Re-visualising international relations:Audio-visual projects and direct encounters with the political in security studies tla

In this paper we discuss how an innovative audio-visual project was adopted to foster active, rather than declarative learning, in critical International Relations (IR). First, we explore the aesthetic turn in IR, to contrast this with forms of representation that have dominated IR scholarship. Second, we describe how students were asked to record short audio or video projects to explore their own insights through aesthetic and non-written formats. Third, we explain how these projects are understood to be deeply embedded in social science methodologies. We cite our inspiration from applying a personal sociological imagination, as a way to counterbalance a ‘marketised’ slant in higher education, in a global economy where students are often encouraged to consume, rather than produce knowledge. Finally, we draw conclusions in terms of deeper forms of student engagement leading to new ways of thinking and presenting new skills and new connections between theory and practice

Drama and discounting in the relational dynamics of corporate social responsibility

Employing theoretical resources from Transactional Analysis (TA) and drawing from interviews with managers dealing with social or environmental issues in their role, we explain how CSR activity provides a context for dramas in which actors may ignore, or discount aspects of self, others, and the contexts of their work as they maintain and reproduce the roles of Rescuers, Persecutors and Victims. In doing so, we add to knowledge about CSR by providing an explanation for how the contradictions of CSR are avoided in practice even when actors may be aware of them. Specifically, we theorise how CSR work can produce dramatic stories where adversity is apparently overcome, whilst little is actually achieved at the social level. We also add to the range of psychoanalytic tools used to account for organisational behaviours, emphasising how TA can explain the relational dynamics of CSR

The UK National Student Survey: An amalgam of discipline and neo-liberal governmentality

The UK National Student Survey (NSS) has high status on the agenda of UK universities. Its rise in status is linked to its influence on national rankings and associated funding streams referenced to the Teaching Excellence Framework (TEF). Consequently, many universities have implemented further assessments of student satisfaction, thereby putting additional internal performative pressures on courses and individual lecturers. The research contribution of this paper consists in an analysis of the NSS through Foucault’s notion of “governmentality” with a particular focus on his work on “discipline” and “neo-liberal governmentality”. More specifically, by utilising qualitative data from interviews, research diaries and observations, it will be demonstrated how the NSS functions as a “disciplinary” technology of government which subjects lecturers, departments and universities to intersecting panoptic gazes and perpetual ratings. In addition, the NSS can also be considered ‘neo-liberal’ (Foucault, 2008, p. 193) in that it governs the academic population through narrow conceptions of “freedom” and omnipresent competition. The paper proposes that it is through the amalgamated forces of intersecting panoptic gazes, on the one hand, and neo-liberal free-market principles, on the other, that student feedback develops its power to govern

Customer Focus in European Higher Education Systems

This article looks at the idea and practice of “customer focus” in higher education. As a global trend with origins in the business and corporate world, customer focus has come to increasingly shape public services worldwide. Influenced by business thinking, terminology, and practices, governmental organizations across policy areas have used customer focus to reform public services in order to bring them closer to the demands and expectations of their users. The paper particularly analyzes changes in customer focus understanding and its implications for the European higher education policies. The aim of the article is to contribute to a better conceptualization and policy understanding of this growing approach to higher education reform.fi=vertaisarvioitu|en=peerReviewed

Health professions and risk of sporadic Creutzfeldt- Jakob disease, 1965 to 2010

In 2009, a pathologist with sporadic Creutzfeldt- Jakob Disease (sCJD) was reported to the Spanish registry. This case prompted a request for information on health-related occupation in sCJD cases from countries participating in the European Creutzfeldt Jakob Disease Surveillance network (EuroCJD). Responses from registries in 21 countries revealed that of 8,321 registered cases, 65 physicians or dentists, two of whom were pathologists, and another 137 healthcare workers had been identified with sCJD. Five countries reported 15 physicians and 68 other health professionals among 2,968 controls or non-cases, suggesting no relative excess of sCJD among healthcare professionals. A literature review revealed: (i) 12 case or small case-series reports of 66 health professionals with sCJD, and (ii) five analytical studies on health-related occupation and sCJD, where statistically significant findings were solely observed for persons working at physicians' offices (odds ratio: 4.6 (95 CI: 1.2-17.6)). We conclude that a wide spectrum of medical specialities and health professions are represented in sCJD cases and that the data analysed do not support any overall increased occupational risk for health professionals. Nevertheless, there may be a specific risk in some professions associated with direct contact with high human-infectivity tissue

When prototypes are not best: Judgments made by children with autism

The current study used a factorial comparison experimental design to investigate conflicting findings on prototype effects shown by children with autism (Klinger & Dawson, 2001; Molesworth, Bowler, & Hampton, 2005). The aim was to see whether children with high –functioning autism could demonstrate prototype effects via categorization responses and whether failure to do so was related to difficulty understanding ambiguous task demands. Two thirds of the autism group did show an effect. The remainder, a sub-group defined by performance on a control task, did not. The discussion focuses on the influence of heterogeneity within the autism group and the ability to resolve ambiguity on task performance. Finally, an alternative experimental design is recommended for further research into these issues

'Pouring politics down our throats': political CSR communication and consumer catharsis

This chapter theorizes the outrageous consumer response that may follow the communication of political corporate social responsibility (CSR). We consider two recent cases (Starbucks’s offer to hire refugees and Pepsi’s appropriation of protest movements in an ad) and how consumers-citizens reacted when these corporations communicated political issues. By drawing from psychoanalytic concepts, we illustrate how consumers’ outrage, expressed in angry social media comments, and in the creation and sharing of memes, is cathartic of unconscious repressed matter: the realization of their own powerless and the domination of corporations. We further note how these expressions of outrage may be understood to result from defense mechanisms such as denial, displacement, or more complex sublimation that help consumers maintain a position of passive domination by corporations. Like all psychoanalytic applications, our interpretation represents only a plausible metaphor that can explain the “irrational” behavior of consumers. Positivist traditions of CSR theorization may demand further causal studies to confirm the ideas we express. Our study is an original exploration of what underlies consumer responses to political CSR. These cases could inform academics and practitioners working in the business and society arena asking them to re-evaluate whether and how political CSR should be communicated, and the implications of the rapid diffusion of messages in social media that include mocking parody and offensive brand comments

'I once wore an angry bird t-shirt and went to read Qur’an': asymmetrical institutional complexity and emerging consumption practices in Pakistan

This article brings together theories of institutional logics and the exploration of the lives of tweens in Pakistan to understand how emerging consumption practices fit within Pakistani children’s daily lives, and how institutional complexity that includes the dominance of religion under Pakistani Islamization is negotiated to separate and maintain the differences between them. We identify resolutions to asymmetrical institutional complexity in the consumption of character T-shirts: spatial–temporal practices, visual practices, symbolic substitution practices and single logic practices. We contribute to an understanding of how consumption happens in an Eastern Muslim culture, and how multiple institutional logics shape the consumption practices of children, by articulating how halal consumption practices, far from being essentialist, or presented as market segmentation, form from negotiations and reflections at the boundaries where Islam and Market logics meet

Is a posthumanist bildung possible? Reclaiming the promise of bildung for contemporary higher education

My central argument in this article is that the notion of Bildung may offer conceptual sustenance to those who wish to develop educative practices to supplement or contest the prevalence and privileging of market and economic imperatives in higher education, which configure teaching and learning as an object available to measurement. I pursue this argument by making the case for an ethical posthuman Bildung which recognises the inseparability of knowing and being, the materiality of educative relations, and the need to install an ecology of ethical relations at the centre of educational practice in higher education. Such a re-conceptualisation situates Bildung not purely as an individual goal but as a process of ecologies and relationships. The article explores Bildung as a flexible concept, via three theoretical lenses, and notes that it has always been subject to continuing revision in response to changing social and educational contexts. In proposing the possibility of, and need for, a posthuman Bildung, the articles offers a critical review of the promise of Bildung and outlines some of the radical ways that a posthuman Bildung might reinvigorate conceptualisations of contemporary higher education. Keywords : Bildung; posthumanism; higher education; ethics; ecology