Never Mind the EDU, What about the CATE? The Background to Current Developments in English Teacher Education

If anyone were misguided enough to offer a prize for the sector of English education most subject to government intervention, the institutions concerned with initial teacher training would win it hands down. The intervention (a less polite word would be interference) has, over time, taken three main forms: alterations to the structure and organisation of provision; attempts to match student numbers to subsequent demand; and control over curricular content. This paper is an attempt to take a relatively longterm view of relevant developments, setting the present situation in its historical context. It will thus necessarily adopt a broad-brush rather than finely detailed approach. It will also focus on the scene in England. What has happened in Wales and Northern Ireland is broadly similar but Scotland has its own independent (and to envious southern eyes more congenial) system

Practical Applications as a Source of Credibility: A Comparison of Three Fields of Dutch Academic Chemistry

In many Western science systems, funding structures increasingly stimulate academic research to contribute to practical applications, but at the same time the rise of bibliometric performance assessments have strengthened the pressure on academics to conduct excellent basic research that can be published in scholarly literature. We analyze the interplay between these two developments in a set of three case studies of fields of chemistry in the Netherlands. First, we describe how the conditions under which academic chemists work have changed since 1975. Second, we investigate whether practical applications have become a source of credibility for individual researchers. Indeed, this turns out to be the case in catalysis, where connecting with industrial applications helps in many steps of the credibility cycle. Practical applications yield much less credibility in environmental chemistry, where application-oriented research agendas help to acquire funding, but not to publish prestigious papers or to earn peer recognition. In biochemistry practical applications hardly help in gaining credibility, as this field is still strongly oriented at fundamental questions. The differences between the fields can be explained by the presence or absence of powerful upstream end-users, who can afford to invest in academic research with promising long term benefits

What Stimulates Researchers to Make Their Research Usable? Towards an Openness Approach

Ambiguity surrounding the effect of external engagement on academic research has raised questions about what motivates researchers to collaborate with third parties. We argue that what matters for society is research that can be absorbed by users. We define openness as a willingness by researchers to make research more usable by external partners by responding to external influences in their own research practices. We ask what kinds of characteristics define those researchers who are more open to creating usable knowledge. Our empirical study analyses a sample of 1583 researchers working at the Spanish Council for Scientific Research (CSIC). Results demonstrate that it is personal factors (academic identity and past experience) that determine which researchers have open behaviours. The paper concludes that policies to encourage external engagement should focus on experiences which legitimate and validate knowledge produced through user encounters, both at the academic formation career stage as well as through providing ongoing opportunities to engage with third parties.The data used for this study comes from the IMPACTO project funded by the Spanish Council for Scientific Research - CSIC (Ref. 200410E639). The work also benefited from a mobility grant awarded by Eu-Spri Forum to Julia Olmos Penuela & Paul Benneworth for her visiting research to the Center of Higher Education Policy Studies. Finally, Julia Olmos Penuela also benefited from a post-doctoral grant funded by the Generalitat Valenciana (APOSTD-2014-A-006).Olmos-Peñuela, J.; Benneworth, P.; Castro-Martínez, E. (2015). What Stimulates Researchers to Make Their Research Usable? Towards an Openness Approach. 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Hidden in the Middle : Culture, Value and Reward in Bioinformatics

Bioinformatics - the so-called shotgun marriage between biology and computer science - is an interdiscipline. Despite interdisciplinarity being seen as a virtue, for having the capacity to solve complex problems and foster innovation, it has the potential to place projects and people in anomalous categories. For example, valorised 'outputs' in academia are often defined and rewarded by discipline. Bioinformatics, as an interdisciplinary bricolage, incorporates experts from various disciplinary cultures with their own distinct ways of working. Perceived problems of interdisciplinarity include difficulties of making explicit knowledge that is practical, theoretical, or cognitive. But successful interdisciplinary research also depends on an understanding of disciplinary cultures and value systems, often only tacitly understood by members of the communities in question. In bioinformatics, the 'parent' disciplines have different value systems; for example, what is considered worthwhile research by computer scientists can be thought of as trivial by biologists, and vice versa. This paper concentrates on the problems of reward and recognition described by scientists working in academic bioinformatics in the United Kingdom. We highlight problems that are a consequence of its cross-cultural make-up, recognising that the mismatches in knowledge in this borderland take place not just at the level of the practical, theoretical, or epistemological, but also at the cultural level too. The trend in big, interdisciplinary science is towards multiple authors on a single paper; in bioinformatics this has created hybrid or fractional scientists who find they are being positioned not just in-between established disciplines but also in-between as middle authors or, worse still, left off papers altogether

The discovery of I-BRD9, a selective cell active chemical probe for bromodomain containing protein 9 inhibition

Acetylation of histone lysine residues is one of the most well-studied post-translational modifications of chromatin, selectively recognized by bromodomain “reader” modules. Inhibitors of the bromodomain and extra terminal domain (BET) family of bromodomains have shown profound anticancer and anti-inflammatory properties, generating much interest in targeting other bromodomain-containing proteins for disease treatment. Herein, we report the discovery of I-BRD9, the first selective cellular chemical probe for bromodomain-containing protein 9 (BRD9). I-BRD9 was identified through structure-based design, leading to greater than 700-fold selectivity over the BET family and 200-fold over the highly homologous bromodomain-containing protein 7 (BRD7). I-BRD9 was used to identify genes regulated by BRD9 in Kasumi-1 cells involved in oncology and immune response pathways and to the best of our knowledge, represents the first selective tool compound available to elucidate the cellular phenotype of BRD9 bromodomain inhibition

'Excellence' and exclusion:the individual costs of institutional competitiveness

A performance-based funding system like the United Kingdom’s ‘Research Excellence Framework’ (REF) symbolizes the re-rationalization of higher education according to neoliberal ideology and New Public Management technologies. The REF is also significant for disclosing the kinds of behaviour that characterize universities’ response to government demands for research auditability. In this paper, we consider the casualties of what Henry Giroux (2014) calls “neoliberalism’s war on higher education” or more precisely the deleterious consequences of non-participation in the REF. We also discuss the ways with which higher education’s competition fetish, embodied within the REF, affects the instrumentalization of academic research and the diminution of academic freedom, autonomy and criticality

Functional interdependence of BRD4 and DOT1L in MLL leukemia.

Targeted therapies against disruptor of telomeric silencing 1-like (DOT1L) and bromodomain-containing protein 4 (BRD4) are currently being evaluated in clinical trials. However, the mechanisms by which BRD4 and DOT1L regulate leukemogenic transcription programs remain unclear. Using quantitative proteomics, chemoproteomics and biochemical fractionation, we found that native BRD4 and DOT1L exist in separate protein complexes. Genetic disruption or small-molecule inhibition of BRD4 and DOT1L showed marked synergistic activity against MLL leukemia cell lines, primary human leukemia cells and mouse leukemia models. Mechanistically, we found a previously unrecognized functional collaboration between DOT1L and BRD4 that is especially important at highly transcribed genes in proximity to superenhancers. DOT1L, via dimethylated histone H3 K79, facilitates histone H4 acetylation, which in turn regulates the binding of BRD4 to chromatin. These data provide new insights into the regulation of transcription and specify a molecular framework for therapeutic intervention in this disease with poor prognosis

Success factors of quality management in higher education: intended and unintended impacts

Expanded and increasingly diversified systems of higher education are generally differentiated vertically and/or horizontally. National quality management systems attempt to identify both kinds of differences in quality and standards across their higher education systems. But different quality management systems and processes can pose different questions about such differences and provide different answers. In so doing, they can change what is regarded as important in higher education. Institutions respond to the perceived requirements of quality management with either change and innovation or with compliance and conformity. Institutional policies may change. Cultures of quality can be either strengthened or weakened. Impacts on quality differ, with unintended impacts often more significant than the intended ones

Professional Practices: commitment and capability in a changing environment

There is recurrent public concern with enhancing the quality of professional performance. What is the contemporary understanding of professionalism? Are the needs of professionals in various fields being met at the end of the 20th century, as what is commonly called "continuing professional development" has become of a sizable industry? Many books treat the professions as homogeneous groups and view them from an external standpoint. In "Professional Practices" Tony Becher investigates the differences as well as the similarities between and within professional groupings, and presents the perspectives of insiders. One particular theme concerns the main patterns of change in professional careers and the specific problems faced by women professionals in a largely male-dominated environment. The book focuses on six professions - medicine, pharmacy, law, accountancy, architecture and structural engineering. The material is based on 190 interviews with a variety of members of the six professions. Becher's book offers original and sensitive insight into the working lives of practitioners and an understanding of the ideas and values they embrace. He argues that their high sense of commitment stems from a concern to enhance their individual reputations and to maintain their collective professional status. Becher highlights the variety of activities in which these professionals are engaged and the reasons for their responses to social and political pressures from outside their fields. Above all, he seeks to demystify professionalism and to show that professional people share with others a wide range of universal human feelings and concerns. A postscript raises the issue of why universities are little involved with continuing education in the professions. Practising professionals should benefit from this insight into how people in their own and other professions cope with similar problems. Becher's volume should be particularly appealing to educationists, policymakers and social scientists interested in the subject of professionalism, those involved in the provision of initial and mid-career change for the professions, and those with a lay interest in the topic