The Brain Drain: an Unmitigated Blessing?

Increasingly, immigration policies tend to favour the entry of skilled workers, raising substantial concerns among sending countries. The “revisionist” approach to the analysis of the brain drain holds that such concerns are largely unwarranted. First, sustained migratory flows may be associated with an equally large flow of remittances. Second, migrants may return home after having acquired a set of productive skills. Finally, the ability to migrate abroad may boost the incentive to acquire skills by home residents. This paper takes a further look at the link between skilled migration, education, and remittances. It finds little support for the revisionist approach. First, a higher skilled content of migration is found to be associated with a lower flow of remittances. Second, there is little evidence suggesting that raising the skill composition of migration has a positive effect on the educational achievements in the home country.

Limits to Modularity: A Review of the Literature and Evidence from Chip Design

This working paper has been prepared as part of the East-West Center's research project on Globalization of Knowledge Work: Why is Chip Design Moving to Asia. In this paper, Dieter assesses what we know about the limits to modularity and their impact on firm organization and industry structure. He focuses on evidence form chip design, drawing on interview on 2002 and 2003 with a sample of 60 companies and 15 research institutions that are involved in chip design in the US, Taiwan, Korea, China and Malaysia. It is summarized "stylized" propositions of the modularity literature that are well-established, as well as predictions that are controversial. In addition, important limits to modularity and relevant management responses were reviewed.

Is the Brain Drain an Unmitigated Blessing?

migration, brain drain, eduction, remittances

The Self-Effacing Functionality of Blame

This paper puts forward an account of blame combining two ideas that are usually set up against each other: that blame performs an important function, and that blame is justified by the moral reasons making people blameworthy rather than by its functionality. The paper argues that blame could not have developed in a purely instrumental form, and that its functionality itself demands that its functionality be effaced in favour of non-instrumental reasons for blame—its functionality is self-effacing. This notion is sharpened and it is shown how it offers an alternative to instrumentalist or consequentialist accounts of blame which preserves their animating insight while avoiding their weaknesses by recasting that insight in an explanatory role. This not only allows one to do better justice to the authority and autonomy of non-instrumental reasons for blame, but also reveals that autonomy to be a precondition of blame’s functionality. Unlike rival accounts, it also avoids the “alienation effect” that renders blame unstable under reflection by undercutting the authority of the moral reasons which enable it to perform its function in the first place. It instead yields a vindicatory explanation that strengthens our confidence in those moral reasons

Idylls of socialism : the Sarajevo Documentary School and the problem of the Bosnian sub-proletariat

This historical overview of the Sarajevo Documentary School considers the films, in the light of their recent re-emergence, as indicative of both the legacy of socialist realism (even in the context of Yugoslav media) and attempted social engineering in the Bosnia of the 1960s and 1970s. The argument is made that the documentaries, despite their questionable aesthetic status (in respect of cinma-vrit and ethnography) and problematic ideological strategies and attempted interventions, document a history and offer insights that counter the prevailing revisionist trends in the presentation of Eastern and Central European history

The oratory of James Callaghan

The chapter contributes to the neglected field of analysis of the use, purpose and impact of political oratory and rhetoric in Labour's post-war political history. Specifically, the chapter assesses the contribution of Jim Callaghan's Labour oratory across the spectrum of his political and public roles and experience, and evaluates his relative success in advancing his position or that of the Labour Party as evidenced by his party and wider public impact. It suggests that, with obvious notable exceptions, Callaghan demonstrated undoubted party and public communication skills, often in difficult circumstances during his prime ministerial tenure, and held it to be one of his core political strengths. Although perhaps not a natural orator in the classical sense, his relative frankness and identification with the ‘touch-stone of public opinion’, expression of the ‘personal touch’ and ability to communicate a message of calm and reassurance were regarded as the essence of his political method and appeal, even in the darkest days of his Labour government

Conceptualising the research–practice–professional development nexus: mobilising schools as ‘research-engaged’ professional learning communities

This paper argues the need for coherent, holistic frameworks offering insightful understandings as well as viable, connected and synergistic solutions to schools in addressing pressing problems arising from the acknowledged gaps between research, practice and professional development. There is a need to conceptualise a comprehensive conceptual framework that rationalises, constructs and connects salient professional development concepts and practices fit for purpose in twenty-first-century schools. Specifically, three themes conceptualise existing problems faced by schools and their possible solutions: first, bridging the research–policy–practice gap by mobilising knowledge more effectively through knowledge producers and consumers working collaboratively; second, valuing and integrating both tacit knowledge and academic coded knowledge; and third, raising the professionalism and reflectivity of teachers and leaders. However, a new organisational and human infrastructure is needed to enable these solutions to be realised in school practice. Arguably, three responses are critical to this challenge of knowledge mobilisation; all are achievable through the powerful unifying concept of the ‘research-engaged school’. The three responses are: research engagement on the part of all teachers and leaders; creating schools and school networks as professional learning communities; and adopting a workable methodology (namely, research–design–development) for teachers and leaders to put research into practice and tailor innovations to specific school contexts