02238nas a2200265   4500008004100000245014900041210006900190260001500259300001200274490000700286520134300293653002501636653003701661653001501698653002201713653002001735100003001755700002201785700002101807700002001828700002101848700001801869700002001887856006501907       2021                        eng d00aAcademics’ Societal Engagement in the Humanities and Social Sciences: A Generational Perspective from Argentina, Germany, Portugal, and Sweden0 aAcademics Societal Engagement in the Humanities and Social Scien  c14/01/2021  a42–650 v343 a<p>Political discourse and policy reforms worldwide have highlighted the importance of promoting the knowledge economy by stimulating academics’ societal engagement (ASE). Such narratives partly aim at influencing academics’ attitudes and behaviors. Earlier work that has investigated such influence has tended to overlook the development in humanities and social science, and focused on science, technology, engineering, and mathematics fields. This paper contributes to filling this gap. Based on the assumption that academics’ views are, to a significant extent, shaped during their early years in academia, we investigate whether there are generational differences in attitudes to ASE. Four different higher education systems, including both Napoleonic and Humboldtian models, are investigated: Germany, Sweden, Portugal, and Argentina. Our analysis of the results of the international Academic Profession in the Knowledge Society survey reveals marked country-level differences in the way academics perceive the importance of ASE activities. Overall, there is no strong evidence that the current generation of HSS academics has very different attitudes to ASE than previous generations. We do, however, find indications that post-2006 academics are more likely to consider ASE activities from an instrumental perspective.</p>
10aacademic generations10aacademics’ societal engagement10ahumanities10aKnowledge economy10asocial sciences1 aSchneijderberg, Christian1 aBroström, Anders1 aCarvalho, Teresa1 aGeschwind, Lars1 aMarquina, Monica1 aMüller, Lars1 aReznik, Nicolas  uhttps://link.springer.com/article/10.1057/s41307-020-00218-6