Appendix I: Drafting legislation for development: lessons from a Chinese project

A discussion on the different theoretical issues regarding development legislation that divide economists and lawyers

From Comparison to Collaboration: Experiments with a New Scholarly and Political Form

Society and the workplace are two factors that are important for the individual's health status. It is important that the individuals has the right skills to take care of their health. For organizations, it is important to strive for the welfare of their employees. This has proven to have a positive impact on work performance, reduced absenteeism and reduced costs for rehabilitation. In 2007, the local authorities in Umeå implemented a wellness offering for all employees working in the municipality administration. They later saw a need to assist employees who needed help getting started with new exercise habits. This study aims to examine how the participants in the "Get Started Programme", succeeded in creating lasting exercise habits , 3-4 years after completing the program. Research questions are: How have the participants increased their knowledge practically and theoretically after the programme has finished? How have the participants succeeded in creating the content of the programme in their daily lives? How do the participants assess their health compared to before they participated in the programme? Are there any beneficial factors highlighted by the participants as during the program? The study was conducted on the basis of semi-structured interviews with eight voluntary participants who previously participated in the Get Started Programme. The results show that six of the eight participants succeeded to get started with the goals for behavioral change, and still maintain a sufficient physical activity level today. Participants who do not consider themselves to have succeeded in reaching the goals they set up in the beginning of the program, point out that they have the tools needed to go on and continue the behavioral change they strive for

D1.1 DEMAND ASSESSMENT FRAMEWORK

This report proposes the initial draft of the LeADS ADS Framework composed by three major elements; identification and definition of technologies in scope; skills included under those technologies, and definition of job roles, where other skills frameworks are considered for comparison and alignment. The report summarises the first workshop held by the project with external constituencies even though the feedback will be incorporated in the final version of the framework, where the layer of job roles will be completed, and the others revised according to additional input. This framework serves as reference for the next step in LeADS: the assessment of the demand and the supply

Social Effectiveness of Tertiary Education for Adults in Mid-life

No abstract available

Innovative learning in action (ILIA) issue three: Employability, enterprise & entrepreneurship

The theme of the 3rd issue of ILIA is Employability, Enterprise and Entrepreneurship, reflecting the University of Salford’s Learning and Teaching Strategy and our Goal “To produce graduates with the skills, creativity, confidence and adaptability to succeed in the labour market and make a meaningful contribution to society”. The creativity, problem solving and change orientation this implies recognizes Salford’s distinctive strengths in this regard, and provides us with a conceptualization of employability which embraces enterprise and entrepreneurship, manifest in the form of selfemployment, but equally relevant to those working within organizations i.e. to intrapreneurship. The contributions to this edition provide us with examples of excellent practice demonstrating how practitioners at Salford have responded to the challenge of providing a quality learning experience for our students. Consideration of the papers and snapshots reveal how colleagues have embedded employability into teaching and learning and assessment strategies, and into frameworks of student support, in differing and innovative ways, across the institution. As this edition of ILIA goes to print work is underway to develop an Employability Policy and Strategy for the University. Designed to provide a coherent and progressive approach to Employability, Enterprise and Careers Education and Guidance, this Strategy will be able to build on the good practice evident both in this edition of ILIA and across the institution. ILIA therefore has once again provided us with a range of perspectives on a key area of curriculum design and development. It also has provided an opportunity to reflect on practice and student learning, to share experience and hopefully to identify future areas for collaboration

Making a mess of academic work: experience, purpose and identity

Within the policy discourse of academic work, teaching, research and administration are seen as discrete elements of practice. We explore the assumptions evident in this 'official story' and contrast it with the messy experience of academic work, drawing upon empirical studies and conceptualisations from our own research and from recent literature. We propose that purposive disciplinary practice across time and space is inextricably entangled with and fundamental to academic experience and identity; the fabrications of managerialism, such as the workload allocation form, fragment this experience and attempt to reclassify purposes and conceptualisations of academic work. Using actor-network theory as an analytical tool, we explore the gap between official and unofficial stories, attempting to reframe the relationship between discipline and its various manifestations in academic practice and suggesting a research agenda for investigating academic work

The Service Enterprise: a key concept for the Sociology of Work

This book proposes an alternative approach to the concepts of technology and the servicelization of labor in complex organizational contexts. We consider that, at the present stage of societal development, the development of services itself represents the passage from one industrial model to another, i.e. to a set of ways or methods of producing that are different. It is thus possible to speak of a ‘configuration of users’. In a ‘service economy’, the service products are global and are not generally decomposable, so that it is the customer/user who assesses the satisfaction involved in consuming them, even being able to intervene in their production

Marx's Economy and Beyond

Following renewed interest in Marx?s political economy in the wake of the financial crisis, the paper aims to make a contribution to debates re-evaluating Marx?s theory of capitalism and his conceptualisation of the relationship between the polity and economy. We bring together our approaches from political philosophy, economic sociology, and political economy, making the case for a renewal of historical materialism. We develop a perspective of a radically politicised economy, rather than treating polity and economy as separate spheres. The political implications of this perspective involve an insistence on political and economic democratisation and human rights as an integral part of any socially egalitarian alternatives to capitalist political economies. The paper, written without the full academic paraphernalia, engages with current defences of the classical Marxist understanding of exploitation, especially the labour theory of value, and presents an alternative, neo-Polanyian analysi

Fighting a Resurgent Hyper-Positivism in Education is Music to My Ears

In this article, I argue that one of the gifts of the Age of Enlightenment, the ability to measure, to experiment, to predict—turned rancid by hyper-positivism—is re-asserting itself globally in the field of education (including music education). I see a neoliberal, neocolonial connection—in terms of the ideologies that fuel them—between some of the homogenizing, epistemologically/culturally imperialist aspects of globalization and this resurgent hyper-positivism that has been accompanied by a corporatization of education. I posit that critical education, including critical music education, is an essential component of a necessary—if rancorous—dialogue in maintaining a definition of education that is as varied and diverse as those students we wish to educate. In essence, I argue that critical education is one of many tools to help us fight a ‘re-colonization’ by this resurgent hyper-positivism in education