Semiotising the student perception of learning outcomes in British higher education

This article presents a semiotic analysis of the student perception of learning outcomes in British higher education. It centres on three annotated images in Frank Furedi’s article “The Unhappiness Principles”, published in Times Higher Education in 2012. Drawing upon Peircean semiosis and iconicity, it provides a rhetoric-infused interpretation of the word–image complementarity exhibited in student participants’ written commentaries on the three images. This leads to a dialectical view of formative and summative assessment, in which process and product create each other through the same continuum of learning and teaching. In highlighting intellectualism as central to the ethnography of university life, this article argues that learner autonomy and the potential for transformation is deemed essential to the student experience in higher education.     

Fiscal Austerity and Rental Housing Policy in the United States and United Kingdom, 2010–2016

After the 2008 global financial crisis, both the United States and the United Kingdom introduced austerity policies targeted at particular elements of their national budgets. The purpose of this article is to compare the nature of this retrenchment; the similarities and differences in how it was implemented; and its initial impacts on one of the expenditure areas particularly affected: affordable rental housing programs and housing support for low-income households. Using a wide range of data sources, we find evidence of political and fiscal policy analogies in the timing and forms of the initial policy choices and how these were modified in the face of economic and political pressures. There are considerable similarities both in the instruments used to reduce housing expenditures and in the early impacts on support mechanisms and recipients. However, we find different histories and trajectories of support between the two countries that suggest that the longer term differences in outcomes may be more important.     

Signing up to devolution: the prevalence of contract over governance in English devolution policy

Initial analyses of the ‘devolution deals’ that form the cornerstone of current efforts to devolve power within England assess the policy against conventional governance criteria: accountability, transparency, and the quality of governance systems. In fact, English devolution policy has little connection with territorial governance. Instead, it closely resembles a contractual process, with central government determining the terms on which it will outsource specified programmes and projects to local governments, complete with requirements for ‘business readiness’, implementation plans, evaluation requirements, and future joint working. Accountability, governance and even geography take second place to the aim of improving central policy outcomes via a contract-style relationship. This perspective is styled ‘post-territorial devolution’: it accounts more effectively for the shape of the policy so far than traditional governance perspectives, which are often laced with normative positions.     

A Comparative Assessment of Elite Policy Recruits in Canada

Recent case studies and large-N survey evidence has confirmed long-suspected shortages of public sector “policy capacity”. Studies have found that government policy workers in various jurisdictions differ considerably with respect to types of policy work they undertake, and have identified uneven capacity for policy workers to access and apply technical and scientific knowledge to public issues. This suggests considerable difficulties for government’s ability to meet contemporary policy and governance challenges. Despite growing attention to these matters, studies have not examined the “elite” policy workers many governments recruit to address these capacity shortages. Using an established survey instrument, this study of two Canadian recruitment programs provides the first comparative analysis of elite policy recruits, as policy workers. Three research questions anchor the study: (1) What is the profile of these actors? (2) What types of policy work do “elite” policy analysts actually engage in? (3) How does their policy work compare by recruitment program? The article provides fresh comparative data on the nature of elite policy work and policy analytical capacity, but, more importantly, a crucial baseline for future comparative study of how elite recruitment may facilitate “supply-side” capacity gains expected from recruitment programs.     

A Concurrent Analysis of Three Institutions that Transform Health Technology‐Based Ventures: Economic Policy,Capital Investment,and Market Approval

Drawing on institutional theory, this article articulates qualitative insights from a program of research on Canadian health technology‐based ventures to examine the rules that characterize economic policy, capital investment, and regulatory approval as well as the way these institutions enable and constrain the development of ventures at an early stage. Our findings clarify how economic policy integrates these ventures into the entrepreneurial domain, how capital investment configures them for economic value extraction, and how regulatory approval fully releases their market value. These findings help to revisit current policy modernization initiatives by calling attention to the convergence among the three institutions. Rather than operating solely as a source of constraints, these institutions provide a highly integrated market‐oriented space for health technology‐based entrepreneurial activities to unfold.     

Modelling Online Innovation Among IR and Politics Lecturers

This article discusses the use of collaborative online technology in the teaching of international relations and politics. Using a case study from Australia, it finds low levels of online innovation in these discipline areas that correlate with broader examinations of technology use in higher education teaching. Themes of time poverty, technical competence, and lack of career reward are frequently cited as barriers to trying new approaches. The data indicate that at present the most common outcome of any aspiration for IR/politics staff considering innovation is that the effort required to incorporate collaborative online learning is not repaid. These findings are meaningful, since the current lack of innovation and the perceptions of staff regarding support for such approaches are at odds with the marketplace pressures staff and their institutions are under. Based upon the data collected and the wider literature on technology adoption, this article proposes a “Technology-Assisted Teaching Adoption Model” (TATAM) that attempts to encapsulate the innovation judgements made by academic staff and the steadily diminishing incentives they feel towards changing their online teaching methods.     

Learning-Shaping Crises: A Longitudinal Comparison of Public Personnel Reforms in Italy, 1992‒2014

Abstract

This article analyses the attempts to reform public administration, notably personnel management, in Italy between 1992 and 2014, with a focus on implementation and the period following the multiple crises that have unfolded since 2008. By untangling the policy learning processes between multiple crises, past reform attempts and domestic and European “contexts in motion”, the article finds that efficiency-oriented reforms have floundered regardless of the political color of governments or indeed of the nature – political or technocratic – of the governments. Domestic factors, notably the frequency of government alternation, i.e. government instability, and European pressure have further reinforced the orientation towards single-loop lessons, i.e. the almost exclusive effecting of short-term cost-cutting measures.     

Cultural Penetration and Punctuated Policy Change: Explaining the Evolution of U.S. Energy Policy

Punctuated equilibrium theory (PET) suggests that the policy process is characterized by long periods of incremental change and short periods of punctuated change. The impetus for the latter is usually a focusing event that breaks open policy monopolies, allowing for major changes in legislative decision making. While a burgeoning body of literature, a shortcoming in the PET literature is that it has yet to explain why focusing events and subsequent breakdowns in policy monopolies sometimes fail to result in punctuated policy. We integrate theories on cultural change with punctuated equilibrium to explain why focusing events do not always result in the dramatic policy changes that we might expect. Specifically, we use the context of national energy policy and the lexical database, Google Ngram Viewer, to trace punctuating energy‐related events and the occurrence or lack thereof subsequent policy change from 1952 to 2000.     

EU Simulations and Engagement: Motivating Greater Interest in European Union Politics

While the effects of simulation-based courses on the knowledge of participating students may be marginal in relation to standard lecture and discussion-based courses, this article argues that the greatest leverage is gained by increasing participating students’ level of interest in the subject of study and in politics more broadly. Participants tend to become increasingly absorbed in their roles and in the politics of the institutions at the center of the simulation. To better consider this possibility, we conducted a survey of students participating in the 2015 Mid-Atlantic European Union Simulation and of appropriate control populations. The survey results indeed suggest that, much more than simply acquiring knowledge about the EU, the simulation experience serves to generate more robust interest in the subject of study.     

Does Reacting to the Past Increase Student Engagement? An Empirical Evaluation of the Use of Historical Simulations in Teaching Political Theory

Within the teaching of political theory, an assumption is emerging that Reacting to the Past simulations are an effective tool because they encourage greater student engagement with ideas and history. While previous studies have assessed the advantages of simulations in other political science subfields or offered anecdotal evidence of their effectiveness in political theory courses, less attention has been paid to the empirical assessment of simulations in political theory. This study uses data — in the form of presimulation and postsimulation surveys, as well as focus groups — collected from two political theory courses in order to gauge levels of student engagement inside and outside of the classroom. We ask if students’ levels of engagement increase during the simulation in their political theory courses. We also explore the mechanisms involved in driving higher levels of student engagement during the simulation. We conclude by arguing that it is the liminal nature of the Reacting to the Past simulations that most likely explains increased levels of student engagement.