The Global Ambitions of Irish Universities: Internationalizing Practices and Emerging Stratification in the Irish Higher Education Sector

As higher education is increasingly harnessed to national economic goals and as funding shifts from public to private sources, Irish universities are under unprecedented pressure to “internationalize.” Yet the way they mediate national policy is constrained by funding and market forces as well as by their own organizational features and position in the field. Analysis of bilateral non-EU partnerships reveals competing logics of prestige, finances, and alignment with national ambitions in the global economy. Historical hierarchies between Irish third-level institutions are thus reinforced, while internally, status distinctions emerge between the various types of partnerships and student exchange programs. The shape taken by internationalization may reinforce various strands of inter-institutional and intra-institutional inequality, without guaranteeing that Irish universities succeed in their ambitions to achieve “world-class” status

Social justice in a market order: graduate employment and social mobility in the UK

Framed within a Gramscian analytical perspective, this article contrasts the ‘transparent neoliberalism’ of one of its leading organic intellectuals, Friederich Hayek, with one of the key discourses of ‘euphemized neoliberalism’ in the UK: higher education’s promise of social justice through social mobility. The article discusses the disjunctions between ideology and discourse but also between discourse and the reality of class-based unequal graduate employment outcomes in the UK. I then consider some recent policy proposals to redress such inequalities and scrutinize these in the light of Hayek’s views on social justice within a market economy. In the final section, I return to Gramsci to re-evaluate the continuing relevance of the concept of organic intellectuals in the light of debates around the shifting position of intellectuals within contemporary society

Overcoming Barriers to Skills Training in Borderline Personality Disorder: A Qualitative Interview Study

Despite evidence suggesting that skills training is an important mechanism of change in dialectical behaviour therapy, little research exploring facilitators and barriers to this process has been conducted. The study aimed to explore clients’ experiences of barriers to dialectical behaviour therapy skills training and how they felt they overcame these barriers, and to compare experiences between treatment completers and dropouts. In-depth qualitative interviews were conducted with 40 clients with borderline personality disorder who had attended a dialectical behaviour therapy programme. A thematic analysis of participants’ reported experiences found that key barriers to learning the skills were anxiety during the skills groups and difficulty understanding the material. Key barriers to using the skills were overwhelming emotions which left participants feeling unable or unwilling to use them. Key ways in which participants reported overcoming barriers to skills training were by sustaining their commitment to attending therapy and practising the skills, personalising the way they used them, and practising them so often that they became an integral part of their behavioural repertoire. Participants also highlighted a number of key ways in which they were supported with their skills training by other skills group members, the group therapists, their individual therapist, friends and family. Treatment dropouts were more likely than completers to describe anxiety during the skills groups as a barrier to learning, and were less likely to report overcoming barriers to skills training via the key processes outlined above. The findings of this qualitative study require replication, but could be used to generate hypotheses for testing in further research on barriers to skills training, how these relate to dropout, and how they can be overcome. The paper outlines several such suggestions for further research

Implicit Microfoundations for Macroeconomics

A large market economy has a huge number of degrees of freedom with weak microlevel coordination. The 'implicit microfoundations' approach considers this property of micro-level interactions to more strongly determine macro-level outcomes compared to the precise details of individual choice behavior; that is, the 'particle' nature of individuals dominates their 'mechanical' nature. So rather than taking an 'explicit microfoundations' approach, in which individuals are represented as 'white-box' sources of fully-specified optimizing behavior ('rational agents'), we instead represent individuals as 'black box' sources of unpredictable noise subject to objective constraints ('zero-intelligence agents'). To illustrate the potential of the approach we examine a parsimonious, agent-based macroeconomic model with implicit microfoundations. It generates many of the reported empirical distributions of capitalist economies, including the distribution of income, firm sizes, firm growth, GDP and recessions

The Hidden Internationalism of Elite English Schools

Analyses of UK higher education have provided compelling evidence of the way in which this sector has been affected by globalisation. There is now a large literature documenting the internationalisation of British universities, and the strategic and economic importance attached to attracting students from abroad. Within the schools sector, it has been argued that parents are increasingly concerned about the acquisition of valuable multicultural ‘global capital’. Nevertheless, we know little about whether ‘internationalism’ and/or the inculcation of ‘global capital’ is an explicit focus of UK schools. To start to redress this gap, this article draws on an analysis of websites, prospectuses and other publicly available documents to explore the extent to which internationalism is addressed within the public face that schools present to prospective pupils, and the nature of any such messages that are conveyed

'Creating a modern nursing workforce’: nursing education reform in the neoliberal social imaginary

This paper explores how nursing education both exemplifies the contradictions of neoliberalism alongside its seemingly all-encompassing influence. We conduct a feminist critical policy analysis to trace the histories of nursing as a feminised vocation located outside the academy, and how this is reflected in recent policy. We then critically explore widening participation and social mobility in relation to nursing education, and demonstrate how a discourse of fairness is used to justify market solutions. The ‘special case’ of nursing is considered through an analysis of how ‘the nurse’ as subject is constituted in education policy discourse. Our discussion focuses on the effects of these reforms and demonstrates how historical discourses that centre on women as carers are assimilated into the ‘neoliberal social imaginary’. The paper’s scope is both local – the gendered history of nursing education in England – and global – the force of neoliberal globalisation in education policy

Child sexual abuse amongst Asian communities: developing materials to raise awareness in Bradford.

NoThis article starts from recognition that child sexual abuse is perpetrated in all communities, but appears to be under-reported to varying degrees in different communities. It acknowledges that children who have been sexually abused will usually benefit from services designed to assist them in moving on from this experience and to provide future protection from perpetrators. It notes, in particular, the apparent disproportionately low take-up of relevant services by members of Asian communities in Britain. It places this in the context of reported responses to child sexual abuse in Pakistan, India and Bangladesh and explores the likely impact of factors arising from cultural norms in relation to family structure and role relationships. It reports on work begun within Asian communities in Bradford to increase awareness of and appropriate responses to child sexual abuse which hopefully address issues which are or relevance elsewhere. In particular, it discusses responses to a preliminary questionnaire, discussions with community groups, a consultation event held in April 2003, and a multilingual information booklet produced as a result. It urges respectful dialogue with women, men, children and young people in Asian communities as being essential to progress regarding appropriate responses to child sexual abus