¿A dónde van las universidades? Perspectivas histórica y comparativa

This article examines the tendency of universities to adopt criteria and evaluation guidelines speci¡c to business enterprises. Faced with the massi¡cation of enrollment and operating costs, they favor the administrative roles of academics tend to be more favored. While being a sign of academic decay, there has undoubtedly has been radical change during the last four decades ago. If this trend continues, concern about the “rational” use of staâ and the physical plant and the hiring of professors more engaged in recruitment than teaching and basic research will accentuate the distance between elite universities and other universities, that and its distinct academic role wil change as its focus will be training personnel for the labor market.Este artículo examina la tendencia de las universidades a adoptar criterios y pautas de evaluación propios de las empresas de negocios. Ante la masificación de la matrícula y los costos de funcionamiento, privilegian los aspectos administrativos sobre los académicos. Quizá no sea un signo de decadencia, pero su orientación ha cambiado radicalmente en comparación con la de hace tres o cuatro décadas. De continuar esta tendencia, la preocupación por el uso “racional” del personal y la planta física y el reclutamiento de profesores más dedicados a la contratación que a la docencia y a la investigación básica acentuarán la distancia entre universidades de élite y el resto de universidades, que al perder sus características peculiares solo capacitará personal para el mercado de trabajo

Critical international relations and the impact agenda

How should critical International Relations (IR) scholars approach the ‘impact agenda’? While most have been quite resistant to it, I argue in this essay that critical IR should instead embrace the challenge of impact – and that both IR as a field and the impact agenda more broadly would gain greatly from it doing so. I make this case through three steps. I show, firstly, that critical IR has till now been very much at the impact agenda’s margins, and that this situation contrasts strikingly with its well-established importance within IR teaching and research. I argue, secondly, that critical IR scholars both could and should do more impact work – that the current political conjuncture demands it, that many of the standard objections to doing so are misplaced, and indeed that ‘critical’ modes of research are in some regards better suited than ‘problem-solving’ ones to generating meaningful change – and offer a series of recommended principles for undertaking critically-oriented impact and engagement work. But I also argue, thirdly, that critical social science holds important lessons for the impact agenda, and that future impact assessments need to take these lessons on board – especially if critical IR scholarship is to embrace impact more fully. Critical IR, I submit, should embrace impact; but at the same time, research councils and assessments could do with modifying their approach to it, including by embracing a more critical and political understanding of what impact is and how it is achieved

‘Re-reading Raphael Samuel: Politics, Personality and Performance’

For British historian Raphael Samuel, history and politics were inextricable. Best known as the founder of the history workshop movement, the controversial historian took his stance on the democratisation of history-making, becoming an outspoken advocate for public history. Despite making a significant contribution to contemporary historiography, he remains a neglected, even disparaged, figure. This paper contends that the most significant aspect of Samuel’s historical work was not one or other theory of history or argument about the past but his entire way of being an historian. Samuel embodied as much as expressed his ideas, consciously using his personality as a powerful political tool. It is further argued that conventional approaches to intellectual history, focusing on textual outputs, do not fully recognise the significance of performative modes of thinking. Theoretical approaches to performance as identity offer important insight here but can be too schematic in their view of applied and enacted thought. A biographical approach, by contrast, provides the intimate perspective necessary to fully appreciate the fluidity and complexity of such a personality. The paper first situates Samuel in the context of his earlier life, focusing on how and why he created such a public persona and how he adapted it in response to changing circumstances. It then considers the implications and effectiveness of this persona by assessing how it was perceived and narrated by others, acknowledging, in the process, why different groups engaged with and interpreted it differently

Working, travelling, and identity: J.B. Priestley’s English Journey (1934)

The motivation for travel is central to its form and content. This article addresses an under-represented area of travel writing: the travel text that results from a journey undertaken for work purposes. By considering J. B. Priestley’s English Journey as a case-study, it argues that the text’s critical reception, at first disorientated and confused, and later dominated by historical and political readings, has resulted from Priestley’s emphasis on work rather than leisure. In his text Priestley explores the relationship of work and identity, and his own position as writer and traveller is central to this, symbolised in his preoccupation with the figure of the travelling salesman

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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Pedagogical memory and the space of the postcolonial classroom : reading Dangarembga's Nervous Conditions

This article addresses issues of the mnemonic space of the literature classroom by interrogating a classic text of African women’s writing, Tsitsi Dangaremnga’s Nervous Conditions (1988) for the ways it speaks about education in 1960s and 1970s late-colonial Rhodesia. The article suggests that the novel reviews and critiques a number of memorial strategies that were crucial to the colonial educational system, thereby facilitating a reflexive application of the novel’s concerns to the contexts in which it is often taught, that of today’s postcolonial classrooms. The article seeks to place Dangarembga’s novel in the context of its present moment, contemporary South Africa – that of the present critic’s site of practice, both pedagogical and scholarly, and that of many of this article’s readers. This present moment, in turn, is made up the many sites, successive and simultaneous, in which the novel’s work of memory is being re-activated in the minds of students as readers and writers. Via a dialogue between the textual past and the pedagogical present, one which is often subject to critical amnesia, the article seeks to inaugurate a debate on the nature of pedagogical memory in the space of the postcolonial university or high school literature classroom.http://www.informaworld.com/RSCRhb2013gv201