. Reston, VA: American Society of Civil Engineers, 2022. http://dx.doi.org/10.1061/9780784483978.103.

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Qi, Yulu, Zhaoquan Gu, Yangyang Mei, Kaihan Lin, and Aiping Li. "A General Construction Method of Cyber Security Knowledge Graph." In 2022 9th International Conference on Behavioural and Social Computing (BESC). IEEE, 2022. http://dx.doi.org/10.1109/besc57393.2022.9995070.

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Guo, Chen. "Investigation on Graduate Students' Social Presence and Social Knowledge Construction in Two Discussion Settings." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1582760.

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Paul Vargheese, John, Peter Travers, Jeff Pan, Kathryn B. Vincent, Claire Wallace, and Anna Kabedeva. "Constructing Social Media Knowledge Graphs with Social Scientists." In Proceedings of the 30th International BCS Human Computer Interaction Conference. BCS Learning & Development, 2016. http://dx.doi.org/10.14236/ewic/hci2016.65.

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Bingfeng, Liu, and He Guojing. "Research on the Architecture of Enterprise Knowledge Network Construction." In 2017 7th International Conference on Social Network, Communication and Education (SNCE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/snce-17.2017.158.

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Zhao, Chengling, Yunzhen Liang, Xiaoyuan Zhao, and Qingtang Liu. "Analysis of Social Network and Knowledge Construction Levels in Online Discussion." In 2016 International Conference on Educational Innovation through Technology (EITT). IEEE, 2016. http://dx.doi.org/10.1109/eitt.2016.39.

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Ma, Yidan, Bin Wen, and Jun Wang. "Construction of Informal Learning Knowledge Network Based on Social Network Analysis." In 2019 IEEE International Conference on Computer Science and Educational Informatization (CSEI). IEEE, 2019. http://dx.doi.org/10.1109/csei47661.2019.8938937.

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Reports on the topic "Social construction of knowledge"

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Bailey, Robert. Toward an understanding of men and masculinity: some dimensions of the social construction of knowledge in social work professional journals. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2115.

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Trimble, E. G., R. J. Allwood, and A. E. Bryman. Knowledge Acquisition for Expert Systems in Construction. Fort Belvoir, VA: Defense Technical Information Center, December 1985. http://dx.doi.org/10.21236/ada192403.

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Trimble, E. G., R. J. Allwood, and A. E. Bryman. Knowledge Acquisition for Expert Systems in Construction. Fort Belvoir, VA: Defense Technical Information Center, March 1986. http://dx.doi.org/10.21236/ada192465.

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Trimble, E. G., R. J. Allwood, and A. E. Bryman. Knowledge Acquisition for Expert Systems in Construction. Fort Belvoir, VA: Defense Technical Information Center, August 1986. http://dx.doi.org/10.21236/ada192466.

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Trimble, E. G., R. J. Allwood, and A. E. Bryman. Knowledge Acquisition for Expert Systems in Construction. Fort Belvoir, VA: Defense Technical Information Center, January 1987. http://dx.doi.org/10.21236/ada192467.

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Trimble, E. G., R. J. Allwood, A. E. Bryman, and C. N. Cooper. Knowledge Acquisition for Expert Systems in Construction. Fort Belvoir, VA: Defense Technical Information Center, February 1988. http://dx.doi.org/10.21236/ada192468.

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Trimble, E. G., R. J. Allwood, and A. E. Bryman. Knowledge Acquisition for Expert Systems in Construction. Fort Belvoir, VA: Defense Technical Information Center, August 1987. http://dx.doi.org/10.21236/ada192490.

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Ayyub, Bilal M. Ignorance Analysis for Discovery and Knowledge Construction. Fort Belvoir, VA: Defense Technical Information Center, June 2003. http://dx.doi.org/10.21236/ada415980.

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Moawad, Lise, and Cornelia Schendzielorz. Transformative R&I policies and their norm(alis)ing effect of societal impact. Fteval - Austrian Platform for Research and Technology Policy Evaluation, April 2022. http://dx.doi.org/10.22163/fteval.2022.545.

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In 2014, UK higher education institutions implemented a new system for assessing the quality of research, the Research Excellence Framework (REF) and took the opportunity to introduce "impact beyond academia" as a 'new' assessment criterion. Transformation and innovation-oriented R&I policy are roughly similar in Norway and the Netherlands regarding underlying ideas as well as timing. In occasion of this convergence this article tackles the discursive and performative construction of “societal impact” as a metamorphic constantly changing, transforming, and evolving criterion. Using data from policy documents from the UK, the Netherlands, and Norway from 2014 until now, the comparative semantic analysis draws on theories of speech acts and performativity to reveal the dual effect (normalising and norming) of the discursive device by R&I policymakers. The resulting typology, based on four criteria (terminology, positive and negative valences, oikonomia of knowledge and policy slogan), sets the ground for the exploration of further dimensions of societal impact evaluation challenges.
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Terrón-Caro, María Teresa, Rocio Cárdenas-Rodríguez, Fabiola Ortega-de-Mora, Kassia Aleksic, Sofia Bergano, Patience Biligha, Tiziana Chiappelli, et al. Policy Recommendations ebook. Migrations, Gender and Inclusion from an International Perspective. Voices of Immigrant Women, July 2022. http://dx.doi.org/10.46661/rio.20220727_1.

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This publication is the third product of the Erasmus + Project entitled Voices of Immigrant Women (Project Number: 2020-1-ES01-KA203-082364). This product is based on a set of policy recommendations that provides practical guidance on intervention proposals to those with political responsibilities in governance on migration management and policies for integration and social inclusion, as well as to policy makers in the governance of training in Higher Education (University) at all levels. This is intended to promote the development of practical strategies that allow overcoming the obstacles encountered by migrant women during the integration process, favoring the construction of institutions, administrations and, ultimately, more inclusive societies. The content presented in this book proposes recommendations and intervention proposals oriented to practice to: - Improve Higher Education study plans by promoting the training of students as future active protagonists who are aware of social interventions. This will promote equity, diversity and the integration of migrant women. - Strengthen cooperation and creation of networks between academic organizations, the third sector and public administrations that are responsible for promoting the integration and inclusion of migrant women. - Promote dialogue and the exchange of knowledge to, firstly, raise awareness of human mobility and gender in Europe and, secondly, promote the participation and social, labor and civic integration of the migrant population. All this is developed through 4 areas in which this book is articulated. The first area entitled "Migrant women needs and successful integration interventions"; the second area entitled "Promoting University students awareness and civic and social responsibility towards migrant women integration"; the third area entitled "Cooperation between Higher Education institutions and third sector"; the fourth and last area, entitled "Inclusive Higher Education".
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