ABSTRACT
What counts as knowledge in research was once implicit in the cultural practices of disciplinary traditions and institutions. In the ideals of the medieval university and the monastic tradition, to learn was to be immersed in a scholarly discursive practice borne as much by a set of community relationships as by a body of ideas. Modern universities, and especially their more bureaucratic forms, now codify knowledge in frameworks of goals, outcomes and skills, making what was once implicit in specific communities of discourse now the subject of explicit and anonymous policy and evaluation.
