Knowledge production modes

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A knowledge production mode is a term from the sociology of science which refers to the way (scientific) knowledge is produced. So far, three modes have been conceptualized. Mode 1 production of knowledge is knowledge production motivated by scientific knowledge alone (basic research) which is not primarily concerned by the applicability of its findings. Mode 1 is founded on a conceptualization of science as separated into discrete disciplines (e.g., a biologist does not bother about chemistry). Mode 2 was coined in 1994 in juxtaposition to Mode 1 by Michael Gibbons, Camille Limoges, Helga Nowotny, Simon Schwartzman, Peter Scott and Martin Trow.^[1] In Mode 2, multidisciplinary teams are brought together for short periods of time to work on specific problems in the real world for knowledge production (applied research) in the knowledge society. Mode 2 can be explained by the way research funds are distributed among scientists and how scientists focus on obtaining these funds in terms of five basic features: knowledge produced in the context of application; transdisciplinarity; heterogeneity and organizational diversity; social accountability and reflexivity; and quality control.^[2][3] Subsequently, Carayannis and Campbell described a Mode 3 knowledge in 2006.^[4]

Gibbons and colleagues argued that a new form of knowledge production began emerging in the mid-20th century that was context-driven, problem-focused and interdisciplinary. It involved multidisciplinary teams that worked together for short periods of time on specific problems in the real world. Gibbons and his colleagues labelled this "Mode 2" knowledge production. He and his colleagues distinguished this from traditional research, labelled 'Mode 1', which is academic, investigator-initiated and discipline-based knowledge production.^[1][5] In support, Limoges wrote, "We now speak of 'context-driven' research, meaning 'research carried out in a context of application, arising from the very work of problem solving and not governed by the paradigms of traditional disciplines of knowledge."^[6] John Ziman drew a similar distinction between academic science and post-academic science,^[7] and in 2001 Helga Nowotny, Peter Scott and Michael Gibbons extended their analysis to the implications of Mode 2 knowledge production for society.^[8]

Mode 1 is characterized by theory building and testing within a discipline towards the aim of universal knowledge, while Mode 2 is characterized by knowledge produced for application. In the type of knowledge acquired, Mode 1 knowledge is universal law, primarily cognitive, while Mode 2 knowledge is particular and situational, and in Mode 1 data is context free but in Mode 2 contextually embedded. In Mode 1, the knowledge is validated by logic and measurement, together with consistency of prediction and control, while in Mode 2 knowledge is validated by experiential, collaborative, and transdisciplinary processes. In Mode 1, the researcher's role is to be a detached, neutral observer, while in Mode 2 the researcher is a socially accountable, immersed and reflexive actor or change agent.^[5]

Carayannis and Campbell describe a Mode 3 knowledge, which emphasizes the coexistence and co-development of diverse knowledge and innovation modes, at the individual (micro or local), structural and organizational (meso or institutional), and systemic (macro or global) levels. It describes mutual interdisciplinary and transdisciplinary knowledge via concepts such as, at the micro level, creative milieus and entrepreneurs and employees, at the meso level, knowledge clusters, innovation networks, entrepreneurial universities, and academic firms, and at the macro level, the quadruple and quintuple innovation helix framework, the "democracy of knowledge" (knowledge within a democratic system), and "democratic capitalism" (capitalism within a democratic system).^[9][10][11]

While the theory of knowledge production modes and especially the notion of Mode 2 knowledge production have attracted considerable interest, the theory has not been universally accepted in the terms put forth by Gibbons and colleagues. Scholars in science policy studies have pointed to three types of problems with the concept of Mode 2: its empirical validity, its conceptual strength, and its political value.^[12]

Concerning the empirical validity of the Mode 2 claims, Etzkowitz and Leydesdorff^[13] argue that:

The so-called Mode 2 is not new; it is the original format of science (or art) before its academic institutionalization in the 19th century. Another question to be answered is why Mode 1 has arisen after Mode 2: the original organizational and institutional basis of science, consisting of networks and invisible colleges. Where have these ideas, of the scientist as the isolated individual and of science separated from the interests of society, come from? Mode 2 represents the material base of science, how it actually operates. Mode 1 is a construct, built upon that base in order to justify autonomy for science, especially in an earlier era when it was still a fragile institution and needed all the help it could get (references omitted).

Thus, Mode 1 is essentially a theoretical construct, not a description of actual scientific research, as the boundaries between different disciplines and "basic" and "applied research" have always been blurred.^[14] In the same article, Etzkowitz and Leydesdorff^[15] use the notion of the triple helix of the nation state (government), academia (university) and industry to explain innovation, the development of new technology and knowledge transfer. Etzkowitz and Leydesdorff argue, "The Triple Helix overlay provides a model at the level of social structure for the explanation of Mode 2 as an historically emerging structure for the production of scientific knowledge, and its relation to Mode 1."^[16]

Steve Fuller similarly criticized the "modists" view of the history of science because they wrongly give the impression that Mode 1 dates back to seventeenth-century Scientific Revolution whereas Mode 2 is traced to the end of either World War II or the Cold War, whereas in fact the two modes were institutionalized only within a generation of each other (the third and the fourth quarters of the nineteenth century, respectively). Fuller claims that the Kaiser Wilhelm Institutes in Germany, jointly funded by the state, the industry and the universities, predated today's "triple helix" institutions by an entire century.^[17]

Regarding the conceptual strength of Mode 2, it has been argued that the coherence of its five features is questionable, as there might be a lot of multi-disciplinary, application oriented research that does not show organizational diversity or novel types of quality control.^[18] Moreover, Mode 2 lends itself to a normative reading, and authors have criticized the way Gibbons and his co-authors seem to blend descriptive and normative elements. According to Godin, the Mode 2 approach is more a political ideology than a descriptive theory.^[19] Similarly, Shinn complains: "Instead of theory or data, the New Production of Knowledge—both book and concept—seems tinged with political commitment".^[20]

One of the fields which has implemented mode-based knowledge production research most enthusiastically is that of management and organization studies. MacLean, MacIntosh and Grant offer a review of Mode 2 management research,^[21] while MacIntosh, Bonnet, and Eikeland review the ways in which Mode 2-influenced management research has an impact on the lives of those working in organizations;^[22] Mode 2's implications have also been considered in terms of business processes^[23] The role of the different knowledge production modes has been considered in diverse fields, for example evidence-based policy making,^[24] fisheries,^[25] entrepreneurship and innovation,^[26] medical research,^[27] science diplomacy,^[28] sustainability science,^[29] and working life research.^[30]

The Evolving Modes of Knowledge Production

The concept of "knowledge production modes" has become a prominent framework in the sociology of science, tracing the transformation of how scientific knowledge is generated and mobilized over time.

Mode 1: Disciplinary and Academic

The earliest conceptualization, referred to as Mode 1, represents the traditional, discipline-based, and academically-driven model of knowledge production. In this mode, research is primarily motivated by the pursuit of scientific knowledge alone, with little concern for the direct applicability of its findings. Mode 1 is founded on a conceptualization of science as separated into discrete disciplines, where researchers operate within the confines of their specialized fields [1].

Mode 2: Interdisciplinary and Context-Driven

In the mid-20th century, a new form of knowledge production emerged, labeled as Mode 2. Described by scholars like Michael Gibbons, Camille Limoges, Helga Nowotny, and others, Mode 2 is characterized by a more context-driven, problem-focused, and interdisciplinary approach [1,2]. In this model, multidisciplinary teams are brought together for short periods to work on specific real-world problems, with a greater emphasis on the applicability and societal relevance of the research.

Mode 3: Coexistence of Diverse Knowledge Modes

Building on these foundations, Elias Carayannis and David Campbell introduced the concept of Mode 3 knowledge production in the 2000s. Mode 3 emphasizes the coexistence and co-development of diverse knowledge and innovation modes at the individual, organizational, and systemic levels [3,4]. This framework acknowledges the need for mutual interdisciplinary and transdisciplinary knowledge creation, fostering synergies between various actors and institutional structures.

Limitations of Previous Modes

While each of these knowledge production modes offered valuable insights, they were also subject to criticism and limitations. Mode 1 was criticized for its rigid disciplinary boundaries and lack of real-world relevance, while Mode 2 was seen as overly focused on short-term, problem-solving oriented research, potentially neglecting fundamental, curiosity-driven inquiries. Mode 3, though more inclusive, was still constrained by the limited number of stakeholders and perspectives engaged in the knowledge co-creation process.

Mode 4: Collaborative, Transdisciplinary, and Values-Oriented

In 2024, Congolese scholar Pitshou Moleka proposed a revolutionary new paradigm, known as Mode 4 knowledge production [5]. This transformative approach addresses the shortcomings of previous modes by embracing a truly collaborative, transdisciplinary, and values-oriented approach to research and innovation.

At the heart of Mode 4 is Moleka's groundbreaking "decuple helix" framework, which expands the scope of stakeholder engagement and knowledge co-creation to incorporate a comprehensive range of actors, from academia and industry to marginalized communities, the natural environment, and international organizations. This inclusive, holistic approach is essential for unlocking the transformative potential of collaborative research and innovation to tackle complex, interconnected societal challenges.

Mode 4 is characterized by a fundamental epistemological shift towards co-creation, an organizational transformation towards flexible, networked structures, and a methodological transformation towards iterative, adaptive, and design-oriented research processes. This paradigm shift represents a radical departure from traditional models, offering a new vision for the role of science and scholarship in building a more sustainable and equitable future.

References:

1. Gibbons, M., Limoges, C., Nowotny, H., Schwartzman, S., Scott, P., & Trow, M. (2010). The New Production of Knowledge: The Dynamics of Science and Research in Contemporary Societies. SAGE Publications Ltd.

2. Gibbons, M., Nowotny, H., Schwartzman, S., Scott, P., & Trow, M. A. (1994). The New Production of Knowledge. SAGE Publications.

3. Carayannis, E. G., & Campbell, D. F. J. (2006). "'Mode 3': Meaning and implications from a knowledge systems perspective". In Knowledge creation, diffusion, and use in innovation networks and knowledge clusters: A comparative systems approach across the United States, Europe, and Asia (pp. 1–25). Praeger Publishers.

4. Peris-Ortiz, M., Ferreira, J., Farinha, L., & Fernandes, N. (2016). "Introduction to Multiple Helix Ecosystems for Sustainable Competitiveness". In Multiple helix ecosystems for sustainable competitiveness (pp. 1–14). Springer.

5. Moleka, P. (2024). The revolutionary potential of mode 4 knowledge production.

• Henry Etzkowitz & Loet Leydesdorff, (2000) The dynamics of innovation: from National Systems and ‘‘Mode 2’’ to a Triple Helix of university–industry–government relations, * Research Policy, vol 29, pp 109–123.
• Fuller, Steve, The Governance of Science. (2000). Open University Press. Buckingham. ISBN 0-335-20234-9.
• Gibbons, Michael; Camille Limoges; Helga Nowotny; Simon Schwartzman; Peter Scott; Martin Trow (1994). The new production of knowledge: the dynamics of science and research in contemporary societies. London: Sage. ISBN 978-0-8039-7794-5.
• Benoit Godin, (1998) Writing performative history: the new new Atlantis?, Social Studies of Science, vol 28, pp 465–483
• Laurens Hessels and Harro van Lente, (2008) Re-thinking new knowledge production: a literature review and a research agenda, Research Policy, vol 37, pp 740–760
• Nowotny, Helga; Peter Scott; Michael Gibbons (2001). Rethinking science: knowledge in an age of uncertainty. Cambridge: Polity. ISBN 978-0-7456-2607-9.
• Arie Rip, (2002) Science for the 21st century. In: Tindemans, P., Verrijn-Stuart, A., Visser, R. (Eds.), The Future of Science and the Humanities, Amsterdam University Press, Amsterdam, pp 99–148
• Terry Shinn, (2002) The Triple Helix and new production of knowledge: prepackaged thinking on science and technology, Social Studies of Science, Vol 32, pp. 599–614
• Ziman, John (2000). Real Science. What it is, and what it means. Cambridge: Cambridge University Press. ISBN 978-0-521-89310-7.

• Limoges, Camille (1996). L'université à la croisée des chemins : une mission à affirmer, une gestion à réformer. Quebec: Actes du colloque ACFAS.CSE.CST, Gouvernement du Québec Ministère de l'Éducation.
• Moleka, P. (2024). The Revolutionary Potential of Mode 4 Knowledge Production.